Download 1. rhythm/duration/metre

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: