Remediation is the Primary Barrier to Grade Level Momentum…
“The Symphony Method is a game changing solution facilitating a path to leap frog students in need of enrichment back into mainstream populations.”
- - PTA Chairman Texas
Copland
Nocturne
Simple Gifts Theme
Corelli
Threnodies I and II
Debussy
Adagio
Trio Sonatas
Clair de Lune
Girl with the Flaxen Hair
Golliwog’s Cake-walk
De Falla
Reverie
Delibes
Ritual Fire Dance
Dvorak
Flower Duet from “Lakme”
Humoreske
Elgar
Slavonic Dances Nos. 1 and 2
Nimrod
Faure
Pomp and Circumstance
Salut d’Amour
Franck
Berceuse
Panis Angelicus
Gershwin
I've Got Rhythm
Selected works
Impresiones de la Puna
Gluck
“Avant de Quitter ces Lieux” from “Faust”
Gottschalk
Funeral March for a Marionette
Gounod
Juliet’s Waltz Song
Grieg
I Love Thee
Handel
Trio Sonatas
F.J. Haydn
Arrival of the Queen of Sheba
Mozart
Fireworks Music
Hallelujah Chorus from “Messiah”
Largo from "Xerxes"
La Rejouissance
Air from Water Music
Hornpipe from Water Musi
"London" Trios
Divertimenti
Ginastera
Minuet and Dance of the Blessed Spirits
“Che Faro senza Euridice” from “Orfeo”Le Bananier
The Dying Poet
Tournament Galop
C.P.E Bach
Trio Sonatas
J.C. Bach
Trio in G Major
J.S. Bach
Air on the G String
Arioso
Bist Du Bei Mir
Brandenburg Concertos Nos. 2 and 3
Jesu, Joy of Man's Desiring
My Heart Ever Faithful
Sheep May Safely Graze
Sleepers Awake
Trio Sonata
Classical
Repertoire
W.F. Bach
Trio Sonatas
Bach-Gounod
Ave Maria
Bartok
Romanian Folk Dances
Beethoven
Divertimenti
Fur Elise
Ode to Joy
Bizet
Six Minuets
Six Country Dances
Symphony No. 5 (slow movement)
Agnus Dei
Jeux d’Enfants: Galop, Petit Mari, Petite Femme
L’Arlesienne Suite No. 2
Boccherini
Excerpts from “Carmen”
Minuet
Borodin
Six Trios, Op. 35
Brahms
Polovetzian Dance Theme
Hungarian Dance No. 5
S. Carlebach
Variations on a Theme of Haydn
Chopin
Od Yishama
Fantasie Impromptu in C#
TSM can be utilized to help remediate students that have weak/nonexistent mathematical skill sets. The progression of middle school math proficiency can be broken down into a few broad windows.
5th Grade Math – Students develop the following components: fraction computational skills, long division (up to 2 digit divisors), how to compare fractional place values, and an understanding of volume calculation (based on unit cubes). The focus develops a respective student’s fraction computational skills.
Overarching Theme: Students need strong fraction computational skills, coupled with sound multiplication and division skills. The goal is to develop sound computational skills w/o the use of a calculator (based on constraints of accommodations).
6th Grade Math – Students execute the following tasks: extend fractional multiplication/division concepts in an effort to solve ratio and rate problems, apply the concept of fractional division to rational numbers, write and interpret expressions, and develop a sense of statistical thinking. Mathematical reasoning about rational numbers begin to focus on negative numbers... ~Their respective order, absolute value (distance from 0 in both number lines and the Cartesian plane), and location in all quadrants begin to take precedence in the scheme of mathematical reasoning.
Overarching Theme: Students analyze and plot data using both positive and negative rational numbers in all quadrants utilizing fractional multiplication and division skill sets.
7th Grade Math – Students incorporate the following concepts: Understanding of proportional relationships, develop an understanding based on the operation of rational numbers within the context of expressions and linear equations, how to solve problems based on scale drawings and informal geometric compositions of 2-D & 3-D shapes (surface area & volume), and develop an ability to deduce statistical information based on population samples.
Overarching Theme: Students interpret proportional relationships and express them as equations. Also, students interpret 2-D & 3-D shapes (surface area & volume. Finally, students deduce statistical data from population samples.
8th Grade Math – Students develop the following concepts in 3 categories:
1) Use of linear equations and systems of linear equations {how to interpret proportional equations (y/m=x or y=mx) as linear equations with graphs represented by lines that pass through the origin (0,0) that have a constant of proportionality (m) which is synonymous with the slope, an ability to interpret the slope (m) as a rate of change, an ability to perceive that if the slope (m) is changed by an input value (represented by the x-coordinate) that the value of the output(y-coordinate) is calculated by multiplying the input value by the slope(m), an ability to interpret proportional equations (y/m=x or y=mx) as slope intercept form linear equations (y=mx+b) such that the y-intercept(represented by ‘b’) is actually “0”, how to solve linear equations in one variable, how to solve systems of equations in two variables by relating the solutions to pairs of parallel lines within a plane(the points on the lines intersect, form parallel lines, or they can be found within the same line)},
2) perceive functions such that there is only one output for each unique input,
3) interpret and understand relationships dealing with ideas about distance and angles(how they behave during rotation,