ST.

PAUL COLLEGE, PASIG Curriculum Development Board (CDB) VERTICAL ARTICULATION Giftedness Instruction for Talent (GIFT) Development Program Feb. 28, 2013 2:00 PM Mere Maria Hall
Level 1 1. State the acquisition of skills by the students in every GIFT course per center. -The Violin and its parts -Basic Bow and Violin hold -Playing on the A and E Strings -Twinkles A to E -Basic note reading (staff, quarter, half, whole) *beginning level to the level at the end of the year (heading) Level 2 -A Major Scale using whole bow -Wolfahrt no. 1-10 -Lightly Row, Song of the Wind, Go Tell Aunt Rhody -Simple Christmas Songs -Quarter notes and Eighth note patterns

2.

Identify the exit-entry [points of learning in between GIFT stage (exploratory IA (PS), IB (Gr.1), IC (Gr.2); exploratory IIA (Gr.3), IIB (Gr.4); emerging (Gr.5-7), and specialization (YR.1 IV)): a. Skills to be reinforced (need follow-up for mastery)

-Basic Note reading -Tonalization -String Crossing -Intonation -A Major Scale -Up bow and down bow -Twinkles Rhythm patterns -A Major Scale -Up bow and down bow - Bow circles

b.

Skills to be taught (not acquired yet)

*skills from previous levels skills to be introduced* -A Major Scale -Up bow and down bow - Bow circles -Introduction to upbeat -Staccato

c.

Skills to be introduced already as part of the regular program of the next stage.

-Up beat -Staccato -Starting with Up Bow -Sixteenth notes -Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

3.

A. Cite examples of values integration that made instruction more meaningful to the students.

-Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

B. Identify the values, which you think, should be integrated in your instruction for the Paulinian character formation.

4.

Identify problems/concerns that need to be addressed by the departments/ institution regarding GIFT courses and Varsity Programs.

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

5.

Identify activities/ undertakings which will be implemented next school year.

-Basic Music Theory sessions aside from practical lessons

-Basic Music Theory sessions aside from practical lessons

6.

Give recommendations for trainers/ coaches development/ formation (based on needs) to improve instruction/ implementation of the GIFT programs

-Make output a case to case basisdepends on pace of students individually and as a group

-Make output a case to case basisdepends on pace of students individually and as a group

ST. PAUL COLLEGE, PASIG Curriculum Development Board (CDB) VERTICAL ARTICULATION Giftedness Instruction for Talent (GIFT) Development Program Feb. 28, 2013 2:00 PM Mere Maria Hall

Level 3 7. State the acquisition of skills by the students in every GIFT course per center. -Starting on the Up Bow -Eighth notes on a faster tempo -Full, fast bow -Sixteenth notes -O come Little Children, Long long ago, Prepetual Motion -Basic ensemble playing (Twinkles in two voices)

Level 4 -Staccato and slur combinations th -4 finger -Wolfahrt 19-22, 29-30 -D Major Scale and G Major Scale -Allegretto, Andantino and Etude -understanding basic conducting techniques -introduction to orchestra class

8.

Identify the exit-entry [points of learning in between GIFT stage (exploratory IA (PS), IB (Gr.1), IC (Gr.2); exploratory IIA (Gr.3), IIB (Gr.4); emerging (Gr.5-7), and specialization (YR.1 IV)): d. Skills to be reinforced (need follow-up for mastery)

e.

Skills to be taught (not acquired yet)

--Up beat -Staccato -Starting with Up Bow -Sixteenth notes -ensemble playing -Playing on the G and D strings -String Crossing on all strings -Wolfahrt 1-10 -Basic ensemble playing

-Playing on the D String -Wolfahrt 1-10 -Ensemble playing -Prepetual Motion in D Major -Allegretto, Andantino, Etude -D and G Major Scales -Slurs th -4 Finger strength -D and G Major Scales -Slurs, accidentals, legato -Accidentals

f.

Skills to be introduced already as part of the regular program of the next stage.

-Playing on the D String -Prepetual Motion on D string

9.

A. Cite examples of values integration that made instruction more meaningful to the students.

-Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

-Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

B. Identify the values, which you think, should be integrated in your instruction for the Paulinian character formation.

10. Identify problems/concerns that need to be addressed by the departments/ institution regarding GIFT courses and Varsity Programs.

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

11. Identify activities/ undertakings which will be implemented next school year.

-Basic Music Theory sessions aside from practical lessons

-Basic Music Theory sessions aside from practical lessons

12. Give recommendations for trainers/ coaches development/ formation (based on needs) to improve instruction/ implementation of the GIFT programs

-Make output (for talent fest) a case to case basis- depends on pace of students individually and as a group

-Make output a case to case basisdepends on pace of students individually and as a group

ST. PAUL COLLEGE, PASIG Curriculum Development Board (CDB) VERTICAL ARTICULATION Giftedness Instruction for Talent (GIFT) Development Program Feb. 28, 2013 2:00 PM Mere Maria Hall
Level 5 13. State the acquisition of skills by the students in every GIFT course per center. -Minuet 1 and 2 -Slurs, Staccatos and accidentals -Dynamics -Bow planning Level 6 -Happy Farmer -Jesu Joy of Mans Desiring, Chorus from Judas Machabeus -Dotted Quarter and Eigth note patterns -Starting on the upbeat -Cut time -Vibrato

14. Identify the exit-entry [points of learning in between GIFT stage (exploratory IA (PS), IB (Gr.1), IC (Gr.2); exploratory IIA (Gr.3), IIB (Gr.4); emerging (Gr.5-7), and specialization (YR.1 IV)): g. Skills to be reinforced (need follow-up for mastery) h. Skills to be taught (not acquired yet)

i.

Skills to be introduced already as part of the regular program of the next stage.

-String crossing on a faster tempo -Slurs, accidentals, legato -Accidentals -G Major Scale th -16 note legato patterns -Advanced musical terms -String crossing on 3 strings -Dynamics -Finger exercises (Sevcik) th -4 Finger Dexterity th -16 note legato patterns

-Finger exercises (Sevcik) th -4 Finger Dexterity th -16 note legato patterns -Minuet 2 from memory -Introduction to vibrato -VTonalization -C Major Scale -Vibrato -VTonalization -C Major Scale

15. A. Cite examples of values integration that made instruction more meaningful to the students.

-Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

-Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

B. Identify the values, which you think, should be integrated in your instruction for the Paulinian character formation.

16. Identify problems/concerns that need to be addressed by the departments/ institution regarding GIFT courses and Varsity Programs.

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

17. Identify activities/ undertakings which will be implemented next school year.

-Basic Music Theory sessions aside from practical lessons

-Basic Music Theory sessions aside from practical lessons

18. Give recommendations for trainers/ coaches development/ formation (based on needs) to improve instruction/ implementation of the GIFT programs

-Make output a case to case basisdepends on pace of students individually and as a group

-Make output a case to case basisdepends on pace of students individually and as a group

ST. PAUL COLLEGE, PASIG Curriculum Development Board (CDB) VERTICAL ARTICULATION Giftedness Instruction for Talent (GIFT) Development Program Feb. 28, 2013 2:00 PM Mere Maria Hall

Level 7 19. State the acquisition of skills by the students in every GIFT course per center. -Gavotte -D, G and C Major scales -Dotted Quarter and Eigth note patterns -Starting on the upbeat -Cut time -Tonalization -Vibrato -Minor Scales -Musette -Long Long Ago

Level 8

20. Identify the exit-entry [points of learning in between GIFT stage (exploratory IA (PS), IB (Gr.1), IC (Gr.2); exploratory IIA (Gr.3), IIB (Gr.4); emerging (Gr.5-7), and specialization (YR.1 IV)): j. Skills to be reinforced (need follow-up for mastery)

k.

Skills to be taught (not acquired yet)

l.

Skills to be introduced already as part of the regular program of the next stage.

21. A. Cite examples of values integration that made instruction more meaningful to the students.

-C Major scale -String Crossing -Cut Time Tempo th -16 note patterns -Accidentals -Vibrato -VTonalization -C Major Scale -Intermediate bow patterns -Vibrato -Tonalization -C Major Scale - jumping bow -Legato and staccato combinations -Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

-String Crossing -Cut Time Tempo th -16 note patterns -Accidentals -Ricochet and jumping bow -Vibrato -VTonalization -C Major Scale -Vibrato -VTonalization -C Major Scale

-Being active and interacting with the teacher -being respectful -being cooperative -cooperation -focus -positivity

B. Identify the values, which you think, should be integrated in your instruction for the Paulinian character formation.

22. Identify problems/concerns that need to be addressed by the departments/ institution regarding GIFT courses and Varsity Programs.

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

-the need to look at the GIFT Instrumental programs as different from academic subjects GIFT as Skill-based

23. Identify activities/ undertakings which will be implemented next school year.

-Basic Music Theory sessions aside from practical lessons

-Basic Music Theory sessions aside from practical lessons

24. Give recommendations for trainers/ coaches development/ formation (based on needs) to improve instruction/ implementation of the GIFT programs

-Make output a case to case basisdepends on pace of students individually and as a group

-Make output a case to case basisdepends on pace of students individually and as a group