CURRICULUM MAP. Students correctly assemble the instrument.

Transcription

1 MONTH: September Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understanoo00d? How and why is music performance evaluated? 1. Instrument Review & Students identify the parts of their Students name parts of their instrument. Care respective instrument. elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise C Identify and use comprehensive vocabulary within each of the arts forms G Explain the function and benefits of rehearsal and practice sessions H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. Analyze the use of materials. Explain issues of cleanliness related to the arts. Explain the use of mechanical/electrical equipment. Demonstrate how to work in selected physical space/environment. Demonstrate the selection of safe props/stage equipment. Demonstrate methods for storing materials in the arts. Students correctly assemble the instrument. Reed players demonstrate proper care of reed. Brass players demonstrate proper valve, slide maintenance. Demonstration by student of correct assembly of instrument. Students demonstrate proper reed care by showing proper assembly of mouthpiece set-up for their respective instrument. Students model taking apart instrument and properly cleaning it to put it away.

2 MONTH: September (Pg. 2) H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. Analyze the use of materials. Explain issues of cleanliness related to the arts. Explain the use of mechanical/electrical equipment. Demonstrate how to work in selected physical space/environment. Demonstrate the selection of safe props/stage equipment. Demonstrate methods for storing materials in the arts. 2. Proper Posture Students demonstrate proper playing posture with correct use of total body, arm, hand, wrist, and finger positions. While playing, students are demonstrating correct playing posture as well as correct use of their total body, arm, hand, wrist, and finger position for their respective instrument - Sit on edge of chair - Feet flat on the floor - Back straight or arched - Shoulders relaxed Woodwind and Brass players properly support and hold the instrument while playing Percussion students demonstrate, while playing the proper grip and playing position for snare drum, bass drum, as well as the auxiliary percussion instruments. principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise 3. Tone Quality & Production Good tone production Produce of characteristic tone quality for the respective instrument Breathing techniques for good tone production Correct embouchure for specific instrument Percussion students produce single strokes, multiple bounce strokes, and open double strokes Perform longtones at the quarter note = 60 on the metronome Perform longtone exercises and lip slur exercises to help with good tone production Practice breathing exercises with the proper use of the airstream by using a breathing exercise starting with 4 seconds then 8 seconds, 12 seconds, 16 seconds, and 20 seconds Perform exercises such as three part Chorales from the book Bach and Before Play tone development exercises on the instrument using variations of scales played in different note values Use of scale in a 3 part round with students to help with good tone production and quality focusing on blend and balance between the parts. Reflection: SEPTEMBER: For instrumental lessons, students are grouped by instrument and by ability level regardless of grade.

3 MONTH: September (Pg. 3) principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. Analyze the use of materials. Explain issues of cleanliness related to the arts. Explain the use of mechanical/electrical equipment. Demonstrate how to work in selected physical space/environment. Demonstrate the selection of safe props/stage equipment. Demonstrate methods for storing materials in the arts. principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise 4. Instrument Range 5. Pitch Play the highest and lowest note learned Concert Key/Transposition with scales Recognize and translate flat, sharp, and natural signs Play in the key signatures of concert Bb, Eb, and F Major Woodwinds and Brass use alternate fingerings/positions correctly in exercises and repertoire as needed Reflection: SEPTEMBER: For instrumental lessons, students are grouped by instrument and by ability level regardless of grade. Students will demonstrate single strokes, multiple bounce strokes, and open double strokes while playing the rudiments Students will demonstrate the highest and lowest note, refer to pages 6 to 21 of Standard of Excellence-Enhanced Book Perform in a group and individually on the scale Verbally demonstrate knowledge of concert key and transposition by saying concert key or transposition per instrument Identify and perform flats, sharps and naturals within the music being played Perform in the key of Bb, Eb, and F on each student s instrument Demonstration of correct use of alternate fingerings/positions in the exercises and repertoire

4 MONTH: September (Pg. 4) principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise 6. Tuning and Intonation Understand the use of the tuning mechanism of their respective instrument Woodwind and Brass players improve intonation by making appropriate adjustments with their embouchure, posture, and breath support Students, with the use of a tuner, tune their instrument Students demonstrate where to adjust the instrument to get it in tune Students verbalize what to do when an instrument is sharp or flat Students perform exercises and repertoire while adjusting their intonation by use of embouchure changes, breath support, posture while principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture 7. Articulations Proper techniques in the attack and release of the tone: tongue, accent, slurs Demonstrate how to tongue and slur Thru repertoire, lesson book, and exercises students tongue, accent, and slurs Perform music by tonguing and slurring correctly elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise C Identify and use comprehensive vocabulary within each of the arts forms. Reflection: SEPTEMBER: For instrumental lessons, students are grouped by instrument and by ability level regardless of grade.

5 MONTH: September (Pg. 5) A Know and use the elements and principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise C Identify and use comprehensive vocabulary within each of the arts forms. 8. Musical Concepts RHYTHMIC SKILLS PITCH PERFORMANCE MELODIC SKILLS SYMBOLS & TERMS Demonstrate rhythmic skills, refer to pages 6 21, Standard of Excellence- Enhanced Book Define common time, 4, 3, and 2 meters Name and perform the lines and spaces on the treble or bass clef Define and interpret accidentals, key signatures, flats, sharps, and naturals Perform melodies that move by step, skips, and leaps Demonstrate how to play phrases and how to interpret the breath marks Define various symbols ( repeat sign, solo, soli, tutti/divisi, unison, accent, first and second ending, one measure repeat sign, long rests, and D.C. al fine, dal segno) and interpret them in the music Define and interpret variations in dynamics: piano, mezzo piano, mezzo forte, forte, crescendo and decrescendo Reflection: SEPTEMBER: For instrumental lessons, students are grouped by instrument and by ability level regardless of grade. Students will count and perform rhythm patterns combining various notes and rests Students will translate the time signature verbally and be able to perform repertoire and exercises in these time signatures Students will define and interpret through performances the note names of pitches in the treble or bass clef Through performance of exercises and repertoire, students will perform key signature of concert Bb and concert F Through exercises and repertoire, students will demonstrate steps, skips, and leaps in the music Through exercises, repertoire, and band, music students will perform musical phrases and with correct breath marks in the phrases Students will define the repeat sign, solo, soli, tutti/divisi, unison, accent, first and second endings, one measure repeat sign, long rests, D.C. al fine. and dal segno by properly performing them in the music. Through performance, students will demonstrate the dynamics in the music (piano, mezzo piano, mezzo forte, forte, crescendo, and decrescendo) Students will recognize and perform the symbol for the dynamic

6 MONTH: October Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understood? How and why is music performance evaluated? How does music reflect as well as shape history and culture? A Know and use the elements and principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise C Identify and use comprehensive vocabulary within each of the arts forms G Explain the function and benefits of rehearsal and practice sessions. 1. Instrument Care 2. Proper Posture 3. Tone Quality & Tone Production 4. Instrument Range 5. Pitch 6. Tuning and Intonation 7. Articulations 8. Musical Concepts RHYTHMIC SKILLS Continue to demonstrate proper care of instrument and proper posture Continue to recognize how to produce a good tone Continue to extend high and low range for instrument Concert Key/Transposition with scales Tune with tuner but also try to tune each note as they play Demonstrate marcato, legato, and staccato articulations Demonstrate the knowledge of quarter notes, eighth notes, half notes, whole notes, as well as the quarter rest, eighth rests, half rests, and whole rests Students demonstrate proper care of instrument and proper playing posture every time they perform or play Assess through band repertoire, lesson book, and exercises By use of scales, extend range per instrument to higher notes and lowest pitch for instrument Memorize the concert Bb scale and introduce/review the concert F scale Students initially tune with the tuner but then demonstrate how to tune to the players next to you, within your own instrument section and then with the entire performing group Students perform marcato, legato, and staccato articulations in the exercises or repertoire Through interpretation of the exercises and repertoire, students will perform the various rhythms (quarter notes, eighth notes, half notes, quarter rests, eighth rests, half rests and whole rests)

7 MONTH: October (Pg. 2) H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. Analyze the use of materials. Explain issues of cleanliness related to the arts. Explain the use of mechanical/electrical equipment. Demonstrate how to work in selected physical space/environment. Demonstrate the selection of safe props/stage equipment. Demonstrate methods for storing materials in the arts A: Explain the historical, cultural and social context of an individual work in the arts B: Relate works in the arts chronologically to historical C: Relate works in the arts to varying styles and genre and to the periods in which they were created D: Analyze a work of art from its historical and cultural perspective E: Analyze how historical events and culture impact forms, techniques and purposes of works in the arts F: Know and apply appropriate vocabulary used between social studies and the arts and humanities. 8. Musical Concepts cont. PITCH PERCEPTION MELODIC SKILLS Continue interpreting the treble and bass clef Continue interpreting accidentals, key signatures, flats, sharps, and naturals Continue skills from September Through repertoire and exercises continued practice of note names, accidentals, key signatures, flats, sharps, naturals Continue skills from September through performance and practice of music

8 MONTH: October (Pg. 3) 8. Musical Concepts cont. Continue basic dynamics and add fortissimo and pianissimo SYMBOLS & TERMS Continue terms from September G: Relate works in the arts to geographic regions: Africa Asia Australia Central America Europe North America South America H: Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts I: Identify, explain and analyze philosophical beliefs as they relate to works in the arts J: Identify, explain and analyze historical and cultural differences as they relate to works in the arts K: Identify, explain and analyze traditions as they relate to works in the arts L: Identify, explain and analyze common themes, forms and techniques from works in the arts Students perform fortissimo and pianissimo dynamics in the music Students define and translate terms from September.

9 MONTH: November Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understood? How and why is music performance evaluated? How does music reflect as well as shape history and culture? 1. Instrument Care Continue demonstrating proper care of instrument and proper posture principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise C Identify and use comprehensive vocabulary within each of the arts forms. 2. Proper Posture 3. Tone Quality & Tone Production 4. Instrument Range 5. Pitch 6. Tuning and Intonation 7. Articulations 8. Musical Concepts RHYTHMIC SKILLS Continue recognizing how to produce a good tone Extend high and low range for instrument Concert Key/Transposition with scales Tune with tuner but also try to tune each note as they play Demonstrate marcato, legato, and staccato Articulations Demonstrate the knowledge previous rhythms adding the dotted half note Continued demonstration of proper care of instrument and proper playing posture every time students perform or play Continued demonstration of proper tone quality and tone production through band repertoire, lesson book, and exercises By use of scales, extend range per instrument to higher notes and lowest pitch for instrument Memorize the concert Bb scale and introduce/review the concert F scale Add the concert Eb scale Students initially tune with the tuner but then demonstrate how to tune to the players next to you, within your own instrument section and then with the entire performing group Students perform marcato, legato, and staccato articulations in the exercises or repertoire Through interpretation of the exercises and repertoire, students will perform the previous rhythms adding the dotted half note

10 MONTH: November (Pg. 2) G Explain the function and benefits of rehearsal and practice sessions H Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. Analyze the use of materials. Explain issues of cleanliness related to the arts. Explain the use of mechanical/electrical equipment. Demonstrate how to work in selected physical space/environment. Demonstrate the selection of safe props/stage equipment. Demonstrate methods for storing materials in the arts A: Explain the historical, cultural and social context of an individual work in the arts B: Relate works in the arts chronologically to historical events C: Relate works in the arts to varying styles and genre and to the periods in which they were D: Analyze a work of art from its historical and cultural perspective E: Analyze how historical events and culture impact forms, techniques and purposes of works in the arts F: Know and apply appropriate vocabulary used between social studies and the arts and humanities. 8. Musical Concepts cont. PITCH PERCEPTION MELODIC SKILLS SYMBOLS & TERMS Continue interpreting the treble and bass clef Continue interpreting accidentals, key signatures, flats, sharps, and naturals Continue previous skills, add chromatic pitches Continue basic dynamics and add fortissimo and pianissimo Continue terms from September, add new symbols and terms from band repertoire being performed Add Maestoso Through repertoire and exercises continued practice of note names, accidentals, key signatures, flats, sharps, naturals Continue previous skills through performance and practice of music, add music that involves chromatic notes and proper use of chromatic fingerings Students perform fortissimo and pianissimo dynamics in the music Students define and translate previous terms add new symbols that occur in whatever band repertoire is being performed and add Maestoso

11 MONTH: NOVEMBER (Pg. 3) G:Relate works in the arts to geographic regions: Africa Asia Australia Central America Europe North America South America H: Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts I: Identify, explain and analyze philosophical beliefs as they relate to works in the arts J: Identify, explain and analyze historical and cultural differences as they relate to works in the K: Identify, explain and analyze traditions as they relate to works in the arts L:Identify, explain and analyze common themes, forms and techniques from works in the arts

12 MONTH: December Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understood? How and why is music performance evaluated? How does music reflect as well as shape history and culture? principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise B: Relate works in the arts chronologically to historical events ONGOING SKILLS: 1. Instrument Care 2. Proper Posture 3. Tone Quality & Tone Production 4. Instrument Range 5. Pitch 6. Tuning and Intonation 7. Articulations 8. Musical Concepts RHYTHMIC SKILLS PITCH PERCEPTION MELODIC SKILLS SYMBOLS & TERMS THE CONTENT AREAS ARE ONGOING SKILLS Performance on instrument Review of all skills learned ASSESSMENT THROUGH PERFORMANCE ON INSTRUMENT IN LESSONS AND IN BAND Seating placement audition for all students Practice, through exercises and repertoire of all skills ENDURING UNDERSTANDINGS

13 MONTH: January Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understood? How and why is music performance evaluated? How does music reflect as well as shape history and culture? principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise B: Relate works in the arts chronologically to historical events ONGOING SKILLS: 1. Instrument Care 2. Proper Posture 3. Tone Quality & Tone Production 4. Instrument Range 5. Pitch 6. Tuning and Intonation 7. Articulations 8. Musical Concepts RHYTHMIC SKILLS PITCH PERCEPTION THE CONTENT AREA ARE ONGOING SKILLS New Band Music as well as new lesson book music Use of the dotted quarter note as well as students being able to describe what a dot adds to any note value Addition of sfz = sforzando in the music ASSESSMENT THROUGH PERFORMANCE ON INSTRUMENT IN LESSONS AND IN BAND Sight-read new music, lesson book and band Students demonstrate knowledge of rhythms, notes, symbols and terms through sight-reading of new music Students demonstrate the knowledge of the sfz by translating it in their music and by performing it correctly Continue to demonstrate staccato, tenuto, marcato, accents and add the tenuto marking ENDURING UNDERSTANDINGS Through performance of the music, students demonstrate an understanding of the tenuto marking, as well as marcato, staccato, and accents

14 CURRICULUM MAP COURSE/ SUBJECT: Instrumental Music GRADE: 6, 7, 8 th TEACHER: Linton/Morris/Boccuti MONTH: January (pg.2) C: Relate works in the arts to varying styles and genre and to the periods in which they were created D: Analyze a work of art from its historical and cultural perspective E: Analyze how historical events and culture impact forms, techniques and purposes of works in the arts F: Know and apply appropriate vocabulary used between social studies and the arts and humanities G: Relate works in the arts to geographic regions: Africa Asia Australia Central America Europe North America South America H: Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts I: Identify, explain and analyze philosophical beliefs as they relate to works in the arts J: Identify, explain and analyze historical and cultural differences as they relate to works in the arts 8. Musical Concepts cont. MELODIC SKILLS

15 MONTH: January (pg.3) K: Identify, explain and analyze traditions as they relate to works in the arts L:Identify, explain and analyze common themes, forms and techniques from works in the arts A Know and use the critical process of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments 8. Musical Concepts cont. SYMBOLS & TERMS

16 MONTH: February Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understood? How and why is music performance evaluated? How does music reflect as well as shape history and culture? ONGOING SKILLS: THE CONTENT AREA ARE 1. Instrument Care ONGOING SKILLS 2. Proper Posture 3. Tone Quality & Tone Production 4. Instrument Range Students will memorize scales 5. Pitch 6. Tuning and Intonation 7. Articulations 8. Musical Concepts principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise B: Relate works in the arts chronologically to historical events RHYTHMIC SKILLS Students will identify four sixteenth note patterns Students will distinguish between the rhythmic variations of the sixteenth notes (two sixteenths & eighth; eighth and two sixteenths; and the dotted eighth & sixteenth) Students will explain and perform rhythmic subdivisions of the beat ASSESSMENT THROUGH PERFORMANCE ON INSTRUMENT IN LESSONS AND IN BAND Performance of memorized scales Student performance of rhythms correctly from the lesson book and ensemble music Through performance of various music, students will demonstrate an understanding of subdivisions of the beat

17 MONTH: February (Pg. 2) C: Relate works in the arts to varying styles and genre and to the periods in which they were created D: Analyze a work of art from its historical and cultural perspective E: Analyze how historical events and culture impact forms, techniques and purposes of works in the arts F: Know and apply appropriate vocabulary used between social studies and the arts and humanities G: Relate works in the arts to geographic regions: Africa Asia Australia Central America Europe North America South America H: Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts I: Identify, explain and analyze philosophical beliefs as they relate to works in the arts J: Identify, explain and analyze historical and cultural differences as they relate to works in the arts PITCH PERCEPTION MELODIC SKILLS SYMBOLS & TERMS 9. Concert Bb, F, Eb and new Concert Ab Scales 10. New and review rhythms of four sixteenth notes and the variations 11. Study of chromatic notes 12. Study of enharmonic notes and their equivalents Demonstrate knowledge of chromatic notes Demonstrate knowledge of enharmonic notes and their equivalents Students play chromatic notes Students play chromatic notes with correct alternate or chromatic fingerings Students identify enharmonic notes and their equivalents through the performance of the music

18 CURRICULUM MAP COURSE/ SUBJECT: Instrumental Music GRADE: 6, 7, 8 th TEACHER: Linton/Morris/Boccuti MONTH: February (pg.3) K: Identify, explain and analyze traditions as they relate to works in the arts L:Identify, explain and analyze common themes, forms and techniques from works in the arts A Know and use the critical process of the examination of works in the arts and humanities. Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments

19 MONTH: March/April Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understood? How and why is music performance evaluated? How does music reflect as well as shape history and culture? ONGOING SKILLS: THE CONTENT AREA ARE ONGOING SKILLSCONTINUATION OF THE principles of each art form to create works PREVIOUS MONTHS SKILLS in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise B: Relate works in the arts chronologically to historical 1. Instrument Care 2. Proper Posture 3. Tone Quality & Tone Production 4. Instrument Range 5. Pitch 6. Tuning and Intonation 7. Articulations 8. Musical Concepts RHYTHMIC SKILLS PITCH PERCEPTION MELODIC SKILLS SYMBOLS & TERMS 9. Correct performance on all skills within the concert repertoire and music being performed for the Spring Demonstrate continued knowledge in all of the ongoing skills in their music ASSESSMENT THROUGH PERFORMANCE ON INSTRUMENT IN LESSONS AND IN BAND Performance assessment on all concert music

20 MONTH: May/June Big Ideas/Enduring Understandings Music-making is one of the oldest, most intimate and basic forms of communication and cultural expression. Reading and notating music are essential to music literacy. Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form. The skills, techniques, elements and principles of music can be learned, studied, refined and practiced. Essential Questions Why and how do people create music? How do people play an instrument? How is music analyzed and understood? How and why is music performance evaluated? How does music reflect as well as shape history and culture? principles of each art form to create works in the arts and humanities. Music: duration intensity pitch timbre Music: composition form genre harmony rhythm texture elements and principles to produce, review and revise original works in the arts. Music: sing play an instrument read and notate music compose and arrange improvise B: Relate works in the arts chronologically to historical events ONGOING SKILLS: 1. Instrument Care 2. Proper Posture 3. Tone Quality & Tone Production 4. Instrument Range 5. Pitch 6. Tuning and Intonation 7. Articulations 8. Musical Concepts RHYTHMIC SKILLS PITCH PERCEPTION MELODIC SKILLS SYMBOLS & TERMS THE CONTENT AREA ARE ONGOING SKILLS CONTINUATION OF THE PREVIOUS MONTHS SKILLS Demonstrate continued knowledge in all of the ongoing skills in their music Perform new music ASSESSMENT THROUGH PERFORMANCE ON INSTRUMENT IN LESSONS AND IN BAND Performance assessment on all concert music Students will demonstrate and understanding of all of the musical skills learned 9. Correct performance on all skills within the concert repertoire and music being performed for the Spring 10. Sight-reading of new music 11. Introduction of Alla Breve or Cut Time Describe what cut time is and perform it Performance of cut time by performing music in that time signature