Content:
Students will be introduced to the instruments of the band and learn the techniques
required of a first-year band member. They will learn basic music theory,
vocabulary, and be able to play alone and as a group through sequenced learning
activities preparing them for successful participation in band at the junior
high level. Students will also prepare and perform in school programs and
be given the opportunity to perform in the district solo and ensemble festival.
Philosophy:
“ Scientists looking at the effects of
studying music have found that it can mean a higher
IQ, a better grasp of mathematics, science and languages.
It can also result in better reasoning power.”
Paul Gallagher
Monday, 17th June 2002
The Scotsman
The Music Department’s
philosophy is based on the belief that experiences
with music are fundamental to the education of children.
Music has a powerful ability to affect the hearts,
minds, and souls of our children. It gives children
the opportunity to gain self-esteem by learning new
skills and talents. It also gives children the sense
of satisfaction that comes from working with a group
to perform and create a piece of music with beauty
and unity. Recent brain research shows music can
tremendously boost the efficiency and performance
of the brain. Music is a powerful purveyor of culture,
both American and other world cultures. In today’s
increasingly global society, knowledge of other peoples
and cultures, as well as our own past, is a necessary
part of a good education.
Beginning Band gives students the opportunity to
experience instrumental music in an enriched atmosphere.
Through active participation in the band students will
have the opportunity to explore a new area or talent.
Band provides the opportunity to learn to play a musical
instrument and to explore their artistic heritage and
history through the pathways that music provides. In
addition, music is of great value in the development
of students’ higher order thinking skills and
aesthetic awareness.
Course of Study:
- August – recruitment presentations/choosing
the best instrument for each new band member
- September – instrument assembly/maintenance;
basic embouchure and hand position; posture; playing
our first notes; beginning articulation; getting
started in the selected band method
- October – continued study in the student
band method; emphasis on home practice time
- November – development of concert program
- December – winter concert preparation and
performance
- January – preparation of solos and ensembles
for the Elementary Solo and Ensemble Festival
- February – Elementary Solo and Ensemble Festival
performance; continued study in the student band
method
- March – continued study in the student band
method
- April – continued study in the student band
method
- May – spring concert preparation and performance
- June – concluding activities; final evaluations
Materials:
- Student band method book
- Selected supplementary materials
- Sheet music/band arrangements for concert performance
Copyright
Resources
Band Resource
References
Course Scope
| Unit 1 |
Technique |
Ongoing |
| Unit 2 |
Music Literacy |
Ongoing |
| Unit 3 |
Musicianship |
Ongoing |
| Unit 4 |
Performance Skills |
Ongoing |
Assessment
Correlation acronyms key
Music Department web site
Note: The Resource References are merely suggestions of a few of the many possibilities
of music educator resources.
- For specific Standard References please see: References
with the letter N denote a reference to the National
Standards. Those without the N are references
to the Idaho State Standards (K-5, 6-12).
- Download this curriculum and
standards documentation as a "Printer
Friendly" pdf file
- Curriculum update: 6/17/2009
|
Instructional Objective
610.01 Students will learn and demonstrate proper
instrumental technique. |
Standard Reference
N- 2: a
4-5.Mu.2.1.3, 6-8.Mu.2.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Learn and develop proper habits of body posture
and hand position |
Student Method Book Introductory Pages |
TO |
|
02 |
Learn proper and regular maintenance, cleaning,
and storage of his/her instrument |
Student Method Book; Guest speakers: Instrument
specialists; local music store instrument repair
technicians |
TO |
|
03 |
Acquire a rudimentary knowledge of proper breathing
for wind instrument performance |
Student Method Book |
TO |
|
04 |
Learn correct fingerings and embouchure appropriate
for beginning level |
Student Method Book |
TMA
TO |
|
Instructional Objective
610.02 Students will demonstrate knowledge of
basic musical words and symbols. |
Standard Reference
N- 2: b, 3: b, c, 4: a, b, 5: a, b,
c, d, e
4-5.Mu.2.1.1, 4-5.Mu.2.1.2, 4-5.Mu.2.1.4, 4-5.Mu.3.1.3, 4-5.Mu.3.1.4,
6-8.Mu.2.1.2, 6-8.Mu.2.1.4, 6-8.Mu.3.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Read, recognize and name any note within the
staff and finger any note within his/her present
playing range |
Alfred’s Essentials of Music Theory,
Surmani; Accent on Achievement Teacher Resource
Kit, O’Reilly |
TMA
TO |
|
02 |
Read and interpret on his/her instrument basic
whole, half, quarter, eighth note and dotted
note values and rests such as encountered in
grade one band methods and ensemble music |
Student Method Book; supplemental materials |
TMA
TO |
|
03 |
Count out-loud, clap and tap the foot to combinations
of the above rhythms |
Basics in Rhythm, Whaley; Student Method
Book |
TMA
TO |
|
04 |
Read and perform basic tied-note combinations |
Fun With Fundamentals,Laas; Student
Method Book |
TMA
TO |
|
05 |
Read and instantly recognize basic time signatures:
2/4, 3/4, 4/4 |
Student Method Book |
TMA
TO |
|
06 |
Read and instantly recognize dynamic symbols |
Student Method Book |
TMA
TO |
|
07 |
Show an understanding of music vocabulary consistent
with level one band method used in class |
Student Method Book; supplemental materials |
TMA
TO |
|
08 |
Show understanding of miscellaneous symbols
such as repeat signs, expression marks, and others
encountered in beginning level music |
Student Method Book |
TMA
TO |
|
09 |
Read and understand key signatures appropriate
to level in band method book |
Alfred’s Essentials of Music Theory,
Surmani; Accent on Achievement Teacher Resource
Kit, O’Reilly |
TMA
TO |
|
10 |
Show ability, according to age level, to improvise
a short passage of music |
Student Method Book |
TO |
|
11 |
Show ability, according to age level, to compose/arrange
a simple music composition |
Student Method Book |
TO |
|
12 |
Sight read and perform appropriate level etudes/compositions
from the band method book |
Student Method Book; supplemental materials |
TO |
|
Instructional Objective
610.03 Students will understand and demonstrate
good musicianship. |
Standard Reference
N- 6: a, 7: a, b, 8: a, b, 9: a, b
4-5.Mu.1.2.1, 4-5.Mu.2.2.2, 4-5.Mu.2.2.3, 4-5.Mu.2.2.4, 6-8.Mu.1.2.1,
6-8.Mu.2.2.2, 6-8.Mu.2.2.3, 6-8.Mu.2.2.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate proper and regular practice habits,
punctuality, attendance and self-discipline required
in a performing group |
Rehearsal Handbook,Garofalo |
TMA
TO |
|
02 |
Demonstrate responsibility to bring proper equipment
and materials to class |
|
TO |
|
03 |
Demonstrate the proper habits of concert and
rehearsal decorum and dress, both as a performer
and an audience member |
|
TO |
|
04 |
Demonstrate an attitude of interest, courtesy,
respect, and responsibility toward music, instructor,
other students, equipment and self |
|
TO |
|
05 |
Demonstrate an interest in working for personal
improvement through group cooperation and achievement |
|
TO |
|
06 |
Evaluate the quality of rehearsals and performances |
|
TO |
|
07 |
Show growing interest in music performance by
seeking additional opportunities in various honor
groups, private instruction and continuing on
to the next level |
|
TO |
|
08 |
Demonstrate an understanding of composers and
the history of the styles of music encountered |
Standard of Excellence Music Theory & History
Workbooks,Pearson; Accent on Achievement
Teacher Resource Kit, O’Reilly |
TMA
TO |
|
09 |
Describe music events using terminology appropriate
for beginning level |
|
TO |
|
10 |
Demonstrate ability to understand relationships
between music, the other arts, and disciplines
outside the arts (i.e. math, language arts, social
studies, etc.) |
Accent on Achievement Teacher Resource Kit,
O’Reilly |
TO |
|
11 |
Show interest in music by attending live cultural
community concerts |
College/community performing ensembles |
TO |
|
Instructional Objective
610.04 Students will understand and demonstrate
proper rehearsal and performance skills. |
Standard Reference
N- 2: a, b, c, 9: a
4-5.Mu.1.1.2, 4-5.Mu.1.1.3, 4-5.Mu.3.2.1, 4-5.Mu.3.2.2, 6-8.Mu.1.1.2,
6-8.Mu.1.1.3, 6-8.Mu.3.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate proper body posture and hand position |
Student Method Book Introductory Pages |
TO |
|
02 |
Demonstrate awareness of pitch matching and
the process of tuning his/her instrument |
|
TO |
|
03 |
Demonstrate appropriate fingerings and embouchures |
Student Method Book Introductory Pages |
TMA
TO |
|
04 |
Demonstrate continuous articulation development
appropriate to grade level |
Student Method Book |
TMA
TO |
|
05 |
Count and perform age appropriate rhythms correctly |
Rhythm Vocabulary Charts, Sueta; Student
Method Book |
TMA
TO |
|
06 |
Student is introduced to basic harmonies and
can perform music in two or more parts |
Accent on Ensembles, O’Reilly; Standard
of Excellence Festival Ensembles, Pearson;
Student Method Book |
TO |
|
07 |
Student will encounter and perform music of
different styles and from many different cultures |
Selective Music Lists, NBA; Standard
of Excellence First Performance, Pearson;
Student Method Book |
TO |
|
08 |
Respond properly to conducting signals |
|
TO |
|
09 |
Percussion: Demonstrate six of the forty "Percussive
Arts Society" rudiments, including rolls,
paradiddles and flams |
PAS International Drum Rudiments; Flams,
Ruffs & Rolls for Snare Drum, Beck;
Student Method Book |
TMA
TO |
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