Content:
Students will continue to progress as musicians and consumers 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 preparing
them for successful participation in band at the high school level. 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 – review and refine previously learned
concepts
- September – review and refine previously
learned concepts
- October – Junior High Music Clinic Concert;
parade preparation
- November – parade preparation Veteran’s
Day Parade/Holiday Parade
- December – winter concert preparation and
performance
- January – continued study in student band
method book and supplemental materials
- February – BSU Honor Band Clinic
- March – District III High School Band Solo
and Ensemble Festival
- April – Jr. High Large Group Festival; preparation
for Jr. High Solo and Ensemble Festival
- May – Jr. High Solo and Ensemble Festival;
spring concert preparation and performance
- 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
1012.01 Students will demonstrate knowledge of musical words and symbols
appropriate to the level. |
Standard Reference
N- 2: a, b, 5: a, b, c, e
6-8.Mu.2.11, 6-8.Mu.2.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
Student Band Method |
TO |
|
02 |
Identify simple music forms when presented aurally |
Alfred’s Essentials of Music Theory, Surmani; Standard
of Excellence Music Theory & History Workbooks, Elledge |
TMA
TO |
|
03 |
Apply transposition skills as necessary for his/her instrument |
|
TO |
|
04 |
Read, understand and perform one octave scales in the major key signatures
from D to D-flat (Circle of 4ths) |
Student Band Method |
TO |
|
05 |
Read and understand more complex time signatures and rhythms appropriate
to the level |
Rhythm Vocabulary Charts, Sueta |
TO |
|
06 |
Read, name and perform notes on ledger lines within the normal playing
range of his/her instrument |
Student Band Method |
TMA
TO |
|
07 |
Demonstrate an understanding of music vocabulary consistent with grade1 ½ band
literature |
Student Band Method; Instructional Literature, Kvet |
TMA
TO |
|
08 |
Correctly sight read and perform grade 1 band literature |
Instructional Literature, Kvet |
TO |
|
Instructional Objective
1012.02 Students will understand and demonstrate good musicianship. |
Standard Reference
N- 2: b, e, 6: a, 7: a, b, 9: a
6-8.Mu.1.1.1, 6-8.Mu.2.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
Student Band Method |
TO |
|
02 |
Demonstrate interest in possible independent playing opportunities such
as private lessons, solo preparation, and small ensemble participation |
College/community performing ensembles and artists |
TO |
|
03 |
Demonstrate proper attention (listening skills and concentration) in
class and in performances |
Rehearsal Handbook, Garofalo |
TO |
|
04 |
Demonstrate awareness of possible instrumentation changes to enhance
the ensemble |
|
TO |
|
05 |
Demonstrate awareness of "classical," contemporary and popular
music styles |
Standard of Excellence Music Theory & History Workbooks,
Elledge |
TMA
TO |
|
06 |
Demonstrate ability to discuss and evaluate musical performances |
|
TMA
TO |
|
07 |
Demonstrate awareness and sensitivity to phrasing, with the use of dynamic
and tempo changes, to create expression in music |
Teaching Music through Performance, Miles |
TO |
|
Instructional Objective
1012.03 Students will understand and demonstrate proper rehearsal and
performance skills. |
Standard Reference
N- 2: a, b, e
6-8.Mu.3.1.3, 6-8.Mu.3.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
Student Band Method |
TO |
|
02 |
Demonstrate appropriate tessitura of his/her instrument, including lowest
note possible through upper range encountered in grade 1 ½ band literature |
Student Band Method; Instructional Literature, Kvet |
TO |
|
03 |
Demonstrate knowledge of pitch tendencies on his/her instrument |
Rehearsal Handbook, Garofalo |
TO |
|
04 |
Demonstrate the ability to adjust and tune pitches unaided |
Rehearsal Handbook, Garofalo |
TO |
|
05 |
Correctly match pitches within context of vertical and horizontal moving
lines |
|
TO |
|
06 |
Demonstrate understanding of the "Pyramid of Sound" principle
of ensemble balance and apply it in performance |
Effective Performances, McBeth |
TO |
|
07 |
Independently adjust blend and balance in the ensemble |
Effective Performances, McBeth |
TO |
|
08 |
Develop a characteristic sound, appropriate to age level |
|
TO |
|
09 |
Demonstrate knowledge of appropriate warm-up practices characteristic
to his/her instrument and methods of individual practice for self-improvement |
Symphonic Warm-ups,C.T. Smith |
TO |
|
10 |
Demonstrate good breath control by maintaining a long steady air stream
when playing a sustained series of tones |
Instructional Literature, Kvet |
TO |
|
11 |
Demonstrate the proper mechanics of playing piano, forte, and a simple
crescendo/diminuendo within musical context |
Instructional Literature, Kvet |
TO |
|
12 |
Demonstrate dynamic range appropriate to the age level |
Student Band Method |
TO |
|
13 |
Perform solo, ensemble, and band repertoire in the meters encountered
in grade 1 ½ literature |
Concert and Contest Collection,Rubank/Hal Leonard; Ensembles
for All, Stoutamire; Classical Ensembles for All, Ryden |
TO |
|
14 |
Percussion: Demonstrate ability to perform on keyboard percussion, bass
drum, snare drum, timpani, cymbals and miscellaneous/auxiliary percussion
parts |
Guide to Teaching Percussion, Holloway |
TO |
|
15 |
Percussion: Demonstrate grade level appropriate rudiments, including
extensions of rolls, flams, diddles and drags from the Percussive Arts
Society International Drum Rudiments |
PAS International Drum Rudiments; Flams, Ruffs & Rolls for Snare
Drum, Beck |
TO |
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