After 4 years of high school band, an AVERAGE student should be able to...

	A	B
1	Band Directors: Please feel free to contribute! I ask that you do not delete other people's ideas.
2	Being as specific as possible and focusing on PERFORMANCE SKILLS, please try to finish this sentence in the blanks below:
3	"After 4 years of high school band, an AVERAGE student should be able to....
4	Type your responses below
5	Play all 12 major scales from memory in eighth notes at 144, at least 1 octave.
6	Percussion: play all rudiments at designated tempos (In Indiana, Solo/Ensemble has a list of rudiments and tempos at different levels)
7	Percussion: Be able to play 2 mallet etude or solo by end of sophmore year
8	Percussion: Be able to play 4 mallet etude or solo by end of senior year
9	Percussion: Be able to identify all perfect, major, minor and tr-tone intervals within one octave by memory
10	Percussion: Have basic skill and knowledge or proper bass drum, cymbal, triangle and tambourine technique
11	Be able to count rhythms in 2/4 through 7/4 with rhythms including 16th notes and 16th rests
12	Be able to count rhythms in compound time signatures from 3/8 through 12/8 with rhythms including 16th notes and 16th rests
13	Be able to play all natural minor scales from memory, not timed
14	Percussion: Be able to demonstrate difference between concert and rudimental snare drum rolls
15	Percussion: Timpani: Be able to perform etude/ solo on 4 drums including at least 2 tuning changes
16	Percussion: Drum set: Be able to demonstrate basic jazz, rock, and Bossa Nova styles including trading 4's
17	Spell major scales verbally, ascending and descending	Wis
18	Be able to provide sharps and flats, in order, for any major key	Wis
19	Recognize major key signatures by providing the name of the major key, given a key signature	Wis
20	Produce printed rhythms verbally using a counting system in both quarter note based and eighth note based meters, minimum tempo of 60	Wis
21	Replicate dictated rhythms in both quarter note and eighth note based meters, minimum tempo 60, using counting system and/or by writing out the rhythmic notation	Wis
22	Read/identify written notation fluently throughout the range of the instrument	Wis
23	Provide the minor key equivalent when provided with its major counterpart.	Wis
24	Demonstrate knowledge of all fingerings utilized throughout the range of the instrument	Wis
25	Recognize intervals aurally and visually within an octave by ear. Provide interval verbally when given the first note.	Wis
26	Discern whether one note is higher or lower than a reference note, within 30 cents	Wis
27	Demonstrate the ability to start a note with the tongue but release it without (wind players)	Wis
28	Single tongue a full measure of repeated 16th notes at q=116 (wind players)	Wis
29	Sustain a steady tone for 10 seconds with less then five cents of variation on the tuner throughout the range of the instrument (wind players)	Wis
30	Demonstrate the ability to slur 16th notes back and forth between two notes with the same fingering, q=86	Wis
31	Verbally describe the physics behind how they and their instrument produce sound.	Wis
32	Give descriptions/translations for (agreed upon number) musical terms and be able to produce them on instrument.	Wis
33	Demonstrate the ability to clap/play quarter notes at a given tempo without more than 5% deviation in tempo for 30 seconds.	Wis
34	Be able to properly indentify an enharmonic equivalent for any provided note name	Wis
35
36	Describe music that they are listening to using musical termanology outside of opinion concerning taste.	Farley
37	Audiate simple melodies of written music	Farley
38	Audiate with others simple 2 part harmonies	Farley
39	Understand and demonstrate perfect tuning in regards to other provided sounds	Farley

	A	D	G
1	TONE PRODUCTION
2	"After 4 years of high school band, an AVERAGE student should be able to....
3
4	WOODWINDS	BRASS	PERCUSSION
5	Understand the mechanics of breathing and support	Understand the mechanics of breathing and support	Understand drum resonance and apprpriate striking zones based on sound desired
6	Know how to select and maintain reeds	Form a proper embouchure	Select the appropriate mallet for all instruments
7	Form a proper embouchure	Utilize appropriate tongue placement	Tune drum heads
8	Manipulate the embouchure for subtle intonation changes	Maintain an open throat	Utilize appropriate dampening techniques as required by the instrument
9	Start, sustain and stop the sound consistently	Create centered focused tone in all registers	Use the appropriate grip for the instrument being played
10	Use vibrato when appropriate	Use vibrato when appropriate
11	Care for their instrument/ swab out	To slur with a degree of flexibility

	A
1	PITCH
2	"After 4 years of high school band, an AVERAGE student should be able to....
3
4
5	Identify notes names in both treble and bass clef
6	Use the appropriate fingerings or sticking patterns across all ranges of the instrument
7	Understand the basic intonation tendencies of their instrument
8	Scales, Arpeggio stuff goes here
9	Intervals go here
10	Chord identification
11	Tuning of notes within chord structures
12	Intonation

	A
1	RHTYHM
2	"After 4 years of high school band, an AVERAGE student should be able to....
3
4	Count any rhythm in duple or compound time
5	Mark the big beats
6	Notate intermediate rhythms after hearing them - simple dictation
7	Understand how the beam in music defines the meter
8	Meter, I don't even know her
9	Identify how a single beat of time can be divided into several different combinations

	A
1	ARTICULATION
2	"After 4 years of high school band, an AVERAGE student should be able to....
3
4
5	Demonstrate the different forms of articulation: Staccato, Marcato, Legato, Agogic Accents
6	Understand the components of articulation - Attack, decay , sustain and release

	A
1	PHRASING
2	"After 4 years of high school band, an AVERAGE student should be able to....
3
4
5	Determine the beginning and ends of phrases
6	Identify the dynmaic shape required for specific phrases
7	Identify cadence points in music/ points of repose
8	Understand phrasing symbols on the page
9	Identify appropriate places to breath within phrases
10	Enhance musical meaning of a phrase through the use of tempo alterations - rubato, stringendo, ritardando, rallentando, etc.

	A
1	Ensemble Skills:
2
3	"After 4 years of high school band, an AVERAGE student should be able to....
4
5
6	Respond to non-verbal gestures from a conductor
7	Have advanced listening skills for: Intonation, balance, blend (neighboring players, section, ensemble)
8	Employ proper rehearsal technique: Posture, non-verbal body movement to convey phrase, cuttoffs, attack, etc
9	Mark parts effectively
10
11
12
13
14
15
16
17
18	PREPARATION:
19	Slow Practice
20	Metronome usage
21	Use of repetition
22	Identification of musical errors - chunking small sections
23	Sequencing Practice - Rhythm, Pitch, Articulation, Phrase, Time manipulation
24	Self Reflection: The ability to connect musical concepts to one's performance with the insight of how best to revise performance.