Content:
Students will continue to progress as musicians and consumers of music developing
a life-long appreciation of music. They will learn grade level appropriate
music theory, vocabulary, and be able to play alone and as a group through
sequenced learning activities. Students will also prepare and perform in
concerts and festival, and will 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.
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 and develop their talent.
Participation in the band provides the opportunity
to develop their skills on 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 – marching fundamentals
- September – learn and perform field show
- October – District III Marching Band Competition
- November – development of a concert program
- December – winter concert preparation and
performance
- January – continued study in student band
method books and of supplemental materials
- February – BSU Honor Band Clinic; preparation
for solo and ensemble festival
- March – District III High School Band Solo
and Ensemble Festival
- April – District III Large Group Band Festival
- May – spring concert preparation and performance;
State Solo Festival
- June – concluding activities; final evaluations
Copyright
Resources
Band Resource
References
Course Scope
| Unit 1 |
Music Literacy |
Ongoing |
| Unit 2 |
Musicianship |
Ongoing |
| Unit 3 |
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.
|
Unit
1 |
Music Literacy |
Ongoing |
|
Instructional Objective
1041.01 Students will demonstrate knowledge
of musical words and symbols appropriate to the
level. |
Standard Reference
N- 2: a, 5: a, b, 6: b
9-12.MU.3.2.1, 9-12.Mu.3.2.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
|
TO |
|
02 |
Demonstrate ability to identify relative, parallel,
harmonic and melodic minor scales |
Advanced Fun, Laas; music
theory handouts |
TMA
TO |
|
03 |
Demonstrate ability to read, understand and
perform natural minor scales from B minor to
F minor (Circle of 4ths) and to alter the natural
minor to harmonic or melodic minor |
Treasury of Scales,L.B. Smith |
TO |
|
04 |
Demonstrate knowledge of basic phrase elements,
such as motives, periods and cadences |
Rehearsal Handbook, Garofalo |
TMA
TO |
|
05 |
Demonstrate understanding of basic music theory
as it relates to major and minor scales, triads
and key signatures |
Advanced Fun, Laas |
TMA
TO |
|
06 |
Demonstrate an understanding of music vocabulary
consistent with up to grade 4 band literature |
Teaching Music Through Performance,
Miles |
TMA
TO |
|
07 |
Correctly sight read and perform grade 3 band
literature |
Exercises For Ensemble Drill, Fussell |
TO |
|
Instructional Objective
1041.02 Students will understand and demonstrate
good musicianship. |
Standard Reference
N- 6: a, b, 7: b, 9: a
9-12.Mu.1.1.1, 9-12.Mu.1.1.2, 9-12.Mu.1.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
|
TO |
|
02 |
Develop interest in music participation in adult
life as a performer and as an enlightened consumer |
College/community performing ensembles |
TO |
|
03 |
Stimulate motivation and participation through
involvement in leadership tasks |
Music Advocacy and Student Leadership,
Lautzenheiser |
TO |
|
04 |
Demonstrate awareness of opportunities and alternatives
for careers in music and music teaching |
Community organizations, military, area professionals,
teachers, music businesses |
TO |
|
05 |
Demonstrate knowledge of the six basic periods
of music as encountered in a listening or performance
context. |
Standard of Excellence Music Theory & History
Workbooks, Elledge |
TMA
TO |
|
06 |
Demonstrate awareness of the importance of teamwork
and esprit de corps in rehearsals and performances |
Music Advocacy and Student Leadership,
Lautzenheiser |
TO |
|
Instructional Objective
1041.03 Students will understand and demonstrate
proper rehearsal and performance skills. |
Standard Reference
N- 2: a, b, c, 5: a
9-12.Mu.1.1.1, 9-12.Mu.1.1.2, 9-12.Mu.1.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
|
TO |
|
02 |
Demonstrate appropriate tessitura of his/her
instrument, including lowest note possible through
upper range encountered in grade 4 and above
band literature |
Effective Performances, McBeth; Advanced
Fun, Laas |
TO |
|
03 |
Correctly perform melodic and harmonic intervals
within the context of the ensemble and melodic
patterns |
66 Festive and Famous Chorales, Erikson; Advanced
Fun, Laas |
TO |
|
04 |
Read and recognize triads, and know which part
of the chord he/she plays |
|
TO |
|
05 |
Show ability to perform double and triple tonguing,
if applicable |
|
TO |
|
06 |
Learn fundamentals of marching adequate to perform
quality marching half-time show and parades |
Marching Band Fundamentals, Wright |
TO |
|
07 |
Show interest in building a repertoire of solos
and ensembles with public performance at solo
festival or elsewhere |
Concert and Contest Collection, Rubank/Hal
Leonard; IMEA State Solo List |
TO |
|
08 |
Percussion: Perform 4-drum timpani set with
tuning changes |
Primary Handbook for Timpani, Whaley |
TO |
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