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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.