Proper tone production is achieved by employing specific techniques for each musical instrument. Improving and strengthening embouchure, memorizing fingerings, bowing and percussion techniques, scale patterns and rudiments contribute to overall technique. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. Different musical styles are demonstrated by performing a variety of repertoire from different cultures and historical time periods. Regular practice is essential to student progress. Listening skills and positive collaborative behaviors can result in quality performance. Different articulations achieve different expressive effects. Improvisation is a performance and compositional technique employed in certain styles of music. Larger musical works consist of smaller parts working in collaboration. How do you properly produce a more developed and consistent sound on an instrument? Are there different ways of notating music? How do we increase the range of notes rhythms, and improved techniques on our instrument? What are the elements of a productive practice session? What are some more subtle differences in musical style? How do we use different articulations to create different expressions while performing music? What is improvisation and what are some improvisational techniques? How do we successfully rehearse and perform alone and with other musicians? What are appropriate ways of communicating with the director and peers about issues with music during class, rehearsal, and from home? How does my individual part contribute to the overall musical effect of a work? STAGE 2 – ASSESSMENT EVIDENCE
Formative Assessments Signed practice logs Teacher will evaluate students’ performance using a basic performance rubric Students will evaluate themselves and peers using the performance rubric Written and/or verbal quizzes, tests, and exit slips Summative Assessments Teacher will evaluate students’ performance using a basic performance rubric on a quarterly basis for grading Written and/or verbal quizzes, tests, and exit slips STAGE 3 – LEARNING TARGETS Learning Targets: Students will: Identify and perform exercises, rudiments, scales, and songs in an increasing variety of major and minor keys. Perform chromatic scale Accurately read, count, and play more advanced rhythm patterns Use proper playing posture Produce sounds demonstrating characteristic tone quality and basic expressive elements with different articulations Demonstrate proper techniques on BRASS, WOODWIND, STRING, and PERCUSSION instruments. Recognize identifying elements of music from various historic periods, musical styles and cultures Perform each piece in the appropriate style Perform alone and with other musicians in a variety of performance groups Gain skill in sight-reading Experiment with alternate forms of notation Increase use of music specific vocabulary Explore basic improvisation technique Graph their practice time using a spreadsheet (tech) Use performance evaluative software, such as SMARTMUSIC, to evaluate performance (tech) Use appropriate social media student sites (such as EDMODO) to communicate and collaborative with one another about practice and rehearsal techniques and improving specific music techniques on their instrument (tech) Understand and describe how one part fits in with many other instrumental music parts to create an overall effect (tech) Modifications (ELL’s, Special Education, Gifted and Talented) ELL- slower-paced instruction and more modeling Special Education- simplification of written or improvised parts; highlighting music, enlarging music, auditory equipment, slower-paced instruction and other modifications as individually necessary Gifted and Talented: Advanced supplementary materials, increased performance opportunities,
Session 4: Assign students a personal reflection on the research and encourage them to make a preliminary decision on whether they feel they have what it takes to engage in a music career or if they would like to pursue other options either involving music or not. Session 5: Provide opportunities for students interested in a career or interested in other avenues to speak with career musicians or community musicians. Differentiation Strategies: Provide more time for assignments, provide more guiding questions in discussion; provide additional resources or specific assignments for advanced students Questioning and Discussion Strategies: compare and contrast, small and large discussion groups Assessment: personal reflection, monitoring social media if using Resources: Crouch, T.L. (2008). 100 Careers in the music business. New York: Barron’s Educational Series. Phillips, S.L. (2013). Beyond sound: The college and career guide in music technology. New York: Oxford University Press. Check community listings for performance opportunities (community bands and choirs, local performances and area performances Sample Rubrics Elementary Instrumental Music Marker Score 4 3 2 1 Beat and rhythm The beat is secure and rhythms are accurate. The beat is secure and most of the rhythms are accurate. There are a few durations errors but the song is held together. The beat is somewhat erratic. Some rhythms are accurate but there are frequent duration errors that detract from overall performance. The beat is erratic and rhythms are seldom accurate detracting from the overall performance. Melody/ note reading/ fingering Student is able to name and perform all the notes in the song. Student is able to name all of the notes and perform most of them, the song is held The student is able to name only some of the notes. Repeated errors in note reading Student is not able to name notes or perform the song.