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Rolette Public School |
Music
Music education is an integral part of a well-rounded education. The student’s musical development will be acquired through a balanced, comprehensive, and sequential program of study. Through participation in the music program, the students will develop music appreciation, knowledge, skills, self-discipline, a means of self-expression, and a continued desire to make music a meaningful part of their lives.
GENERAL LEARNER GOALS FOR
K-12 MUSIC CURRICULUM
Students will:
1. develop a sense of the aesthetic qualities of music.
2. help develop personal characteristics: respect, cooperation, self-discipline, responsibility, pride, and self-worth.
3. prepare for continued musical growth in some personal life-long way.
4. demonstrate appropriate audience etiquette during a musical/fine arts performance.
5. have opportunities to perform, understand, create, and respond to music.
6. develop an ever-increasing awareness and knowledge of a variety of ethnic music.
7. develop an ever-increasing awareness and knowledge of music history.
8. read, write, and understand music notation appropriate to their level of ability.
9. recognize the presence of music in a diverse global society.
KINDERGARTEN MUSIC
This curriculum is written based on the five fundamental music standards.
RHYTHM
1. Students will demonstrate an awareness of steady beat and no beat.
2. Students will discriminate between fast and slow.
3. Students will discriminate between short and long sounds.
MELODY
1. Students will sing together.
2. Students will perform pitch matching with increasing accuracy.
3. Students will recognize and perform high/low.
4. Students will recognize and perform loud/soft.
HARMONY
1. Students will sing/chant in unison while moving, playing games, or showing steady beat.
FORM
1. Students will demonstrate call/response (ex. teacher demonstrates, students echo).
EXPRESSION
1. Students will listen, identify, and demonstrate loud/soft sounds.
2. Students will listen, identify, and demonstrate fast/slow tempos.
3. Students will listen, identify, and dramatize various moods.
4. Students will listen and demonstrate whispering, speaking, singing, and calling voices.
5. Students will listen and demonstrate pitched and unpitched classroom instruments.
6. Students will listen and identify natural and environmental sounds.
GRADE 1 MUSIC
Continued reinforcement of previously learned skills with age-appropriate materials.
RHYTHM
1. Students will feel and demonstrate a steady beat.
2. Students will read, write, and perform quarter note, quarter rest, and
eighth notes.
3. Students will demonstrate, through movement, even/uneven rhythm.
MELODY
1. Students will listen and echo same intervals.
2. Students will be introduced to solfege. (sol, mi, la, do, re; 5, 3, 6, 1, 2).
3. Students will differentiate high/low pitch with various intervals.
4. Students will demonstrate high/low sounds on a pitched instrument.
5. Students will listen and identify sounds that go higher, lower, or stay the same.
6. Students will recognize and sing a musical phrase.
7. Students will explore individual student’s vocal range through vocal exercise.
HARMONY
1. Students will identify accompaniment or no accompaniment.
2. Students will play an accompaniment.
3. Students will identify and sing simple rounds.
FORM
1. Students will listen and repeat a rhythmic/melodic pattern.
2. Students will listen and demonstrate the understanding of different
sections within a song. (group/solo; verse/chorus; A/B)
EXPRESSION
1. Students will increase their awareness of loud/soft sounds.
2. Students will identify getting louder/getting softer.
3. Students will listen, identify, and demonstrate fast/slow tempos.
4. Students will identify getting faster/getting slower.
5. Students will listen, identify, and dramatize various moods.
6. Students will review various voices.(whispering, speaking, calling, singing)
7. Students will listen, identify, and demonstrate more classroom instruments.
8. Students will listen and identify the natural and environmental sounds around us.
GRADE 2 MUSIC
Continued reinforcement of previously learned skills with age-appropriate material.
RHYTHM
1. Students will read, write, and perform tied quarter notes, half notes, and half rests.
2. Students will demonstrate an awareness of 4 beats in a group (measure, 4/4 meter).
3. Students will read, write, and perform whole notes.
4. Students will read, write, and perform whole rests.
5. Students will identify the fermata.
6. Students will demonstrate an awareness of staff, bar line, measures, 2/4, 4/4 time signature meter.
MELODY
1. Students will listen and echo same intervals.
2. Students will review solfege (sol, la, do, re; 5, 3, 6, 1, 2).
3. Students will differentiate high/low pitch with various intervals.
4. Students will demonstrate high/low sound on a pitched instrument.
5. Students will listen and identify sounds that go higher, lower, or stay the same.
6. Students will recognize and sing a musical phrase.
7. Students will explore individual student’s vocal range through vocal exercises.
8. Students will be introduced to staff, treble clef, and line and space notes.
HARMONY
1. Students will identify accompaniment or no accompaniment.
2. Students will play an accompaniment.
3. Students will identify and sing simple rounds.
FORM
1. Students will listen and repeat a rhythmic/melodic pattern.
2. Students will listen and demonstrate the understanding of different sections within a song (group/solo, verse/chorus, A/B).
EXPRESSION
1. Students will increase their awareness of and demonstrate loud/soft sounds (f/p).
2. Students will identify getting louder/getting softer.
3. Students will identify and practice accent marks ( sudden loud sound).
4. Students will listen, identify, and demonstrate fast/slow tempos.
5. Students will identify getting faster/getting slower.
6. Students will listen, identify, and dramatize various moods.
7. Students will recall various voice styles.
8. Students will listen, identify, and demonstrate more classroom instruments.
9. Students will listen and identify the natural and environmental sounds around us.
GRADE 3 MUSIC
Continued reinforcement of previously learned skills with age-appropriate material.
RHYTHM
1. Students will read, write, and perform single eighth notes.
2. Students will read, write, and perform dotted half notes.
3. Students will be introduced to dotted quarter notes, and single eighth notes.
4. Students will be introduced to eighth rests.
MELODY
1. Students will listen and echo same intervals.
2. Students will improve their ability to sing solfege or interval singing.
3. Students will review sol, mi, la, do, re; 5, 3, 6, 1, 2, and be introduced to fa, ti, 4, 7.
4. Students will sing and play steps and skips.
5. Students will recognize and sing a musical phrase.
6. Students will create and improvise a phrase ( a question and answer phrase).
7. Students will explore individual student’s vocal range through vocal exercises.
8. Students will develop their head voice (vocal placement).
9. Students will understand how simple songs are written on the treble clef staff.
10. Students will identify the names of the line and space notes in treble clef.
HARMONY
1. Students will perform 2-part ostinati.
2. Students will perform 3-part canon.
3. Students will perform partner songs.
FORM
1. Students will demonstrate an awareness of 2 and 4-measure phrases.
2. Students will demonstrate an awareness of ABA form.
3. Students will demonstrate an awareness of rondo form.
4. Students will demonstrate an awareness of first and second endings.
5. Students will demonstrate an awareness of introduction and coda.
EXPRESSION
1. Students will know and perform dynamics (ff, f, mf, mp, p, pp,)
2. Students will be introduced to allegro, moderato, and andante tempo markings.
3. Students will listen, identify, and dramatize various moods.
4. Students will identify and demonstrate the difference between singing and speaking voices.
5. Students will be introduced to the different ways instrumental sounds are made.(strumming, buzzing, plucking, striking)
6. Students will be introduced, by sight and sounds, to the members of the families of the orchestra.
GRADE 4 MUSIC
Continued reinforcement of previously learned skills with age-appropriate materials.
RHYTHM
1. Students will read, write, and perform anacrusis (upbeat), quarter note, single eighth note, two eighth notes.
2. Students will read, write, and perform sixteenth notes.
3. Students will read, write, and perform dotted quarter and eighth notes .
4. Students will read, write, and perform triplet eighth notes .
5. Students will be introduced to syncopation.
6. Students will demonstrate 3/4 time or 3 beats in a group (measure).
7. Students will understand that the quarter note beat is represented in the meter sign by the "4" on the bottom.
8. Students will be introduced to common time (4/4=C).
MELODY
1. Students will review treble clef note names.
2. Students will identify "b" (flat) and "#" (sharp) symbols.
3. Students will understand C, G, F major key signatures.
HARMONY
1. Students will perform counter-melody and/or descant.
2. Students will perform 3-part ostinati.
3. Students will practice score reading.
FORM
1. Students will identify theme and variation form.
2. Students will identify two, four, and eight measure phrases.
EXPRESSION
1. Students will be introduced to largo and presto.
2. Students will be able to aurally distinguish between major and minor tonalities.
GRADE 5 MUSIC
Continued reinforcement of previously learned skills with age-appropriate materials.
RHYTHM
1. Students will read, write, and perform 6/8 meter.
2. Students will read, write, and perform dotted half, dotted quarter, eighth in 6/8 meter.
3. Students will read, write, and perform three-eighth notes in 6/8 meter.
4. Students will read, write, and perform and in 2/4 and 4/4 meter.
MELODY
1. Students will identify, read, write, and perform major scales.
2. Students will be introduced to natural, harmonic, and melodic minor scales.
3. Students will understand how to identify key signatures.
HARMONY
1. Students will continue to perform harmony. .
2. Students will identify and accompany songs using I and V-7 chords.
3. Students will identify and accompany songs using I , IV , and V-7 chords.
FORM
1. Students will identify a suite as a collection of related musical pieces.
EXPRESSION
1. Students will be introduced to adagio, allegretto, and vivace.
GRADE 6 MUSIC
Continued reinforcement of previously learned skills with age-appropriate materials.
RHYTHM
1. Students will read, write, and perform 3/8 meter.
2. Students will read, write, and perform 2/2 meter.
3. Students will be introduced to cut time C (alle breve).
MELODY
1. Students will be introduced to intervals as major, minor, and perfect.
HARMONY
1. Students will continue to perform harmony in a group.
2. Students will identify and accompany songs using V-7 (dominant seventh) chord.
FORM
1. Students will identify larger musical structures, such as symphony, opera, concerto, etc.
GRADE 7-8 MUSIC
PRODUCTION OF INDIVIDUAL VOCAL SOUNDS
1. Students will perform vocally without strain or tension.
2. Students will produce a sustained and controlled vocal sound with correct breathing techniques.
3. Students will produce well-defined vowel sounds.
4. Students will produce well-defined consonant sounds.
5. Students will produce a tone color appropriate to their maturity.
6. Students will broaden vocal range appropriate to their maturity.
7. Students will be evaluated continuously for vocal development and placed accordingly.
PRODUCTION OF CHORAL SOUNDS
1. Students will match pitches to those indicated in the music; they will hear pitch in relationship to others in the ensemble.
2. Students will produce uniform and well-defined vowel sounds.
3. Students will produce uniform and well-defined consonant sounds.
4. Students will blend with other voices to meet demands of the music.
5. Students will produce a vocal sound that leads to balance within and between sections.
6. Students will execute appropriate attacks and releases.
7. Students will recognize and produce coherent phrases as indicated in the music.
8. Students will recognize and produce dynamic changes appropriate to the demands of the music and the acoustical environment.
9. Students will recognize and respond to common meter signs and tempo markings.
10. Students will read and sing progressively challenging intervals.
LITERATURE AND INTERPRETATION
1. Students will identify major composers from each period.
2. Students will recognize and perform a variety of musical styles and repertoire.
3. Students will broaden their understanding of the relationship between music and other art forms.
4. Students will be introduced to three-part harmony.
5. Students will be introduced to two-part acappella.
6. Students may participate in opportunities for solo singing.
7. Students will be introduced to choral score (octavo) format.
8. Students will be introduced to bass clef notation.
HEARING AND VOCAL HEALTH
1. Students will become aware of possible hearing damage caused by noise, physical injury, and infection.
2. Students will become aware of the hazards of vocal abuse.
3. Students will become aware that good posture promotes healthy vocal
production.
GRADES 9-12 MUSIC (SECONDARY CHORAL)
PRODUCTION OF INDIVIDUAL VOCAL SOUND
1. Students will perform vocally without strain or tension.
2. Students will produce a sustained and controlled vocal sound with correct breathing techniques.
3. Students will produce well-defined vowel sounds.
4. Students will produce well-defined consonant sounds.
5. Students will produce a tone color appropriate to their degree of maturity.
6. Students will broaden vocal range appropriate to their maturity.
7. Students will be evaluated continuously for vocal development.
PRODUCTION OF CHORAL SOUND
1. Students will match pitches to those indicated in the music; they will hear their pitch in relationship to others in the ensemble.
2. Students will produce uniform and well-defined vowel sounds.
3. Students will produce uniform and well-defined consonant sounds.
4. Students will blend with other voices to meet demands of the music.
5. Students will produce a vocal sound that leads to balance within and between sections.
6. Students will execute appropriate attacks and releases.
7. Students will recognize and produce coherent phrases as indicated in the music.
8. Students will recognize and produce dynamic changes appropriate to the demands of the music and the acoustical environment.
9. Students will recognize and respond to common meter signs and tempo markings.
10. Students will read and sing progressively challenging intervals.
LITERATURE AND INTERPRETATION
1. Students will recognize and perform music from the various major periods.
2. Students will identify major composers from each period.
3. Students will recognize and perform various musical styles with understanding.
4. Students will perform a variety of repertoire from recognized choral masters.
5. Students will perform songs in various languages.
6. Students will understand the text as a separate entity from the music and respond appropriately in musical terms.
7. Students will broaden their understanding of the relationship between music and other art forms.
HEARING AND VOCAL HEALTH
1. Students will become aware of possible hearing damage caused by noise, physical injury and infection.
2. Students will become aware of the hazards of vocal abuse.
3. Students will become aware that good posture promotes healthy vocal production.
4. Students will become aware of the relationship between good general health and vocal production.
BAND--LEVEL I (BEGINNERS)
BASIC SKILLS
The Instrument
1. Students will identify parts of the instrument.
2. Students will assemble the instrument.
3. Students will demonstrate proper care of the instrument.
Playing Posture
1. Students will use proper playing posture (total body, arm, hand, wrist, and finger positions) for their instrument.
2. Brass and woodwind students will demonstrate proper support of the instrument while sitting or standing to play.
3. Percussion students will demonstrate proper grip/playing position for snare drum, bass drum, and other auxiliary instruments.
TONE PRODUCTION
Tone Quality
1. Students will produce sounds demonstrating characteristic tone quality.
2. Students will demonstrate an awareness of ways to improve tone production.
3. Woodwind and brass students will use proper breathing techniques.
4. Woodwind and brass students will play with good embouchure.
5. Woodwind and brass students will produce an evenly sustained tone on a single note for eight or more seconds.
6. Percussion students will produce characteristic single stroke, multiple bounce strokes, and open double strokes using proper grip.
7. Percussion students will produce an even sound while playing rudiments.
8. Percussion students will demonstrate an awareness of variations in sound which result from using different beaters, mallets, and sticks.
Pitch
1. Students will identify and define flat, sharp, and natural signs.
2. Students will identify and play in the keys of concert Bb, Eb, F major.
3. Students will identify and play all pitches within the prescribed ranges as determined by the teacher.
4. Woodwind and brass students will use alternate fingerings/positions appropriately in exercises and repertoire.
Tuning and Intonation
1. Students will identify and utilize the tuning mechanisms of the instruments.
2. Students will demonstrate ability to tune to a given pitch.
3. Woodwind and brass students will improve intonation by making appropriate adjustments in embouchure, posture, and breath support.
SPECIAL TECHNIQUES
Woodwind and Brass Techniques
1. Students will use proper techniques in the attack and release of sounds: tongue, accent, and slur.
2. Brass students will demonstrate lip slurs.
3. Trombone students will demonstrate legato tonguing and slide slurs.
String Techniques
1. Students will use proper technique to tune the strings.
2. Students will demonstrate proper right hand plucking and left hand fingering techniques.
3. Students will demonstrate dampening.
Percussion Techniques
1. Students will demonstrate proper techniques when playing snare drum, bass drum, and auxiliary percussion instruments.
2. Students will demonstrate the use of accents.
3. Snare drum students will identify and play rudiments: paradiddle, flam, flam tap, flam accent, double paradiddle, nine stroke roll, five stroke roll, and seventeen stroke roll.
4. Snare drum students will play rim shots, on the rim, and with snares off.
5. Percussion students will play rolls and double stops on mallet percussion.
6. Percussion students will play rolls on suspended cymbal, triangle, and timpani.
MUSICAL CONCEPTS
Rhythm
1. Students will count and perform with a steady internalized pulse, rhythm patterns combining various notes and rest.
2.Students will define and perform in common time, 4/4, 3/4, 2/4.
3. Students will perform rhythm patterns incorporating fermatas.
4. Students will count and perform rhythm patterns incorporating pick-up notes.
5. Students will count and perform rhythm patterns incorporating ties.
6. Students will replicate the conducting pattern used in 4/4, 3/4, 2/4.
Melody
1. Students will define and demonstrate phrase and breath mark.
2. Students will define and recognize melodic contour by steps, skips, and leaps.
Form and Style
1. Students will define and recognize form: round (canon), theme and variations, introduction, and theme.
2. Students will recognize style of music: i.e. lullaby, march.
Symbols and Terms
1. Students will define and demonstrate knowledge of various signs as they occur in the music: repeat , solo/soli/tutti, divisi/unison, accent, first and second endings, one-measure repeat sign, long rest, D.C. al Fine.
2. Students will define and play variations in dynamics: i.e. piano, forte, crescendo, and decrescendo.
3. Students will define and play tempo markings: i.e. largo, andante, moderato, allegro, ritardando.
Notation
1. Students will draw notes, rests, and musical symbols previously introduced.
2. Students will name the notes of the lines and spaces in treble clef and bass clef.
Performance
1. Students will perform a solo or ensemble piece which demonstrates the technical and musical mastery learning in Level I.
2. Students will evaluate one’s own performance of an exercise or solo.
3. Students will perform repertoire as members of the full band, and demonstrate the technical and musical mastery learned in Level I.
BAND--LEVEL II (INTERMEDIATE)
BASIC SKILLS
The Instrument
1. Students will demonstrate basic procedures for keeping the instrument in good playing condition.
Playing Posture
1. Students will use proper playing posture (total body, arm, hand, wrist, and finger positions) for their instrument.
TONE PRODUCTION
Tone Quality
1. Students will recognize and produce characteristic tone quality consistently.
2. Students will demonstrate an even tone while varying the dynamic level in scale and arpeggio patterns and in repertoire.
3. Students will produce an even, sustained tone while playing single long tones for 20 or more seconds.
4. Percussion students will demonstrate production of an even, sustained sound while rolling long notes and playing rudiments as required.
5. Percussion students will recognize and produce appropriate tone quality for each instrument studied.
Pitch
1. Students will play all pitches within the prescribed range as determined by the teacher.
2.Students will perform one/two octave scales and arpeggios (where possible) in the following concert keys: Bb, Eb, F, Ab, C, G, D major and relative minors.
3. Students will perform a one/two octave chromatic scale.
4. Students will continue to use alternate fingerings/positions.
5. Students will be introduce to trills.
Tuning and Intonation
1. Students will demonstrate increasing ability to adjust the instrument to a given pitch.
2. Students will develop an awareness of any variation in one’s own intonation while playing.
3. Students will demonstrate the ability to correct variations in intonation.
SPECIAL TECHNIQUES
Woodwind, Brass Techniques
1. Students will demonstrate the use of staccato, tenuto, and legato articulations.
2. Brass students will expand the range of lip slurs.
3. Trombone students will develop legato tonguing and slide slurs.
String Techniques
1. Students will demonstrate the ability to play in first and fifth positions.
2. Students will demonstrate proper technique in playing staccato, tenuto, and legato.
Percussion Technique
1. Students will demonstrate proper technique when playing all percussion instruments.
2.Students will demonstrate ability to perform independently on multiple percussion instruments simultaneously.
3. Snare drum students will identify and play rudiments: i.e. long roll, syncopated nine stroke roll, double paradiddle, drag, single tap, flamacue, seven stroke roll, fifteen stroke roll, and nineteen stroke roll.
4. Mallet percussion students will play double and triple stop rolls, and demonstrate the use of legato articulation.
5. Timpani students will demonstrate dampening, cross sticking, stick clicks, legato and staccato articulation; use proper technique in the execution of slurs.
6. Triangle and suspended cymbal students will define and demonstrate let vibrate, l. v.
7. Tambourine students will play shake rolls.
MUSICAL CONCEPTS
Rhythm
1. Students will count and perform with a steady internalized pulse, rhythm patterns combining various notes and rests.
2. Students will define and perform in cut time, 3/8, and 6/8 time signatures.
3. Students will perform changing meters: duple to triple, simple to compound.
4. Students will perform rhythmic patterns incorporating syncopation.
5. Students will replicate the one-beat, three-beat, four-beat, and six-beat conducting patterns
Melody
1. Students will define and recognize the themes in compositions.
2. Students will define and recognize a counter melody.
3. Students will define and recognize textural concepts: monophony, polyphony, melody, and accompaniment.
4. Students will recognize repetition in compositions.
Form and Style
1. Students will identify types of compositions: i.e. folk songs, popular songs, hymns, marches, and overtures.
2. Students will recognize aspects of form as they occur in repertoire.
Aural
1. Students will identify rhythm patterns aurally.
2.. Students will recognize intervals: unison, M2, M3, P4, M6, M7, and octave.
3. Students will recognize major, natural minor, and harmonic minor scales.
4. Students will recognize major and minor chords.
Symbols and Terms
1. Students will define and perform various symbols and terms: i.e., syncopation, interval, D. S. al Fine, chord, D. C. al Coda, Coda.
2. Students will define and perform tempo markings: i.e., allegretto, maestoso, accelerando.
Sight-Reading
1. Students will sight-read a short piece that encompasses the technical and musical symbols previously introduced.
Notation
1. Students will draw the notes, rests, and musical symbols previously introduced.
2. Students will recognize and name major and minor keys associated with key signature.
MUSICAL CONTEXT
Performance
1. Students will perform a solo or ensemble piece which demonstrates the technical and musical mastery previously learned.
2. Students will evaluate one’s own performance of an exercise or solo and compare to other’s evaluations of the same performance.
3. Students will perform a repertoire as a member of the full band, which demonstrates the technical and musical mastery previously learned.
4. Students will demonstrate appropriate performance etiquette.
BAND-LEVEL III (ADVANCED)
BASIC SKILLS
The Instrument
1. Students will demonstrate basic procedure for keeping their instrument in good playing condition.
Playing Posture
1. Students will consistently demonstrate an appropriate and comfortable posture while playing.
2. Students will maintain effective and comfortable finger, hand, and arm positions.
3. Percussion students will use proper grip/playing positions for snare drum, bass drum, and other auxiliary instruments.
TONE PRODUCTION
Tone Quality
1. Students will recognize and produce characteristic tone quality, consistently, while playing scales and arpeggios.
2. Students will sustain breath flow in order to play an uninterrupted phrase.
3. Students will adjust tone color through breath support, embouchure adjustment, bow placement, hand position, and speed.
4. Students will demonstrate characteristic tone quality, consistently, over all dynamic levels from pianissimo to fortissimo.
5. Percussion students will continue to demonstrate production of even, sustained sounds while rolling long notes and playing rudiments as required.
6. Percussion students will recognize and produce appropriate tone quality for each instrument studied.
Pitch
1. Students will perform all pitches within the expanded ranges.
2. Students will perform two octave scales and arpeggios (where possible) in the keys of Concert Bb, Eb, F, Ab, C, Db, G major, and G, C, D, F, A minor.
3. Students will continue to use alternate fingerings/positions appropriately in exercises and repertoire.
4. Students will continue working on trills.
Tuning and Intonation
1. Students will demonstrate increasing ability to adjust the instrument to a given pitch.
2. Students will develop an awareness of any variation in one’s own intonation while playing.
3. Students will demonstrate the ability to correct variations in intonation.
SPECIAL TECHNIQUES
Woodwinds
1. Students will demonstrate the ability to properly execute trills and grace notes.
2. Flute students will demonstrate the ability to properly execute double and triple tonguing.
3. Flute, oboe, bassoon, saxophone students will demonstrate correct technique for producing an even vibrato.
4. Saxophone and clarinet students will develop extended ranges.
Brass
1. Students will demonstrate an expanded range of lip slurs.
2. Students will demonstrate the ability to properly execute trills (except trombone) and grace notes.
3. Students will demonstrate correct technique for producing an even vibrato (except French horn).
4. Students will demonstrate the ability to properly execute double and triple tonguing.
5. French horn students will demonstrate the use of "stopped horn".
6. Trombone students will continue developing legato tonguing and slide slurs.
String Instrument
1. Students will continue developing skills as previously taught.
Percussion
1. Snare drum -Students will identify and play rudiments including single ratamacue, double ratamacue, triple ratamacue, paradiddle-diddle, four stroke, ruff, flam paradiddle, drag paradiddle, play staccato, trills, and let vibrate.
2. Bass drum-Students will play rolls.
3. Mallet percussion-Students will demonstrate four mallet technique, properly execute trills, grace notes, and glissando.
4. Timpani-Students will demonstrate staccato strokes, cross sticking, glissando, simultaneous dampening and playing, grace notes, and forte-piano roll.
5. Cymbal-Students will demonstrate soft crash, forte-piano crash, two plate crash, and slide.
6. Tambourine-Students will demonstrate proper hand/knee technique, thumb roll, and playing with the fingers of both hands.
7. Additional percussion instruments-Students will demonstrate proper playing techniques for chimes, wood block, wind chime, triangle, temple blocks.
MUSICAL CONCEPTS
Rhythm
1. Students will count and perform rhythm patterns combining various notes and rests.
2.Students will perform odd-note grouping.
3. Students will define and perform time signatures 9/8, 12/8, 4/2, 5/4, 6/4, 7/8 and others as required.
4. Students will perform changing meters: triple to duple and compound to simple.
5. Students will replicate all conducting patterns.
6. Students will perform asymmetrical meters. Pitch
1. Students will name notes belonging to the lines and spaces of the staff in treble clef and bass clef; play the notes of one’s own clef.
2. Students will define and play flat, sharp, and natural accidentals.
Melody
1. Students will demonstrate the ability to identify and play phrasing in the pieces studied.
2. Students will continue to recognize the use of theme(s) in compositions.
3. Students will identify and perform grace notes.
Form and Style
1. Students will identify types of compositions including the chorale, dances, ragtime, Dixieland, blues, and rock and roll.
2. Students will recognize stylistic traits of art music from different historical time periods including the Middle Ages, Renaissance, Baroque Period, Romantic Period, and Twentieth Century.
3. Students will recognize the use of binary, ternary, and rondo forms in pieces studied.
Aural
1. Students will develop the ability to identify aural rhythm patterns.
2. Students will develop the ability to recognize melodic and harmonic intervals including unison, M2, M3, P4, P5, M6, M7, and octave.
3. Students will recognize scales: i.e.. natural minor, harmonic minor, melodic minor, pentatonic, whole tone, and blues scales.
4. Students will recognize major and minor chords.
5. Students will recognize simple chord progressions.
6. Students will recognize authentic and plagal cadences.
7. Students will develop transposition skills.
Symbols and Terms
1. Students will expand knowledge of musical terminology.
2. Students will define and perform various symbols and terms: i.e.. grace note, trill, simile, dol ce, sostenuto, grazioso, cantabile, D.S. al coda, two measure repeat sign.
3. Students will define and perform variations in dynamics: i.e..pianissimo, fortissimo, sforzando, and forte-piano.
4. Students will define and perform various tempo markings: i.e.. larghetto, andantino.
Sight-reading
1. Students will sight-read a short piece that encompasses challenging technical and musical scope.
Notation and Composition
1. Students will draw notes, rests, and musical symbols introduced in the pieces studied.
2. Students will recognize and name major and minor keys associated with key signatures.
3. Students will be introduced to written transposition skills.
Performance
1. Students will perform a solo or ensemble piece which demonstrates technical and musical mastery learned.
2. Students will evaluate one’s own performance of an exercise or solo, and compare to other’s evaluation of the same performance.
3. As a member of the full band, students will perform repertoire which demonstrates the technical and musical mastery learned.
4. Students will evaluate one’s own progress in the development of technical and musical skills.
5. Students will continue to demonstrate appropriate performance etiquette.
A DICTIONARY OF MUSICAL TERMS
A
AB form-a musical plan that has two different parts, or sections
ABA form-a musical plan that has three sections, the first and last sections are the same, the middle section is different.
accelerando-to gradually get faster (Accel.)
accent-a single sound louder than those around it
accidental-a sharp, flat or natural
accompaniment-a musical background for the melody
adagio-slow tempo, slower than andante
agitato-agitated
allegretto-a lively tempo
allegro-fast, lively
andante-slow walking tempo
animato-animated, lively
arpeggio-notes of a chord played one at a time
articulation-type of attack used to play a note or group of notes
B
balance-the proper adjustment of volume from all instruments
ballad-a song that tells a story in which all verses are sung to the same melody
band-a balanced group of instruments, consisting of woodwinds, brass, and percussion
bar line-a line that divides notes on a staff into measures
bass clef or F clef a clef used to show low pitches
beat-the basic unit of time in music
brass family-instruments such as French horn, trombone, trumpet, and tuba and baritone
breath mark-small mark used to show the end of a phrase
C
cadence-a group of chords or notes at the end of a phrase or piece that give a feeling of pausing or finishing
call and response-a musical form in which the solo call is followed by a group response
canon-a musical form in which the same melody is sung by two or more voices beginning at different times so they overlap
choir-commonly used to mean a group of singers performing together, also a group of instruments
chord-three or more tones sounding together
chord progression-the order of chords in a segment of a piece of music
chord root-the pitch on which the chord is built, and which gives the chord its name
chromatic scale-scale of half steps
coda-an ending section to a piece of music
common time-same as 4/4 time
composer-a person who writes music
concerto-a piece for a solo instrument with orchestra, usually in three movements
contour-the shape of a melody made by the way it moves upward and downward in steps and leaps, and by repeated tones
contrast-two or more things that are different
countermelody-a melody that is played or sung at the same time as another melody
crescendo-to get louder gradually
cut time- a time signature indicating two counts in each measure, the half note gets one count
D
Da Capo al Coda-go back to the beginning and play until the coda sign
when you reach the coda sign, skip to the Coda (D.C. al Coda)
Dal Segno al Fine-go back to the sign and play until the Fine (D.S. al Coda)
descant-a simple melody that is higher than the main melody
decrescendo or diminuendo-to get softer gradually
divisi-part of the section plays the top notes and part of the section plays the bottom notes
dominant- fifth note of a scale, chord built on fifth note of a scale
dolce-sweet, gentle style
double bar-marks the end of the music
duet-any composition written for two voices or instruments, each having a separate part
dynamics-the loudness or softness of sound
E
echo-music that is repeated by other voices or instruments
embouchure-mouth formation used to play an instrument
enharmonics-notes that sound the same but are written differently
ensemble-a group of players or singers
espressivo-expressively
F
fermata-a symbol over a note that means the note should be held longer that its written value ( )
1st and 2nd endings-play 1st ending first time through, then repeat music, skip the first ending and play 2nd ending
flat-a symbol that means a tone should be lowered by a half step
form-the order of sections in music
forte- ( f )loud
fortissimo- ( ff )very loud
fret-a thin metal bar dividing the fingerboard of a stringed instrument into sections
G
giocoso-lightly, happily
grace note-a small note played on or slightly before the beat
grazioso-gracefully
H
half step-the distance between a pitch and the next closest pitch on a keyboard
harmonic minor-like the natural minor except the 7th scale degree is raised by 1/2 step both ascending and descending
harmony-two or more tones sounded at the same tone
I
interlude-music that is in between the main parts of a song.
interval-the numerical distance between two notes
introduction-music that comes before a song or other musical composition
J
jazz-an American form of music combining African and European styles
K
key signature-sharps or flats written right after the clef: key signatures change certain notes throughout a piece of music
L
largo-very slow
ledger line-short line used to extend staff
legato-play smooth and connected
leggiero-lightly
lento-slow
Let Vibrate (L. V.) let the instrument ring, do not dampen
long rest-rest the number of measures indicated
M
maestoso-majestically#
major scale-a scale of tones arranged in terms of whole and half steps
marcato accent-a loud accented note of short duration
marziale-march-like style
measure-a set of notes and rests between two bar lines
measure repeat-repeat the previous measure
melodic minor scale-like the natural minor, except the 6th and 7th scale degrees are raised by one-half step when the scale is ascending and lower when descending
melody-a line of single tones that move upward, downward, or repeat
meter- the way the beats of music are grouped, often is sets of two or in sets of three
meter signature-the symbol at the beginning of each song that tells how many beats are in each measure and the kind of note that gets one beat
mezzo forte-(mf) medium loud
mezzo piano- (mp)medium soft
minor scale-a scale of tones arranged in terms of whole steps and half steps
moderato-moderate speed
monophony-a single unaccompanied melody
mood-the feeling that a piece of music gives
mysterioso-mysteriously
N
natural-cancels a flat or sharp
natural minor scale-minor scale with half-steps between scale degrees 2-3 and 5-6
note-a symbol for how long a musical sound lasts
O
octave-the distance between two pitches having the same name and located twelve half steps apart
one-measure repeat-repeat the previous measure
opera-a musical play in which most of the speaking lines are sung
operetta-a musical play, often similar to an opera but usually less serious. In an operetta, most of the dialogue is spoken
orchestra-a performing group of various instruments
ostinato-a rhythm or melody pattern that repeats
overture-a piece of music originally designed to be played before the beginning of an opera or musical play, often containing melodies that may be heard later in the work
P
partner songs-two or more different songs that can be sung or played at the same time to create harmony
pattern- the way in which notes in a group are arranged by pitch and/or rhythm.
pentatonic scale-a five-tone scale
percussion-a group of pitched or unpitched instruments that are played by striking or by shaking
percussion clef-indicates that the lines and spaces on the staff do not designate specific pitches; also called neutral clef or no-pitch clef; read by snare drum, bass drum, cymbals, and most other percussion instruments
phrase-a short section of music that is one musical thought
pianissimo- ( pp )very soft
piano- ( p) soft
pick-up notes-note or notes that come before first full measure
pitch-the location of a tone with respect to highness or lowness of a sound
polyphony-two or more melodies played at the same time
presto-very fast
R
rallentando-gradually slow the tempo
range-in a melody, the span from the lowest tone to the highest tone
refrain-a section of a song that is repeated after each verse;
sometimes called a chorus
relative minor-a minor key having the same key signature as the major key three half steps higher
repeat sign- repeat from beginning or repeat section of music between repeat signs rest-a sign for silence in music
rhythm-long sounds, short sounds, or long and short sounds heard one after the other
rhythm pattern-an organized group of long and short sounds
rim shot-special effect played on a drum; to create, place the tip of one stick on the drum head; strike the shaft of that stick with the shaft of the other stick
ritard or ritardando- ( rit. )gradually slow the tempo
roll-technique that may be used to sustain the sound on a percussion instrument
rondo-a musical form in which the first section is repeated several times with a different section between each of the repeats
root-the pitch on which a chord is built
round-a melody which can be repeated over and over, sung by two or more groups starting at different times
rudiments-40 basic techniques and sticking patterns used in snare drum playing
S
scale-a series of pitches arranged in upward or downward order
score-written music or notation of a composition, with each of the vocal or instrumental parts appearing in vertical alignment
section-a part of the whole
sequence-the repetition of a melody pattern at a higher or lower pitch level
sharp-a symbol indicating that a tone is to be raised a half step
sight-reading-playing a musical selection for the first time
skip-to move from one tone to another, skipping over the tones in between
slur-a curved line that connects two or more notes of different pitches
snares off-an instruction to move the snare release lever so snares are not touching the snare head
soli-whole section plays
solo-music for a single singer or player
staccato-playing the notes with separation
staff-the five lines and four spaces on which music is written
stagger breathing-performers breathe at different times so the phrase is not broken
step-to move from one tone to another with no tones in between
sticking-pattern of right (R) and (L) hand strokes used to play a piece of percussion music
string family-instruments such as violin, harp, and cello that are sounded by plucking, or drawing a bow across strings
strong beat-the first beat after each bar line, with the exception of syncopation.
style mark-indicates the manner or style in which the music is to be played
suite-an instrument work of several movements, often programmatic or descriptive
syncopation-a rhythmic effect which places emphasis on a weak or unaccented part of the measure
T
tacet-do not play
tempo-the speed of the beat
tempo di valse-waltz tempo
tenuto-a line placed above or below a note meaning to sustain for full value
texture-the thickness or thinness of sound that results when different pitches are played or sung together
theme-a musical idea
theme and variation-a composition, each section of which is an alteration of the initial theme
tie-a curved line that connects two notes of the same pitch and means that
the sound should be held for the length of both notes
time signature-top number tells you number of counts in each measure; bottom number tells you the type of note that receives one count
tonal center-the key a piece of music is in; often the tonal center will be the first or last note of a piece
tone color-the sound that is special to each instrument
tonic-first note of a scale; chord built on first note of a scale
treble clef or G clef-a clef used to show high pitches
trill-rapid alternation between two adjacent notes
trio-any composition for three voices or instruments, each having a separate part
triplet-group of three notes to be performed in the place of two of the same kind
tutti-everyone plays
two-measure repeat-repeat the two previous measures
U
unison-all perform the same part
V
variation-part of a musical form which begins with a theme, followed by a number of versions of it, each of these being a variation. Rhythm, melody, tone color, or other musical elements may be varied.
verse-words or music that make up the body of a song and that may alternate with the refrain
W
whole step-the distance between two pitches having two half steps between them
whole tone scale-a consecutive succession of six tones, each a whole step apart
woodwind family-instruments such as the bassoon, oboe, clarinet, saxophone and flute that are played by blowing air through them
BIBLIOGRAPHY
Essential Techniques, Rhodes, Tom C.; Bierschenk, Donald, Lautzenheiser; Hal Leonard Publishing Co., Copyright 1993.
Standard of Excellence, Book 1 and 2, Pearson, Bruce; Neil A. Kjos Music Co. Publisher; Copyright 1993, 1994.
Music, MacMillan Publishing Company, New York, NY, Copyright 1991.
Music Curriculum, Yellowstone Trail Consortium, September 1999.
Music Curriculum, Minot Public Schools, Minot, ND 1999.
Music Curriculum Guide, Northwest Education Consortium, May 1998, Revised October, 1999.