Page 4 Lesson Plan Exercises Score Pages 50 63

Size: px
Start display at page:

Download "Page 4 Lesson Plan Exercises Score Pages 50 63"

Transcription

1 Page 4 Lesson Plan Exercises Score Pages Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and notating, listening and analyzing, evaluating, interdisciplinary relationships, and historical and cultural relationships. Objectives for Student Learning Accurately perform tempo, rhythms, pitches, dynamics, articulations, and Rudiments with correct posture, embouchure, hand position, fingerings/slide positions, sticking, intonation, and a characteristic tone quality. Flute and oboe: Play new notes Concert G and F with the correct fingering, posture, hand position, intonation, and a characteristic tone quality. Flute, oboe, clarinet, bass clarinet, and saxophones: Play new note Concert Eb with the correct fingering, posture, hand position, intonation, and a characteristic tone quality. Electric bass: Play new note Concert Ab in two octaves with the correct fingering, posture, hand position, intonation, and a characteristic tone quality. Share information about Louis Bourgeois. Locate France on a world map and share information about the country. Perform the Concert Eb major scale. F Horns Only: Play new note Concert Bb with the correct fingering, posture, hand position, intonation, and a characteristic tone quality. Identify, define, and perform staccato. Define and perform 12-bar blues. See Private Lessons Homogeneous Study for individualized objectives. Procedure (Activities) Warm-up Use 14. Warm-up: Chop Builder as a daily warm-up in addition to any long tones, scales, or GREAT WARM-UPS (beginning on student page 42, score page 507). Have students use a full sound and steady air stream, making sure all players are slurring. Have the brass players perform the warm-up on their mouthpieces while the woodwind players and percussionists perform on their instruments.

2 2 14. Warm-up: Chop Builder Introduction of Concert G, F, Eb [flute and oboe]; Concert Eb [clarinet, bass clarinet, and saxophones]; Concert Ab [electric bass] 1) Have woodwinds inspect the first two measures of music and consult the fingering chart at the top of the page. 2) Have brass play the first three pitches on their mouthpieces while the woodwinds/mallets sustain them one note at a time, focusing on finding any new pitches and performing them with the correct fingerings and a characteristic tone quality. (Mallets do not have new pitches here, but this is a great opportunity to practice rolls.) Consider allowing flutes to breathe in between each pitch at first, as sustaining pitches in this register is a challenge initially. Saxophonists need to maintain a firm embouchure and focused air stream as they learn to control this concert Eb. 3) Have the brass and woodwinds sing the exercise on the syllable too while the percussionists play. Students should reflect articulations, dynamics, and breath marks in their singing. Snare drummers should strive for a seamless, consistent sound on each repetitive stroke in both hands. 4) Play this exercise with the recorded accompaniment. Flute players may need to add a breath in the second measure. Each time this warm-up is used, encourage flutists to strive for the four-measure phrase. 15. Chorale: Old Hundredth Band Arrangement Introduction of Concert Ab [electric bass] 1) Sizzle this exercise while using the correct fingerings, slide positions, or air sticking. Be sure that style and dynamics are reflected in the sizzle. 2) Perform this arrangement as a full band. Encourage students to use a more legato tongue (e.g., du ) on the attacks. 3) When playing chorales, encourage students to focus on balance, blend, tone, and intonation. Consult Teaching Band with Excellence for more information on balance and blend. 4) As students become more comfortable with the arrangement, add rubato as well as alternate dynamic shape through conducting gestures. 5) Consider making this chorale a part of your daily warm-up routine. 6) Have students complete the Louis Bourgeois Worksheet available in the Interactive Teacher Studio (ITS). 7) Louis Bourgeois was from France. Identify France on a world map and have students follow along with the map located on page 47 of their books. Ask students to share information that they may know about France, such as climate, geography, history, cuisine, art, and culture. 8) Help students explore the relationships between music and French culture and geography by using the France Worksheet available in the ITS. Distribute the pages to students as homework, or review by displaying them in class. 9) Use Excellence in Theory Book 1 and/or Book 2, pages for a preliminary study of the Romantic Period.

3 3 10) Using the Interactive Practice Studio (IPS)/ITS, explore the history of the song: In 16th-century Europe, Protestant Christians often sang devotional songs that were based on Hebrew poetry from the book of Psalms. This melody was first composed by French composer Louis Bourgeois (c c. 1561*) as an accompaniment to Psalm 134. Bourgeois s melody was by far the best-known Psalm melody, and it was later applied to many different texts. In England, it was the melody to Psalm 100, which is why it is often called the Old Hundredth. * Did you know that c. is short for the Latin word circa, which means around? It is used for dates that historians are uncertain about. Written by Mark C. Samples, American musicologist 16. Concert Eb Major Scale, Arpeggio, and Chords Introduction of Concert Bb [F Horns Only] 1) Review the concept of concert pitch with students. 2) Project a piano keyboard on a screen. Review the definitions of whole and half step. Consider referring students to the top of page 2 for the definition and construction of a major scale. Walk them through the scale step by step. 3) Play the scale together (only measures 1 5). 4) Review the definition of arpeggio and play the arpeggio together (measures 6 7). 5) Review with students the following information: tonic first note of a scale; chord built on the first note of a scale subdominant fourth note of a scale; chord built on the fourth note of a scale dominant fifth note of a scale; chord built on the fifth note of a scale 6) Play the chords together (measures 8 9). Use this opportunity to review the principles of balance in the concert band. (Consult Teaching Band With Excellence for more information on tuning, balance, and blend.) 7) Play the entire exercise. Consider adding this scale to the end of your daily warm-ups. 17. Report Card Blues Introduction of staccato [all except percussion] 1) Select a student to read the definition of staccato from the top of the page. 2) While the length of a staccato pitch is often determined by its musical context, generally, staccato pitches are half the length of the written rhythmic value. Have students perform concert D on five quarter notes (about q = 84) at full value. Next, have them perform the five Ds staccato (about an eighth note in length). Go back and forth between the full value quarter notes and the staccato quarter notes as students listen to each other to match the length of the notes. As students are playing the staccato pitches, make sure the tone of each

4 4 note is maintained and not clipped or choked. Consider using a metronome to avoid rushing during this exercise. 3) Next, in the same tempo, have students play five concert Ds as successive full value eighth notes. Then, play the notes staccato. Again, the tone of the sounding pitch should be resonant but short not clipped or choked. 4) Sizzle this exercise while using the correct fingerings, slide positions, or air sticking. Students should pay particular attention to the length of their sizzle on staccato pitches, as well as the force of their sizzle on the accents. 5) Perform this exercise. 6) Select a student to read the history text. Consult the enrichment studies at the bottom of this page for further ideas on teaching the blues. 7) Perform this exercise with the recorded accompaniment. 18. Skill Builder Test 1) As this line is designed for assessment, it is suggested that students learn how to perform this exercise on their own. 2) Assign this exercise for a performance evaluation. Evaluation (Assessment) Use 18. Skill Builder as an evaluation tool to assess the skills learned on student page 4. Consult Teaching Band with Excellence (pages 53 62) for recommended assessment styles and rubrics for this performance evaluation. These evaluation tools are also readily available in the ITS. Tradition of Excellence is available on SmartMusic for computer-based assessment. Have students conduct a self-evaluation. A Test Reflection form is available on this exercise in the IPS. Enrichment Studies Instrument Identification Take time each day to listen to the recorded accompaniments correlated with page 4. Have students identify the instrument(s) playing the student melody. Also ask which instruments they can hear in the accompaniment. The Pyramid of Sound Many of the finest bands have a dark sound because of the predominance of the lower and darker sounding instrumental voices (e.g., bass clarinet, bassoon, baritone saxophone, baritone/ euphonium, and tuba). The tenor, alto, and soprano voices produce proportionately less of the band s volume respectively. While the ultimate goal is a balanced pyramid of sound, an overall pleasant tone quality is the primary objective in the early stages of instruction. Beginning instruction involves proper breathing techniques and formation of correct embouchure. Once students have become confident in these areas, the development of the pyramid can commence.

5 5 Dynamic understanding and control are the next steps for students. When they are comfortable playing basic dynamic levels as a group (piano, mezzo piano, mezzo forte, forte), integrate the following pyramid-creating steps (these steps may also be applied to a single pitch played by the entire band): 1) Instruct the bass instruments to play the root of a Concert Bb major triad at a f volume level. 2) Add the tenor instruments playing the fifth (Concert F) of a Concert Bb major triad at a mf volume level. 3) Add the alto instruments playing the third (Concert D) of a Concert Bb major triad at a mp volume level. 4) Add the soprano instruments playing the root of the Concert Bb major triad at a p volume level. Once the basic balance is established, experiment with crescendos and decrescendos. Use the suggested pitches above and direct students to students to maintain the proper relative balance while performing these dynamic changes. Students should consider how a proportional increase of sound is useful in maintaining correct balance. For more information and visual representations of these concepts, see Teaching Band with Excellence pages Listening to good models of balanced sound in addition to their own experiences will provide students a clearer understanding of the concept. Instructors should build a list of resources representing well-balanced bands for student use. This can include a library of audio and video recordings for check-out or independent study while in class, as well as a list of appropriate websites and other computer/online resources. In addition, the pyramid techniques should be applied to performance literature during the band rehearsal. Using 15. Chorale: Old Hundredth, isolate the chords in measures 3, 6, 9, and 12. Build these chords using the techniques outlined in the section above. Be sure to play these chords in context before leaving this portion of your rehearsal. Twelve Bar Blues Using an interactive whiteboard, chalkboard, or dry-erase board, draw 12 empty measures, 4 bars per system. Or use a grid to represent the measures, as shown below. The twelve-bar blues is perhaps the most well-known chord progression in popular music. The music repeats a series of twelve measures that use the same chords in the same pattern.

6 6 Play a musical example of twelve-bar blues. As the music is playing, have students clap on count 1 of each measure. While they are doing that, keep track of each beat by placing 4 slashes in each measure as shown below. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / The basic blues progression uses three chords: one built off of the first scale degree, the tonic (I); one built off of the fourth scale degree, the subdominant (IV); and one built off of the fifth scale degree, the dominant (V). The chord changes occur as follows: I (I) (I) (I) IV (IV) I (I) V IV I (I) As the music plays, have students stomp their feet on each chord change (beat one of measures 1, 5, 7, 9, 10, and 11). Be sure to add the chords to the grid you have drawn. Have students play the Concert Bb scale in unison. Next, have students play only the first scale degree, the fourth scale degree, and the fifth scale degree. Have students play the first beat of each measure of the 12-bar blues using the correct note (1, 4, or 5). Only play on count 1, and only play a quarter note. The music should sound like this (notated on the following page in concert pitch), but no music should be written down for the class to read:

7 7 Next, discuss the form of blues lyrics. In many songs, the lyrics take the form A-A-B. One line of the lyrics is sung over the first 4 measures. The same line spans over the next 4 measures, and a different line is sung over the final 4 measures. For example: A: I woke up this morning, and I had to come to school A: I woke up this morning, and I had to come to school B: But I got to come to band, so school is kind of cool Have students write their own lyrics to a blues song. Have students perform their approved lyrics for the class as sections of the band play the roots to the chords (as outlined above). Have many students sing or chant their lyrics as different sections of the band play the chords. Have the percussion section create a groove that matches the music. Scale Construction Part 2 Provide each student with a sheet of manuscript paper. Together, construct scales starting on F, G, Bb, and Eb. Students should refer to a keyboard layout when constructing scales. Review the concept of concert pitch with students using the information from the book 2 page 7 lesson plan. Remind students that in order to play a concert pitch note correctly, many band members will have to think of and play a different note. This process is called transposition. A transposing instrument is one whose written notes should be thought of as fingering indicators rather than the actual sounding pitches.

8 8 Instruct students to play the following concert pitches by using the fingering for the notes listed below. Concert Bb Concert C Concert Eb Concert F Note fingering used for: Bb instruments Eb instruments F instruments C instruments C G F Bb D A G C F C Bb Eb G D C F After students identify Concert Bb, have each student write that scale for their instrument on the manuscript paper. Next, find the correct pitches for Concert F and Concert Eb. Construct each scale on the manuscript paper. When finished, have students play the scales as a class: Concert Bb, Concert F, and Concert Eb. Have students check their work with 5. Concert Bb Major Scale, Arpeggio, and Chords, 10. Concert F Major Scale, Arpeggio, and Chords, and 16. Concert Eb Major Scale, Arpeggio, and Chords in their books. This is an excellent time to visually harvest the flats or sharps from the notated scale and place them in the key signature. Conducting Lesson: Pick-up Notes 15. Chorale: Old Hundredth provides a great opportunity to address conducting a pick-up note, as well as apply what students have learned regarding conducting dynamics. First, using a metronome, have the class conduct a ƒ pattern. As the metronome clicks, float around the room to privately correct individual students placement of the pattern. Once students are comfortable, have them take a look at the music: On what beat does the music begin? (Count 4.) To get the band to play on count 4, what beat must the conductor provide? (Count 3.) To conduct count 3, where does a conductor s hand have to start? (At the end of count 2.) Have students place their hands in the appropriate places while addressing each beat. With the metronome still on, have students conduct only beats 4 and 1. (Have students say four and one as they conduct.) As they prepare for the pick-up note (giving the preparatory gesture on count 3), be sure students are taking a good breath. Repeat this pick-up practice several times. Extend this lesson by asking students to conduct the previous exercises with pick up notes (9. Ellacombe and 11. Sight-Reading Challenge: Waves on the Sea in ƒ and 2. Academic Festival March in ƒ). Select student conductors to conduct the band through these etudes, focusing mainly on their beat pattern and pick-up preparatory gesture.

9 9 Private Lessons Homogeneous Study These Private Lessons are written to address technical challenges unique to each individual instrument. Because they are geared for homogeneous instruction, many of the lessons have been linked to instrument-specific Mastering Excellence exercises beginning on student page 40. These Mastering Excellence exercises are written to engage students at different skill levels. Each Mastering Excellence has a basic and an advanced preparatory exercise to be accomplished before attempting the cumulative exercise. The combination of the Private Lesson and the Mastering Excellence exercises is designed to maximize the use of instructional time in the small group setting. Goals for 19. Private Lesson Flute and oboe: Perform octave shifting. Clarinet, alto clarinet, and bass clarinet: Play F# using the alternate fingering. Alto saxophone and baritone saxophone: Play new notes A, B, and C. Tenor saxophone: Play F# using the alternate fingering. Bassoon: Play new note F#. Identify, define, and perform sharp and courtesy accidental. Trumpet/cornet, trombone, baritone/euphonium, and tuba: Perform lip slurs and Concert Eb major finger patterns. F horn: Perform lip slurs and a low-range exercise. Eb horn: Perform lip slurs and F major finger patterns. Electric bass: Perform finger patterns in Eb major. Mallets: Identify, define, and perform sharp and courtesy accidental. Play new note F# in two octaves. Snare drum: Identify and perform open double stroke and Nine Stroke Roll (Quarter Note Roll).

Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38

Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38 Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing and

More information

Page 16 Lesson Plan Exercises Score Pages

Page 16 Lesson Plan Exercises Score Pages 1 Page 16 Lesson Plan Exercises 56 60 Score Pages 167 178 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Page 5 Lesson Plan Exercises Score Pages 64 74

Page 5 Lesson Plan Exercises Score Pages 64 74 Page 5 Lesson Plan Exercises 20 24 Score Pages 64 74 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and

More information

Page 18 Lesson Plan Exercises Score Pages

Page 18 Lesson Plan Exercises Score Pages 1 Page 18 Lesson Plan Exercises 67 73 Score Pages 186 197 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing

More information

Page 26 Lesson Plan Exercises Score Pages

Page 26 Lesson Plan Exercises Score Pages Page 26 Lesson Plan Exercises 111 116 Score Pages 315 326 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Page 8 Lesson Plan Exercises Score Pages 81 94

Page 8 Lesson Plan Exercises Score Pages 81 94 1 Page 8 Lesson Plan Exercises 14 21 Score Pages 81 94 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Page 28 Lesson Plan Exercises Score Pages

Page 28 Lesson Plan Exercises Score Pages Page 28 Lesson Plan Exercises 122 127 Score Pages 336 347 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing

More information

Page 7 Lesson Plan Exercises 7 13 Score Pages 70 80

Page 7 Lesson Plan Exercises 7 13 Score Pages 70 80 1 Page 7 Lesson Plan Exercises 7 13 Score Pages 70 80 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and

More information

COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5)

COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5) 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

More information

Page 17 Lesson Plan Exercises Score Pages

Page 17 Lesson Plan Exercises Score Pages 1 Page 17 Lesson Plan Exercises 61 66 Score Pages 179 184 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

7th Grade Beginning Band Music

7th Grade Beginning Band Music 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

More information

Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages 20 58

Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages 20 58 1 Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages 20 58 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading

More information

5 th Grade BAND. Artistic Processes Perform Respond. Fairfield s Band Program Ensemble Sequence

5 th Grade BAND. Artistic Processes Perform Respond. Fairfield s Band Program Ensemble Sequence 5 th Grade BAND Band is offered to all 5 th grade students. Instruments offered are: Flute, Oboe, Bb Clarinet, Eb Alto Saxophone, French Horn in F, Bb Trumpet, Trombone, Baritone Horn, and Percussion.

More information

Page 18 Lesson Plan Exercises Score Pages

Page 18 Lesson Plan Exercises Score Pages Page 18 Lesson Plan Exercises 87 92 Score Pages 226 239 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing

More information

Greeley-Evans School District 6 Year One Beginning Orchestra Curriculum Guide Unit: Instrument Care/Assembly

Greeley-Evans School District 6 Year One Beginning Orchestra Curriculum Guide Unit: Instrument Care/Assembly 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

More information

Plainfield Music Department Middle School Instrumental Band Curriculum

Plainfield Music Department Middle School Instrumental Band Curriculum 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

More information

Grade 4 General Music

Grade 4 General Music 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

More information

Autrey Mill Middle School Band Wendy Wilson, Director

Autrey Mill Middle School Band Wendy Wilson, Director Autrey Mill Middle School Band Wendy Wilson, Director August 8, 2018 Dear Parents and Students, The Georgia Music Educators Association (GMEA) hosts an All-State Band event each year which is held in the

More information

Centennial Middle School. Supplemental Band Book. Bass Clarinet. This book belongs to:

Centennial Middle School. Supplemental Band Book. Bass Clarinet. This book belongs to: Centennial Middle School Supplemental Band Book Bass Clarinet This book belongs to: Table of Contents: History 1 Instrument assembly and care 2 Tone production problems and remedies 6 Pitch tendencies

More information

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor 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

More information

Marion BANDS STUDENT RESOURCE BOOK

Marion BANDS STUDENT RESOURCE BOOK Marion BANDS STUDENT RESOURCE BOOK 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

More information

Teach Your Students to Compose Themselves!

Teach Your Students to Compose Themselves! Teach Your Students to Compose Themselves! Robert Sheldon Composer/Conductor/Clinician/Concert Band Editor Alfred Music www.robertsheldonmusic.com rsheldon@alfred.com 1) Where to begin? What does the composer

More information

Power Standards and Benchmarks Orchestra 4-12

Power Standards and Benchmarks Orchestra 4-12 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:

More information

Instrumental Performance Band 7. Fine Arts Curriculum Framework

Instrumental Performance Band 7. Fine Arts Curriculum Framework 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

More information

Curriculum Guides. Middle School Band. Weld County School District 6 Learning Services th Avenue Greeley, CO /

Curriculum Guides. Middle School Band. Weld County School District 6 Learning Services th Avenue Greeley, CO / 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

More information

Section IV: Ensemble Sound Concepts IV - 1

Section IV: Ensemble Sound Concepts IV - 1 Section IV: Ensemble Sound Concepts IV - 1 Balance and Blend Great bands are great because they work harder and understand how sound works better than other bands. The exercises and literature we play

More information

INSTRUMENTAL MUSIC SKILLS

INSTRUMENTAL MUSIC SKILLS Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with

More information

Clark County School District Las Vegas, Nevada

Clark County School District Las Vegas, Nevada 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,

More information

North Jersey School Music Association

North Jersey School Music Association Elementary Region I Honor Band Festival Saturday, May 4, 2019 9:00am 4:00pm South Orange Middle School (Directors meeting begins at 8:15am ) Director Instructions The NJSMA eighth annual Elementary Honors

More information

Instrumental Music III. Fine Arts Curriculum Framework. Revised 2008

Instrumental Music III. Fine Arts Curriculum Framework. Revised 2008 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

More information

INSTRUMENTAL MUSIC SKILLS

INSTRUMENTAL MUSIC SKILLS Course #: MU 81 Grade Level: 10 12 Course Name: Marching Band Level of Difficulty: Average Prerequisites: Member of Band. Placement by teacher recommendation/audition. # of Credits: 1 Sem. 1/3 Credit Marching

More information

Intermediate Concert Band

Intermediate Concert Band 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

More information

THE MUSIC ACADEMY AT CCTS.

THE MUSIC ACADEMY AT CCTS. THE MUSIC ACADEMY AT CCTS Audition requirements for Instrumentalists applying for acceptance into The Music Academy at Camden County Technical Schools www.ccts.org YOUR MUSIC ACADEMY AUDITION DATE Gloucester

More information

St. Louis Metro District #8 High School Concert Band. Set I ( ) District Audition Music

St. Louis Metro District #8 High School Concert Band. Set I ( ) District Audition Music St. Louis Metro District #8 High School Concert Band Set I (2016-2017) District Audition Music The following music should be prepared for district auditions on November 1, 2016. This music is taken from

More information

Audition Guidelines & Repertoire Lists Season

Audition Guidelines & Repertoire Lists Season Audition Guidelines & Repertoire Lists 2017-2018 Season To schedule an audition, visit www.jaxsymphony.org/jsyo: 1. Fill out the online application 2. Get an audition appointment For questions about auditions,

More information

Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five

Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five 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

More information

Instrumental Music I. Fine Arts Curriculum Framework. Revised 2008

Instrumental Music I. Fine Arts Curriculum Framework. Revised 2008 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

More information

Middle School Intermediate/Advanced Band Pacing Guide

Middle School Intermediate/Advanced Band Pacing Guide Middle School Intermediate/Advanced Band Pacing Guide 2018-2019 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Rhythm: sixteenth, triplet Major scales: All 1 octave Rhythm: dotted eighth

More information

DELAWARE MUSIC EDUCATORS ASSOCIATION ALL-STATE ENSEMBLES GENERAL GUIDELINES

DELAWARE MUSIC EDUCATORS ASSOCIATION ALL-STATE ENSEMBLES GENERAL GUIDELINES DELAWARE MUSIC EDUCATORS ASSOCIATION ALL-STATE ENSEMBLES GENERAL GUIDELINES DELAWARE ALL-STATE SENIOR BAND Flute, Piccolo, Soprano Clarinet, Saxophones (Alto, Tenor, Baritone), Bass Clarinet, Oboe, Bassoon,

More information

Instrumental Music II. Fine Arts Curriculum Framework

Instrumental Music II. Fine Arts Curriculum Framework 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

More information

Music Theory Courses - Piano Program

Music Theory Courses - Piano Program Music Theory Courses - Piano Program I was first introduced to the concept of flipped classroom learning when my son was in 5th grade. His math teacher, instead of assigning typical math worksheets as

More information

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

Township of Ocean School District. Instrumental Music Curriculum Grades 5-8 Township of Ocean School District Instrumental Music Curriculum Grades 5-8 MUSIC DEPARTMENT INSTRUMENTAL TOWNSHIP OF OCEAN INTERMEDIATE SCHOOL COURSE TIMELINE FOR: 5 TH GRADE 1 2 3 4 5 6 7 8 9 10 MP 1

More information

Instrumental Music II. Fine Arts Curriculum Framework. Revised 2008

Instrumental Music II. Fine Arts Curriculum Framework. Revised 2008 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

More information

6 th Grade Band including Beginning Band

6 th Grade Band including Beginning Band 6 th Grade Band including Beginning Band 6 th grade Concert Band is a full year class. The full ensemble will rehearse a minimum of twice per week. Students electing Band/Chorus will rehearse during the

More information

Section V: Technique Building V - 1

Section V: Technique Building V - 1 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

More information

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children

More information

St. Louis Metro District #8 High School Concert Band. Set IV ( ) District Audition Music - Revised

St. Louis Metro District #8 High School Concert Band. Set IV ( ) District Audition Music - Revised St. Louis Metro District #8 High School Concert Band Set IV (2015-2016) District Audition Music - Revised The following music should be prepared for district auditions on November 3, 2015. This music is

More information

Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12

Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 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

More information

Greenwich Music Objectives Grade 3 General Music

Greenwich Music Objectives Grade 3 General Music 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.

More information

TMEA Region 8 Middle School Band Audition Music Set C

TMEA Region 8 Middle School Band Audition Music Set C Set C 2014-2015 Flute: Steensland: Studies and Melodious Etudes for Flute, Level Two Page 21 #20 ( = 140) Page 24 #24 ( = 60) Oboe: Gekeler: First Book of Practical Studies for Oboe Page 10 Letter B (

More information

Music Curriculum Glossary

Music Curriculum Glossary 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

More information

Danville Public Schools Music Curriculum Preschool & Kindergarten

Danville Public Schools Music Curriculum Preschool & Kindergarten 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

More information

COURSE OF STUDY UNIT PLANNING GUIDE INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS

COURSE OF STUDY UNIT PLANNING GUIDE INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS COURSE OF STUDY UNIT PLANNING GUIDE FOR: INSTRUMENTAL MUSIC GRADE LEVEL: 4-5 PREPARED BY: MUSIC DEPARTMENT REVISED AUGUST 2017 ALIGNED TO THE NJSLS FOR VISUAL AND PERFORMING ARTS B.O.E. Adopted August

More information

Class 1 Instrumentation

Class 1 Instrumentation The composition criteria for MSHSAA sight reading selections were revised in 2013-14. As a result, the committee determined that it would be beneficial to music directors throughout the state to have this

More information

QU Q I U C I K C S K TA T RT GU G I U D I E D

QU Q I U C I K C S K TA T RT GU G I U D I E D QUICK START GUIDE 2 Quick Start QUICK START Welcome First Place for Jazz is just that the first place that students and directors can turn for help in learning about this great music. Jazz can be intimidating

More information

GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS

GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS GENERAL INFORMATION: Auditions will take place the week of April 23-27. Please see the sign-up sheets in the Band Room (room 25). There will be audition times

More information

INSTRUMENTAL MUSIC SKILLS

INSTRUMENTAL MUSIC SKILLS Course #: MU 82 Grade Level: 10 12 Course Name: Band/Percussion Level of Difficulty: Average High Prerequisites: Placement by teacher recommendation/audition # of Credits: 1 2 Sem. ½ 1 Credit MU 82 is

More information

4MUS11, 5MUS11, MUS611, MUS711, MUS811 INSTRUMENTAL MUSIC/GRADES 4-8 A Course Outline for Music Education

4MUS11, 5MUS11, MUS611, MUS711, MUS811 INSTRUMENTAL MUSIC/GRADES 4-8 A Course Outline for Music Education 1 Parsippany-Troy Hills School District 4MUS11, 5MUS11, MUS611, MUS711, MUS811 INSTRUMENTAL MUSIC/GRADES 4-8 A Course Outline for Music Education Developed: August 1991 Revised: January 2000 November 2009

More information

Content Area Course: Band Grade Level: Eighth Instrumental Music - Band

Content Area Course: Band Grade Level: Eighth Instrumental Music - Band 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

More information

https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...

https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp... of 13 5/6/2014 8:39 AM Teacher: ElementaryBand, CORE Course: ElementaryBand Year: 2012-13 Units: Basic Skills Proficency 1. What have students retained over the summer? 2. What review materials are necessary

More information

Tenuto 1

Tenuto 1 Tenuto 1 Lifted 2 Staccato 3 Accented > > > > 4 Marcato 5 7th Grade Band 9/16/13 I can tell the difference between concert A natural and A flat. Trumpets and Clarinets: Concert A natural is your B natural,

More information

Macro Project #1 Dr. Kinney Music /18/2013. Megan Adler

Macro Project #1 Dr. Kinney Music /18/2013. Megan Adler 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

More information

Tyler Lundy Literature Project 2015 Name of group: High School Symphonic Band

Tyler Lundy Literature Project 2015 Name of group: High School Symphonic Band Name of group: High School Symphonic Band Student year level: 9-12 th grade Instrumentation: Flutes, Oboe, Clarinets (1st, 2nd, 3 rd ), Bass Clarinet, Alto Saxes (1st, 2nd), Tenor Sax, Baritone Sax, Bassoon,

More information

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Tenor Saxophone

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Tenor Saxophone Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Tenor Saxophone Ontario Music Educators Association www.omea.on.ca GPS Task Student Evaluation Chart Band

More information

High School Concert Band Curriculum

High School Concert Band Curriculum 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

More information

Huntsville Youth Orchestra Auditions. Philharmonia VIOLIN

Huntsville Youth Orchestra Auditions. Philharmonia VIOLIN Huntsville Youth Orchestra VIOLIN 2 major scales, both 2 octaves, up to three flats and three sharps: C, G, D, A, F, Bb, Eb. The judges will decide which one you will play, so please prepare all of them

More information

Music Theory Courses - Piano Program

Music Theory Courses - Piano Program Music Theory Courses - Piano Program I was first introduced to the concept of flipped classroom learning when my son was in 5th grade. His math teacher, instead of assigning typical math worksheets as

More information

Habersham Central Marching Winds Mastery Band

Habersham Central Marching Winds Mastery Band Habersham Central Marching Winds Mastery Band Instructor: Ryan Dukes rdukes@habershamschools.com 706-778-7161 x1628 FL32 - Bandroom Overview It is the mission of the Habersham Central High School Band

More information

Greenwich Public Schools Orchestra Curriculum PK-12

Greenwich Public Schools Orchestra Curriculum PK-12 Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through

More information

Sample Teaching Inventory Database:

Sample Teaching Inventory Database: Sample Teaching Inventory Database: What to Teach TONE TIMING TUNING DYNAMICS Proper embouchure information for each instrument Resonance and ring Support air in motion Good equipment, including mouthpieces

More information

Presented by Michael Pote and Chris Grifa Carmel, Indiana. Saturday, February 4th, :45 p.m. - 3:45 p.m. 4:00 p.m. - 5:00 p.m.

Presented by Michael Pote and Chris Grifa Carmel, Indiana. Saturday, February 4th, :45 p.m. - 3:45 p.m. 4:00 p.m. - 5:00 p.m. Achieving Your Ensemble Sound: It s Fundamental! Presented by Michael Pote and Chris Grifa Carmel, Indiana Saturday, February 4th, 2016 2:45 p.m. - 3:45 p.m. 4:00 p.m. - 5:00 p.m. Mesa Room Featuring the

More information

Preview Only. Legal Use Requires Purchase. The Wayfaring Stranger. TRADITIONAL Arranged by MIKE COLLINS-DOWDEN INSTRUMENTATION

Preview Only. Legal Use Requires Purchase. The Wayfaring Stranger. TRADITIONAL Arranged by MIKE COLLINS-DOWDEN INSTRUMENTATION The Wayfaring Stranger TRADITIONAL Arranged by MIKE COLLINS-DOWDEN INSTRUMENTATION Conductor 1st Eb Alto Saxophone 2nd Eb Alto Saxophone 1st Bb Tenor Saxophone 2nd Bb Tenor Saxophone (Optional) Eb Baritone

More information

Alleghany County Schools Curriculum Guide

Alleghany County Schools Curriculum Guide Alleghany County Schools Curriculum Guide Grade/Course: Piano Class, 9-12 Grading Period: 1 st six Weeks Time Fra me 1 st six weeks Unit/SOLs of the elements of the grand staff by identifying the elements

More information

**This audition is part of your 2nd Marking Period Grade**

**This audition is part of your 2nd Marking Period Grade** INSTRUMENT PACKET: SHS Concert Band Auditions 2018-19 Dates & Times Monday, October 29th - 3:00pm to 6:30pm Tuesday, October 30th - 2:30pm to 4:00pm Wednesday, October 31st - 3:00pm 5:30pm Thursday, November

More information

Rehearsal Techniques Log

Rehearsal Techniques Log Anne McTighe Prof. Farris Instrumental II May 29, 2012 Divide each stand; have one player do the sixteenth note subdivision, while the other plays the part. Then switch. Sight-reading rhythms in a new

More information

8 TH GRADE BAND COURSE OUTLINE MR. NORMAN Revised 8/14

8 TH GRADE BAND COURSE OUTLINE MR. NORMAN Revised 8/14 8 TH GRADE BAND COURSE OUTLINE MR. NORMAN normanj@lynden.wednet.edu Revised 8/14 Materials Needed: Instrument Students should purchase or rent their instrument from a local music store. Bellingham Music

More information

HORNS SEPTEMBER 2014 JAZZ AUDITION PACKET. Audition Checklist: o BLUES SCALES: Concert Bb and F Blues Scales. o LEAD SHEET/COMBO TUNE: Tenor Madness

HORNS SEPTEMBER 2014 JAZZ AUDITION PACKET. Audition Checklist: o BLUES SCALES: Concert Bb and F Blues Scales. o LEAD SHEET/COMBO TUNE: Tenor Madness SEPTEMBER 2014 JAZZ AUDITION PACKET HORNS Flute Oboe play flute part Clarinet play a trumpet part Alto Sax 1 Alto Sax 2 Tenor Sax 1 Tenor Sax 2 Trumpet 1 Trumpet 2 Trumpet 3 Trumpet 4 Horn Trombone 1 Trombone

More information

SEIBA 7-12 HONOR BAND & HS HONOR JAZZ BAND

SEIBA 7-12 HONOR BAND & HS HONOR JAZZ BAND SEIBA 7-12 HONOR BAND & HS HONOR JAZZ BAND Auditions: January 9, 2010 Festival: January 23, 2010 Entry Deadline: December 2, 2009 $5.00 per student Penalty Deadline: December 7, 2009 $7.00 per student

More information

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA 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,

More information

This includes all the information you will need concerning the following:

This includes all the information you will need concerning the following: September 11, 2017 Dear Music Teachers: On behalf of the North Dakota Music Educators Association, I am pleased to announce the 52 nd ANNUAL NORTH DAKOTA ALL-STATE BAND, MIXED CHORUS, WOMEN S CHORUS, ORCHESTRA,

More information

Audition Information

Audition Information 2017-2018 Audition Information ***To download all audition information, etudes, and forms that you must bring to your audition please visit the Seven Lakes Band website slhsband.org*** General Audition

More information

Grade Level Music Curriculum:

Grade Level Music Curriculum: Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party

More information

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

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

More information

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks 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

More information

Alleghany County Schools Curriculum Guide

Alleghany County Schools Curriculum Guide Alleghany County Schools Curriculum Guide Grade/Course: Beginning Guitar, 9-12 Grading Period: 1 st six Weeks Time Frame Unit/SOLs The student will echo, read, and notate music, including identifying,

More information

Dear musician, Establish Musical Qualification

Dear musician, Establish Musical Qualification Dear musician, Thank you for your interest in the United States Marine Music program and taking the next steps to becoming a Marine musician. We understand that passion for musical excellence and service

More information

2. ARTICULATION The pupil must be able to able to articulate evenly and clearly at a variety of slow to medium tempos and demonstrate a good posture

2. ARTICULATION The pupil must be able to able to articulate evenly and clearly at a variety of slow to medium tempos and demonstrate a good posture Brass Foundation Level 1 The pupil must be able to hold a level tone and be able to pitch low C and G on the 2nd line treble clef (Bb and F bass clef). The pupil should be able to play simple melodies

More information

High School Campus Band Curriculum

High School Campus Band Curriculum 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

More information

Section III: Long Tones & Lip Slurs III - 1

Section III: Long Tones & Lip Slurs III - 1 Section III: Long Tones & Lip Slurs III - 1 Long Tones The first part of the daily routine for the entire band is made up of long tones on unison pitches and chords. It s a pretty good idea to do some

More information

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 2013-2014 NPS ARTS ASSESSMENT GUIDE Grade 8 MUSIC This guide is to help teachers incorporate the Arts into their core curriculum. Students in grades

More information

2018 Audition Process General Information

2018 Audition Process General Information Woodwind Audition Packet 2018 2018 Audition Process General Information What to Expect at Auditions for the Calgary Stampede Showband What should I bring? Bring what you would normally bring to a band

More information

Band 5. Aural/visual. CFA for LT2 Aural/Visual

Band 5. Aural/visual. CFA for LT2 Aural/Visual ST. MICHAEL ALBERTVILLE MIDDLE WEST Teacher: Jackie Jordheim Band 5 September 2014 Content Skills Learning Targets Assessment Resources & Technology A. Rhythm and Theory LT1 I can demonstrate CFA for LT1

More information

Grade 5 General Music

Grade 5 General Music Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More information

IronClad. Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC

IronClad. Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC IronClad Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC History Sean O Loughlin (b. 1972) grew up in Syracuse New York. His career began to take shape with the help of the Vice President of

More information

first year charts Preview Only Legal Use Requires Purchase Pacific Attitude for jazz ensemble JAZZ VINCE GASSI INSTRUMENTATION

first year charts Preview Only Legal Use Requires Purchase Pacific Attitude for jazz ensemble JAZZ VINCE GASSI INSTRUMENTATION first year charts for jazz ensemble a division of Alfred JAZZ Pacific Attitude VINCE GASSI INSTRUMENTATION Conductor 1st Eb Alto Saxophone 2nd Eb Alto Saxophone 1st Bb Tenor Saxophone 2nd Bb Tenor Saxophone

More information

MISD Bands - Level 1

MISD Bands - Level 1 Terms Rhythm Music Theory/Historical Styles Specific Percussion Objectives TEKS 6.1, 6.2, 6.3 TEKS 6.1, 6.2, 6.3 TEKS 6.1, 6.2, 6.3 TEKS 6.1, 6.2, 6.3 TEKS 6.1, 6.2, 6.3, 6.5 TEKS 6.1, 6.2, 6.3, 6.5 5-note

More information

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Percussion. Snare Drum, Bass Drum, Kit, Bells

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Percussion. Snare Drum, Bass Drum, Kit, Bells Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Percussion Snare Drum, Bass Drum, Kit, Bells Ontario Music Educators Association www.omea.on.ca GPS Task Student

More information

BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP

BEGINNING INSTRUMENTAL MUSIC CURRICULUM MAP Teacher: Kristine Crandall TARGET DATES First 4 weeks of the trimester COURSE: Music - Beginning Instrumental ESSENTIAL QUESTIONS How can we improve our individual music skills on our instrument? What

More information

Audition Guide. Overview 2 Our Ensembles 3 Student Progression 4. Musical Skills Required: Strings 5 Winds/Brass 7 Percussion 8 Jazz 9

Audition Guide. Overview 2 Our Ensembles 3 Student Progression 4. Musical Skills Required: Strings 5 Winds/Brass 7 Percussion 8 Jazz 9 Audition Guide Contents: Overview 2 Our Ensembles 3 Student Progression 4 Musical Skills Required: 5 Winds/Brass 7 Percussion 8 9 Audition Guidelines 10 Audition Tips 12 MYS Auditions OVERVIEW All new

More information

Fairfield Public Schools Music Department Curriculum Choral Skill Levels

Fairfield Public Schools Music Department Curriculum Choral Skill Levels 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

More information