ROSEDALE HEIGHTS SCHOOL OF THE ARTS

Transcription

1 ROSEDALE HEIGHTS SCHOOL OF THE ARTS Course Of Study Instrumental Music Band Grade 9 Open AMI10 January 2002

2 Prerequisite: Students who are registered for grade 9 beginner band have had little to no experience playing a band instrument; however, it is assumed that they have completed the required expectations of the Grade 8 curriculum in a vocal or band program. The instruments offered in this program are all band instruments including keyboard and guitar. Where possible students will be given their first choice of instrument. There will also be an advanced beginner class for students that have more experience. Students will be placed accordingly based on an interview held at the end of their grade 8 year. Course Developer: David Hayes Course Description This program is intended to develop students understanding and appreciation of music through practical skills and creative work. Through this program students will not only find in music a source of enjoyment and personal satisfaction, but also gain creative problem-solving skills, individual and cooperative work habits, knowledge of themselves and others, a sense of personal responsibility and connections to their communities and future careers. The expectations for music courses are organized into three distinct but related strands: 1. Theory. The study of theory involves the learning of symbols, concepts, and conventions used in music. By completing the expectations, students will be able to converse and express themselves using appropriate musical terminology. 2. Creation. Creative work involves the practical application of performance skills and knowledge of theory as they relate to the performance medium, as well as composition. Students will play, individually and in ensembles. They will improvise, interpret, and compose music using a variety of media, including computers. (Please note that there is limited access to midi and computer software at Rosedale at this time) 3. Analysis. Analysis involves listening to live or recorded performances to understand the language of music, its historical and cultural context, and how effectively its composers and performers communicate to their audience. The music analysed will be drawn from a range of cultures. Skills that continue to be of major importance as students from grade to grade are repeated in the expectations for all relevant grades. Progression is indicated by modifications in the expectations or by increasingly complex examples. All skills continue to be developed and refined as students move up through the grades, although they are not necessarily mentioned explicitly in the expectations.

3 There are three large units in grade nine beginner band: Performance, Theory, and History. Approximately 80 % of the course is based on performance 10 % theory and 10% history. These three areas relate to the three strands (Theory, Creation and Analysis). The majority of the time is spent on performance as the expectations are the same for a grade nine student who has been playing for four years to a student that takes beginner band. Theory and history are taught at the same time as the performance unit as the concepts taught in these areas are taken from the repertoire chosen. Units: Titles and Time Unit 1 Performance 90 hours Unit 2 Theory 10 hours Unit 3 History 10 hours Unit Overviews Unit 1: Performance Unit Description Students in beginner band learn how to play a band instrument. This starts with the basic techniques such as breathing and fingerings. Students are involved in many activities such as planning and performing a class concert, being part of the junior orchestra and group sectionals. Students also have opportunities to work with outside artists from the community and attend different musical productions. The performance element of this course also involves critical analysis of practice techniques and setting goals for further artistic development. Warm up (tuning, scales, long tones) Technique Building (sight reading, studies, rhythmic exercisies, finger exercises) Rehearsal of Repertoire (in sectionals and as an ensemble) Reflection (orally, reflective papers) and Set Up, Ensemble Balance and Blend, Section Balance and Blend and Set Up, Ensemble Balance and Blend, Section Balance and Blend, Note Reading and Set Up, Phrasing, Ensemble Balance and Blend, Section Balance and Blend, Note Reading, Score Analysis for Elements of Music and Set Up, Phrasing, Ensemble Balance and Blend, Section Balance and Blend, Note Reading, Score Analysis for Elements of Music

4 Unit 2:Theory The study of theory involves the learning of symbols, concepts, and conventions used in music. By completing the expectations, students will be able to converse and express themselves using appropriate musical terminology. Theory is taken from and relates to the repertoire studied in class. Students increase their knowledge and understanding of note reading and relate this to their new instrument. Sight Reading Rehearsal of Repertoire Individual Theory Concepts (taught individually and separate from performance) Rhythm and Note Identification, Elements of Music, Score Analysis Elements of Music, Score Analysis Scales, Key Signatures, Grand Staff, Major Scale Intervals Unit 3: History History involves listening to live or recorded performances to understand the language of music, its historical and cultural context, and how effectively its composers and performers communicate to their audience. The music analysed will relate to the music studied and performed in class. Rehearsal of Repertoire Listening Historical Context of Repertoire Elements of Music, Score Analysis, Self Reflection Teaching/Learning Strategies Teaching/learning strategies are adapted throughout this course to suit students needs. The fact that students come to band with varying backgrounds in music education is taken into

5 consideration. Although the expectations for the various strands are listed separately in the policy document, instructional strategies encompass all of the strands in a holistic way. Unit Teaching/Learning Strategies Used 1. Performance Class performance, rehearsing, independent work, group work, teacherdirected discussion, brainstorming, self-discovery, observation, whole group collaboration, shared reflection, exploratory exercises, self-assessment, goal setting, reflection 2. Theory Hand-outs, group discussion, teacher as facilitator, demonstration, lecture, experimentation, information sharing, rehearsing, editing, revising, performing, problem-solving, conferencing, questioning, review 3. History Listening, hand-outs, brainstorming, group discussion, teacher as facilitator, lecture, information sharing, research conferencing questioning, review Assessment & Evaluation of Student Achievement The assessment/evaluation in this course is divided into the four categories of the Achievement Chart. The Knowledge category embraces what students know, the facts and information contained in the course. The Application category includes assessments of the students application of their knowledge, particularly as demonstrated through individual and ensemble performance. The Thinking/Inquiry category is used to gather assessments that demonstrate the students abilities to think and analyse what it is they have learned. Finally, the Communication category comprises assessments of how well the students communicate orally, in writing, and through playing. Teachers must assess Learning Skills separately on the report card. Overall evaluation of the course must be divided so that Course Work is weighted 70% and the Culminating Performance Task is weighted 30%. Evaluation should be balanced across all four categories of the Achievement Chart, for both the course work and the culminating task. Culminating Performance Task 30% Culminating Performance Task Knowledge/ Understanding Thinking/ Inquiry Communication Application Playing Test Written Exam Theory and/or History Reflection