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Essential Music Benchmarks Draft 1.0 Advanced High School Band ML – Musical Literacy, MR – Musical Response, CR – Contextual Relevancy Musical Literacy Knowledge Identify consistencies in the characteristic tones of like instruments (A.ML.1.1) Identify consistencies in pitch of like instruments (A.ML.1.1) Recognize the following terms: (A.ML.2.3) Tempo: Grave, Largo, Lento, Adagio, Andante, Moderato, Allegretto, Allegro, Presto, Vivace, Ritardando, Accelerando, Maestoso, Rallentando, Allargando Terminology: Da Capo (D.C), Dal Segno (D.S.), 1st Ending, 2nd Ending, Coda, Repeat Sign, Fine, Fermata, Accidental, Sharp, Flat, Natural, Tie, Poco a poco, Meno, Piu, Subito Articulations: Slur, Staccato, Legato, Tenuto, Marcato, Accent, Sforzando (sfz) Dynamics: pp, p, mp, mf, f, ff, crescendo, decrescendo, fp Identify the pitch indicated on the staff and clef of the primary instrument within the ranges indicated (see attached). (A.ML.2.2) Recognize the concert key signatures of C, F, Bb, Eb, Ab, Db (A.ML.2.3) Recognize the time signatures of 2/4, 3/4, 4/4, 6/8, Common Time, Cut Time, and Mixed Meter. (A.ML.2.3) Skills Execute refined tone on their primary instrument (A.ML.1.1) Execute consistent pitch individually and within ensembles of various sizes and instrumentations (A.ML.1.1) Illustrate appropriate posture, breath support, hand position, and fingerings or stick control while performing an 8 measure musical example on the primary instrument (A.ML.1.2) Execute musical sample(s) that conform to the following parameters: (A.ML.1.2, A.ML.2.1, A.ML.2.2) Ranges (see attached) Key Signatures (no more than two and no more than two key changes): C, F, Bb, Eb, Ab, Db Time Signatures (no more than one meter change): 2/4, 3/4, 4/4, 6/8, Cut Time, and Common Time. Rhythmic Patterns (notes and rests): Quarter, Half, Dotted Half, Whole, Dotted Quarter-Eighth, Eighth, and EighthQuarter-Eighth, Eighth-Two Sixteenth, Four Sixteenth, Dotted-Eighth-Sixteenth and Eighth Note Triplets. Percussion Only: Open and Closed Rolls. Articulations: Legato, Staccato, Tenuto, Accent, Slur, Marcato, Sforzando (sfz) Dynamics: pp, p, mp, mf, f, ff, fp, crescendo, decrescendo Tempo: = 90-120, no tempo changes Implement the following skills while performing alone and/or within an ensemble setting: (A.ML.1.3) Intonation Blend (collaboration only) Balance (collaboration only) Phrasing Pulse/Timing Stylistically appropriate i.e. March Style, Chorale Style, etc. In a work of music being performed by the student(s), analyze and discuss the use of any of the following elements of music: (A.ML.2.4) Melody Harmony (accompaniment) Rhythm Tempo Essential Curriculum Draft 1.0 Advanced High School Band Timbre Expression (dynamics) Form Design an 8 measure melody for the primary instrument that conforms to the following parameters: (A.ML.2.3) (A.ML.3.2) Ranges (see attached) Key Signatures (choose one of the following): F, Bb, Eb, Ab Time Signatures (choose one of the following): 2/4, 3/4, 4/4, 6/8, Cut Time, Common Time Rhythmic Patterns (notes and rests): Sixteenth, Eighth, Quarter, Dotted Quarter, Half, Dotted Half, and Whole. Tempo: = 90-120, no tempo changes Dynamics: (choose at least two) p, mp, mf, f, crescendo, decrescendo Musical Response Knowledge Skills Analyze musical works using correct music terminology, in terms of the interaction of elements that make the works unique, interesting, and expressive. (A.MR.1.2) Evaluate a given piece of music to determine its aesthetic qualities. (A.MR.1.3) Design an evaluative tool to reflect the following criteria: (A.MR.1.4) Tone Quality Pitch Accuracy Rhythmic Accuracy Dynamics Musicality Translate the gestures of the conductor to perform the following expressive and technical musical elements on the primary instrument: (A.MR.1.1) Time Signatures (choose one of the following): 2/4, 3/4, 4/4 Articulations: Legato, Staccato, Tenuto, Accent, Slur Dynamics: pp, p, mp, mf, f, ff, crescendo, decrescendo Phrasing Attacks/Releases Fermata Stylistically appropriate i.e. March Style, Chorale Style, etc. Tempo = 90-120, no tempo changes Evaluate music performances, including ones own, by comparing them to exemplary models. (A.MR.1.4) Contextual Relevancy Knowledge Create an artifact representative of their understanding of music from a personal, cultural, or historical context. (A.CR.1.1) Identify the linguistic origin (i.e. Italian, German, French, English, etc.) of basic music terminology (A.CR.1.2) Summarize the ethical and legal issues surrounding the access and use of music in the 21st Century. (A.CR.1.3) Skills Implement effective strategies for recognizing, monitoring, and overcoming performance anxiety. (A.CR.1.4)