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COURSE DESCRIPTION
Middle School
Bands
Course Description: This course builds on the introductory experiences provided in 5th grade instrumental
music, developing fundamentals in tone production, articulation, music reading and scales. Middle School
Band provides all interested students who play wind and percussion instruments an opportunity to study
and perform a variety of music. Performances are an integral part of the music curriculum, which may
include concerts, festivals, solos, ensembles, recitals and appearances within the community when
appropriate. Performances outside the school day are required.
Component Goals: Technical Skills
1.
Students will demonstrate proper instrument assembly, care, hygiene, and maintenance.
2.
Refine and enhance proper playing position, posture, tone production, breath control, and
articulation.
3.
Develop technique
4.
5.
6.
Student Outcomes:
1.
2.
3.
A characteristic tone quality with proper playing position, posture, breath control, and appropriate
articulation
4.
5.
6.
7.
2.
Student Outcomes:
The student will:
1.
2.
Recognize and perform written rhythmic patterns of increasing complexity on the instrument and
using an oral counting system
3.
Course Name:
Grade Level:
Course Length:
Varsity Band
9-12
1-4
Student Outcomes:
The student will:
1. Read, count and perform advanced notation.
a. Terms
b. Rhythm
c. Interpretative symbols
d. Articulation symbols
e. Symbols of notation used in new and experimental music
2. Demonstrate standard articulation patterns
3. Recognize, perform, and demonstrate standard performance practices
4. Demonstrate the elements of music in a creative and aesthetic manner
5. Sight read music equivalent in complexity to MSBOA proficiency I by grade 12
6. Demonstrate melodic and rhythmic dictation skills including 8th notes and intervals up to Perfect 5ths
Course Name:
Grade Level:
Course Length:
Varsity Band
9-12
1-4
2.
Student Outcomes:
The student will:
1. Demonstrate knowledge of motivic development
a. Augmentation
b. Diminution
c. Mutation
d. Sequence (real and tonal)
e. Tonal Centers
f. Ornamentation
g. Cadential extension
2. Understanding historical forms and styles
3. Understanding how compositional techniques effect aesthetic response
Course Name:
Grade Level:
Course Length:
Varsity Band
9-12
1-4
2.
a.
b.
c.
d.
The following periods and styles will be studied in depth on a four-year progression.
Renaissance/Baroque
Classical
Romantic
Twentieth Century/Contemporary
Student Outcomes:
Through listening, study, and/or performance experience(s), the student will be able to:
1.
2.
3.
4.
Course Name:
Grade Level:
Course Length:
Varsity Band
9-12
1-4
2.
3.
4.
5.
Music is a reflection of the nature of the culture, historical period or social context from which it
comes.
Music of each culture has its own set of aesthetic values.
6.
7.
The values of a society determine the status of its creators and performers.
8.
Musical knowledge enables the development of tolerance and respect for tradition and innovation.
9.
Composers and performers are artist creating or expressing their ideas through music.
Course Name:
Grade Level:
Course Length:
Varsity Band
9-12
1-4
4.
5.
Student Outcomes:
The student will:
1.
2.
3.
4.
Demonstrate a personal value system by achieving the highest level of their potential
5.
Demonstrate the integration of technical, rhythmic, listening, translative, and analytical skills
through performance
Content Outline:
1. Develop tone production skills on student chosen instrument.
2. Develop reading and performance techniques for advanced wind band music.
3. Develop and use tuning, listening and rehearsal techniques for the large wind ensemble.
4. Read, rehearse and perform music from the renaissance/baroque, classical, romantic, and 20th century.
5. Examine individual composers styles and form usage; for example, examine Haydns use of sonata
allegro form in Symphony #102 in D Major The London first movement.
6. Closely analyze a period of music. According to the 4-year progression, study and compare the
historical, musical, and performance practices of the time periods. For example, examine the romantic
period and the concept of national pride in music by playing a concert with German, French, English,
and Italian music from that period.
7. Write a 2-3 page paper on a composer/composition giving an overview. Share this information with
the class.
8. Discuss theoretical and aesthetic elements in each period of music.
9. Discuss the importance of instrumental maintenance through hands-on demonstrations, information
work sheets, and clinics. Attend a concert or listen to prerecorded selections to develop aesthetic
literacy.
10. Perform and evaluate individual/group musical experiences. For example: Perform on a concert,
review concert through audio/video tape, and then follow with discussion/evaluation.
11. Discuss and develop the values of commitment, discipline, determination, team building, selfmotivation, and personal responsibility.
OPTIONAL:
Develop an informal oral presentation on major composers using their works (music) and backgrounds.
Working with a partner present the information in an interview format
Develop a presentation on a major work of the students chosen instrument. Give a lecture demonstration to
class of the history, form and performance of the composition.
When developmentally appropriate, attend music festivals/competitions for additional evaluation.
EVALUATION;
Students will be evaluated through playing tests, research, class participation and individual and ensemble
performances.
MATERIALS AND RESOURCES:
1. Selected tapes, slides, recordings, computer software and other audio-visual aids.
2. Various music theory text/work books.
3. Appropriate representative literature.
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