| OUTCOME/
ESSENTIAL
QUESTION |
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| Why
is it important for me to learn instrument
technique? |
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| Students
will learn the technique necessary to perform on
their instruments. |
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| Identify,
apply, and demonstrate fingering and trills
(practical range), scales-12 major- B flat, F
chromatic-1 octave, technical exercises (3rd/lip
slurs)-1 octave, percussion rudiments (advanced).
(NS2A, NS2B, NS2C, NS2D, NS2E, NS2F) |
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| Playing
exams, proficiencies, concert performance, sight
reading, warm up materials, grand master scale,
circle of 4ths |
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| Why
should I learn to play with correct tone? |
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| Students
will learn to play with proper and appropriate tone
for their instruments. |
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| Identify,
apply, and demonstrate advanced embouchure control,
breathing technique, tonguing exercises, vibrato.
(NS6D, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F) |
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| Playing
exams, proficiencies, method book, warm up
materials, grand master scale, lip slurs/harmonies,
chorales, listening |
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| What
are the elements of rhythm? |
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| The
students will learn the elements of rhythm. |
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| Identify,
apply, and evaluate correct rhythm: whole note, half
note, quarter note, eighth note, dotted quarter, all
combos of sixteenth notes, triplets, 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, 5/4, 3/8,
other compound meters. (NS5E, NS5D, NS5B, NS5A,
NS3B, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F) |
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| Rehearsal
critique, problem solving rubric, performance
assessment, rhythm sheets, sight reading, theory
worksheets |
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| What
are the elements of melody? |
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| The
students will learn the elements of melody. |
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| Demonstrate
correct/proper pitch (practical range). Identify,
apply, dissect counting of correct rhythms,
articulations. Produce interpretation of phrasing
and shaping. Identify and perform counter melody.
(NS5E, NS5D, NS5B, NS2A, NS2B, NS2C, NS2D, NS2E,
NS2F) |
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| Rehearsal
critiques, theory worksheets, concert performances,
musical analysis, listening analysis |
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| What
are the elements of harmony? |
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| The
students will learn the elements of harmony. |
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| Identify
and apply key signatures- up to 7 flats and sharps.
Intro to minor scales. Construct major scales.
Compare and contrast in blend, balance, and
intonation. Time signatures 5/4, 3/8, other odd
meter (NS5E, NS5D, NS5B, NS2A, NS2B, NS2C, NS2D,
NS2E, NS2F) |
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| Theory
worksheets, composition, sight reading, chorales,
listening, Grand Master Scales, Circle of 4ths |
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| Why
do I need to learn to play in an ensemble? |
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| The
students will learn techniques and elements of
ensemble playing. |
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| Apply
and analyze pyramid of sound balance, blend,
intonation. Compare/contrast dynamics of pp-ff.
Demonstrate rehearsal
techniques and behavior. Perform music at a level of
3-3 1/2 out of 6. (NS5E, NS5D, NS5B, NS2A, NS2B,
NS2C, NS2D, NS2E, NS2F) |
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| Theory
worksheets, warm up materials, chorales, sight
reading, playing exams, listening, rehearsal
critiques/problem solving rubrics |
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| The
students will learn basic musical forms. |
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| Identify
and analyze: march, theme/variation,
blues/improvisation, ABA and rondo, fugue. Perform
in solo and small ensembles. (NS6A, NS6C, NS3C,
NS3A, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F, NS9A,
NS9B) |
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| Sight
reading, listening, method books, musical analysis,
performance assessment |
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| What
musical terminology will I need to know? |
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| Students
will increase and broaden their music terminology. |
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| Identify,
apply, and translate musical notation of expanded
range, musical rhythms up to dotted eighth, all
combinations of eighth/sixteenth notes and triplet
combinations and syncopations, musical terminology:
dynamics, tempo, and expression (advanced). (NS3A,
NS3B, NS3C, NS5E, NS5D, NS5C, NS5B, NS2A, NS2B,
NS2C, NS2D, NS2E, NS2F, NS8A, NS8B, NS8C) |
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| Rhythm
sheets, theory sheets, performance assessments,
sight reading, playing exams |
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| What
is part of a meaningful performance? |
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| The
students will learn the aspects to create a
meaningful musical experience. |
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| Evaluate,
rate, and discuss musical expression and phrasing,
rehearsal behavior, concert etiquette. (NS7A, NS7B,
NS7C, NS6F, NS2A, NS2B, NS2C, NS2D, NS2E, NS2F,
NS9E, NS8A, NS8B, NS8C) |
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| Rehearsal
critiques, performance critiques, concert
performance, problem solving rubrics, reading,
reflecting journals |
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