MADISON PUBLIC SCHOOLS
ELEMENTARY INSTRUMENTAL INSTRUCTION
A Course of Study for Grades 4 and 5
Authored by: John Bunnell
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
Elementary Instrumental Instruction will introduce the beginning and intermediate student (Grades 4 and 5) to
the technical and physical skills needed to perform proficiently on a band or orchestral instrument. This course
will include the following: elementary theory, care and maintenance of the instrument, elementary physical and
technical skills needed to play the instrument, and the study and practice techniques required to succeed in
performing satisfactorily on an instrument.
The intent of the program is three-fold: first, to provide the student with the basic skills needed to progress
satisfactorily on an instrument; second, to provide the student with sufficient knowledge to continue
instrumental studies in the Junior School; and third, to expose the student to ensemble playing.
All the activities and resources are suggested. It may prove feasible to substitute or add other materials and/or
activities as students and new publications warrant. Each unit contains fundamental curriculum material. This
material should be extended, simplified, and/or adapted to insure student interaction and development at all
levels of achievement.
II. STUDENT OUTCOMES (Linked to NJ Core Curriculum Standards):
The students will:
1. Demonstrate a knowledge of the basic elements of music. (Elementary Theory)
2. Demonstrate correct posture and bowing and/or blowing technique. (Breathing)
3. Demonstrate the ability to play major scales as required at each grade level.
4. Demonstrate a knowledge of various articulations and bowings.
5. Demonstrate their knowledge to play chromatic scales as required at each grade level.
6. Demonstrate an ability to satisfactorily play a given melody. (Appropriate grade level material)
7. Demonstrate an ability to play an assigned part in an ensemble.
8. Demonstrate understanding of how individual parts are essential to the success of a group performance,
9. Demonstrate a knowledge of basic dynamics and musical expressions. (abbreviations)
10. Demonstrate a knowledge of basic key signatures and accidentals. (Appropriate grade level material)
11. Demonstrate correct self-study techniques.
12. The string student will demonstrate a basic knowledge of shifting and vibrato.
13. Develop a love of playing and the desire to improve their performance.
14. Demonstrate the self-discipline and self-motivation necessary to be successful band or orchestra
members.
Specific content standards addressed include:
Standard 1.1: All students will use aesthetic knowledge in the creation of and in the response to dance,
music, theater, and visual art.
Standard 1.2: All students will utilize those skills, media, methods, and technologies appropriate to each
art form in the creation, performance, and presentation of dance, music, theater, and visual art.
Standard 1.3: All students will demonstrate an understanding of the elements and principles of dance,
music, theater, and visual art.
Standard 1.4: All students will develop, apply, and reflect upon knowledge of the process of critique.
III. ESSENTIAL CONCEPTS
I.
BEGINNING INSTRUMENTAL MUSIC - LEVEL ONE
A.
Objectives: At the conclusion of this unit the students should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
B.
Demonstrate how to assemble and care for their instruments.
Demonstrate correct embouchure and/or hand, finger, and are position for their instruments.
Demonstrate a satisfactory tone.
Identify notes and rests.
Interpret 4/4, 3/4, 2/4 time signatures.
Read all notes used (including ledger lines).
Identify and play slurs and ties.
Explain and use first and second endings.
Identify and use accidentals.
Play written out one octave scales.
Prepare and perform an assigned etude.
Identify bow markings (String students).
Activities:
1. A. Teacher models the proper hand placement on each part of the instrument for assembly.
B. Student practices assembling techniques.
C. Care techniques are modeled for each instrument, then practiced by student (i.e. swabbing of clarinet,
oiling of brass valves, etc.).
D. Have students view film strips on maintenance and care of instruments (flute, clarinet, alto sax.,
trumpet, trombone).
2. A. Teacher models correct embouchure and hand positions.
B. Student practices the modeling.
C. Simulate facial formation of embouchure without instrument.
D. Students practice techniques inherent to their instrument.
E. Reeds practice tone production on mouthpiece and neck/barrel.
F. Drummers use proper grip and motion with each hand separately.
G. Strings practice proper bowing on open strings.
H. Each student practices hand positions of his/her instrument.
3. A. Practice breathing and blowing air without instrument.
B. Have student time length of tone playing.
C. Have tone produced loudly or softly.
D. Have string students play with long full bowings.
4. A. Have students count rhythm patterns out loud.
B. Clap and count rhythms.
C. Tap foot while counting.
D. Use Kodaly system to count patterns.
E. Play rhythms on their instruments.
F. Name notes and rest symbols and give their values.
G. Use work sheet or drill page in lesson book.
5. A. Quiz students on meaning of top number.
B. Identify time signature by giving students various values measures.
C. Have students construct measures to fit various time signatures.
D. Perform music using the basic time signatures.
6. A. Have pupils read verbally the names of notes before playing.
B. Do drill identification from a staff on chalk board.
C. Say mnemonics for the line and space identification.
D. Use word spell games.
7. A. Use written skill sheet identifying ties and slurs.
B. Have students locate the markings on the lesson material.
C. Interpret the symbols while playing an exercise.
8. A. Have students verbally explain how the endings work.
B. Play exercises or songs that demonstrate them.
C. Have students road map the exercise with index finger before playing.
9. A. Use drill identification, teacher pointing to the symbol - student naming it.
B. Students verbalize how each sign affects a note.
C. Have students play exercises that use these symbols.
10. A. Have pupils finger the scale without playing.
B. Name notes of scale (including key signs).
C. Do guided practice of scale patterns over and over slowly.
11. A. Go through a guided practice with student for unlocking new exercises.
B. Use a song challenge - playing a certain amount of songs/exercises in a given time period (10
minutes).
C. Have students perform for each other.
12. A. Use drill work with pupils on identifying various bowings.
B. Conduct a guided practice of the different bowings.
C. Identify the markings as they appear in the lesson material.
II.
INSTRUMENTAL MUSIC - LEVEL TWO
A.
Objectives: At the conclusion of this unit the students should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
Demonstrate growth in all levels of Level One.
Demonstrate knowledge and use of basic dynamic terminology and signs.
Demonstrate knowledge and use of key signatures.
Identify and demonstrate legato and staccato playing.
Mark under rhythm pattern correct counting.
Play correctly written one octave major scales.
Demonstrate proper breathing technique (wind players).
Identify tone relationships as to being higher or lower.
9. Play 5, 9 stroke rolls and paradiddles (percussion).
10. Play part of an ensemble arrangement satisfactorily.
B.
Activities:
1. A. Review concepts of beginning level by playing material that exemplifies the concepts.
B. Have students tap and clap previous learned rhythms.
C. Have students read names of notes.
D. Have the student review fingerings through new playing material.
E. Continue to have students play exercises and songs build on the first year concepts.
2. A. Use naming drills. Point to signs and have students name and tell what the sign does.
B. Have students play at the various dynamic levels.
C. Have students play long tones demonstrating the crescendo and decrescendo.
D. Have students play simple rhythm patterns and change the placement of the accent.
E. Clap exercises using the various dynamics.
F. Have pupils play exercises using the dynamic markings.
3. A. Have students verbally identify notes affected by the key sign.
B. Have students find the affected notes in an exercise.
C. Have students finger and play the affected notes.
D. Perform pieces in various keys (lesson material and ensemble music).
4. A. Orally drill on naming the articulation markings.
B. Have students mock produce the articulation without instruments.
C. Play scales or rhythm patterns demonstrating staccato or legato.
D. Play given lesson material that uses these markings.
5. A. Have students verbally count rhythm patterns.
B. Have students write the counting under lesson material.
C. Clap rhythm and have students say the counting back to you.
6. A. Have students practice fingering of scales without playing.
B. Have students pick out affected notes caused by the key signature.
C. Provide guided practice having the students play the scales.
D. Have students break the scale into small sections and practice. Eventually have them practice the
scale up and down.
7. A. Have students practice breathing through sipping exercises (sip air into the body as much as possible,
then release by blowing back out like through a straw).
B. Have students push hands on stomach to force air out of the body.
C. Have students play loud long tones.
D. Have students use diaphragmatic breathing while playing.
8. A. Orally drill students for pitch matching and higher or lower than given note.
B. Have pupils do a lot of unison playing.
C. Have students do simple duet playing.
9. A. Have students learn to tap/bounce the sticks in preparation for rolls.
B. Have students do tap/bounce over and over in each hand.
C. Have students play the rudiments with much guided practice.
D. Have students play the rudiments from written material.
10. A. Have students play part individually in lessons.
B. Have students play part in ensemble rehearsals.
C. Have students verbally tell the musical features in a piece, and note the things where they need to be
alert.
D. Have students participate in an ensemble concert experience.
III.
INSTRUMENTAL MUSIC - LEVEL THREE
A.
Objectives: At the conclusion of this unit the student should be able to:
1.
2.
3.
4.
5.
6.
7.
B.
Demonstrate growth in all areas of units I and II.
Identify and interpret basic terminology.
Identify and use 3/8 and 6/8 rhythms.
Demonstrate basic shifting technique.
Perform specified major scales and appropriate chromatic scales (See 6th grade objectives).
Prepare and perform assigned etude satisfactorily.
Explain self-study techniques used to master new and difficult material.
Activities:
1. A. Continue to have students play exercises and songs built on first and second year concepts.
B. Continuously review activities done during previous levels.
C. Have students play in school ensembles, and when capable, participate in All-City groups.
2. A. Student identifies terms and symbols from flash cards.
B. Have students verbally interpret terms and symbols in the music.
C. Have students demonstrate the markings on their instruments.
D. Have students play exercises or songs which incorporate various markings in them.
E Teacher models - students identify.
3. A. Do drill work with time signatures and the numeral meanings.
B. Count simple rhythm patterns in 3/8 and 6/8 time.
C. Do drill work with students comparing the bottom number of the signature with what happens to
different note values when it changes.
D. Write counting under measures.
E. Play exercises and songs in 3/8 and 6/8 time.
4. A. Have students simulate the shifting motion without playing.
B. Play short scale patterns to demonstrate the shifting.
C. Have students do tone checking between pitches in first position and the same in a shifted position.
5. A. Have students practice fingerings of scales without playing.
B. Verbally have pupils read the names of the notes of the scale.
C. Have students drill on notes affected by the key signature.
D. Use guided practice with the students playing the scales.
E. Have students break chromatic scale into small sections, working sections over and over. Eventually
have students play scale up and down.
6. A. Have students identify key signs, time signs, accidentals, and basic rhythms involved in the etude.
B. Have the students tap the foot, count out loud, and clap the rhythm.
C. Have students perform etude slow enough to have under full control.
7. A. Have students verbally identify key elements in the music they are trying to master (key signs, time
signs, accidentals, musical markings, etc.)
B. Have students tell how they would isolate problem areas and work them out.
C. Have students suggest sources for information on things they may not know.
D. Have students verbally explain the sequence of activities needed to successfully attack an exercise or
song.
IV. SCOPE AND SEQUENCE
I.
BEGINNING INSTRUMENTAL MUSIC LEVEL ONE (4TH GRADE/1ST YEAR PLAYERS)
A. The assembling and care of the instrument
B. Posture, bowing and/or blowing technique.
C. Correct tone production
D. Introduction of basic time signatures (2/4, 3/4, 4/4)
E. Introduction of basic rudiments of musical notation (notes, rests, names of notes, etc.)
F. Completion of Book 1 Elementary Method.
G. Explanation and development of self-study techniques.
II.
INSTRUMENTAL MUSIC LEVEL TWO (5TH GRADE/2ND YEAR PLAYERS)
A. Comprehensive review of level one activities
B. Introduction of dynamics and basic music terminology
C. Introduction and use of key signatures
D. Introduction and use of one octave scales and basic drum rudiments
E. Enlarged knowledge and use of basic rhythmic notation
III.
INSTRUMENTAL MUSIC LEVEL THREE (5TH GRADE/ADVANCED PLAYERS
A. Comprehensive review of level two activities
B. Enlarged knowledge of music terminology
C. Enlarge knowledge of rhythmic notation
D. Introduction and use of 3/8 and 6/8 time signatures
E. Introduction of shifting (String students)
F. Enlarge knowledge of scales
G. Learn chromatic scales
H. Participate in ensemble.
Note: Pacing is structured by the instrumental music teacher to meet the individual needs of the
students. Students who are gifted are not held at any level, but may advance through higher level
material dependent upon their rate of growth.
V. EVALUATION
The student will receive a progress report four times a year. This report will be in a form which allows rating of
general progress as well as an area for writing specific comments pertinent to the child's work.
The evaluation of the student's progress will be determined through the use of the following criteria:
1. Attendance
2. Attitude
3. Assignment preparation
Natural ability is considered when evaluating progress, but is not a detrimental factor to those without it.
At each level there are teacher observation checklists for monitoring the students' progress regarding course
objectives and providing data for program evaluation.
VI. RESOURCES
Classroom Textbook
Tonal Harmony. McGraw-Hill, 2000. ISBN 0-07-241570-3
Tonal Harmony Workbook, McGraw-Hill, 2000. ISBN 0-07-303512-2
Compact Discs
Classroom set to accompany the text ISBN: 0-07-289785-6
Miscellaneous compact discs as needed
Supplementary Texts
The Book of Tunes For Beginning Sight Reading, First Steps in Music, Inc. 1996
Elementary Harmony, Prentice-Hall, Inc. 1983. ISBN: 0-13-257436-5
High School General Music, Music Educators National Conference, 1989.
The Music Theory Handbook, Thomson/Schirmer, 1997. ISBN: 0-15-502662-3
Music 2000 Volume I and II, Studio 224, 1996. ISBN: SVB9602S and SVB9603S
Theory Time Grades 7-12, Theory Time Partners, 1996. ISBN: 1-890348-14-7
Supplementary CD-ROM
Essentials of Music Theory, Alfred Publishing, 2000. ISBN: 0-7390-0048-9
Internet Sources
LessonPlansPage.com http://www.lessonplanspage.com
National Standards for Education in the Arts
http://artsedge.kennedy-center.org/professional_resources/standards/natstandards/
New Jersey Core Curriculum Content Standards. http://www.nj.gov/njded/cccs
TeachNet. http://www.teachnet.com
Yale New Haven Teachers Institute. http://www.yale.edu.ynhti/curriculum/units/1985
Equipment List
Computer w/internet access, external speakers and projection system
Stereo, with classroom collection of audio CD’s
Midi Synthesizer with amplifier
Piano
Dry erase board or blackboard with music staff
Music manuscript paper
Music notation software