Standard 1: Skills and Techniques 1

Transcription

1 1 Standard 1: Skills and Techniques 1 CB.1.1 Instrument Knowledge Skills CB Instrument in good playing condition- including proper assembly, reed care, and cleaning. CB.1.2 Playing Posture Skills CB Consistently demonstrate appropriate and comfortable posture while playing and understand postures effect on intonation and tone quality. SB.1.1 Instrument Knowledge Skills SB Demonstrate procedures for keeping the instrument in good playing condition- including proper assembly, reed care, and cleaning. SB.1.2 Playing Posture Skills SB Consistently demonstrate appropriate and comfortable posture while playing and understand postures effect on intonation and tone quality. WE.1.1 Instrument Knowledge Skills WE Demonstrate procedures for keeping the instrument in good playing condition- including proper assembly, reed care, and cleaning. WE.1.2 Playing Posture Skills WE Consistently demonstrate appropriate and comfortable posture while playing and understand postures effect on intonation and tone quality. CB Percussion: use proper grip/playing position for all percussion instruments including bongo, cowbell, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, claves, temple blocks, and crash cymbals. SB Percussion: use proper grip/playing position for all percussion instruments including bongo, cowbell, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, claves, temple blocks, and crash cymbals. WE Percussion: use proper grip/playing position for all percussion instruments including bongo, cowbell, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, claves, temple blocks, and crash cymbals. CB.1.3 Tone Production Skills Tone Quality CB Demonstrate consistent tone quality across the range while playing scales and arpeggios. SB.1.3 Tone Production Skills Tone Quality SB Demonstrate consistent tone quality across the range while playing scales and arpeggios. WE.1.3 Tone Production Skills Tone Quality WE Demonstrate expressive tone quality across the range while playing scales and arpeggios. CB Demonstrate characteristic tone quality over dynamic levels from mezzo piano to forte. SB Demonstrate characteristic tone quality over dynamic levels from mezzo piano to forte. WE Demonstrate characteristic tone quality over dynamic levels from ppp to fff, sfz, fp. CB Woodwinds and Brass: continue to demonstrate proper breathing techniques. SB Woodwinds and Brass: continue to demonstrate proper breathing techniques. WE Woodwinds and Brass: continue to demonstrate proper breathing techniques. CB Woodwinds and Brass: continue to play with a good embouchure. SB Woodwinds and Brass: continue to play with a good embouchure. WE Woodwinds and Brass: continue to play with a good embouchure. 1 SAS Standard 1 correlates with MENC Standards 1 and 2: Singing, alone and with others, a varied repertoire of music ; Performing on instruments, alone and with others, a varied repertoire of music

2 2 CB Produce an even sustained tone while playing music from various repertoire. SB Produce an even sustained tone while playing music from various repertoire. WE Produce an even sustained tone while playing music from various repertoire. CB Percussion: demonstrate production of even, sustained sounds while rolling long notes, rudiments. SB Percussion: demonstrate production of even, sustained sounds while rolling long notes, rudiments. WE Percussion: demonstrate production of even, sustained sounds while rolling long notes, rudiments. CB Percussion: continue to recognize and produce appropriate tone quality for each instrument studied. SB Percussion: continue to recognize and produce appropriate tone quality for each instrument studied. WE Percussion: continue to recognize and produce appropriate tone quality for each instrument studied. CB Percussion: continue to demonstrate an awareness of variation in sound by choosing mallets appropriate to the literature. SB Percussion: continue to demonstrate an awareness of variation in sound by choosing mallets appropriate to the literature. WE Percussion: continue to demonstrate an awareness of variation in sound by choosing mallets appropriate to the literature. CB Demonstrate an awareness of ways to improve tone production. SB Demonstrate an awareness of ways to improve tone production. WE Demonstrate an awareness of ways to improve tone production. Pitch CB Continue to identify and correctly perform flat, sharp, and natural signs. CB Perform one octave scales and arpeggios (where possible) in the following concert keys: Bb, Eb, F, Ab, C & chromatic (one octave). CB Identify and play all pitches within the prescribed ranges for a developing band student. CB Woodwind and Brass: develop an understanding of basic alternate fingerings/positions appropriately in exercises and repertoire. Pitch SB Continue to identify and correctly perform flat, sharp, and natural signs. SB Perform one octave scales and arpeggios (where possible) in the following concert keys: Bb, Eb, F, Ab, C, Db, G & chromatic (one octave). SB Identify and play all pitches within the prescribed ranges for a developing band student. SB Woodwind and Brass: develop an understanding of basic alternate fingerings/ positions appropriately in exercises and repertoire. Pitch WE Continue to identify and correctly perform flat, sharp, and natural signs. WE Perform scales and arpeggio in the following concert keys: All Major & chromatic. WE Identify and play all pitches within the prescribed ranges for an advanced band student. WE Woodwind and Brass: develop an understanding of alternate fingerings/positions, trill fingerings, appropriately in exercises and repertoire.

3 3 Tuning and Intonation CB Demonstrate the ability to detect intonation problems while playing. Tuning and Intonation SB Demonstrate the ability to detect intonation and begin to correct problems while playing. Tuning and Intonation WE Demonstrate the ability to detect and correct intonation problems while playing. CB Demonstrate the ability to tune one s own CB Demonstrate the ability to correct variations in intonation. CB.1.4 Special Techniques Woodwind and Brass CB Woodwind and Brass: Consistently demonstrate the use of staccato, tenuto, marcato and legato articulations. CB Woodwind and Brass: Demonstrate the ability to execute trills and grace notes (woodwind only). SB Demonstrate the ability to tune one s own SB Demonstrate the ability to correct variations in intonation. SB.1.4 Special Techniques Woodwind and Brass SB Woodwind and Brass: Consistently demonstrate the use of staccato, tenuto, marcato and legato articulations. SB Woodwind and Brass: Demonstrate the ability to execute trills and grace notes (woodwind only). WE Demonstrate the ability to tune one s own WE Demonstrate the ability to identify problematic notes and correct variations in intonation. WE.1.4 Special Techniques Woodwind and Brass WE Woodwind and Brass: Consistently demonstrate the use of staccato, tenuto, marcato and legato, double and triple tonguing articulations. WE Woodwind and Brass: Demonstrate the ability to execute trills and grace notes. CB Woodwind and Brass: Demonstrate an expanded range of lips slurs on consecutive harmonics with wider intervals. SB Woodwind and Brass: Demonstrate an expanded range of lips slurs on consecutive harmonics with wider intervals. WE Woodwind and Brass: Demonstrate an expanded range of lips slurs skipping harmonics with wider intervals at a fast tempo. CB Trombone: continue developing legato tonguing and slide slurs. SB Trombone: continue developing legato tonguing and slide slurs. WE Trombone: continue developing legato tonguing and slide slurs. CB Demonstrate an awareness of the use of vibrato (except clarinet and French horn). SB Demonstrate an awareness of the use of vibrato (except clarinet and French horn). WE Use vibrato where stylistically appropriate (except clarinet and French horn). Percussion CB Percussion: Identify and play rudiments including long roll, syncopated nine stroke roll, double paradiddle, drag, single drag tap, flamacue, seven stroke roll, rim shots, single ratamacue, ruff. Percussion SB Percussion: Identify and play rudiments including long roll, syncopated nine stroke roll, double paradiddle, drag, single drag tap, flamacue, seven stroke roll, rim shots, single ratamacue, ruff. Percussion WE Percussion: Identify and play rudiments including long roll, syncopated nine stroke roll, double paradiddle, drag, single drag tap, flamacue, seven stroke roll, rim shots, single ratamacue, ruff.

4 4 CB Mallets: Consistently demonstrate the ability to play a double stop roll and demonstrate the use of legato articulation. SB Mallets: Consistently demonstrate the ability to play a double stop roll and demonstrate the use of legato articulation. WE Mallets: Consistently demonstrate the ability to play a double stop roll and demonstrate the use of legato articulation on bells, chimes, xylophone, marimba and vibraphone. CB Demonstrate the technique of glissando. SB Demonstrate the technique of glissando. WE Demonstrate the technique of glissando. CB Timpani: Demonstrate dampening, cross sticking. SB Timpani: Demonstrate dampening, cross sticking. WE Timpani: Demonstrate dampening, cross sticking, fp and appropriate mallet selection. CB Demonstrate the ability to correctly tune a timpani to a given pitch. CB Bass Drum: Demonstrate proper technique for striking the bass drum as well as playing rolls. CB Cymbal: Demonstrate proper technique for cymbal rolls and crashes. CB Demonstrate the ability to perform independently on multiple percussion instruments concurrently. SB Demonstrate the ability to correctly tune a timpani to a given pitch. SB Bass Drum: Demonstrate proper technique for striking the bass drum as well as playing rolls. SB Cymbal: Demonstrate proper technique for cymbal rolls and crashes. SB Demonstrate the ability to perform independently on multiple percussion instruments concurrently. WE Demonstrate the ability to correctly tune a timpani to a given pitch. WE Bass Drum: Demonstrate proper technique for striking the bass drum as well as playing rolls. WE Cymbal: Demonstrate multiple techniques for cymbal rolls and crashes. WE Demonstrate the ability to perform independently on multiple percussion instruments concurrently. CB.1.5 Rhythmic Skills CB Brass and Woodwind: Count and perform rhythm patterns combining various rhythm patterns. SB.1.5 Rhythmic Skills SB Brass and Woodwind: Count and perform rhythm patterns combining various rhythm patterns. WE.1.5 WE Rhythmic Skills Brass and Woodwind: Count and perform rhythm patterns combining various rhythm patterns. CB Percussion: in addition to the above, learn basic rudiments. SB Percussion: in addition to the above, learn basic rudiments. WE Percussion: in addition to the above, learn basic rudiments. CB Continue to perform repertoire in cut time, 4/4, 3/4, 2/4 and 6/8 time signatures. SB Continue to perform repertoire in cut time, 4/4, 3/4, 2/4, 5/4 and 6/8 time signatures. WE Continue to perform repertoire in cut time, 4/4, 3/4, 2/4, 5/4, 3/8, 5/8, 6/8, 7/8, 9/8 and 12/8 time signatures.

5 5 CB Recognize and define asymmetrical meter. SB Recognize and define asymmetrical meter. WE Recognize and define asymmetrical meter. CB Recognize and perform repertoire with changing meter. SB Recognize and perform repertoire with changing meter. WE Recognize and perform repertoire with changing meter. CB.1.6 Ensemble Skills CB Demonstrate consistency with ensemble techniques (i.e., balance, blend, intonation, and response to the conductor) appropriate to the literature studied. SB.1.6 Ensemble Skills SB Demonstrate consistency with ensemble techniques (i.e., balance, blend, intonation, and response to the conductor) appropriate to the literature studied. WE.1.6 Ensemble Skills WE Demonstrate independent consistency with ensemble techniques (i.e., balance, blend, intonation, and response to the conductor) appropriate to the literature studied. Standard 2: Creation and Communication 2 CB.2.1 Correctly draw notes, rests and musical symbols. SB.2.1 Correctly draw notes, rests and musical symbols. WE.2.1 Correctly draw notes, rests and musical symbols. CB.2.2 Correctly respond to given aural cues in a call and response situation. SB.2.2 Correctly respond to given aural cues in a call and response situation. WE.2.2 Correctly respond to given aural cues in a call and response situation. CB.2.3 Correctly transpose a musical line for one's own SB.2.3 Correctly transpose a musical line for one's own WE.2.3 Correctly transpose a musical line for one's own 2 SAS Standard 2 correlates with MENC Standards 3 and 4: Improvising melodies, variations, and accompaniments; Composing and arranging music within specified guidelines

6 6 Standard 3: Reading and Notating Music 3 CB.3.1 Pitch Analysis CB Name notes in both treble and bass clef staves. SB.3.1 Pitch Analysis SB Name notes in both treble and bass clef staves. WE.3.1 Pitch Analysis WE Name notes in both treble and bass clef staves. CB Recognize key signatures for all Major and minor scales. SB Recognize key signatures for all Major and minor scales. WE Recognize key signatures for all Major and minor scales. CB Identify scale patterns and chords using numerical analysis: 1, 2,3,4,5,6,7,8 (root, third, fifth, etc.) SB Identify scale patterns and chords using numerical analysis: 1, 2,3,4,5,6,7,8 (root, third, fifth, etc.) WE Identify scale patterns and chords using numerical analysis: 1, 2,3,4,5,6,7,8 (root, third, fifth, etc.) CB.3.2 Symbol and Term Analysis CB Identify and define all musical symbols and terms in the method book and sheet music. SB.3.2 Symbol and Term Analysis SB Identify and define all musical symbols and terms in the method book and sheet music. WE.3.2 Symbol and Term Analysis WE Identify and define all musical symbols and terms in the method book and sheet music. CB Define and play variations in dynamics. SB Define and play variations in dynamics. WE Define and play variations in dynamics. CB Define and perform a variety in the method book and sheet music. SB Define and perform a variety in the method book and sheet music. WE Define and perform a variety in the method book and sheet music. 3 SAS Standard 3 correlates with MENC Standard 5: Reading and notating music

7 7 Standard 4: Aesthetic and Critical Analysis 4 CB.4.1 Know the basic music principles and structures (e.g., tonality, melody, and harmony) used to analyze music. CB.4.2 Understand how the elements of music are manipulated to contribute to the expressive quality of music. CB.4.3 Demonstrate awareness of the characteristics and functions of significant elements (e.g., tonality, meter, style, form, genre) in the reading and performance literature studied. SB.4.1 SB.4.2 SB.4.3 Know the basic music principles and structures (e.g., tonality, melody, and harmony) used to analyze music. Understand how the elements of music are manipulated to contribute to the expressive quality of music. Demonstrate awareness of the characteristics and functions of significant elements (e.g., tonality, meter, style, form, genre) in the reading and performance literature studied. WE.4.1 WE.4.2 WE.4.3 Know the basic music principles and structures (e.g., tonality, melody, and harmony) used to analyze music. Understand how the elements of music are manipulated to contribute to the expressive quality of music. Independently identify and demonstrate use of expressive techniques (i.e., tempo, dynamics, articulation, and phrasing) appropriate to the culture, style, and historical period of the literature studied. CB.4.4 Perceive and remember significant music events within a composition. SB.4.4 Perceive and remember significant music events within a composition. WE.4.4 Perceive and remember significant music events within a composition. CB.4.5 Analyze music events within a composition, using appropriate music principles and technical vocabulary. SB.4.5 Analyze music events within a composition, using appropriate music principles and technical vocabulary. WE.4.5 Independently analyze and evaluate varied music performances as a participant or listener. CB.4.6 Describe and classify unfamiliar music according to style, period, composer, culture, or performer. SB.4.6 Describe and classify unfamiliar music according to style, period, composer, culture, or performer. WE.4.6 Describe and classify unfamiliar music according to style, period, composer, culture, or performer. CB.4.7 Develop criteria and analyze varied music performances as a participant or listener. CB.4.8 Understand the musical elements and expressive techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) that generate aesthetic responses. SB.4.7 SB.4.8 Develop criteria and analyze varied music performances as a participant or listener. Understand the musical elements and expressive techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) that generate aesthetic responses. WE.4.7 WE.4.8 Develop criteria and analyze varied music performances as a participant or listener. Understand and consistently utilize the musical elements and expressive techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) that generate aesthetic responses. CB.4.9 Establish a strategy for making informed, critical evaluations of the quality and/or the effectiveness of a performance. SB.4.9 Establish a strategy for making informed, critical evaluations of the quality and/or the effectiveness of a performance. WE.4.9 Establish and consistently utilize a strategy for making informed, critical evaluations of the quality and/or the effectiveness of a performance. CB.4.10 Understand the criteria used in the critical evaluation of one s own and others performances, arrangements, and improvisations. SB.4.10 Understand the criteria used in the critical evaluation of one s own and others performances, arrangements, and improvisations. WE.4.10 Understand the criteria used in the critical evaluation of one s own and others performances, arrangements and improvisations. 4 SAS Standard 4 correlates with to MENC Standards 6 and 7: Listening to, analyzing, and describing music; Evaluating music and music performances

8 8 Standard 5: Cultural and Historical Connections 5 CB.5.1 Recognize labels which identify historic and stylistic periods in Western Music: Middle Ages, Renaissance, Baroque, Classical, 20 th Century, Jazz, Country, Blues, Gospel, Popular, Rock, Film Music. SB.5.1 Recognize labels which identify historic and stylistic periods in Western Music: Middle Ages, Renaissance, Baroque, Classical, 20 th Century, Jazz, Country, Blues, Gospel, Popular, Rock, Film Music. WE.5.1 Recognize labels, which identify historic and stylistic periods in Western Music: Middle Ages, Renaissance, Baroque, Classical, 20 th Century, Jazz, Country, Blues, Gospel, Popular, Rock, Film. CB.5.2 Know representative examples of various Western musical genres. SB.5.2 Know representative examples of various Western musical genres. WE.5.2 Know representative examples of various Western musical genres. CB.5.3 Know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various musical settings. SB.5.3 Know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various musical settings. WE.5.3 Know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various musical settings. 5 SAS Standard 5 correlates with MENC Standard 9: Understanding music in relation to history and culture

9 9 Standard 6: Applications to Life 6 CB.6.1 Use informed consumer choices concerning music based on personal criteria (e.g., rationalize and defend music preferences). SB.6.1 Use informed consumer choices concerning music based on personal criteria (e.g., rationalize and defend music preferences). WB.6.1 Use informed consumer choices concerning music based on personal criteria (e.g., rationalize and defend music preferences. CB.6.2 Demonstrate awareness of the connections between music and other subject areas. SB.6.2 Demonstrate awareness of the connections between music and other subject areas. WB.6.2 Demonstrate awareness of the connections between music and other subject areas. CB.6.3 Understand how elements, artistic processes, and organizational principles are used in distinctive ways and provide connections between music and other subjects. SB.6.3 Understand how elements, artistic processes, and organizational principles are used in distinctive ways and provide connections between music and other subjects. WB.6.3 Understand how elements, artistic processes, and organizational principles are used in distinctive ways and provide connections between music and other subjects. CB.6.4 Demonstrate responsible participation in music activities as both a performer and audience member. SB.6.4 Demonstrate responsible participation in music activities as both a performer and audience member. WB.6.4 Demonstrate responsible participation in music activities as both a performer and audience member. CB.6.5 Know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various music settings. SB.6.5 Know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various music settings. WB.6.5 Know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various music settings. CB.6.6 Understand the influence of daily music experiences (e.g., television and radio commercials and background music in public places) and in one s personal life. SB.6.6 Understand the influence of daily music experiences (e.g., television and radio commercials and background music in public places) and in one s personal life. WB.6.6 Understand the influence of daily music experiences (e.g., television and radio commercials and background music in public places) and in one s personal life. 6 SAS Standard 6 correlates with MENC Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts

10 10 Standard 7: Understands and models music etiquette as a classroom participant, performer and observer CB.7.1 Demonstrated attentiveness, focus, concentration, initiative and self- discipline when participating in a music learning environment. SB.7.1 Demonstrated attentiveness, focus, concentration, initiative and self- discipline when participating in a music learning environment. WE.7.1 Demonstrated attentiveness, focus, concentration, initiative and self- discipline when participating in a music learning environment. CB.7.2 Demonstrates concentration, focus and helps to maintain a respectful performance environment for others. SB.7.2 Demonstrates concentration, focus and helps to maintain a respectful performance environment for others. WE.7.2 Demonstrates concentration, focus and helps to maintain a respectful performance environment for others. CB.7.3 Exhibits ability to perform with focus and attends rehearsals and classes in preparation for performances. SB.7.3 Exhibits ability to perform with focus and attends rehearsals and classes in preparation for performances. WE.7.3 Exhibits ability to perform with focus and attends rehearsals and classes in preparation for performances. CB.7.4 Exhibits self- initiative in modeling appropriate behaviors and skills as an audience member and music observer and understands the role of an arts patron. SB.7.4 Exhibits self- initiative in modeling appropriate behaviors and skills as an audience member and music observer and understands the role of an arts patron. WE.7.4 Exhibits self- initiative in modeling appropriate behaviors and skills as an audience member and music observer and understands the role of an arts patron.