Curriculum Project

Kate Goodin
MUED 359-Administering The School Music Program
Dr. Lychner
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Table of Contents

Mission Statement……………………………………………………………...………………….2

Music Department Description……………………….…………………….……………………..2

Broad Goals……………………………….…………………………………………………..…..4

Outcomes……..…………………………………………………………………………………...5

Elementary School.………………………………………………………………………..5

Middle School…………..…………………………………………...……………...……..6

High School.………………………………………………………………………...…...10

Sources…………………………………………………………………………………….……..14
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Mission Statement
My mission as a music teacher is to foster a community of growth where students feel safe in
expressing their individuality. I want my students to leave my program with coherent musical
knowledge and knowledge about the world.

Music Department Description

In order to build a strong orchestral foundation, I would start instrumental instruction in

a pull-out string program for 4th and 5th grade. My pull-out program would be optional instead

of required because it would help limit my class to only those interested in strings. The focus

would be on the correct hand positions for the right and left hand, correct posture and the correct

way to care for the violin. Pull-out string programs are more common in well-developed areas

that have the student interest and budget available. This elementary opportunity is extremely

helpful to inspire interest in orchestra. In fourth grade, I would start all of my students on the

violin. Since there are many commonalities across the string family, starting the students on

violin will provide them the fundamental knowledge for any of the other string instruments.

When these students move on to 5th grade, I would then offer the viola, cello and bass. I would

limit the elementary experience to two-three classes that just focus on string skills. In many

cases, elementary string instructors travel between multiple schools a week to teach beginning

strings.

Middle school is the first opportunity students have to choose their own electives. Ideally,

the students who partook in elementary strings would continue orchestra in middle school.

Middle school orchestra would build on the string fundamentals taught in 4th and 5th grade.

Middle school is a very precious time, where the students will either fall in love with music or

run the other way. I would like at least two levels of orchestra in my middle school program:

beginning and intermediate. Beginning orchestra would be for those who are completely new to
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strings and intermediate orchestra would be for those who already know the fundamentals of

their instruments. There is definitely a possibility to add an advanced class if there are enough

interested students. The size of my orchestra classes would depend on a multitude of factors. The

ideal class size is around 40 students, but that is just an approximation. Music can be made with

any amount of students, and my main goal is to keep my retention rate high. I would like to teach

in a county that has established string programs, alongside many orchestral opportunities, similar

to Orange County where I went to school.

After students graduate middle school, they will be met with many new opportunities.

Some may drop orchestra to make room for other sports/electives/classes, but others will put

orchestra at the top of their list. High school orchestra is a place where students want to be

accepted, challenged and inspired to become better musicians. I want my students to grow a love

and an appreciation for music, even if they choose to not continue on their instruments. In my

future high school program, depending on where my students are from their middle school

experience, I would elaborate on two key playing concepts throughout the years: usage of bow

and vibrato. Usage of bow and vibrato both expand on basic topics of tone, sound quality and

articulation. I will use these concepts as universal teaching points, but there will also be specific

objectives for the different leveled orchestras. I would like to have three levels of orchestra:

beginner, intermediate, and advanced. Ideally, I will be in a large enough school where I have

enough interested students to have three levels of orchestra. Additionally, it would be beneficial

to have a theory class and a keyboard class to further the knowledge of music. If these classes are

impossible to create with the available resources, then I will incorporate important theory

concepts into orchestra class. To appreciate the true beauty of music, it is important for the

students to expand their knowledge past notes and rhythms.

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Broad Goals
Elementary School

When students graduate from the elementary school string program, they will have the tools and
basic knowledge to make a consistently good sound on their instrument. This includes sitting
with correct posture, and knowing how to position their right and left hand to comfortably hold
the instrument. Additionally, they will know how different fingerings relate to different pitches,
how the bow position affects the sound, and how to read basic rhythms: whole notes, half notes,
quarter notes.

Middle School

When students graduate from the middle school program, they should have a strong

understanding of how to control their own sound, and how their sound fits into the full string

orchestra. Middle school is about making the transition between learning the fundamentals of the

instrument to learning how to work with your classmates to create music. Students will take their

growing knowledge of different string techniques, styles, and sounds to make the notes on the

page come to life. Middle school is where orchestra becomes a unifying force, rather than an

abundance of individual players.

High School

When students graduate high school, they will leave with knowledge about music and about life.

I want my students to leave my program as well-rounded humans and as competent musicians.

High school is where music magic happens through teamwork, dedication, compromise, and

patience. At this age, students will have a thorough understanding of how to maneuver different

elements of their playing to produce different sounds and styles of music. Students will then take

this knowledge, and apply it to their orchestral playing. Students must understand the value of

communication and working together in order to make beautiful music. These skills will benefit

them in all avenues of life.

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Outcomes: Elementary and Middle School

4th Grade
The main objective of fourth grade is to learn how to hold the bow and violin correctly. Creating
a strong foundation on correct technique is crucial. Additionally, students in this grade will be
introduced to basic music theory with note names and values.

Knowledge: Students graduating fourth grade will know…

● How to told the bow and violin correctly
● Where each finger should be placed on the fingerboard (visibly marked with tapes)
● How to position their left wrist in order to to place their fingers down correctly
● The note names of the first position finger placements
● The durations of whole notes, half notes and quarter notes

Skill: Students graduating fourth grade will be able to…

● Place each finger on the correct tape to produce the corresponding pitches
● Play first position notes and adjust accordingly with the class
● Hold their bow correctly with the pinky curved and sitting on top
● Sit with their backs straight and their feet firmly on the ground
● Play quarter notes, half notes and whole notes accurately with the correct durations
● Play all the notes in first position

5th Grade
The main outcomes of fifth grade will build on the objectives from fourth grade. Students at this
age will be comfortable with basic violin position. They will be knowledgeable of first position
notes, and of basic rhythms. Additionally, students will be able to transfer violin technique to the
viola, cello and bass.

Knowledge: Students graduating fifth grade will know…

● What correct posture looks like
● How violin technique transfers to viola, cello and bass
● How the violin bow hold is different from the cello and bass
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● How to adjust violin fingerings to fit the viola, cello and bass
● The value of eighth notes and rests
● How eighth notes relate to quarter notes
● The difference between an up bow and a down bow

Skill: Students graduating fifth grade will be able to…

● Consistently hold the bow correctly without teacher guidance
○ Specifically with bending the thumb and curving the pinky
● Consistently hold the violin correctly
● Hold the viola, cello and bass correctly with teacher guidance
● Automatically sit with the correct posture
● Play eighth notes and rest with rhythmic accuracy
● Play proficiency in first position for violinists
● Play accurately in first position for the new violists, cellists and bassists
● Follow in written in bowings of up and down bow

6th Grade
All 6th grade students should be comfortable in first position, and with the position of their
instrument. Throughout sixth grade is where I will introduce dynamics, bow distribution,
pizzicato, and the two beginning scales (G and C Major). These skills will be elaborated on in
every following year.

Knowledge: Students graduating sixth grade will know…

● The durations of whole notes, half notes, quarter notes and eighth notes
● The dynamic range (p, mp, mf, f, ff)
● How the weight of the bow affects the dynamic produced
● How weight/placement/speed of the bow affect the sound
● What the difference is between a slur and a tie
● The correct pizzicato technique
● The correct fingerings for the G Major and C Major Scale in one octave
● How to identify a melody from an accompainmental line
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Skill: Students graduating sixth grade will be able to…

● Accurately count and play whole notes, half notes, quarter notes and eighth notes
● Play in the notated dynamic level
● Use the weight of the bow to create a louder sound
● Slur multiple notes into one bow
● Pizzicato with the correct finger on the right part of the fingerboard
● Play the G and C major scale and arpeggio in one octave
● Identify who has the melody and who has the accompaniment/harmony

7th Grade
By 7th grade, basic concepts such as posture, technique, and first position, have had three years
to solidify leaving the students with a strong string foundation. In this year, I will introduce 16th
notes and rests into their rhythmic knowledge along with third position. I don’t expect the
students to master third position in 7th grade, but I do expect them to become familiar with it. I
don’t want my students to be caught off guard in the later years. Tuning will also be introduced
in 7th grade so that they can learn to tune by themselves with fine tuners.

Knowledge: Students graduating seventh grade will know…

● How many 16th notes make up an eighth note/quarter note/etc

● How to count 16th notes and rests
● How to quickly switch between arco and pizzicato
● Third position fingerings
● How to make the open string higher or lower with the fine tuner
● How to identify if the open string is flat or sharp
● The order of sharps and flats
● What a key signature is
● The key signatures of G and C Major

Skill: Students graduating seventh grade will be able to…

● Play the G Major and C Major scale in two octaves, utilizing third position
● Play scales in slurs of 2, 3, and 4 to one bow
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● Accurately read music containing whole/half/quarter/eighth/sixteenth notes and rests

● Play pizzicato with their bow still in their hand
● Switch from pizzicato to arco in a timely manner
● Tune their instrument with the fine tuners
● Match the pitches of their open strings to my violin
● Recite the order of sharps to flats
● Identify what key a piece of music is in based on the key signature

8th Grade
By the last year of middle school, basic technique has solidified which leaves room to explore
more interpretive/stylistic elements of orchestral music. With the help of many resources, I will
introduce the broad concept of vibrato. There are many ways to teach vibrato, and I will work
with my students to find the best method. Pizzicato, rhythmic patterns, and third position will all
be reviewed and elaborated on in eighth grade. These skills never stop developing so they will
reappear in every orchestra level. My personal goal is to build a grave interest in music so that
my students continue orchestra in high school.

Knowledge: Students graduating eighth grade will know…

● What vibrato is
● When vibrato is appropriate to incorporate
● The difference between regular pizzicato and snap pizzicato
● All third position fingerings
● G, C Major in two octaves
● D, Bb and F Major in one octave
● The circle of fifths and how it is useful in the classroom

Skill: Students graduating eighth grade will be able to…

● Do basic vibrato
● Practice vibrato in their scale warm up
● Pizzicato at a faster pace
● Demonstrate a regular pizzicato and a snap pizzicato
● Play in third position with accurate intonation
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● Play C, G, D, Bb and F in at least one octave each

● Identify the key of the piece based on the key signature
● Explain the circle of fifths to a friend

High School Outcomes on Next Page

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Outcomes: High School

Beginning Orchestra
This class will contain students who are either brand new to orchestra or have very little
orchestral experience. I will meet my students where they are and teach them accordingly. In this
class, I will review fundamental concepts such as correct posture, proper technique and reading
melodic and rhythmic notation. The end of the year goal is that these students have the tools they
need to move into the intermediate level class. I will also teach them the basic music history time
periods so that they begin forming a personal timeline.

Knowledge: When students leave the Beginning Orchestra, they will know…
● The C, G, Bb and F major scales in at least one octave each
● What correct technique looks like
● What aspects make up the correct posture
● How to identify the amount of bow to use in a specific piece
● The difference between major and minor keys
● The order of sharps to flats
● The order of the musical time periods (More musical history will be added in the coming
years)
● How to identify if they are in tune with their standpartner/section

Skill: When students leave the Beginning Orchestra, they will be able to…
● Play with the correct posture
● Identify if they are in tune
● Use the full bow intently
● Sight-read level E compositions
● Tune their own open strings
● Identify major and minor qualities
● Recite the order of sharps to flats
● Write their own musical timeline
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Intermediate Orchestra
The purpose of this orchestra is to create foundations for musical knowledge, whereas the
beginning orchestra’s purpose is to have the students be comfortable in an orchestra setting with
their instrument. Students will build on their music knowledge and start to understand how to
apply their knowledge to their playing. Additionally, in the intermediate orchestra, students will
be introduced to chamber groups. Chamber groups engage the students on a deeper level with
collaboration and teamwork. Students will be encouraged to perform for the class in small
groups; solo performances will not be required for this level.

Knowledge: When students leave the Intermediate Orchestra, they will know…
● The fingerings for C, G, D, A, F, Bb, Eb in 1 Octave
● The fingerings for GM in 2 octaves for violins; The fingerings for CM in 2 octaves for
violas and cellos
● Where to shift to third position in their two octave scales
● The difference between melodic/harmonic/natural minor scales
● What to look for first when sight reading
● The basic music history timeline (Medieval, Renaissance, Baroque, Classical, Romantic,
20th Century)
● How bowings styles evolved over time

Skill: When students leave the Intermediate Orchestra, they will be able to…
● Play C, G, D, A, F, Bb, Eb in 1 Octave
○ Play GM in 2 octaves for violins; Play CM in 2 octaves for violas and cellos
● Tune with open fifths, with minimal help from a tuner
● Play their two octaves scale partly in 3rd position
● Use the full bow to explore different styles of playing
● Sight read D level pieces
● Use vibrato during the scale warmup
● Play in small groups, such as quartets and quintets
● Sight read in duple and triple meter
● Play in small group recitals for the class
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Advanced Orchestra
The advanced orchestra will be made up of students who are well-rounded musicians who will
engage in the highest-level repertoire in the program. They will need to play with the correct
posture and technique, while also playing with musical interpretation. Students that audition into
this level will have shown an understanding of the listed concepts from the beginning and
intermediate level orchestra classes. This class will be in preparation for further orchestral
studies and for those who show a deep passion for music making.

Knowledge: When students leave the Advanced Orchestra, they will know…
● The fingerings for C, G, D, A, F, Bb, Eb, Ab in 1 Octave
● The fingerings for 4 two octave scales:
○ D, A, F, Bb
● The fingerings for 1 three octave scale
○ CM for Viola & Cello
○ GM for Violin & Bass
● The correct third position fingerings
● How to tune with open fifths without assistance
● How to interpret dynamics and expressive markings
● How/when to implement vibrato in the musical repertoire
● How to execute the composer’s wishes into the music
● The three types of minor scales
● How to play the minor version of any scale
● Audience etiquette
● Performer etiquette

Skill: When students leave the Advanced Orchestra, they will be able to…
● Play the scales listed above
● Tune open strings in double stops
● Match pitch to the concertmaster’s A string, without any assistance
● Shift comfortably from first to third position; more advanced students will venture into
fifth position
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● Elaborate on previous knowledge with the weight and motion of the bow
● Play in different bow styles that correctly correlate with the time period of the given piece
● Play with vibrato appropriately
● Participate in student led small chamber groups
● Perform in solo and chamber groups for the class
● Explain the three types of minor scales to a friend
● Alter any major scale into a minor scale
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