Band - NYSSMA® Level I NYSSMA® Curriculum Committee Band - NYSSMA® Level I

Sequential Guide to Music Instruction

for
Performance Ensembles
Performing Listening Musical Elements & Notation History/Culture/Style Creating
Technique Musicianship (Tonality, Rhythm, Timbre, Form, Harmony, Dynamics) (Improvising, Composing)

Bb / Eb concert scales
Posture: musician Start and end Echo musical Perform with Creating: Short patterns, using level
position (feet flat, together in ensemble patterns Tonality: characteristic style of appropriate rhythms and
sitting up straight), music scales
instrument position, Respond to the Good vs poor tone Rhythm: steady beat
rest position conductor discrimination Compare and contrast
various characteristics
Ensemble: rhythmic Student conducts Self assessment c of performance
and melodic patterns using musical literature
in concert Bb & Eb , and time terminology
signature patterns Historical /
For students Perform with geographical / cultural
Lesson/ensemble
participating in consideration of Tempo: Moderato connections of
the NYSSMA® etiquette balance between repertoire
Allegro
Festival: appropriate melody and
solo literature; Self awareness accompaniment Largo
three major scales and evaluation of
Andante
one octave, from technique Lesson book
(posture, pitch, tone, ritardando
memory, moderate recordings (if
speed, ascending & etc.) available) accelerando
descending SD:
Maintain a basic Teacher modeling
Articulation: practice routine
tonguing, slurring Listen to band
Independent part recordings and
Perform long tones playing (3–4 part) professional soloists
within ensemble in performance
Brass: beginning lip
Perform NYSSMA®
slurs Tune instrument w/
Level I solo teacher assistance Count using beat and sub-divisions
Embouchure
refinement

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Band - NYSSMA® Level I Band - NYSSMA® Level I
Performing Listening Musical Elements & Notation History/Culture/Style Creating
Technique Musicianship (Tonality, Rhythm, Timbre, Form, Harmony, Dynamics) (Improvising, Composing)

Instrument care: Sightread according Under teacher Timbre: expanded use of percussion accessories (suspended
maintain and clean to NYSSMA® I guidance, adjust cym, triangle, tambourine), as required by literature
(oil, grease, swab, criteria intonation to blend
mouthpiece, etc.) with section
Perform Very Easy – Form: rounds
Breath support NYSSMA® Level I D.C.
required for ensemble literature
instrument coda fi
performance and Introduce musical
fine
phrasing phrasing in relation
to language DS %
Continue to develop
characteristic tone of Write in music theme & variations
instrument (using pencil) to
remind self of
Hand position/grip performance Harmony: duets /trios
for snare drum & improvements increased rhythmic independence
keyboard
Swab instrument
Snare drum stroke: after playing Dynamics: mezzo piano P
double stroke
Apply grease to mezzo forte F
(Ranges represent

corks; use oil on
recommended teaching range crescendo <
and represent diatonic notes. valves
Repertoire may require decrescendo >
higher, lower or chromatic
notes.)

Flute: Notation: single measure repeats

accent
Oboe:

staccato
slur vs. tie

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Band - NYSSMA® Level I Band - NYSSMA® Level I
Performing Listening Musical Elements & Notation History/Culture/Style Creating
Technique Musicianship (Tonality, Rhythm, Timbre, Form, Harmony, Dynamics) (Improvising, Composing)
Clarinet:

Bassoon:

Saxophone:

Trumpet:

Horn:

Trombone:

Baritone:

Tuba:

Keyboard Perc.:
scales w/arpeggios

SD: long roll; 5, and

9 stroke rolls; flam
tap; drag; single
paradiddle

Timpani: single
stroke roll on A or
G; tuning intervals
P4 or P5 ascending

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