Courses of Study

Number of Standards matching query: 33

Arts Education, Grade 6 - 12, Instrumental Music: Level II, 2006

1.) Produce a characteristic tone in the middle and low register at all dynamic ranges, releasing a characteristic tone that is tapered and on pitch.

•  Sustaining a tone without wavers in pitch or intensity for 15 seconds on the flute or tuba and for 25 seconds on other wind instruments
2.) Sight-read Grade II literature.

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•  Performing music that contains the dynamic markings of crescendo, decrescendo, pp, p, mp, mf, f, and ff
•  Performing music that utilizes the articulations of tonguing, legato, slurring, marcato, tenuto, staccato, and accent for winds and staccato, brush stroke, hooked bowings, matelé, marcato, tremolo, and multiple-note slurs for strings
•  Performing music containing first and second endings, codas, and breath marks
3.) Demonstrate adjustment of pitch on personal instruments while playing with a group.

4.) Demonstrate choices of breathing places in a manner that prevents breaking a phrase.

5.) Perform concert C, F, Bb, Eb, and Ab major scales and their related arpeggios for wind and percussion instruments, two octaves on flute and clarinet; concert C, G, D, A, and F major scales and their related arpeggios for strings; and rudiments consisting of five-, seven-, and nine-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single paradiddle, double paradiddle, and controlled open roll for a snare drum.

•  Performing a chromatic scale for the practical range of a personal instrument
•  Demonstrating the ability to tune the timpani to designated intervals, including perfect 4th and 5th and major 2nd and 3rd when given one note of the interval
6.) Identify characteristically out-of-tune notes on personal instruments.

Example: recognizing notes produced by first- and third-valve combinations on brass instruments as being sharp, notes C# and Db on flutes as being sharp, notes in fifth and seventh partials as being flat

7.) Demonstrate alternate fingerings within the practical range of personal instruments.

8.) Critique live and videotaped performances by professional players to determine the variety of dynamic contrasts and articulations.

•  Identifying standard preparatory conducting beats, release motions, entrance cues, and expressive gestures used by a director
9.) Explain the musical elements used to evoke feelings and emotions with a given instrument.

Example: use of cannon in the 1812 Overture to evoke excitement

10.) List professional artists who play the same instrument as the student.

Examples: Yo-Yo Ma--cello, Winston Marsalis--trumpet

11.) Demonstrate a conducting pattern of six beats per measure, entrance cues, and cutoffs.

12.) Notate from aural dictation rhythms including half notes, quarter notes, and eighth notes.

13.) Discuss the importance of instrumental music in other cultures.

Examples: promoting and exhibiting patriotism, embracing celebration

•  Describing the history of orchestral instruments
14.) Identify the order of flats and sharps in major key signatures.

15.) Demonstrate the construction of a major scale using the whole step-half step pattern.

16.) Construct ascending intervals from a given pitch.

Example: showing A as the note a major 3rd higher than F

•  Constructing descending intervals from a given note
Example: showing D as the note a minor 3rd lower than F