9 - 12 Advanced Band Version: 2010-2011


 
Scholastic Area that Course Is Active In: Music

Strand: Skills and Techniques/Performance


 
MHSAB.1
Singing, alone and with others, through a varied repertoire of music
Element: MHSAB.1a
Sing to reinforce fundamentals of breathing, use of air and quality of sound in tone production
Element: MHSAB.1b
Sing to develop the ability to match major, minor, and perfect intervals
Element: MHSAB.1c
Sing to reinforce melodic shape and stylistic elements of a melodic line or ostinato patterns
 

 
MHSAB.2
Performing on instruments, alone and with others, a varied repertoire of music
Element: MHSAB.2a
Demonstrate characteristic tone quality utilizing embouchure playing position, posture, breathing techniques, articulation and enunciation, vibrato (when appropriate) and appropriate percussion technique based on the level of music
Element: MHSAB.2b
Formulate proper warm-up techniques through the use of long-tone, lip slurs, chorales, and technical exercises within two octave ranges
Element: MHSAB.2c
Demonstrate the following ensemble skills through performance of musical literature: rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, and intonation
Element: MHSAB.2d
Develop a strong understanding of the complex and compound thythms, and multi-meter time signatures, and simple ornamentation through literature which is stylistically representative of the period or genre of the music being studied
Element: MHSAB.2e
Vocalize rhythms through counting and diatonic melodies in level 4 or 5 literature being performed
Element: MHSAB.2f
Demonstrate performance skills through "sight-reading" of grade 3 and 4 music literature
 

 
MHSAB.3
Reading and notating music
Element: MHSAB.3a
Apply an understanding of the compound and complex counting systems to read and notate music at the advanced level
Element: MHSAB.3b
Incorporate standard notations and non-traditional symbols for pitch, rhythm, dynamics, tempo, articulation, and expression into individual and ensemble performances
Element: MHSAB.3c
Analyze musical terms, key signatures, and harmonic and tonal structures in the music being studied
 

Strand: Creative Expression and Communication


 
MHSAB.4
Improvising melodies, variations, and accompaniments
Element: MHSAB.4a
Improvise a melody to a specified eight measure harmonic progression utilizing various musical styles and techniques
Element: MHSAB.4b
Improvise a variation of a specific melody within the original musical sytle in major tonalities
Element: MHSAB.4c
Improvise accompaniment patterns within a given specific harmonic progression, I-(ii)-IV-V (7)-I
 

 
MHSAB.5
Composing and arranging music within specified guidelines
Element: MHSAB.5a
Construct rhythmic exercises and short melodies using traditional notations which incorporate use of dynamics
Element: MHSAB.5b
Arrange melodies for two different instruments with appropriate transpositions
Element: MHSAB.5c
Compose melodic themes in contrasting styles in simple and compound meters
Element: MHSAB.5d
Apply concepts of composing using music notation software to produce a correctly notated musical arrangement in a simple form
 

Strand: Critical Analysis/Investigation


 
MHSAB.6
Listening to, analyzing, and describing music
Element: MHSAB.6a
Read, write, and analyze rhythmic patterns in compound meters demonstrating an advanced level of technical facility and precision
Element: MHSAB.6b
Demonstrate, through performance, knowledge of the pitch tendencies of the individual instrument and the harmonic responsiblities within the music as students listen to, analyze, and make the appropriate modifications in context to the performance
Element: MHSAB.6c
By listening to rhythmic patterns, identify and write rhytmic notation for simpe, compound, and complex patterns found in grade 4 performance literature
Element: MHSAB.6d
Tune instrument without the use of a tuner or electronic device, and maintains relative intonation in a two octave register
 

 
MHSAB.7
Evaluating music and music performances
Element: MHSAB.7a
Assess musical elements (melody, harmony, rhythm, timbre, etc) in instumental music (recorded or live)using terminology being studied
Element: MHSAB.7b
Distinguish the factors which are used to evaluate the effectiveness of a performance
Element: MHSAB.7c
Analyze and evaluate specific musical works and styles (heard through recording or live performance) using appropriate terminology
Element: MHSAB.7d
Critique the integrity of a performance based on concert etiquette, the characteristic style of the genre, composer's intent, interpretation, muscial technique, and aesthetic value of the performance
 

Strand: Cultural and Historical Context


 
MHSAB.8
Understanding relationships between music, the other arts, and disciplines outside the arts
Element: MHSAB.8a
Compare the following terms used in music to like terms used in other subject areas by describing similarities and differences: color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequence, repetition, texts and lyrics, meter, wave and sound production, timbre, frequence of pitch, volume, acoustics, physiology and anatomy, technology, history, and culture, etc
Element: MHSAB.8b
Compare similarities and differences in the contextual meaning of common terms used in music, art, dance, and drama
Element: MHSAB.8c
Develop a thorough knowledge through performance of repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance
 

 
MHSAB.9
Understanding music in relation to history and culture
Element: MHSAB.9a
Formulate an understanding on the historical and musical context of the performance literature
Element: MHSAB.9b
Critique and discuss the context of the historical timeline relating to the literature being performed
 

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