Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
FLUTE SYLLABUS – Year 1 Attainment Target 1. RHYTHM/DURATION/METRE Students can: Term 1 (1 BRONZE) a) echo simple rhythms b) follow a steady pulse c) play semibreve, minim, crotchet & their rests d) play in 4/4 time Term 2 (1 SILVER) a) keep a steady pulse b) play in 2/4 and 3/4 time c) play dotted minims, pairs of quavers & tied notes Term 3 (1 GOLD) (Grade 1) a) set and keep a steady pulse b) play dotted crotchets, quaver rests, enharmonic notes a) play 8 notes a) play 10 notes b) play the F major scale & arpeggio legato and staccato a) play 13 notes b) major/E minor scale and arpeggio (legato and staccato) a) recognise bars, bar lines, 4/4 and 2/4 time signature, repeat sign, pause sign b) read semibreve, minim, crotchet with equivalent rests c) read 5 notes a) understand 3/4 time b) read slurs, quavers/rests, dotted & tied notes and leger lines c) read 13 notes d) recognise sharps/naturals and flats, pauses & accents, DC and 1st/2nd time bars a) understand dynamics (f,,mf,,mp,,p) b) recognise cresc and dim c) recognise staccato d) markings and understand multiple bar rests and how to count them e) C – Common time a) stand & hold flute correctly b) play with an appropriate embouchure c) play tongued & slurred paired long notes d) hold a note for 4 beats breathing properly e) put the flute together & clean out correctly a) play 2 & 3 tongued & slurred notes over 4 beats b) play tonal exercises over 10 notes loudly and quietly a) staccato b) play tonal exercises over full range c) play harmonic and interval tonal exercises (pg 121 E Elements). d) use my diaphragm a) echo simple tunes using known notes b) recognise high and low notes c) echo a rhythm d) move in time to a piece of music e) identify simple moods in music a) echo stepped tunes by singing and playing b) identify a change in a repeated rhythm c) clap pulse to a tune in 2 or 3 time and identify time signature a) play loudly and quietly a) match a note played by the teacher b) improvise question and answer phrases c) hear differences and changes in tempo, dynamics and time signatures 2. PITCH Students can: 3. MUSICAL LITERACY Students can: 4. INSTRUMENTAL TECHNIQUE Students can: 5. AURAL Students can: 6. DYNAMICS a) play using an even dynamic a) play cresc. and dim. Students can: 7. PERFORMING SKILLSAND OPPORTUNITIES Students can: a) play individually and with awareness of others b) practise at home & with other members of the group c) play unaccompanied & with simple accompaniments d) sight read a simple 2 bar phrase a) perform as part of a group to an audience b) play my own part in a group c) sight read simple 4 bar phrase a) perform as part of a group in an assembly b) play simple trios c) join a BMS Junior Ensemble FLUTE SYLLABUS – Year 2 Attainment Target Term 1 (2 BRONZE) a) play tunes of different tempos Term 2 (2 SILVER) a) play in groups of 4semiquavers b) play in compound time using common patterns a) play scale and arpeggio of D maj 2 8ves, legato and staccato Term 3 (2 GOLD) (GRADE 2) a) change the speed of a pulse within a piece eg. rall. accel. a) read and understand how to use sharps, flats and naturals b) recognise and understand what a minor key signature is. a) recognise and understand when a change of time signature occurs b) read and understand accidentals c) recognise dotted and semiquaver rhythms a) read and understand tempi markings eg. allegro, andante, rallentando a) play phrases of longer length b) play tone development with different timbres c) play single note diaphragm accents through chromatic steps a) continue tonal development and accented diaphragm exercises on pairs of notes ascending chromatically from tonic b) show an awareness of, and correct, faulty intonation c) tone development sonority pairings in 2,3 and 5 notes 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) identify the metre of a piece in 2 or 3 (incl. 6/8) and clap along b) identify changes in repeated melodic pattern c) echo melodic phrases using harmonic intervals up to a perfect 5th d) identify where a note is # or b a) alter the length of notes when required (stacc and tenuto) b) pitch over a wider range of intervals c) continue tonal development and accented diaphragm exercises on pairs of notes descending chromatically from the tonic d) tone development sonority pairings in 2,3,5 and 8 notes a) identify differences and changes in tempo, dynamics and articulation within a piece of music b) improvise question and answer phrases in a major key c) recognise and describe rhythmic or melodic change in a 2 bar phrase played twice d) identify changes in dynamics a) play sfz accents a) play fp accents a) play duets incorporating simple rhythmic or melodic ostinato b) sight read as for Grade 2 with the addition of accidentals over 8 bars a) sight read over 8 bars with addition of ties 1. RHYTHM/DURATION/METRE Students can: a) play scale and arpeggio of A minor (1 octave) 2. PITCH a) all ABRSM Grade 2 scales and arpeggios, legato and staccato Students can: 3. MUSICAL LITERACY Students can: 4. INSTRUMENTAL TECHNIQUE Students can: 5. AURAL Students can: 6. DYNAMICS Students can: 7. PERFORMING SKILLS AND OPPORTUNITIES Students can: a) sight read over 12-16 bars to Grade 2 specifications FLUTE SYLLABUS – Year 3 Technique/Element Term 1 (3 BRONZE) a) play dotted quaver/semiquaver rhythm Term 2 (3 SILVER) a) play rhythmic patterns in irregular metre (ie. 5/4) a) play scales and arpeggios of D maj/min (2 octaves), Bb maj and A min (12th) a) play scale and arpeggio of F maj and E min (2 octaves), legato and staccato b) chromatic scale on F, 1 8ve, legato and staccato a) read dotted quaver/semiquaver patterns a) understand how articulation affects the character of a piece b) read and understand trills a) compose question and answer phrases in a major/minor key a) sustain long phrases within full dynamic range b) develop diaphragm and embouchure with tonal exercises c) introduce double tonguing a) play using legato tonguing b) co-ordinate fingers and tongue in more complex musical passages using single and double tonguing c) tone development – dynamic range exercises over 16 beat phrases 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 over a 4 bar phrase in maj. or min. key a) make appropriate use of articulation in a variety of musical styles b) finger technique exercises in semiquaver patterns using varying articulations a) play a simple, well-known tune by ear, starting on different notes b) improvise question and answer phrases in major or minor keys c) identify differences and changes in dynamics, articulation, tempo and tonality a) play with a controlled use of dynamic range a) extend dynamic range to extremes, eg. ff, pp a) play in a larger ensemble (eg. BMS Senior Ensemble) if age allows b) sight read working towards ABRSM Grade 3 level a) recognise beginnings and ends of phrases and follow their part accordingly in an ensemble b) sight read at ABRSM 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 the individual part within an ensemble and react accordingly b) sight read at ABRSM Grade 3 level and beyond as necessary 1. RHYTHM/DURATION/METRE Students can: 2. PITCH Students can: 3. MUSICAL LITERACY Term 3 (3 GOLD) (Grade 3) a) develop ability to play more complex rhythms in an irregular metre a) play scale and arpeggio of A major and minor (2 octaves), legato and staccato b) full Grade 3 ABRSM syllabus scales Students can: 4. INSTRUMENTAL TECHNIQUE Students can: 5. AURAL Students can: 6. DYNAMICS a) sing as an echo 3 short phrases in a range of 1 8ve in maj. or min. key b) sing a major scale, recognise minor tonality c) improvise question and answer phrases using syncopated rhythms d) conduct in 2,3 and 4 time Students can: 7. PERFORMING SKILLS AND OPPORTUNITIES Students can: