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
1014.01 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.2.1.1, 9-12.Mu.2.1.2, 9-12.Mu.2.1.3, 9-12.Mu.2.1.4, 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 |
Student Band Method |
TO |
|
02 |
Demonstrate understanding of basic conducting
techniques |
Rehearsal Handbook, Garofalo |
TO |
|
03 |
Demonstrate ability to read, understand and
perform natural minor scales from B minor to
F minor (Circle of 4ths) |
Treasury of Scales,L.B. Smith |
TMA
TO |
|
04 |
Demonstrate ability to read, identify and interpret
melodic and harmonic intervals within the diatonic
major scale |
Alfred’s Essentials of Music Theory,Surmani |
TMA
TO |
|
05 |
Demonstrate an understanding of music vocabulary
consistent with grade 3 band literature |
Teaching Through Performance, Miles |
TMA
TO |
|
06 |
Correctly sight read and perform grade 2 ½ band
literature |
Instructional Literature, Kvet |
TO |
|
Instructional Objective
1014.02 Students will understand and demonstrate
good musicianship. |
Standard Reference
N- 6: a, c, 9: a
9-12.Mu.1.1.1, 9-12.Mu.1.1.2, 9-12.Mu.1.1.3, 9-12.Mu.2.1.1, 9-12.Mu.2.1.2,
9-12.Mu.2.1.3, 9-12.Mu.2.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Review and refine previously learned concepts |
Student Band Method |
TO |
|
02 |
Show knowledge and application of mature practice
habits |
Rehearsal Handbook,Garofalo |
TMA
TO |
|
03 |
Show increasing appreciation and understanding
of the historical, artistic, and human aspects
of music by describing musical form, style and
compositional techniques |
Standard of Excellence Music Theory & History
Workbooks, Elledge |
TO |
|
Instructional Objective
1014.03 Students will understand and demonstrate
proper rehearsal and performance skills. |
Standard Reference
N- 2: a, b, c, 5: a
9-12.Mu.3.1.1, 9-12.Mu.3.1.4, 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 |
Student Band Method |
TO |
|
02 |
Demonstrate appropriate tessitura of his/her
instrument, including lowest note possible through
upper range encountered in grade 3 and above
band literature |
Rehearsal Handbook,Garofalo |
TO |
|
03 |
Show continuing development of the ability to
correctly and to independently adjust intonation
within the ensemble using knowledge of pitch
tendencies of his/her instrument |
Rehearsal Handbook,Garofalo |
TO |
|
04 |
Show ability to tune harmonic intervals of thirds,
fourths, fifths, and octaves (as well as unisons) |
Rehearsal Handbook,Garofalo |
TO |
|
05 |
Develop advanced tonal control throughout the
range and dynamic levels practical for the instrument |
Foundations for Superior Performance,
Williams |
TO |
|
06 |
Demonstrate refinement of phrasing |
Instructional Literature, Kvet |
TO |
|
07 |
Display a mature characteristic sound with soloistic
qualities including vibrato where applicable |
|
TO |
|
08 |
Develop a basic, daily personal warm-up routine
covering long tones, technique drills and scales |
Symphonic Warm-ups,C.T. Smith |
TO |
|
09 |
Show ability to perform double tonguing, if
applicable |
|
TO |
|
10 |
Demonstrate basic marching techniques as currently
used in the high school |
Marching Band Fundamentals, Wright |
TO |
|
11 |
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 |
TO |
|
12 |
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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