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Performing:
MIB.12 The student will demonstrate ensemble skills at a beginning level, including
1. balancing instrumental timbres;
2. making adjustments to facilitate correct intonation;
3. matching dynamic levels and playing style;
4. responding to conducting patterns and gestures; and
5. maintaining a steady beat at various tempos in the music literature being studied.
Introduced 3 weeks after Instrument Petting Zoo
Reinforced at Tiny Desk Concert Performances
Mastered week before Thanksgiving Break
We will begin introducing this topic roughly 3 weeks after the Instrument Petting Zoo event.
This will allow the student to become more familiar with their horns first before they develop
performing skills. This will be achieved by having them rehearse in large and small ensembles. The
goal for this is to prepare them for working in smaller ensembles for the Tiny Desk Concerts and
future large ensemble concerts such as Winter Wonderband. Students will train their ear with and
alongside each other in a non-formal setting, meaning they should be able to develop these skills
primarily on their own with some help and guidance from us teachers. Students will begin writing
their own music, and selecting music they’d like to cover if they choose to do that as well. Each song
should be easy enough to perform well, but challenging enough to engage the students and their
audience.
This concept will be reinforced at the Tiny Desk Concerts. The goal of these concerts is to
provide a comfortable space for students to express their artistic achievements, so it is best to keep
these very low pressure. Students should be able to accomplish these skills by then; however, they
don’t necessarily need to be mastered. Students will need to use their ears to be able to hear their
intonation, balance, and togetherness while they play in these smaller ensembles because mistakes
sound more prominent with less people.
Finally, this concept will be mastered the week before Thanksgiving break. This will give us
time to reflect on the Tiny Desk Concerts before students go home and forget what they did. At this
point, students should be able to listen around and hear if something is off or wrong, as well as be
able to follow a conductor’s pattern and match styles of those around them. This will be assessed by
another, more private, run of their Tiny Desk Concerts (just to the class and the teachers). This will
take unnecessary pressure off of beginning students, but not enough so that they don’t miss out on
the performing experience. They will be assessed on intonation, togetherness, and balance, and that
will be accomplished through observation.
Music Theory/Literacy
MIB.8 The student will use music composition as a means of expression by
1. composing a four-measure rhythmic-melodic variation; and
2. notating the composition in standard notation, using contemporary technology
Introduced 5 weeks before Tiny Desk Concert
Reinforced 2 weeks before Tiny Desk Concert
Mastered at Tiny Desk Concert
We will begin introducing this concept 3 weeks after the Instrument Petting Zoo activity in
order to give students time to learn how to play their instruments. We will introduce basic
composing concepts for students such as appropriate range, and we will help them navigate music
applications for writing music (most likely musescore or audacity). We will allow students time to
work on these compositions in class as well as outside of class in order to give them as much time as
they need. We will have small assignments like 4 bar phrases due every week, and these will be
assessed by having students play them for the class and explaining why they wrote it/ what inspired
them. Students will be evaluated on their use of concepts we learn in class such as the Bb major
scale or half and quarter note rhythms.
This concept will be reinforced about 2 weeks before the Tiny Desk Concerts. This will give
students enough time to become familiar with the technology necessary and the process of writing
music. Students will be asked to write a 16-32 bar melody for a small ensemble; each player writes
their own part but they work together in a group to make it cohesive. At this point, students should
have an easier time working with the technology needed to write parts, so they will be assessed on
their proficiency in the music writing platforms used. This will be done ungraded by teachers
walking around and observing progress, errors, and complications. They will be given two weeks to
work with their groups inside and outside of class. Students will begin this project 2 weeks before
the Tiny Desk Concerts, and then they will perform these short works at the concert.
Finally, students will master this concept at the Tiny Desk Concerts. Students will perform
their works in the coffee house we choose/ are able to perform in, and they will give a small
explanation of why they wrote the song, what inspired them to write it, the collaboration process,
and their experience with playing the music. They will be assessed on showing up, performing
confidently, and what they say to the audience. They should give more than, “Our teacher asked us
to write a song so we did.” They will also be assessed on the piece they perform; we will be listening
for how many bars there are, if the piece sounds together, how well the performers know the piece,
and if it is original content. This will be an easier grade for most students because again we want to
create a relaxed and safe environment for students to perform in, and harsh assessment could easily
be counterproductive in their growth as musicians.
Music History and Historical Context
MIB.19 The student will explore historical and cultural aspects of music by
1. identifying the cultures, musical styles, composers, and historical periods associated with the
music literature being studied;
2. describing ways in which culture and technology influence the development of instruments,
instrumental music, and instrumental music styles;
3. describing the relationship of instrumental music to the other fine arts and other fields of
knowledge;
4. describing career options in music;
5. describing ethical standards as applied to the use of social media and copyrighted materials; and
6. demonstrating concert etiquette as an active listener
Introduced week after Thanksgiving Break
Reinforced week after Winter Wonderband
Mastered by Diversity Day
This standard will be introduced the week after Thanksgiving break. We will begin by
discussing what we define as “culture” and the factors that contribute. This will take place in small
group discussions, followed by full band presentation and discussion. There will be a take home
assignment for students to find music online they believe to be representative of other cultures, and
learn a little about this other culture to be shared.
This standard will be reinforced the week after Winter Wonderband. Students will begin to
look ahead at Diversity Day, and plan out their projects. We will present more of our research on
cultural music (and the history of the culture we chose to study individually). The teacher will have
selected some examples to discuss as a class, and will model how we listen appropriately and
respond authentically to this music.
This standard will be mastered by Diversity Day. Students will have prepared for Diversity
Day by learning appropriate level and authentic cultural music, discussing themes of cultural or
historical significance, and exploring different careers in music that study the music of other cultures
(musicology). They will each be expected to share some of their research in a small group in the
form of a poster presentation, or chamber performance, to be shown to the school and to their
families on Diversity Day.