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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