Saint Patrick High School

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1 Saint Patrick High School Curriculum Guide Department: Music Grade and Level: 9-12 Class: Percussion II CP/Honors Term (Semester or Year): Year Required Text: Additional Resources (i.e. texts, materials, apps, etc.): A Fresh Approach to Mallet Percussion A Fresh Approach to Snare Drum ipad Apps GarageBand - Free Version Other Snare Sticks - Vic Firth SD1 General Practice Pad - Student choice

2 Course Description Selection into Percussion II CP/H is based upon audition, prior performance, and director consent. Students will build upon the skills they have acquired in their previous percussion experiences. They will interpret, compose, and perform a wide variety of music using percussion instruments. Students will continue to use drums, keyboard percussion, accessory percussion, hand drums, and found sound as learning tools and performance media. The culmination points of the class will be several public performances in which the students demonstrate the skills they have acquired. All of these performances, while outside of class hours, are considered part of the course requirements and attendance is expected. Academic Standards Addressed (CCSS or equivalent): 25.A.1c Music: Identify differences in elements and expressive qualities (e.g., between fast and slow tempo; loud and soft dynamics; high and low pitch/direction; long and short duration; same and different form, tone color or timbre, and beat). 25.A.2c Music: Identify elements and expres-sive qualities such as tone color, harmony, melody, form (rondo, theme and variation), rhythm/meter and dynamics in a variety of musical styles 25.A.3c Music: Identify and describe changes in elements and expressive qualities (e.g., crescendo, ritardando, fermata, meter, sforzando). 26.A.1c Music: Identify a variety of sounds and sound sources (e.g., instruments, voices and environmental sounds). 26.A.2c Music: Classify musical sound sources into groups (e.g., instrumental families, vocal ranges, solo/ensembles). 26.A.3c Music: Describe the processes involved in composing, conducting and per-forming 26.A.4c Music: Analyze ways in which musical sounds are produced and how they are used in composing, conducting and performing. 26.A.1d Music: Relate symbol systems (e.g., icons, syllables, numbers and letters) to musical sounds. 26.A.2d Music: Read and interpret the tradi-tional music notation of note values and letter names. 26.A.3d Music: Read and interpret traditional music notation in a varied repertoire. 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or instrumental part. 26.B.1c Music: Sing or play on classroom instruments a variety of music representing diverse cultures and styles. 26.B.2c Music: Sing or play acoustic or electronic instruments demonstrating technical skill. 26.B.3c Music: Sing or play with expression and accuracy a variety of music representing diverse cultures and styles. 27.A.1a Identify the distinctive roles of artists and audiences 27.A.2a Identify and describe the relationship between the arts and various environments (e.g., home, school, workplace, theatre, gallery).

3 27.B.1 Know how images, sounds and movement convey stories about people, places and times. 27.B.2 Identify and describe how the arts communicate the similarities and differences among various people, places and times. Unit Themes (Table of Contents) Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6: Theme 7: Theme 8: Reading Music Notation Basic Techniques Snare Drum Mallet Percussion Accessory Percussion/Timpani Drum Set Scales Rudiments Theme 9: Concert Music 1 Theme 10: Concert Music 2 Agreed Upon Assessments Forms of assessments may include but are not limited to. Written Tests/Quizzes Aural Tests/Quizzes Playing Tests/Quizzes Written Reflection Papers Research and Writing Expectations

4 Unit: Reading music notation Duration: 5-7 Instructional Days Why do we have to write down music? What are the components of modern staff notation? How has music been written down over the course of history? How do I identify notes in modern notation? How are rhythms notated? Appraise why it is important to write down music Identify the components of modern notation Identify and perform the rhythm tree and rest tree Identify and apply the counting tree Identify note names in the grand staff Worksheets Quiz Group performance Individual performance

5 Unit: Basic Techniques Duration: 5 instructional Days How do I hold snare sticks How do I hold keyboard mallets how do I hit a snare drum How do I hit a keyboard key How do I count note values in 4/4 time Identify the parts of a snare stick Identify the parts of a Mallet Properly hold a snare stick Properly hold a mallet demonstrate striking technique on snare drum Demonstrate striking technique on keyboard Play and count/clap simple rhythmic figures in 4/4 time Individual/group playing Playing Quiz Written quiz Worksheets

6 Unit: Snare Drum Duration: 5 Instructional days What are the parts of a snare drum How do I set up a snare drum How do I play on a snare drum How do I read music written for snare drum Identify the parts of a snare drum Describe the function of the parts of a snare drum Set up a concert snare drum Play a snare drum solo Worksheets Playing Quiz (repertoire based on level) Written quiz

7 Unit: Mallet Percussion Duration: 20 Instructional Days What are the the keyboard instruments What are the characteristics of each instrument What mallets do I use on each instrument What are the parts of each instrument How do I play a keyboard instruments How do I identify notes on a keyboard instrument How do I read music written for keyboard instruments How do I play with four mallets Identify all keyboard percussion instruments Describe the differences between keyboard percussion instruments Select appropriate mallets for each instrument Demonstrate proper mallet striking technique Identify note names for each key Relate note names of each key to written notation Play solo keyboard music Play duet and trio keyboard music Explain Stevens Grip Hold mallets using Stevens grip Play solo keyboard music in four parts using Stevens grip Class discussion Worksheet Written Quiz Aural Quiz Playing test (repertoire based on level) Stevens grip playing test (upper levels only)

8 Unit: Accessory Percussion/timpani Duration: 15 Instructional Days What are accessory percussion instruments What role does accessory percussion play in music How do I play the accessory Percussion instruments What is a Timpani What is the history of the Timpani What are the parts of the timpani How do I tune timpani How do I play the timpani Identify and describe the major accessory instruments Explain the role of each major accessory instrument Demonstrate correct playing technique for each accessory instrument Summarize the historical evolution of timpani Identify the parts of a timpani explain the function of each part of the timpani Explain the process of tuning timpani Tune a set of timpani Play a solo on timpani Class discussion Group performance Individual playing quizzes (repertoire based on level) Written Quizzes

9 Unit: Drum Set Duration: 10 Instructional Days What makes up a drum set How do I set up a drum set What are some way to practice drum set coordination What are the basic grooves How do I read music written for drum set Identify the components of a standard drum set Set up a drum set Explain practice techniques for drum set Perform drum set grooves with metronome and with song recordings Identify drum set grooves from notation Class discussion Group performance Individual playing quizzes (repertoire based on level) Written Quizzes

10 Unit: Scales Duration: 25 Instructional Days What is a scale What is the pattern of notes that makes up a scale What is the circle of fourths/fifths What is an octave How do I play the greens exercise How do I play without looking down at the keyboard Define scale Define octave Define Tetrachord Identity the tetrachord formula Identify the major scale formula Apply the tetrachord and scale formulas while playing keyboard percussion Play all major scales in the greens format Play all major scales two octaves Play keyboard percussion while looking directly at music Class discussion Group performance Individual playing quizzes (tempo based on level)

11 Unit: Rudiments Duration: 35 Instructional Days What are rudiments Why are rudiments important What are the four families of rudiment How do I play all of the rudiments How do I identify rudiments in notated music Identify all PASIC rudiments Explain why rudiments are important Play all PASIC rudiments Identify rudiments in the context of a snare drum solo Write in correct stickings for rudiments Compose a snare drum solo using rudiments Individual playing test (tempo based on level) Worksheets Composition

12 Unit: Concert Music 1 Duration: 4 Instructional days per piece What kind of pieces are we playing on the concert In what style are our pieces composed What is the concert order What instruments do we need What is the roadmap for each piece What is the historical context of the songs we are performing What do our pieces sound like Identify the pieces we are performing in the concert Identify the style of each piece Describe (brainstorm) characteristics of each piece Read the musical symbols and follow the roadmap of each piece Describe and research events of historical significance that may have influenced each piece's composition Imagine how each piece would have been perceived by listeners in its historic context Compose a story to accompany the music Class discussion Aural examination Written quiz Text composition Worksheets

13 Unit: Concert Music 2 Duration: 10 instructional days per piece How do I play my part How does my part fit with the other parts What are the stickings I should use Where are the important parts where we need to focus on tuning What do I need to do to tune within the ensemble Clap and count the rhythms in their part Identify and explain the meaning of the dynamic markings in their music Play written or inferred dynamics Apply dynamic markings and articulations while singing Play correct notes from sheet music Identify specific parts of each song where there are difficult passages or transitions Correct for rushing/dragging while playing Determine whether the ensemble is playing together in tempo Class discussion Audio recording/playback Peer review Group/individual aural quiz

14 Appendix CCSS Resources Common Core Website: Common Core App: Essential Questions Essential Questions help structure and plan an academic unit. For information regarding developing Essential Questions, please refer to the file shared with you on Google Drive. Affirmation Verbage (Action Words) Examples of Action Verbs: Discuss, recall, state, measure, identify, collect, create, hypothesize, analyze, identify, define, describe

Saint Patrick High School

Saint Patrick High School Curriculum Guide Department: Music Grade and Level: 9-12 Class: Honors Choir Term (Semester or Year): Year Required Text: Music scores are provided by the school Additional Resources