Milaca Independent School District
Curriculum Map
Curriculum Team: Music Department | Textbook Series/Other: | Course Name: 8th Grade Band | Grade Level: 8 Band |
Month | Standard (Minnesota 2008) | 2016 National Standard | National Standards Essential Questions | Benchmark with Four-Digit Code | Level 2 and 3 Essential Questions/ Statements | Assessment | Curricular Materials |
September-May | 1. Demonstrate knowledge of the foundations of the arts area. | The National Coalition for CORE ARTS Standards “MUSIC STANDARDS” are embedded in each of the Minnesota Standards listed to the left. They are CREATING
PERFORMING
RESPONDING
CONNECTING
| IMAGINE How do musicians generate creative ideas? EVALUATE AND REFINE How do musicians improve the quality of their creative work PLAN AND MAKE How do musicians make creative decisions? PRESENT When is creative work ready to share? SELECT How do performers select repertoire? ANALYZE How does understanding the structure and context of musical works inform performance? INTERPRET How do performers interpret musical works? REHEARSE, EVALUATE AND REFINE How do musicians improve the quality of their performance? PRESENT When is a performance judged ready to present? How do context and manner in which musical work is presented influence an audience response? SELECT How do inviduals choose music to experience? INTERPRET When is a performance judged ready to present? How do context and manner in which musical work is presented influence an audience response? ANALYZE How does understanding the structure and context of music inform a response? EVALUATE How do we judge the quality of musical works and performances? CONNECTING How do musicians make meaningful connections to creating, performing and responding? How do other arts, other disciplines, contexts, and daily life inform creating, performing and responding to music? | 6.1.1.3.1 1. Analyze the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts. | What are the elements of the MSHSL adjudication form? Can we describe each of these elements, and demonstrate them by performance on our instrument? | Basic performance vocabulary for specific instruments Basic performance vocabulary for ensemble Identification of strength and weakness Description and demonstration of proper technique at lesson instruction. Application of performance concepts during full ensemble rehearsal | The Milaca High School “Basic Band” method The Essential Elements Band Method Book #2 A Variety of Teacher Generated Assessments. A Variety of theory based assessments generated with “Finale” software A variety of band literature The Hal Leonard Rhythm Reader Level 2 | |
September-May | 1. Demonstrate knowledge of the foundations of the arts area. | 6.1.1.3.2 2. Analyze how the elements of music and related concepts such as articulation and major/minor and fugue are used in the performance, creation or response to music. | Can we describe each of these elements, and demonstrate them by performance in an ensemble setting? Can we identify elements of musical form by listening? | Identification of basic musical form in performance our performance literature. Application of performance concepts during rehearsal and performance | The Milaca High School “Basic Band” method The Essential Elements Band Method Book #2 A variety of band literature | |||
September-May | 1. Demonstrate knowledge of the foundations of the arts area. | 6.1.1.3.3 3. Describe the characteristics of a variety of genres and musical styles such as electronic, jazz, opera and gamelan. | Can we identify by listening a variety of musical styles and forms? Can we perform as an ensemble a variety of musical styles and forms? | Listening based assessments for stye, form, instrumentation era and genre. Listening based assessments for type of band or instrumental ensemble | Youtube specific performances. iTunes playlists for assessment | |||
April-May | 1. Create or make in a variety of contexts in the arts area using the artistic foundations. | 6.2.1.3.1 1. Improvise, compose or arrange a new musical composition using available technology to preserve the creation. |
| Participation in large group setting improvisational instruction Basic compositional project utilizing technology | Basic Band Bb blues improvisational page Smartmusic “Nothin’ But Blues” accompaniment Technology: Garage Band, notepad or other iPad based compositional software | |||
April-May | 1. Create or make in a variety of contexts in the arts area using the artistic foundations. | 6.2.1.3.2 2. Revise a musical composition, improvisation or arrangement based on the feedback of others, self-reflection and artistic intent. |
| Apply the elements of the MSHSL scoring system to recorded performance Perform for outside entities and be assessed | A variety of band literature A variety of solo/ensemble literature | |||
November April | 1. Create or make in a variety of contexts in the arts area using the artistic foundations. | 6.2.1.3.3 3. Develop an artistic statement, including how audience and occasion influence creative choices. | Can we identify appropriate musical selections for a variety of performance environments? Can we constructively listen and critique musical performance including our own? | Apply the elements of the MSHSL scoring system to recorded performance Perform for outside entities and be assessed Apply knowledge of a variety of styles and genres to music selection Perform in a variety of ensembles that serve different musical purposes | Music from a variety of genres including... Classical Band Pep Band Jazz Ensemble Chamber Music Solo Literature Marching Literature | |||
September-May | 1. Perform or present in a variety of contexts in the arts area using the artistic foundations. | 6.3.1.3.1 1. Rehearse and perform music from a variety of contexts and styles alone or within small or large groups. | Can we rehearse in an effective manner a variety of musical works? Can we perform in public a variety of musical styles and genres? | Apply knowledge of a variety of styles and genres to music selection Perform in a variety of ensembles that serve different musical purposes | Music from a variety of genres including... Classical Band Pep Band Jazz Ensemble Chamber Music Solo Literature Marching Literature | |||
September-May | 1. Perform or present in a variety of contexts in the arts area using the artistic foundations. | 6.3.1.3.2 2. Revise performance based on the feedback of others, self-reflection and artistic intent. | Can we listen to and assess our own and others performances based on the MSHSL elements of performance? Can we utilize the MSHSL adjudication form to assess our own and others’ performances? | Apply the elements of the MSHSL scoring system to recorded performance Perform for outside entities and be assessed | A variety of student surveys based on MSHSL criteria Recorded performances of our own ensembles Recorded performances of other ensembles from a variety of musical genres | |||
September-May | 1. Perform or present in a variety of contexts in the arts area using the artistic foundations. | 6.3.1.3.3 3. Develop an artistic intent, including how audience and occasion impact performance choices. | Can we identify appropriate musical selections for a variety of performance environments? Can we constructively listen and critique musical performance including our own? | Apply knowledge of a variety of styles and genres to music selection Perform in a variety of ensembles that serve different musical purposes | A variety of student surveys based on MSHSL criteria Recorded performances of our own ensembles Recorded performances of other ensembles from a variety of musical genres | |||
September-May | 1. Respond to or critique a variety of creations or performances using the artistic foundations. | 6.4.1.3.1 1. Analyze and interpret a variety of musical works and performances using established criteria. | Can we listen to and assess our own and others performances based on the MSHSL elements of performance? Can we utilize the MSHSL adjudication form to assess our own and others’ performances? | Apply the elements of the MSHSL scoring system to recorded performance Critically assess rehearsal recordings looking for improvement or change in musical areas | Youtube specific performances. iTunes playlists for assessment Recorded performances of our own ensembles | |||