Radnor High School Course Syllabus: Band Honors (0810)

  • Credits: 1.0                                        
    Weighted                                                     
    Length: Year
    Format: Meets Daily
    Grades: 9, 10, 11, 12
    Prerequisite: Middle School Band ability and above, or Teacher Recommendation

Overall Description of Course

  • The Band Honors course is designed for students who play a wind or percussion instrument.  Students are expected to be able to play music within the standard music level range of grade 3 to 5.  Students will rehearse and perform varied repertoire covering both the marching band and concert band idioms.  Students are expected to attend a weeklong band camp before the start of school, march at football games, participate in two local parades and perform at up to four concerts and at graduation.  In addition, students will be scheduled for sectionals each marking period during their non-scheduled class time.  At home practice is an expected requirement of the course.  This is an ensemble class and attendance is an important and vital part of assessment.  Attendance at all concerts and performances is mandatory.  Elements of music fundamentals and musicianship are progressively taught and developed throughout the year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6

    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills

    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part

    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6

    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6

    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6

    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs

    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers 

    Keystone Connections

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities
     

    Student Objectives

    • To enable students to play in an ensemble setting.
    • To develop students’ listening skills in an ensemble setting.
    • To develop students’ performance skills in an ensemble setting.
    • To develop each student’s sense of intonation, rhythm, tone quality, balance, blend, dynamics and expression.
    • To develop each student’s individual instrumental playing technique.
    • To develop sight-reading skills.
    • To develop a “discriminating ear.”
    • To reinforce basic music theory concepts through performance
       

    Materials & Texts

    MATERIALS

    A variety of music will be utilized from contemporary wind band literature, which will include, but not be limited to, classical transcriptions, marches, overtures, popular selections, concert selections and marching band arrangements. Additionally, various chorales, scales, exercises and warm-ups will be utilized.  Students are expected to provide their own instruments.  Large woodwinds, brass and percussion instruments are available for students’ use through the District rental/maintenance plan at a nominal cost. Also, a limited number of plastic clarinets, alto saxes, trumpets and trombones are available for rental during the marching season

    TEXTS

    • A Custom Band Warm Up “Technique Essentials” by Wayne R. Downey
    • Tone and Technique Through Chorales and Etudes by James D. Ployhar and George B. Zepp
    • I Recommend by James D. Ployhar
    • Exercises for Ensemble Drill by Raymond C. Fussell
    • Fourteen Weeks to a Better Band (Book 2) by Roger Maxwell
    • Superior Bands in Sixteen Weeks by Quincy C. Hilliard
    • The Art of Expressive Playing for Winds and Percussion by Jerry Nowak
    • Leadership Travel Guide by Scott Lang
    • Sectional Workbook compiled by Daniel Drew
    • Band Handbook by Daniel Drew 

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Band Camp
    • Band Class
    • Sectionals
    • Listening
    • Concerts
    • Marching Performances

    ASSIGNMENTS

    • Daily Practice
    • Performance Worksheets
    • Concert Music
    • Technique Exercises
    • Critical Listening
    • Completing Forms

    ASSESSMENTS

    Grades will be based on a pre-defined rubrics, which will represent the following areas:

    • Knowledge of Music
    • Instrumental Technique
    • Attendance
    • Classroom behavior
    • Home practice
    • Responsibility
    • Music Critiques
    • Concerts and Performances
    • Homework Assignments
       

    Terminology

    • Key centers
    • Scales
    • Arpeggios
    • Meter
    • Tempo
    • Articulation
    • Phrasing
    • Dynamics
    • Intonation
    • Interpretation
    • Balance
    • Listening
    • Music vocabulary
    • Posture
       

    Media, Technology, Web Resources

    • MP3
    • CD
    • DVD
    • Pyware Software
    • Smart Music Software
    • RHS Band Homepage
    • YouTube

1st Quarter: Marching

  • This unit represents a layered progression of skills which are reinforced throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.8.a-proficient: explain how elements, artistic processes 3, and organizational principles 4 are used in similar and distinctive ways in the various arts and cite examples

    MU.9-12.8.e-advanced: explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts 7

    Keystone Connections

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

    Student Objectives


    KNOWLEDGE

    • Marching in a block, within a rank and file
    • Basic marching commands: attention, mark time mark, forward march, band halt, roll off, parade rest
    • Marching using a Field Show coordinate system


    SKILLS

    • Attention, Mark Time, Forward March, Back March, Side March, Left & Right Turns
    • 8 to 5, spacial relationship, instrument carriage
    • Playing music while marching
    • Reading Pyware coordinate show positions


    Materials & Texts


    MATERIALS

    • Pyware 3D Software
    • Various Marching Band Music Arrangements


    TEXTS


    Activities, Assignments, & Assessments


    ACTIVITIES

    • Field Show
    • Parades

     
    ASSIGNMENTS

    • Band Camp Attendance
    • Football Games
    • Local Parades


    ASSESSMENTS

    • Attendance
    • Execution of Music
    • Memorization of Music
    • Marching Fundamentals
    • Posture and Body Carriage


    Terminology


    Media, Technology, Web Resources

    • Video

Year Long: Pitch, Rhythm and Meter

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.1.c-proficient: demonstrate well-developed ensemble skills

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6

    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills

    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part

    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6

    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used

    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6

    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6

    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs

    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers 

    Keystone Connections

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

    Student Objectives


    KNOWLEDGE

    • Pitch
    • Rhythm
    • Meter


    SKILLS

    • The student can play the pitches of literature.
    • In performing music the student can play the rhythms accurately within different meters. 

    Materials & Texts

    MATERIALS

    • Concert Band Music Library
    • Scales and Arpeggios worksheets
    • Chorales


    TEXTS

    • Sectional Workbook

    Activities, Assignments & Assessments

    ACTIVITIES

    • Band Class
    • Sectionals
    • Concerts and Performances    

    ASSIGNMENTS

    • Play various musical excerpts
    • Clap various rhythms
    • Sing short excerpts of music


    ASSESSMENTS

    • Smart Music assignments.

    Terminology

    Media, Technology, Web Resources

Year Long: Interpersonal Skills

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    Keystone Connections

    9.4.12.A-Evaluate an individual's philosophical statement on a work in the arts and its relationship to one's own life based on knowledge and experience.

    9.4.12.B-Describe and analyze the effects that works in the arts have on groups, individuals and the culture.

    Student Objectives

    KNOWLEDGE

    • Cooperation
    • Risk taking
    • Respectfulness
    • Responsible
    • Honor
    • Time Management
    • Integrity
    • Manners
    • Good communicator

    SKILLS

    • Cooperates and is willing to take risks within large group of varying age and ability
    • Is respectful and constructive of peers in successes and failures
    • Is resourceful and respectful in new surroundings and situations and of others
    • Attends lessons, follows policies for missed lessons
    • Is kind to others.  Is responsible in new settings, manages time, manages resources.

    Materials & Texts

    MATERIALS

    • Leadership Manual 

    TEXTS

    • Leadership Travel Guide by Scott Lang

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Leadership Workshop (optional)
    • Role Playing

    ASSIGNMENTS

    • Read Band Handbook

    ASSESSMENTS

    • Self Reflection Essay

    Terminology

    Media, Technology, Web Resources

Year Long: Listening Skills

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.6.a-proficient: analyze aural examples of a varied repertoire of music, representing diverse *genres and cultures, by describing the uses of elements of music and expressive devices

    MU.9-12.6.b-proficient: demonstrate extensive knowledge of the technical vocabulary of music

    MU.9-12.6.c-proficient: identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques

    MU.9-12.6.d-advanced: demonstrate the ability to perceive and remember music events by describing in detail significant events 2 occurring in a given aural example

    MU.9-12.6.e-advanced: compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style

    MU.9-12.6.f-advanced: analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive

    MU.9-12.7.a-proficient: evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music

    MU.9-12.7.b-proficient: evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models

    MU.9-12.7.c-advanced: evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

    Keystone Connections

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

    Student Objectives:

    KNOWLEDGE

    • Know and be able to perform basic musical vocabulary
    • Listen to self and others perform
    • Evaluate and adjust musical qualities
    • Evaluating music as the non-performer and as the performer

    SKILLS

    • Use appropriate musical vocabulary to describe what is heard
    • Make appropriate adjustments or recommendations to performance regarding pitch, rhythm, meter, notes, dynamics, articulations, etc.
    • Discern between what should be performed and what is actually heard or played
    • Write a summary of what was heard using appropriate musical vocabulary
    • Respond to discrepancies with appropriate corrective measures and suggestions
    • Base opinions on actual musical knowledge
    • Identify personal likes and dislikes using musical examples and references

    Materials & Texts

    MATERIALS

    • MP3’s, CD’s, DVD’s

    TEXTS

    • Tools for Powerful Student Evaluation by Susan R. Farrell

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Listening within the ensemble during a rehearsal.
    • Listening to a concert.

    ASSIGNMENTS

    • Rehearsal or Performance Critique

    ASSESSMENTS

    • Various

    Terminology

    Media, Technology, Web Resources

    • MP3’s, CD’s, DVD’s
    • YouTube

Year Long: Musical Interpretation

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used

    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6

    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs

    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers

    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities
     

    Student Objectives:

    KNOWLEDGE

    Musical symbols and vocabulary, command of chosen instrument, time period characteristics, cultural characteristics

    SKILLS

    • Student will not lose place on page, will play correct notes and rhythms in correct style as indicated in music.
    • Student will follow articulation and dynamic markings indicated on piece.
    • Perform in basic styles of: march, lyrical, overture, ballad, symphonic, etc.
    • Apply known musical terms to music
    • Apply cultural and time period characteristics to written notes

       

    Materials & Texts

    MATERIALS

    • Music Literature
    • Music Recordings

    TEXTS

    • The Art of Expressive Playing for Winds and Percussion

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Sectionals

    ASSIGNMENTS

    • Verbal Questioning
    • Sight-reading

    ASSESSMENTS

    Terminology


    Media, Technology, Web Resources

Year Long: Tone, Breathing, Posture

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6

    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills

    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part

    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6 
     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance
     

    Student Objectives:

    KNOWLEDGE

    • Tone quality
    • Proper breathing and breath support
    • Correct posture
    • Performance endurance
    • Extend range to limits of instrument
    • Intonation
    • Flexibility

    SKILLS

    • Student will play instrument with a clear, full tone throughout extended range of instrument from ppp – fff for a sustained period of time
    • Student will perform a concert of 5-7 pieces – 1 hour concert or play a piece with a minimum of 3 pages of music 
    • Fingers able to coordinate to difficult fingerings, breath support and embouchure adjustments support extended range – level 5 music
    • Recognize intonation tendencies of individual player and instrument, make adjustments to pitch while playing in unison as well as intervals by manipulating embouchure
    • Embouchure and air support will allow accurate leaps of 6th and greater tongued and slurred
       

    Materials & Texts

    MATERIALS

    • Class Repertoire

    TEXTS

    • Sectional Binder
       

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Class Rehearsals
    • Sectionals


    ASSIGNMENTS

    • Practice

    ASSESSMENTS

    Terminology

    Media, Technology, Web Resources

Year Long: Technique

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6

    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills

    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part

    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6 
     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance
     

    Student Objectives:

    KNOWLEDGE

    • Technical Facility Range and Flexibility
    • Entrance/Release 

    SKILLS

    • Students will perform a variety of scales, arpeggios, lip slurs and technical exercises.
    • Students will demonstrate different articulations and durations.

    Materials & Texts

    MATERIALS

    TEXTS

    Activities, Assignments, & Assessments

    ACTIVITIES

    Practice will help performance through training of small motor coordination of finger positions and embouchure positions.
    Fingers must work in sync with articulation for a clean performance.

    ASSIGNMENTS

    • Practice

    ASSESSMENTS

     
    Terminology
     

    Media, Technology, Web Resources

Year Long: Intonation

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6

    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills

    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part

    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6 

    Keystone Connections

    9.1.B: Play an instrument, read and notate music

    9.1.G: Analyze the effect of rehearsal and practice sessions

    Student Objectives:

    KNOWLEDGE

    • Intonation, tuning, instrument tendencies
    • Temperature variation
    • Proper embouchure
    • adjustments for flat/sharp

    SKILLS

    • Student will know “bad” notes on instrument , know what to do and be able to manipulate the pitch to play in tune within their section as well as across the band including instruments different than their own
    • Student will hear out of tune pitches/chords
    • Student will know what to do if flat or sharp
       

    Materials & Texts

    MATERIALS

    TEXTS 

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Daily tuning will be practiced.
    •  The performer needs to listen and adjust pitch while playing for good intonation.

    ASSIGNMENTS

    • Tune instrument to a reference pitch

    ASSESSMENTS 

    Terminology

    Media, Technology, Web Resources

    • Electronic Tuner

Year Long: Musical Evaluation

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.7.a-proficient: evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music

    MU.9-12.7.b-proficient: evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models

    MU.9-12.7.c-advanced: evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

    Keystone Connections:

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

    Student Objectives:

    KNOWLEDGE

    • Evaluating music as the non-performer and as the performer 

    SKILLS

    • Discern between what should be performed and what is actually heard or played.
    • Write a summary of what was heard using appropriate musical vocabulary.
    • Respond to discrepancies with appropriate corrective measures and suggestions.
    • Base opinions on actual musical knowledge.
    • Identify personal likes and dislikes using musical examples and references.

    Materials & Texts

    MATERIALS

    • Various music rubrics

    TEXTS 
     

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Listening to music.

    ASSIGNMENTS

    • Writing a Music Critique.

    ASSESSMENTS

    Terminology

    Media, Technology, Web Resources

Year Long: Major Scales/Key Signatures

  • This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part

    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    Student Objectives:

    KNOWLEDGE

    • Major scales
    • Major Arpeggios

    SKILLS

    • Play through grade level scales in “the rhythm” at quarter note = 84 without stopping
    • Grade 9-10, 11 major scales (up to 5 b’s and 5 #’s)
    • Grade 11-12, all 15 major scales and chromatic scale over most of register of instrument

    Materials & Texts

    MATERIALS

    • Work/Study packets.

    TEXTS

    • A Custom Band Warm Up “Technique Essentials” by Wayne R. Downey
    • I Recommend by James D. Ployhar
    • Exercises for Ensemble Drill by Raymond C. Fussell
    • Superior Bands in Sixteen Weeks by Quincy C. Hilliard
    • Sectional Workbook compiled by Daniel Drew

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Playing of Scales and Arpeggios
    • Identifying Major Keys, Scales and Arpeggios.

    ASSIGNMENTS

    • Students will perform various scale and arpeggio exercises.
    • Students will identify Major Keys.

    ASSESSMENTS

    Terminology

    Media, Technology, Web Resources

    • Smart Music