Courses of Study

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

1.) Produce a characteristic tone in all registers at a dynamic level of mezzo forte.

•  Demonstrating vibrato as it relates to tonal enrichment for those instruments where vibrato is characteristic
2.) Sight-read Grade III literature.

Example Image

Example Image

•  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, slurring, marcato, tenuto, staccato, and accents for winds and staccato, brush stroke, hooked bowings, matelé, marcato, tremolo, and multiple-note slurs for strings
3.) Demonstrate proper intonation during crescendo and decrescendo passages.

4.) Demonstrate proper balance when playing as a member of an ensemble.

5.) Demonstrate building and tapering phrases on personal instruments.

6.) Perform major scales and their related arpeggios, including concert C, F, Bb, Eb, Ab, Db, G, and D for wind and percussion instruments, two octaves on flute and clarinet; concert C, F, Bb, Eb, G, D, A, and E for strings; and rudiments consisting of five-, seven-, nine-, eleven-, thirteen-, and seventeen-stroke rolls, flam, flam accent, flam paradiddle, flamacue, ruff, single drag, double drag, single paradiddle, double paradiddle, single ratamacue, triple ratamacue, and controlled long roll at all dynamic levels for percussion.

•  Demonstrating the ability to tune the timpani to the intervals for a perfect 4th and 5th octave, major and minor 2nd, and major and minor 3rd when given one note of the interval
7.) Perform a chromatic scale over the practical range of a personal instrument.

8.) Demonstrate trill fingerings for all notes within the practical range of an instrument.

•  Demonstrating the shifting of position for strings
9.) Demonstrate compositional skills by performing an eight-measure melody based on a diatonic scale, including dynamic and tempo changes.

10.) Evaluate a given musical work for aesthetic qualities using appropriate musical terminology.

Example: comparing the tone quality of a recorded performance by flutist Sir James Galway with the tone quality of a personal flute performance

11.) Notate from aural dictation rhythms including sixteenth- note patterns.

12.) Name all pitches on the grand staff.

13.) Compose a harmonic accompaniment to a given melody using the I, V, and I chords.

14.) Demonstrate appropriate maintenance of a personal instrument, including checking adjustment screws, examining conditions of pads and corks, and replacing strings.

15.) Describe the relationship between music and society.

Examples: patriotic music helping build civic pride, music at various athletic events motivating athletes and fans