Grade Level Expectation: Product and Performance

2. Instrumental Performance Skills: Develop and apply instrumental music skills to perform and communicate through the arts.

1. Demonstrate instrumental technique (e.g. fingerings, stickings, playing position, tone quality, and articulation)

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Learning Targets:

1. Students will perform with good tone quality

2. Students will identify the correct fingerings for all of the notes in the intermediate range

3. Students will demonstrate correct fingerings, stickings, and playing position

4. Students will identify articulation markings

5. Students will perform articulations markings correctly

 

Performance/Instruction Activities:

1. Students define the articulation terms through discussion, written work, and performance in guided practice and independent practice.

2. Students will be instructed in proper air support through use of Breathing Gym.

3. Students will listen to and analyze examples of the proper timbre for their instrument.

4. Students will demonstrate correct posture and hand position.

5. Students will listen to and analyze examples of bands with excellent tone quality.

6. As an ensemble, students will play long tones in unison and listen to improve tone quality.

 

Assessment Activities:

1. Students will take a written assessment on the definitions of the articulation terms

2. Students will take playing assessments assessing note accuracy, tone quality, and articulation.

   1. This will be scored with the playing test rubric. All concepts on the rubric will not be assessed on every test.

3. Tone quality will be assessed during ensemble playing.

 

Materials:

1. Listening examples

2. Playing test rubric, figure 1

3. Music terms glossary

4. Music terms worksheet

5. Essential Elements Interactive, books 1 and 2

6. Appropriate music literature

7. Breathing Gym DVD

 

Grade Level Expectation: Elements of Music

1. Develop and apply the knowledge and skills to read and notate music.

A.  Rhythmic Notation:  Perform standard rhythmic notation in 2/4, ¾, and  4/4, and with bar lines using the following notes and rests: whole, half, quarter, eighth, and dotted half.

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Learning Targets:

1. Students will accurately define the following rhythmic notation.

   1. 2/4, ¾, and 4/4, with bar lines using the following notes and rests: whole, half, quarter, eighth, and dotted half.

2. Students will accurately perform the listed rhythmic notation

 

Performance/Instruction Activities:

1. Students will be instructed on the definition of each term through discussion and a glossary.

2. Students will have independent and guided practice in writing the counting in rhythmic examples

3. Students will have guided practice in accurately performing these rhythms.

 

Assessment Activities:

1. Students will complete a written assessment on the definitions of the terms.

2. Students will complete playing tests incorporating these rhythms.  This will be scored using the playing test rubric.

 

Materials:

1. Appropriate music literature

2. Essential Elements Interactive, books 1 and 2

3. Rhythm worksheets

4. ​

Grade Level Expectation: Elements of Music

1. Develop and apply the knowledge and skills to read and notate music.

B.  Melodic Notation:  Employ standard pitch notation in the clef appropriate to the student’s instrument or voice in an appropriate range and keys.

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Learning Targets:

1. Students will accurately identify all notes in the intermediate range of their instruments.

2. Students will accurately perform the these notes

 

Performance/Instruction Activities:

1. Students will be instructed on the notes and their fingerings through discussion and a fingering chart.

2. Students will have independent and guided practice in writing the the notes and fingerings

3. Students will have guided practice in accurately performing these notes.

 

Assessment Activities:

1. Students will complete a written assessment on the notes and fingerings

2. Students will complete playing tests incorporating these rhythms.  This will be scored using the playing test rubric.

 

Materials:

1. Appropriate music literature

2. Essential Elements Interactive, books 1 and 2

3. Note naming worksheets

1. Fingering worksheets

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Grade Level Expectation: Artistic Perceptions

2. Develop and apply the knowledge and skills to evaluate music and musical performance

      B. Critique musical performance and compositions: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment and offer suggestions for improvement.

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Learning Targets:

1. Students will accurately evaluate the musical performances of others, both individuals and ensembles, using music terminology.

2. Students will accurately evaluate their own musical performances, both individually and as part of an ensemble, using music terminology.

 

Activities:

1. Through the use of listening examples, students will engage in guided practice critiquing the performances of others.

2. Through the use of recordings, students will engage in guided practice critiquing their own performances.

 

Assessment Activities:

1. Students will independently critique the performances of others and be assessed on that critique

2. Students will independently critique their own performances using the playing test rubric

 

Materials:

1. Listening examples

Essential Elements Interactive, books 1 and 2