| OUTCOME/
ESSENTIAL
QUESTION |
|
|
|
|
| Why
is it important for me to learn instrument
technique? |
|
|
| Identify,
apply, and demonstrate basic fingerings, scales (B
flat, F, E flat, C), technical exercises, percussion
rudiments (intro). (NS2A, NS2B, NS2C, NS2D, NS2E,
NS2F) |
|
| Method
book, 5 note exercises, theory worksheets, playing
exams, concert performances |
|
| Why
should I learn to play with correct tone? |
|
| Students
will learn to play with proper and appropriate tone
for their instruments. |
|
| Demonstrate
and apply basic correct embouchure, proper
breathing, tonguing. (NS6D, NS2A, NS2B, NS2C, NS2D,
NS2E, NS2F) |
|
| Method
books, tonguing exercises, breathing exercises,
playing exams, concert performances, listening |
|
| What
are the elements of rhythm? |
|
| The
students will learn rhythm. |
|
| Identify
and demonstrate correct rhythms of syncopation,
whole note, half note, quarter note, eighth note,
dotted quarter, sixteenth note, equal rests. Apply
and identify counting system subdivision. Apply
air-play, silent practice. Identify and apply time
signatures 4/4, 2/4, 3/4, cut time, 6/8-fast. (NS5D,
NS5B, NS5A, NS3B, NS2A, NS2B, NS2C, NS2D, NS2E,
NS2F) |
|
| Method
books, theory worksheets, class demonstration,
concert performances, playing exams, rhythm sheets,
sight reading |
|
| What
are the elements of melody? |
|
| The
students will learn elements of melody. |
|
| Demonstrate:
correct/proper pitch on instruments, correct rhythm,
articulations: legato, staccato, accent, slur/tie,
fermata. Identify steps and skips intervals. (NS5D,
NS5B, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F) |
|
| Method
books, theory worksheets, class demonstration,
concert performances, playing exams, sight reading |
|
| What
are the elements of harmony? |
|
| The
students will learn harmony. |
|
| Identify,
demonstrate, and apply major and minor chords, basic
key signatures- up to 3 flats and 3 sharps, blend,
balance, intonation. (NS5D, NS5B, NS2A, NS2B, NS2C,
NS2D, NS2E, NS2F) |
|
| Worksheets,
sight reading, listening, composition,
improvisation, method book, 5 note exercises, scales |
|
| Why
do I need to learn to play in an ensemble? |
|
| The
students will learn techniques and elements of
ensemble playing. |
|
| Demonstrate
and apply balance, blend, intonation-understand
pyramid of sound, dynamics of mp-f,
rehearsal techniques/behavior, perform music grade
level 2 out of 6. (NS5D, NS5B, NS2A, NS2B, NS2C,
NS2D, NS2E, NS2F) |
|
| Performance
assessment, sight reading, listening |
|
|
|
| The
students will learn basic musical forms. |
|
| Identify/demonstrate
march form, theme and variation,
blues/improvisation, song rounds-up to 5 part.
(NS6A, NS6B, NS3A, NS2A, NS2B, NS2C, NS2D, NS2E,
NS2F, NS9B) |
|
| Listening,
analyzing, sight reading, performance, improvisation |
|
| What
musical terminology will I need to know? |
|
| The
students will learn the terminology related to the
music field. |
|
| Identify
and demonstrate music notation of limited range,
music rhythms up to two eighth notes and four
sixteenth notes, musical terminology: basic
dynamics, tempo, and repeats (NS7A, NS5D, NS5C,
NS5B, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F, NS8A,
NS8B) |
|
| Sight
reading, worksheets, demonstration by performance |
|
| What
is a meaningful performance? |
|
| The
students will learn the aspects to create a
meaningful musical experience. |
|
| Identify,
apply, and evaluate expression, phrasing, rehearsal
behavior, concert etiquette as performers (NS9E,
NS7A, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F, NS8A,
NS8B) |
|
| Listening,
critiques/analysis, evaluations, performance
assessments |
|