Township of Ocean School District. Instrumental Music Curriculum Grades 5-8

Transcription

1 Township of Ocean School District Instrumental Music Curriculum Grades 5-8

2 MUSIC DEPARTMENT INSTRUMENTAL TOWNSHIP OF OCEAN INTERMEDIATE SCHOOL COURSE TIMELINE FOR: 5 TH GRADE MP 1 Scheduling of Lessons Distribution of Instruments Producing a Sound Adding the Tongue Putting the instrument together/first pitch Lesson 1 First notes per book/ Whole note Lesson 2 Same pitches/ Half notes MP 2 Lesson 4 Review of 5 pitches, 3 rhythms. Check tonguing. M P 3 Lesson 5 Same notes/rhythms 2/4 time Ties Lesson 6 New note per book 2 pt playing Lesson 7 New note per book Check breathing Lesson 8 Review of all previous concepts Test for group realignment Lesson 9 New note per book Pick-up notes Lesson 10 ¾ time Dotted half notes Slurs Lesson 3 New note per book/ Quarter notes Lesson 11 New note per book End of semester assessment Lesson 12, 13 Eighth notes Begin preparing concert music Lesson 14 New note per book Continue eighth notes/rests Lesson 15 Extension of range for all instruments Add several new notes per book M P Unit 4: Concert music preparation within lessons and after-school Concerts Unit 5: Next year instrument demonstrations All lessons have the flexibility to be increased or decreased based on class pace. 2

3 OCEAN TOWNSHIP INTERMEDIATE SCHOOL: CURRICULUM GUIDE 5 th Grade Instrumental Music Unit I Scheduling, Instrument Distribution, Sound production Time Frame Mid-Sept. to mid- October UNIT DESCRIPTION: Students will be scheduled into homogenous groups of instruments according to the sign-ups from the spring. The group size will contain 4 8 students. Students will receive a one period lesson per week with the periods determined by the music teacher and administrator, according to the master schedule. Objectives Week #1 Distribution of Instruments 1) At the first lesson the teacher will distribute the instrument chosen by the student. The serial number of each instrument should be logged for future reference. 2) The student will be shown how to open the instrument case properly so that the instrument will not be harmed Week # 2- Tone Production Only use of the mouthpiece 1) Flute Students will feel the edge of their bottom lip, then the rim of the mouthpiece. Place the edge of the lip at the rim of the mouthpiece. Blow across the hole, like blowing into a soda bottle. A sound should be achieved. 2) Clarinet/Saxophone Students will put the reed in their mouth while the teacher shows them the parts of the mouthpiece. When the reed is sufficiently wet the student will be shown how to put the reed on. Do this at least twice. Then place the reed on the tongue, lower the teeth to the top of the mouthpiece, drop the mouthpiece to the chin, say ee then ew then blow. 3) Brass (trumpets, trombones, baritones, French horns) Demonstrate buzzing. Make the raspberry sound then tighten your lips. This is a buzz. Show students how to buzz then have them do it. Don t move to the mouthpiece until all students can buzz without it. When the students can do this then put mouthpiece to mouth, buzz. Try to buzz high, medium, low pitches. 4) Percussion Students will learn how to hold the sticks properly. Place sticks across the palm, turn wrist over grasping the sticks between the first finger and thumb, wrists flat. Show students how to lift the wrist to hit the drum. 5) End of this lesson Students should leave this lesson being able to produce a sound on their respective instruments. Students should NOT attempt to put the instrument together yet. Students should be instructed to practice producing a sound at least 10 minutes per day. A practice record should be given to each student to be signed at the end of the week by the parent. Week # 3/4 Sound production with the tongue 1) Each student should produce a sound on his or her respective instrument. Teacher should make any correction or change for success. 2) After each wind student can produce a basic sound on their instrument the use of the tongue to produce that sound should be introduced. a. Flutes the tongue starts at the spot where the roof of the mouth meets the top of the teeth. Say the word too. The tongue should pull down and push the air. The student should do this several times without the mouthpiece. After this concept is achieved, the mouthpiece should be put in place and the tone should be produced Materials/Suggested Activities/Assessment Techniques Instrument of choice Assessment Teacher observation Assessment Teacher observation of each student producing a sound. Assessment- Signed practice record. Chart of minutes kept by the teacher. Materials Board or large chart with the Core Curriculum Content Standard B B B B B.4 3

4 using the tongue. b. Clarinets/Saxophones Students should first put their finger on the tip of the reed and pull back. This shows the action of the tongue in their mouth. Now place the tongue on the reed and pull back, saying the word too. Speak this several times, then take away the sound and just blow while pulling back the tongue. Repeat until all have the tonguing concept. c. All brass Place the tongue behind the teeth, and pull back while blowing air. Put the mouthpiece in place, put tongue where the teeth were, pull back and blow, making the too sound. 3) All wind students should now be introduced to the rhythmic value of the whole note. This should be done with a whole note on a chart or on the board. No specific note is performed. A 4 beat pulse (too-oo-oo-oo) should be demonstrated, using the tongue to start the sound. Students should produce a whole note on their mouthpiece. Students should practice a whole note for the week and can experiment with changing the pitch on the mouthpiece. 4) Drummers The rhythmic value of a quarter note should be introduced and the repetition of 4- quarter notes in tempo should be practiced. A written worksheet should be utilized. whole note written on it. Written worksheet of quarter notes and quarter rests for the drummers. Assessment Teacher observation. 4

5 Unit 2 Assembling Instrument, Proper playing position, Introduction of Note Reading Time Frame 4 weeks Objectives Week # 5 Putting the Instrument Together/Holding 1) Review tone production, tonguing and a whole note. Have each student demonstrate starting the sound with the tongue. 2) Put the instrument together. Show the proper way to put the instrument to together, naming each instrument part. Have students put the instrument together and take apart at least 2 times before going on. 3) Show proper way to hold the instrument and playing position. 4) Play a whole note on the full instrument. 5) Introduce a written pitch on the staff to each instrument using a chart. a. Flutes 3 rd line B b. Clarinets 2 nd space G c. Saxophones 3 rd line B d. Treble clef brass 2 nd line G e. Bass clef brass 4 th line F 6) Percussion should continue with a written worksheet on quarter notes and quarter rests, concentrating on keeping the notes in tempo and reinforcing the proper hand position and technique. Week # 6 Introduction of Lesson Book/Note Reading 1) Put instruments together, show proper playing position, play a whole note producing the sound with your tongue and demonstrating proper playing position. 2) Review/teach the musical symbols of 4/4, staff, clef sign, measure and bar line to begin note reading. 3) Introduce the pitch Concert D, C and Bb to all instruments except the flutes. Play these pitches as whole notes with good tone and tonguing. 4) Identify, count and play whole notes and rests. 5) Flutes Continue with pre lesson of B, A and G while counting whole notes and rests. 6) Percussion Continue with quarter notes and rests now in lesson one. 7) Practice Lesson 1 for the week, minimum of 15 minutes per day, filling in practice sheets. Week # 7 Lesson 2 Half notes 1) Review proper playing position, whole notes, rests and musical symbols. 2) Play several lines from Lesson 1 3) Identify, count and play half notes and half rests. 4) Play whole and half note rhythms together. 5) Begin to address when to breathe and how many notes on one breath. 6) Practice remainder of Lesson 2. Week # 8 Lesson 3 Quarter notes Materials/Suggested Activities/Assessment Techniques Materials Charts with notes for wind instruments. Sheet music for drummers. Assessment Student demonstration of playing with teacher observation and verbal correction of any problems. Suggested Lesson Book is the Ed Sueta Method. There are 3 sequential books, which can be used through the end of 7 th grade to learn all musical concepts for playing. This method has supplemental accompaniment tapes, large group band arrangements for beginning concepts, and supplemental small group arrangements for advanced players. Assessment Teacher observation of playing position, then play as a class. If necessary students will play individually. Materials Lesson Book, Lesson 1. Assessment- Teacher listening, practice record. Portfolio- Chart of exercises/songs in book. Teacher checks off students completion of the exercise and assesses the performance. Materials Lesson Book, Lesson 2 Assessment Teacher listening, both group and individually, practice record, portfolio. Materials Lesson Book, Lesson 3 Assessment Teacher listening, both Core Curriculum 5 Standards B B B B B.4

6 1) Review several lines from Lesson 2. Continue reinforcing proper playing position, tonguing and breathing. 2) Identify, count and play quarter notes and quarter rests. 3) Introduce the pitch Concert F. 4) Flutes Begin Lesson 1 with Concert D and Eb. 5) Drummers Identify, count and play eighth notes. 6) All wind instruments should now know 5 notes. 7) Concepts of a musical phrase 4 notes strung together on one breath and playing at least 2 whole notes together should be reinforced. Week # 9 Lesson 4 Review of Whole, half and quarter notes 1) Review of 5 pitches Concert Bb, C, D, Eb & F 2) Review of 3 rhythms whole, half and quarter notes and rests. 3) Reinforce tonguing, proper breathing and musical phrases 4) Introduce two part playing and harmony. 5) Drummers continue with combinations of quarters and eighths. group and individually, practice record, portfolio. Materials Lesson Book, Lesson 4 Assessment Teacher listening, both group and individually, practice record, portfolio. 6

7 Unit 3 Command the Instrument Time Frame December-May UNIT DESCRIPTION: During this time the students will begin to play their instruments. Ideally each lesson is one week with students learning the new concept, practicing it or the week, reviewing and moving on to the next concept the next week. Some students will move faster than others, depending on the amount of practice. Lesson groups might need to be reassessed to put the faster students together and to offer the slower students extra time on concepts. Lesson 5 1) Play in 2/4 time 2) Identify 1 st and 2 nd endings 3) Introduce the tie. Objectives Lesson 6 1) Learn the concert pitch of A. Continue reinforcing the proper hand and playing position, the concept of tonguing and proper breathing and phrasing. 2) Play in 2/3 part harmony. 3) Define and play using the repeat previous measure symbol. 4) Percussion Learn the rudiment of a flam. Lesson 7 1) Learn the concert pitch of G with good tone and tonguing. 2) Define and play solo and tutti. 3) Define and play the accent articulation. 4) Play 2 measures on one breath. 5) Percussion- Learn the multiple bounce buzz roll. Lesson 8 Reinforcement lesson of all previous concepts. A good week for testing. Teacher can use this week to have long tone contests, use an accompaniment tape or just have some fun with the music. Lesson 9 1) Learn the concert pitch of Ab (high) and play with good tone and tonguing. 2) Count and play a pick-up note. 3) Percussion Play the rudiment of a flam tap, multiple bounce eighth notes. Materials/Suggested Activities/Assessment Techniques Materials Lesson Books Accompaniment Tapes Musical arrangements Activities Use of computer programs to reinforce music reading (notes) and rhythmic counting. Additional music for students slower learning the concepts. Assessment Group playing Individual playing Practice record Portfolio Core Curriculum Standards B B B B B B.4 Lesson 10 1) Define and play in ¾ time signature 2) Identify, count and play dotted half notes. 3) Identify and play slurs. 4) Percussion Identify and play a single eighth note, introduce double bounces. Lesson 11 1) Learn the concert pitch of E and play with good tone and tonguing. 2) Identify and play the articulation of staccato. 3) Identify the dynamic markings of mp, mf and f. 7

8 4) Percussion Play rudiment of single paradiddle. Lesson 12, 13 1) Identify, count and play eighth notes, both same and different. 2) Percussion Identify, count and play sixteenth notes. 3) Identify and play the symbols of crescendo and descrendo. Lesson 14 1) Learn the concert pitch of low Ab with good tone and tonguing. 2) Identify and play an accidental within the piece, not in the key signature. 3) Continue to reinforce breathing and phrasing, attempting to play 3 measures on one breath. 4) Reinforce the different articulations of slurring and staccato. 5) Identify and play the symbol of a fermata. Lesson 15 1) Extension of range for each individual instruments a. Flutes Low E and D b. Clarinets Low A and G c. Saxophones Low E and D d. Trumpets High B and C e. Low Brass High A and Bb 2) Identify, count and play an individual eighth note. 8

9 Unit 4 Playing in a band and Concert Performance Time Frame May/June UNIT DESCRIPTION: Using band arrangements, the students will come together as a large group to perform the concepts they learned in their individual lesson groups. By mid-year students are able to play from their lesson books as a band. This large group experience should begin as soon as scheduling allows. Objectives Materials/Suggested Activities/Assessment Techniques Core Curriculum Standards Concert Preparation 1) Students should begin to be introduced to their concert music after the winter break in January. After the spring break students should begin to work seriously on this music, at least the last 10 minutes of every lesson. 2) After-school band to begin preparing for the concert should start in February/March after the students have had sufficient exposure to some of the pieces. 3) A sectional should be held for each instrument section once after school during April and May. 4) Several in-school rehearsals should be held before the concert to insure that the band plays with all students several times and in the concert setting. Concert 1) Students will play an extended piece of music, at least measures. 2) Students will play in 2 or 3 part harmony as a group, meaning, all students will play the same rhythm, but different notes, forming harmony. 3) Students will play harmony using counterpoint, meaning, different sections will play a different rhythm against another section, or sections will enter at different times. 4) Students will learn to make entrances after counting several measures rest. 5) Students will play musically, paying attention to good tone, phrasing, breathing and articulation. 6) Students will work together as a group to produces a piece of music. Materials Band arrangements of music either purchased or done by teacher. Assessment Public performance in the day for students and in the evening for family and friends B B B B B.4 9

10 Unit 5 Instrument demonstration for new students Time Frame June UNIT DESCRIPTION: Recruitment of new students for the instrumental program is done through instrument demonstrations at each elementary school for Grade 4. Objective Demonstration 1) The music teacher will take one student on each instrument to each elementary school, Wayside, Dow Ave, and Wanamassa during the month of June. These students will be proficient enough to play a song that will interest the 4 th graders in playing an instrument. 2) Students from the 6 th, 7 th or 8 th grade can be used to demonstrate the instruments if 5 th grade students are not available. 3) Rental forms for the instruments will be given to interested students at each elementary school. The parents will send in rental forms to Garden State Music, Toms River, NJ over the summer so the instrument the student wants to play will be delivered in September. 4) Drummers It is suggested that a lottery be done for students who want to play the drums. A letter should be sent to all interested drummers saying that they can sign up for drums, but need to chose a second instrument. A lottery will be held to choose the 10 students to learn drums. The others will be given their second choice. 5) Lesson groups for September will be based on these sign-ups. Materials/Suggested Activities/Assessment Techniques Materials- A favorite musical piece that the student can play well to interest the 4 th Core Curriculum Standards B B B.4 10

11 MUSIC DEPARTMENT GRADEINSTRUMENTAL TOWNSHIP OF OCEAN INTERMEDIATE SCHOOL COURSE TIMELINE FOR: 6 TH MP 1 MP 2 Add another concert piece Dotted eighth and sixteenth note rhythm Testing of all students for level of playing ability Review of whole, half, quarter, eighth notes and rests Review of note reading and musical skills New note- Concert Db Sixteenth notes Concert Bb Scale Single eighth note/rest Begin band music Review ties Combo eighth and 2 sixteenths Extend range per instrument Combo 2 sixteenths and eighth Concert Eb Scale 3 sixteenth note rhythms Concert F Scale Syncopation All concert pieces are given out by this time Clarinets begin high register 6/8 time Begin Chromatic Scale 3/8 time Concert Ab Scale Cut-time Testing of Concert Bb scale; sixteenth note rhythms Concert Band music preparation for all musical aspects. Correct notes and rhythms. Balance, blend, dynamics, articulation, intonation. Warm-up with a scale or rhythm from previous lessons. Concert during the 20 th week MP 3 Move into Foundations of Superior Performance for Warm-ups and Technique exercises. Continue chromatic scales and range extension. Begin spring band music. Daily warm-ups in technique, tone, and rhythms. Wacky Wednesday student conducting Working notes, rhythms, phrasing, articulation and tempi on spring band music MP 4 Daily warm-ups. Second phase of concert preparation make music! Graduation music preparation. Phrasing, balance, blend, intonation, and dynamics. Testing of students still playing wrong notes and rhythms. Concert and Festival performance 3 rd week of May. Since classes are mixed instrumentation and grade level they will progress according to the needs and weakness of those students. 11

12 INSTRUMENTAL MUSIC CURRICULUM MAP GRADE 6 Month Content Key Concepts and Skills September Review of skills and concepts learned in 5 th grade 1. Rhythm: Student should be able to read, clap and play whole, half, quarter and eighth notes and rests. 2. Written notation (Wind players): Students should be able to read and play from concert low Concert Bb to High Concert Bb (one octave) and the accidentals of Concert E and Ab on their respective instruments in either the treble or bass clef. Drummers, in addition to rhythms mentioned above, should be able to demonstrate flams, flam taps and buzz rolls. 3. Musical skills: Students should be able to start the tone with their tongue and play 2 measures in 4/4 time in one breath. At least 4 notes should be able to be played melodically. Assessment 1. Individual playing tests. 2. Rhythmic clapping exercises. 3. Note reading cards. 4. Written worksheets for note reading and rhythmic counting. 5. Technology: Use of computer programs to reinforce basic musical skills such as note reading and basic rhythm counting. Music Ace II will provide beginning to advance level skill building activities in these areas, as well as games students can play against each other and test teachers can check to see if the students have reached a proficient level on each skill B B B.4 Standards 12

13 INSTRUMENTAL MUSIC CURRICULUM MAP GRADE 6 Month Content Key Concepts and October/November Level 2 Instrument playing skills- Ed Sueta Book 2 Band music for winter concert Grade 1 11/2 Skills 1. Read and play in good tone Concert Db. 2. Read, clap and play dotted quarters and eighth notes. 3. Read, clap and play 4 sixteenth notes. 4. Read, clap and play single eighth notes and rests. 5. Read, clap and play sixteenth notes combos of an eighth and 2 sixteenths and 2 sixteenths and an eighth note. 6. Extend range of instrument: Flutes low F-high C Clarinets low A-mid.Bb Sax- low E-high G Tpts low G high D Trbs-low Ab high Bb Perc. - 5 & 9 stroke rolls 7. All instruments Play the Concert Bb scale and Concert Ab scale. 8. Add concepts of dynamics, and articulations of staccato, legato and tenuto. 9. All instruments will learn how to play independent parts through band music. Assessment 1. Group playing- full and sectional. 2. Bi-weekly individual playing tests documented in a playing portfolio. 3. Clapping exercises 4. Written worksheets for note reading and rhythmic counting. 5. Technology program Music Ace II using activities, games and tests for note reading and rhythmic counting B B B B.1 Standards 13

14 INSTRUMENTAL MUSIC CURRICULUM MAP GRADE 6 Month Content Key Concepts and Skills December-January Level 2 Instrument playing skills- Ed Sueta Book 2 Band music for winter concert Grade 1 11/2 Concert will consist of 4 pieces of the above grade level (second year-advanced beginner). Each piece will offer a variety of musical concepts including different tempi, styles, time periods and articulations. 1. Read, clap and play dotted eighth and sixteenth. 2. Read and play in cut time and 6/8 and 3/8 time. 3. Read and play syncopation. 4. Read and play triplets. 5. Extend ranges: Flutes lowd-higheb Clarinets-lowE-highBb Sax-lowC-high A Tpts-lowG-highF Trbs-lowG-high C Percussion- 7,1113 stroke rolls, ruffs. 6. Read and play concert Eb and F scales. 7. Clarinets Go over the break to high notes B-G. 8. Take band music to musical level- playing with good tone, tonguing, phrasing, dynamics and different tempi. Assessment 1. Group playing- full and sectional. 2. Bi-weekly individual playing tests documented in a playing portfolio. 3. Clapping exercises 4. Written worksheets for note reading and rhythmic counting. 5. Computer activities will move to the level at which students are playing, reinforcing and testing the new rhythms, notes and musical concepts as well as reinforcing old ones B B B.4 Standards 14

15 INSTRUMENTAL MUSIC CURRICULUM MAP GRADE 6 Month Content Key Concepts and Skills February-June Level 3 Instrument Playing Foundations of Superior Performance: Warm-up and Technique for Band. Band music for spring concert Grades 2, 2 1/2 and 3 level music. Concert will consist of 8 pieces of the above grade level (intermediate and low high school level music). Each piece will offer a variety of musical concepts including different tempos, styles, time periods and articulations. 1. Full one octave chromatic scale for all instruments. Some instruments will encompass 1 ½ octaves. 2. Clarinets regular playing in both the low and high octaves up to high A. 3. Flutes extend range to low C and high F. 4. Saxophones extend range to high D. 5. Trombones extend range to low B natural. 6. Additional instruments of French horns, oboes, bassoons, etc. will progress according to the range of the instruments. 7. Work in keys of concert Bb, F, G, Eb and Ab. Students will play the major scale, and exercises in 3rds and steps in these keys. 8. Students will read and play in 4/4, 2/4, ¾, 6/8, 3/8, 12/8, and alla breve time signatures. 9. Students will play the rhythms of whole, half, quarter, eighth, sixteenth notes and their combinations, syncopation and triplets on and off the beat. 10. Students will play the articulations of legato, staccato, tenuto, accent, and marcato. 11. Students will play in all Assessment 1. Group playing- full and sectional. 2. Individual playing tests documented in a playing portfolio. 3. Performance for peers and family and friends. This assessment does not affect the students grade or overall performance evaluation, the praise or criticism is needed for continued interest and progress in this area. 4. Adjudication at a festival by judges in the instrumental music field that will result in scores given for the skills listed at the left and an overall rating of their playing. This assessment does not affect the students directly but assesses the work that students have done by an outside source in this field B B B B B B.4 Standards 15

16 dynamic levels from ppp-fff including fp, crescendos and decresencos. 12. Students will play in all tempi from largo to vivace. 13. Students will learn the concepts of blending within their section and balancing their part within the whole band. 14. Students will learn to count extensive rests and make their entrances on time and in tempo after these rests. 16

17 MUSIC DEPARTMENT COURSE TIMELINE FOR: 7 th & 8 th GRADE INSTRUMENTAL TOWNSHIP OF OCEAN INTERMEDIATE SCHOOL MP 1 Getting back-in-the-saddle! Assess class level. Review all notes and rhythms. Begin an easy band piece. Review Keys of concert F, Bb, Eb, Ab, G and chromatic using Foundations of Superior Performance: Warm-up and Technique for Band Review and strengthen rhythmic reading with Sueta rhythm charts. Working notes and rhythms on at least 6 band pieces for winter concert. End of the marking period testing for progress. MP Add Key of concert Db to warm-up work. Continue working band music for notes and rhythms and add articulations and tempi. All 8 pieces for the concert should be in the folders. MP 3 Assimilate new students into classes with review. Begin work on Seasonal music. 14 th week 2 days 15 th week- 3 days 16 th week- Every day plus performance. Concert Band music preparation for all musical aspects. Correct notes and rhythms. Balance, blend, dynamics, articulation, intonation. Warm-up with a scale or rhythm from previous lessons. Concert during the 19 th week Begin work on spring concert music- notes and rhythms. Work in new keys in warm-up book concert C and D. Continue to work rhythm as needed from music. Prepare for new semester of students. Daily warm-ups in technique, tone, and rhythms. Wacky Wednesday in March - student conducting Working notes, rhythms, phrasing, articulation and tempi on spring band music. MP Daily warm-ups. Second phase of concert preparation make music! Phrasing, balance, blend, intonation, and dynamics. Testing of students still playing wrong notes and rhythms. Concert and Festival performance 3 rd week of May. Graduation music preparation. Since classes are mixed instrumentation and grade level, they will progress according to the needs and weakness of the students. 17

18 INSTRUMENTAL MUSIC CURRICULUM MAP GRADES 7 & 8 Month Content Key Concepts and Skills Assessment Standards September Music for band that is at the intermediate level which includes method books at level 3 or above and band music at grade 2 or above. 1. Scales in the Key of Concert F, Bb, and Eb. 2. Students will be able to play the above scales proficiently. 3. Rhythmic figures that include whole, half, quarter, eighth, sixteenth, dotted quarter and eighth and sixteenth note and rest combinations. 4. Students will be able to clap, read and play the above rhythm combinations. 1. Individual playing tests. 2. Rhythmic clapping exercises. 3. Note reading cards. 4. Written worksheets for note reading and rhythmic counting. 5. Group playing. 6. Technology: Use of computer programs to reinforce basic musical skills such as note reading and basic rhythm counting. Music Ace II will provide beginning to advance level skill building activities in these areas, as well as games students can play against each other and test teachers can check to see if the students have reached a proficient level on each skill B B B B B B.4 18

19 INSTRUMENTAL MUSIC CURRICULUM MAP GRADES 7 & 8 Month Content Key Concepts and Skills Assessment Standards October-June Music for band that is at the intermediate level which includes method books at level 3 or above and band music at grade 2 ½ or above. 1. Scales and exercises in the Key of Concert Ab, Db and G. 2. Students will be able to play through the above scale with some proficiency by the end of the semester. 3. Rhythmic figures that include syncopation, on and off the beat entrances of eighth and sixteenth notes, and quarter note, eighth note and sixteenth note triplets. 4. Students will be able to clap, read and play the above rhythmic figures. 5. Percussion students will play all of the above rhythms and achieve proficiency on 5, 7, and 9 stroke rolls, flams, flam taps, and ruffs, and a sustained closed roll of 8 beats or more. 6. Students will play in the time signatures of 2/4, ¾, 4/4, 3/8, 6/8, 9/8, 12/8 and 2/2. 7. Students will understand and play all dynamic levels from pppffff and demonstrate crescendos, decrescendos and forte-pianos. 8. Students will understand and be proficient in the articulations of staccato, accent, marcato and tenuto and play in the style of legato. 9. Students should be able to play 4 measures or longer of a legato phrase on one breath. 10. Students will understand and play in the all-musical styles, including all types of jazz. 1. Individual playing tests. 2. Rhythmic clapping exercises. 3. Note reading cards. 4. Written worksheets for note reading and rhythmic counting. 5. Group playing. 6. Technology: Using such programs as Music Ace II and Band In A Box students who have mastered the music reading and rhythm counting exercises can begin to explore other areas of music such as music theory, improvisation, composing and arranging, in their simplest forms. This technology aspect should be utilized when students in the class have fallen behind and need additional support on their music skills or when students have moved ahead of the class on learning their music and then can explore areas of music that have interest to them. Breaking the class up into stations like this can allow for differentiated instruction for all levels of learning. 7. May - Performance for peers and family and friends. This assessment does not affect the students grade or overall performance evaluation, the praise or criticism is needed for continued interest and progress in this area. 8. May - Adjudication at a festival by judges in the instrumental music field that will result in scores given for the skills listed at the left and an overall rating of their playing. This assessment does not affect the students directly but assesses the work that students have done by an outside source in this field B B B B B B.4 19

20 11. Students will play all genres of music and music from many different time periods, including concert and contest pieces, AB, ABA, and rondo form, overtures, orchestral transcriptions, marches, pop, and folk music. 12. Students will learn to work as a group to achieve the ultimate goal of making a piece of music. 13. Students can explore through technology-based instruction, basic music theory (key signatures, intervals, and triads), composition, improvisation and arranging. 20