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BRASS SYLLABUS – Year 1
Attainment Target
1. RHYTHM/DURATION/METRE
Students can:-
Term 1 – (1 BRONZE)
Term 2 – (1 SILVER)
a) Keep a steady pulse
b) Play in 2/4 & 3/4 time
c) Play dotted minims, pairs of quavers
& tied notes
a) Set & keep a steady pulse
b) Play dotted crotchets, quaver rests
& enharmonic notes
a) Play within a range of one octave
b) Play the C major scale & arpeggio in
both legato & staccato styles.
a) Play within a range of 12th
b) Play scales & arpeggio in both
legato & staccato styles as required
for Grade 1 exam
a) Recognise bars, bar lines, 4/4 time
signature, repeat sign & pause sign
b) Read semibreve, minim & crotchet with
equivalent rests
c) Read 5 notes
a) Recognise 2/4 & 3/4 time signatures,
slurred & tied notes
b) Read dotted minims & equivalent
rests, sharps & flats.
c) Read 8 notes
a) Stand & hold the instrument correctly.
b) Play with an appropriate embouchure
c) Play tongued & slurred lip flexibilities up
to a range of a 3rd.
d) Hold a note for 8 beats, breathing correctly,
starting & ending the note cleanly.
e) Be able to clean & oil the vales / clean &
grease the slide.
a) Echo simple tunes using known notes
b) Recognise high & low notes
c) Echo a simple rhythm
d) Move or clap in time to a piece of music
e) Identify simple moods in music.
a) Produce a controlled column of air
over a wider range of notes
b) Co-ordinate tongue/hand with
increasing accuracy.
c) Play lip slurred lip flexibilities up to a
range of a 5th.
d) To understand the use of the main
tuning slide.
a) Echo stepped tunes by singing and
playing
b) Identify a change in a repeated rhythm
c) Clap the pulse of a tune in 2 or 3 time
and identify the time signature.
a) Play using an even dynamic
a) Play loudly and quietly
a) Understand dynamics (p to f)
b) Recognise cresc. & dim.
c) Recognise staccato & accents
d) Understand multiple bar rests and
how to count them
e) Read 12 notes
a) Play staccato & tenuto notes.
b) Play tonal exercises over the range
of a 12th.
c) Play lip slurred lip flexibilities up
to a range of a 8th.
d) To understand how the diaphragm
works and its use in brass
playing.
a) Match a note played by the teacher
b) Improvise question and answer
phrases
c) Hear differences and changes inn
tempo, dynamics and time
signatures
a) Play using cresc. & dim.
a) Play individually and with awareness of
others
b) Practise regularly at home & with other
members of the group.
c) Play both unaccompanied and with
simple accompaniments
d) Sight read a simple 2 bar phrase
a) Perform as part of a group to an
audience.
b) Play a single part within a group
performance
c) Sight read a simple 4 bar phrase
a) Perform as part of a group in an
assembly
b) Sustain an independent part in a
duet
c) Join a BMS Ensemble
2. PITCH
Students can:3. MUSICAL LITERACY
Students can:-
4. INSTRUMENTAL TECHNIQUE
Students can:-
5. AURAL
Students can:-
Term 3 – (1 GOLD) (Grade 1)
a) Echo simple rhythms
b) Follow a steady pulse
c) Play semibreve, minim, crotchet and their
rests
d) Play in 4/4 time
a) Play within a range of 5 notes
6. DYNAMICS
Students can:7. PERFORMING SKILLS AND
OPPORTUNITIES
Students can:-
BRASS SYLLABUS – Year 2
Technique/Element
Term 1 – (2 BRONZE)
Term 2 – (2 SILVER)
a) Play in compound time
a) Change the speed of a pulse
within a piece eg. rall. accel.
b) Play in groups of 4 semiquavers
a) Play F#, Bb and Eb
b) Play scale and arpeggio of the relative
minor to the scale learnt in Level 3
a) Read and understand when a change
of time signature occurs
a) Play scales & arpeggio in both
legato & staccato styles as
required for Grade 2 exam
a) Recognise and understand the effect of
key signatures
b) Recognise sharps and flats
c) Read dotted crotchet/quaver pattern
d) Recognise 2,3 or 4 beats per bar on
printed music without referring to the time
signature
a) Sustain phrases of longer length
b) Play with a more consistent tone across
the range
a) Read and understand tempi
markings eg. Allegro, andante,
adagio
b) Read semiquavers
c) Read and understand multi bar
rests
a) Improvise question and answer phrases
b) Accompany a short piece by clapping the
pulse
c) Echo melodic phrases by singing and
playing (steps and leaps)
a) Recognise and understand when a
change of time signature occurs
b) Read and understand accidentals
c) Read and understand 1st and 2nd time
bars
d) Identify repeated patterns of
pitch/rhythm
a) Control slurs across harmonics using
the range of an octave
b) Play using a more complex pattern of
articulation
a) Identify the metre of a piece
b) Identify changes in repeated melodic
pattern
c) Echo melodic phrases using
harmonic intervals up to a perfect 5th
a) Play sfz accents
a)
a) Play duets incorporating simple rhythmic
or melodic ostinati
b) Sight read as for Grade 2 with the addition
of accidentals over 8 bars
a) Play simple pieces in 2 parts
b) Sight read as for Grade 2 with the
addition of ties over 8 bars
1. RHYTHM/DURATION/METRE
Students can:2. PITCH
Students can:3. MUSICAL LITERACY
Students can:-
4. INSTRUMENTAL TECHNIQUE
Students can:5. AURAL
Students can:-
Term 3 – (2 GOLD) (Grade 2)
a) Play tunes of different tempi
Play using pp and ff
a) Alter the length of notes when
required (stacc and tenuto)
b) Pitch over a wider range of
intervals
a) Conduct in 2/3 beats per bar
b) Identify staccato and legato
playing
c) Play simple tunes by ear
a) Play fp correctly
6. DYNAMICS
Students can:7. PERFORMING SKILLS AND
OPPORTUNITIES
Students can:-
a) Perform individually to an
audience (group, class, assembly
etc.)
b) Sight read as for Grade 2.
BRASS SYLLABUS – Year 3
Technique/Element
Term 1 – (3 BRONZE)
a) Play dotted quaver/semiquaver rhythm
Students can:3. MUSICAL LITERACY
a) Play A-E, Ab and high D#
b) Play the scale and arpeggio of Eb
major
a) Read and understand compound time
signatures and play the related
rhythmic patterns
a) Play scales & arpeggio in both
legato & staccato styles as
required for Grade 3 exam
a) Compose a question and answer
phrase in a major key
a) Sustain longer phrases
b) Co-ordinate fingers and tongue in more
complex musical passages or move the
slide with increasing accuracy and speed
to correct positions, whilst keeping the
wrist relaxed.
a) Play using legato tonguing
b) Introduce double tonguing
a) Make appropriate use of
articulation for a variety of
musical styles
b) Finger/Slide technique exercises
in semiquaver patterns using
varying articulations
a) Sing and play an interval of an octave
above a given note
b) Differentiate between tones and semitones
c) Sing a major scale
d) Improvise question and answer phrases
using syncopated rhythms
e) Conduct in compound time
a) Play with a controlled use of dynamics
a) Sing an interval of a minor third
above a given note
b) Identify pitch or rhythmic changes to
a notated pattern when played
differently
a) Play a simple, well-known tune
by ear, starting on different notes
a) Extend dynamic ranges to extremes
a) Play in a larger ensemble and be able to
follow a conductor
b) Sight read working towards Grade 3
a) Recognise beginnings and ends of
phrases and follow their part
accordingly
b) Sight read at Grade 3 level
a) Recognise and play with a variety
of accentuation in relation to
musical style
a) Show an awareness of the role of
their individual part within an
ensemble and react accordingly.
b) Sight read at Grade 3 level
a) Play Grade 2 scales
a) Read dotted quaver/semiquaver patterns
Students can:-
4. INSTRUMENTAL TECHNIQUE
Students can:-
5. AURAL
Students can:-
6. DYNAMICS
Students can:7. PERFORMING SKILLS AND
OPPORTUNITIES
Students can:-
Term 3 – (3 GOLD) (Grade 3)
a) Play rhythmic patterns in
irregular metres ie. 5/4
1. RHYTHM/DURATION/METRE
Students can:2.PITCH
Term 2 – (3 SILVER)
a) Play in compound duple time and
related patterns
b) Play and understand triplets