17 Curriculum Standards Recorder Level II v 1 1 F

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AOSA: NBT-Draft Curriculum Standards Recorder Level II 7-1Copyright © 2013 by the American Orff-Schulwerk Association v 1.1 F / March 29, 2013

Section 17:

AOSA Teacher Education Curriculum Standards

Recorder Standards: Level II

V 1.1 F / March 29, 2013 Edited by Laurie C. Sain

TABLE OF CONTENTS Introduction .............................................................................................................................................................................................................................2 Teacher Education Curriculum Standards Recorder Level I: Learning Objectives ................................................................................................................3 Teacher Education Curriculum Standards Recorder Level II: Learning Outcomes ................................................................................................................7

Learning Outcomes Summary .................................................................................................................................................................... 7 Learning Outcomes Detail ........................................................................................................................................................................... 7



AOSA: NBT-Draft Curriculum Standards Recorder Level II Page 17-2Copyright © 2013 by the American Orff-Schulwerk Association v 1.1 F / March 29, 2013

Introduction This document outlines the learning outcomes and learning objectives for Recorder: Level II of Orff Schulwerk teacher education. The outcomes andobjectives have been separated into two sets of matrices: learning outcomes and learning objectives.




Rhythm, Time, AndMeter

Melody, Form, AndEar Training

Ensemble And Accompaniment

Improvisation AndComposition

Movement/Body Awareness

Pedagogy:TeachingMethodology AndProcess

double-tonguing,and extendedtechniques

understanding ofhow and why todesign lessons sothat students learnthrough explorationand discovery

Analyze anddiscuss teachingprocedures

modeled by theinstructor

Develop strategiesto embrace andequip all learners

Perform warm-upsthat relate to Orffprocess (e.g.,improvisation of

phrases to beechoed)

Elemental,Historical, AndFolk Repertoire

Perform repertoirehighlighting theinterdependence ofthe pipe and thedrum across timeand in many places

Use so, s, a, t, andb recorders in class

DevelopRenaissance, folksong, dance, andplay party melodies,using melodic

range, elementalforms, and phrasingto modelimprovisation andcomposition

Play selectedKeetman piecesfrom MFC volumesand supplementalbooks on f and c

Play recorder withdrone instruments(such as strings,guitar, lute,dulcimer, or hurdy-gurdy) to expandsonic palette

Identify suitablysimple and age-appropriateensemble music forchildren

Play soprano andalto recordersimultaneously withsame fingering forinstant paraphony

Improvise over non-functional modalharmony (I-II, I-VII,I-III, and I-VI)including regularlyshifting patterns,non-functionalground bass, and

irregular triadicshifts related toLevel II content

Perform andanalyze elementalhistorical and folkexamples withdrones andparaphony as

Play and move toKeetman/Orffpieces

Respond tomovement withrecorder playing

Dance to recorder

music (folk,historical, andelemental)

Demonstrateunderstanding ofmelodic contourthrough movement

Perform pieces forrecorder and drumfrom varyingtraditions (KeetmanKleine Kanons,Native Americanflute and drum,Bolivian tarka, and

English pipe andtabor)

Demonstrateunderstanding ofranges and voicesof recorders whendetermining voicingfor a printed pieceand when writing for










recorders (seebibliography)

with one player models

Improvise in thestyle of elemental,ethnic, andhistorical melodies

recorders

Recorder In TheOrff SchulwerkContext

Play the pipe to thedrum, usingKeetman and otherexamples fromaround the world

Play at differenttempi

Use various meters(five, seven, andchanging) andrhythms in playing

Create a melody by

adding pitches to agiven rhythm

Learn a familiarmelody by ear onthe recorder

Play a knownmelody in a differentkey (transposition)

Sing and then playa melody

Highlight formthrough texture(solo, small group,large group, and

antiphonal)

Create a simpleostinato or drone toaccompany apentatonic melody

Play alto recorderas both melody andaccompaniment

Play recorder incombination withother Orff media(singing, movement,body percussion,tuned and untuned

percussion, andother recorders)

Discover soundqualities throughimprovisation

Use speech, poetry,and singing asinspiration forrecorderimprovisation

Create movement toa recorder melody

Create shortmotives and

phrases toaccompany a poemor story

Improvise question-and-answer phrasesJH

Improvise withvarying dynamicsand articulation

Move todemonstratephrasing

Move to expressmelody

Create a dance to arecorder melody.[Add link:Examples]

Accompany others’movement byplaying recorder

Move to highlightmelodic form

Assess age-appropriateness ofmusic for middleschool students

o Is it highestquality?

o Will it maintaininterest?

o Can it bedifferentiated?

Play alto recorderbefore naming anyof the notes (soundprecedes symbol)

Demonstrateinterrelationship ofmusic andmovement byintroducing arecorder piece withmovement

Combine recorderwith movement,singing, and playinginstruments










Notation Use rhythmicpatterns andbuilding bricks asvehicles forrecorderimprovisation

Use speech asimpetus for rhythmicnotation

Graphically notaterhythm

Depict time usinggraphic notation

Play melodicostinati fromnotation to developsight reading

Invent graphicnotation for therecorder

Read short, notatedmelodic phrasesone by one (divideand conquer)

Strengthen readingskill by analyzing

form

Perform call-and-response exercises

Learn melodiesboth by listeningand by sight

Find recurringmotifs to facilitate

reading

Develop a melodyfrom a melodicskeleton

Create, notate, andread drone andostinatoaccompaniments

Read music for andplay alto recorder atpitch

Read music for andplay alto recorder

up the octave

Switch betweensoprano and altorecorder, usingcorrect fingering

Compose and/orarrange ensemblerecordercompositions usingthe correct scoreorder and recorderranges

Compose, notate,and share a

recorder melody Play from both

traditional and non-traditional notation

Develop originalrecorder notationusing existingmodels

Demonstrate JHrhythmic andmelodic notes on astaff or timeline onthe floor of theclassroom

Notate movement toaccompany amelody

Analyze anddiscuss teachingproceduresmodeled byinstructor (setting upa successfulimprovisation, anddevelopingmelodies fromskeletons by ear

and/or with notation)

Demonstrate “soundprecedes symbol”process teachingwhen addingmelodic notation

Play with andwithout printedmusic




Teacher Education Curriculum Standards Recorder Level II: Learning Outcomes Learning Outcomes Summary

After completing this level of education, students will be able to:

Play alto recorder in a two-octave range including accidentals appropriate to the mode or scale

Switch between alto and soprano recorders

Demonstrate understanding of modal tonalities and shifting harmonies through alto recorder improvisation

Develop pedagogy for beginning alto recorder as appropriate for middle school-age students

Learning Outcomes Detail Rhythm, Time, AndMeter




Movement/ Body Awareness

Pedagogy:Methodology AndProcess Teaching

After completing this level of education, students will be able to:

Technique:breathing,tonguing, andfingering

Use breathing,tonguing, andfingering to illustratemodal tonalities and

shifting harmoniesduring improvisationon the alto recorder

Demonstrateexpressive alto- andsoprano-recorderplaying proficiency

in the lower andupper registers

Demonstrateensemble breathingand articulationtechniques

Balance differentvoices ofinstrumentsrecorder ensemble

Use recorder (bothalto and soprano)effectively in anensemble or as anaccompaniment

Improvise and/orcompose on therecorder usingelemental forms in

pentatonic modes,avoiding functionalharmonicimplications

Demonstrate anunderstanding ofspeed and durationof breath

Finger easily andflexibly for allrecorder activities

METHOD

Play expressivelywith varying

dynamics andarticulation on bothalto and sopranorecorder, usingcorrect techniques

Use and teacheffective practicemethods

Teach recorder

pieces in apedagogicallylogical order

PROCESS:

Design lessons sothat all students canlearn throughexploration anddiscovery,








Movement/ Body Awareness

Pedagogy:Methodology AndProcess Teaching

integrating Orff

processes whereverpossible (such as inwarm ups)

Elemental,historical, and folkrepertoire

Describe and play arepertoire thatillustrates theinterdependence ofpipe and drumacross cultures

Use a wide range ofrecorders andmelodic sources tomodel improvisationand composition

Play recorder toaccompany droneinstruments withsuitable ensemblemusic

Demonstrate

paraphony with tworecorders playedsimultaneously withthe same fingering

Perform, improvise,and analyze musicappropriate forLevel II standards

Integrate dance andmovement intorecorderperformances

Use varyingtraditions and awide range ofrecorders andrecorder voiceswhen teaching or

writing for recorder

Recorder in theOrff Schulwerkclassroom

Play the recorderusing a variety ofmusic, tempi,meters, and pitches

Play using auraltechniques (playingby ear), verbaltechniques (playinga sung song),

transposition, andvarying forms

Play recorderflexibly andeffectively inensembles and asaccompaniment

Use improvisationand movement tointerpret music andmelodies, varyingmethods of both

Effectively integratemovement (of selfand others) intorecorder playing

Evaluate and useage-appropriatemusic

Teach sound beforesymbol

Integratemovement, singing,and otherinstruments intoteaching recorder

Notation Integrate notation(reading andwriting) intoteaching recorder

rhythm, tempi, andsight reading

Develop notationskills to learn, build,and teach melodies.

Easily read and playrecorder music foraccompaniment andensemble

Flexibly usesoprano and altorecorder fingering

Integrate notationinto improvisationand compositionexercises

Express melodiesthrough movementand movementnotation

Focus teachingmethods on “soundprecedes symbol”yet include notation

in teaching recorder

17 Curriculum Standards Recorder Level II v 1 1 F

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