Download Grade-8-Term-1-Practicing-Tasks-2016-1

Grade 8 Term 1 Tasks
Learning Goal
We are learning to add expression/character to music by including dynamics and
articulations in our performances. We are learning to play more notes with a smooth,
even tone.
Success Criteria
I can play tasks 1-7 (for Level 3+ = 78%) with accurate notes and rhythms.
I can accurately interpret the symbols on the music.
I can perform dynamic and articulation markings with an even, accurate tone.
Task
1
2
3
4
5
6
7
8
9
10
Level
1
22
2+
33
3+
44
4+
Percentage
52-58%
62%
65%
68%
72%
75%
78%
83%
90%
95%
For Tasks 1-7, concepts will be introduced to the class. You will have time in class to
practice and receive feedback.
Tasks 8-10 serve as extensions and culminating activities which encompass the
concepts learned in Tasks 1-7. You must learn them independently.
1. MAJOR SCALE
FOCUS: TECHNIQUE/ARTICULATION
LEARNING GOAL: I am learning to play higher notes with a good tone and with different
articulations.
MINDS ON!: Does my tone stay even from the bottom of the scale to the top? How can I
change the tone? Am I using a strong embouchure and air support? Can I stay relaxed while
playing low and high?
ACTION!: In order to be successful with this task, you will need to:

Perform the major scale three times – once tongued, once staccato, once
slurred. Hand in on google classroom.
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Control your tone to play the notes with an even sound.

Play the notes with a steady rhythm.
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For a Level 4 grade on this task, you must also perform the thirds pattern.
2. LOUD VS. SOFT
FOCUS: DYNAMICS – FORTE/PIANO
LEARNING GOAL: I am learning to control the volume level of my instrument and produce
different dynamics with an even tone.
MINDS ON! How does your posture, breath control and support relate to your ability to
control the dynamics on your instrument? How long your can conserve your breath? Are you
using the correct embouchure for your instrument? Do you play with a good tone?
ACTION! In order to be successful with this task, you will need to:

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Play the notes and rhythms accurately.
Perform two different dynamic markings (forte and piano) with a full, round tone.
Make sure you are controlling your airflow.
Make sure to use your stomach muscles to support the air *especially when playing
quietly.
3. GROWING LOUDER
FOCUS: DYNAMICS –CRESCENDO/DECRESCENDO
LEARNING GOAL: The purpose of this task is to demonstrate your ability to
increase/decrease the volume level on your instrument while maintaining a good tone.
REVIEW: You will review and demonstrate your ability to slur and tongue on a wind
instrument with a consistent sound and airflow.
MINDS ON! How does embouchure relate to the ability to play dynamics with a good tone?
How does breath support relate to playing with a good tone?
ACTION! In order to be successful with this task, you will need to:
 Play the notes and rhythms accurately.
 Demonstrate an understanding of how to perform a slur on your instrument.
 Demonstrate the ability to perform even tonguing.
 Demonstrate the ability to perform dynamic markings while maintaining a good tone.
4. SHORT NOTES!!
FOCUS: STACCATO/TENUTO
LEARNING GOAL: The purpose of this task is to demonstrate your understanding of how to
perform a staccato note and a tenuto note.
MINDS ON! How does your posture, breath control and support relate to your ability to
control the articulation on your instrument? What do you need to do with your air, diaphragm
and tongue to perform a staccato note?
ACTION! In order to be successful with this task, you will need to:
 Practice performing the difference between staccato notes, tenuto notes and
unmarked notes.
 Make sure that you have a continued air flow and consistent stomach support when
tonguing and when playing staccato notes.
5. ARTICULATION MATTERS!!
FOCUS: EXPRESSIVE CONTROLS
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LEARNING GOAL: The purpose of this task is demostrate the ability to recognize, and on
your instrument, perform three different articulations.
 The “dot” below or above a note is called a staccato mark and means to play the note
short.
 The “dash” below or above a note is called a tenuto mark and means to make the note
broad or long.
 The “accent” below or above a note is called a marcato or “accent” and means to
attack the start of the note – hit the note hard!
MINDS ON! Hi. Hiiiiiiii! Hi!!!! How does punctuation change the way that we say a word?
Articulation markings in music communicate how to “say” a note. How should the dot, dash
and/or accent sound different from one another? How do you articulate the difference
between an accent, a staccato and an unmarked note? What does it sound like? What does
it feel like?
ACTION! In order to be successful with this task, you will need to:
 Emphasize the difference between the staccato, the tenuto and the accent.
 Demonstrate good breathing, embouchure and posture.
 Use the articulations to add character and expression to the tune.
6. ALL THE NOTES!
FOCUS: PITCH
LEARNING GOAL: The purpose of this task is to demonstrate your ability to play a song
which uses all the notes of the major scale.
MINDS ON! How do you need to prepare differently for playing notes that are skips or leaps
instead of steps? Just as walking and skipping uses similar muscles, they are not the same
action and need to be prepared for differently.
ACTION! In order to be successful with this task, you will need to:
 Make sure that you have a consistent air flow between all notes, steps, skips and
leaps.
 Try to balance the dynamic level of all notes by controlling your air flow. Smartly
choose where you breathe within the phrase. Taking in a big breath before the note
to which you are leaping makes that note stick out. Continue taking in air at the
appropriate place within the phrase.
7. ADDING CHARACTER
FOCUS: EXPRESSIVE CONTROLS
LEARNING GOAL: The purpose of this task is to demonstrate your understanding of
dynamics and articulations markings and how they add character to a piece of music.
MINDS ON! What different moods could each dynamic or articulation marking convey?
How does the tempo (speed) of the song affect the character of the piece? Would the same
song have a different mood if played on a different instrument?
ACTION! In order to be successful with this task, you will need to:
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Think about a mood you would like to create using the tune from task #6.
Think about the tempo you would like to perform it at.
Add dynamic markings and articulation markings to the melody.
Learn and record Task #6 with your creative markings.
8. BECOMING AN EIGHTH NOTE EXPERT
FOCUS: RHYTHM
LEARNING GOAL: The purpose of this task is to perform a variety of articulations, while
concentrating on the counting and accurate placement of eighth notes.
MINDS ON! Thinking through a song before you perform it can be a very important skill –
why? Why is picking a tempo at which you can best perform eighth notes so important?
What is a good way to count when playing eighth notes?
ACTION! In order to be successful with this task, you will need to:
 Identify the different articulation markings and practice how they each should sound.
 Pick a tempo in which you can consistently perform the rhythm.
9. “PICKING – UP” A NEW SKILL
FOCUS: RHYTHM
LEARNING GOAL: The purpose of this task is to understand and perform a song, which
begins with a pickup note.
MINDS ON! When a piece of music is in 4/4 time, do some beats get a stronger pulse then
others? If so, then how does a pickup note affect the “feel” of a piece?
ACTION! In order to be successful with this task, you will need to:
 Figure out on which beat the pickup note lies.
 Demonstrate an understanding of how the pickup note is performed considering
breathing and the different stresses of each beat.
10. MAKING CONNECTIONS
FOCUS: EXPRESSION AND BREATH CONTROL
LEARNING GOAL: The next step to furthering your musicality is to use your breath control to
create logical phrasing within your music.
MINDS ON! When you speak, you say your words in a way that make a smooth and
connected sentence. Apply the same principles of speech to when you would breathe when
playing music. Connect the music and breathe in places where the breath does not interrupt
the flow of the music.
ACTION! In order to be successful with this task, you will need to:
 Choose a tempo that allows you to play with accuracy and “make it” to the breath
mark.
 Take in a deep breathe while maintaining good posture and control.
 Perform the following piece of music with expression.