Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program)

Transcription

1 Music: A guide for Strategic Planning Grade Level: K Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program) The study of music contributes to the quality of every student's life. Every musical work is a product of its time and place. Through singing, playing instruments, and composing, students can express themselves creatively. Students learn more about their musical experiences which can enrich their environment and culture. Being that music is a vital part of human history, the ability to listen with understanding is essential for students from both a cultural and historical perspective. The skills, knowledge, and habits acquired in the study of music bring quality into the lives and growth of students. Every course in music, including performance courses, should provide instruction in creating, performing, listening to, and analyzing music. There should also be a discussion and understanding of its subject matter. Performing, creating, and responding to music are the fundamentals. Students, particularly in grades K-5, learn by doing. Singing, playing instruments, moving to music, and creating music enable them to acquire musical skills and knowledge. Students can better understand their own historical and cultural heritage and those of others within their communities and beyond. Music is a basic expression of human culture and students should have access to a balanced and comprehensive program of study in music. Content Topics: I. Music Making: Performance and Production a. Singing b. Playing Instruments c. Performing Rhythms d. Composing II. Music Theory and Cultural Context a. Reading & Writing Music b. Understanding Music History and Musical Styles c. Making Connections III. Listening, Analyzing, Interpreting & Evaluating IV. Responding & Reflecting Expectations: (Kindergarten-2nd Grade) The instructional objectives for K-2 serve as the foundation for further music instruction. Students are introduced to basic musical concepts through singing, playing instruments, moving to music, and listening with an emphasis on fine motor skills, using coordination and composing. Moreover, language and production of music should also be introduced and development of skills in singing, playing instruments, rhythm, responding to music, expression, movement, coordination and listening should be implemented throughout the grade levels. Introducing music in historical American culture and ways music is used in everyday life should also be incorporated into lesson plans. Ensemble playing, musical form and orchestral instruments should be introduced by the end of grade 2.

2 Kindergarten-2 nd Grade Student Learning Objectives: I. Music Making: Performance and Production Singing sing a variety of songs with varied range both individually and in groups. sing music in AB and ABA forms. The student will sing melodic patterns that move upward, downward and stay the same. demonstrate changes in expressive qualities of music in dynamics and tempo, using the voice. Playing Instruments exercise increasing control while playing pitched and nonpitched instruments individually and in groups. play music in AB and ABA form. Performing rhythms perform rhythmic patterns, using traditional notation and including paired eighth notes, quarter notes/rests, half notes/rests, whole notes/rests, using voice, body percussion and instruments. Composing create lyrics to familiar melodies. play melodic patterns that move upward, downward and stay the same, using instruments. demonstrate changes in expressive qualities of music in dynamics and tempo, using instruments. II. Music Literacy, Theory and Cultural Context Reading & Writing Music Understanding Music History & Musical Styles identify like and experience and unlike melodic phrases. discuss the role of music in various cultures pertaining to their songs. identify AB and ABA forms in music. describe and discuss the difference between identify by sight popular/orchestral music. melodic patterns that move upward, downward and stay the same. Making Connections explore the role of performers in music. explore how music is a form of communication in various cultures. read melodic patterns, using do, re, mi, fa, sol, la, ti, do. III. Listening, Analyzing, Interpreting & Evaluating identify (visually and aurally) and explore orchestral and folk instruments. describe changes in dynamics and tempo, using music terminology. identify melodic patterns that move upward, downward and stay the same, using music terminology. categorize music compositions by form. identify the beginning and ending of a musical piece.

3 IV. Responding & Reflecting explore how musicians are inspired to perform or compose. Assessment: Are students able to imitate and remember songs through rote learning? Are students able to recognize and sing melodic patterns that move upward and downward? Are students demonstrating changes in expressive qualities of music in dynamics and tempo when singing? Are students able to sustain notes with their voice or instrument? Can students identify parts of their instruments? Are students performing combined rhythmic patterns when singing or playing the instrument? Are students incorporating music terminology when comparing and contrasting musical selections? Vocabulary (K): band composer high low nursery rhyme rhythm voice song stomp chant concert instrument lullaby pattern silence slow speak title chorus (ensemble) conductor instrumentalist march pulse sing snap speaking voice clap echo introduction music repeat singer soft voice compose fast loud musician rest singing solo steady beat Vocabulary (Grade 1): accompanied ensemble melodic rhythm piece of music quarter note melody paired eighth notes percussion ballet forte pitch quarter rest body percussion circle dance instrumental mood performance repeat sign largo non-pitched instruments note piano (dynamic) pitched instruments poetry dance line dance presto unaccompanied piano (instrument) vocal staff Vocabulary (Grade 2): AB form brass conductor dynamics lyrics notate round ABA form call & response crescendo expression mezzo forte orchestra strings whole note rest note accelerando canon decrescendo folk music mezzo piano ostinato symphony woodwind allegro choreography downbeat half note moderato refrain tempo

4 andante chorus (of a song) dynamic level half rest musical alphabet ritardando verse Expectations: (3rd Grade 5th Grade) The instructional objectives for grades 3-5 allow students to continue building mastery in areas of singing, playing instruments, rhythm, movement, listening, composing, creating and performing, but will further develop their skills and understanding through the study of rhythm, instrument families, form and melodic notation. Students will also continue to expand their knowledge and understanding of orchestral instruments, various musical styles and the music of various cultures. More advanced students will have the opportunity to blend information and create music; exploring and performing a variety of musical styles. Students in all grade levels should continue to read, write and compose music, using complex rhythms and meters. In addition, begin to develop choral skills, including singing in two and three-part harmony and develop ways to describing musical performances and compositions using music terminology. 3 rd Grade to 5 th Grade Student Learning Objectives: I. Music Making: Performance and Production Singing sing a variety of songs with varied range both individually and in groups. sing with a clear tone quality and correct intonation The student will maintain correct posture while singing sing melodies from the treble staff with expression, using indicated dynamics and phrasing. Playing Instruments play music of appropriate difficulty in two-part ensembles, using instruments. play accompaniments of appropriate difficulties on instruments, using I, IV, and V chords. Performing rhythms perform rhythmic patterns, using traditional notation and including paired eighth notes, quarter notes/rests, half notes/rests, whole notes/rests, using voice, body percussion and instruments. Composing compose and improvise simple melodic accompaniments. compose and improvise simple melodic and rhythmic motives within specific guidelines. play melodies and accompaniments written in traditional notation on the treble staff, using instruments. sing in simple, two or three- part harmony. II. Music Literacy, Theory and Cultural Context Reading and Writing Music Understanding Music History and Musical Styles identify sets of beats recognize a composer grouped in twos and threes. and a music composition from each of the four different periods of music identify strong and history. weak beats. describe various Making Connections recognize and explore the role that music plays in the oral tradition of a culture. explore how inventions and advances in

5 identify melodic movement as step, leap or repeat. read and notate rhythmic patterns that include eighth notes/rests, quarter notes/rests, half notes/rests and whole notes/rests. styles of music, using music terminology. science have influenced music throughout history. place musical examples into categories of style. explore the role of music unselected periods of New York history. recognize music of various world cultures. notate simple melodies, using traditional notation on the treble staff. recognize and explain the functions of music symbols in a musical score, using music terminology. III. Listening, Analyzing, Interpreting & Evaluating identify and explore the four orchestral families (woodwind, string, brass, percussion) identify instruments from various music ensembles, including instruments from other cultures. discuss a piece of music, using music terminology. listen to, compare and contrast music compositions from four periods of music history. examine and discuss reasons that music compositions may be interpreted in different ways at different times in history. IV. Responding & Reflecting identify common elements in the music of a culture. determine why music has value. investigate personal motivations for making music. discuss how personal beliefs influence responses to music. formulate questions about musical compositions from past or present cultures. Assessment: Are students able to sing simple and complex melodies? Are students able to recognize and sing melodic patterns that move upward and downward? Are students demonstrating changes in expressive qualities of music in dynamics and tempo when singing? Are students able to play music of appropriate difficulty in two-part ensembles, using instruments? Are students performing combined rhythmic patterns when singing or playing the instrument? Are students able to compose and improvise simple melodic and rhythmic motives within specific guidelines? Are students incorporating music terminology when comparing and contrasting musical selections? Vocabulary (Grade 3): I-V-I chord progression brass family fermata jazz melodic shape oral tradition shape string family a cappella chord grand staff (system) leap motif partner song single eighth note timbre

6 ABC form coda harmony ledger lines bar line composition improvisation legato movement (section of a composition) musical score bass clef dotted half note interlude measure octave pentatonic scale sixteenth notes treble clef percussion family phrase staccato woodwind family world music step Vocabulary (Grade 4): I-IV-V7-I chord progression alto bass dotted quarter note meter recorder slur texture Classical fine minor Romantic soprano tie arranger coda intonation Modern rondo form soprano recorder time signature articulation da capo lyricist musical scale syncopation tonic Baroque dal segno major opera sight-read tenor Vocabulary (Grade 5): accidental eighth rest key signature style arpeggio flat natural theme critic fortissimo pianissimo theme & variation dotted eighth note genre repertoire triple meter duple meter key sharp

7 Music: A guide for Strategic Planning Grade Level: Cooperation & Collaboration (Note: all programs will differ due to resources & if instruments are available to the program) 6-8 The period represented by grades 6-8 is especially critical in students' musical development. The music they perform or study often becomes an integral part of their personal musical repertoire. Composing and improvising provide students with unique insight into the form and structure of music and at the same time help them to develop their creativity. Broad experience with a variety of music is necessary if students are to make informed musical judgments. This background enables them to begin to understand the connections and relationships between music and other disciplines. By understanding the cultural and historical forces that shape social attitudes and behaviors, students are better prepared to live and work in communities that are increasingly multicultural. The role that music will play in students' lives depends in large measure on the level of skills they achieve in creating, performing, and listening to music. Every course in music, including performance courses, should provide instruction in creating, performing, listening to, and analyzing music, in addition to focusing on its specific subject matter. Content Topics: I. Music Making: Performance and Production a. Vocal b. Instrumental II. Music Theory and Cultural Context a. Vocal b. Instrumental III. Listening, Analyzing, Interpreting & Evaluating a. Vocal b. Instrumental IV. Responding & Reflecting Expectations: (6th Grade 8th Grade) The instructional objectives for grades 6-8 involve students in a higher level of music concepts, critical thinking and the further development of music skills through singing, playing instruments, moving, and listening. Students who explore music theory by reading and writing music notation will become familiar with important musical styles and representative works of music from different periods of music history. Students will ultimately make connections between the elements of music and other content areas. Through musical experiences students will explore the creative and expressive aspects of music through composing and arranging and lead to an understanding of the relationship of music to history, culture, technology, and other fields of knowledge. 6th Grade 8th Grade Student Learning Objectives: I. Music Making: Performance and Production Vocal Classes Vocal Technique use singing posture to support Tempo & Rhythm Dynamics & Expression identify tempo markings in the identify dynamic markings, Collaboration & Concert Etiquette participate in a variety of

8 vocal production. use appropriate breathing techniques to support vocal production. given musical score. perform basic rhythms indicated in musical scores and rhythmic exercises. identify vocal anatomy, including the function of the diaphragm and larynx in singing. including p, mp, mf, f, crescendo, and decrescendo. music activities and performances. respond to basic conducting patterns and interpretive gestures. demonstrate concert etiquette as a choral performer. sing with expression to reflect the mood and style of the music. produce pure vowel sounds and sing with a clear, free tone. sing appropriate vocal exercises. sing individually or in groups an assigned vocal part in music written in unison or simple harmony. Instrumental Classes Preparatory Basics Technique select an appropriate instrument and identify the parts. The wind student will use proper breathing technique to produce tones that are clear. demonstrate proper care of the instrument. demonstrate proper playing posture and hand positions. The wind student will consistently demonstrate proper embouchure. The string student will demonstrate the The string student will use proper bow placement, eighth and speed to produce tones that are clear. adjust/refine intonation while playing use contrasting articulations. Music Literacy read and play standard music notation while performing music of varying styles and levels of difficulty. read and play music in simple meter. read and perform one-octave ascending and descending D major and G major scales. use dynamic contrast as a means of Musicianship & Personal Engagement identify the characteristic sound of the instrument being studied participate in school performances. describe and demonstrate rehearsal and concert etiquette (e.g., using critical aural skills, following conducting gestures, maintaining attention in rest position). Ensemble Skills begin to balance instrumental timbres. begin to match dynamic levels and playing style. begin to respond to conducting patterns and gestures. demonstrate steady tempo.

9 ability to tune strings, using fine tuners and an electronic tuner. demonstrate a steady beat at various tempos within musical literature being studied. expression in the performance of literature II. Music Theory and Cultural Context Vocal Classes Reading and Writing Music develop basic skills of choral score reading. read and notate rhythmic patterns that include whole notes, half notes, quarter notes, eighth notes and rests. Understanding Music History and Musical Styles identify contrasting musical periods and styles. identify the characteristics of choral music from a variety of cultures. Making Connections identify careers in music explore the relationship of choral music to the other fine arts and to disciplines outside the arts. recognize melodic patters and intervals. read and sight-sing rhythmic and melodic patterns. identify the functions of sharp, flat and natural symbols. The student will identify similar and contrasting musical phrases and sections. Instrumental Classes identify, define and utilize basic standard notation for pitch, rhythm, dynamics, articulation and expression. identify cultures, musical styles, composers, historical periods and musical forms related to the literature being studied. use available technology in the study and creation of music. III. Listening, Analyzing, Interpreting & Evaluating Vocal Classes explore ways culture and technology influence vocal music and styles. explore the importance of the composer s intent, cultural influences and historical context for interpretation of works of music. describe and interpret works of music, using music terminology. Instrumental Classes explore ways culture and technology influence instruments and instrumental music and styles. explore the importance of the composer s intent, cultural influences and historical context for

10 interpretation of works of music. describe and interpret works of music, using music terminology. describe performances of music, using music terminology. identify ethical standards applied to the use of copyrighted materials. IV. Responding & Reflecting Vocal and Instrumental Classes articulate reasons for preferences among works of music, using music terminology. identify ways in which music evokes sensory, emotional, and intellectual responses. investigate aesthetic criteria for determining the quality of a work of music or importance of a musical style. summarize the value of musical performance to the school community. demonstrate concert etiquette as an active listener. Assessment: Voice Are students demonstrating proper singing posture and breathing techniques to support vocal production? Are students producing pure vowel sounds and singing with a clear, free tone? Are students participating in appropriate vocal exercises? Are students able to identify and perform tempo markings and basic rhythms, using their voice? Are students sight-reading and recognizing melodic patterns, phrases and section? Are students able to compose and improvise simple melodic and rhythmic motives within specific guidelines? Are students incorporating music terminology when comparing and contrasting musical selections? Instrumental Are students demonstrating proper care of their instruments? Are strings students demonstrating the correct way to pluck and hold their bow? Are wind and brass students demonstrating the proper embouchure shape? Are students able to keep a steady tempo when rehearsing? Are students showing eye contact when rehearsing in an ensemble? Are students able to compose and improvise simple melodic and rhythmic motives within specific guidelines? Are students incorporating music terminology when comparing and contrasting musical selections? Vocabulary (Grade 6-8): Vocal Class Terminology accidental bar line dictation allegro crescendo etiquette first ending interval pitch sensory posture sharp jazz mezzo forte mezzo piano minor anatomy decrescendo flat pulse tempo andante diaphragm forte larynx natural treble clef half note/rest lento notation quarter note/rest repeat articulate diction time signature whole note/rest

11 aural downbeat beat collaborative harmony major pentatonic rhythm tonic dynamics improvise measure phrase score unison eighth note/rest improvisation melody piano second ending upbeat Instrumental Class Terminology accidental bow speed conductor fermata ledger line phrase rhythm staccato accompaniment bow weight da capo fine legato piano ritardando staff allegro double bar first ending melody subdivide down-bow flat meter pickup note pizzicato round andante call & response canon scale tempo arco chord duet forte metronome pulse tie arranger clef dynamics harmony moderato quartet second ending sharp bar line coda embouchure intonation natural register slur time signature up-bow bow lift composer ensemble key signature octave repeat sign solo variation

12 Music: A guide for Strategic Planning Grade Level: Recognize, Relate & Re-imagine (Note: all programs will differ due to resources & if instruments are available to the program) The study of music contributes in important ways to the quality of every student s life as it relates to human experience. Every musical work is a product of its time and place. Music continues to appeal to humans through its timeless and universal attraction. Through singing, playing instruments and composing, students can express themselves creatively. Moreover, knowledge of notation and performance enables them to learn new music independently throughout their lives. Skills in analysis, evaluation and synthesis are important because they enable students to recognize and pursue excellence in their musical experiences and to understand and enrich their environment. Because music is an integral part of human history, the ability to listen with understanding is essential if students are to gain a broad cultural and historical perspective. The adult life of every student is enriched by the skills, knowledge and habits acquired in the study of music. Students will continue to develop skills in reading and understanding music notation and to explore the expression and organization of musical ideas. Content Topics: I. Music Making: Performance and Production a. Vocal b. Instrumental II. Music Theory and Cultural Context a. Vocal b. Instrumental III. Listening, Analyzing, Interpreting & Evaluating a. Vocal b. Instrumental IV. Responding & Reflecting Expectations: (9th Grade 12th Grade) The instructional objectives for grades 9-12 involve students in a higher level of music concepts, critical thinking and the further development of music skills through singing, playing instruments, moving, and listening. Students who explore music theory by reading and writing music notation will become familiar with important musical styles and representative works of music from different periods of music history. Students will ultimately make connections between the elements of music and other content areas. Through musical experiences students will explore the creative and expressive aspects of music through composing and arranging and lead to an understanding of the relationship of music to history, culture, technology, and other fields of knowledge. Opportunities are continued for students to explore the relationship between music and other fine arts and between music and disciplines outside of the arts. 9th Grade 12th Grade Student Learning Objectives: I. Music Making: Performance and Production Vocal Classes: Emphasis is placed on the continuing development of vocal production techniques and ensemble participation. Vocal Technique Tempo & Rhythm Dynamics & Expression Collaboration & Concert Etiquette

13 demonstrate a consistent application of proper breath control. use dynamics, tempo, blend and balance in a group performance. apply dynamic markings, including pp, p, mp, mf, f, ff, crescendo and decrescendo. demonstrate a consistent application of proper singing posture. identify tempo markings in the given musical score. respond to conducting prompts regarding blend and balance. demonstrate knowledge of vocal anatomy through vocal production. perform basic rhythms indicated in musical scores and rhythmic exercises. sing with expression to reflect the mood and style of the music. will sing with a free and clear tone, using accurate intonation. participate in a variety of music activities and performances. demonstrate concert etiquette as a choral performer. sing music written in three or more parts. improvise within given guidelines. produce pure vowels- ah, eh, ee, oh, oo across their vocal range. identify and articulate consonants, with emphasis on beginning and final consonants. Instrumental Classes Preparatory Basics demonstrate proper care of the instrument. demonstrate proper posture, embouchure, hand position and playing position. produce tones that are clear, free of tension, sustained and unwavering in pitch. Technique use proper breathing technique to produce tones that are clear. use proper bow placement, eighth and speed to produce tones that are clear. demonstrate a variety of articulations or bowings. adjust/refine Music Literacy read and play standard music notation while performing music of varying styles and levels of difficulty. read and play music in a variety of meters. read and perform two-octave ascending and descending major and minor scales. Musicianship & Personal Engagement identify the characteristic sound of the instrument being studied participate in school performances. describe and demonstrate rehearsal and concert etiquette (e.g., using critical aural skills, following conducting gestures, maintaining attention in rest Ensemble Skills balance instrumental timbres. match dynamic levels, styles, intonation and playing style. respond to conducting patterns and gestures. demonstrate steady tempo. sing a part while

14 intonation while playing use contrasting articulations. use dynamic contrast as a means of expression in the performance of literature demonstrate a steady beat at various tempos within musical literature being studied. The percussion student will demonstrate rudiments pertaining to their musical score. position). use dynamic contrast and technical skills as a means of expression. demonstrate musical phrasing through the use of dynamics, tempo and melodic contour. incorporate tempo changes and a variety of rhythms and meters. other students sing or play contrasting parts. perform music from a variety of cultures, styles and historical periods. participate in concerts, performances, cross disciplinary and cocurricular activities. demonstrate concert etiquette as a performer and listener. II. Music Theory and Cultural Context Vocal Classes Reading and Writing Music develop skills of choral score reading. read and notate rhythmic patterns that include whole notes, half notes, quarter notes, eighth notes sixteenth notes, rests, symbols and terms. recognize melodic patters and intervals in simple and compound meters. read and sight-sing rhythmic and melodic patterns. identify the functions of sharp, flat and natural symbols. identify similar and contrasting musical phrases and sections. Understanding Music History and Musical Styles identify contrasting musical periods and styles. identify monophonic, homophonic and polyphonic textures. identify the characteristics of choral music from a variety of cultures. perform various styles of famous choral pieces. Making Connections identify careers in music. explore the relationship of choral music to the other fine arts and to disciplines outside the arts. describe distinguishing characteristics of representative vocal/choral music from a variety of historical periods and cultures. demonstrate an awareness of the collaborative nature of the choral art.

15 Instrumental Classes Reading and Writing Music develop skills of instrumental score reading. Understanding Music History and Musical Styles identify contrasting musical periods and styles. embellish measures by creating rhythmic and melodic variations. identify monophonic, homophonic and polyphonic textures. use a syllable, number, or letter system to read and write simple melodies in the appropriate clef, individually and in large ensembles. identify the characteristics of choral music from a variety of cultures. perform various styles of famous instrumental compositions. use a syllable, number, or letter system to read and write rhythmic patterns that include whole, half, quarter, eighth, and sixteenth notes, rests, and dotted notes, and triplets in simple and compound meters. Making Connections identify careers in music. explore the relationship of choral music to the other fine arts and to disciplines outside the arts. describe distinguishing characteristics of representative vocal/choral music from a variety of historical periods and cultures. demonstrate an awareness of the collaborative nature of the choral art. identify, define, and demonstrate standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. use available technology in the study and creation of music. III. Listening, Analyzing, Interpreting & Evaluating Vocal Classes explore ways culture and technology influence vocal music and styles. explore the importance of the composer s intent, cultural influences and historical context for interpretation of works of music. describe and interpret works of music, using music terminology. Instrumental Classes explore ways culture and technology influence instruments and instrumental music and styles. explore the importance of the composer s intent, cultural influences and historical context for interpretation of works of music. describe and interpret works of music, using music terminology. describe performances of music, using music terminology. identify ethical standards applied to the use of copyrighted materials. IV. Responding & Reflecting Vocal and Instrumental Classes

16 articulate reasons for preferences among works of music, using music terminology. identify ways in which music evokes sensory, emotional, and intellectual responses. investigate aesthetic criteria for determining the quality of a work of music or importance of a musical style. summarize the value of musical performance to the school community. demonstrate concert etiquette as an active listener. Assessment: Voice Are students demonstrating proper singing posture and breathing techniques to support vocal production? Are students producing pure vowel sounds and singing with a clear, free tone? Are students participating in appropriate vocal exercises? Are students able to identify and perform tempo markings and basic rhythms, using their voice? Are students sight-reading and recognizing melodic patterns, phrases and section? Are students able to compose and improvise simple melodic and rhythmic motives within specific guidelines? Are students incorporating music terminology when comparing and contrasting musical selections? Are students working collaboratively in an ensemble setting? Instrumental Are students demonstrating proper care of their instruments? Are strings students demonstrating the correct way to pluck and hold their bow? Are wind and brass students demonstrating the proper embouchure shape? Are students able to keep a steady tempo when rehearsing? Are students showing eye contact when rehearsing in an ensemble? Are students able to compose and improvise simple melodic and rhythmic motives within specific guidelines? Are students incorporating music terminology when comparing and contrasting musical selections? Are students working collaboratively in an ensemble setting? Vocabulary (Grade 9-12): Vocal Class Terminology accidental bar line dictation allegro crescendo etiquette first ending interval pitch sensory posture sharp jazz mezzo forte mezzo piano minor anatomy decrescendo flat pulse tempo andante diaphragm forte larynx natural treble clef diction half note/rest lento notation quarter note/rest repeat articulate aural downbeat harmony major pentatonic rhythm time signature tonic beat dynamics improvise measure phrase score unison collaborative eighth note/rest improvisation melody piano second ending upbeat whole note/rest

17 Instrumental Class Terminology accidental conductor fermata ledger line phrase rhythm staccato accompaniment bow weight da capo fine legato piano ritardando staff allegro double bar first ending melody subdivide down-bow flat meter pickup note pizzicato round andante call & response canon scale tempo arco chord duet forte metronome pulse tie arranger clef dynamics harmony moderato quartet second ending sharp bar line coda embouchure intonation natural register slur time signature up-bow bow lift composer ensemble key signature octave repeat sign solo variation bow speed