Music - Band 3 - 8th Grade
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District Course #1013 |
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
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September – review and refine previously learned concepts
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October – Junior High Music Clinic Concert; parade preparation
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November – parade preparation Veteran’s Day Parade/Holiday
Parade
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December – winter concert preparation and performance
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January – continued study in student band method book
and supplemental materials
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February – BSU Honor Band Clinic
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March – District III High School Band Solo and Ensemble
Festival
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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
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June – concluding activities; final evaluations
Course Scope
| Unit 1 |
Music Literacy |
Ongoing |
| Unit 2 |
Musicianship |
Ongoing |
| Unit 3 |
Performance Skills |
Ongoing |
Download this curriculum
as a pdf file
Assessment Correlation acronyms key
Note: The Resource References are merely suggestions
of a few of the many possibilities of music educator resources.
Note: Standard References with the letter N denote
a reference to the National Standards. Those without a letter are
references to the Idaho State Standards. |
|
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
938.01a |
|
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
936.01a, 938.03a |
|
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
940.01a |
|
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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Boise
School District
8169 W. Victory Rd., Boise, ID 83709 |
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