Elements/Expectations for Course of Study for Second Year Band Students

(usually grade 7)

I. Basic Skills

A. The Instrument

1. Identify parts of the instrument

2. Assemble the instrument properly

3. Demonstrate proper care of the instrument

4. Reed Instruments: Choose and care for reeds using an alternating four reed system

B. Playing Position

1. Use proper playing posture: total body, arm, hand, wrist, and finger position

2. Woodwinds, Brass: properly support the instrument while sitting or standing to play

3. Percussion: use proper grip/playing position for snare drum, bass drum, mallet percussion instruments, timpani, suspended cymbal, and crash cymbals

C. Demonstrate proper assemblage and storage of instrument

D. Demonstrate proper technique of caring for instruments, sticks, reeds, and mouthpieces

II. Tone Production

A. Tone Quality

1. Produce sound demonstrating characteristic tone quality

2. Demonstrate an awareness of ways to improve tone production

3. Define and interpret through performance, variations in dynamics: fortissimo, forte, mezzo forte, mezzo piano, piano, pianissimo, crescendo, and decrescendo

4. Woodwinds, Brass: use proper breathing technique and breath support

5. Woodwinds, Brass: play with a good embouchure

6. Woodwinds, Brass: produce an evenly sustained tone on a single note for a minimum of fifteen (15) seconds {twelve (12) for flute and tuba} 7. Percussion: produce characteristic single strokes, multiple bounce strokes, and double strokes

8. Percussion: produce an even sound while playing rudiments

9. Percussion: demonstrate an awareness of variations in sound which result from using different beaters, mallets, and sticks

B. Pitch

1. Identify and define flat, natural, and sharp signs

2. Identify and play in the key signatures of F, Bb, Eb, and Ab major

3. Identify and play all pitches within the prescribed ranges

a) Flute: low Eb to C above the staff

b) Oboe: low C to Bb above the staff

c) Bassoon: low D to D above the staff

d) Clarinet: low E to G above the staff

e) Bass Clarinet: low E to F above the staff

f) Saxophones: low C to C above the staff

g) Trumpet/Cornet: low G to high F

h) French Horn: low G to high F

i) Trombone: low F to Eb above the staff

l. Baritone T C: low G to F above the staff

m. Baritone B C: low F to Eb above the staff

n. Tuba: low F to high Eb

o. Mallets: full range of the keyboard

p. Timpani: low F to top line A

Tune timpani to C, F, Bb, and Eb using a pitch pipe or similar device

q. Snare Drum: from open to close to open, perform long roll and a five-stroke roll

C. Tuning and Intonation

1. Identify and utilize the tuning mechanisms of the instrument

2. Demonstrate ability to tune to a given pitch

3. Woodwinds, Brass: improve intonation by making appropriate adjustments in embouchure, posture, and breath support

III. Fundamental Techniques and Musical Concepts

A. Articulation Patterns

1. Woodwinds, Brass Technique

a. Use proper technique in the attack and release of sound: tongue and slur

b. Demonstrate the ability to play simple passages slurred correctly

c. Explain and demonstrate legato, staccato, slur, and the process to produce each of the above

d. Brass: demonstrate slurs on multiple consecutive harmonics (lip slurs)

e. Trombone: demonstrate legato tonguing

2. Percussion Technique

a. Demonstrate proper technique when playing for snare drum, bass drum, mallet percussion instruments, timpani, suspended cymbal, and crash cymbals

3. Snare drum: identify and play rudiments from open to close to open, long roll and five-stroke roll

4. Snare drum: rim shots, on the rim, and with snares off

5. Mallet percussion: play single stroke rolls

6. Suspended cymbal, Timpani: play single stroke rolls

B. Rhythmic Perception

1. Count orally and/or written within the time signatures for this level, and perform rhythms combining various notes and rests using a standardized counting system, namely the traditional method: 1 e + a, 2 e + a, etc.

2. Define common time, 4/4, 3/4, 2/4, and cut time signatures

3. Perform rhythmic patterns incorporating fermatas

4. Count and perform rhythmic patterns incorporating ties

5. Count and perform rhythmic patterns incorporating pick-up notes

6. Replicate the conducting patterns used in 4/4, 3/4, and 2/4 meters

C. Pitch Perception

1. Name and interpret through performance, the lines and spaces on the staff in treble and bass clef appropriate for chosen instrument

2. Define and interpret through performance, accidentals and key signatures; flat, sharp, and natural; key signatures of C, F, Bb, Eb, Ab, and Db

D. Melodic Perception

1. Define and interpret through performance, phrase and breath mark

2. Define and recognize melodic contour by steps, skips, and leaps

3. Sing simple phrases in a call and response format

4. Define and recognize formal organizations: round (canon), theme and variations, introduction, and coda

E. Symbols and Terms

1. Define various symbols and interpret through performance: repeat signs, solo/soli/tutti, divisi/unison, accent, first and second endings, one-measure repeat signs, long rest, D. C. al Fine

2. Define and interpret through performance, variations in dynamics: fortissimo, forte, mezzo forte, mezzo piano, piano, pianissimo, crescendo, and decrescendo

3. Define and interpret through performance, variations in tempo: Adagio, Andante, Moderato, Allegro, ritardando 4. Define and demonstrate:

chromatica tempo

staccatocoda

legatoritardando

counter melodymoderato

binary form (AB)ternary form (ABA) F. Notation and Composition

1. Draw and label the parts of a note

2. Draw the notes, rests, and musical symbols previously introduced

3. Define and draw ledger lines

4. Complete a given melody by filling in the missing notes

G. Sight Reading

1. Demonstrate the ability to sight read a passage level 1

IV. Theory

A. Scales

1. Demonstrate through performance: concert F, Bb, Eb, and Ab major scales with arpeggios in a QN/EN pattern, one octave, at a tempo not less than QN=60

3. Demonstrate through performance from memory, chromatic scale, ascending and descending, in quarter notes at a tempo not less than QN=60. Range is from low F up a twelfth to C (Horn is low G up a twelfth to D)

V. Performance

A. In Class

1. Demonstrate through performance, daily participation

2. Develop and demonstrate the sound concepts of balance and blend

3. Demonstrate through performance, an attitude that will serve as an example of good musicianship, manners, and membership

B. Outside Class

1. Demonstrate through performance and concert participation as required

2. Demonstrate through performance, an attitude that will serve as an example of good musicianship, manners, and membership

VI. Repertoire

A. Demonstrate through performance, an understanding of music on the Georgia Music Educators Association list levels 1½ to 2

B.Perform, in a large group, or individually, a melody-only version of the National Anthem

B. Demonstrate through performance, an ensemble or accompanied solo

C. Demonstrate the ability to perform assigned parts from assigned band literature

VII. Standard Method of Evaluation of Student Expectations and Outcomes

  1. Class assignments, homework assignments, group participation should constitute 40% of the grade
  2. Assessment activities including oral tests, written tests, essays, concerts and other performances should constitute 60% of the grade
  3. Performance assessments should be graded according to the following rubric

Scoring Rubric for Winds

Objective / Does Not Meet
Basic
(0 to 1.9) / Does Not Meet
Developing (2) / Meets
Proficient
(3) / Exceeds
Exemplary
(4) / Score
Posture / Holds instrument improperly. Rarely sits up straight; head down. Legs/ankles crossed. / Holds instrument properly. Sits up some of the time; head down. Legs/ankles crossed. / Holds instrument properly. Sits up most of the time; head up. Feet flat on the floor most of time. / Holds instrument properly. Sits up straight with head up. Both feet flat on the floor.
Tempo/Steady Beat / Rarely maintains a steady beat. Plays at own tempo. / Maintains a steady beat some of the time. Plays at own tempo. / Maintains a steady beat through most of the excerpt at teacher’s given tempo. / Maintains a steady beat through entire excerpt at teacher’s given tempo.
Rhythmic Accuracy / Gives few notes and rests proper value. (more than 4 errors) / Gives some notes and rests proper value. (3-4 errors) / Gives most notes and rests proper value. (1-2 errors) / Gives all notes and rests proper value.
Pitch Accuracy / Plays few pitches correctly. (More than 4 errors) / Plays some pitches correctly. (3-4 errors) / Plays most pitches correctly. (1-2 errors) / Plays all pitches correctly.
Intonation
(breath support) / Breath support unsteady. Few pitches in tune and even. (more than 4 errors) / Breath support steady sometimes. Some pitches in tune and even. (3-4 errors) / Breath support mostly steady. Most pitches in tune and even. (1-2 errors) / Excellent breath support. Keeps pitches in tune and even.
Articulation / Rarely plays with correct articulations (more than 4 errors) / Sometimes plays with correct articulations (3-4 errors) / Mostly plays with correct articulations (1-2 errors) / Always plays with correct articulations.
Phrasing / Rarely creates a flowing line of music. Breathes often, breaking the musical idea. / Creates a flowing line of music some of the time. Sometimes breathes in between phrases. / Creates a flowing line of music most of the time. Usually breathes in between phrases. / Creates a flowing line of music. Breathes in between phrases so as not to break the musical idea.
Additional Comments / Total Score
/32

Scoring Rubric for Percussion

Objective / Does Not Meet
Basic
(0 to 2.16) / Does Not Meet
Developing (2.33) / Meets
Proficient
(3.5) / Exceeds
Exemplary
(4.66) / Score
Posture/Grip / Holds sticks or mallets improperly. Stands improperly and an incorrect distance from the instrument. / Holds sticks or mallets properly some of the time. Has correct posture and distance from the instrument some of the time. / Holds sticks or mallets properly most of the time with correct posture and distance from the instrument. / Holds sticks or mallets properly with correct posture and distance from the instrument.
Tempo/Steady Beat / Rarely maintains a steady beat. Plays at own tempo. / Maintains a steady beat some of the time. Plays at own tempo. / Maintains a steady beat through most of the excerpt at teacher’s given tempo. / Maintains a steady beat through entire excerpt at teacher’s given tempo.
Rhythmic Accuracy / Gives few notes and rests proper value. (more than 4 errors) / Gives some notes and rests proper value. (3-4 errors) / Gives most notes and rests proper value. (1-2 errors) / Gives all notes and rests proper value.
Pitch Accuracy / Plays few pitches correctly. (More than 4 errors) / Plays some pitches correctly. (3-4 errors) / Plays most pitches correctly. (1-2 errors) / Plays all pitches correctly.
Sticking / Rarely plays the articulations marked in the music. Rarely uses alternate sticking when appropriate. (more than 4 errors) / Plays some of the notes with the articulations marked in the music. Plays some of the rhythms with alternate sticking when appropriate.
(3-4 errors) / Plays most notes with the articulations marked in the music. Plays most of the rhythms with alternate sticking when appropriate.
(1-2 errors) / Plays all notes with the articulations marked in the music. Plays all of the rhythms with alternate sticking when appropriate.
Phrasing / Rarely creates a flowing line of music, breaking the musical idea. / Creates a flowing line of music some of the time. / Creates a flowing line of music most of the time. / Creates a flowing line of music.
Additional Comments / Total Score
/30