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5th Grade Band
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Quarter 2
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Diatonic Songs
Concert Bb Scale
Notes: Concert G, A, Bb
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What is a musical scale?
How does mastering the scale help us perform better on our instruments?
What are different ways we can practice the scale?
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| (2) |
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. |
| (3) |
ARTS.M.I.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.3.1.B |
Students use appropriate terms to reflect a working knowledge of the musical elements. |
| (1) |
ARTS.M.I.4.1.A |
Students identify the cultural contexts of a performance or recording and perform (with movement, where culturally appropriate) a varied repertoire of folk, art, and contemporary selections from the basic cultures that represent the peoples of the world. |
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Fingerings of the Concert Bb Scale
Brass: Range extending exercises- Lip Slurs
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Scale
Octave
Lip SLur
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Section Performances
Whole Group Performances
Concert Self-Assessment
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6th Grade Band
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Quarter 2
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Harmony
Playing in Harmony - Rounds and Canons
Rhythm: Quarter Notes/Rhythms
Eighth Notes/Rhythms
Syncopated Eighth Note Rhythms
Pitch: Concert Bb Diatonic Scale
Concert Ab
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What is Harmony?
All of our instruments play one note at a time. How does a band play in harmony?
What role does my instrument play in making music with the concert band?
What is it called when we play different notes to the same rhythm? Homophony
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| (2) |
ARTS.M.I.1.1.D |
Students in performing ensembles, read moderately easy/ moderately difficult music (NYSSMA level III-IV) and respond appropriately to the gestures of the conductor. |
| (3) |
ARTS.M.I.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.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. |
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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 |
Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture. |
| (2) |
ARTS.M.I.4.1.D |
Students in performing ensembles, read and perform repertoire in a culturally authentic manner. |
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Notes of the Bb Diatonic Scale
Steady beat with Quarternote and Half Note Rhythms
Listening across the ensemble
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Homophony
Chord
Third
Fifth
Consonance
Dissonance
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Section Performances
Whole Group performance of Rounds
Concert Self Assessment
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7/8 Band
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Quarter 2
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Accidental Notes
Rhythms: Quarter Notes/Rests
Eighth Notes/Rests
Syncopated Eighth Notes/Rests
Sixteenth Notes: Groups of 4
Pitch: Concert Bb Diatonic Scale
Concert F Diatonic Scale
Concert Ab Diatonic Scale
The Chromatic Scale
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What are chromatic notes?
What are enharmonic notes?
What does knowing these notes let us play in band?
How do we play half steps?
How do we play whole steps?
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| (2) |
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.1.1.D |
Students in performing ensembles, read moderately easy/ moderately difficult music (NYSSMA level III-IV) and respond appropriately to the gestures of the conductor. |
| (1) |
ARTS.M.I.2.1.E |
Students demonstrate appropriate listening and other participatory responses to music of a variety of genres and cultures. |
| (2) |
ARTS.M.I.4.1 |
Students will develop a performing and listening repertoire of music of various genres, styles, and cultures that represent the peoples of the world and their manifestations in the United States. Students will recognize the cultural features of a variety of musical compositions and performances and understand the functions of music within the culture. |
| (2) |
ARTS.M.I.4.1.D |
Students in performing ensembles, read and perform repertoire in a culturally authentic manner. |
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Chromatic Notes Concert Bb - Bb
Playing of Sharps
Playing of Flats
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Half Step
Whole Step
Enharmonic Note
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Section Performances
Accidental Note Quiz
Concert Self Assessment
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7th/8th Grade Music Technology
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Quarter 2
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Composition
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What is a person who creates music called?
How does someone compose music?
What technology can we use to compose music?
After a piece of music is composed - what's next?
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| (1) |
ARTS.M.I.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. |
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ARTS.M.I.1.1.A |
Students compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbrel, and dynamic elements. |
| (1) |
ARTS.M.I.2 |
Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles. |
| (3) |
ARTS.M.I.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.A |
Students use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces. |
| (1) |
ARTS.M.I.2.1.C |
Students use current technology to create, produce and record/playback music. |
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Recording with apps on Microsoft surface
Manipulating our recordings with Audacity
Creating Multi-track recordings with Audacity
Exporting muti-track audio files
Applying digital audio to other forms of media
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Composer
Software
Score
Staff
Clef
.wav file
.musicxml file
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Composition Assignment #1 - Guided Composition
Composition Assignment #2 - Freeform composition
Composition Assignment #3 - A B A Composition
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