MIME-Version: 1.0 Content-Location: file:///C:/6EB44AB9/HSWindEnsTheory.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" High School Wind Ensemble

High School Wind Ensemble

Musical Element= :  Theory

            The musical element of theory addresse= s the academic knowledge of how music works so that by understanding the mechanic= s, students will be able to enhance both their performance and understanding of music history. 

Objectives: The students will…

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Notation

  • Define the following terms: <= /span>
    • staff, ledger line, clef, key signature, time/meter signature =
    • sharp, natural, flat
    • bar line, double bar, repeat, first &am= p; second ending, coda, D.C.,  D.S., fine
    • half step, whole step, scale, arpeggio, chromatic, interval, enharmonics <= span style=3D'font-family:Verdana'>
    • syncopation, upbeat, pick-up note, ferm= ata
    • crescendo, diminuendo, accent, sforzando
    • ritardando<= /span>, accelerando, A Tempo
    • Adagio, Largo, Lento, Andante, Andantino, Allegretto, Allegro, = Vivace, Presto
    • Piu<= span style=3D'font-family:Verdana'>, molto, meno, mosso
    • Measure repeat, slash stem notation
    • solo, duet, trio, quartet, quintet, sol= i, tutti, unison, divisi

 

  • Correctly identify symbols for the follo= wing:
    • All of the terms listed above
    • All appropriate symbols for articulatio= n
    • All appropriate symbols for dynamics
    • All appropriate symbols for rhythm
  • Correctly identify note names on the sta= ff and relevant ledger lines.
  • Identify time signatures, including C an= d cut time, and explain what the top and bottom numbers mean
  • Identify what a key signature is and how= it affects the music. (For example, the key signature shows one sharp: F#. This means all the F’s are played F sharp.)
  • Demonstrate how sharps, naturals and fla= ts marked on an individual note raise or lower the pitch by a half-step a= nd last until the end of a measure

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Harmony=

  • Create circle of fourths/fifths without teacher assistance
    • Key signature
    • Major scale
    • Relative minor scale =
  • Demonstrate memorized order of flats and sharps
  • Identify your instrument’s transpo= sition in relation to concert pitch (trumpet is in the key of Bb)
  • Transpose to & from concert pitch (c= oncert A means alto saxes play F#; alto saxes with a written D are playing concert F)
  • Demonstrate triads based on any note of a given scale
  • Demonstrate arpeggios in relation to a g= iven scale

 

Ear Training<= /o:p>

  • Aurally identify half- versus whole-step= s
  • Aurally identify whether a scale is majo= r or type of minor
  • Aurally identify perfect fifths and octa= ves
  • Accurately sing sol= fege from do to do and apply to simple melodies
  • Mimic diatonic melodic patterns <= span style=3D'font-family:Verdana'>

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Form

  • Define the following forms: <= /span>
    • ABA, round, theme and variation, rondo, ma= rch
  • Understand the following forms: <= span style=3D'font-family:Verdana'>
    • Sonata Allegro
  • Correctly analyze simple melodies and de= scribe form (e.g. ABA= , AABA, variation, rondo)
  • Identify form of repertoire performed in= class

 

Composition: Using the Beethoven or Mozart project (= or equivalent)

  • Create an e= ight measure diatonic melody based on improvisation on your instrument =
  • Accurately = notate melody (hand-written on staff paper)
  • Input melod= y into Sibelius software, and create basic accompaniment parts. =
  • Extract par= ts and perform composition

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Resources:

 

Teacher model=

MusicTheory.net<= /p>

 

Terms:

 

Tutti

U= nison

a cappella

sacred

secular

text

chord

solo

ensemble

fine

system

grand staff

ledger line

bar line

double bar line

staff

measure (bar)

repeat sign

tie

slur

coda

1= st and 2nd endings

D.S., D.C.

treble clef

bass clef

sharp

flat

natural

whole note

half note

quarter note

eighth note

dotted half note

dotted quarter note

sixteenth note

dotted eighth note

dotted sixteenth note

4= /4

3= /4

2= /4

common time (C)

cut time

6= /8

Ritardando

A= ccelerando

A= llegro

A= ndante

A= dagio

a tempo

presto

largo

moderato

 

Unit Assessment= :

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  1. Teacher observation and singing tests (both ongoing assessment tools, since the concepts are taught throughout the year)

 

  1. Secondary Level One Rhy= thm Assessment

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  1. Secondary Level Two Rhy= thm Assessment