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KISD BAND MS 1 CURRICULUM YEAR AT A GLANCE TEXT: Essential Elements for Band. Book 1, Hal Leonard. THE LEARNER WILL: 1st 9-Weeks Theory Literacy Mechanics Technique 2nd 9-Weeks 3rd 9-Weeks 4th 9-Weeks Identify, write, and define the following: whole note, half note, quarter note, eighth note and corresponding rests; 4/4 time signature; grand staff pitch names to 2 ledger lines above and below; sharp and flat signs; bass and treble clef signs; simple repeat; legato style/articulation. (1B, 1C, 2A, 2B, 2D) Identify, write and define the following: 16th notes (grouping of four), dotted half note, dotted quarter note, and corresponding rests; accidentals on appropriate staff; 2/4 time; 1st & 2nd endings/repeats; binary form; intonation; fermata; major scale pattern including half and whole steps; and slurs and ties. (1B, 1C, 1D, 2A, 2B, 2D) Identify, write, and define the following: 3/4 time; multi-measure rests; Identify, write, and define the following: two 16th and 8th note key signature; order of flats and sharps in key signature; naturals; patterns including the dotted 8th-16th; 2 octave chromatic scale; staccato style and articulation; theme & variation(s); Moderato and Tempi-accelerando and ritardando. (1B, 1C, 1D, 2A, 2B, 2D,) Allegro tempi, forte, piano, decrescendo and crescendo dynamics; Da Capo al Fine. (1B, 1C, 1D, 2A, 2B, 2D) Using the Eastman system, count, clap, and play with characteristic tone (1 te 2 te for eighth notes): rhythms including combinations of whole notes, half notes, quarter notes and corresponding rests in 4/4 time; 5-note diatonic scale in instrument appropriate clef demonstrating accurate pitch; legato style and articulation. (2D, 3A, 3B, 3C, 3F) In addition to previously known elements, perform the following with characteristic tone and correct pitches: paired eighth notes and eighth rests; a one-octave major scale and chromatic scale with the range of a perfect 5th. (2D, 3A, 3B, 3C, 3F) In addition to previously known elements, perform the following with characteristic tone and accurate intonation: dotted half, dotted quarter, single eighth notes, four 16th-note groupings (on single pitch) and corresponding rests; 2/4 time; 1-octave chromatic scale; 2 oneoctave major scales; slurs. (2D, 3A, 3B, 3C, 3F) Demonstrating characteristic tone, sight-read (in groups) whole notes, half notes, and corresponding rests in 4/4 time using the 5-note diatonic scale in appropriate clef with legato style and articulation. (2D, 2E, 3A, 3C, 3B, 3E, 3F) In addition to previously known elements, sight-read (in groups) the In addition to previously known elements, sight-read (in groups) the following with characteristic tone: quarter notes and rests; 7 diatonic following with characteristic tone: paired eighth notes and rest; 2/4 notes (lower leading tone up to 6th scale degree), key of concert B-flat; time; and one full octave. (2D, 2E, 3A, 3B, 3C, 3E, 3F) simple repeat. (2D, 2E, 3A, 3B, 3C, 3E, 3F) In addition to previously known elements, sight-read with characteristic tone (alone and in groups) the following: four 16th-note groupings (on single pitch); dotted half; dotted quarter; single eighth, 2/4 time; slurs; 1.5 octave range; and E-flat concert key. (2D, 2E, 3A, 3B, 3C, 3E, 3F) Identify and/or describe the following elements of proper technique and mechanics: embouchure, posture; hand position/grip; breathing mechanics; good hygiene, hydration, hearing protection, and health practices; and instrument care/maintenance. (1E, 3A, 3B) Demonstrate the following elements of proper technique and mechanics: embouchure, posture; hand position/grip; fingering and speaking/singing note names; breathing mechanics; instrument care/maintenance. (3A, 3B) Perform and Evaluate the following: embouchure, posture; hand position/grip; fingering and speaking/singing note names; breathing mechanics; instrument care/maintenance. (3A, 3B) Perform consistently the following elements of proper technique and mechanics: embouchure, posture; hand position/grip; fingering and speaking/singing note names; breathing mechanics; instrument care/maintenance. (3A, 3B) In addition to previously known elements, perform the following with characteristic tone and accurate intonation: four 16th-note groupings (changing pitches); multi-measure rests; 3/4 time; 1.5 octave chromatic scale; Concert F, B-flat, and E-flat major scales-one octave each; staccato style and articulation; forte, piano, decrescendo, and crescendo dynamics; and tempi Moderato and Allegro. (2D, 3A, 3B, 3C, 3F) Correctly speak/sing pitch names in rhythm while simultaneously applying corresponding fingering and technique. (1B, 2D, 3F) Play and listen to a variety of musical performances including a minimum of two concerts per school year. (1A) Describe appropriate performance etiquette for both performer and audience member in a variety of settings. (5A, 5E) Identify relationships of music concepts to other academic disciplines. (4C) Demonstrate appropriate performance etiquette for both performer Demonstrate appropriate performance etiquette for both performer and audience member in a variety of settings. (5A, 5E) and audience member in a variety of settings. (5A, 5E) Demonstrate and evaluate appropriate performance etiquette for both performer and audience member in a variety of settings. (5A, 5E) Create two-measure rhythmic phrases using known rhythms and melodic phrases using known pitches. (2C, 3G) Create four-measure rhythmic phrases using known rhythms and create four measure melodic phrases using known pitches. (2C, 3G) Create an eight-measure melody using known rhythms and pitches. (2C, 3G) Through comparision, evaluate musical performances for quality, effectiveness, blend, and balance. (1A, 5A, 5B, 5D) Create more complex four-measure rhythmic phrases using known rhythms and create four measure melodic phrases using known pitches. (2C, 3G) Through comparision, evaluate musical performances for quality and effectiveness. (1A, 5A, 5B, 5D) Identify and/or describe appropriate cognitive and kinesthetic responses to a perfromance. (5A, 5E) Demonstrate appropriate cognitive and kinesthetic responses to a perfromance. (5A, 5E) Perform and describe culturally diverse music including US and Texas cultures. (1A, 3A, 4A, 4B, 5D) Perform repetoire from various styles and cultures independently, in small ensemble, and in large ensemble. (1A, 3A, 3C, 3D, 4A, 4B, 5D) Identify and/or describe the following elements of Performance and Musicianship: characteristic tone; instrument families. (1B, 3A) Describe music from different styles, periods, and cultures presented aurally; processes for self-evaluation and improvement; develop evaluation criteria for performance evaluation; describe processes and select tools for self-evaluation and improvement. (1A, 3A, 4B, 5C, 5D) Performance Through comparision, evaluate musical performances for quality and Musicianship effectiveness. (1A, 5A, 5B, 5D) Through comparision, evaluate musical performances for quality and effectiveness. (1A, 5A, 5B, 5D) Identify and describe music vocations and avocations; written music from various styles, periods and cultures; (4D) KISD BAND MS 1 CURRICULUM YEAR AT A GLANCE