Milaca Independent School District
Curriculum Map
Curriculum Team: Music Department | Textbook Series/Other: | Course Name: 9-12 High School Band | Grade Level: 9-12 |
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? | 9.1.1.3.1 1. Analyze how the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, form and their related concepts are combined to communicate meaning in the creation of, performance of, or response to music. | What are the elements of the Milaca High School Listening Form Can we listen to and analyze musical performance of others and ourselves? Can we identify areas in need of improvement in our own performance | Completion of the Milaca High School Listening form in relation to our own and other ensembles’ performances. | The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Life’s little Rudiment Book” The percussion method “Progression” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments A Variety of theory assessments generated through “Finale” software. Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. |
September-May | 1. Demonstrate knowledge of the foundations of the arts area. | 9.1.1.3.2 2. Evaluate how the elements of music and related concepts such as repetition, pattern, balance and emphasis are used in the creation of, performance of, or response to music. | Can we diagnose and apply specific techniques to improve musical performance? How do you create good tone on your instrument? What is an appropriate individual and ensemble warm-up process? What are the technical elements of our individual and ensemble performance that need improvement? | Assessment via lesson instruction of individual performance needs and tendencies. Assessment via digital recording and posting of those recordings via web resources and iPad devices. Assessment via digital recording and listening during band rehearsal. | The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Progression” The percussion method “Life’s little Rudiment Book” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. A Variety of theory assessments generated through “Finale” software. | ||
September-May | 1. Demonstrate knowledge of the foundations of the arts area. | 9.1.1.33 3. Analyze how the characteristics of a variety of genres and styles contribute to the creation of, performance of, or response to music. | What musical eras are we performing music from? How are various musical performance elements impacted by the musical style implied by composers and musical eras? | Assessment via rehearsal interaction and music performance. Assessment via listening activities based on identification of style, form, instrumentation era and type of band ensemble | Playlists designed for listening activities including style, form, instrumentation genre and era The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Life’s little Rudiment Book” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments A Variety of theory assessments generated through “Finale” software. Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. | ||
September-May | 1. Demonstrate knowledge of the foundations of the arts area. | 9.1.1.3.44 Apply understanding of the health and safety issues related to creating, performing and responding to music. | What are the rules regarding digital citizenship in the band room? What do we know about rehearsal and performance etiquette? What do we know about the Milaca High School Bands travel policy? Do we understand proper performance posture and breathing techniques? | Digital citizenship quiz via edmodo. Assessment via Box #8 of the MSHSL performance adjudication. | The Milaca High School Digital Citizenship plan The Milaca High School Band Room Rules The Milaca High School Marching Band Performance and Safety policies from the handbook. | ||
September-May | 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable. | 9.1.2.3.1 2. Evaluate how the elements of music and related concepts such as repetition, pattern, balance and emphasis are used in the creation of, performance of, or response to music. | What major scales have we mastered in a variety of formats? Do we have a fundamental grasp of basic music terminology as it relates to music performance? What do key signatures mean and how do we read them? Can we reproduce the circle of 5ths? Can we demonstrate fundamental basic duple counting? Can we demonstrate fundamental basic triple counting? Do we have a basic understanding of complex meters and their counting patterns? How do we utilize smartmusic software in practice and performance? How do we access music resources utilizing web-based resources. | Assessment via rehearsal interaction and music performance. Assessment via lesson instruction of individual performance needs and tendencies. Assessment via written theory testing. Assessment via counting exercises during daily rehearsal. | The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Life’s little Rudiment Book” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments A Variety of theory assessments generated through “Finale” software. Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. | ||
September-May | 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable. | 9.1.2.3.2 1. Read and notate music using standard notation system such as complex meters, extended ranges and expressive symbols, with and without the use of notation software in a variety of styles and contexts. | What are the rules regarding digital citizenship in the band room? What do we know about rehearsal and performance etiquette? What do we know about the Milaca High School Bands travel policy? Do we understand proper performance posture and breathing techniques? | Digital citizenship quiz via edmodo. Assessment via lesson instruction of individual performance needs and tendencies. Assessment via digital recording and posting of those recordings via web resources and iPad devices. | The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Life’s little Rudiment Book” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments A Variety of theory assessments generated through “Finale” software. Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. | ||
September-May | 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable. | 9.1.2.3.3 1. Read and notate music using standard notation system such as complex meters, extended ranges and expressive symbols, with and without the use of notation software in a variety of styles and contexts. | What major scales have we mastered in a variety of formats? Do we have a fundamental grasp of basic music terminology as it relates to music performance? What do key signatures mean and how do we read them? Can we reproduce the circle of 5ths? Can we demonstrate fundamental basic duple counting? Can we demonstrate fundamental basic triple counting? Do we have a basic understanding of complex meters and their counting patterns? How do we utilize smartmusic software in practice and performance? How do we access music resources utilizing web-based resources. | Assessment via rehearsal interaction and music performance. Assessment via lesson instruction of individual performance needs and tendencies. | The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Life’s little Rudiment Book” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments A Variety of theory assessments generated through “Finale” software. Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. | ||
February-March | 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. | 9.1.3.3.1 1. Analyze how the personal, social, cultural and historical contexts influence the creation, interpretation or performance of music including the contributions of Minnesota American Indian tribes and communities. | Have we read and experienced via rehearsal the band works.... “Indian Story Time” and “Indian Treaty Time” by Native American composer Brent Michael Davids? Based on Mr. David’s compositions, do we have an understanding of how Native American music differs in composition and performance from western music? Based on Mr. David’s composition notes do we have a fundamental understanding of the cultural influences that went into the composition of these works? | Assessment via exposure to the works of Brent Michael Davis during rehearsal and potential performance. | The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Life’s little Rudiment Book” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments A Variety of theory assessments generated through “Finale” software. Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. | ||
September-May | 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas. | 9.1.3.3.2 2. Synthesize and express an individual view of the meanings and functions of music. | What solos from the MHS Bands “Progressive Solos” curriculum have we rehearsed? Can we identify the meaning behind the composition of a variety of band works? What was the intent of the composer? | Assessment via rehearsal interaction and music performance. Assessment via lesson instruction of individual performance needs and tendencies. | The Milaca High School “Basic Band” series The “Essential Elements” band series The Rubank Advanced band series The Bach and Before Chorale Series The “14 weeks to a Better Band” volume 1 and 2 The Hal Leonard Rhythm Reader Level 2 The Percussion Website “Vic Firth.com” and the 40 essential snare drum rudiment segment The percussion method “Shazaam” The percussion method “Ziggadabuzz” The percussion method “Life’s little Rudiment Book” The Essential Musicianship for band Essential Concepts method The Band Method 101 Rhythmic Rest Patterns A Variety of solo and ensemble works A Variety of full band works A Variety of teacher composed assessments A Variety of theory assessments generated through “Finale” software. Digitally recorded audio and video performances of MHS Bands and other relevant ensembles. | ||
May | 4. Create or make in a variety of contexts in the arts area using the artistic foundations | 9.2.1.3.1 1. Improvise, compose or arrange new musical compositions in a variety of styles and contexts using available technology to preserve the creations. | Can we access and utilize the “jazz improvisation” elements of smartmusic Do we understand the “basic blues scale” and how to construct it in any key? Can we use the basic blues scale to devise an improvised performance? Can we utilize “finale”, “notepad” and “garageband” to created basic music compositions? | Assessment via ensemble instruction of jazz improvisation basics utilizing smartmusic jazz improvisation resources. | The Milaca High School “Basic Band” series and the Basic Blues in Bb page Smartmusic jazz improvisation resources including “nothin’ but blues” iPad compositional tools | ||
April-May | 4. Create or make in a variety of contexts in the arts area using the artistic foundations | 9.2.1.3.2 2. Revise a musical composition or arrangement based on artistic intent and using multiple sources of critique and feedback. | By listening to a performance of our own, can we define areas of musical concern and construct a path to improvement? Can we aurally identify areas of strength and weakness in musical performance and prescribe musical solutions? Can we visually identify areas of concern in musical performance and prescribe solutions? | Assessment via rehearsal interaction and music performance. Assessment via lesson instruction of individual performance needs and tendencies. | Digital audio and video recordings of our own and other ensembles General rehearsal feedback and subsequent changes to improve. | ||
September-May | 4. Create or make in a variety of contexts in the arts area using the artistic foundations | 9.2.1.3.3 3. Justify an artistic statement, including how audience and occasion influence creative choices. | Do we understand the musical concept of “programming” and how it affects music selection in preparation for concert performance? What types of music are appropriate for MSHSL contest performance? What types of music are appropriate for “entertainment” venues including pep band, jazz ensemble and marching band? | Assessment via band performance in a variety of environments and seasonal components. | A variety of band literature. A variety of band performance genres Seasonal or occasion specific concert themes Band performance in a number of different environments and ensembles. | ||
December March April | 5. Perform or present in a variety of contexts in the arts area using the artistic foundations. | 9.3.1.3.1 1. Rehearse and perform an existing single complex work or multiple works of music from a variety of contexts and styles alone and within small or large groups. | How many solo musical performances have students prepared? How many concerts have students performed at and in what environments? | Assessment via band performance and solo performance at lessons and in public environments. | A variety of band literature. A variety of band performance genres Seasonal or occasion specific concert themes Band performance in a number of different environments and ensembles. | ||
September-May | 5. Perform or present in a variety of contexts in the arts area using the artistic foundations. | 9.3.1.3.2 2. Revise performance based on artistic intent, and using multiple sources of critique and feedback. | By listening to a performance of our own, can we define areas of musical concern and construct a path to improvement? Can we aurally identify areas of strength and weakness in musical performance and prescribe musical solutions? Can we visually identify areas of concern in musical performance and prescribe solutions? | Assessment via digital recording and posting of those recordings via web resources and iPad devices. Assessment via digital recording and listening during band rehearsal. | A variety of band literature. A variety of band performance genres Seasonal or occasion specific concert themes Band performance in a number of different environments and ensembles. | ||
December March April | 5. Perform or present in a variety of contexts in the arts area using the artistic foundations. | 9.3.1.3.3 3. Justify artistic intent, including how audience and occasion influence performance choices. | Do we understand the musical concept of “programming” and how it affects music selection in preparation for concert performance? What types of music are appropriate for MSHSL contest performance? What types of music are appropriate for “entertainment” venues including pep band, jazz ensemble and marching band? | Assessment via band performance and solo performance at lessons and in public environments. | Performance at MSHSL large group contest Performance at MSHSL solo/ensemble contest Performance for public audience in a variety of contexts. | ||
September-May | 6. Respond to or critique a variety of creations and performances using the artistic foundations. | 9.4.1.3.1 1. Analyze, interpret and evaluate a variety of musical works or performances by applying self-selected criteria within the traditions of the art form. | By listening to a performance of our own, can we define areas of musical concern and construct a path to improvement? Can we aurally identify areas of strength and weakness in musical performance and prescribe musical solutions? Can we visually identify areas of concern in musical performance and prescribe solutions? | Assessment via digital recording and posting of those recordings via web resources and iPad devices. Assessment via digital recording and listening during band rehearsal. Assessment during lesson instruction with immediate feedback | A variety of band literature A variety of solo/ensemble literature A variety of band method books full band and instrument specific. | ||
September-May | 1. Respond to or critique a variety of creations and performances using the artistic foundations. | 9.4.1.3.2 2. Justify choices of self-selected criteria based on knowledge of how criteria affects criticism. | By listening to a performance of our own, can we define areas of musical concern and construct a path to improvement? Can we aurally identify areas of strength and weakness in musical performance and prescribe musical solutions? Can we visually identify areas of concern in musical performance and prescribe solutions? | Assessment via digital recording and posting of those recordings via web resources and iPad devices. Assessment via digital recording and listening during band rehearsal. | A variety of band literature A variety of solo/ensemble literature A variety of band method books full band and instrument specific. | ||