INSTRUMENTAL MUSIC MAP - Fair Haven Public Schoolsfairhaven.edu/fh/District/Curriculum/4-8 Curriculum/Music... · INSTRUMENTAL MUSIC MAP ... *** “Twinkle” is in the book in Concert

INSTRUMENTAL MUSIC MAP

1.1 Aesthetics: All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.

1.2 Creation and Performance: All students will utilize those skills, media, methods and technologies appropriate to each art form in the reaction,

performance and presentation of dance, music, theater and visual art.

1.3 Elements and Principles of the Arts: All students will demonstrate an understanding of the elements and principles of dance, music, theater

and visual art.

1.4 Critique: All students will develop, apply and reflect upon knowledge of the process of critique.

1.5 World Cultures, History, and Society: All students will understand and analyze the role, development and continuing influence of the arts in

relation to world cultures, history and society.

Grade 4

BEGINNING

BAND

September and

October

November and

December

January and

February

March and April May and June

Content The teacher will always establish tonality and

meter. Students will sing

and play in a variety of keys and meters.

Procedures should

support audiation.

Rote Song Procedure: “Major & Minor Duple/Triple”, “Hot

Cross Buns” , “Pierrot” and “Mary Had a Little Lamb”

melodies and bass lines

Aural/Oral: Major tonal

patterns

Coordination and Rhythm Readiness: Duple and triple

rhythmic patterns

Executive Skills: Connected and separated articulation

exercises, hand position,

embouchure

Melodic Patterns: Major and

minor

Ensemble: Etiquette

Materials: How to use

resources

Rote Song Procedure: “Twinkle Twinkle” melody

and bass line

Aural/Oral: Major and minor

tonal patterns

Coordination and Rhythm

Readiness: Duple and triple

rhythmic patterns

Executive Skills: Connected

and separated articulation exercises, hand position,

embouchure

Melodic Patterns: Major and minor

Ensemble: Tuning and

Etiquette

Rote Song Procedure: “Baa Baa Blacksheep” melody and

bass line


tonal patterns



rhythmic patterns



embouchure

Melodic Patterns: Major and minor, Concert Bb Major

Scale

Ensemble: The role of the

conductor, the concept of concert key, rehearsal

etiquette

Rote Song Procedure: “Baa Baa Blacksheep” melody and

bass line


tonal patterns



rhythmic patterns



embouchure


Rote Song Procedure: “Major Duple/Triple” and “Basic

Blues”


tonal patterns



rhythmic patterns



embouchure


Skills Students will demonstrate most skills alone and in a

group. Most components

will have listening, singing and playing

applications.

Major & Minor Duple and

Triple: Sing in unison and

two parts

Hot Cross Buns: Sing melody and bass line, play

melody

Pierrot: Sing melody and

bass line, play melody

Read in Concert Bb: Hot Cross Buns (sixteenth notes

introduction), Pierrot (half

note introduction), Mary Had a Little Lamb**

Twinkle Twinkle***: Sing and play melody and bass

line, in unison and two parts

in Concert Bb

Baa Baa Black Sheep: Sing melody and bass line, in

unison and two parts

Play in Concert Eb: Hot Cross Buns, Pierrot, Mary

Had a Little Lamb***

Major Tonal Patterns:

Echo, improvise and read**, without and with syllables, in

Play in Concert Eb: Hot Cross Buns, Pierrot, Mary Had a

Little Lamb*

Baa Baa Black Sheep**: Sing and play melody and

bass line, in unison and two parts, in Concert Eb (whole

note introduction)

Major Tonal Patterns: Echo,

Major & Minor Duple and

Triple: Sing, play and read in

unison and two parts in 4/4

and ¾ (half and whole notes

review, dotted half note

introduction)

BASIC BLUES*: Sing and play in Concert Eb, improvise

over 12-Bar changes, add


Mary Had a Little Lamb:

Sing melody and bass line, play melody

Major Tonal Patterns: Echo and improvise, without and

with syllables, in familiar and

non-familiar order

Duple and Triple Rhythmic

Patterns: Echo, improvise and read** (quarter, eighth

and dotted quarter

introduction), moving to Macrobeats & Microbeats,

without and with syllables

Articulation, Technique and

Embouchure: Perform with

and without instruments

Melodic Patterns: Finger and play Concert Bb “Ti”, “Do”,

“Re”, “Mi” , “Fa” and “So”*

Etiquette: Only musical

sounds at all times, only touch your own instrument,

look at and listen to the

teacher when he/she is giving directions, look at and listen

to your classmate when it is

his/her turn, finger your parts quietly when it is not your

turn to play, prepare your

music at home

Materials: Ensure students

know how to practice at home with CD and Take Home

Practice Cards

* Furnish more user-friendly

fingering charts; students MUST

memorize fingerings

** p11 Duple, p13 Triple

Major Tonal Patterns:

Echo, improvise and read*, without and with syllables, in

familiar and non-familiar

order


Patterns: Echo, improvise and read, moving to and

identifying Macrobeats &

Microbeats without and with syllables

Articulation, Technique and Embouchure: Perform with


Melodic Patterns: Finger and play Concert Bb “La”

Tuning: With teacher’s assistance, tune instrument to

match class

Etiquette: Only musical sounds at all times, only

touch your own instrument, look at and listen to the

teacher when he/she is giving

directions, look at and listen to your classmate when it is

his/her turn, finger your parts

quietly when it is not your turn to play, prepare your

music at home

* p10 Concert Bb

** Distribute Concert Bb versions

of “Hot Cross Buns” and “Mary

Had a Little Lamb”

*** “Twinkle” is in the book in

Concert F, so type it up and

distribute it in Concert Bb.

familiar and non-familiar

order


Patterns: Echo, improvise and

read, moving to and identifying Macrobeats &

Microbeats without and with

syllables

Articulation, Technique and

Embouchure: Perform with and without instruments

Melodic Patterns: Finger and play Concert Bb “La” and

8va “Ti”/“Do”, Concert Eb

“Do-So”; sing, play and read

Concert Bb Scale*

* Distribute Concert Bb Major

Scale

* *p14 Concert Eb

*** “Pierrot” is written in Concert

Eb in Book 1, so do “Hot Cross

Buns” and “Mary Had a Little

Lamb” by ear, then “Pierrot” in the

book. Ultimately furnish Concert Eb written versions of “Hot Cross

Buns” and “Mary Had a Little

Lamb”

PREPARE FOR AND

PERFORM AT STUDENT

OF THE MONTH! Conductor: Non-verbal cues such

as “instruments ready” and

“breathe”, looking at the conductor for tempo and cues

Concert Key: Tuning as a large

group, what Concert Bb means to you, other sections in the same key

improvise and read, without

and with syllables, in familiar and non-familiar order


Patterns: Echo, improvise and read, moving to and

identifying Macrobeats &

Microbeats without and with syllables

Articulation, Technique and Embouchure: Perform with


Melodic Patterns: Finger and play Concert Eb “La”

* Furnish Concert Eb written versions of “Hot Cross Buns” and

“Mary Had a Little Lamb”

** “Baa Baa” is in the book in Concert F, so type it up and

distribute it in Concert Eb

PREPARE FOR THE

SPRING CONCERT!

swing style rhythm and

cymbal

Major Tonal Patterns: Echo,

improvise and read, without

and with syllables, in familiar and non-familiar order

Duple and Triple Rhythmic Patterns: Echo, improvise and

read, moving to and

identifying Macrobeats & Microbeats without and with

syllables

* Distribute photocopies of “Basic Blues”

PREPARE FOR AND

PERFORM AT THE

SPRING CONCERT!


Rehearsal Etiquette: Only musical

sounds at all times, only touch your own instrument, look at and listen

to the conductor when he/she is

giving directions, finger your parts quietly when it is not your turn to

play, prepare your music at home Enrichment Sing and Play “Hot Cross

Buns”,“Pierrot” and “Mary

Had a Little Lamb” bass

lines, then in two parts”

Sing and Play “London Bridge”or “America”

Sing and Play Concert Bb

“Do-Do” (8va ti and do)

Prepare for and perform a solo or in a small group at

Student of the Month

Sing and Play “Triple

Pierrot”

Add “Baa, Baa, Blacksheep” harmony and play in three

parts

Sing and Play “Down By the

Station”

Summer Packets – for everyone.

Create an ostinato in the O-Generator; sing and play one

of your duple tunes or

patterns to the beat

Input and playback given or original rhythm patterns in

Sibelius


of your duple or triple tunes

or patterns to the beat

Write your own scale on Sibelius; play along in a

variety of tempos

Input a melody, bass line or chords in Sibelius; sing, play,

and improvise along


of your duple or triple tunes OR improvise to the beat

Learn how to transpose a given melody from Concert

Bb to Concert Eb in Sibelius

Transpose one of your favorites into F

Transcribe an original melody in Sibelius

Record yourself with the Superscope, solo or with

accompaniment (live, O-

Generator, or Sibelius)

Assessments Assessment relies on

immediate and specific teacher feedback, student

self-assessment, teacher

data collection (ultimately report cards), and

teacher/student setting

short and long term goals for each student.

Rhythm

Does the student perform with steady beat, understand accurate values as an aural/oral and written concept, recognize meter

aurally/orally and visually? Does the student recognize and use his/her understanding of rhythmic patterns?

Pitch

Does the student perform pitches accurately (correct note and in tune), recognize pitches aurally/orally and visually (associate

fingering with sound, syllable, written pitch)? Does the student recognize and use his/her understanding of tonal patterns?

Technique

Does the student know his/her fingerings? Does the student hold his/her instrument correctly, display finger and/or wrist

(percussion only) coordination, demonstrate proper stick grip (percussion only) and practice proper posture (winds only)?

Tone

Does the student play with a clear, characteristic tone, using proper embouchure? Does the student use his or her air to

produce contrasting dynamics?

Singing


Does the student sing? Does the student sing with accurate pitch, rhythm, articulation and dynamics? Does he/she use singing

as a tool to improve his/her playing?

Retention

Does the student practice in between classes and remember key musical ideas from class to class, building upon knowledge?

Does the student use his/her resources to seek out answers to questions when he/she needs to confirm a musical idea/concept or

has forgotten one?

Resources JRI Book 1 & CD

JRI Solo Book 1A

Take Home Practice Cards

Supplementary Sheet Music

Instruments

Pencils






and visual art.




Grade 5

FIFTH GR. BAND

September and

October

November and

December

January and

February


Content

Skills Students will demonstrate most skills alone and in a


will have listening, singing and playing

applications.

Major and minor duple/triple in three parts

Bb Major Scale and Arpeggio

Eb Major Scale and Arpeggio

Lip Slurs (Brass), Octave Slurs (Woodwinds) and

Rudiments (Percussion)

Major and minor duple/triple in two to three parts

Bb Major Scale and Arpeggio

Eb Major Scale and Arpeggio

Enrichment Bb and Eb Major Thirds

Major duple four part

harmony, part four or six, improvisation

Bb and Eb Major Thirds

Major triple four part

harmony, part four or six, improvisation


immediate and specific

teacher feedback, student self-assessment, teacher

data collection (ultimately

report cards), and teacher/student setting

short and long term goals

for each student.

Rhythm



Pitch



Technique




Tone



Singing/Sight Reading



Does the student play fluently upon initial reading (this does not mean error-free)? Do subsequent readings or communications

show that he/she recognized areas for improvement and/or correction?

Retention



has forgotten one?

Resources JRI Book 1 & CD

JRI Solo Book 1A and 1B

Essential Elements Book 1, including scales and arpeggios/percussion rudiments

Chamber Solos and Duets

Instruments

Recordings

Pencils






and visual art.




Grade 6-7-8

CONCERT BAND

September and

October

November and

December

January and

February


Content

Skills Students will demonstrate

most skills alone and in a


will have listening,

singing and playing applications.

Enrichment







for each student.

Rhythm



Pitch



Technique




Tone



Singing/Sight Reading



Does the student play fluently upon initial reading (this does not mean error-free)? Do subsequent readings or communications

show that he/she recognized areas for improvement and/or correction?

Retention



has forgotten one?

Resources JRI Book 2

JRI Solo Books

Scales and Arpeggios

Chamber Solos, Duets and Ensembles

Instruments

Recordings

Pencils






and visual art.




Gr. 5-6-7-8

JAZZ COMBO

September and

October

November and

December

January and

February


Content

Skills Students will demonstrate

most skills alone and in a

group. Most components will have listening,

singing and playing

applications.

Enrichment







for each student.

12-Bar Blues

Style

Improvising

Blues Scales

Resources Blues Scales

Lead Sheets (Berklee Press Real Easy Book, Real Book & Jamey Aebersold)

Piano and Guitar Voicings


Listening and Play-Along Recordings

Instruments

Pencils


Towards articulation between Sickles and Knollwood, Instrumental and Vocal; Per discussion 7/8/09:

RHYTHM

By the end of third grade students will:

Sing “Ta” and “Ti-Ti”

Recognize and perform quarter note, quarter note rest, eighth note pairs

Be exposed to sixteenth notes in sets of four (“ti-ri-ti-ri”)

In fourth and fifth grade students will:

Sing “Du”, “Du-De”, “Du-Ta-De-Ta”, “Du-Da-Di”

Recognize and perform quarter notes, eighth notes pairs, sixteenth notes in sets of four, eighth note and sixteenth note combinations in duple

meter; eighth notes in sets of three as the microbeat and dotted quarter notes as the macrobeat in triple meter

Be exposed to, then recognize and perform half notes, dotted half notes, whole notes and tied combinations of rhythms described above

TONAL

By the end of third grade students will:

Understand and identify the resting tone

Be exposed to and recognize the different sound of major and minor

Understand and use melodic contour

Be exposed to tonal patterns without syllables

In fourth and fifth grade students will:

(Instrumental Music) Sing tonic and dominant major and minor tonal patterns, with and without syllables, in familiar and non-familiar order

(Vocal) Sing a sequence of patterns as follows, with syllables: So-Mi, So-La-Mi, So-Mi-Do, Do-Mi-So, Mi-Fa-So, Mi-Fa-Mi-Re-Do

(Instrumental Music) Initially read pitches on the staff with solfegge names (will use letters also)

(Vocal Music) Read pitches on the staff with letter names (will use solfegge also)

Documents

INSTRUMENTAL MUSIC MAP - Fair Haven Public Schoolsfairhaven.edu/fh/District/Curriculum/4-8 Curriculum/Music... · INSTRUMENTAL MUSIC MAP ... *** “Twinkle” is in the book in Concert