Woodbridge Middle School

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    The standards for Middle School Instrumental Music, Advanced Level enable students to acquire more advanced technical and expressive skills and demonstrate a mature level of musicianship. Students demonstrate a variety of articulations, bowings, positions, alternate fingerings, and vibrato while playing the required scales, arpeggios, and rudiments in more complex rhythmic patterns. Percussion students become more proficient in the use of mallet instruments, timpani, and auxiliary instruments. Through playing and writing, students create expressive rhythmic and melodic variations. Students research career options in music. They perform music at Solo Literature Grade Levels 2–4 of the Virginia Band and Orchestra Directors Association (VBODA). Students discuss and evaluate characteristics of personal performances and compositions, as well as the works of others. Students are provided with opportunities to participate in local, district, and regional events.  Music Theory/Literacy  MIAD.1  The student will read and notate music, including  identifying, defining, and using advanced standard notation for pitch, rhythm, meter,  articulation, dynamics, and other elements of music; and  singing assigned parts in combination with other parts from the music being studied.  MIAD.2  The student will read, perform, and compose rhythms and rhythmic patterns that include quarter-note triplets and corresponding rests.  MIAD.3  The student will identify, read, and perform music in complex meters, including  identifying, reading, and performing compound meters ( , );  identifying, reading, and performing simple mixed meters; and  identifying asymmetrical meters.  MIAD.4  The student will identify and notate key signatures of scales and literature being performed.  MIAD.5  The student will read, perform, and notate scales, including  wind/mallet student—ascending and descending concert C, F, B-flat, E-flat, A-flat, G, D  A, and E major scales; G and D harmonic minor scales; an extended chromatic scale,  commensurate with VBODA district requirements; and  string student—two-octave C, F, B-flat, G, D, and A major scales and A, D, and E  harmonic minor scales, commensurate with VBODA regional requirements.  MIAD.6  The student will identify and perform music written in theme-and-variations form.  MIAD.7  The student will use music composition as a means of expression by  composing an eight-measure rhythmic-melodic variation; and  notating the composition in standard notation, using contemporary technology.  MIAD.8  The student will define and consistently apply music terminology found in the music literature being studied.  Performance  MIAD.9  The student will independently demonstrate preparatory playing procedures, including  procedures for care and maintenance of the instrument;  consistent use of proper playing posture, instrument position, and hand positions;  tuning of the instrument, with and without an external source;  wind student—adjustment of embouchure, as appropriate; and  percussion student—tuning of three or more timpani to a reference pitch; stick grip for  snare drum and mallets; setup of timpani, mallet instruments, and auxiliary instruments.  MIAD.10  The student will demonstrate proper instrumental techniques, including  consistently adjusting and perfecting intonation while playing;  producing tones that are clear, free of tension, sustained, and centered in pitch;  wind student—proper breathing techniques and embouchure; various articulations  (tenuto, sforzando);  string student—proper bow placement, weight, angle, speed, and pressure; various  articulations (brush stroke, tremolo); a beginning vibrato motion; shifting to higher  positions as needed; and  percussion student—13 rudiments (Percussive Arts Society), o
    Posted by leonid  On Mar 25, 2020 at 5:24 PM
      
    The standards for Middle School Instrumental Music, Intermediate Level enable students to continue to develop basic musicianship and music literacy. Students use more articulations and bowings, perform scales and music in a wider range of keys, and perform music at Solo Literature Grade Levels 1–3 of the Virginia Band and Orchestra Directors Association (VBODA). Ensemble skills become more developed as students participate in intermediate-level ensemble settings. Through playing and writing, students create melodic variations. Students compare and contrast career options in music. They describe musical concepts, respond to music, investigate the relationship of music to other disciplines, and analyze various cultures, musical styles, composers, and historical periods. Students are provided with opportunities to participate in local, district, and regional events.  Music Theory/Literacy  MII.1  The student will echo, read, and notate music, including  identifying, defining, and using standard notation for pitch, rhythm, meter, articulation,  dynamics, and other elements of music; and  singing independent parts selected from the music being studied.  MII.2  The student will echo, read, and perform rhythms and rhythmic patterns, including sixteenth notes, eighth-note triplets, dotted eighth notes, corresponding rests, and syncopations.  MII.3  The student will identify, read, and perform music in (alla breve or cut time) and meters.  MII.4  The student will identify and notate key signatures of scales and literature being performed.  MII.5  The student will read, perform, and notate scales, including  wind/mallet student—ascending and descending concert C, G, and D major scales; a G  harmonic minor scale; a chromatic scale; and  string student—one-octave C and F major scales and two-octave G and D major scales  (double bass dropping to lower string as needed).  MII.6  The student will identify and perform music written in rondo and ternary forms.  MII.7  The student will use music composition as a means of expression by  composing a four-measure rhythmic-melodic variation; and  notating the composition in standard notation, using contemporary technology.  MII.8  The student will define and apply music terminology found in the music literature being studied.  Performance  MII.9 The student will demonstrate preparatory playing procedures, including  care and basic maintenance of the instrument;  consistent use of proper playing posture, instrument position, and hand positions;  basic tuning of the instrument, with and without an electronic tuner;  wind student—consistent use of proper embouchure; and  percussion student—stick grip for snare drum and mallets; basic tuning of two timpani;  setup of timpani, mallet instruments, and auxiliary instruments.  MII.10  The student will demonstrate proper instrumental techniques, including  adjusting and perfecting intonation while playing;  producing tones that are clear, free of tension, sustained, and unwavering in pitch;  wind student—proper breathing techniques and embouchure; contrasting articulations  (legato, marcato);  string student—proper bow placement, weight, angle, speed, and pressure; contrasting  articulations (de´tache´, accents, hooked bowing, multiple-note slurs, slurred staccato,  sforzando); and  percussion student—9-stroke roll, drag, drag paradiddle, flam accent, flamacue, single  drag tap, double drag tap, and Lesson 25, open-close-open, on snare drum (PAS); playing techniques on timpani, mallet, and auxiliary instruments, including single-stroke roll.  MII.11  The student will demonstrate ensemble skills at an intermediate level, including  balancing and blending instrumental timbres;  making adjustments to facilitate correct intonation;  matching dynamic leve
    Posted by leonid  On Mar 25, 2020 at 5:22 PM
      
    The standards for Middle School Instrumental Music, Beginning Level enable students to begin receiving instruction on wind, percussion, or string instruments of their choice with guidance from the music teacher. Instruction may begin at any middle school grade level. Students demonstrate proper care of the instrument and become familiar with the technology of the instrument. They demonstrate basic positions, fingerings, and tone production, and they count, read, and perform music at Solo Literature Grade Levels 1 and 2 of the Virginia Band and Orchestra Directors Association (VBODA). Students begin to describe, respond to, interpret, and evaluate works of music and create basic variations of simple melodies. They investigate career options in music. Students may use standard method books in either homogeneous or heterogeneous class settings. Students are provided with opportunities to participate in local, district, and regional events.  Music Theory/Literacy  MIB.1  The student will echo, read, and notate music, including  identifying, defining, and using basic standard notation for pitch, rhythm, meter,  articulation, dynamics, and other elements of music; and  singing selected lines from music being studied.  MIB.2  The student will echo, read, and perform rhythms and rhythmic patterns, including whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted quarter notes, and corresponding rests.  MIB.3  The student will identify and demonstrate half-step and whole-step patterns.  MIB.4  The student will identify, read, and perform music in simple meters ( , , , C).  MIB.5  The student will identify and notate key signatures of scales and literature being performed.  MIB.6  The student will read, notate, and perform scales, including  wind/mallet student—one-octave ascending and descending concert F, B-flat, E-flat, and  A-flat major scales and small chromatic patterns; and  string student—one-octave ascending and descending G and D major scales and a D  harmonic minor scale.  MIB.7  The student will identify and perform music written in binary form.  MIB.8  The student will use music composition as a means of expression by  composing a four-measure rhythmic-melodic variation; and  notating the composition in standard notation, using contemporary technology.  MIB.9  The student will define and apply music terminology found in the music literature being studied.  Performance  MIB.10  The student will demonstrate preparatory instrumental basics and playing procedures, including  identification and selection of an appropriate instrument;  identification of the parts of the instrument;  procedures for care of the instrument;  proper playing posture and instrument position;  wind student—embouchure;  string student—bow hold and left-hand position; and  percussion student—stick grip for snare drum and mallets; setup of timpani, mallet  instruments, and auxiliary instruments.  MIB.11  The student will demonstrate proper instrumental techniques, including  finger/slide placement, using finger/slide patterns and fingerings/positions;  matching pitches and beginning to make adjustments to facilitate correct intonation;  production of tones that are clear, free of tension, and sustained;  wind student—proper breathing techniques and embouchure; contrasting articulations  (tonguing, slurring, staccato, accent);  string student—proper bow placement, weight, angle, and speed; contrasting articulations  (pizzicato, legato, staccato, two-note slurs); and  percussion student—stick control and performance of multiple bounce roll, 5-stroke roll,  flam, flam tap, and single paradiddle, open-close-open, on snare drum (from Percussive Arts Society [PAS] International Drum Rudiments); stick control with mallets, using appropria
    Posted by leonid  On Mar 25, 2020 at 5:19 PM