The Latest for Students & Parents
This course is offered to all students who wish to learn to play handbells in an ensemble setting. This course is recommended for students who read music and/or have some performance experience.
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Performing and Creating | ||||
| 1 | a. Develop handbell techniques: ringing, dampening, shake, thumb damps, martellato, tower swings, weaving, 4-in-hand, etc. | |||
| 1-5 | b. Perform a varied repertoire of handbell music alone and with others. | |||
| 1-3 | 1 | c. Demonstrate ability to read a handbell score and describe how the elements of music are used. | ||
| 1,5 | d. Perform in scheduled concerts or other musical events. | |||
| 7 | 9 | 6 | 8 | e. Investigate careers in music fields. |
| History and Culture | ||||
| 3 | 1-3, 7,8 | 1 | a. Explore various historical, cultural, and pop styles. | |
| 3 | b. Identify periods of history as handbell use developed, and classify examples. | |||
| Evaluation and Analysis | ||||
| 1-3, 5 | a. Demonstrate individual competency in an ensemble setting. | |||
| 4 | 1-3 | b. Listen to, analyze, and describe examples of handbell music. | ||
| 4 | 4,5 | 2-4 | c. Evaluate a given musical work in terms of its aesthetic expressive qualities and explain the musical elements used. | |
| Aesthetic Appreciation | ||||
| 1-4 | a. Recognize individual competency in an ensemble setting. | |||
| 4,6 | 2 | b. Explain relationships between music and the other arts, describing similarities and distinctions. | ||
| 2,5 | c. Attend various musical events. | |||
*Prerequisite: Permission of instructor
ASSESSMENT
- Concert performances
- Participation
- Progress reports
- Rehearsal discipline
- Self-evaluation
- Teacher evaluation of overall performances
- Technical proficiency