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Fine Arts - Music Curriculum
Orchestra III
Course Preface Course Preface
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Core Standards of the Course


Standard 1
Students will use body, voice, and instruments as means of musical expression.

Objective 1
Produce a beautiful tone.

  1. Produce a characteristic tone at various dynamic levels throughout an extended range and at various tempi.
  2. Perform musical examples spanning ppp through fff dynamic levels while demonstrating characteristic tone at each level.
  3. Describe the adjustments needed in arm weight and bow speed/position to perform at the various dynamic levels and extended ranges.
  4. Perform musical examples that utilize pitches reaching into the upper and lower tessitura of each instrument while maintaining a characteristic tone using vibrato.
  5. Identify and demonstrate the adjustments and physical development that are required to increase the playing range on a particular instrument.

Objective 2
Demonstrate technical performance skills.

  1. Recognize and correctly perform bowing style markings.
  2. Define bowing terms.
  3. Contrast bowing styles from one style period to another style period.
  4. Identify and perform the keys/scales relating to the works to be studied or performed.
  5. Violins, violas, and cellos perform three octave scales and basses two octaves in all major and minor and chromatic keys.
  6. Demonstrate dynamics ranging from ppp to fff.
  7. Individually and collectively perform musical passages in time and in tune.
  8. Identify incorrect intonation and make necessary adjustments without prompting.

Objective 3
Demonstrate notational literacy.

  1. Correctly explain standard notation symbols in instrumental music.
  2. Perform correct rhythms and pitches while sight-reading.
  3. Sight-read with sensitivity, correct dynamics, phrasing, expression, and style.

Objective 4
Demonstrate productive rehearsal habits.

  1. Show respect for the rehearsal process.
  2. Demonstrate knowledge, use, and care of instrument.
  3. Contribute positively to the risk-taking rehearsal environment.
  4. Assist in the organization and care of music department supplies, facilities, and equipment.

Objective 5
Perform varied repertoire.

  1. Acceptably perform in public and/or for adjudication pieces in the style indicated.
  2. Demonstrate ability to follow the conductor.
  3. Identify and define notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
  4. Successfully perform individual parts.
  5. Successfully prepare and perform accompanied solos and small ensemble pieces.
  6. Display performance etiquette.


Standard 2
Students will improvise and compose music.

Objective 1
Improvise rhythmic and melodic ideas and phrases.

  1. Improvise “answers” in the same style to given melodic phrases using pentatonic, major or minor scales up to 16 counts in length.
  2. Answer (vocally, then with instruments) phrases provided by the teacher.
  3. Participate in group improvisation using the tones of the pentatonic, major or minor scales.
  4. Play embellishments (rhythmic and melodic) to simple melodies and familiar tunes.

Objective 2
Record musical thoughts in standard notation.

  1. Correctly use appropriate terms and symbols in notating simple compositions and arrangements.
  2. Finish notating partially written phrases.
  3. Write variations of a given phrase.
  4. Write a consequent phrase for a given antecedent phrase.
  5. Complete a partial melody so that it ends in different ways.


Standard 3
Students will expand music listening skills and use music vocabulary to analyze and evaluate music.

Objective 1
Analyze and evaluate musical examples.

  1. Describe music events/changes as they occur in performance repertoire or in recorded examples; e.g., tempo dynamics, instrumentation.
  2. Explain how own music played is constructed; e.g., identify the time signature and any changes; find and play the key/home note; identify the form (AB, ABA, rondo, theme and variations).
  3. Discuss these characteristics of music listened to or played.
  4. Compare and contrast styles from a variety of cultures and time periods.
  5. Describe emotions and thoughts the music communicates and how it does so.

Objective 2
Evaluate ensemble performances.

  1. List important criteria for determining the quality of a music performance.
  2. Evaluate, using this list, strengths and weaknesses in performance and prepare suggestions for improvement.
  3. Demonstrate impeccable behavior while at a concert.
  4. Compare/contrast live musical performances with recordings.

Objective 3
Document personal growth as a musician.

  1. Using the criteria from Objective B, evaluate strengths and weaknesses in personal performance.
  2. Organize and maintain records of completed work; e.g., recordings, journal writings, self/peer/teacher/adjudicator assessments.
  3. Select a piece of own completed work that most clearly illustrates progress and explain this choice to teacher and/or parents.
  4. Explain how the quality of own performance affects the performance of the whole group.

Discover Meaning

Standard 4
Students will find avenues of understanding and communication through connecting music to personal growth, the joy of living, traditions, culture, and history.

Objective 1
Examine how music relates to personal development and enjoyment of life.

  1. Evaluate how the study of music expands the ability to communicate with and understand others.
  2. Tell how music can be a joyful part of daily activities.
  3. Describe how making music together helps develop skills and success in working with others.
  4. Describe how self and/or class have used music to be of service to someone.
  5. Explain how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills.

Objective 2
Experience how music connects us to history, culture, heritage, and community.

  1. Demonstrate how people celebrate, mourn, create, communicate ideas, help others, express feelings, come together, and/or enjoy themselves through music.
  2. Perform and enjoy music related to various cultures, times, and places.
  3. Explain what the music experienced above means personally.

UEN logo - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Cathy Jensen and see the Fine Arts - Music website. For general questions about Utah's Core Standards contact the Director - DIANA SUDDRETH .  
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