Download ATTAINMENT TARGET

JAZZ SAXOPHONE SYLLABUS – Year 1
ATTAINMENT TARGET
1. RHYTHM, DURATION, METRE
Student can:
2. PITCH
Student can:
3.
MUSICAL LITERACY
Student can:
4.
INSTRUMENTAL
TECHNIQUE
Student can:
5.
AURAL
Student can:
6. DYNAMICS
Student can:
7. PERFORMING SKILLS
& OPPORTUNITIES
Student can:
Term 1 (1 BRONZE)
Term 2 (1 SILVER)
Term 3 (1 GOLD) (Grade 1)
a) echo simple rhythms
b) follow a steady pulse
c) play whole notes (semibreve), half notes
(minim), quarter notes (crotchet) & their
equivalent rests in 4/4 time
a) maintain a steady pulse
b) play eighth notes (quavers) &
the equivalent rests
c) play in 3/4 & 4/4 time
a) establish a steady pulse
b) play & understand dotted notes &
rests
c) play in 2/4, 3/4, & 4/4 time
a) play G, A , B, C & middle D
a) play D, E, F, F# & G in higher
register
b) play Dorian on G scale
c) play common chords of G major &
D minor & F major
a) play middle C#, lower F#, F, E, D
b) play a steady C major scale &
arpeggio
c) mixolydian on D minor pentatonic
on A
a) understand bars & bar lines in 4/4 time
b) understand whole notes (semibreve), half notes
(minim), quarter notes (crotchet) & their
equivalent rests in 4/4 time
c) read notes G, A, B, C & middle D
a) understand repeat signs
b) understand 3/4 time
c) understand slurs
d) read notes learned so far
e) swing & straight scales
a) recognise graded dynamics
b) understand 2/4 & 2/2 time
c) read simple compound rhythms
d) recognise sharps & flats
e) latin & funk & rock styles
a) play with correct posture & grip
b) use an appropriate embouchure
c) start & sustain notes co-ordinating hand & tongue
d) assemble & show care of the instrument
a) produce controlled, clear notes
starting with the tongue
a) play phrases using legato (not
tonguing each note)
b) play using dynamics & phrasing
a) echo simple melodies using known notes
b) recognise high & low notes
c) tap in time to music in 4/4 rhythm
e) recognize the mood of a piece of music
a) echo & improvise stepped melodic
phrases by singing & playing
b) identify first 5 notes of a major +
dorian scale
a) match a pitch played by teacher
b) identify changes in dynamics
c) echo simples phases using first 5
rhythmic + melodic phases
a) play using an even, moderate volume
a) can play loudly, moderately or
softly
a) play graduated dynamics in a piece
a) play individually & in unison with other students
b) practice & perform at home
c) practice with other members of the group
d) play with simple accompaniments
a) perform as part of a group to an
audience
a) sustain a simple, independent part
in an ensemble
b) play an appropriate piece solo to
an audience
JAZZ SAXOPHONE SYLLABUS – Year 2
ATTAINMENT TARGET
Term 2 (2 SILVER)
Term 3 (2 GOLD) (Grade 2)
a) establish a steady pulse when playing a piece in
4/4, 3/4 , & 2/4
a) play dotted crotchet / quaver
patterns
a) change the speed within a piece
using accelerando & rallentando
a) play D major scales from low D to
high D
b) play a steady legato F, G major scale of one
octave
a) play a steady legato D major scale
of two octaves
b) play mixolydian on F one octave
legato & staccato
a) all scales & arpeggios for ABRSM
Jazz syllabus Grade 2 as described
In syllabus
a) read understand & play tied notes
b) read all notes so far learnt
c) read & understand the key signatures of C, G & D
major
a) read & understand 1st and 2nd time
bars
b) read & understand dotted quaver &
semi- quaver rhythms
a) read & understand different tempo
markings as described in ABRSM
Grade 2 jazz syllabus
b) read & understand multi-rests
c) read lower leger lines
4. INSTRUMENTAL
TECHNIQUE
Student can:
a) play with a consistent tone from low D to high D
b) maintain a good posture, standing or sitting
c) play a steady long note for 5 seconds
a) play tongued staccato quavers at a
moderate speed
a) play slurs cleanly over large
intervals
b) pitch over a wider range of
intervals up to an octave
5. AURAL
Student can:
a) improvise very simple question & answer phrases
b) accompany a short piece by clapping the pulse
c) echo simple melodic phrases by singing or
playing (steps & leaps)
a) conduct in 2/3 beats per bar
b) identify staccato & legato playing
c) fulfill aural requirements for
ABRSM Grade 2 as described in
their Jazz syllabus
6. DYNAMICS
Student can:
a) play using mp and mf dynamics
a) identify changes in repeated melodic
pattern
b) echo melodic phrases using
harmonic intervals up to a 5th
c) clap 2nd or last beat of piece
a) play using crescendos &
diminuendo
7. PERFORMING SKILLS
& OPPORTUNITIES
Student can:
a) play duets incorporating simple rhythmic &
melodic osinati
a) play simple pieces in 2 parts
a) perform a Grade 2 equivalent
piece individually to an audience
1. RHYTHM, DURATION, METRE
Term 1 (2 BRONZE)
Student can:
2. PITCH
Student can:
3. MUSICAL LITERACY
Student can:
JAZZ SAXOPHONE SYLLABUS – Year 3
ATTAINMENT TARGET
1. RHYTHM, DURATION, METRE
Term 1 (3 BRONZE)
Student can:
3. MUSICAL LITERACY
5. AURAL
Student can:
(Grade 3)
a) play dotted quaver/semiquaver
rhythm
b) to be able to play an appropriate
piece using “swing or jazz” feel
a) play more in irregular metres
i.e. 5/4 time
a) play Bb major scale 1 octave using either side or
front Bb keys.
b) Dorian on D, Lydian on D (2 octaves)
c) Mixolydian on C (2 octaves)
a) can play a basic blues scale on A
b) chromatic scale G
c) Arpeggios of Db major A + G minor
(1 octave)
a) all scales & arpeggios for ABRSM
Grade 3 as described in jazz
syllabus
b) C major arpeggio (2 octaves)
a) play a basic C blues scale:
C, Eb, F, Gb, G, Bb, C
a) read and understand trills
b) play a basic G blues scale – G, Bb, C,
Db, D, F, G.
a) be aware of how a major scale can
be changed into a blues scale using
flat 3rd, flat 5th and flat 7th.
a) use both side & front Bb keys and select which
is appropriate for use in a piece.
a) use F – F# & B – C trill keys
when needed
a) be aware of articulated G# / Ab
key & able to use it as appropriate
Student can:
4. INSTRUMENTAL
TECHNIQUE
Student can:
Term 3 (3 GOLD)
a) play in compound time using common patterns
Student can:
2. PITCH
Term 2 (3 SILVER)
See ASRSM Grade 3 jazz syllabus
See ASRSM Grade 3 jazz syllabus
6. DYNAMICS
Student can:
a) play with a controlled use of dynamic range
a) extend dynamic range to ff, pp
7. PERFORMING SKILLS
& OPPORTUNITIES
Student can:
a) improvise using a pentatonic scale or basic blues
scale
.
a) fulfill aural requirements for
ABRSM Grade 3 as described in
their jazz syllabus
a) play with a variety of dynamic
change in a improvisation.