| 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 achieve play
advanced literature on their instrument. |
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| Identify,
apply, and demonstrate: practical and alternate
fingerings, trills and tremolo (NS2, NS5), expand
range of scales, technical exercises to full extent
of instrument range. |
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| Demonstrate
playing exams, proficiencies, concert performances,
sight reading, warm up materials |
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| Why
should I play with correct tone? |
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| Students
will learn to play with proper tone for high school
level. |
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| Identify,
apply, and demonstrate: beginning vibrato (NS2,
NS5), embouchure control, use advanced breathing
techniques, use advanced tonguing techniques. |
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| Demonstrate
playing exams, proficiencies, concert performance,
warm ups |
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| What
are the elements of rhythm? |
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| Students
will learn advanced rhythms. |
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| Identify,
apply, demonstrate, and synthesize: odd meter
counting, multiple meter counting, advanced
syncopation (NS2, NS5). |
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| Demonstrate
practice techniques, performances, sight reading,
proficiencies |
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| What
are the elements of melody? |
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| Students
will learn elements of melody. |
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| Demonstrate
correct/proper pitch (expanded range) (NS2, NS5).
Identify, apply, and dissect correct rhythms and
articulations. Use counter melody. Interpret correct
phrasing. |
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| Musical
analysis, concert performance, sight reading,
correct rehearsal techniques |
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| What
are the elements of harmony? |
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| Students
will learn advanced elements of harmony. |
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| Produce
correct blend, balance and intonation (NS2, NS5,
NS6). Evaluate correct intonation. Perform 20th
century harmonic techniques. |
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| Concert
performance, proper rehearsal technique, demonstrate
proficiencies, demonstrate listening skills |
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| Why
do I need to learn to play in an ensemble? |
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| Students
will begin mastery of ensemble playing. |
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| Compare
and contrast proper dynamics. Demonstrate advanced
rehearsal techniques. Begin to evaluate proper
mastery of being in an advanced ensemble. (NS2, NS5,
NS6, NS7, NS8, NS9) |
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| Concert
performance, use section leaders for peer tutoring,
proper rehearsal technique, vocabulary |
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| Why
is musical form important to my knowledge of the
music being performed? |
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| Students
will begin to learn music history of music selected. |
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| Assess
music selection for historical content. Evaluate
importance of music in history. Investigate why and
how period music functions. (NS2, NS5, NS6, NS7,
NS8, NS9) |
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| Written
evaluations, performance, share knowledge with
peers, vocabulary |
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| What
musical terminology will I need to know? |
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| Students
will begin to demonstrate mastery of musical terms. |
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| Produce
proper performance through musical terms. Report in
a mastery level use of proper musical terms. (NS2,
NS5, NS6, NS7, NS8, NS9) |
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| Rehearsal
technique, sight reading, performance vocabulary |
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| Why
do I need to present meaningful performances? |
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| Students
will be able to perform meaningful musical
experience. |
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| Value
musical expression. Create lifetime memories through
outstanding performance. Decide to recommend music
as an important aspect of their lives to others.
(NS2, NS5, NS6, NS7, NS8, NS9) |
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| Performance,
field trips, recordings |
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