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Long-term Plan PIANO / KEYBOARD Skills To Be Taught Pitch - range - scales - intervals - harmony - notation Level One Level Two Level Three Level Four Level Five (pre-Grade 1) (Grade 1) (Grades 2 - 3) (Grades 4 - 5) (Grades 6 - 8) Understand the geography of the keyboard Play within a range of one octave in both R and L hands Recognise notes from standard notation Understand and play chords of up to three notes in both R and L hands Extend range to two octaves, including some chromatic notes Introduce chromatic scales over two octaves Elementary major and minor scales and broken chords (hands separately) Scales and arpeggios with up to three sharps or flats (including hands together) Learn pieces relating to these keys Develop sightreading skills within these keys Understand and play simple chord progressions Learn pieces relating to these keys Develop sightreading skills within these keys Extend range to three octaves Scales and arpeggios in all major and minor keys Learn pieces relating to these keys Develop sight reading skills within these keys Extend range to include full chromatic coverage within four octaves Scales and/or modes in all keys, with both melodic and harmonic minors Scales in thirds and sixths, and a third and sixth apart Develop sight reading skills within these keys Duration - rhythm - pulse - tempo Level One Play simple rhythms (using crotchets, quavers, minims and semibreves) Recognize simple rhythms from standard notation Play pieces in 4/4 and 3/4 time Play with a steady pulse at a moderate tempo . Level Two Extend ability to read and play rhythms in simple time, including dotted rhythms, single quavers and rests Understanding and expression of strong and weak beats Understanding the difference between tempo, rhythm and pulse Play in varied tempi (from moderately fast to moderately slow) Play using gradations of tempi (ritardando and accelerando) Set and maintain a steady pulse Level Three Introduction of compound time signatures and rhythms Level Four Introduction of irregular time signatures e.g. 5/4 Level Five Complex rhythms and rhythmic transitions in all time signatures Introduction of triplets, semiquavers and syncopated rhythms To be able to play polyrhythms (e.g. 2 against 3) Understanding all tempo directions and to interpret and implement those directions Play in varied tempi (from fast to slow) Refine the ability to distinguish tempo characteristics, e.g. allegro, andante, lento Understanding and implementation of rubato Technique - tone - articulation - fingering - posture - dynamics Level One Play with good posture and hand position Level Two Develop moving into different hand positions Level Three Produce an even tone and use pedal where appropriate Play in five finger positions, hands separately and in contrary motion Introduce use of the pedal Develop the variety of articulation, including accents and tenuto Change hand position by passing thumb under Play with detached, staccato and legato touch Distinguish between melody and accompaniment (balance/dynamics) Singing - songs - aural skills Recognise and play a combination of legato and staccato To be able to contrast f, mf, mp, and p, crescendo and diminuendo Level Four Develop awareness and ability to play interweaving lines of 2 parts Develop dynamic subtleties, including ability to express sf, fp, morendo etc. Introduce trills and grace notes Level Five Ability to play polyphony of up to 4 parts Good control of chord changes and hand co-ordination Use of dynamics to develop phrasing and interpretation Increase dynamic range including ff, and pp Play melody with Control dynamic more complex levels between accompaniment (e.g. hands broken chords/Alberti bass) Sing at least one song within a simple pitch range (this might be a piece being learned on the instrument) Sing with improved pitching and confidence Sing with improved pitching and confidence across a wider pitch range Take part in choirs Sing up and down the scale patterns of the pitches learned Sing back a short (two bar) phrase Sing back a short Sing simple lines phrase, including in a from notation minor key Take part in choirs and vocal ensembles Level One Theoretical knowledge and understanding - structure - musical terms - style Performing - solo - in parts - ensembles Level Two Awareness of the Use of elementary layout of a piece, any musical terms (e.g. repetitions, including forte and piano) ternary (ABA) form Understanding Recognise direction phrasing of pitches e.g. step by step up or down Perform simple repertoire from notation or from memory Perform solo and with others for an audience in a variety of contexts Perform simple duets (e.g. with tutor) Perform music in a variety of different genres and styles Perform in parts e.g. duets, rounds Develop ensemble skills Level Three Level Four Level Five Expanding understanding of more complex structures e.g. DS al Fine Understanding more complex structures e.g. Rondo form, Minuet and Trio Understanding more advanced forms e.g. Sonata form, mobile structures Understanding musical character and style Make musical decisions by reflecting on musical styles and conventions Able to perform two or three solo pieces in the same programme Perform advanced repertoire in substantial programmes involving a range of styles, including contemporary music Recognise rhythmic, melodic and harmonic features e.g. sequences, intervallic leaps Perform longer, more advanced pieces, with an awareness for communicating musical style Opportunities for duets and ensemble work Able to hold individual line in a small ensemble Opportunities to learn different keyboard instruments and / or tuned percussion Develop chamber music skills, large ensemble/orchestral Opportunity to play in skills mixed ensembles e.g. piano trio Level One Composing Take part in question and and answer Improvising activities, leading to improvising with simple rhythms and pitches over two bars Listening Level Two Extend length of improvised responses in question and answer activities Appraise own and Listen to others others’ achievements when playing with and performances accompaniment or as an ensemble Play simple patterns and pieces by ear and from memory Level Three Pupils work together to structure composed and/or improvised pieces Level Four Ability to notate composition, using standard or graphic scores Introduce chords and simple chord sequences Improvise within a more complex framework, using a variety of keys Awareness of relationship to all other parts in ensemble playing Recognition of more complex musical elements and structures e.g. major/minor tonality, sequences Play more advanced pieces by ear and / or from memory Listen to a variety of music in different styles and genres, appreciating different moods and characteristics, and be able to describe these in words. Use simple musical vocabulary to describe music Listen, understand and respond to instructions Understand tasks set Self assessment to for practice develop effective practice strategies, including seeking effective fingering independently Able to identify time signatures and rhythms when listening to music, both in simple and compound time Recognition and understanding of textures and timbres Recognition and identification of a variety of musical styles, e.g. classical, romantic, waltz, tango, jazz Level Five Compose and/or improvise using a wider variety of styles e.g. rock, jazz, minimalist, atonal, pastiche Refine notation of compositions Full awareness of other parts in ensemble work, and ability to respond musically Perform advanced pieces from memory A full vocabulary of musical terms to describe musical elements and styles Recognise cadences and basic chord progressions