TEACHER RESOURCE BOOK

**Keep this book with you at all times. ** Keep a copy of your lesson plans and roster in this at all times

Important Info
Arrival:
You must arrive to your scheduled class no later than 15 minutes prior to school dismissal. Make sure you confirm the exact dismissal time with the school to ensure you arrive on time. Show your MMAS ID to the office staff Upon arrival call customer service at 1-855-998-3110 to confirm that you have successfully arrived at the school. If you anticipate being late or absent please call Cris Chiles to notify her of your absence or tardy If you are absent from work you will not be paid for that day If you are tardy then your paycheck will be deducted by $25. Please make sure you apologize to the front office staff for your tardiness

During Class:
Ensure that all students complete their MMAS warm-up during the first 15 minutes of class If there is an emergency and you have to leave the room to make a phone call please leave a student in charge and maintain a line of sight with the classroom door MMAS Teachers are NOT ALLOWED to use school property at any time. Take attendance and record any behavioral problems in your Teacher Resource Book Make sure you do not dismiss students or pack-up prior to the dismissal time on your Class Profile sheet Return the classroom to its original configuration and cleanup all trash You must wait until all students are picked up. If you have a student that is not picked up within one hour after class is dismissed then please call DFCS. You must stay with the student until a police officer arrives.

After Class:
Record attendance on the MMAS website nightyl Report any serious behavior incidents to you supervisor Post student homework to the MMAS website nighlty

Important Info
Other:
Communicate frequently with parents when they pick up students and via the MMAS website. Submit your monthly Lesson Plans to Cris by the first of each month Always have your Teacher Resource Book present when you teach If you need to take a personal day make this request two weeks in advance via the blog (http://mmasteachers.blogspot.com) Check the MMAS website and the blog for updates daily

Important Numbers:
For questions about education, classroom details, etc: Cris Cell: 404-308-5331 Cris Office: 678-457-3080 ext. 4510 For questions about payroll, operational matters, and paperwork: Rena Sutton: 678-456-3080 ext. 4505 Other Numbers you may need: Customer Service: 1-855-998-3110 Ashley Cohen, NC School Support Manager : 919-480-0912 (cell)

Standard Items Included in Orchestra Teacher Resource Kit

Consumables Instrument Tape Rosin Rubber bands 1 Set of Expo Markers Paper Clips Masking Tape Alcohol Swabs Band-Aids Pencils

Non-Consumables Essential Elements 2000 Teachers Manual First Things First Teachers Manual 5 Sponges Set of Strings 30 Wooden Dowels Chinrest Tool MMAS Lanyard CD Player Metronome/ Tuner

Optional Items to be ordered for Orchestra Teacher Resource Kit

Please place a check by the items you need below

Consumables Peg Lubricant Peg Grip

Non-Consumables Music Style Bingo Set/ Rhythm Bingo Set

Please check the items below that you are taking in your Teacher Resource Kit. All non-consumable items must be accounted for at the end of the semester. STANDARD _____Instrument Tape _____Rosin _____1 Expo Marker Set _____Pencils _____Rubber bands _____Alcohol Swabs _____Band-Aids _____Paper Clips _____Masking Tape _____Essential Elements 2000 Teachers Guide _____First Things First Teachers Guide _____Tuner/ Metronome _____CD Player _____MMAS Lanyard OPTIONAL ITEMS _____ _____________________________ _____ _____________________________ _____ _____________________________ _____ _____________________________ _____ _____________________________ _____Set of Strings _____30 Wooden Dowels _____5 Sponges _____Chinrest Tool

 String Orchestra Level 1 Standards

Standard 1: Singing, alone and with others a varied repertoire of music. O.1.1 Students will discriminate between supported and non-supported tones. O.1.2 Students will demonstrate accurate vowel shapes/sounds. O.1.3 Students will match pitch and develop an understanding of proper intonation 0.1.4 Students will develop phrasing skills through singing simple melodies Standard 2: Performing on instruments, alone and with others a varied repertoire of music. O.2.1 Students will know the names and fingerings of the notes in the appropriate range O.2.2 Students will identify and perform music in the key of C, G, and D O.2.3 Students will sight-read level appropriate passages from Grade 1 Repertoire O.2.4 Students will be able to match pitch. O.2.5 Students will recognize and accurately perform Eighth, Quarter, Half, Dotted half, and Whole notes along with their respective rest O.2.6 Students will count and perform rhythmically in a steady tempo O.2.7 Students will produce characteristic tone using proper bow hold, bow placement, bow weight, and bow speed. O.2.8 Students will utilize standard finger patterns: 1-23-4 (violin/ viola) and 1-3-4 (cello/ bass) O.2.9 Students will demonstrate proper instrument care, maintenance, and identify instrument parts. O.2.10 Students demonstrate and understanding of balance and blend within the ensemble O.2.11 Students will identify basic conducting patterns. O.2.12 Students will perform a counter melody or melodic ostinato to harmonize a melody.

Standard 3: Improvising melodies, variations, and accompaniments O.3.1 Students will improvise simple 4 measure rhythmic answers. O.3.2 Students will improvise simple 4 measure melodic answers. O.3.3 Students will perform simple melodies by ear and create contrasting variations of those melodies Standard 4: Composing and arranging music within specified guidelines. O.4.1 Students will create melodic and rhythmic compositions O.4.2 Students will transcribe simple melodies for their instrument Standard 5: Reading and notating music O.5.1 Students will identify names of notes on the staff and their fingering for the G, D, and A strings O.5.2 Students will identify Major Key Signatures and apply the appropriate finger patterns for those keys O.5.3 Students will define and demonstrate appropriate terminology and symbols relating to expression, style, dynamics, tempo, and articulation O.5.4 Students will demonstrate phrasing O.5.5 Students will recognize and perform in simple meters O.5.6 Students will read and notate one-octave C, G, and D scales Standard 6: Listening to and analyzing music. O.6.1 Students will identify unison and harmony O.6.2 Students will identify and discuss the principles of music related to rhythm, intonation, expression, and balance O.6.4 Students will define and demonstrate appropriate terminology and symbols related to structure and form O.6.3 Students will identify A-B-A form and dynamic contrasts

Standard 7: Evaluating music and music performances. O.7.1 Students will evaluate the accuracy of rhythm and tempo for individual and ensemble performances O.7.2 Students will judge the quality of performances based upon tone, intonation, balance, expression, and rhythm O.7.3 Students will use appropriate terminology to provide feedback on individual and ensemble performances Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. O.8.1 Students will develop an understanding of the work ethic needed for the preparation of a performance. Develop an understanding of standard rehearsal techniques and its usage for success in music and life experiences O.8.2 Students will identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music O.8.3 Students will display proper etiquette and decorum in rehearsal and concert settings Standard 9: Understanding music in relation to history and culture. O.9.1 Students will listen to recordings and compare performance styles O.9.2 Students will know a basic history of composters in major historical periods O.9.3 Students will compare, in various cultures of the world, the function music serves, roles of musicians, and conditions under which music is typically performed

 Intermezzo String Orchestra Standards

Standard 1: Singing, alone and with others a varied repertoire of music. O.1.1 Students will sing with in their basic range, alone and in a group O.1.2 Students will respond appropriately to conductor cues O.1.3 Students will sing in 2-part harmony Standard 2: Performing on instruments, alone and with others a varied repertoire of music. O.2.1 Students will know the names and fingerings of the notes on all strings O.2.2 Students will identify and perform music in the key of A, F, and Bb O.2.3 Students will sight-read level appropriate passages from Grade 1.5 Repertoire O.2.4 Students will respond to conductor cues O.2.5 Students will recognize and accurately perform sixteenth, dotted quarter, and various patterns with their respective rests O.2.6 Students will count and perform rhythmically in a steady tempo O.2.7 Students will produce characteristic tone using proper bow hold, bow placement, bow weight, and bow speed. O.2.8 Students will utilize standard finger patterns: 1-2-34, 1-2-3-4 (violin/ viola) and 1-2-x4, x1-2-4 (cello) O.2.9 Students will demonstrate an understanding of balance and blend within the ensemble O.2.10 Students will perform in chamber ensembles

Standard 3: Improvising melodies, variations, and accompaniments O.3.1 Students will improvise simple 4 measure rhythmic answers. O.3.2 Students will improvise simple 4 measure melodic answers. O.3.3 Students will perform simple melodies by ear and create contrasting variations of those melodies Standard 4: Composing and arranging music within specified guidelines. O.4.1 Students will create melodic and rhythmic compositions with variety of movement O.4.2 Students will transcribe simple melodies for their instrument Standard 5: Reading and notating music O.5.1 Students will identify names of notes on the staff and their fingering for all strings O.5.2 Students will define and demonstrate appropriate terminology and symbols relating to expression, style, dynamics, tempo, and articulation O.5.3 Students will use standard notation to record their musical ideas and the musical ideas of others O.5.4 Students will recognize and perform in mixed and compound meters Standard 6: Listening to and analyzing music. O.6.1 Students will identify and discuss the principles of music related to rhythm, intonation, expression, and balance O.6.2 Students will define and demonstrate appropriate terminology and symbols related to structure and form O.6.3 Students will identify larger forms of compositions such as rondo, theme and variation, fugue, etc Standard 7: Evaluating music and music performances. O.7.1 Students will evaluate the accuracy of rhythm and tempo for individual and ensemble performances

O.7.2 Students will judge the quality of performances based upon tone, intonation, balance, expression, and rhythm O.7.3 Students will use appropriate terminology to describe music events in a given aural example Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts. O.8.1 Students will develop an understanding of the work ethic needed for the preparation of a performance. Develop an understanding of standard rehearsal techniques and its usage for success in music and life experiences O.8.2 Students will identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music O.8.3 Students will display proper etiquette and decorum in rehearsal and concert settings Standard 9: Understanding music in relation to history and culture. O.9.1 Students will listen to recordings and compare performance styles O.9.2 Students will know a basic history of composters in major historical periods O.9.3 Students will compare, in various cultures of the world, the function music serves, roles of musicians, and conditions under which music is typically performed

Beginning String Orchestra Benchmarks (Level 1)

Performance Standards Violin
Whole, Dotted Half, Half, Quarter and Eighth Time Signatures 2/4, 3/4, 4/4, and Common Time

Viola
Whole, Dotted Half, Half, Quarter and Eighth Time Signatures 2/4, 3/4, 4/4, and Common Time Alto Clef- all strings 1-23-4 12-3-4 Recognize, play, and write the C, G, and D scales Up and Down Bow Bow Lifts Slur and Ties Detache, Staccato, Legato p-f dynamics Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Proper Instrument Posture Proper Characteristic Tone Production Cluster Concerts Performing Ensembles

Cello
Whole, Dotted Half, Half, Quarter and Eighth Time Signatures 2/4, 3/4, 4/4, and Common Time Bass Clef- all strings 1-3-4 1-2-4 Recognize, play, and write the C, G, and D scales Up and Down Bow Bow Lifts Slur and Ties Detache, Staccato, Legato p-f dynamics Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production

Bass
Whole, Dotted Half, Half, Quarter and Eighth Time Signatures 2/4, 3/4, 4/4, and Common Time Bass Clef- all strings 1-3-4 1-2-4 Shifting on the G String Recognize, play, and write the C, G, and D scales Up and Down Bow Bow Lifts Slur and Ties Detache, Staccato, Legato p-f dynamics Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production

Rhythms

Note Reading/ Finger Treble Clef- all strings 1-23-4 Patterns 12-3-4 Scales
Recognize, play, and write the C, G, and D scales

Up and Down Bow Articulations / Bowings/ Bow Lifts Slur and Ties Dynamics Detache, Staccato, Legato p-f dynamics Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Proper Instrument Posture Proper Characteristic Tone Production Cluster Concerts Performing Ensembles

Technique

Performance Opportunities

Cluster Concerts Performing Ensembles

Cluster Concerts Performing Ensembles

Intermezzo String Orchestra Benchmarks (Level 2)

Performance Standards Violin Viola Cello Bass

Dotted Quarter and Dotted Quarter and Dotted Quarter and Dotted Quarter and Sixteenths Sixteenths Sixteenths Sixteenths Rhythms Time Signatures Cut Time, Time Signatures Cut Time, Time Signatures Cut Time, Time Signatures Cut Time, mixed meter, and compound mixed meter, and compound mixed meter, and compound mixed meter, and compound meters meters meters meters Bass Clef- all strings Treble Clef- all strings Alto Clef- all strings Bass Clef- all strings 1-3-4 1-23-4 1-23-4 1-3-4 Note Reading/ Finger 1-2-4 12-3-4 12-3-4 1-2-4 X1-2-4 Patterns 1-2-3-4 1-2-3-4 Shifting on the G and D 1-2-X4 1-2-34 1-2-34 Strings Shifting to 4th position Recognize, play, and write Recognize, play, and write Recognize, play, and write Recognize, play, and write the A, F, and Bb scales the A, F, and Bb scales the A, F, and Bb scales the A, F, and Bb scales Scales Level One Upper/ Lower Level One Upper/ Lower Level One Upper/ Lower Level One Upper/ Lower Octave Scales Octave Scales Octave Scales Octave Scales Accents Slur, Multi-Note Slurs Articulations / Bowings/ Ties Detache, Staccato, Legato, Dynamics Hooked Bowing Bow Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Technique Proper Instrument Posture Proper Characteristic Tone Production Cluster Concerts Performance Performing Ensembles Opportunities Chamber Music Accents Slur, Multi-Note Slurs Ties Detache, Staccato, Legato, Hooked Bowing Bow Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist w/ Fingers on Tips Proper Instrument Posture Proper Characteristic Tone Production Cluster Concerts Performing Ensembles Chamber Music Accents Slur, Multi-Note Slurs Ties Detache, Staccato, Legato, Hooked Bowing Bow Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production Thumb Placement Cluster Concerts Performing Ensembles Chamber Music Accents Slur, Multi-Note Slurs Ties Detache, Staccato, Legato, Hooked Bowing Bow Distribution Phrasing using Dynamics Proper Bow Grip Straight Left Wrist Proper Instrument Posture Proper Characteristic Tone Production Thumb Placement Cluster Concerts Performing Ensembles Chamber Music

Multi-Cultural Links In the Classroom

In accordance with the MMAS Standards each student will compare the function music serves, roles of musicians, and conditions under which music is typically performed in various cultures. Each teacher must use one of the below pieces or another traditional piece to satisfy this requirement. Make sure you also teach students about the culture and traditions of music within the piece you choose. You can use this website to find more information on the use of traditional music within various cultures. http://spotlightonmusic.macmillanmh.com/music/teachers/articles/ folk-and-traditional-styles/native-american-folk-music Please use the piece below as a guideline. I. Kum-Ba-Yah (Stringing Along) a. Teach the fundamentals of the piece a. D Major Scale b.Pizzicato and Arco c. Fermata, Ties, and Ritardando b. Use the website above to find information on how music is used in the African culture c. Add hand drums and shakers (you can have students make these as a project in class) d.Potentially have the students read an African poem during the performance e. Video tape the performance and send to Cris Examples of other pieces that can be used in the MMAS Library: 1. Oriental (Stringing Along) 2. Mexican Hat Dance 3. Mariachi Philharmonic 4. C Jam Blues 5. A Tisket, A Tasket (Essential Elements 2000) 6. Soul Strings (Stringing Along) 7. De Blues (Jazz Philharmonic) 8. Jazz in D (Uni-Tunes) 9. Shuffle Boogie (Uni-Tunes) 10.Molly Malone (First Things First SMore)

ORCHESTRA PACING GUIDE

Beginning String Orchestra

Timeframe

Concepts
posture and proper instrument maintenance

Book
page 2

posture, guitar position, pizzicato, left hand position, open string note identification, proper pizz tone, aural rote songs, intro to principles of tone 1st Semester simple rhythms (quarter notes and rests), simple melodies, match pitches, intro to D scale, 1-23/ 1-3-4 finger patterns, intro to basic melodic and rhythmic structures on the D & A strings, aural rote songs

pages 4-5

pages 6-13

reading basic melodic and rhythmic notation, beginning bow hold, intro to key signature, intro to G string notes, concert etiquette

pages 14-15, 26-27

Performance/ Winter Break

Review all previous concepts and begin short composition assignments in D major as comprehensive assessment of skills learned pages 4-19

2nd Semester

Intro into eighth notes and eighth note patterns with variations, alternate endings, blend and balance within an ensemble, intro to dotted half notes and 3/4 time signature

pages 20-25, 28

Intro to F and C natural, 12-3/1-2-4 finger patterns, melodic exercises using the above scale finger pattern, intro to slurs and ties, intro to the C and E strings

pages 29-35, MMAS Resource Library

Performance/ Summer Break

ORCHESTRA PACING GUIDE

Intermezzo String Orchestra

Timeframe

Concepts
Review all beginner concepts from year one, D major lower octave for viola/ cello-extensions, 4th finger strengthening exercises, proper tone production

Book
MMAS Resource Library

1st Semester

Multi-Note Slurs, G major upper octave violin, chamber music, phrase and melodic structure, dotted quarter notes, new finger pattern 1-2-34/1-2-X4, intro to A major scale

MMAS Resource Library

proper concert etiquette, note identification exercises, slurs, phrasing, ensemble techniques, cut time, A major melodic phrases and variations

MMAS Resource Library

Performance/ Winter Break

Review all previous concepts and begin short composition assignments in A major as comprehensive assessment of skills learned, bow distribution MMAS Resource Library

2nd Semester

Intro to F Major scale aurally, finger pattern 1-2-3-4/X1-2-4, hooked bowings, ensemble techniques, sixteenth notes, sixteenth note patterns with variations

MMAS Resource Library

Intro to Bb Major scale aurally, finger pattern1-2-34/X1-2-4, mixed meter, syncopation, compound meter

MMAS Resource Library

Performance/ Summer Break

Absentee/ Behavior Sheet

Student Name September October November

Absentee/ Behavior Sheet

Student Name September October November

Absentee/ Behavior Sheet

Student Name December January February

Absentee/ Behavior Sheet

Student Name December January February

Absentee/ Behavior Sheet

Student Name March April May

Absentee/ Behavior Sheet

Student Name March April May

SIGN-OUT SHEET
Parents are instructed to come into the classroom to pick up the student Parents/Guardians must show a picture I.D. Compare name on I.D. with the students Dismissal Form If name differs from any listed on Dismissal Form, please follow steps outlined in Security Procedures section

STUDENT NAME 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

SIGNATURE

RELATION TO STUDENT

S IGN-OUT SHEET
STUDENT NAME SIGNATURE RELATION TO STUDENT

17 18 19 20 21 22 23 24 25 26 27 28 29 30

Pre-Planning Preparations
Have sufficient materials for everyone in the class Prepare a one-page syllabus for parents outlining goals for each month during the school year. Include helpful websites along with the MMAS website that parents can use as a resource. Ensure that you provide your Supervisor with a copy of this syllabus prior to giving it to parents Prepare your lesson plan and submit for the month Have the class roster readily accessible Create an inviting atmosphere Organize all materials that you need from your Resource Kit so that all materials are readily accessible Prepare a song on your instrument to demonstrate your talent to students

Opening Day
Ensure that the Rehearsal Room is prepared with your name and schedule for the day on the board Welcome students as they enter the Rehearsal Room Ensure that all students have the appropriate instrument and size Specify any supplies needed for the class Begin training routines and procedures for the rehearsal room Have fun and ensure that the students are having fun while learning

First Day of Classes

All Music Matters After School teachers will arrive to their school at least 30 minutes before students are released. Please take the time to acquaint yourself with the schools location to ensure timely arrivals each week. Upon arriving to your school for the first day of class you should complete the following objectives: Introduce yourself to o Front Desk Staff o Our primary contact (if a meeting is pre-arranged) o Principal if a meeting is pre-arranged) Confirm the dismissal procedures o Inform school of MMAS dismissal procedures first, if the school has a different policy then follow their policy o Find out exactly when they release your students to come to your class o What time they start arriving in your classroom o Where do the parents come to pick them up Class roster procedures o Some schools want to know the attendance in your class so find out if they need the info below: Absentee list, reporting an absent student Reporting a student in class that is not on your roster Find your room o Location in building o Set up (chairs etc.) o If the room belongs to another teacher, introduce yourself to them

TEACHER:
Focus: concept and skills to emphasize
Rhythm Singing Form Moving Tone Color Expressive Qualities Playing Instruments Melody Listening Harmony Creating

School: Objectives/ Goals:

1.

Date:

Materials/Equipment/Repertoire:

National Music Standard(s) Achieved:

Singing, alone and with others, a varied repertoire of music Performing on instruments, alone and with others, a varied repertoire of music Improvising melodies, variations and accompaniments Composing and arranging music within specific guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music and music performances Understanding relationships between music, the other arts and disciplines outside the arts Understanding music in relation to history and culture

Beginner Techniques:
1.

Blooms Taxonomy
Knowledge Comprehension Application

Analysis Synthesis Evaluation

Intermediate Techniques:
1.

Differentiated Learning
Auditory Kinesthetic Verbal/Linguistic Naturalistic Intrapersonal

Visual/Spatial Logical/Math Musical Interpersonal

Classroom Strategies

Technology Writing/Reading Worksheets Aural Teaching Chamber Music/ Sectionals

Curriculum Correlation

DAILY WARM-UP
Goal for the Month:

TERMS Week 1 Week 2

INDEPENDENT PRACTICE SUMMARY (week 1)

Evaluate your section on a scale of 1 to 4 and give comments for all scores below 4. 1= poor (11 or more mistakes) 2=fair (8-10) 3=average (4-7) 4=excellent ( 1-3)

Intonation: Rhythm: Bowing: Ensemble: SCORE

LISTENING LOG (week 2)

Name of Composition: Composer: Genre: Date of Composition: Comments: Timbre: Instruments:

Monthly Class Reflection--How was your week in Orchestra and what did you accomplish?

DAILY WARM-UP
TERMS Week 3 Week 4

THEORY
WEEK 3 Write the Assigned Scale

WEEK 4

Theory Assignment

RHYTHM

Plays the Instrument Alone and with Others

Posture edge of chair back straight feet on the floor Pass Comments/ Date Intonation adjust pitch tune by matching pitches double stops (open strings) Pass Comments/ Date

Pizzicato--guitar position good sound uses thumb

Pass

Comments/ Date

Dynamics adjusts to phrase structure adjusts to melodic contour

Pass

Comments

Pizzicato--playing position uses index finger to pluck thumb attached to fingerboad plucks over fingerboard

Pass

Comments/ Date

Sight Reading 4 measure excerpt 8 measure excerpt Grade 1 piece

Pass

Comments

Bow Hold curved thumb middle fingers together on the frog pinky curved/ pinky on the screw flat wrist

Pass

Comments/ Date

Scales C major G major D major A major

Pass

Comments/ Date

Playing Position thumb across from 1st finger/ 2nd finger left arm parallel to the floor draws a straight bow fingers on tips

Pass

Comments/ Date

Rhythmic Counting September October November January February

Pass

Comments/ Date

Finger Patterns 1--2 2--3 3--4 open/ extensions

Pass

Comments/ Date

March April

Identify notes C string G string

Pass

Comments/ Date

Tone bow speed bow weight bow placement

Pass

Comments/ Date

D string A string E string

Identify Notation Symbols/Vocab Bowings down bow up bow legato detache smooth string crossings bow lifts two note slurs two note ties staccato Pass Comments/ Date pitch rhythm dynamics tempo/ meter articulation expression composers note values

Pass

Comments/ Date

Compose, Arrange, and Improvise

Compose a piece for your instrument ABA form 2 measures 4 measures Pass Comments/ Date

Analyze, Describe, and Evaluate

Evaluate your own performance intonation rhythm tone concert etiquette Pass Comments/ Date

Improv simple melody 4 measure answer scale simple rhythm 4 measure answer scale

Pass

Comments/ Date

Identify and Describe parts of the instrument parts of the bow instrument maintenance

Pass

Comments/ Date

Identify and Perform Time Signatures simple meters (2/4, 3/4, 4/4) compound (2/2, 6/8, 9/8, 12/8)

Pass

Comments/ Date

Arrange 2-4 meaure song teachers choice student's choice

Pass

Comments/ Date

mixed meter

Evalute Others Performance intonation rhythm tone

Pass

Comments/ Date

Conducting Common Time Simple Compound

Pass

Comments/ Date

PRACTICE LOG--YOU MUST PRACTICE 20-30 MINUTES EVERY DAY

GOAL FOR WEEK 1: DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE DAY SIX DAY SEVEN TOTAL

What did you practice:

Techniques Used: You must use at least four of the six each week

Parent Signature

GOAL FOR WEEK 2: DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE DAY SIX DAY SEVEN TOTAL

What did you practice:

Techniques Used: You must use at least four of the six each week

Parent Signature

Practice Techniques: focus on no more than 8 measures at one time 1- clap and count 3- add-a-note 5- listen to a recording 2- pluck and air bow 4- start slow and gradually get faster 6-practice with others

PRACTICE LOG--YOU MUST PRACTICE 20-30 MINUTES EVERY DAY

GOAL FOR WEEK 3: DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE DAY SIX DAY SEVEN TOTAL

What did you practice:

Techniques Used: You must use at least four of the six each week

Parent Signature

GOAL FOR WEEK 4: DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE DAY SIX DAY SEVEN TOTAL

What did you practice:

Techniques Used: You must use at least four of the six each week

Parent Signature

Practice Techniques: focus on no more than 8 measures at one time 1- clap and count 3- add-a-note 5- listen to a recording 2- pluck and air bow 4- start slow and gradually get faster 6-practice with others

Pre-Obser vation Form

1. What are your goals as a teacher for this school year?

2. What are your goals for your students for this school year?

3. What are your strengths and weaknesses as a teacher? How do you plan to use your strengths in the classroom? What steps do you intend to take to strengthen your weaknesses?

4. What level (meets standards and exceeds standards) teacher do you consider yourself and why? Reference the rubric for specific examples.

Teacher Performance Observation

I. IDENTIFICATION Teacher:
Discipline: School Year:

Instructions: Complete the following evaluation based upon what you observe in during the classroom. Make sure you document all evidence for each area of evaluation. If you have additional comments please use the back for this information. Do NOT show this to the teacher you are evaluating. He/she will receive a copy of this document once it has been completed. Please submit this document to the Education Department no later than one week after your observation. If you have any questions please contact the Education Department at 678-456-3080 ext. 4510.

Curriculum and Planning

The teacher makes decisions about planning that demonstrate an understanding of pedagogy and curriculum implementation by appropriately planning for what students are expected to know, understand, and be able to do.

Exceeds Standards

Meets Standards

Needs Improvement

Does the teacher show evidence of knowledge of the MMAS curriculum in his/ her teaching? Evidence:

Does the teacher show evidence of planning in his/ her teaching? Evidence:

Does the teacher design lessons that promote student mastery? Evidence:

Evaluator Initials:

Teacher Performance Observation

Instruction
The teacher consistently uses a combination of research-based strategies (method book), conceptual teaching, and motivational resources in the classroom to challenges each student to achieve high levels of learning.

Exceeds Standards

Meets Standards

Needs Improvement

Does the teacher maximize instructional time? Does the teacher inform students of expectations for the day? Evidence:

Does the teacher provide differentiation for each student? Evidence:

Does the teacher use conceptual teaching with all levels of students combined? Does this teaching engage all students? Evidence:

Does the teacher use a variety of strategies and resources for student mastery? Do any of these include technology? Evidence:

Does the teacher provide pacing that engages students? Evidence:

Does the teacher create a safe and engaging learning environment? Evidence:

Evaluator Initials:

Teacher Performance Observation

Assessment
The teacher consistently uses a balance of assessments that are systematically implemented and produce student mastery of standards. The teacher provides consistent feedback throughout the class that is both informative and constructive.

Exceeds Standards

Meets Standards

Needs Improvement

Does the teacher provide consistent and constructive feedback? Evidence:

Does the teacher use formative and summative assessments? Evidence:

Does the teacher demonstrate high expectations for students? Evidence:

Does the teacher create assessments that promote student mastery of standards/ objectives? Evidence:

Evaluator Signature:

Date:

ANNUAL PRIMARY TEACHER EVALUATION

Teacher Name______________________________ Standard 1: Curriculum and Planning 1. The teacher plans instruction that is in alignment with the MMAS standards and benchmarks. 2. The teacher plans instruction that reflects strong knowledge of both content and effective instructional delivery to meet the needs of the students. 3. The teacher plans assessments to measure student progress toward mastery of the standards. 4. The teacher plans for appropriate use of differentiation. Comments: School Year_______________ ES MS NI

Evaluator Initials __________

Teacher Initials_________

ANNUAL PRIMARY TEACHER EVALUATION

Teacher Name______________________________ Standard 2: Instruction 1. The teacher effectively communicates learning expectations. 2. The teacher uses an appropriate variety of instructional techniques and materials designed to meet the needs of the student. 3. The teacher differentiates to meet student needs through the use of: check for understanding, vary the pace of the learning, and provide guided/ independent practice accordingly. 4. The teacher uses available technology to enhance student learning. 5. The teacher fosters the development of higher order thinking skills. 6. The teacher maximizes instructional time. 7. The teacher fosters self-motivated learning and effective study practices in and out of the classroom. 8. The teacher maintains a classroom atmosphere that motivates, challenges, and fosters high student expectations. 9. The teacher encourages and recognizes desirable behavior through modeling and positive reinforcement strategies. 10. The teacher establishes classroom rules and procedures that support a positive and productive learning environment. Comments: School Year_______________ ES MS NI

Evaluator Initials __________

Teacher Initials_________

ANNUAL PRIMARY TEACHER EVALUATION

Teacher Name______________________________ Standard 3: Assessment 1. The teacher uses assessment strategies to identify individual and class strengths, misconceptions, and areas of weakness to guide planning 2. The teacher uses both formative and summative assessments to evaluate and communicate student progress toward mastery of standards. 3. The teacher provides effective and timely feedback to students and parents 4. The teacher uses assessments to monitor student progress and adjust instruction to maximize student achievement. Comments: School Year_______________ ES MS NI

Evaluator Initials __________

Teacher Initials_________

ANNUAL PRIMARY TEACHER EVALUATION

Teacher Name______________________________ Standard 4: Administrative Duties 1. The teacher is ALWAYS punctual to all schools and MMAS events 2. The teacher adheres to all MMAS policies and administrative procedures. 3. The teacher exhibits good judgement, a professional attitude, and ethical behavior in all MMAS related matters. 4. The teacher communicates effectively with students, parents, office staff, and school personnel. 5. The teacher uses established channels of communication when professional concerns arise. 6. The teacher attends all meetings regularly and makes positive contributions to discussions. 7. The teacher keeps accurate classroom records and submits reports punctually. 8. The teacher participates in the life of the company by attending all concerts and marketing events pertaining their home schools. 9. The teacher shares experiences, ideas, and knowledge with colleagues. Seeks advice and counsel when needed. 10. The teacher is open to suggestions, constructive criticism, and change. 11. The teacher seeks approval prior to discussing or arranging any performance/ event involving MMAS students. Comments: School Year_______________ Yes No

Evaluator Initials __________

Teacher Initials_________

ANNUAL PRIMARY TEACHER EVALUATION

Teacher Name______________________________ Additional Notes/ Comments: School Year_______________

Overall Rating: o Exceeds Standards o Meets Standards o Needs Improvement Date___________ Date___________

Evaluator Signature_____________________________ Teacher Signature_______________________________

*My signature indicates that I have read the above evaluation. It does not signify that I agree with the contents of the evaluation.

Evaluator Initials __________

Teacher Initials_________

Teacher Performance Rubric

Curriculum and Planning
The teacher makes decisions about planning that demonstrate an understanding of pedagogy and curriculum implementation by appropriately planning for what students are expected to know, understand, and be able to do.

Needs Improvement
Examples of Evidence Creates lessons that are not connected to assessments Utilizes the method book as the only source of instruction Plans activities that are strung together rather than being based on student learning needs or standards Uses activities that do not lead students to mastery but are more likely a way to keep students busy/ controlled Observations Asks students for facts with no expectation in achieving deeper understanding Overlooks incorrect or confused student responses by moving on to another student or changing topics Limits students interactions with one another and controls class discussions

Meets Standards
Examples of Evidence Uses method book as primary source of instruction. Creates lessons that fall within the MMaS Curriculum Guideline Implements components of an instructional framework with a sequence for lessons (e.g., warm-up, primary focus, wrap-up, etc.) Plans lessons starting with the standards and then moving to logically connected activities and assessments Observations Uses current and accurate content knowledge in teaching Explains content in more than one way Relies on teacher-student-teacher response pattern that keeps students dependent on teacher for approval/ disapproval of their ideas Asks simple questions of fact or interpretation

Exemplary
Examples of Evidence Implements an instructional framework that brings all components of the lesson together Considers students prior knowledge in relation to standards, then creates appropriate assessments and strategies Aligns standards, instruction, and assessments logically for lessons and units Uses the method book as a guideline but uses a variety of resources to provide for student learning and engagement Designs opportunities for students to learn content in ways that support their learning styles, multiple intelligences, etc. Observations Uses students prior knowledge and/or misconceptions to guide instruction Expects and encourages students to learn and reason about problems in the content area Arranges opportunities for students to explore content knowledge in complex ways and report discoveries to others

Instruction
The teacher consistently uses a combination of research-based strategies (method book), conceptual teaching, and motivational resources in the classroom to challenges each student to achieve high levels of learning.

Needs Improvement

Meets Standards

Exemplary
Examples of Evidence

Examples of Evidence

Examples of Evidence

Plans the same instruction and assessment Does not plan the incorporation of resources
to differentiate instruction Makes assignments without explaining lesson goals or expectations Does not identify or display work samples to demonstrate levels of performance toward mastery of the goal Does not explain the purposes of the lessons or articulate expectations for student work Focuses lesson on coverage of material rather than on understanding Does not include motivating strategies that engage students in learning Does not provide opportunities for choice or student decision-making, but instead regulates all aspects of assignments delivered the same way for all students

Modifies planning as needed for some

students, but tends to be teacher-centered and whole-group in approach Sometimes differentiates lessons while maintaining challenge for all students Plans for students to learn with understanding, beyond acquisition of facts and skills Selects activating strategies (anticipation guides, demonstrations, games, etc.) to motivate learners Includes a limited number of research-based strategies in lessons

Plans for student differences Creates lessons that address multiple levels to
meet developmental and individual needs of diverse learners Plans lessons, units, and assessments designed so that students can succeed Plans in advance, but sometimes adapts plans as knowledge of specific students evolve Selects a wide range of research-based strategies that provide multiple perspectives on concepts and problems of the content area(s) and standards Observations Uses exemplary work, benchmarks, or examples of student work to illustrate various levels of achievement frequently during instruction Teaches students how to compare their work to the benchmark work to identify the next steps Explains content in multiple ways until students demonstrate understanding Adjusts instruction to use alternative strategies when students struggle in learning Provides appropriate scaffolding, coaching, and modeling to support students as they learn new skills or learn new concepts, removing supports and students are ready to continue and expand on their own

Observations Explains content in one way only Provides no logical purpose for selected strategies Attends to teacher concerns more than student concerns Teaches all students in the same way, not adapting lessons for students needs Ignores students attempts to contribute prior knowledge or experience

Observations Adjusts instruction to use alternative strategies when whole class struggles in learning Demonstrates a working knowledge of characteristics of recognized exceptionalities, multiple intelligences, and learning styles but is not always sure how to adapt lessons for special needs Tries various instructional strategies but limits student engagement Uses mostly teacher-centered strategies Demonstrates superficial coverage of the curriculum

Assessment
The teacher consistently uses a balance of assessments that are systematically implemented and produce student mastery of standards. The teacher provides consistent feedback throughout the class that is both informative and constructive.

Needs Improvement

Meets Standards

Exemplary

Examples of Evidence Lesson Plans/Curriculum Units Does not use formative assessments to guide instruction Makes a single plan for all learners Does not re-teach concepts and instructs students simply practice if they are having trouble Observations Does not adjust instruction to meet the needs of students who are having difficulty understanding the lesson

Examples of Evidence Lesson Plans/Curriculum Units Plans for some formative assessment, but does not know how to use data to adjust instruction to meet individual student needs Re-teaches rarely and then primarily to the whole class instead of individuals Assesses student learning typically at the end of a unit (summative evaluation) to determine student achievement rather than to identify students in need of support Observations Adjusts instruction at the whole class level and does not address individual needs Demonstrates limited skill in making adjustments abased on formative assessment data Notices consciously how students respond to teaching strategies, but is not comfortable adjusting instruction in the middle of a lesson

Examples of Evidence Lesson Plans/Curriculum Units Uses formative assessments to guide adjustments to instruction Adapts plans as he/she develops knowledge of specific students Experiments with a variety of formative assessment measures including student notes and reflections, assignments, quizzes, performances, etc. Plans time and guidance for students to reflect on and assess progress Identifies a repertoire of benchmarks of student work that show various levels of achieving standards Observations Adjusts instruction to address the needs of students who are having difficulty understanding the lesson Encourages student questions and talk in the classroom and uses student input for spontaneous planning and adjustments Provides alternative explanations and seeks effective approaches when students questions reveal lack of understanding

Incident Report
Date: _________________
Instructions: Used to document inquiries, notify management of adverse situations, requests from teachers, school staff or parents. Must be submitted to management by customer service by no later than 5pm on the day the event took place/inquiry was made.

Incident Time: _______________ Submitted by: __________________ Personnel to resolve: ______________________

Tardiness arriving to class Teacher: ________________________________ Notified by: _____________________________ Notes:

School: _________________________________ Teacher<s Reason: _________________________________

Teacher absence Teacher: ________________________________

School: _________________________________

Y N Date of Absence: ____________________ Was Time-Off Request Submitted? Notified of Absence by: __________________________________ Date/Time: _______________ at _____________ Notes:

Complaint Teacher From: Details: Steps Taken:

Regarding (Name): _______________________________ Parent School Staff MMAS Staff Name: _________________________________________

Request Description: Steps Taken:

Submitted by: ___________________________________________________

Other Description: Steps Taken:

Regarding (Name): ________________________________

HELPFUL HINTS...
Stop Slipping and Sticking Pegs Peg Compound can be used to help lubricate sticking pegs or you can rub pencil graphite on the sticking part of the peg. Peg/ Grip Drops can be used for slipping pegs or you can rub candle wax on the peg to help the peg stick PreventSticky Fingerboard, Rosin Build-up Alcohol Swabs can be used to get rid of excess rosin on the fingerboard and strings. Make sure you dont get any alcohol on the wood because it will destroy the varnish Steel Wool can also be used to clean rosin build-up on the strings. Make sure you dont do this often because it can strip the strings.

Prevent Strings Cutting Into.. Rub pencil graphite on the bridge and nut where the string lies to prevent the string from cutting into these places.

Use The Pencil Draw a Straight Bow-- place a pencil (eraser down) in the upper tip of the FHole. The student should draw the bow so that the stick glides along the pencil The Bow Hold Setup a proper bow hold-- make bull horns,

The Thumb Proper Thumb Placement-- place a pencil grip on the stick below the grip where the thumb should go. You must remove the frog in order to do this.

extending the index and pinky finger.bucktoothed bunny (middle fingers together are the bucked teeth, index finger is the lazy ear, pinky is the pointy ear and the thumb is the mouth)..the rock on sign with the thumb behind the middle fingers

ORCHESTRA INSTRUMENT SIZING CHART

Violin 4/4 3/4 1/2 1/4 1/8 Neck to Palm Measurement 23.6 and above 22.2-23.6 20.4-22.2 18.5-20.4 16.9-18.5 Viola 16 15.5 15 14 12-13 Neck to Palm Measurement 26.4-27.1 25.6-26.4 24.9-25.6 23.2-24.9 21.9-23.2

Cello 4/4 3/4 1/2 1/4

Student Height 5 and up 46-5 4-46 up to 4

Cello 4/4 3/4 1/2 1/4

Neck to Palm Measurement 24 and up 22-24 20-22 18-20

FINGERING CHART
G D A E G D A E
F

F# G

1 L2

E F

B C G

H2 3

B C

F# G

C# D A

G STRING

D STRING

A STRING

E STRING

FINGERING CHART
C G D A C G D A

E F

B C

L2 H2 3
E F B C F# G C# D E B C

C STRING

G STRING

D STRING

A STRING

FINGERING CHART
C G D A C G D A

2 3
E B F# C#

C STRING

G STRING

D STRING

A STRING