2 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 Rhythms Pg. 6 Key Signatures Pg. 7 Enharmonics Pg. 8 Major and Chromatic Scales Pg. 9 Circle of Fourths and Order of #/b Pg. 10 Intervals Pg. 11 Articulations Pg. 12 Phrasing Pg. 13 Proper Practice Techniques Pg. 14 Sound Waves and Tuning Pg. 15 Ensemble Balance Pg. 16 Balance, Blend, Intonation Pg. 17 Important Terms Pg
3 STAFF 1 In music, the staff is the set of 5 lines and 4 spaces where notes and rests are placed. It looks like the following: 5 lines 4 spaces CLEFS A clef is a symbol that is placed on the staff and it tells us what notes are on our lines or spaces. There are two clefs that we will deal with in band: the Treble Clef and the Bass Clef. The Treble Clef is also known as the G Clef because it shows us the position of G on the staff. Flutes, Oboes, Clarinets, Saxophones, Trumpets, Horns, and Percussion read treble clef. The Bass Clef is also known as the F Clef because it shows us the position of F on the staff. Bassoons, Trombones, Baritones/Euphoniums, Tubas, and Percussion read bass clef.
4 NOTE PLACEMENT ON THE STAFF 2 There are 7 letter names used in music. (A, B, C, D, E, F, and G) When going higher on the staff, we go forward in the alphabet. When going lower on the staff, we go backwards in the alphabet. When going higher and we reach G, we start back over with A and continue on. When going lower and we reach A, we start back with G and continue on. F G A B C D E F A B C D E F G A LEDGER LINES Ledger lines are additional lines added above or below the staff to extend the staff. Our note names continue to go alphabetical up or down with the ledger lines. Below are examples of reading notes on ledger lines in both clefs. E D C B F G A B G F E D A B C D
5 NOTE RELATIONSHIPS 3 The following chart shows the break down of note values. Example: two half notes equal one whole note. TIME SIGNATURES A time signature tells us two things: The top number tells us the number of beats in each measure. The bottom number tells us how many counts the whole note gets. 2 on bottom = 4 on bottom = 8 on bottom = = 2 = 4 = 8 = 1 = 2 = 4 = ½ = 1 = 2 = ¼ = ½ = 1 = 1/8 = ¼ = ½
6 TIES 4 A tie is a curved line that attaches 2 or more notes of the SAME pitch. Ties add note values together and are to be played as one unbroken note. Multiple examples of counting tied notes are given below (each example is treated as being in a time signature with a 4 on the bottom): The half note receives 2 beats. The quarter note receives 1 beat. 2 beats for the half note + 1 beat for the quarter note = 3 beats for the tied notes. The quarter note receives 1 beat. The eighth note receives ½ a beat. 1 beat for the quarter note + ½ a beat for the eighth note = 1 ½ beats for the tied notes. SLURS A slur is a curved line that attaches 2 or more notes of DIFFERENT pitch. The first note under a slur marking is to be tongued and all remaining notes should not be tongued. Tongued Not Tongued Tongued Not Tongued
7 DOTTED NOTES 5 A dot added after a note changes the note s value. A dot always ADDS HALF OF WHATS BEFORE IT. Multiple examples are given below (each example is treated as being in a time signature with a 4 on the bottom): The half note receives 2 beats. The dot ADDS half of 2 to the note. Half of 2 = 1 2 beats for the half note + 1 beat for the dot = 3 beats for the dotted half note. The quarter note receives 1 beat. The dot ADDS half of 1 to the note. Half of 1 = ½ 1 beat for the quarter note + ½ a beat for the dot = 1 ½ beats for the dotted quarter note. The eighth note receives ½ a beat. The dot ADDS half of ½ to the note. Half of ½ = ¼ ½ a beat for the eighth note + ¼ of a beat for the dot = ¾ of a beat for the dotted eighth note. DOUBLE DOTTED NOTES What happens if we have a note followed by 2 dots? The first dot ADDS half of the note value and the second dot ADDS half of the value of the first dot. An example is given below: The half note receives 2 beats. The first dot ADDS half of 2 to the note. Half of 2 = 1 The second dot ADDS half of the first dot. Half of 1 = ½ 2 beats for the half note + 1 beat for the first dot + ½ a beat for the second dot = 3 ½ beats for the double dotted half note.
8 COUNTING RHYTHMS 6 The following gives examples of how to count common rhythm patterns in time signatures with a 4 on the bottom. Time Signatures with a 4 on the bottom: e + a 1 + a 1 e + 1 e a a e 1 23
9 KEY SIGNATURES 7 A key signature is a set of sharps or flats at the beginning of a piece of music that tells us to play certain notes as sharp or flat all the way through the piece. The key signature is derived from the sharps or flats present in the major scale. Key signatures will never contain both sharps and flats at the same time! Example # 1: The first set of examples below show the B b major scale written without a key signature. There are two notes in the scale that are flat: B b, E b. The second set of examples, show the scale written using a key signature. The flat notes in the scale have now been moved over to the key signature. In the above examples, the same notes are played flat each time. Key signatures are read from left to right. The sharps and flats are ALWAYS put in the same order. The Order of Flats is: B E A D G C F The Order of Sharps is: F C G D A E B
10 ENHARMONICS 8 When we sharp (#) a note, we go higher on the keyboard. (Example C to C#) When we flat (b) a note, we go lower on the keyboard. (Example D to Db) Notice that both C# and Db are on the same key on the keyboard. These notes are called enharmonic. Enharmonic notes sound the same and are fingered the same, but are written different. There are several enharmonic notes that we see on a regular basis. You need to be familiar with all the enharmonic notes to be a proficient musician. The enharmonic notes are as follows: C#/Db E#/F A#/Bb D#/Eb F#/Gb B/Cb E/Fb G#/Ab B#/C
11 MAJOR and CHROMATIC SCALES 9 In music, a scale is a series of ascending (going up) and descending (going down) notes. There are many types of scales. The Major Scale and the Chromatic Scale are explained below. A major scale is based on a specific series of whole steps (W) and half steps (h). A chromatic scale is made up entirely of half steps. A whole step consists of two half steps. A half step is the distance between two adjacent keys on a keyboard. The distance between these two keys is a half step. Example: The distance between these two keys is a whole step. The following is an example of a major scale starting on C. The placement of whole steps (W) and half steps (h) are marked. W W h W W W h The following is an example of a chromatic scale starting on C. The scale contains only half steps. h h h h h h h
12 CIRCLE OF FOURTHS 10 ORDER OF FLATS B E A D G C F ORDER OF SHARPS F C G D A E B
13 INTERVALS 11 In music, the term interval refers to the distance between two notes. Each interval has a specific name. Those names are shown below and an explanation on how we find the name. In order to find an interval name, we must count all letter names involved between and including the letter names of the notes shown. Unison Involves 1 note name (both pitches are C) Second (2 nd ) Involves 2 note names (2 letter names C, D) Third (3 rd ) Involves 3 note names (3 letter names C, D, E) Fourth (4 th ) Involves 4 note names (4 letter names C, D, E, F) Fifth (5 th ) Involves 5 note names (5 letter names C, D, E, F, G) Sixth (6 th ) Involves 6 note names (6 letter names C, D, E, F, G, A) Seventh (7 th ) Involves 7 note names (7 letter names C, D, E, F, G, A, B) Octave (8 th ) Involves 8 note names (8 letter names C, D, E, F, G, A, B, C) We can continue to go higher by just continuing to count the letter names involved in each interval.
14 ARTICULATIONS 12 A clear understanding of articulations and how they are played is very important to create a good, uniformed ensemble sound. The following chart shows articulation types, written representations of the note, interpreted values of the note, visual representations of the note length, and a description of how each should be played. In the column for visual length of the note, each box is representative of 1 beat and the shaded area is the length the note should be played within that beat.
15 PHRASING 13 A phrase, in music, is a complete musical thought. Phrases are typically 4 or 8 measures long (but may be more or less depending on the music). Look at the following musical selection (Twinkle, Twinkle Little Star): This selection can be broken into 3 phrases, each 4 measures long. In order for our phrasing to be correct and to produce a complete musical thought, we must breathe ONLY at the end of the phrase or at breath marks provided by the composer. If we breathe in inappropriate places, our performance becomes segmented and choppy and does not make sense to the audience. To understand this concept, try singing Twinkle, Twinkle and taking breaths at random spots in the song. Then sing the song again, breathing the end of each phrase only. Breathing at appropriate places is only one part of musical phrasing. We must also play through the phrase in a musical way by emphasizing the high points, playing dynamics, articulations, etc. This concept will be covered in more detail as we perform our musical selections.
16 14 PRACTICE TECHNIQUES FOR TECHNICAL PATTERNS Proper practice techniques are EXTREMELY important to properly and quickly learn music. First, we need to define what a good practice session is supposed to encompass: 1. Warm-up Long tones, breathing exercises, lip slurs, register jumps, etc. (5 minutes) 2. Scales Practice scales daily to improve other aspects of playing. Work on accuracy and speed to improve technical passages. (5 minutes) 3. Music This should first include music that is NOT easy to play. Pull out the sections that need the most work and focus on those items. Then, for fun, play some of the things that you can already play before putting your instrument up. Spend more time on the hard things though!!! (15 minutes) 4. Sight-read Pick a song out of the book; find other sheet music, etc. and sight-read a piece you have never seen before. This will help with your ability to be more accurate the first time you see a new piece. Now that we have defined what a good practice should be, here are a few techniques that you can use to make your practicing more efficient. 1. When playing a technical passage such as this: a. Change the rhythm to longer note values to better attain the fingering pattern: b. Change the rhythm to the following patterns to allow the fingers to rest on certain notes longer to allow for muscle memory to develop: c. The following may also be done (if the above is not attainable immediately) to improve tonguing and muscle memory.
17 SOUND WAVES AND TUNING 15 Every pitch that we play produces a sound wave. Each high and low point on the wave is a single vibration. The number of vibrations per second depends on the pitch that we play and in what octave we play that pitch in. If we play the following: The pitch creates 440 vibrations per second. As the pitch gets higher, the vibrations increase. So, the same pitch one octave higher vibrates twice as fast (880 vibrations per second). As the pitch gets lower, the vibrations decrease. So, the same pitch one octave lower than the original example vibrates at half the speed (220 vibrations per second.) It is possible to play every pitch with the number of vibrations faster or slower than the desired outcome. If instruments in the group are playing pitches with different numbers of vibrations per second then the sound waves do not line up. When the sound waves do not line up properly, we are playing out of tune. When we are playing out of tune, you will hear beats (pulsing) in the sound between the instruments. We must make adjustments to our instruments to lengthen or shorten it so that the vibrations will be begin to line up and we can play in tune. Playing out of tune is displeasing to the ear and should be fixed immediately to allow for a top notch performance. An audience does not want to listen to an out of tune band. It is like listening to some one scrape their fingernails down a chalkboard.
18 ENSEMBLE BALANCE 16 In order for a band to sound its best, we must play with proper balance. The following diagram shows us how we should balance the ensemble. Remember, the instrument or instruments playing the melody are ALWAYS the most important and should be the most prominent. After making sure the melody is heard, the ensemble must then be balanced as follows:
19 BALANCE, BLEND, and INTONATION 17 If you hear yourself over the entire ensemble, then one or more of the following is the problem: 1. BALANCE: If you hear yourself above all others in your section or band, YOU are OVERPOWERING or OVERBLOWING. Make an adjustment to volume by playing softer. Lose your individual identity! 2. BLEND: If you still hear yourself and you made the volume adjustment in #1, then YOU are PLAYING WITH POOR TONE QUALITY. Make an adjustment with your embouchure, breath support, or posture. Poor tone quality will not blend with your section or band. Lose your individual identity! 3. INTONATION: If you still hear yourself and you made the adjustments in #1 and #2, then YOU are PLAYING OUT OF TUNE. Adjust the length of your instrument. Apply the 6 step beat less tuning procedure below. 1. As you play Concert F with the band, listen for the beats. Make an adjustment with the barrel, mouthpiece, or slide. Did the beats speed up or slow down? 2. If the beats are faster, you moved the barrel, mouthpiece or slide in the wrong direction. Move it in the opposite direction. 3. If the beats became slower, you are making the correct move. Continue in this direction until all beats are eliminated. 4. If you find yourself pinching your embouchure to eliminate beats, your instrument is too long, it must be shortened. 5. If you find yourself relaxing your embouchure to eliminate beats, your instrument is too short, it must be lengthened. 6. When you are playing the same pitch, without any unnecessary embouchure pressure or relaxation, and you are not able to identify any individual sound in your section, the you and your section are perfectly in tune and playing with proper balance and blen.
20 COMMON MUSICAL TERMS st & 2 nd Endings Play through the 1 st ending then play the repeated section of music, skipping the 1 st ending and playing the 2 nd ending. 2. Accent Articulation that means to emphasize the note and play ¾ of the written value. 3. Accelerando Gradually quicken the tempo. 4. Accidental Any sharp, flat or natural sign which appears in the music without being in the key signature. 5. Allegro - lively tempo. 6. Andante Slow, walking Tempo 7. Articulation How we tongue or not tongue a note. 8. A tempo Return to the original tempo. 9. Bar Lines vertical lines that divide the staff. 10. Beat the pulse of music. 11. Breath Mark Take a deep breath through your mouth. 12. Clef indicates the position of note names on a music staff. (Treble, Bass, etc.) 13. Coda closing section of a piece of music. 14. Consonance harmonious, pleasing to the ear. 15. Crescendo Gradually get louder. 16. Da Capo (D.C.) to the beginning. 17. Dal Segno (D.S.) to the sign. 18. Decrescendo Gradually get softer. 19. Diminuendo Gradually get softer. 20. Dissonance harsh, lack of harmony. Not pleasing to the ear. 21. Dot Adds half the value of the note to itself. 22. Double Bar indicates the end of a piece of music. 23. Duet A composition (piece of music) with two different parts being played or sung at the same time. 24. Dynamics Tell us how loud or soft to play. 25. Fermata Hold the note or rest longer than normal. 26. Fine (fee-nay) the end. 27. Flat - makes the note sound lower and remains in effect for the entire measure. 28. Forte play loud 29. Fortissimo play very loud 30. Harmony two or more notes played together. Each combination forms a chord. 31. Key Signature tells us which notes to play as sharp or flat throughout a piece of music. 32. Ledger Lines short lines above and below the staff. These lines extend the staff so that more notes can be played than just the notes on the staff. 33. Legato play smoothly. 34. Marcato Articulation that means to emphasize the note and play for ½ the written value. 35. Measure the space between two bar lines. 36. Melody the main theme or idea of the piece of music. 37. Mezzo Forte play medium loud. 38. Mezzo Piano play medium soft 39. Moderato Moderate tempo 40. Natural - cancels a flat or sharp and remains in effect for the entire measure. 41. Pianissimo play very soft 42. Piano play soft 43. Pick-up Notes One or more notes that come before the first full measure. The beats of Pick-up Notes are subtracted from the last measure. May also be called an anacrusis. 44. Rallentando Greatly slow the tempo. 45. Ritardando Gradually slow the tempo. 46. Sharp makes the note sound higher and remains in effect for the entire measure. 47. Slur Curved line connecting notes of different pitches. Indicates to the performer to not tongue the notes. 48. Soli entire section or group plays.
21 49. Solo one person plays. 50. Staccato play a note for ½ the written value. 51. Staff a set of 5 lines and 4 spaces where notes and rests are placed 52. Tempo the speed of music. 53. Tenuto Articulation that means to perform the note lightly and for full written value. 54. Tie A curved line connecting notes of the same pitch and indicates to the performer to add the connected note values together and play as one unbroken note. 55. Time Signature indicates how many beats per measure (top number) and how many beats the whole note receives. (bottom number) 56. Tuning - the act of raising and lowering a pitch of an instrument to produce the correct tone of a note. 57. Tutti everyone play. 19
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
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
! ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing: Ascending DO-RE DO-MI DO-SOL MI-SOL DO-FA DO-LA RE - FA DO-TI DO-DO LA, - DO SOL. - DO Descending RE-DO MI-DO
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
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,
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
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)
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
Unit: Instrument Care/Assembly Enduring Concept: Expression of Music Timeline: Trimester One Student will demonstrate proper care of instrument Why is it important to take care of your instrument? What
Table of Contents Lesson Page Material 1 Review of Level 3 4.1 4 Major Scales (Up to 4 flats/sharps) Key Signatures 4.2 13 Order of Sharps and Flats Naming Key Signatures 4.3 18 Compound Time (9/8; 12/8)
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
Fairfield Public Schools Music Department Curriculum Choral Skill Levels BOE APPROVED 5/22/2018 Blend and Balance Students will demonstrate the ability to listen to others while singing by adjusting volume
Name: Unit: Cadet Music Theory Workbook Level One Level One Dotted Notes and Rests 1. In Level Basic you studied the values of notes and rests. 2. There exists another sign of value. It is the dot placed
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.
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
You Want Me to Do What in 3 minutes? The Concert Band Sight Reading Experience Presented by Ms. Kelly Dorsey, Union County High School Mr. Ivan Wansley, Clinician/Conductor/Adjudicator January 14, 2016
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
Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts
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
High School Concert Band Curriculum Course Description: This year-long class is primarily a performance-oriented ensemble. Students gain membership in Concert Band through the audition of scales and prepared
High School Campus Band Curriculum Course Description: Campus Band is the entry level high school band and follows the Park Hill 8th Grade Band curriculum. This year-long class is designed for the wind
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
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,
201-201 Curriculum Guides Middle School Band Weld County School District 6 Learning Services 1025 9 th Avenue Greeley, CO 80631 970/348-6000 Acknowledgements Our sincere thanks to the following teachers
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
Content Area Course: Band Grade Level: Eighth Instrumental Music - Band R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles
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
Intermediate Midpoint Level 3 Questions 1-3: You will hear the rhythm 3 times. Identify which rhythm is clapped. 1. 2. 3. a. b. c. a. b. c. a. b. c. Questions 4-5: Your teacher will play a melody 3 times.
Instrumental Music III Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music III Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music III Instrumental
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
Power Benchmark 1: Singing, alone and with others, a varied repertoire of music. Begins ear training Continues ear training Continues ear training Rhythm syllables Outline triads Interval Interval names:
Macro Project #1 Dr. Kinney Music 4576 3/18/2013 Megan Adler TEACHERS GUIDE A Prehistoric Suite Composer: Paul Jennings Grade Level 1 A Prehistoric Suite Composer: Paul Jennings Grade Level 1 Unit Guide
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?
Instrumental Music II Fine Arts Curriculum Framework Strand: Skills and Techniques Content Standard 1: Students shall apply the essential skills and techniques to perform music. ST.1.IMII.1 Demonstrate
National Defence Défense nationale A-CR-CCP-166/PT-004 CADET MUSIC THEORY PROGRAM (ENGLISH) Cette publication est disponible en français sous le numéro A-CR-CCP-166/PT-005. Issued on Authority of the Chief
Reading Music Page 1 of 5 Learn To Sing Introduction to reading music Reading or understanding music is not difficult and anyone that has the ability to read the written word can learn to read music. We
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
Student Guide for SOLO-TUNED HARMONICA (Part II Chromatic) Presented by The Gateway Harmonica Club, Inc. St. Louis, Missouri To participate in the course Solo-Tuned Harmonica (Part II Chromatic), the student
Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Conductor Ontario Music Educators Association www.omea.on.ca GPS Task Student Evaluation Chart Band Performance
Instrumental Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music I Instrumental
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 II Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music II Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music II Instrumental
7th Grade Beginning Band Curriculum Course Description: Seventh Grade Beginning Band is the first full year in a six-year program designed to develop a student's musical abilities through a study of instrumental
Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform
Beverly Hills Instrumental Music Final Exam Study Guide Key Signatures Understand and apply the Key Signature Continuum #s: Good Dinner At Eight * Frank Cooks Good Dinner bs: Freaky Boys Eat Anything *
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.,
Section V: Technique Building V - 1 Understanding Transposition All instruments used in modern bands have evolved over hundreds of years. Even the youngest instruments, the saxophone and euphonium, are
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
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
Month/Unit: VOCAL TECHNIQUE Duration: year-long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching in a limited range within an interval
Trumpet, Cornet, Baritone Beginning Band Primer Part 1 by Mike Davies Trumpet, Cornet, Baritone: The Basics Putting Instrument Together: Step 1:! Open case right side up. Step 2:! Hold instrument in your
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
A. In the examples given, tell how many beats are in each bar. The top number indicates how many beats are in the bar (2 beats) other. The time signature is indicated at the beginning of a piece of music
APPENDIX DIRECTIONS FOR PERFORMANCE B MUSICAL ABBREVIATIONS Divided Notes. A stroke through the stem of a note is used to divide that note into equal lesser values on the pitch or pitches given. written
Page 4 Lesson Plan Exercises 14 19 Score Pages 50 63 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and
The Elements of Music Music Music has been an important part of humankind since the beginning of recorded history. Today, music is important in ways that were unimaginable during earlier times. It plays
The Basics of Reading Music by Kevin Meixner Introduction To better understand how to read music, maybe it is best to first ask ourselves: What is music exactly? Well, according to the 1976 edition (okay
Flute Beginning Band Primer Part 1 1 by Mike Davies Flute: The Basics Putting Instrument Together: Step 1: q Open case right side up. Step 2: q Put head joint into middle joint with a gentle twisting motion.
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
Grade Level: 10-12 Course #: 4168 Length: Full Year Credits: Two Diploma: Core 40, Academic Honors Prerequisite: Beginning Concert Band COURSE DESCRIPTION: Intermediate Concert Band This is an intermediate
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
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
Month/Unit: VOCAL TECHNIQUE Duration: Year-Long 9.2.5 Posture Correct sitting posture for singing Correct standing posture for singing Pitch Matching Pitch matching within an interval through of an octave
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%.
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
Alto Sax Beginning Band Primer Part 1 by Mike Davies Alto Saxophone: The Basics Putting Instrument Together: Step 1:! Open case right side up.! put thin end of reed into your mouth to moisten the reed.!
WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study 8th GRADE STRING ORCHESTRA School... Intermediate School Department... Visual and Performing Arts Length of Course...
Beginning Piano Pitch- In music, pitch refers to the frequency of sound. Pitch is perceived as the highness or lowness of sound. Pitch names- There are many systems for naming pitches. Solfeggio is the
The Elements of Music Music -Music has been an important part of the activities of humankind since the beginning of recorded history. -Today, music is important in ways that were unimaginable during earlier
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.
Music Strands of Progression Strand A: Year One Year Two Year Three Through participation, become familiar with some basic elements of music rhythm, melody, harmony, form, timbre, etc.). Recognise a steady
National Défense Defence nationale CANADIAN CADET ORGANIZATIONS MILITARY BAND MUSIC PROFICIENCY LEVELS QUALIFICATION STANDARD (ENGLISH) Cette publication est disponible en français sous le numéro A-CR-CCP-910/PG-002.
GRATTON, Hector CHANSON ECOSSAISE Instrumentation: Violin, piano Duration: 2'30" Publisher: Berandol Music Level: Difficult Musical Characteristics: This piece features a lyrical melodic line. The feeling
Trombone Warm-Up Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!! In band, nothing is more important than playing with a beautiful sound. 1. Buzz! (2-3 minutes): start
GMTA AUDITIONS INFORMATION & REQUIREMENTS Theory Forward The Georgia Music Teachers Association auditions are dedicated to providing recognition for outstanding achievement in music theory. GMTA Auditions
DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music
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
Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to