PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Band - Grade Six

Size: px

Start display at page:

Download "PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Band - Grade Six"

Juniper Rose
6 years ago
Views:

1 Throughout the year students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. TEKS/SE 6.1 THE STUDENT DESCRIBES & ANALYZES MUSICAL SOUND & (a) Individually demonstrate characteristic vocal or instrumental timbre; TAKS Objective Strand/Theme Strategy The student will utilize a verbal counting system to identify basic rhythms. 6.1 THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND (a) individually demonstrate characteristic vocal or instrumental timbre; Students will be able to differentiate between clear sound and those that are nasal or altered with extraneous noise. Students will be able to identify what physical problems cause incorrect sounds and what steps to take to correct those inaccuracies. 6.1 THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND (a) individually demonstrate characteristic vocal or instrumental timbre; produce a clear, resonant or even sound free of extraneous noise on the mouthpiece and instrument 6.1 THE STUDENT DESCRIBES & ANALYZES MUSICAL SOUND & (b) Use standard terminology in explaining intervals, music notation, musical instruments or voices and musical ; and Objectives 1 & 2 The student is expected to identify: whole-notes, halfnotes, quarter-notes, eighth-notes, bar-lines, treble & bass clefs with corresponding notes, flats, sharps and other musical terms, then demonstrate ability to utilize these terms. Grade 6 - Band Page 1

2 Math Objective THE STUDENT DESCRIBES & ANALYZES MUSICAL SOUND & (b) Use standard terminology in explaining intervals, music notation, musical instruments or voices and musical ; and The student will identify and utilize: various time signatures, understand the function of and be able to define note relationships in regard to those specific time signatures. In addition, the student will understand and subdivision of beat and its relationship to fractions. 6.1 THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND (c) Identify music forms presented aurally and through music notation. The student will identify simple forms (AB, ABA, Theme and Variation) on unison line tunes and simple solos. (a) Perform independently, with accurate fundamental skills and basic The student will demonstrate proper posture, hand position, and breathing technique when playing instruments. Students on wind instruments will demonstrate smooth steady air while keeping body relaxed. Students of percussion will demonstrate smooth, relaxed arm-wristhand motion as it relates to battery and mallet. AN INSTRUMENT, IDIVIDUALLY & IN fundamental skills and basic Objectives 1 & 2 perform simple melodic lines with technical accuracy, steady tempo, characteristic tone quality and centered, resonant sound in at least the keys of B-flat, E-flat, A-flat, F, andc. Grade 6 - Band Page 2

3 fundamental skills and basic The student will perform at least 7 major scales in the concert keys of B-flat, E- flat, A-flat, D-flat, G, C, F. Students should be given the incentive and opportunity to perform these by memory. Students should demonstrate a clear, resonant sound maintaining an even consistent sound, articulation and pulse throughout all ranges of the scale. fundamental skills and basic The percussion student will and perform at least the following rudiments on snare: flam, flam-tap, 5- stroke role, 7-stroke role, 9- stroke role, paradiddle, flamadiddle, and flam accent #1. fundamental skills and basic aurally distinguish between and perform correct standard articulation and legato articulation using proper tongue placement and open-throat releases. Grade 6 - Band PageS

4 - PASADENA INDEPENDENT SCHOOL DISTRICT fundamental skills and basic perform (from memory) a chromatic scale of at least 1.5 octaves. Ideally, the student should strive for consistent sound throughout the scale with even pulse and technique. On woodwind instruments, students should and use appropriate chromatic fingerings and not standard fingerings. AN INSTRUMENT, INDIVIDUAL & IN (b) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; and Social Studies Objectives 1,2, 3, &4 The student will perform music of various cultures and time periods demonstrating appropriate phrase structure with regard to phrase length, breathing and dynamics. AN INSTRUMNET, INDIVIDALLY & IN (c) demonstrate appropriate small- and large-ensemble techniques during formal and informal concerts. Expression/ perform independently on assigned melodic and accompaniment parts in a large ensemble. AN INSTRUMENT, INDIVIDUALLY AND IN (c) demonstrate appropriate small-and large-ensemble techniques during formal and informal concerts. The student will begin to demonstrate an awareness of tuning tendencies and be able to demonstrate methods of compensation on their instrument. In addition, students will demonstrate understanding of the concepts of matching pitch and energy of sound with each other. Grade 6 - Band Page 4

5 Band Grade Six TEKS/SE (a) sight-read simple music in treble and/or other clefs in various keys and meters; TAKS Objective Objectives 1 & 2 Strand/Theme Objective 2 Strategy The student will sight-read simple unison-line tunes using the appropriate clef and various time signatures in the keys of B-flat and E- flat. (a) sight-read simple music in treble and/or other clefs in various keys and meters; Objectives 1 & 2 Objective 2 The percussion student will demonstrate an understanding of and perform simple line tunes on both battery and mallet instruments. \ (b) Use standard symbols to notate meter, rhythm, pitch, & dynamics (manuscript or computer-generated); and The student will identify and utilize: various time signatures, understand the function of and be able to define note relationships in regard to those specific time signatures. In addition, the student will understand and subdivision of beat and its relationship to fractions. (c) Identify music symbols and terms referring to dynamics tempo, and articulation and interpret them appropriately when performing. Writing notate on paper standard symbols, time signatures, rhythms, pitches and dynamics. (c) identify music symbols and terms referring to dynamics, tempo, and articulation and interpret them appropriately when performing. Objective 2 The student will perform unison-line tunes demonstrating dynamic contrasts, and tempo/style markings. (c) identify music symbols and terms referring to dynamics, tempo, and articulation and interpret them appropriately when performing. The student will examine technology (metronome, tuner, and accompaniment software) utilized in the music program and its use and function. Grade 6 - Band Page 5

6 Math Objective THE STUDENT CREATES & ARRANGES MUSIC WITHIN SPECIFIED GUIDELINES. (a) create rhythmic and melodic phrases; and Writing Grade 7 Objective 1, 2 The student will create and arrange music and phrases through the use of notation work pages, writing of counting under unison-line tunes, and original simple compositions. 6.4 THE STUDENT CREATES & ARRANGES MUSIC WITHIN SPECIFIED GUIDELINES. (b) arrange rhythmic and melodic phrases. Math Objective 1 Writing Grade 7 Objective 1, 2 The student will create and arrange music and phrases through the use of notation work pages, writing of counting under unison-line tunes, and original simple compositions. TO HISTORY, TO SOCIETY, AND TO (a) describe aurally-presented music representing diverse styles, periods, and cultures; Social Studies Objectives 1,2, 3, &4 The student will listen to and perform music of various styles and cultures through unison-line tunes and concert selections understanding the cultural and historical significance of the work. TO HISTORY, TO SOCIETY, & TO (a) describe aurally-presented music representing diverse styles, periods, and cultures; The percussion student will be able to demonstrate knowledge of basic percussion accessories and their correct usage correlating them with the coinciding musical style. TO HISTORY, TO SOCIETY, & TO (b) describe music related vocations and avocations; Social Studies Objectives 1,2, 3, &4 The student will listen to and perform music of various styles and cultures through unison-line tunes and concert selections understanding the cultural and historical significance of the work. Grade 6 - Band Page6

7 TO HISTORY, TO SOCIETY, & TO (c) perform music representative of diverse cultures, including American and Texas heritage; and The percussion student will be able to demonstrate knowledge of basic percussion accessories and their correct usage correlating them with the coinciding musical style. TO HISTORY, TO SOCIETY, & TO (c) perform music representative of diverse cultures, including American and Texas heritage; and Social Studies Objectives 1,2, 3, &4 The student will listen to and perform music of various styles and cultures through unison-line tunes and concert selections understanding the cultural and historical significance of the work. TO HISTORY, TO SOCIETY, AND TO (d) relate the other fine arts to music concepts. The student will demonstrate the ability to sing simple tunes. TO HISTORY, TO SOCIETY, AND TO (d) relate the other fine arts to music concepts. The student will demonstrate knowledge as to the origin and background of simple tunes from various musicals and operas. 6.6 THE STUDENT RESPONDS TO & EVALUATES MUSIC & MUSICAL PERFORMANCE. (a) identify criteria for evaluating s; Response/ evaluation The student will analyze individual and group s daily demonstrating the ability to offer appropriate criticism and corrective feedback in the following areas: Clarity of sound Melodic and rhythmic accuracy Use of correct articulation Grade 6 - Band Page/

8 Response/ evaluation 6.6 THE STUDENT RESPONDS TO & EVALUATES MUSIC & MUSICAL PERFORMANCE. (b) evaluate the quality and effectiveness of music and musical s; and The student will analyze individual and group s daily demonstrating the ability to offer appropriate criticism and corrective feedback in the following areas: Clarity of sound Melodic and rhythmic accuracy Use of correct articulation L 6.6 THE STUDENT RESPONDS TO & EVALUATES MUSIC & MUSICAL PERFORMANCE. (c) exhibit concert etiquette as an informed, actively involved listener during varied live s. Response/ evaluation The student will attend and perform in various s throughout the year demonstrating good concert etiquette as a listener and performer and provide feedback as to the effect and quality of the. Grade 6 - Band PageS

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies

PASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies Throughout the year, students will master certain skills that are important to a student's understand ng of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 8.1 THE