High School Concert Orchestra Curriculum...EP.D9-12b: Vocal and Instrumental Performance Classes:...
Transcript of High School Concert Orchestra Curriculum...EP.D9-12b: Vocal and Instrumental Performance Classes:...
High School Concert Orchestra Curriculum Course Description: Year-long class is primarily a performance‐oriented ensemble. Basic string skills continue to be stressed with an emphasis on application for performance. Orchestral music of various periods and styles is studied and performed in a minimum of four concerts during the school year. Participation in performances is required. This course may be repeated for additional credits. Scope and Sequence:
Timeframe Unit Instructional Topics
Ongoing Performance Topic 1: Genre Topic 2: Ensemble and Solo Performance
Ongoing Technique Topic 1: Posture Topic 2: Tone Topic 3: Articulation
Ongoing Reading Topic 1: Notation
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Unit 1: Performance Subject: Concert Orchestra Grade: 9-12 Name of Unit: Performance Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music performance skills. The student will transfer this understanding to their performances through a variety of genres and ensemble performance skills. Priority Standards for unit:
● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12c: Demonstrate instrument maintenance and care ● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance
(play in tune) ● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music
notation at a 3 grade-level (refer to glossary for Level of Difficulty) ● PP.C9-12a: Instrumental Performance Classes: Perform a varied repertoire of music
representing diverse cultures, genres and styles ● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures,
genres and styles ● PP.D9-12a: Instrumental Performance Classes: Proficient: Play by ear simple melodies
(4-6 pitches) on a melodic instrument or simple accompaniments on a harmonic instrument
● PP.E9-12a: Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b: Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
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● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements] **Level 2 actually utilized
● AP.B9-12b: Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● AP.B9-12c: Use musical terminology to describe their personal response to musical example
● IC.B9-12c: Vocal and Instrumental Performance Classes: List several skills learned in ensembles and relate them to those skills needed in areas such as the workforce, church or community group, and other school groups
Supporting Standards for unit:
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to
be able to do)
Bloom’s Taxonomy
Levels Webb's DOK
the ability to distinguish between quality and non-quality performance through listening,
performing, and self-assessment Demonstrate Understand 2 musical terminology to describe their personal
response to musical example Use Apply 2 standard pitch notation in the clef appropriate
to student’s instrument or voice in an appropriate range and keys Employ Apply 2
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standard listed for General Music classes, adding marcato and full complement of
dynamic range including sfz Apply Apply 2 instrumental technique (e.g., fingerings,
bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature Apply Apply 2
instrument maintenance and care Demonstrate Remember 1 the ability to adjust the pitch to a given
standard during performance (play in tune) Apply Apply 3 a varied repertoire of music representing
diverse cultures, genres and styles Perform Create 3 stylistic elements needed to perform the music
of various cultures, genres and styles Apply Apply 2 with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and
intonation Perform Create 3 Music notation Read Understand 2 Music notation Perform Apply 3
simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a
harmonic instrument Play by ear Apply 3 standard notation for rhythm, pitch, and
expressive elements to record musical ideas of 2 to 4 measures Use Apply 3
selected literature that includes non-standard notation symbols Interpret Understand 2
standard musical notation Sight read Apply 3 several skills learned in ensembles and relate
them to those skills needed in areas such as the workforce, church or community group, and
other school groups List Remember 2 Essential Questions:
1. How does performance change in each unique orchestra genre? 2. What musical components generate a quality performance?
Enduring Understanding/Big Ideas:
1. Given the historical understanding of the many and varied genres, a performer must adapt their performance to fit the style, tone, articulation, and timing of the composition.
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2. Quality performances are achieved by practicing and applying fundamental techniques and mastering the fine motor skills necessary to play a string instrument while also incorporating acute listening skills.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Styles: march chorale overture
programmatic classical scales
arpeggios thirds
Instrumentation: flute oboe
bassoon clarinet
alto saxophone tenor saxophone
trumpet French horn
trombone euphonium
tuba piano bells
xylophone chimes
vibes (vibraphone) marimba
auxiliary percussion timpani
snare drum bass drum
violin viola
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cello string bass Notation:
clef treble clef alto clef bass clef
staff grand staff double bar
bar line ledger lines
time signature common time
2/4, 3/8, 3/4, 4/4, 5/8, 6/8, 9/8, 12/8, cut time major minor
p for piano f for forte
mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo
cresc or < for crescendo decresc or> for decrescendo
dim for diminuendo accel for accelerando
rit for ritardando meno mosso
poco allegro
moderato andante
largo a tempo accent fermata
ties slurs
glissando (gliss)
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trill tremolo
ponticello sul tasto spiccato martele detache
hooked bow loure
con sordino/senza sordino solo soli
staccato marcato legato
accidental sharp flat
natural sign rhythm
whole note/rest quarter note/rest
half note/rest eighth-note/rest
dotted half note/rest sixteenth notes/rest dotted quarter/rest dotted eighth/rest
dotted quarter note/rest multimeasure rest Rule of the Dot
syncopation cadence
repeat signs 1st ending/2nd ending
DC/Fine DS al coda/Fine
balance blend chord
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divisi unison
harmony intonation measure barline
Time signature Meter - simple
Meter - compound Chromatic
Range Timbre Tutti
Unison Consonance Dissonance Resonance
Vibrato Body alignment/posture
Board Approved: April 12, 2018 9 | P a g e
Topic 1: Genre Engaging Experience 1 Title: Performing music of varied orchestral genres Suggested Length of Time: Ongoing Standards Addressed
Priority: ● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability
to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● AP.B9-12c: Use musical terminology to describe their personal response to musical example
● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.C9-12a Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles
● PP.C9-12b Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
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● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Detailed Description/Instructions: Throughout the year, students will be performing varying genres of concert literature to demonstrate their understanding of music reading skills and technique. Genres may include but are not limited to: ballades/chorales, overtures, concertos, and programmatic works. Bloom’s Levels: Create Webb’s DOK: 2, 3
Board Approved: April 12, 2018 11 | P a g e
Topic 2: Ensemble and Solo Performance Engaging Experience 1 Title: Learning to Perform as an Ensemble and/or Soloist Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● AP.B9-12c Use musical terminology to describe their personal response to musical example
● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12c Demonstrate instrument maintenance and care ● PP.A9-12d Apply the ability to adjust the pitch to a given standard during
performance (play in tune) ● PP.C9-12a Instrumental Performance Classes: Perform a varied repertoire of
music representing diverse cultures, genres and styles ● PP.C9-12b Apply stylistic elements needed to perform the music of various
cultures, genres and styles ● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other
instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Board Approved: April 12, 2018 12 | P a g e
Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Detailed Description/Instructions: Throughout the year, students will be performing varying genres of concert literature to demonstrate their understanding of music reading skills and technique in both large and small ensemble settings. Bloom’s Levels: Create Webb’s DOK: 2, 3, 4
Board Approved: April 12, 2018 13 | P a g e
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at least four times per year. Each student will complete a post-concert evaluation with regards to musical performance skills. An additional performance at this level will include an evaluative or a chamber festival.
Board Approved: April 12, 2018 14 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience
Title
Description Suggested Length of
Time
Genre Performing music of varied
orchestral genres
Throughout the year, students will be performing varying genres of concert literature to
demonstrate their understanding of music reading skills and technique. Genres may include
but are not limited to: ballades/chorales, overtures, concertos, and programmatic works.
Ongoing
Ensemble and Solo
Performance
Learning to Perform as an
Ensemble and/or Soloist
Throughout the year, students will be performing varying genres of concert literature to
demonstrate their understanding of music reading skills and technique in both large and
small ensemble settings.
Ongoing
Board Approved: April 12, 2018 15 | P a g e
Unit 2: Technique Subject: Concert Orchestra Grade: 9-12 Name of Unit: Technique Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music technique skills. The student will transfer this understanding to their performances through correct posture, tone, articulation, and note accuracy. Priority Standards for unit:
● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● PP.C9-12a: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles
● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.D9-12a: Instrumental Performance Classes: Proficient: Play by ear simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a harmonic instrument
● PP.E9-12a: Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b: Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
● PP.A9-12a: General Music/Vocal and Instrumental Performance Classes: Proficient: Create or arrange songs or instrumental pieces using a variety of sound sources within specified guidelines
● PP.A9-12b: Advanced: Compose music (phrases) in a distinct style, demonstrating creativity in using the *elements of music for expressive effect
● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
Board Approved: April 12, 2018 16 | P a g e
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements] (Level 2 utilized)
● AP.B9-12b: Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
Supporting Standards for unit:
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to
be able to do)
Bloom’s Taxonomy
Levels Webb's DOK
instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone
quality, articulation) for grade 2-3 literature Apply Apply 2 the ability to adjust the pitch to a given standard
during performance (play in tune) Apply Apply 3 Music notation Read Understand 2 Music notation Perform Apply 3
a varied repertoire of music representing diverse cultures, genres and styles Perform Create 3
stylistic elements needed to perform the music of various cultures, genres and styles Apply Apply 2
simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a
harmonic instrument Play by ear Apply 3
Board Approved: April 12, 2018 17 | P a g e
with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and
intonation Perform Create 3 songs or instrumental pieces using a variety of
sound sources within specified guidelines Create Create 4 music (phrases) in a distinct style,
demonstrating creativity in using the *elements of music for expressive effect Compose Create 4
standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate
range and keys Employ Apply 2 standard listed for General Music classes, adding marcato and full complement of
dynamic range including sfz Apply Apply 2 standard notation for rhythm, pitch, and
expressive elements to record musical ideas of 2 to 4 measures Use Apply 2
selected literature that includes non-standard notation symbols Interpret Understand 2
standard musical notation Sight read Apply 2 quality and non-quality performance through
listening, performing, and self-assessment Distinguish between Analyze 3 Essential Questions:
1. Why is proper posture essential for successful musical performance? 2. How does one bow in a way that creates proper tone production essential for a successful
musical performance? 3. Why is correct articulation essential for successful musical performance? 4. Why are correct fingering and note accuracy essential for successful musical
performance? Enduring Understanding/Big Ideas:
1. Proper posture facilitates the correct left hand position and bow hold necessary to create technical fluency and a characteristic tone.
2. Proper tone production aides in intonation, style, and dynamics that result in a successful music performance.
3. Correct articulation is necessary to achieve the desired effect for the genre of music being performed.
Board Approved: April 12, 2018 18 | P a g e
4. Correct fingering and note accuracy are necessary to achieve the desired effect of the music being performed.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Styles: march chorale overture
programmatic classical scales
arpeggios thirds
Instrumentation: flute oboe
bassoon clarinet
alto saxophone tenor saxophone
trumpet french horn trombone
euphonium tuba piano bells
xylophone chimes
vibes (vibraphone) marimba
auxiliary percussion timpani
snare drum bass drum
violin viola cello
Board Approved: April 12, 2018 19 | P a g e
string bass Notation:
clef treble clef alto clef bass clef
staff grand staff double bar
bar line ledger lines
time signature common time
2/4, 3/8, 3/4, 4/4, 5/8, 6/8, 9/8, 12/8, cut time major minor
p for piano f for forte
mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo
cresc or < for crescendo decresc or> for decrescendo
dim for diminuendo accel for accelerando
rit for ritardando meno mosso
poco allegro
moderato andante
largo a tempo accent fermata
ties slurs
glissando (gliss) trill
Board Approved: April 12, 2018 20 | P a g e
tremolo ponticello sul tasto spiccato martele detache
hooked bow loure
con sordino/senza sordino solo soli
staccato marcato legato
accidental sharp flat
natural sign rhythm
whole note/rest quarter note/rest
half note/rest eighth-note/rest
dotted half note/rest sixteenth notes/rest dotted quarter/rest dotted eighth/rest
dotted quarter note/rest multimeasure rest Rule of the Dot
syncopation cadence
repeat signs 1st ending/2nd ending
DC/Fine DS al coda/Fine
balance blend chord divisi
Board Approved: April 12, 2018 21 | P a g e
unison harmony
intonation measure barline
Time signature Meter - simple
Meter - compound Chromatic
Range Timbre Tutti
Unison Consonance Dissonance Resonance
Vibrato Body alignment/posture
Board Approved: April 12, 2018 22 | P a g e
Topic 1: Posture Engaging Experience 1 Title: Correct Posture Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.D9-12a: Instrumental Performance Classes: Proficient: Play by ear simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a harmonic instrument
● PP.E9-12a: Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b: Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
Board Approved: April 12, 2018 23 | P a g e
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements] **Grade 2 utilized
● AP.B9-12b: Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Through healthy body alignment/posture, proper instrument placement, and left and right hand position, a student will perform with acceptable instrumental performance technique. Students will video record themselves playing and will be evaluated on their posture. Feedback will be provided about proper posture. Bloom’s Levels: Apply Webb’s DOK: 3
Board Approved: April 12, 2018 24 | P a g e
Topic 2: Tone Engaging Experience 1 Title: Tone Suggested Length of Time: Ongoing Standards Addressed
Priority: ● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental
technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.D9-12a: Instrumental Performance Classes: Proficient: Play by ear simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a harmonic instrument
● PP.E9-12a: Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b: Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
Board Approved: April 12, 2018 25 | P a g e
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements]
● AP.B9-12b: Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Throughout the year students will learn a variety of techniques to produce a characteristic tone for their individual instrument. Students will video record themselves playing and will be evaluated on their tone. Feedback will be provided about proper tone. Bloom’s Levels: Create Webb’s DOK: Level 2
Board Approved: April 12, 2018 26 | P a g e
Topic 3: Articulation Engaging Experience 1 Title: Correct Articulation Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.D9-12a: Instrumental Performance Classes: Proficient: Play by ear simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a harmonic instrument
● PP.E9-12a: Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b: Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
Board Approved: April 12, 2018 27 | P a g e
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements] **Level 2 utilized
● AP.B9-12b: Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● PP.C9-12a: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles
● PP.A9-12a: General Music/Vocal and Instrumental Performance Classes: Proficient: Create or arrange songs or instrumental pieces using a variety of sound sources within specified guidelines
Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Throughout the year students will learn a variety of techniques to produce characteristic articulations for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their articulation. Feedback will be provided about proper articulation. Bloom’s Levels: Create Webb’s DOK: Level 2
Board Approved: April 12, 2018 28 | P a g e
Topic 4: Fingering/Note Accuracy Engaging Experience 1 Title: Fingerings and Note Accuracy Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.D9-12a: Instrumental Performance Classes: Proficient: Play by ear simple melodies (4-6 pitches) on a melodic instrument or simple accompaniments on a harmonic instrument
● PP.D9-12b: Advanced: Play by ear melodies or phrases of increasing complexity, on a melodic instrument or simple accompaniments on a harmonic instrument
● PP.E9-12a: Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b: Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
Board Approved: April 12, 2018 29 | P a g e
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements] *Level 2 utilized
● AP.B9-12b: Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● PP.A9-12a: General Music/Vocal and Instrumental Performance Classes: Proficient: Create or arrange songs or instrumental pieces using a variety of sound sources within specified guidelines
Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Throughout the year, students will learn a variety of techniques to produce correct fingerings and note accuracy for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their note accuracy. Feedback will be provided about proper fingering and note accuracy. Bloom’s Levels: Create Webb’s DOK: Level 2, 3, 4
Board Approved: April 12, 2018 30 | P a g e
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at the end of each semester. Each student will complete a post-concert evaluation in regards to musical technique. An additional performance at this level may include an evaluative or a chamber festival.
Board Approved: April 12, 2018 31 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience
Title
Description Suggested Length of
Time
Posture Correct Posture
Through healthy body alignment/posture, proper instrument placement, and left and right hand
position, a student will perform with acceptable instrumental performance technique. Students
will video record themselves playing and will be evaluated on their posture. Feedback will be
provided about proper posture.
Ongoing
Tone Tone
Throughout the year students will learn a variety of techniques to produce a characteristic tone for their individual instrument. Students will video record themselves playing and will be evaluated on their tone. Feedback will be provided about
proper tone.
Ongoing
Articulation Correct Articulation
Throughout the year students will learn a variety of techniques to produce characteristic
articulations for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their articulation. Feedback will be
provided about proper articulation.
Ongoing
Fingering and Note
Accuracy
Fingering and Note
Accuracy
Throughout the year, students will learn a variety of techniques to produce correct fingerings and
note accuracy for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their note accuracy. Feedback will
be provided about proper fingering and note accuracy.
Ongoing
Board Approved: April 12, 2018 32 | P a g e
Unit 3: Reading Subject: Concert Orchestra Grade: 9-12 Name of Unit: Reading Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music literacy skills. The student will transfer this understanding to their performances through correct notation and rhythmic accuracy. Priority Standards for unit:
● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.A9-12a: General Music/Vocal and Instrumental Performance Classes: Proficient: Create or arrange songs or instrumental pieces using a variety of sound sources within specified guidelines
● EP.A9-12a: General Music Classes: Interpret and explain duration and meter in 2/4, ¾. 4/4 and 6/8 meter signature using bar lines using: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed together in 6/8, syncopation
● EP.A9-12b:Vocal and Instrumental Performance Classes: Interpret and explain standard rhythmic notation in simple and compound meters using all rhythm and note values above, and add *syncopation, *alla breve
● EP.B9-12a: General Music Classes: Identify standard pitch notation in the treble clef, including one ledger line above and below the staff (*middle C), and identify notes in the bass clef
● EP.B9-12b: Identify accidentals sharps, flats, natural signs ● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch notation
in the clef appropriate to student’s instrument or voice in an appropriate range and keys ● EP.C9-12a: General Music Classes: Identify standard symbols for dynamics, tempo and
articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim
Board Approved: April 12, 2018 33 | P a g e
for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements] **Level 2 utilized
● AP.A9-12b: Vocal and Instrumental Performance Classes: Identify forms used in selected ensemble repertoire
● AP.B9-12c: Use musical terminology to describe their personal response to musical example
● IC.A9-12b: Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
Supporting Standards for unit:
● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to be
able to do)
Bloom’s Taxonomy
Levels Webb's DOK
instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone
quality, articulation) for grade 2-3 literature Apply Apply 2 the ability to adjust the pitch to a given
standard during performance (play in tune) Apply Apply 3 Music notation Read Understand 2 Music notation Perform Apply 3
stylistic elements needed to perform the music of various cultures, genres and styles Apply Apply 2
Board Approved: April 12, 2018 34 | P a g e
songs or instrumental pieces using a variety of sound sources within specified guidelines Create Create 4
duration and meter Interpret Understand 2 standard rhythmic notation in simple and
compound meters Interpret Understand 2 standard pitch notation in the treble clef,
including one ledger line above and below the staff (*middle C), and identify notes in the
bass clef Identify Understand 2 accidentals sharps, flats, natural signs Identify Understand 2
standard pitch notation in the clef appropriate to student’s instrument or voice in an
appropriate range and keys Employ Apply 2 standard symbols for dynamics, tempo and
articulation Identify Understand 2 standard listed for General Music classes, adding marcato and full complement of
dynamic range including sfz Apply Apply 2 standard notation for rhythm, pitch, and
expressive elements to record musical ideas of 2 to 4 measures Use Apply 2
selected literature that includes non-standard notation symbols Interpret Understand 2
standard musical notation Sight read Apply 2 forms used in selected ensemble repertoire Identify Understand 2
musical terminology to describe their personal response to musical example Use Apply 2
characteristics of two or more arts within a particular historical period or style and cite
examples from various cultures Compare Analyze 3 Essential Questions:
1. How is music represented in written form? Enduring Understanding/Big Ideas:
1. Music uses a symbolic notation on staves to indicate duration and pitch of sound as well as stylistic interpretation.
Board Approved: April 12, 2018 35 | P a g e
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Styles: march chorale overture
programmatic classical scales
arpeggios thirds
Instrumentation: flute oboe
bassoon clarinet
alto saxophone tenor saxophone
trumpet french horn trombone
euphonium tuba piano bells
xylophone chimes
vibes (vibraphone) marimba
auxiliary percussion timpani
snare drum bass drum
violin viola cello
string bass Notation:
clef
Board Approved: April 12, 2018 36 | P a g e
treble clef alto clef bass clef
staff grand staff double bar
bar line ledger lines
time signature common time
2/4, 3/8, 3/4, 4/4, 5/8, 6/8, 9/8, 12/8, cut time major minor
p for piano f for forte
mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo
cresc or < for crescendo decresc or> for decrescendo
dim for diminuendo accel for accelerando
rit for ritardando meno mosso
poco allegro
moderato andante
largo a tempo accent fermata
ties slurs
glissando (gliss) trill
tremolo ponticello sul tasto
Board Approved: April 12, 2018 37 | P a g e
spiccato martele detache
hooked bow loure
con sordino/senza sordino solo soli
staccato marcato legato
accidental sharp flat
natural sign rhythm
whole note/rest quarter note/rest
half note/rest eighth-note/rest
dotted half note/rest sixteenth notes/rest dotted quarter/rest dotted eighth/rest
dotted quarter note/rest multimeasure rest Rule of the Dot
syncopation cadence
repeat signs 1st ending/2nd ending
DC/Fine DS al coda/Fine
balance blend chord divisi unison
harmony intonation
Board Approved: April 12, 2018 38 | P a g e
measure barline
Time signature Meter - simple
Meter - compound Chromatic
Range Timbre Tutti
Unison Consonance Dissonance Resonance
Vibrato Body alignment/posture
Board Approved: April 12, 2018 39 | P a g e
Topic 1: Notation Engaging Experience 1 Title: Notation Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.A9-12b: Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d: Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.B9-12a: Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● PP.C9-12b: Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.A9-12a: General Music/Vocal and Instrumental Performance Classes: Proficient: Create or arrange songs or instrumental pieces using a variety of sound sources within specified guidelines
● EP.A9-12a: General Music Classes: Interpret and explain duration and meter in 2/4, ¾. 4/4 and 6/8 meter signature using bar lines using: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed together in 6/8, syncopation
● EP.A9-12b:Vocal and Instrumental Performance Classes: Interpret and explain standard rhythmic notation in simple and compound meters using all rhythm and note values above, and add *syncopation, *alla breve
● EP.B9-12a: General Music Classes: Identify standard pitch notation in the treble clef, including one ledger line above and below the staff (*middle C), and identify notes in the bass clef
● EP.B9-12b: Identify accidentals sharps, flats, natural signs ● EP.B9-12c: Vocal and Instrumental Performance Classes: Employ standard pitch
notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12a: General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
Board Approved: April 12, 2018 40 | P a g e
● EP.C9-12b: Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● EP.D9-12a: General Music Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures (See Elements of Music)
● EP.D9-12b: Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instrument or voice
● EP.D9-12c: Interpret selected literature that includes non-standard notation symbols (See Elements of Music)
● EP.E9-12a: Vocal and Instrumental Performance Classes: Proficient: Sight read standard musical notation at level 3 difficulty [Level 3--Moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements] **Level 2 utilized
● AP.A9-12b: Vocal and Instrumental Performance Classes: Identify forms used in selected ensemble repertoire
● AP.B9-12c: Use musical terminology to describe their personal response to musical example
● IC.A9-12b: Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures
Supporting: ● ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Throughout the year students will learn to read a variety of symbols and signs and apply them to music performance. Students may use resources such as MusicTheory.net and/or SmartMusic.com to practice these concepts. Bloom’s Levels: Apply Webb’s DOK: 2
Board Approved: April 12, 2018 41 | P a g e
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at the end of each semester. Each student will complete a post-concert evaluation in regards to rhythm and note accuracy. An additional performance at this level may include an evaluative or a chamber festival.
Board Approved: April 12, 2018 42 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience
Title
Description Suggested Length of
Time
Notation Notation
Throughout the year students will learn to read a variety of symbols and signs and apply them to
music performance. Students may use resources such as MusicTheory.net and/or
SmartMusic.com to practice these concepts.
Ongoing
Board Approved: April 12, 2018 43 | P a g e
Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.