High School Instrumental Music

Student Learnings: What students should know and be able to do

Performance Skill: Woodwinds/Brass (Grade 9, 10)

• Understand and demonstrate characteristic tone qualities throughout the full range of their instrument.
• Play the following range of their instruments:
  • flute: 3 octaves (B)C-C
  • trombone: 2+ octaves, E-G
  • clarinet: 3.5 octaves, E-G
  • trumpet: 2+ octaves, F#-A
  • tuba: 2.5 octaves, E-Bb
  • French horn: 2.5 octaves, C-G
  • oboe: 2+ octaves, Bb-D
  • bassoon: 2.5 octaves, Bb-G
  • saxophone: 2.5 octaves, Bb-F
• Understand and compensate for pitch tendencies on their instruments.
• Refine and expand control of articulations.
• Perform 12 major scales over range of instrument, as above.
• Be able to make basic reed adjustments and refinements (oboes and bassoons).
• Understand the concept of multiple tonguing (brass and flute: double/triple tonguing), and perform at a slow tempo.
• Demonstrate intermediate lip slurring techniques (brass).
• Demonstrate an acute internal sense of pulse.
• Demonstrate productive personal practice habits drive by self-evaluation.
• Understand and play mixed meters.
• Refine and expand control and use of vibrato.
• Demonstrate basic musical interpretive techniques.
• Apply appropriate use of alternate fingerings/slide positions.

Performance Skill: Woodwinds/Brass (Grade 11, 12)

• Understand and demonstrate characteristic tone qualities throughout the full range of their instrument.
• Play the following increased ranges of their instruments:
  • trombone: 3 octaves, pedal Bb-Bb
  • trumpet: 2.5 octaves, F#-C
  • tuba: 2 octaves, E-F
  • French horn: 3 octaves, C-C
  • oboe: 2.5 octaves, Bb-F
  • bassoon: 3 octaves, Bb-Bb
• Understand and compensate for pitch tendencies on their instrument, including the new extended ranges.
• Demonstrate proper articulation techniques in the extended ranges of their instrument.
• Perform 12 scales throughout extended ranges of the instrument, as above.
• Learn the principles and techniques of reed making (oboes and bassoons).
• Demonstrate multiple tonguing techniques (brass and flute).
• Demonstrate and perform advanced lip slurring techniques (brass).
• Refine musical interpretive techniques.

Performance Skill: Percussion (Grade 9, 10)

• Develop speed in the execution of rudiments.
• Understand and play mixed meters.
• Understand and apply the concept of orchestral rolls.
• Understand and ply alternate and right hand lead sticking on snare drum.
• Adjust roll speed for the size and pitch of a timpani or bass drum.
• Achieve balance on timpani in reference to range of pitches.
• Identify basic intervals for advanced timpani tuning.
• Perform scales in 12 major keys in two octaves (mallet instr.).
• Perform arpeggios in 12 major keys (mallet instr.).
• Play rolls on mallet instruments in a legato style.
• Understand and demonstrate the basic strokes of the Stevens grip
• Read bass clef mallet parts.
• Determine logistics for playing multiple percussion parts.
• Demonstrate productive personal practice habits driven by self-evaluation.
• Demonstrate basic musical interpretive techniques.

Performance Skill: Percussion (Grade 11, 12)

• Execute rudiments at a fast tempo.
• Be able to play snare drum (rudimental/concert style) in a manner appropriate to the musical setting.
• Accurately tune and retune timpani in the context of ensemble literature.
• Be able to apply dampening techniques at a more advanced level.
• Perform natural minor scales in 12 keys (mallets).
• Demonstrate advanced techniques utilizing Stevens grip on mallets.
• Refine musical interpretive techniques.

Ensemble Development (Grade 9, 10)

• Expand their control of dynamics and expression.
• Know and perform in all 12 major keys.
• Be able to transpose for their instruments from concert pitch.
• Match articulation styles within and between sections of the ensemble.
• Understand and perform mixed meters.
• Identify intonation issues within and between sections.
• Develop critical listening skills.
• Understand the relationships of their part to the whole ensemble.
• Understand phrase structure and shape within a phrase.
• Respond to conducting gestures with appropriate precision and musicality.
• Balance and blend tone within and between sections.
• Perform music from a variety of cultures.
• Demonstrate appropriate techniques for successful sight-reading.
• Perform simple melodies by ear on a melodic instrument.
• Develop specific criteria for making informed critical evaluations of the quality and effectiveness of performances, and apply the criteria to their own participation in music (tuning, artistry, balance, style, artistry, etc.).
• Perform in a small ensemble with one person per part (chamber music, trio, quartet, quintet, etc.).

Ensemble Development (Grade 11, 12)

• Identify and play all major and minor scales and arpeggios.
• Understand the role of each part in the musical texture.
• Adjust their tone to meet the demands of different styles.
• Demonstrate artistic nuance within phrases.

Musical Elements (Grade 9, 10)

• Understand concepts of motivic and thematic development.
• Identify a variety of forms (AB, ABA, rondo, multi-movement . . . ).
• Understand the role of consonance and dissonance
  (tension/release . . . ).
• Demonstrate an understanding of advancing musical terminology.
• Identify styles and composers from major periods in musical history.
• Demonstrate an understanding of major and minor scale and chord construction.

Musical Elements (Grade 11, 12)

• Understand contemporary performance techniques.
• Refine knowledge of musical history including the role of the band.
• Understand higher tertian chords and resolution.