Spring Themes Composing Project
|
|
|
- Garey Campbell
- 5 years ago
- Views:
Transcription
1 Vibrant M usic Teaching Spring Themes Composing Project HOW TO USE Use with all students in a studio-wide project, or just with an individual student or group. Adapt to each student's level by exploring or ignoring the articulation, dynamic and form suggestions. With prereaders, allow them to notate in their own style rewrite for them on the staff if necessary. Complete each section together in the lesson, or assign as homework where possible. Encourage your student to take their time and try out many different options before deciding on their final composition. Optional extra: Record your students' compositions and put them together on a studio CD or soundcloud page. ASSEMBLY Print out the project (pages 2-8). You will need one copy for each student. LEARNING OBJECTIVES Composing is a fun and interactive way for students to learn about form, notation and other music theory. A studio-wide composing project is also fantastic for creating a sense of community and team spirit in your studio. Copyright Colourful Keys Keys
2
3 To get you started, here are some things associated with spring... Lambs Rabbits Tulips Cherry blossoms Daisies Chicks Swallows Sunshine Blue skies Rain showers Bird nests Easter eggs Bird song Butterflies Rain coats Worms Watering cans Seeds Ladybirds Bees Flower pots Kites Sports Playgrounds Parks Dandelions Rainbows There are many more things you could write about! Your piece could be about anything to do with spring! What theme have you chosen? Compose a melody to use as your main theme. This should be 4 bars long and reflect your theme. Compose three different options before picking your favourite. =&==================!==================!==================!==================. =&==================!==================!==================!==================. =&==================!==================!==================!==================.
4 We need some repetition to make a piece sound complete. The main theme you chose above will be A. Choose a form for your piece based on your new melody. ABBA ABAB AABA ABAA Label the lines on the Composition in Progress page and fill in the melody in the A sections. Write a contrasting B section melody and fill that in too. Play through your complete melody a few times. Does it sound too repetitive? If you like, you can vary your themes when they are repeated. Here are some ideas to change a theme the when it s played again. Change some of the notes Change some of the rhythm Echo it an octave higher Echo it in the bass clef Reverse the direction (if it went up the first time, go down the second) Remember, don t change it so much that it doesn t sound like the same tune. Play through the complete melody a few more times to make sure you re happy with it.
5 Now it s time to add some harmony! Think about what type of harmony would go with your melody. Have a look through your music books for more ideas. Here are some ideas to get you started: Play the melody in both hands One hand plays the melody a third higher or lower One hand plays the melody a fifth higher or lower Chords Alberti bass Jump bass Open fifths Broken chords Waltz pattern These are just a few ideas. Try these out, as well as any harmony ideas you find in your books. You can use more than one type of harmony in your piece, but try not to use too many different types or it won t sound like one piece! After experimenting, add your favourite harmony to the Composition in Progress page. To finish your piece, you need to add some details to make the music exciting. Think about adding some articulations and ornaments such as: Staccato notes Slurs Phrase lines Accented notes Passing tones Turns Trills You also need to decide how fast/slow and loudly/softly you want your piece played. Add tempo marks and dynamics. Allegro Andante Largo Vivace Crescendo/diminuendo Forte Pianissimo Mezzo piano Rewrite your piece as neatly as you can on a Draft Piece page, and title it.
6
7
8
Animal Menagerie Composing Project
Vibrant M usic Teaching Animal Menagerie Composing Project HOW TO USE Use with all students in a studio-wide project, or just with an individual student or group. Adapt to each student's level by exploring
Circus Collective Composing Project
Vibrant M usic Teaching Circus Collective Composing Project HOW TO USE Use with all students in a studio-wide project, or just with an individual student or group. Adapt to each student's level by exploring
Music theory B-examination 1
Music theory B-examination 1 1. Metre, rhythm 1.1. Accents in the bar 1.2. Syncopation 1.3. Triplet 1.4. Swing 2. Pitch (scales) 2.1. Building/recognizing a major scale on a different tonic (starting note)
Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?
Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
Greeley-Evans School District 6 High School (Year 3 & 4) Symphony Orchestra Curriculum Guide Unit: Intonation, balance, blend
Unit: Intonation, balance, blend Enduring Concept: Expression of Music Grade Level Expectations (GLE): Perform music accurately and expressively Why is it important to hear balance between other parts
Front of Card. Back of Card. Name the notes on the lines of the treble clef. EGBDF
Note Cards Name the notes on the lines of the treble clef. EGBDF Name the notes on the spaces of the treble clef. FACE Name the notes on the lines of the bass clef. GBDFA Name the notes on the spaces of
But-the-Pieces Plan: 10 Week Composer Cultivation. Overview. Quick Look Lesson Plan WEEK FOCUS ACTIVITY NOTES:
Overview This But-the-Pieces lesson plan is designed to help students to not just compose a piece, but to really get the most out the experience that they can and learn about what goes into writing a great
Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces
Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces AQA Specimen paper: 2 Rhinegold Listening tests book: 4 Renaissance Practice Paper 1: 6 Renaissance Practice Paper
Paper Reference. Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising. Monday 22 May 2006 Afternoon Time: 1 hour 30 minutes
Centre No. Paper Reference Surname Initial(s) Candidate No. 1 4 2 6 0 3 Signature Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising Monday 22 May 2006 Afternoon Time: 1 hour
INTERMEDIATE STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la
LESSON PLAN GUIDELINE Customization Statement
Hegarty Piano Studio 2011-2012 School Year LESSON PLAN GUIDELINE Customization Statement Every student is different. And every student s commitment to piano lessons is different. Therefore, the attached
WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts
WCBPA-Washington Classroom-Based Performance Assessment A Component of the Washington State Assessment System The Arts Grade 10 Music Melody of Your Dreams Revised 2008 Student Name _ Student Score (Circle
TEACHER S GUIDE to Lesson Book 2 REVISED EDITION
Alfred s Basic Piano Library TEACHER S GUIDE to Lesson Book 2 REVISED EDITION PURPOSE To suggest an order of lesson activities that will result in a systematic and logical presentation of the material
Keyboard Foundation Level 1
Keyboard Foundation Level 1 Set a voice, style and tempo from instructions given. Read a range of notes over a fifth (C to G) without accidentals using semibreves, dotted minims, minims and crotchets.
MUSIC PROGRESSIONS. Curriculum Guide
MUSIC PROGRESSIONS A Comprehensive Musicianship Program Curriculum Guide Fifth edition 2006 2009 Corrections Kansas Music Teachers Association Kansas Music Teachers Association s MUSIC PROGRESSIONS A Comprehensive
How to Read Music. The following mini-course will show the components of written music:
How to Read Music The following mini-course will show the components of written music: The Staff Time, Key Signatures Note names, positions on the staff, note values, rest values The next section will
Paper Reference. Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising. Friday 18 May 2007 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 4 2 6 0 3 Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising Friday 18 May 2007 Afternoon Time: 1 hour 30 minutes Surname Signature
Music Theory Courses - Piano Program
Music Theory Courses - Piano Program I was first introduced to the concept of flipped classroom learning when my son was in 5th grade. His math teacher, instead of assigning typical math worksheets as
Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five
NAME: Information Sheets for Written Proficiency You will find the answers to any questions asked in the Proficiency Levels I- V included somewhere in these pages. Should you need further help, see your
Clark County School District Las Vegas, Nevada
Clark County School District Las Vegas, Nevada Middle School/Junior High School Intermediate Band Curriculum Alignment Project (CAPS) Scott Kissel, Burkholder MS Mark Nekoba, Schofield MS Danielle McCracken,
Lesson One. Terms and Signs. Key Signature and Scale Review. Each major scale uses the same sharps or flats as its key signature.
Lesson One Terms and Signs adagio slowly allegro afasttempo U (fermata) holdthenoteorrestforadditionaltime Key Signature and Scale Review Each major scale uses the same sharps or flats as its key signature.
BAND REPORTING SCALES AND CURRICULUM GUIDE 2/9/2016
BAND REPORTING SCALES AND CURRICULUM GUIDE 2/9/2016 Performing Arts Curriculum, Instruction, and Assessment 2100 Fleur Drive Des Moines, Iowa 50321 P: 515-242-7609 performingarts.dmschools.org TABLE OF
piano TRACKS Curriculum Unit 1 - Notes and the Stave Stage A Stage B Stage C Stage D Stage E Stage F Stage G Stage H
Unit 1 - Notes and the Stave their fger numbers the music alphabet what a stave is all the notes with the ma treble and bass clef staves. notes up to one ledger le above and below the treble and bass clef
E Lesson Plan Day #1 Choir-Crowther
E Lesson Plan Day #1 Choir-Crowther Objective: To understand and learn about key signatures. Goals: You will learn how to find and identify various key signatures and be able to apply this knowledge to
Music Theory Courses - Piano Program
Music Theory Courses - Piano Program I was first introduced to the concept of flipped classroom learning when my son was in 5th grade. His math teacher, instead of assigning typical math worksheets as
Music Standards for Band. Proficient Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation)
Music Standards for Band Product Performance 2. Develop and apply instrumental music skills to perform and communicate through the arts A. Instrumental Performance Skills Apply instrumental technique (e.g.,
Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus
Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal
2. ARTICULATION The pupil must be able to able to articulate evenly and clearly at a variety of slow to medium tempos and demonstrate a good posture
Brass Foundation Level 1 The pupil must be able to hold a level tone and be able to pitch low C and G on the 2nd line treble clef (Bb and F bass clef). The pupil should be able to play simple melodies
THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music
THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children
Marion BANDS STUDENT RESOURCE BOOK
Marion BANDS STUDENT RESOURCE BOOK TABLE OF CONTENTS Staff and Clef Pg. 1 Note Placement on the Staff Pg. 2 Note Relationships Pg. 3 Time Signatures Pg. 3 Ties and Slurs Pg. 4 Dotted Notes Pg. 5 Counting
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning
Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning Grade One Rhythm perform, and create rhythms and rhythmic patterns in a variety
Standard 1: Singing, alone and with others, a varied repertoire of music
Standard 1: Singing, alone and with others, a varied repertoire of music Benchmark 1: sings independently, on pitch, and in rhythm, with appropriate timbre, diction, and posture, and maintains a steady
Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA
Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA Oak Bay Band MUSIC THEORY PROGRAM - LEVEL IA The Level IA Program is intended for students in Band 9. The program focuses on very simple skills of reading,
ADVANCED STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO LA, DO SOL, FA MI SOL MI TI, DO LA, DO SOL, DO Pitch SOLFEGE: do re
HOW TO STUDY: YEAR 11 MUSIC 1
HOW TO STUDY: YEAR 11 MUSIC 1 AURAL EXAM EXAMINATION STRUCTURE Length of the exam: 1 hour and 10 minutes You have 5 minutes of reading time before the examination starts you are NOT allowed to do any writing
Content Area Course: Chorus Grade Level: 9-12 Music
Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing
WASD PA Core Music Curriculum
Course Name: Unit: Expression Key Learning(s): Unit Essential Questions: Grade 4 Number of Days: 45 tempo, dynamics and mood What is tempo? What are dynamics? What is mood in music? Competency: Concepts
5 th Grade General Music Benchmarks
5 th Grade General Music Benchmarks A: Singing 1: Match pitch in an extended range [octave], sing with appropriate timbre, diction, and posture, maintain a steady tempo. 2: Students sing expressively demonstrating
Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12
Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 The mission of the Poway Unified School District Instrumental Music Program is to provide a quality music education
In all creative work melody writing, harmonising a bass part, adding a melody to a given bass part the simplest answers tend to be the best answers.
THEORY OF MUSIC REPORT ON THE MAY 2009 EXAMINATIONS General The early grades are very much concerned with learning and using the language of music and becoming familiar with basic theory. But, there are
piano TRACKS Curriculum Overview Stage A Stage B Stage C Stage D Stage E Stage F Stage G Stage H Unit 1 - Notes and the Stave Students learn:
piano TRACKS Curriculum Overview Stage A Stage B Stage C Stage D Stage E Stage F Stage G Stage H Unit 1 - Notes and the Stave the musical alphabet all the notes within the main treble stave notes up to
TES MUSIC CURRICULUM MAP SECOND GRADE January 1, 2010
First Trimester Second Trimester Third Trimester Time frame/ Month September-November November-February February-June Skills Taught Beat of Tempo/Speed Of Rhythms (Quarter note, Quarter rest, Eighth notes,
Central DeWitt Community School District. K--12 Music Standards
Central DeWitt Community School District K--12 Music Standards (Finalized Spring 2014) In the fall of 2013, the teachers from the K--12 Music Department collaborated to create a scope and sequence learning
Hal Leonard Student Piano Library Correlation to Music Ace Maestro
The following pages provide a correlation between the Hal Leonard Student Piano Library Piano Lessons method books and the Music Ace Maestro software product from Harmonic Vision. Music Ace Maestro consists
Anchor Standard 2: Students will be able to notate musical patterns (rhythmic and tonal) to represent an understanding of musical sounds.
Kindergarten Foundational Skills for General Music Essential musical alphabet (a,b,c,d,e,f,g), solfege symbols for do, re, mi, left/right, up/down, high/low, in/out, fast/slow, loud/soft, long/short, call/response,
Year 7 revision booklet 2017
Year 7 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo
Orchestration notes on Assignment 2 (woodwinds)
Orchestration notes on Assignment 2 (woodwinds) Introductory remarks All seven students submitted this assignment on time. Grades ranged from 91% to 100%, and the average grade was an unusually high 96%.
Instrumental Performance Band 7. Fine Arts Curriculum Framework
Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1
Greeley-Evans School District 6 Year One Beginning Choir Curriculum Guide Unit: Vocal Health
Year One Beginning Choir Curriculum Guide Unit: Vocal Health Enduring Concept: Expression of Music Timeline: Trimester One Student will demonstrate proper care of voice Why is it important to take care
Choir Scope and Sequence Grade 6-12
The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards
Music Study Guide. Moore Public Schools. Definitions of Musical Terms
Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:
Course Outcome Summary
Course Information: Description: Instruction Level: 8 Prerequisites: Textbooks: Course : 8th Grade Band 8th Grade Band is a yearlong major performing organization and is available to all students. 8th
Ultimate Music Theory Certification Course INTERMEDIATE RUDIMENTS
Ultimate Music Theory Certification Course Glory St. Germain ARCT RMT MYCC UMTC Edited by Shelagh McKibbon-U Ren RMT UMTC INTERMEDIATE RUDIMENTS UltimateMusicTheory.com UltimateMusicTheory.com Copyright
Greenwich Music Objectives Grade 3 General Music
All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.
CALIFORNIA Music Education - Content Standards
CALIFORNIA Music Education - Content Standards Kindergarten 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music Students
Young Performers and Dvorak Concert Review. Lidia Templeton. MUS Mr. Pecherek 19 March 2018
Young Performers and Dvorak Concert Review by Lidia Templeton MUS 1000-04 Mr. Pecherek 19 March 2018 Templeton 1 Sunday, March 11 th, 2018 was the perfect day to attend Illinois Valley Symphony Orchestra
7th Grade Beginning Band Music
Scope And Sequence Timeframe Unit Instructional Topics Course Description Seventh Grade Beginning Band is the first full year in a six-year program designed to develop a student's ability in instrumental
Indiana s Academic Standards MUSIC
Indiana s Academic Standards MUSIC Indiana Academic Standards for Table of Contents Introduction Standards what are they? Why are they necessary? Quality Education: A Description Standards at the National
INSTRUMENTAL MUSIC SKILLS
Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with
MUSIC THEORY LEARNING GUIDE
MUSIC THEORY LEARNING GUIDE Level IB Edited by Elizabeth Riegert 2017 1 Music Theory Program Level IB The Level IB program is intended for students in Intermediate Concert Band, Junior Orchestra and new
Vocal Music 5 th Grade
Vocal Music 5 th Grade Christy Garner, Barrington Elementary School Angela Haberstroh, Townsend Elementary School Rachel Johnson, McNair Elementary School Alisha Williams, Brown Elementary School Heather
7th Grade Choir Curriculum
7th Grade Choir Curriculum Course Description: Seventh Grade Choir is a performance based learning experience. Students take their first step in learning to sing with confidence and excellent tone in large
Introduction to Instrumental and Vocal Music
Introduction to Instrumental and Vocal Music Music is one of humanity's deepest rivers of continuity. It connects each new generation to those who have gone before. Students need music to make these connections
Course Outcome Summary
Course Information: Music 5 Description: Instruction Level: Grade 5 Course Students in this course perform varied repertoire using proper singing, recorder and accompanying technique, and understanding
Curriculum Guides. High School Music. Weld County School District 6 Learning Services th Avenue Greeley, CO /
2012-2013 Curriculum Guides High School Music Weld County School District 6 Learning Services 1025 9 th Avenue Greeley, CO 80631 970/348-6000 Band Greeley-Evans School District 6 High School Performance
2 3 Bourée from Old Music for Viola Editio Musica Budapest/Boosey and Hawkes 4 5 6 7 8 Component 4 - Sight Reading Component 5 - Aural Tests 9 10 Component 4 - Sight Reading Component 5 - Aural Tests 11
Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet
Texas State Solo & Ensemble Contest May 26 & May 28, 2012 Theory Test Cover Sheet Please PRINT and complete the following information: Student Name: Grade (2011-2012) Mailing Address: City: Zip Code: School:
Plainfield Music Department Middle School Instrumental Band Curriculum
Plainfield Music Department Middle School Instrumental Band Curriculum Course Description First Year Band This is a beginning performance-based group that includes all first year instrumentalists. This
MELODIC NOTATION UNIT TWO
MELODIC NOTATION UNIT TWO This is the equivalence between Latin and English notation: Music is written in a graph of five lines and four spaces called a staff: 2 Notes that extend above or below the staff
Sample assessment task. Task details. Content description. Year level 9
Sample assessment task Year level 9 Learning area Subject Title of task Task details Description of task Type of assessment Purpose of assessment Assessment strategy Evidence to be collected Suggested
Preparatory Orchestra Performance Groups INSTRUMENTAL MUSIC SKILLS
Course #: MU 23 Grade Level: 7-9 Course Name: Preparatory Orchestra Level of Difficulty: Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 23 is an orchestra class
Year 8 revision booklet 2017
Year 8 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo
King Edward VI College, Stourbridge Starting Points in Composition and Analysis
King Edward VI College, Stourbridge Starting Points in Composition and Analysis Name Dr Tom Pankhurst, Version 5, June 2018 [BLANK PAGE] Primary Chords Key terms Triads: Root: all the Roman numerals: Tonic:
WSMTA Music Literacy Program Curriculum Guide modified for STRINGS
WSMTA Music Literacy Program Curriculum Guide modified for STRINGS Level One - Clap or tap a rhythm pattern, counting aloud, with a metronome tempo of 72 for the quarter beat - The student may use any
Elementary Strings Grade 5
The following Instrumental Music performance objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various
SUNY Fredonia Ensemble Audition Music (Clarinet) Spring 2017
SUNY Fredonia Ensemble Audition Music (Clarinet) Spring 2017 Selections from: Milhaud La création du monde, op. 81 Brahms Symphony No. 3 in F, mvt. 2 (Andante) Ticheli - Postcard Ibert Trois Pièce Brèves,
Greenwich Public Schools Orchestra Curriculum PK-12
Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through
Grade Five. MyMusicTheory.com PREVIEW. Music Theory Extra Resources. Cadences Transposition Composition Score-reading.
MyMusicTheory.com Grade Five Music Theory Extra Resources Cadences Transposition Composition Score-reading (ABRSM Syllabus) PREVIEW BY VICTORIA WILLIAMS BA MUSIC www.mymusictheory.com Published: 6th March
œ œ œ œ œ œ œ œ œ œ œ
2011-2012 GMTA Theory Test: Level I (Treble Clef) Name: Part I: EAR TRAINING Each example ill be played tice. Date: Section A: Are the sounds you hear high or lo Circle the correct anser. 1. High Lo 2.
Vocal Music I. Fine Arts Curriculum Framework. Revised 2008
Vocal Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Vocal Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Vocal Music I Vocal Music I is a two-semester
Music Theory. Level 1 Level 1. Printable Music Theory Books. A Fun Way to Learn Music Theory. Student s Name: Class:
A Fun Way to Learn Music Theory Printable Music Theory Books Music Theory Level 1 Level 1 Student s Name: Class: American Language Version Printable Music Theory Books Level One Published by The Fun Music
Beethoven: Pathétique Sonata
Beethoven: Pathétique Sonata Key words 1) Instrumentation and Sonority 2) Structure 3) Tonality 4) Harmony 5) Rhythm, Metre and Tempo 6) Melody 7) Texture At the top of your Beethoven Score write each
Syllabus List. Beaming. Cadences. Chords. Report selections. ( Syllabus: AP* Music Theory ) Acoustic Grand Piano. Acoustic Snare. Metronome beat sound
Report selections Syllabus List Syllabus: AP* Music Theory SYLLABUS AP* Music Theory AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse,
Band 5. Aural/visual. CFA for LT2 Aural/Visual
ST. MICHAEL ALBERTVILLE MIDDLE WEST Teacher: Jackie Jordheim Band 5 September 2014 Content Skills Learning Targets Assessment Resources & Technology A. Rhythm and Theory LT1 I can demonstrate CFA for LT1
Year 9 SOW MUSIC Spring Objectives/ PLC Activities Assessment Resources Key words / Questions
Week. Lesson Week 1 Theory Week 1 course work Year 9 SOW MUSIC Spring Objectives/ PLC Activities Assessment Resources Key words / Questions to know the dates Starter: quiz Powerpoint Baroque of the Baroque
ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20
ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music [Speak] to one another with psalms, hymns, and songs from the Spirit. Sing and make music from your heart to the Lord, always giving thanks to
Instrumental Music. Band
6-12 th Grade Level Instrumental Music Band The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment
STRAND I Sing alone and with others
STRAND I Sing alone and with others Preschool (Three and Four Year-Olds) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The
OBOE METHOD. a classical method for beginners. Elaine Reid
OBOE METHOD a classical method for beginners by Elaine Reid Thank you for downloading the free pdf sample pages from Elaine Reid s new 54 page Oboe Method for beginner oboe. Elaine s distinguished 44 year
Grade Level 5-12 Subject Area: Vocal and Instrumental Music
1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS June 2003 Authorized for Distribution by the New York State Education Department "NYSTCE," "New York State Teacher Certification Examinations," and the
Music Theory. Level 1 Level 1. Printable Music Theory Books. A Fun Way to Learn Music Theory. Student s Name: Class:
A Fun Way to Learn Music Theory Printable Music Theory Books Music Theory Level 1 Level 1 Student s Name: Class: European Language Version Printable Music Theory Books Level One Published by The Fun Music
Spring Themed. Writing Tools for Intervention. created by: The Curriculum Corner
Spring Themed Writing Tools for Intervention created by: The Curriculum Corner green blue pink purple red orange www.thecurriculumcorner.com umbrella boots cloudy sunny windy thunderstorm rainy rainbow
7. Components to Establish Time
7. Components to Establish Time a. Step 1 - Bass Notes Walking Bass This is the most common way solo jazz pianists use to establish time. Most people actual think, it s the only way which is a shame because
1. Takadimi method. (Examples may include: Sing rhythmic examples.)
DEPARTMENT/GRADE LEVEL: Band (Beginning Band) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 40 weeks (4 weeks-summer, 36 weeks-school year) OVERALL STUDENT OBJECTIVES FOR THE UNIT:
Montana Instructional Alignment HPS Critical Competencies Music Grade 3
Content Standards Content Standard 1 Students create, perform/exhibit, and respond in the Arts. Content Standard 2 Students apply and describe the concepts, structures, and processes in the Arts Content
COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5)
COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5) UNIT: Preliminary Physical Concepts 9.1 Production, Performance and Exhibition of Music UNIT OBJECTIVES: 1. Students will demonstrate
Music Essential Learning Outcomes and Learning Targets
Music Essential Learning Outcomes and Learning Targets Addison Central School District - February 2017 Essential Learning Outcomes (ELOs) 1. I use rhythm skills to make my receptive and expressive musical
1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?
Foundation of Music Edcuation - Gold Level
Foundation of Music Edcuation - Gold Level Levels of Assessment Grade Four Grade Three Grade Two These levels are currently being developed Grade One Preliminary Grade Gold Level Silver Level Bronze Level