Last updated: 6/9/2015

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Music Curriculum Map - Qtr 1

5th Grade Band

1st Quarter

Introduction to Band

What is proper posture for performing on our instruments?

How can we breathe most effectively for playing wind instruments?

How do you hold the flute/clarinet/saxophone/trumpet/tromboone/drumsticks?

What are the patterns in the fingerings for my scale?

 
(3) ARTS.M.I.1.1.B Students sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.
(1) ARTS.M.I.2.1.E Students demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures.
(1) ARTS.M.I.3.1.A Students through listening, analyze and evaluate their own and others’ performances, improvisations, and compositions by identifying and comparing them with similar works and events.
(2) ARTS.M.I.4.1.D Students in performing ensembles, read and perform repertoire in a culturally authentic manner.

Breathing with the diaphragm

Instrument posititon

Diaphagm 

Brass

Woodwind

Percussion

Note

Pitch

Rhythm

Downbeat

Cue

5 Band Notation Quiz

5 Band Fingering Quiz

6th Grade Band

1st Quarter

Reading Musical Notation

 

Written Notation to Instrumental Performance 

Rhythm: Quarter Notes/Rests

             Eighth Notes/Rests

 

Pitch: Bb Diatonic Scale

How is written music like written language?

What does being able to read music notation allow us to do?

Where in the world do people read the same type of musical notation we do?
(3) ARTS.M.I.1.1.B Students sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.
(2) ARTS.M.I.4.1.D Students in performing ensembles, read and perform repertoire in a culturally authentic manner.

Identifying Lines and Spaces

Using Mnemonics to recall note names

Ledger Lines - Above and below the staff

Associating pitch names with instrument fingerings

Percussion: Proper sticking

Music Staff

Lines

Spaces

Notes C,D,E,F,G,A,B

Quarter Notes

6 Band Notation Quiz

6 Band Notation Test

 

7th/8th Grade Band

1st Quarter

Syncopation

 

Rhythms: Quarter Notes/Rests

               Eighth Notes/Rests

               Syncopated Eighth Notes

 

Pitch: Concert Bb Diatonic Scale

         Concert Eb Diatonic Scale

What is Syncopation?

What part of the beat is emphasized when you syncopate?

How could you syncopate any song?
(3) ARTS.M.I.1.1.B Students sing and/or play, alone and in combination with other voice or instrument parts, a varied repertoire of folk, art, and contemporary songs, from notation, with a good tone, pitch, duration, and loudness.
(1) ARTS.M.I.3.1 Students will demonstrate the capacity to listen to and comment on music. They will relate their critical assertions about music to its aesthetic, structural, acoustic, and psychological qualities. Students will use concepts based on the structure of music’s content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their understanding of music.
(1) ARTS.M.I.3.1.C Students demonstrate a basic awareness of the technical skills musicians must develop to produce an aesthetically acceptable performance.

Counting rhythms 1e+a 2e+a 3e+a 4e+a

Counting Rhythms with ta -ka -di -mi

Clapping Off-Beats

Playing Syncopated Rhythms

On Beat

Off Beat

Syncopation

Accent

Weight

7/8 Band Notation Quiz

7/8 Band Notation Test

7th/8th Music Technology

1st Quarter

Introduction to Music Software

 

Music Editing Software: Adobe Audition

Importing Sound Files 

Modifying Sound Files: Clipping, Transposition, Diminution, Augmentation, Other Effects.

 

 

1. What is music editing software?

2. How can we manipulate sound files with Adobe Audition?

3. What real life applications does this technology have?
(1) ARTS.D.E.1 Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.
(1) ARTS.M.E.1.1 Students will compose original music and perform music written by others. They will understand and use the basic elements of music in their performances and compositions. Students will engage in individual and group musical and music-related tasks, and will describe the various roles and means of creating, performing, recording, and producing music.
(1) ARTS.M.E.2.1 Students will use traditional instruments, electronic instruments, and a variety of nontraditional sound sources to create and perform music. They will use various resources to expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will identify opportunities to contribute to their communities’ music institutions, including those embedded in other institutions (church choirs, industrial music ensembles, etc.). Students will know the vocations and avocations available to them in music.
(1) ARTS.M.I.2.1.C Students use current technology to create, produce and record/playback music.
(1) MST5.E.CT3 Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
(1) MST5.I.CT3.4 Students use a computer as a modeling tool.

1. Importing raw sound files

2. Exporting finished work as mp3 files.

3. Clipping the beginning and end of a song. Clipping away the middle of a song to shorten it, without letting the music stutter.

4. Modifying a sound file with the effects included in Adobe Audition.

5. Copying music with NoteFlight

 

Track

Channel

Clipping

Import/Export

Diminution/ Augmentation

Staff

Harmony

Accompaniment

 

Adobe Audition Projects:

1. Import, Clip and Export

2. Diminish, Augment and Transpose

3. Individual Project

Adobe Audition

Noteflight.com
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