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
1013.01 Students will demonstrate knowledge
of musical words and symbols appropriate to the
level. |
Standard Reference
N- 2: a, b, e, 5: a, b, c, e
6-8.Mu.2.1.2, 6-8.Mu.3.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
Student Band Method |
TO |
|
02 |
Demonstrate ability to identify twelve major
key signatures |
Alfred’s Essentials of Music Theory,
Surmani |
TMA |
|
03 |
Demonstrate ability to read, understand and
perform twelve major scales in two octaves, where
applicable |
Treasury of Scales, L.B. Smith |
TMA
TO |
|
04 |
Demonstrate ability to identify diatonic intervals
up to one octave with reference to tonic |
Student Method Book |
TMA
TO |
|
05 |
Identify, write and perform a chromatic scale
throughout the practical range of his/her instrument |
Student Method Book |
TMA
TO |
|
06 |
Identify the name of any note in both bass and
treble clefs up to two ledger lines above or
below the staff |
Standard of Excellence Music Theory & History
Workbooks, Elledge |
TMA |
|
07 |
Demonstrate an understanding of music vocabulary
consistent with grade 2 ½ band literature |
Instructional Literature, Kvet |
TMA
TO |
|
08 |
Correctly sight read and perform grade 2 band
literature |
Selective Music Lists,NBA |
TO |
|
Instructional Objective
1013.02 Students will understand and demonstrate
good musicianship. |
Standard Reference
N- 9: a, b
6-8.Mu.1.1.1, 6-8.Mu.1.1.2, 6-8.Mu.2.2.1, 6-8.Mu.2.2.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
Student Band Method |
TO |
|
02 |
Demonstrate awareness of the advantages of upgrading
his/her instrument |
Area professionals and music businesses |
TO |
|
03 |
Demonstrate awareness of how performance repertoire
applies to the four historical periods (Baroque
through 20th Century) |
Instructional Literature, Kvet |
TMA |
|
04 |
Demonstrate an understanding of the ethical
issues involved in music |
|
TMA
TO |
|
Instructional Objective
1013.03 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 2 to 2 ½ band
literature |
Rehearsal Handbook, Garofalo |
TO |
|
03 |
Demonstrate ability to use alternate fingerings |
Area instrument specialists, published fingering
charts |
TO |
|
04 |
Increase aural acuity to adjust and tune pitches
using knowledge of pitch tendencies and technical
means to correct them |
Rehearsal Handbook,Garofalo |
TO |
|
05 |
Demonstrate basic marching techniques as currently
used in the high school |
Marching Band Fundamentals, Wright |
TO |
|
06 |
Perform solo, ensemble, and band repertoire
in the meters encountered in grade 2 to 2 ½ literature |
Concert and Contest Collection, Rubank/Hal
Leonard; Selective Music Lists,NBA |
TO |
|
07 |
Percussion: Demonstrate single-stroke roll from
pianissimo (pp) to fortissimo (ff) on timpani |
Guide to Teaching Percussion, Holloway; Primary
Handbook for Timpani, Whaley |
TO |
|
08 |
Percussion: Demonstrate ability to play basic
timpani etudes and to independently and quietly
tune multiple pitches |
Primary Handbook for Timpani, Whaley |
TO |
|
09 |
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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