Advanced Instrumental Ensemble III (2020 - 2021)

Creating

Performing

Responding

Connecting

improvise, compose, and arrange music within specified guidelines

sing alone or with others

perform on instruments through a varied repertoire of music, alone and with others

read and identify elements of notated music

listen to, analyze, and describe music

respond to music and music performances

understand relationships between music, other arts, other disciplines, varied contexts, and daily life

improvise or compose rhythmic patterns (e.g., clapping, singing, playing an instrument)

improvise or compose a melody and/or variation of a melody (e.g., using a five-note diatonic scales or scale modes) using traditional notations which incorporate use of dynamics

improvise accompaniment patterns within a given specific harmonic progression, I-(ii)- IV-V (7)-I

refine improvised or composed pieces using student-created criteria

sing to reinforce fundamentals of breathing, use of air and quality of sound in tone production

sing to develop the ability to match major, minor, and perfect intervals

sing to reinforce melodic shape and stylistic elements of a melodic line or ostinato patterns

demonstrate characteristic tone quality utilizing playing technique (e.g., embouchure playing position, posture, breathing techniques, articulation, enunciation, vibrato , appropriate percussion technique) based on the level of music

formulate proper warm-up techniques (e.g., long-tone, lip slurs, chorales, technical exercises) using multiple octaves when appropriate

use ensemble skills through performance of musical literature (e.g., rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, intonation)

develop a strong understanding of complex and compound rhythms, and multi-meter time signatures (e.g., trills, turns, mordents) through performance of appropriate level literature

respond with appropriate dynamics, phrasing, and interpretation to the cues of the conductor

demonstrate all ensemble skills through sight-reading performance of music literature at level three and four

apply an understanding of the compound and complex counting systems to read music at the advanced level

incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances

analyze compositional elements (e.g., musical terms, key signatures, tonality, form) in the study of music

read, write, or analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision

demonstrate, through performance, knowledge of the pitch tendencies of their individual instrument by listening, analyzing, and making the appropriate modifications

describe appropriate pitch modifications based on harmonic responsibilities within the ensemble

demonstrate ability to adjust and match individual instrument to a prescribed pitch-source (e.g., electronic drone, individual performer)

assess musical elements (e.g., melody, harmony, rhythm, timbre) in instrumental music (recorded or live) using terminology being studied

distinguish the factors which are used to evaluate the effectiveness of a performance

critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer's intent, interpretation, musical technique, and/or aesthetic value of the performance

analyze similarities and differences in the terminology of the subject matter between music and other subject areas (e.g., color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, culture)

develop knowledge through performance of appropriate level repertoire representing diverse cultures, historical periods and styles at the highest level of music performance