| OUTCOME/
ESSENTIAL
QUESTION |
|
|
|
|
| Why
is it important for me to learn instrument
technique? |
|
| Students
will learn the technique necessary to perform on
their instruments. |
|
| Identify,
apply, and demonstrate intermediate fingerings,
trills (extend range), scales-4 sharps and 4 flats,
B flat chromatic scale (1 octave), technical
exercises 3rds, percussion rudiments-intermediate.
(NS2A, NS2B, NS2C, NS2D, NS2E, NS2F) |
|
| Playing
exams, proficiencies, concert performance, class
demonstration, 5 note exercises, method book |
|
| Why
should I learn to play with correct tone? |
|
| Students
will learn to play with proper and appropriate tone
for their instruments. |
|
| Identify,
apply, and demonstrate intermediate embouchure
control, breathing techniques, tonguing (more
advanced articulations). (NS6D, NS2A, NS2B, NS2C,
NS2D, NS2E, NS2F) |
|
| Playing
exams, proficiencies, class demonstration, method
book, chorales, sight reading, lip slurs/harmonies,
listening |
|
| What
are the elements of rhythm? |
|
| The
students will learn the elements of rhythm. |
|
| Identify
and apply correct rhythm of whole note, half note,
quarter note, eighth note, dotted quarter, dotted
half, sixteenth note, triplets, equal rests, and
syncopation. Identify, apply, and dissect counting
system and subdivision. Identify and apply time
signatures 4/4, 2/4, 3/4, cut time, 6/8-slow/fast.
(NS5E, NS5D, ND5B, NS5A, NS3B, NS2A, NS2B, NS2C,
NS2D, NS2E, NS2F) |
|
| Problem
solving rubric, performance assessment, rhythm
sheets, theory sheets, playing exams, sight reading |
|
| What
are the elements of melody? |
|
| The
students will learn the elements of melody. |
|
| Demonstrate
correct/proper pitch-extending range. Identify,
apply, dissect counting of correct rhythms,
articulations. Produce interpretation of phrasing
and shaping. Identify counter melody. (NS5E, NS5D,
NS5B, NS2A, NS2B, NS2C, NS2D, NS2E, SN2F) |
|
| Rehearsal
critiques, theory worksheets, concert performances,
musical analysis, rhythm sheets, listening, sight
reading |
|
| What
are the elements of harmony? |
|
| The
students will learn the elements of harmony. |
|
| Identify
and apply key signatures- up to 6 flats and sharps.
Construct major scales. Compare and contrast in
blend, balance, and intonation. (NS5E, NS5D, NS5B,
NS2A, NS2B, NS2C, NS2D, NS2E, NS2F) |
|
| Theory
worksheets, composition, sight reading, chorales,
listening |
|
| Why
do I need to learn to play in an ensemble? |
|
| The
students will learn techniques and elements of
ensemble playing. |
|
| Apply
pyramid of sound balance, blend, intonation. Compare
and contrast dynamics of p-f.
Demonstrate rehearsal
techniques and behavior. Perform grade level music
of 2 1/2-3 out of 6. (NS5E, NS5D, NS5B, NS2A, NS2B,
NS2C, NS2D, NS2E, NS2F) |
|
| Rehearsal
critiques, problem solving rubrics, listening, sight
reading |
|
|
|
| The
students will learn basic musical forms. |
|
| Identify
and analyze: march form, theme and variation,
blues/improvisation, rounds, repeats, endings, Coda,
DS, DC. Perform in solos and SM ensembles. (NS6A,
NS6C, NS3A, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F,
NS9A, NS9B) |
|
| Listening,
musical analysis, performance assessment, sight
reading, method books |
|
| What
musical terminology will I need to know? |
|
| The
students will learn the terminology related to the
music field. |
|
| Identify,
apply, and translate musical notation of expanded
range (ledger lines), music rhythms up to dotted
quarter, eighth/sixteenth notes combinations and
triplet combinations and syncopation, musical
terminology: dynamics, tempo, and
expression-(intermediate). (NS7A, NS7B, NS5E, NS5D,
NS5C, NS5B, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F,
NS8A, NS8B) |
|
| Rhythm
sheets, theory worksheets, performance assessments,
sight reading, playing exams |
|
| What
is part of a meaningful performance? |
|
| The
students will learn the aspects to create a
meaningful musical experience. |
|
| Evaluate,
rate, and discuss musical expression and phrasing,
rehearsal behavior, concert etiquette. (NS9E, NS7A,
NS7B, NS6F, NS8A, NS8B, NS2A, NS2B, NS2C, NS2D,
NS2E, NS2F) |
|
| Rehearsal
critiques, performance critiques, concert
performance, problem solving rubrics,
reading/writing/reflect |
|