Skills Resources Instructional Strategies. Demonstrate basic tonguing, slide, and sticking technique in Bb and Eb major

Transcription

1 Page 1 of 10 Concert B Unit: Fall (Sept through December) Essential Questions: How do I relate the rhythms I see on a page to a steady pulse? What basic techniques do I need to play any piece of music? What are some basic musical elements beside correct notes rhythms that make a successful? Framework Stard Learning Objectives/ Content Outcomes 1.11 Sing music written in four parts, with without accompaniment 2.11 Read sing at sight moderately difficult melodies, all intervals their inversions from unison through an octave, triads their inversions in arpeggiated form 2.12 In a choral/instrumental ensemble or class: sight-read, accurately expressively, music with a level of difficulty of 3, on a scale of 1 to 6* Skills Resources Instructional Strategies Match pitch humming, then singing Sing major scale in unison Sing pitches in parts Demonstrate basic tonguing, slide, sticking technique in Bb Eb major Show where downbeats are in 4/4 in basic duple subdivision to 16 th s on off the beat Show where downbeats are in 6/8 in basic triple subdivision to 8 th s Show where downbeats are on simple elongation in duple (dotted quarters followed by 8 th ) triple chorale Concert Bb Eb scale sheets Concert Bb Eb interval sheets Rhythm sheets 1,2,3,5 Have students play chorale parts on instrument Sing each part with each group Sing whole chorale in parts Run through individually with each section Play through during warm-up Introduce how to find downbeats in lecture Have students work in small groups Assessments class Scale sheet quiz Inclusion of at least one scale sheet on final exam class downbeat assignments Recorded solefege quizzes Inclusion in

2 Page 2 of 10 (quarter followed by 8 th ) Say rhythmic solfege for skill listed above Work with small groups individuals on marked papers recitation with without teacher of solfege final exam 3.11 Perform with expression technical accuracy a large of solo ensemble literature representing various genres, styles, cultural historical periods, with a level of difficulty of 4, on a scale of 1 to 6* 3.12 Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills Play individual parts on marching b December Play individual parts on marching b December Demonstrate proper dynamics balance within context of each piece show tunes sts tunes parade (military) tunes Chorale warmup Concert holiday piece(s) Concert serious piece(s) tunes Concert holiday Concert serious calss Playing quizzes games, parades, games, parades,

3 Page 3 of Improvise stylistically appropriate harmonizing parts Play guide-tone lines in warm-up Scale sheets Show what chord tones are for each chord in exercise class 5.12 Demonstrate an understing of how musical elements interact to create expressiveness in music 5.13 Demonstrate knowledge of the technical vocabulary of music Demonstrate proper dynamics balance within context of each piece Find examples of proper use of errors with listed elements Demonstrate proper dynamics balance within context of each piece tunes Concert holiday Concert serious tunes Concert holiday Concert serious part learning of part learning of games, parades, to of games, parades, to of

4 Page 4 of Listen to of extended length complexity with proper attention audience protocol march s Dec. of to s Attendance for entire 5.15 Analyze describe uses of the elements of music in a given work that make it unique, interesting, expressive march s of to 5.16 Demonstrate the ability to perceive, remember, describe in detail significant occurrences in a given aural example march s Dec. of to s Attendance for entire 5.17 Compare contrast ways in which compositional devices techniques are used in two or more examples of the same piece, genre, or style Define melody Define countermelody Define accompaniment Define harmony Recognize occurrences of each in Dec. of musical examples to s

5 Page 5 of Describe analyze examples of art forms that integrate practical functions with aesthetic concerns For example, students listen for similarities differences in work songs from various cultures. Recognize difference between pop music art music show music Concert serious music 8.6 ify works from the United States world cultures by genre, style, historical period; explain why the works exemplify a particular genre, style, or period Analyze compositional elements in Identify particular pop styles Identify march music Concert music reflections Concert B Unit: Spring (Apr. thru June) Essential Questions: What are tone quality, blend, intonation? How do they make our better? What is art music how is it enjoyable in its own right? Framework Stard Learning Objectives/ Content Outcomes Skills Resources Instructional Strategies Assessments

6 Page 6 of Sing music written in four parts, with without accompaniment Match pitch humming, then singing Sing major scale in unison Sing pitches in parts chorale Have students play chorale parts on instrument Sing each part with each group Sing whole chorale in parts Observation in class 2.11 Read sing at sight moderately difficult melodies, all intervals their inversions from unison through an octave, triads their inversions in arpeggiated form 2.12 In a choral/instrumental ensemble or class: sight-read, accurately expressively, music with a level of difficulty of 3, on a scale of 1 to 6* Demonstrate basic tonguing, slide, sticking technique in Bb Eb major Show where downbeats are in 4/4 in moderate duple subdivision to 16 th s on off the beat Show where downbeats are in 6/8 in moderate triple subdivision to 8 th s Show where downbeats are on moderate elongation in duple (dotted quarters followed by 8 th ) triple (quarter followed by 8 th ) Say rhythmic solfege for skill listed above Concert Bb Eb scale sheets Concert Ab F interval sheets Rhythm sheets 4,6,7,8 Rhythm scale sheets 1-8 Run through individually with each section Play through during warm-up Introduce how to find downbeats in lecture Have students work in small groups Work with small groups individuals on marked papers recitation with without teacher of solfege Scale sheet quiz Inclusion of at least one scale sheet on final exam Observation in class downbeat assignments Recorded solefege quizzes Playing quizzes on rhythm scales Inclusion in final exam

7 Page 7 of Perform with expression technical accuracy a large of solo ensemble literature representing various genres, styles, cultural historical periods, with a level of difficulty of 4, on a scale of 1 to 6* Play individual parts on April Define tone quality Chorale warm-up Concert serious piece(s) march, chorale-type, calss Playing quizzes games, parades, 3.12 Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills 4.11 Improvise stylistically appropriate harmonizing parts Play individual parts on marching b December Define blend Define intonation Manipulation of embouchure Listening for above elements Demonstrate proper dynamics balance within context of each piece Play guide-tone lines in warm-up Concert serious Scale sheets Show what chord tones are for each chord in exercise class 5.12 Demonstrate an understing of how musical elements interact to create expressiveness in music Define blend Define intonation Hear slight differences in pitch Demonstrate proper dynamics balance within context of each piece Concert serious to of

8 Page 8 of 10 Find examples of proper use of errors with listed elements 5.13 Demonstrate knowledge of the technical vocabulary of music 5.14 Listen to of extended length complexity with proper attention audience protocol Define blend Define intonation Hear slight differences in pitch Define tone quality Demonstrate proper dynamics balance within context of each piece Define blend Define intonation Define tone quality march Concert serious s April to of to s Attendance for entire

9 Page 9 of Analyze describe uses of the elements of music in a given work that make it unique, interesting, expressive Define blend Define intonation Define tone quality march s to 5.16 Demonstrate the ability to perceive, remember, describe in detail significant occurrences in a given aural example march s Dec. to s Attendance for entire 5.17 Compare contrast ways in which compositional devices techniques are used in two or more examples of the same piece, genre, or style Define melody Define countermelody Define accompaniment Define harmony Recognize occurrences of each in Dec. musical examples to s

10 Page 10 of Interpret the meanings of artistic works based on evidence from artists biographies, autobiographies, or videotaped or written interviews For example, students read about how composer Aaron Copl choreographer Martha Graham collaborated on the ballet, Appalachian Spring, report on their sources of inspiration for the music choreography. Know composer s history Know history of one piece Biographical blurb from Teaching Music Through Performance in B Various web/library resources as appropriate reflection 6.6 Describe analyze examples of art forms that integrate practical functions with aesthetic concerns For example, students listen for similarities differences in work songs from various cultures. Recognize difference between pop music art music Concert serious music reflection 8.6 ify works from the United States world cultures by genre, style, historical period; explain why the works exemplify a particular genre, style, or period Analyze compositional elements in Identify particular pop styles Identify march Concert music reflections