Week 3: Jan 23-27

Camp:
Thank you to all of the students and parents that helped make camp successful. We had enough donations from parents and a lot of help from students and parent chaperones. The students worked hard and the KSU professors and students were very complimentary of everyone. The concert showed a lot of improvement for the day and highlighted the work that still needs to be done before festival. If everyone works hard in class and practices just a little bit a day we will be in good shape for Feb 14th and 15th!

New York Trip:
The next payment is due today: Monday, January 23rd and this is an extremely important payment. We have to have the final number of students by today so that the trip company can secure our tickets and hotel rooms. I also haven’t been able to determine how many chaperones we need because we don’t have a final number of students and I wasn’t sure if we would get up to 60 to get another free trip to split among the chaperones. Right now we are up to 53 paying students so unfortunately the chaperone cost would be the same as the student cost. If you are still planning on going on the trip and are not up to date on the payment please make sure you talk to me or Ms. Myer about when you will be making your payments. (Amy Myer: [email protected]) If you showed interest in chaperoning before then you will be hearing from me this week. If you do want to go on the trip as a parent and have not contacted me, please let me know right away. This week after we give a final count of students I will be able to give you more information about what Broadway show we are going to see and about our performance and more.

If you did not send in payment today you could use the PayPal info below to send it in.

Payment Schedule:
1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $TBD due 2/7/2017

Cancellation Policy:
$50 or $100 per person (non-refundable) ……Penalty Begins: November 1, 2016
10% per person, of total tour costs ……………..Penalty Begins: January 1, 2017
25% per person, of total tour costs ……………..Penalty Begins: March 1, 2017
50% per person, of total tour costs ……………..Penalty Begins: February 15, 2017
100% per person, of total tour costs……………Penalty Begins: March 5, 2017

Concert:
Our pre-LGPE concert is Thursday, Feb 9th. The concert begins at 7:00 PM and there is no charge for the concert. Lifetouch pictures will be as follows:
Concert Orchestra: 3:30
Classic Orchestra: 4:15
Chamber Orchestra: 5:00
Group pictures outside: 5:30 (Trip group picture as well as each class)

Everyone must be in the orchestra room in their full formal concert attire at the designated time. Purchasing pictures is optional but these pictures are for the large composite picture that hangs in the orchestra room so please make sure everyone gets their individual picture done so that you are not missing from our large picture.

LGPE:
Our festival this year is at Lassiter High School. Each class has a different performance time and I will be sending out specific permission forms for you detailing when we will leave and return etc…, but for planning purposes here are the times for each group.

Concert Orchestra:

Tuesday, Feb 14th

Arrival: 2:20PM

Warm up: 2:50PM

Performance: 3:30PM

Sight Reading: 4:00PM

Classic Orchestra:

Wednesday, Feb 15th

Arrival: 3:20PM

Warm up: 3:50PM

Performance: 4:30PM

Sight Reading: 5:15PM

Chamber Orchestra:

Wednesday, Feb 15th

Arrival: with Classic Orchestra

Warm up: 6:05PM

Performance: 7:15PM

Sight Reading: 8:00PM


Letter Writing Campaign:
 Fundraisers:
MixedBag fundraiser is starting again this week with new catalogs and will be due on Feb 3rd. We will be doing ButterBraids again after that. You can also still be doing the letter writing campaign.

This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know! I have attached it again to this email so you can do one last push to raise money!

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Thurs, Feb 9th: Pre-LGPE Concert, 7:00
Tues, Feb 14th: Concert Orchestra LGPE, 3:30
Wed, Feb 15th: Classic Orchestra LGPE, 4:30
Wed, Feb 15th: Chamber Orchestra LGPE, 7:15

Instructional Plan:
We are learning minor scales this semester and are now up to b minor. We are also rehearsing our music for our Large Group Performance Evaluation.

We have sectionals every Monday with hired professionals.
Violin I: Theater
Violin II: Teacher dining hall
Viola: Orchestra purple room
Cello: Orchestra room
Bass: 514

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

Week 2: Jan 17-20

Booster Meeting:
Our all parent required booster meeting is Tuesday, January 17th at 7:00 PM in the orchestra room. We have positions to vote in as well as important information to discuss.

New York Trip:
Rooming list and payments have to be secured by January 23rd. That is our last day to change our number of people going. Please make sure you get up to date by that date or let us know your situation.

Payment Schedule:
1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $TBD due 2/7/2017

Cancellation Policy:
$50 or $100 per person (non-refundable) ……Penalty Begins: November 1, 2016
10% per person, of total tour costs ……………..Penalty Begins: January 1, 2017
25% per person, of total tour costs ……………..Penalty Begins: March 1, 2017
50% per person, of total tour costs ……………..Penalty Begins: February 15, 2017
100% per person, of total tour costs……………Penalty Begins: March 5, 2017

Camp:
Unfortunately we had to move the date of camp up a week to January 21st. We need parent chaperones as well as donations of bottled water and snacks for the event. Please send in items that do NOT contain nuts.

Concert:
We also had a conflict with our Pre-LGPE concert and had to move it to Thursday, Feb 9th. The concert begins at 7:00 PM but there will be pictures with LifeTouch before the concert. I will send out class specific times for when you will need to arrive in the coming weeks.

LGPE:
Our festival this year is at Lassiter High School. Each class has a different performance time and I will be sending out specific permission forms for you detailing when we will leave and return etc…, but for planning purposes here are the times for each group.

Concert Orchestra:

Tuesday, Feb 14th

Arrival: 2:20PM

Warm up: 2:50PM

Performance: 3:30PM

Sight Reading: 4:00PM

Classic Orchestra:

Wednesday, Feb 15th

Arrival: 3:20PM

Warm up: 3:50PM

Performance: 4:30PM

Sight Reading: 5:15PM

Chamber Orchestra:

Wednesday, Feb 15th

Arrival: with Classic Orchestra

Warm up: 6:05PM

Performance: 7:15PM

Sight Reading: 8:00PM

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Tues, Jan 17th: All Parent Booster Meeting, 7:00
Sat, Jan 21st: Winter Camp, 8-4
Thurs, Feb 9th: Pre-LGPE Concert, 7:00
Tues, Feb 14th: Concert Orchestra LGPE, 3:30
Wed, Feb 15th: Classic Orchestra LGPE, 4:30
Wed, Feb 15th: Chamber Orchestra LGPE, 7:15

Instructional Plan:
We are learning minor scales this semester beginning with a minor. This week we are doing e minor. We are also rehearsing our music for our Large Group Performance Evaluation.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

Week 1: Jan 5-13

Happy New Year everyone!

Booster Meeting:
Our all parent required booster meeting is Tuesday, January 17th at 7:00 PM in the orchestra room. We have positions to vote in as well as important information to discuss.

New York Trip:
Rooming list and payments have to be secured by January 23rd. That is our last day to change our number of people going. Please make sure you get everything paid by that date or let us know your situation.

Payment Schedule:
1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $TBD due 2/7/2017

Cancellation Policy:
$50 or $100 per person (non-refundable) ……Penalty Begins: November 1, 2016
10% per person, of total tour costs ……………..Penalty Begins: January 1, 2017
25% per person, of total tour costs ……………..Penalty Begins: March 1, 2017
50% per person, of total tour costs ……………..Penalty Begins: February 15, 2017
100% per person, of total tour costs……………Penalty Begins: March 5, 2017

Camp:
Unfortunately we had to move the date of camp up a week to January 21st. We need parent chaperones as well as donations of bottled water and snacks for the event. Please send in items that do NOT contain nuts. Look for an email coming soon with specifics.

Concert:
We also had a conflict with our Pre-LGPE concert and had to move it to Thursday, Feb 9th. The concert begins at 7:00 PM but there will be pictures with LifeTouch before the concert. I will send out class specific times for when you will need to arrive in the coming weeks.

LGPE:
Our festival this year is at Lassiter High School. Each class has a different performance time and I will be sending out specific permission forms for you, but for planning purposes here are the times for each group.

Concert Orchestra:

Tuesday, Feb 14th

Arrival: 2:20PM

Warm up: 2:50PM

Performance: 3:30PM

Sight Reading: 4:00PM

 

Classic Orchestra:

Wednesday, Feb 15th

Arrival: 3:20PM

Warm up: 3:50PM

Performance: 4:30PM

Sight Reading: 5:15PM

Chamber Orchestra:

Wednesday, Feb 15th

Arrival: with Classic Orchestra

Warm up: 6:05PM

Performance: 7:15PM

Sight Reading: 8:00PM

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Tues, Jan 10th: Executive Board Meeting, 7:00
Tues, Jan 17th: All Parent Booster Meeting, 7:00
Sat, Jan 21st: Winter Camp, 8-4
Thurs, Feb 9th: Pre-LGPE Concert, 7:00
Tues, Feb 14th: Concert Orchestra LGPE, 3:30
Wed, Feb 15th: Classic Orchestra LGPE, 4:30
Wed, Feb 15th: Chamber Orchestra LGPE, 7:15

Instructional Plan:
We are learning minor scales this semester beginning with a minor. We are also finalizing our music for our Large Group Performance Evaluation.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

Week 18: Dec 12-16

Winter Extravaganza:
This concert is tomorrow night, December 13th at Roswell Street Baptist Church at 6:30 PM. Tickets are $5 and we are still selling tickets during lunches tomorrow and at the door. Art show begins at 6:00 PM, concert at 6:30 PM.

All students need to leave school, grab something to eat, and be at the church as soon as possible. Around 4:30 would be great! We are rehearsing all groups on stage at the church so the sooner everyone is there the better.

Formal attire for all students with some holiday flare.

All students are responsible to bring their own instrument and music except for the students that play bass. We will transport the basses in the band truck, but the bass players are responsible to pack up the instruments after the concert and make sure they get loaded onto the truck.

There are small groups of our students performing during the art show from 6:00 to 6:30.

We could definitely use some parent volunteers to sell and take tickets at the door if you are planning on being there early.

Reminder: no cell phone use during the concert. Student cell phones are to be left with their stuff – not in the sanctuary.

Cup Fundraiser:
You guys sold 54 cups so they have been ordered and will be delivered before you leave for break next week!

Family Sponsorship Opportunity:
The Orchestra has the opportunity to sponsor a family for Christmas and it is completely optional. The counseling department has identified needy families and the one we are sponsoring has 3 children. Our family is family ‘F’. We are breaking the children up by class. Please bring your wrapped gifts by December 15th labeled with ‘F’ and the number for the child. (So either F-1, F-2, or F-3). You could also send in gift cards for the family.

Concert Orchestra – F-1, Boy, 5 year old
Type of book he enjoys: Dr. Seuss
Size: Shirt 5T, Pant 5T, Shoe 13 or 14, Coat 8
Needs: Learning games
Want: Batting Set

Classic Orchestra – F-2, Boy, 2 year old
Book: Dr. Seuss
Size: Shirt 2T, Pant 2T, Shoe 9, Coat 3T
Needs: Learning games
Want: Tennis set

Chamber Orchestra – F-3, Boy, 3 month old
Book: Dr. Seuss
Size: 3-6 Months
Needs: Learning games
Want: Baby toys

Auditions for next semester:
Music was handed out in class last week and the auditions are this Thursday, December 15th.

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We have had one students raise well over $600 already with just sending out these letters. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

New York Trip:
We still have the majority of students that have committed to the trip behind on payments. Please let us know if your plans have changed or when you will be able to make a payment. We have to finalize the room list by December 15th so I need to know for sure who is going by then.

Payment Schedule:
1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $305 due 2/7/2017

Cancellation Policy:
$50 or $100 per person (non-refundable) ……Penalty Begins: November 1, 2016
10% per person, of total tour costs ……………..Penalty Begins: January 1, 2017
25% per person, of total tour costs ……………..Penalty Begins: March 1, 2017
50% per person, of total tour costs ……………..Penalty Begins: February 15, 2017
100% per person, of total tour costs……………Penalty Begins: March 5, 2017

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Tuesday, Dec 13 – Winter Extravaganza 6:30 pm
Thursday, Dec 15 – Auditions
Tuesday, Dec 20 – Final Exams
Wednesday, Dec 21 – Final Exams

Instructional Plan:
We are playing the scales of our pieces this week and working on pieces for our Winter Extravaganza concert.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

Week 17: Dec 5-9

Cup Fundraiser:
We have an exciting opportunity to sell some Yeti like cups to help raise some funds. I have hard copies of the form in the orchestra room and the orders are due this Friday, December 9th. We could possibly place another order after that if there is enough interest but I think they will sell well before the holidays and in order to get them delivered to you before the break we must have them in by Friday. We do have to meet the minimum order though so we need everyone to sell at least one cup! 🙂

They have Harrison Orchestra etched on them or you can get a plain one with lids and they are only $25! Students will receive $6 per cup into their account.

Make one check payable to HHOB and have your customers pay you directly.

Family Sponsorship Opportunity:
The Orchestra has the opportunity to sponsor a family for Christmas and it is completely optional. The counseling department has identified needy families and the one we are sponsoring has 3 children. Our family is family ‘F’. We are breaking the children up by class. Please bring your wrapped gifts by December 15th labeled with ‘F’ and the number for the child. (So either F-1, F-2, or F-3). You could also send in gift cards for the family.

Concert Orchestra – F-1, Boy, 5 year old
Type of book he enjoys: Dr. Seuss
Size: Shirt 5T, Pant 5T, Shoe 13 or 14, Coat 8
Needs: Learning games
Want: Batting Set

Classic Orchestra – F-2, Boy, 2 year old
Book: Dr. Seuss
Size: Shirt 2T, Pant 2T, Shoe 9, Coat 3T
Needs: Learning games
Want: Tennis set

Chamber Orchestra – F-3, Boy, 3 month old
Book: Dr. Seuss
Size: 3-6 Months
Needs: Learning games
Want: Baby toys

Hoya Merry Market:
Thank you to the students that played at the Merry Market on Saturday. I got a lot of great compliments from the teachers that were there.

Auditions for next semester:
Music was handed out in class last week and the auditions will be Thursday, December 15th.

Winter Extravaganza:
This concert is Tuesday, December 13th at Roswell Street Baptist Church at 6:30 PM. There is also a required rehearsal the day before, Monday, December 12th from 3:35 to 6:00 PM in the Harrison band room. This is the only time we will be able to rehearse with chorus so it is extremely important that everyone is there. More details will be coming for the day of the concert, but tickets are $5.

Schedule for rehearsal on Monday, Dec. 12th:
Concert Orchestra – 3:35 to 4:30
Classic Orchestra – 4:30 to 5:30
Chamber Orchestra – 5:30 to 6:00

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We have had one students raise well over $600 already with just sending out these letters. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

New York Trip:
We still have the majority of students that have committed to the trip behind on payments. Please let us know if your plans have changed or when you will be able to make a payment. We have to finalize the room list by December 15th so I need to know for sure who is going by then.

Payment Schedule:
1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $305 due 2/7/2017

Cancellation Policy:
$50 or $100 per person (non-refundable) ……Penalty Begins: November 1, 2016
10% per person, of total tour costs ……………..Penalty Begins: January 1, 2017
25% per person, of total tour costs ……………..Penalty Begins: March 1, 2017
50% per person, of total tour costs ……………..Penalty Begins: February 15, 2017
100% per person, of total tour costs……………Penalty Begins: March 5, 2017

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Monday, Dec 12 – Rehearsal 3:35-6:00
Tuesday, Dec 13 – Winter Extravaganza 6:30 pm
Thursday, Dec 15 – Auditions
Tuesday, Dec 20 – Final Exams
Wednesday, Dec 21 – Final Exams

Instructional Plan:
We are playing the scales of our pieces this week and working on pieces for our Winter Extravaganza concert.

Mondays are our weekly sectionals with our professional section coaches.
Violins are located in the theater.
Basses are located in 514.
Cellos are located in the orchestra room.
Violas are located in the orchestra side room.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

Week 16: Nov 28-Dec 2

MixedBag Delivery:
The fundraiser items came in over the break so they were sent home today. If you forgot to get them or were absent today make sure you get them tomorrow.

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We have had one students raise well over $600 already with just sending out these letters. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

New York Trip:
We still have the majority of students that have committed to the trip behind on payments. Please let us know if your plans have changed or when you will be able to make a payment.

Payment Schedule:
1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $305 due 2/7/2017

Cancellation Policy:
$50 or $100 per person (non-refundable) ……Penalty Begins: November 1, 2016
10% per person, of total tour costs ……………..Penalty Begins: January 1, 2017
25% per person, of total tour costs ……………..Penalty Begins: March 1, 2017
50% per person, of total tour costs ……………..Penalty Begins: February 15, 2017
100% per person, of total tour costs……………Penalty Begins: March 5, 2017

Winter Extravaganza:
This concert is Tuesday, December 13th at Roswell Street Baptist Church at 6:30 PM. There is also a required rehearsal the day before, Monday, December 12th from 3:35 to 6:00 PM in the Harrison band room. This is the only time we will be able to rehearse with chorus so it is extremely important that everyone is there. More details will be coming for the day of the concert, but tickets are $5.

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Monday, Dec 12 – Rehearsal 3:35-6:00
Tuesday, Dec 13 – Winter Extravaganza 6:30 pm

Instructional Plan:
We are playing the scales of our pieces this week and working on pieces for our Winter Extravaganza concert.

Mondays are our weekly sectionals with our professional section coaches.
Violins are located in the theater.
Basses are located in 514.
Cellos are located in the orchestra room.
Violas are located in the orchestra side room.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

 

Week 15: Nov 14-18

Moe’s Spirit Night:
It’s tomorrow night (Tuesday) from 4pm-9pm! This is the Dallas Highway location. Orchestra supporters will need to put their receipt in a bucket at check out for us to receive credit for the orders.

Artrageous Field Trip:
Everyone going on the trip tomorrow should dress nicely and check the weather! We will meet in the orchestra room – do not go to 1st period. Chaperones meet at 8:30 AM in the orchestra room and we will go out to the bus port from there. Don’t forget to bring money for lunch at the mall!!!

Concert Orchestra Performance:
Congratulations to the Concert Orchestra for performing a wonderful concert at KSU last Monday. It was a fun event and one that we are looking forward to continuing. I was honesty disappointed with the lack of Classic and Chamber Orchestra students in the audience supporting the Concert Orchestra students, especially when you didn’t have to be at school the next day. As I said in class, support and encouragement of each other is a crucial aspect of the Harrison Orchestra and I hope to see this improve this year.

ButterBraid delivery:
The ButterBraid/Cookie Dough/Cheesecake order will be delivered to the school on Wednesday, November 16th. Please pick up your order between 2:00 PM and 4:00 PM in the orchestra room.

Spirit Wear:
The spirit wear order was due on Friday. If you did not get a chance to put in an order we will order again in January. If you did not have payment with your order please send that in this week. Checks payable to HHOB or through PayPal – info below.

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We have had one students raise well over $300 already with just sending out these letters. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

New York Trip:
The third payment was due last week. Please make sure you have paid your orchestra fee and are making the below payments. Otherwise let us know when you will be able to take care of it.

1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $305 due 2/7/2017

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Tuesday, Nov 15 – Moe’s Spirit Night
Tuesday, Nov 15 – Artrageous Field Trip 9-2
Tuesday, Dec 13 – Winter Extravaganza 6:30 pm

Instructional Plan:
We are playing the F major scale this week and working on pieces for our Winter Extravaganza concert.

Mondays are our weekly sectionals with our professional section coaches.
Violins are located in the theater.
Basses are located in 514.
Cellos are located in the orchestra room.
Violas are located in the orchestra side room.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

 

Week 14: Nov 7-11

Belk Charity Sale:
Thank you to the students that volunteered on Saturday and everyone that went shopping! Thank you so much to Elise Pacitti for making this fundraiser happen!

Concert Orchestra Performance Tonight!:
We are going to be performing a side by side concert at KSU with their Philharmonic Orchestra, today, November 7th at 8:00 pm. We will be performing a couple of pieces on our own, they will perform a couple of pieces on their own and we will do some pieces combined where our students sit beside the college students. This is only for the concert orchestra, and this is the first time we have had the opportunity to do something like this. Christopher Thibdeau is the new professor at KSU and he is the one putting the collaboration together with us.

Concert Orchestra students: arrive at KSU at 5:30 PM. Rehearsal is in the rehearsal hall at 5:45 PM. We will have stage time at 6:45 PM and then we will be back in the rehearsal hall to eat CFA sandwiches at 7:15 PM. Doors open at 7:35 PM and the concert begins at 8:00 PM.

HHS Students and Families may park in Lot E with overflow in lot J and lot D. Students should come in through the loading dock between the Bailey Center and Wilson Annex, enter the double doors and go left to the rehearsal room. There will be signage near the loading dock.

Concert Orchestra is required to wear your formal uniform. All black uniform, black socks, no jewelry, black dress shoes, no bra straps showing, etc… – looking amazing!

****Parents of Cello and Bass students.****
You will need to transport your child’s instrument from the school to the Bailey center. You may use a school instrument but it has to be back for class on Wednesday.

All Students are responsible to bring their instrument and music with them. It will not be transported for you! Make sure that your instrument and folder get back to the orchestra room by Wednesday!

Everyone not involved in the concert (Chamber and Classic Orchestras) are encouraged to be in attendance! You don’t have school tomorrow so you don’t have an excuse not to be there!

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We have had one students raise well over $300 already with just sending out these letters. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

New York Trip:
The third payment is due this week. Please make sure you have paid your orchestra fee and are making the below payments. Otherwise let us know when you will be able to take care of it.

We don’t have very many students up to date with their payments and we have to send in another payment to the trip company. Please let me know if your plans have changed and you aren’t going on the trip anymore.

1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $305 due 2/7/2017

Moe’s Spirit Night:
This event is on Tuesday, Nov 15. I hope you are able to plan a meal there to support the orchestra and tell everyone you know!

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Monday, Nov 7 – KSU Collaborative Concert with Concert Orchestra 8pm
Tuesday, Nov 15 – Moe’s Spirit Night
Tuesday, Nov 15 – Artrageous Field Trip 9-2
Tuesday, Dec 13 – Winter Extravaganza 6:30 pm

Instructional Plan:
We are playing the B flat major scale this week and working on pieces for our Winter Extravaganza concert.

Mondays are our weekly sectionals with our professional section coaches.
Violins are located in the theater.
Basses are located in 514.
Cellos are located in the orchestra room.
Violas are located in the orchestra side room.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

Week 13: Oct 31- Nov 4

Belk Charity Sale:
We are partnering with Belk for their charity sale and it is this Saturday! We haven’t had anyone request any more tickets, but this is a great fundraiser for you to sell these tickets and the money goes right to your account. Just send in the money and we will send home your tickets!

This is very exciting and it is a private ticketed event on Saturday, November 5th from 6-10 AM but you are able to shop until 1 PM. The tickets are $5 and 100% of the ticket sales go to the student. The orchestra does get a portion of the purchased items if the customer present their HHS Orchestra ticket. You can sell tickets on your own and send in the money and we will send home your tickets through your child. The orchestra has a special hour on the sale date of Nov 5th from 8-9 AM. We will have students perform and we need other students dressed in their Harrison Orchestra gear to talk to customers, help them to their car, thank them for shopping and supporting our program, etc… We do have flyers available in the orchestra room so you can see all of the amazing sales. The first 100 people through the door get a Belk gift card ranging from $5 all the way up to $1000! Also your ticket gets you $5 off of your purchase on that day.

Thank you so much to Elise Pacitti for making this happen. If you have any questions you can contact her at: [email protected]

Artrageous Field Trip:
CHAPERONES NEEDED,
I need at least 3 more chaperones for this field trip. Please let me know today if you can come and then send in your $30 to the orchestra black box.

The field trip is November 15th to the Cobb Energy Centre. This is a collaborative field trip with the drama and chorus departments. We are going to be watching Artrageous. If you would like to look up more info about the performance you can check out their website: http://artrageousexperience.com/
We will be leaving the school around 8:45 AM and returning by 3:15 PM. You need money for lunch at Town Center Mall. We are not accepting any more students for this field trip.

Due West Holiday Market:
The Due West United Methodist Preschool hosts a Holiday Market every year. It is this Saturday, Nov. 5th and we have a quartet performing at 11:30 am.

Concert Orchestra Performance:

We are going to be performing a side by side concert at KSU with their Philharmonic Orchestra on November 7th at 8:00 pm. We will be performing a couple of pieces on our own, they will perform a couple of pieces on their own and we will do some pieces combined where our students sit beside the college students. This is only for the concert orchestra, and this is the first time we have had the opportunity to do something like this. Christopher Thibdeau is the new professor at KSU and he is the one putting the collaboration together with us.

We will be doing a short rehearsal the day of the concert around 6:45 but I will send you a form with all the specific details and music once we get that set this week.

Please mark your calendars for November 7th at 8:00 pm at the Bailey Performance Center at Kennesaw State University. It will be such a fun and exciting concert!

Everyone not involved in the concert (Chamber and Classic Orchestras) are encouraged to be in attendance!

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We have had one students raise well over $300 already with just sending out these letters. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

New York Trip:
The third payment is due next week. Please make sure you have paid your orchestra fee and are making the below payments. Otherwise let us know when you will be able to take care of it.

1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $305 due 2/7/2017

Moe’s Spirit Night:
This event is on Tuesday, Nov 15. I hope you are able to plan a meal there to support the orchestra and tell everyone you know!

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Saturday, Nov 5 – Belk Charity Sale
Saturday, Nov 5 – Due West Holiday Market – small group performance at 11:30am
Monday, Nov 7 – KSU Collaborative Concert with Concert Orchestra 8pm
Tuesday, Nov 15 – Moe’s Spirit Night
Tuesday, Nov 15 – Artrageous Field Trip 9-2
Tuesday, Dec 13 – Winter Extravaganza 6:30 pm

Instructional Plan:
We are playing the E flat major scale this week and working on pieces for our Winter Extravaganza concert.

Mondays are our weekly sectionals with our professional section coaches.
Violins are located in the theater.
Basses are located in 514.
Cellos are located in the orchestra room.
Violas are located in the orchestra side room.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

 

Week 12: Oct 24-28

Concert:
Great job on the Fall concert everyone!

A couple of thank yous that I forgot at the concert: First thank you to Stacey Zwijacz for all of her hard work in creating our concert program for this year. It looks great and thanks again to the sponsors for this year that are highlighted in the program.

Second, a special thank you goes out to our Tech crew. They did an awesome job of running the lights at our first concert and none of them had done it before! Awesome job at organizing everyone Sierra, our tech crew manager, and making sure everything went smoothly.

Third, I would like to thank our new webmaster Heidi Wong for her redesign of our website. I will be sending you info about that as soon as it is live. It looks awesome and I am trying to get as much info on there as possible so I keep asking Heidi to add things. J

All State Auditions:
Congrats to our students who made it to the second round of All State auditions: Sophie B, Emma B, Samantha F, Eunice K, and Audrey T. Congrats guys!

Belk Charity Sale:
We are partnering with Belk for their charity sale! This is very exciting and it is a private ticketed event on Saturday, November 5th from 6-10 AM but you are able to shop until 1 PM. The tickets are $5 and 100% of the ticket sales go to the student. The orchestra does get a portion of the purchased items if the customer present their HHS Orchestra ticket. You can sell tickets on your own and send in the money and we will send home your tickets through your child. The orchestra has a special hour on the sale date of Nov 5th from 8-9 AM. We will have students perform and we need other students dressed in their Harrison Orchestra gear to talk to customers, help them to their car, thank them for shopping and supporting our program, etc… We do have flyers available in the orchestra room so you can see all of the amazing sales. The first 100 people through the door get a Belk gift card ranging from $5 all the way up to $1000! Also your ticket gets you $5 off of your purchase on that day.

Thank you so much to Elise Pacitti for making this happen. If you have any questions you can contact her at: [email protected]

Artrageous Field Trip:
We have a field trip planned on November 15th to the Cobb Energy Centre. This is a collaborative field trip with the drama and chorus departments. We are going to be watching Artrageous. If you would like to look up more info about the performance you can check out their website: http://artrageousexperience.com/
We will be leaving the school around 8:45 AM and returning by 3:15 PM. You need money for lunch at Town Center Mall and the cost of the field trip is $30. If you would like to chaperone the cost is the same and you can just sent in the $30 with your student’s money.

Permission forms and $ are due on Wednesday.

Concert Orchestra Performance:
We are going to be performing a side by side concert at KSU with their Philharmonic Orchestra on November 7th at 8:00 pm. We will be performing a couple of pieces on our own, they will perform a couple of pieces on their own and we will do some pieces combined where our students sit beside the college students. This is only for the concert orchestra, and this is the first time we have had the opportunity to do something like this. Christopher Thibdeau is the new professor at KSU and he is the one putting the collaboration together with us.

We will be doing a short rehearsal the day of the concert around 6:45 but I will send you a form with all the specific details and music once we get that set this week.

Please mark your calendars for November 7th at 8:00 pm at the Bailey Performance Center at Kennesaw State University. It will be such a fun and exciting concert!

Everyone not involved in the concert (Chamber and Classic Orchestras) are encouraged to be in attendance!

Letter Writing Campaign:
This is an ongoing fundraiser. The booster club provided a letter as a fundraiser for all orchestra students. 100% of what you get donated goes to the students orchestra account. We have had one students raise well over $300 already with just sending out these letters. We are not providing you with the letters/envelopes/stamps because all of the proceeds go right back to you. All you need to do is send out these letters to everyone you know!

New York Trip:
The second payment was due last Tuesday. Please make sure you have paid your orchestra fee and are making the below payments. Otherwise let us know when you will be able to take care of it.

1: $25.00 due 9/23/2016
2: $200.00 due 10/18/2016
3: $300.00 due 11/10/2017
4: $200.00 due 1/23/2016
5: $305 due 2/7/2017

Moe’s Spirit Night:
This event is on Tuesday, Nov 15. I hope you are able to plan a meal there to support the orchestra and tell everyone you know!

Paypal Payments:
If anyone would like to make any payments to the orchestra through Paypal, the easiest way to pay is by typing “Paypal.me/HHOB” into your internet browser. Please include the student’s name in the box that says “Write a note,” and DON’T click “paying for a good or service.” Otherwise you can always send in cash or check to HHOB.

Charms:
Please make sure to log in to charms and update your information – especially email address.
http://charmsoffice.com
Go to “Enter/Login”
Go to “Parents/Students/Members” and enter hhsorchestra
The password for your first login is your child’s lunch number and it will ask you to change it.
From there you can update personal info, see the calendar, and more.

Remind.com:
I use Remind.com to send updates about important class information. To sign up for Harrison Orchestra notifications, please visit https://www.remind.com/join/harrisono
You can choose to get the reminders as text messages or emails. I will continue to send weekly email updates, but this is in addition to those emails.

Calendar:
The tentative calendar for the year can be found on the first post of this blog as well as google calendar using this link: https://www.google.com/calendar/embed?src=harrisonorchestras%40gmail.com&ctz=America/New_York

Harrison Orchestra Website:
http://www.harrisonorchestra.org/

Upcoming Events:
Monday, Nov 7 – KSU Collaborative Concert with Concert Orchestra 8pm
Tuesday, Nov 15 – Moe’s Spirit Night
Tuesday, Nov 15 – Artrageous Field Trip 9-2
Tuesday, Dec 13 – Winter Extravaganza 6:30 pm

Instructional Plan:
We are playing the A flat major scale this week and beginning to sight read to choose pieces for our Winter Extravaganza concert.

Mondays are our weekly sectionals with our professional section coaches.
Violins are located in the theater.
Basses are located in 514.
Cellos are located in the orchestra room.
Violas are located in the orchestra side room.

Georgia Performance Standards:

Classic Orchestra:

GRADE: 9 – 12 MUSIC – ADVANCED ORCHESTRA
A. Skills and Techniques/Performance
MHSAO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSAO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 4 and 5 on a scale of 1 to 6.
b. Apply the use of vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to shift to II through V positions and use those positions when performing selected music.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, the minor keys of b, e, a, f#, d, g and c and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSAO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 3 on a scale of 1 to 6.
B. Creation
sMHSAO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression.
MHSAO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSAO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSAO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSAO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSAO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Chamber Orchestra:

GRADE: 9 – 12 MUSIC – MASTERY ORCHESTRA
A. Skills and Techniques/Performance
MHSMO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation by singing selected excerpts from the music being performed by the orchestra.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSMO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 5 and 6 on a scale of 1 to 6.
b. Use an artistically advanced vibrato in appropriate orchestra literature.
c. Exhibit the ability to accurately tune respective instrument.
d. Demonstrate the ability to play in I through VII positions and use those positions in determining the best fingerings to us in music being performed.
e. Produce a characteristic, artistic sound using bowings and articulations used in music being performed.
f. Utilize correct finger patterns in performing scales and repertoire in major and minor keys using up to 5 sharps or flats and any other keys used in music being performed.
g. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, rhythm and tempo.
MHSMO.3 – Reading and notating music
a. Read and notate notes on the clefs used and the keys used in music being performed.
b. Read and notate rhythms and time signatures in music being performed.
c. Recognize and execute symbols for form, dynamics, tempo, articulation and expression as used in corresponding literature.
d. Use the circle of fifths to identify and execute keys appropriate to the music being performed.
e. Sight-read, accurately and expressively, music with a difficulty level of 4 on a scale of 1 to 6.
B. Creation
MHSMO.4 – Improvising melodies, variations, and accompaniments
a. Play melodies by ear and provide rhythmic and melodic variations based on those melodies.
b. Improvise stylistically appropriate harmonizing parts.
c. Improvise original melodies over a given chord progression in a variety of styles.
MHSMO.5 – Composing and arranging music within specified guidelines
a. Arrange a chorale or simple composition for string orchestra.
b. Compose melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSMO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Discuss the form and phrase structure of music being performed.
MHSMO.7 – Evaluating music and music performances
a. Compare and contrast performances by various ensembles.
b. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions.
c. Evaluate ensemble performance recordings using the Georgia Music Educators Association Orchestra Performance Evaluation Rubric.
D. Cultural and Historical Context
MHSMO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Justify the importance of music in a well rounded education.
b. Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts and cite examples.
c. Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures.
d. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
MHSMO.9 – Understanding music in relation to history and culture
a. Classify by style and historical period or culture representative aural examples of music and explain the reasoning behind their classifications.
b. Identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them.
c. Identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements.

Concert Orchestra:

GRADE: 9 – 12 MUSIC – INTERMEDIATE ORCHESTRA
A. Skills and Techniques/Performance
MHSIO.1 – Singing, alone and with others, a varied repertoire of music
a. Demonstrate the ability to match pitch and adjust intonation in melodic and harmonic settings.
b. Demonstrate an understanding of phrasing through singing melodies.
c. Discuss the relationship between singing and quality tone production on a string instrument.
MHSIO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Perform with expression and technical accuracy a large and varied repertoire of orchestral and ensemble literature with a level of difficulty of 3 and 4 on a scale of 1 to 6.
b. Demonstrate correct left hand position and finger placement, right hand position (bow hold), bow placement, posture and instrument position while increasing the level of technical difficulty.
c. Demonstrate basic vibrato.
d. Exhibit the ability to accurately tune respective instrument.
e. Demonstrate the ability to shift to advanced positions (Violin/Viola- III position, Cello- III and IV position, Bass- 1/2- IV position).
f. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, spiccato, hooked bowing, and pizzicato.
g. Utilize correct finger patterns in performing scales and repertoire in the major keys of D, G, C, A, F, Bb, and Eb, and the minor keys of e, a, d, b, and c.
h. Demonstrate awareness of individual and group roles within the ensemble relating to tone, tuning, balance, blend, dynamics, phrasing, and tempo.
MHSIO.3 – Reading and notating music
a. Identify notes on the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: D, G, C, A, F, Bb, and Eb and the minor keys of e, a, d, b and c.
c. Read and notate rhythms containing whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, dotted eighth notes, sixteenth notes and their corresponding rests in the time signatures of 4/4, ¾, 2/4, 6/8, alle breve, and mixed meter.
d. Recognize and execute symbols for dynamics, tempo, articulation, and expression as used in corresponding literature. e. Sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 to 6.
B. Creation
MHSIO.4 – Improvising melodies, variations, and accompaniments
a. Play by ear simple melodies and provide rhythmic and melodic variations based on those melodies.
b. Improvise simple melodies and harmonic accompaniments in the keys of D, G and C.
MHSIO.5 – Composing and arranging music within specified guidelines
a. Create original rhythm patterns in 4/4 time.
b. Compose simple melodies for respective instrument in the keys of D, G and C.
c. Arrange the melody of a popular song for respective instrument.
C. Critical Analysis/Investigate
MHSIO.6 – Listening to, analyzing, and describing music
a. Discuss the basic principles of meter, rhythm, tonality, and instrumentation in selected aural examples.
b. Identify melodic and harmonic material and phrase endings in given aural examples.
c. Identify simple musical forms.
MHSIO.7 – Evaluating music and music performances
a. Distinguish between correct and incorrect melodic and harmonic intonation and demonstrates ability to adjust accordingly.
b. Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.
c. Assess the quality of performance in tone, intonation, balance, dynamics, articulation, precision, style, and rhythm.
d. Critique music performed by ensemble and make suggestions for improvement.
D. Cultural and Historical Context
MHSIO.8 – Understanding relationships between music, the other arts, and disciplines outside the arts
a. Explain how music contributes to a well rounded education.
b. Establish awareness that all subjects are related to music.
MHSIO.9 – Understanding music in relation to history and culture
a. Identify and compare performance styles of music learned in class.
b. Discuss characteristics of music from various societies and cultures.
c. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.