OESJ School District
7th-8th Grade Band Curriculum
Units are Designed to be Taught Intertwined
Unit 1: Artistic Process of Creating
STANDARDS / GOALS: | ENDURING UNDERSTANDINGS | ESSENTIAL QUESTIONS |
Anchor Standard 1: Generate and conceptualize artistic ideas and work. Intermediate
Anchor Standard 2: Organize and develop artistic ideas and work. Intermediate
Anchor Standard 3: Refine and complete artistic work. Intermediate
| The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. | • How do musicians generate creative ideas? |
Musicians' creative choices are influenced by their expertise, context, and expressive intent. | • How do musicians make creative decisions? | |
Musicians evaluate and refine their work through openness to new ideas, persistence, and the application of appropriate criteria. | • How do musicians improve the quality of their creative work? | |
KNOWLEDGE Students will know (that): | SKILLS Students will be able to: | |
All music is composed or improvised by incorporating and manipulating various combinations of the elements of music. Including rhythm, pulse, tempo, pitch, melody, harmony, texture, timbre, dynamics, and form. | Identify common elements of music and common music notation symbols including staff, clef, notes, rhythmic values, articulations, dynamic markings, accidentals, bar lines. Use and manipulate elements of music to create musical ideas in short compositions and/or improvisations. Use and manipulate the structure of music to create form. | |
Musicians’ creative ideas and choices are influenced by a variety of internal and external influences. | Create, either through improvisation or written composition, a portion of music based on musical content being studied. Compose melodies and rhythms that demonstrate understanding of musical concepts found in music being studied. Identify the technical skills that are needed to help shape ideas and motives for melodies, rhythms and arrangements (i.e digital skills, basic embouchure/grip, breath or stroke). | |
Musicians use criteria such as length, range, theme, and content to create or refine composition and improvisation. | Compose or improvise melodies that fit fully within a particular framework set by the teacher. Evaluate and refine compositions or improvisations as the framework is expanded. | |
Individual skill level informs the process of selecting and developing draft melodies, rhythmic passages, and arrangements that demonstrate understanding of characteristic(s) of music from a variety of historical periods studied in rehearsal. | Recognize individual skill level on wind/percussion instruments. Select draft melodies and rhythmic passages based on predetermined individual skill level on a wind/percussion instrument. | |
VOCABULARY & KEY TERMS rhythm, pulse, tempo, pitch, melody, harmony, texture, timbre, dynamics, notehead, stem, flag, rest, pitch, rhythm, legato, staccato, slur, crescendo, decrescendo, forte, piano, “issi” ,”issimo”, staff, rhythmic value/duration, elements of music, composition, improvisation | ||
ASSESSMENT EVIDENCE: Students will show their learning by: • Accurately reproducing, by hand, common musical notation symbols encountered regularly in class. • Creating music, or variations of music, focused on a particular learning target (use of a new pitch, rhythms, articulations). • Spontaneously modifying or creating music to fit a learning target, such as use of a new note, rhythm, articulation, etc. • Analyzing aspects of written music (names and meanings of musical symbols, pitch names, rhythmic values, etc.). KEY LEARNING EVENTS AND INSTRUCTION: • Compose short melodic and rhythmic examples within a framework developed by students or instructors • Modify existing music to fit learning goals developed by students or instructors • Improvise melodic and rhythmic examples within a framework developed by students or instructors • Refine compositions and improvisations incorporating feedback and new concepts | ||
SUGGESTED TIME ALLOTMENT | Ongoing | |
SUPPLEMENTAL UNIT RESOURCES | Ensemble Music Lesson Book: Accent on Achievement Book 1 & 2 Lesson Book: Intermediate Rubank or Advanced Rubank Cavally Flute Method Forty Little Pieces for Flute Klose Celebrated Method for Clarinet Deville Universal Method for Saxophone Arbans Complete Conservatory Method for Trumpet Arbans Complete Conservatory Method for Trombone NYSSMA Solo, Duets, Small Ensembles (all instruments) Roy Burns Book I for Percussion Roy Burns Book II for Percussion The Solo Drummer 14 Modern Contest Solos for Percussion Goldenburg Modern School for Snare Drum 21st Century Learning tools Listening/Visual Library (various styles, genres, and cultures) Multimedia Resources Tuners Metronomes | |
Unit 2: Artistic Process of Performing
STANDARDS / GOALS: | ENDURING UNDERSTANDINGS | ESSENTIAL QUESTIONS |
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Intermediate
Anchor Standard 5 Develop and refine artistic techniques and work for presentation. Intermediate
Anchor Standard 6 Convey meaning through the presentation of artistic work. Intermediate
| Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. | • How do performers select repertoire? |
To express their musical ideas, musicians analyze, evaluate and refine their performance over time through openness to new ideas, persistence and the application of appropriate criteria. | • How do musicians improve the quality of their performance? | |
Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence audience response. | • When is a performance considered ready to present? • How do context and the manner in which a musical work is presented influence audience response? | |
KNOWLEDGE Students will know (that): | SKILLS Students will be able to: | |
Selecting music for performance should be based on a variety of criteria including, but not limited to, performance setting and audience, performance theme, context of the piece to other programmed works, performers’ intent, difficulty of the piece, and performers’ skill level. | Apply appropriate criteria to music selection for performance or practice. Plan a performance for theme, audience, social, cultural, and/or historical context. | |
Musical ideas evolve over time as musicians gain technical skill, learn more about the composition, gain experience in different styles. | Incorporate new knowledge and skills into performance style. Demonstrate knowledge about various musical styles, cultures, and composers. Compose and/or improvise a short melody that incorporates rhythmic and stylistic elements from the music of another culture or style. | |
Musicians improvise during performance in response to musicians/the conductor in the ensemble setting. | Recognizing expressive gestures and instruction from a conductor. Associating and relating expressive qualities in response to other musicians in an ensemble performance. | |
Musicians create strategies for improvement based on critique and learned experience. | Identify needs, then implement/create appropriate strategies for addressing them. Set practice and performance goals. Analyze and incorporate feedback and critique from others. Critique a performance by self, a peer, or an ensemble. Modify practice strategies to meet needs and goals. | |
Performing a varied repertoire of music representing diverse cultures and musical styles helps to expand the performer’s world view. | Recognize and contrast the characteristics of a variety of musical styles. Connect how elements of music are manipulated to illustrate various musical styles/cultures and reflect the topic/context of the piece. | |
An understanding of theoretical and structural characteristics of the music, the technical skill of the individual or ensemble, and the purpose or context of the performance help to explain the criteria used in the selection of performance repertoire. | Identify key components of selecting performance repertoire. Identify personal skill level with the selection of repertoire. Identify appropriate repertoire for various performance opportunities | |
Compositional devices employed and theoretical and structural aspects of musical works impact and inform the demonstration of prepared or improvised performances. | Classify/Categorize the compositional devices employed and theoretical and structural aspects of repertoire. Experiment with the connection between the compositional devices employed or theoretical and structural aspects of musical and the intent of a piece of music. | |
The context of varied repertoire shapes and informs the message or intent of the composer in prepared and improvised performances. | Identify the context of varied repertoire. Recognize the connection between the context and intent of the composer. In a prepared or improvised performance, describe the message or intent of the composer accurately based upon knowledge of the context. | |
Strategies, critiquing methods, and practice routines address individual and group challenges involving the expressive techniques needed to improve performance success through feedback from peers and other sources. | Listen to feedback from peers and other sources. Identify individual and group challenges involving expressive techniques in a rehearsal or performance. Compare strategies to address individual and group challenges involving expressive techniques in a rehearsal or performance. Identify practice routines to address individual or group challenges involving expressive techniques needed to improve performance success. | |
Applying the use of technical accuracy and expressive qualities is crucial to shaping the performance of varied repertoire representing diverse cultures, styles, and genres. | Compare and contrast the various expressive qualities of diverse cultures, styles, and genres. Identify appropriate expressive techniques that are crucial in shaping the performance of varied repertoire representing diverse cultures, styles, and genres. Execute the use of various expressive techniques to the performance of repertoire representing diverse cultures, styles, and genres. | |
The expressive intent of a piece of music is crucial to connecting with an audience through demonstrations of prepared and improvised performances. | Identify and interpret the expressive intent of the composer in a piece of music. Outline the expressive intent of a piece of music to an audience. Relate the expressive intent of a piece of music to an audience through prepared and improvised performance. | |
VOCABULARY & KEY TERMS embouchure, fingering, buzzing, hand position, tone, tonguing, air stream, air support, vowels, reed, button, mouthpiece, ligature, grease, oil, head-joint, barrel, neck strap, slide, neck, valve, string, stick, head, mallet, bar, strike point, names of instruments, metronome, tuner, case, latch, spring, style, articulations, dynamics, tempo, tempo alterations, instrument maintenance, tone production, intonation, tempo, rhythm, expression, articulation, sight reading, ensemble technique | ||
ASSESSMENT EVIDENCE: Students will show their learning by: • Apply teacher-prescribed criteria to music selection. • Analyze and identify skills in need of improvement for solo or ensemble performance. • Incorporate and/or create an improvement strategy to meet a goal based on critique. • Explain the musical intent of a composition and/or composer in discussion. • Sight read novice level music, live, with a performance assessment rubric. • Perform intermediate level music in formal concerts with an assessment rubric. • Collaborate with instructors and students to develop musical choices by modifying the elements of music to incorporate the musical intent of a composition or composer. KEY LEARNING EVENTS AND INSTRUCTION: • Analyze correctness in performance • Guided self/peer critique/feedback • Incorporating feedback • Creating and collaborating on practice and performance goals • Creating and collaborating on improvement strategies • Presenting a polished performance of appropriate difficulty level literature representing a variety of cultures and styles. • Instrument maintenance including the use of grease, oil, cleaning supplies, polishes, swabbing, etc. • Performing instrument-specific techniques and exercises • Ensemble skills/listening skills • Sight reading Ensemble techniques: Following conductor cues, following conductor dynamic communication, following silent communication and visual cues, using proper rehearsal etiquette, following tempo changes, cueing, ensemble divisi, ensemble intonation, evaluate the importance of individual part within the ensemble, identify and analyze the melody and harmony within a piece of music, ensemble balance and blend. | ||
SUGGESTED TIME ALLOTMENT | Ongoing | |
SUPPLEMENTAL UNIT RESOURCES | Ensemble Music Lesson Book: Accent on Achievement Book 1 & 2 Lesson Book: Intermediate Rubank or Advanced Rubank Cavally Flute Method Forty Little Pieces for Flute Klose Celebrated Method for Clarinet Deville Universal Method for Saxophone Arbans Complete Conservatory Method for Trumpet Arbans Complete Conservatory Method for Trombone NYSSMA Solo, Duets, Small Ensembles (all instruments) Roy Burns Book I for Percussion Roy Burns Book II for Percussion The Solo Drummer 14 Modern Contest Solos for Percussion Goldenburg Modern School for Snare Drum 21st Century Learning tools Listening/Visual Library (various styles, genres, and cultures) Multimedia Resources Tuners Metronomes | |
Unit 3: Artistic Process of Responding
STANDARDS / GOALS: | ENDURING UNDERSTANDINGS | ESSENTIAL QUESTIONS |
Anchor Standard 7 Perceive and analyze artistic work. Intermediate
Anchor Standard 8 Interpret meaning of artistic work. Intermediate
Anchor Standard 9 Apply criteria to evaluate artistic work. Intermediate
| Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Response to music is informed by analyzing context (e.g., social, cultural, historical) and how creator(s) or performer(s) manipulate the elements of music | • How do individuals choose music to experience? How does understanding the structure and context of music inform a response? |
Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. | • How do we discern the musical creators’ and performers’ expressive intent? | |
The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria | • How do we judge the quality of musical work(s) and performance(s)? | |
KNOWLEDGE Students will know (that): | SKILLS Students will be able to: | |
Musicians select music for various reasons such as emotional connection, performance situation, skill level, personal experience (or lack thereof), and musical intent. | List connections between interest, purpose, and context as reasons for selecting music for performance or practice. Explain reasons for interest in and evaluation of a piece of music. | |
An analysis of music passages and the manipulation of the elements of music affects the response a performer or listener has to a musical performance. | Identify and correlate the connection between elements of music and intent of the music. Compare the musical effects and emotional qualities created by the expressive techniques and musical elements of a musical passage. Connect the ways that the musical effects shape the performers’ or listeners’ response to a musical performance. Summarize musical interpretations informed by characteristics of the music. | |
Understanding the context of a piece of music such as theme, style, composer’s background, the composition’s inspiration, historical setting, etc. can inform the listener/performer’s response to the music. | Identify the elements of a piece of music (eg. dynamics, articulation, orchestration), context, the setting of the text (when present). Interpret the expressive intent and meaning of repertoire based on understanding of the elements of a piece of music, context, and the setting of the text (when present). Explain and support interpretation of the expressive intent and meaning of repertoire. Modify or support existing musical interpretation based on new information. | |
Individually or collaboratively developed criteria, analysis of musical structure (form and orchestration) and context, shape a musician’s evaluation of works and performances. | Connect the various elements of a piece of music. Identify the context of a piece of music. Label the structure of a piece of music. Evaluate a musical work or performance based upon its structure and context. | |
VOCABULARY & KEY TERMS analyze, critique, intonation, balance, dynamics, expression, rhythm, tone quality, articulation, tempo, harmony, melody, recording, critique, etiquette, genre, melody, harmony, chord, technique, elements of music, interpretation | ||
ASSESSMENT EVIDENCE: Students will show their learning by: • Describing musical styles by connecting how musical elements are manipulated associated with each style. • Supporting their selection of music for practice/performance. • Creating a musical interpretation supported by examples in the composition or by the background info of the composition. • Completing written critiques in response to listening to performances. • Goal tracking and logging personal reflection in response to individual and group practice sessions and performances. • Completing guided listening and response worksheets. KEY LEARNING EVENTS AND INSTRUCTION: • Collaborate on a story or imagined scene to fit the style of a piece of music • Revise a discussed musical interpretation based on new information about the setting/context of the music or its composer • Name and correlate elements of music with stylistic conventions • Identify styles of music by explaining their elements • Identify and analyze melody, harmony, structure, and form within a piece of music • Evaluate the importance of their individual part within the ensemble. • Apply different technical skills to match the style of the genre of music that is being performed • Identify the relation of their pitch within the chord structure of the ensemble • Critique individual and group performances and recordings and develop strategies for improving individual and group performances • Describe the differences between performing music and watching the performance of themselves • Discuss and practice proper listener and audience etiquette | ||
SUGGESTED TIME ALLOTMENT | Ongoing | |
SUPPLEMENTAL UNIT RESOURCES | Ensemble Music Lesson Book: Accent on Achievement Book 1 & 2 Lesson Book: Intermediate Rubank or Advanced Rubank Cavally Flute Method Forty Little Pieces for Flute Klose Celebrated Method for Clarinet Deville Universal Method for Saxophone Arbans Complete Conservatory Method for Trumpet Arbans Complete Conservatory Method for Trombone NYSSMA Solo, Duets, Small Ensembles (all instruments) Roy Burns Book I for Percussion Roy Burns Book II for Percussion The Solo Drummer 14 Modern Contest Solos for Percussion Goldenburg Modern School for Snare Drum 21st Century Learning tools Listening/Visual Library (various styles, genres, and cultures) Multimedia Resources Tuners Metronomes | |
Unit 4: Artistic Process of Connecting
STANDARDS / GOALS: | ENDURING UNDERSTANDINGS | ESSENTIAL QUESTIONS |
Anchor Standard 10 Relate and synthesize knowledge and personal experiences to inspire and inform artistic work. Intermediate
Anchor Standard 11 Investigate ways that artistic work is influenced by societal, cultural, and historical context and, in turn, how artistic ideas shape cultures past, present, and future. Intermediate
| Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding. | • How do musicians make meaningful connections to creating, performing, and responding? • How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music? |
KNOWLEDGE Students will know (that): | SKILLS Students will be able to: | |
Music is deeply rooted in different areas of humanity such as holidays, ceremonies, cultural productions (film, television, musicals, video games, etc.), and incidental situations (such as elevator music). | Identify situations or events where music is/was culturally or historically relevant. Identify situations where music plays/played a significant or defining role. | |
Music abstractly relates to other disciplines as it involves elements of language and communication, mathematics, social studies/anthropology, science, etc. | Relate facets of music to non-music disciplines. Recognize phrasing techniques such as call and response, variation, repetition, and relate to how we use spoken language. Recognize the use of subdivision, meter, and time as it relates to mathematics. Identify how music is correlated to or incorporated within other art forms. | |
Personal choices and intent in the creation of, performance of, and response to music are shaped by individual interests, knowledge, and skills. | Correlate individual knowledge, and interests with the creation of, performance of, and response to music. Associate individual skills with creation, performance, and response to music. | |
VOCABULARY & KEY TERMS historical context, cultural context, social context, personal experiences, professional experience, various disciplines, socratic discussion, performance, context, repertoire, performance, life experience | ||
ASSESSMENT EVIDENCE: Students will show their learning by: • Characterize musical style in terms of emotional correlation. • Identify popular musical themes from mass media, history, or their own lives. • Analyzing attraction or aversion to different works of music. KEY LEARNING EVENTS AND INSTRUCTION: • Assigning affect to musical excerpts or compositions • Discussing memorable situations where music played an important role • Examining the use of music in settings such as film, television, stage craft, ceremonies, radio, etc. in terms of “theme song”, motif, etc. • Examining known and unknown music and identifying common traits • Researching historical background and context of repertoire including aspects of varying historical eras and composers • Individual and group viewings of formal performances • Researching various aspects of other life experiences, such as auditioning and interviewing, goal tracking, life-planning, organizational skills, peer communication, teamwork, and troubleshooting, and connecting those areas to music through Socratic discussion • Connecting to professional artists through workshop and performance experiences such as: Video Workshop with composers, guest soloists, guest conductors, adjudication, professional ensembles | ||
SUGGESTED TIME ALLOTMENT | Ongoing | |
SUPPLEMENTAL UNIT RESOURCES | Ensemble Music Lesson Book: Accent on Achievement Book 1 & 2 Lesson Book: Intermediate Rubank or Advanced Rubank Cavally Flute Method Forty Little Pieces for Flute Klose Celebrated Method for Clarinet Deville Universal Method for Saxophone Arbans Complete Conservatory Method for Trumpet Arbans Complete Conservatory Method for Trombone NYSSMA Solo, Duets, Small Ensembles (all instruments) Roy Burns Book I for Percussion Roy Burns Book II for Percussion The Solo Drummer 14 Modern Contest Solos for Percussion Goldenburg Modern School for Snare Drum 21st Century Learning tools Listening/Visual Library (various styles, genres, and cultures) Multimedia Resources Tuners Metronomes | |