Band 8th

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Radnor Middle School Course Overview Band 8th Grade

General Informatio Information n Credits: N/A Length: Full ear !eighted: N/A For"at: Meets ever# third da# in $ull ense"%le& Section/grou' lessons one 'eriod ever# si( da#s) *rere+uisite: Success$ul 'er$or"ance 'er$or"ance in ,th gr) Band or e+uivalent e('erience) Grade: 8

I. Course Description The 8th Grade Concert Band extends the opportunity for students who have received instruction on a band instrument for at least three years prior (or equivalent) to continue instruction and  performance on their selected band instrument as part of a large gradelevel ensemble! "rimary focus is placed on continued sequential s#ill development on the student$s instrument in their fourth year of playing% as well as advancing ensemble performance% listening and higherorder musical s#ills! &ithin each sixday rotation% students meet twice for large ensemble rehearsal% and also have one instrumentspecific group lesson! MAJOR UNITS OF STUDY

MAR-.NG *R.O0: All 1nits: As band instrument instruction is sequential by nature, various elements of music and instrumental pedagogy are taught concurrently and expanded upon as student skill allows. Main content areas include: Instrument operation, care  handling! "erformance #undamentals $tone production, breath support, embouchure, sticking%! Individual and &nsemble "erformance $note and rhythmic reading, listening skills, key signatures%!  'echnique (evelopment (evelopment $note and range extension, flex flexibility, ibility, interval intervals, s, extended and alternate note fingerings%! and Musical &xpression $Articulations! changing tempo! expanding ranges of performance tempo! musical vocabulary% Common Core Standards '!8!*!aperform on at least one instrument accurately and independently% alone and in small and large ensembles% with good posture% good playing position% and good breath% bow% or stic# control perform with expression and technical accuracy on at least one string% wind% '!8!*!b

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 percussion% or classroom instrument a repertoire repertoire of instrumental literature with a level of difficulty of *!% on a scale of + to , '!8!*!cperform music representing diverse genres and cultures% with expression appropriate for the wor# being performed '!8!*!dplay by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument '!-!+ .elate solfeggio (e!g! do, re, mi…..do) mi…..do) and letter names to simple pitch notation in the treble and bass clef  '!8!!aread whole% half% quarter% eighth% sixteenth% and dotted notes and rests in */0 % -/0 % 0/0 % ,/8 % -/8 % and alla breve meter signatures '!8!!b read at sight simple melodies in both the treble and bass clefs '!8!!c identify and define standard notation symbols for pitch% rhythm% dynamics% tempo% articulation% and expression '!8!,!adescribe specific music events in a given aural example% using appropriate terminology '!8!,!cdemonstrate #nowledge of the basic principles of meter% rhythm% tonality% intervals% chords% and harmonic progressions in their analyses of music '!8!8!bdescribe ways in which the principles and sub1ect matter of other disciplines taught in the school are interrelated with those of music

Keystone Connections: N/A Student Objectives: The students will be able to2 (Winds and pitched percussion) 3emonstrate proper care if instrument! 3emonstrate proper instrument position with proper body posture% proper breathing 4 air support to produce steady tone on instrument with proper embouchure formation! 3emonstrate characteristic tone and steady pitch when performing examples from lesson boo# or  band repertoire! .ead music notation and perform excerpts including whole% half% quarter% eighth% sixteenth% and dotted notes and rests in */0% -/0% 0/0% ,/8% -/8% /0 and alla breve meter signatures "erform scales in #eys of C% 5% Bb% 6b% 7b% 3b 'a1or in eighth notes at tempo of +* b bpm pm (advanced) or 9 bpm (basic)! "erform scales in thirds on above ma1or scales at tempo of 8+ bpm 3emonstrate understanding of solfeggio syllables (do% re% mi:) as equated to scale degrees of assigned ma1or scales "erform band music repertoire at a representative difficulty level of * ; *! on a scale of +,!  Non-pitched Percussion only: 3emonstrate proper sound production on snare drum% bass drum% suspended cymbal and crash cymbal% tambourine% triangle% maracas% claves% castanets and timpani through playing excerpts at a difficulty level of * ; *! on a scale of + ; ,! "erform examples of the following rudiments found in musical examples selected from method  boo# or band repertoire2 long roll% st# roll% 9st# roll% roll% +<st# roll% <st# roll% +-st# roll% roll% flam% flamtap% ruff% drag% paradiddle% flam paradiddle% flamacue!

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Materials &Texts Accent on Achievement, Book 2 and Book 3 (ORei!!" # $i!!iam%& A!'ed )*+!i%hin -o.& Ski!! B*i!de%, Book 2 (Ba!ent # /i!!iad& -a! Fi%che, Inc0.& 1aio*% en%em+!e techni*e deve!oment mateia!%, %e!ected +and eetoie& SmatM*%ic on!ine e4eci%e% and eetoie0

 Activities Assi!nments & Assessments Assessments  Activities Assi!nments 7CT=>=T=6? ; G.@" A6??@? &armup routine consisting of long tones% lipslurs (brass)% interval drills% articulation patterns% rudiment review (percussion only)! Technique development exercises ?cales "ractice procedures for learning new material! =ntroduction of new concepts from method boo#  7pplication of new concepts in selected band repertoire =ndividual and small group performances of exercises and repertoire excerpts 7CT=>=T=6? ; B73 .667.?7A? &armup routine (long tones% scale patterns% legato phrasing% rhythmic patterns based on scales% rudiments) =ntroduction of new repertoire (Guided listening% modeling of specific sectionsD highlighting new content and concepts to be b e masteredD sight reading) .eview of #nown material from previous rehearsals% focusing on expanding musical expression and phrasing! 7??=G'6T?2 ?tudents are given ongoing assignments for scale mastery% fingering advancement% articulation development and range development! =n addition% specific exercises from the method boo# are assigned to be practiced and performed at each subsequent lesson! 6xcerpts from selected band ban d repertoire are also assigned as concert approaches! 7??6??'6T?2 ?tudents are assessed on an ongoing basis in their performance of core s#ill development and note/rhythmic reading! ?pecific assessments occur each quarter on assigned scales% exercises from method boo# and/or band repertoire!

Terminolo!y  Tone quality% pitch% intonation% breath support% posture% instrument position% embouchure =nterval% note range% melodic contour% whole step/half step  ote/rest values2 whole% half% quarter% dottedquarter% eighth% dottedeighth% sixteenth% sixteenth% triplet quarter% triplet eighth only) .udiments (percussion

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'eter ?ignatures2 Common time (0/0)% E% */0% ,/8% -/8% /0 4 Cuttime (*/*) Fey ?ignatures2 Concert #eys of no sharps/flats up to five flats (transposed into given instrument #ey) ?olfeggio syllables ; diatonic (do% re% mi:!) 6nharmonics .elative minor #ey/scaleD 7ltered notes of minor scales 'elodic movement by step% s#ip% repeatD armonic movementD rhythmic movement 7rticulations2 Aegato% staccato% marcato% slurD tonguing/slurring patternsD 7ccent 7ccellerando% .itardando% .allantando% 7llargando Crescendo% 3ecrescendo% 3iminuendo 5ermata 7llegro% 7llegretto% 'oderato% 7ndantino% 7ndante% 7dagio% Aargo% 'aestoso 3ynamic mar#ings2 pp, mar#ings2 pp, p, mp, mf, f, ff; subitoD other graphic musical mar#ings as used in repertoire

Media Tec"nolo!y #eb $esources S"artMusic interactive acco"'ani"ent so$tware Audio recordings o$ selected %and re'ertoire Audio "onitoring s#ste" .nstru"ent cli'2on "icro'hone 0igital tuner Metrono"e Co"'uter with "onitor s'ea3ers and/or head'hones LC0 'ro4ector5 S"art 6a%let5 0ocu"ent ca"era)

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