Instrumental Music Curriculum Map 9-12

Overall Schedule:
August September October November December January February March April May June
Marching  Marching Marching Concert Concert Concert Concert Concert Concert Marching Graduation
                     
Performances:


August - Marching Band Halftime and OMEA Competitions

September- Marching Band Halftime and OMEA Competitions

September - Amherst Showcase of Bands Host OMEA Competition

October - OMEA State Marching Band Competition

December - Winter Concert, Steele Cafetorium

February - Solo and Ensemble Contest

February - OMEA Solo and Ensemble Contest

February - SWC Honors Band

March - Contest Concert, Steele Gymnasium

March - OMEA Large Group Competition

April - Spring Marching Band Trip (odd years)

April - Amherst Jazz Fest

April - OMEA State Large Group Competition

May - Spring Concert

May - Memorial Day Parade

June - Graduation

July - Summer Band Program

All Rehearsals:
All rehearsals include warm-ups, scales, technical studies, tuning, development of artistic perception and musical concepts, and applications through performance repertoire.  Students are required to attend all rehearsals/performances and follow guidelines in the student handbook as well as the instrumental handbook passed out in the beginning of the year.
Teaching Schedule:
Period 1

5th & 6th Lessons

Period 2

5th & 6th Lessons
Period 3

A - Jazz Band

B - Symphonic Band

C - Wind Ensemble
Period 4

Planning

Administrative

Afterschool

Marching Band

Percussion Ens.

Solo and Ensemble
Other

Booster Meetings
Academic Content Standards and Benchmarks:
Standard #1 Standard #2 Standard #3 Standard #4 Standard #5 Standard #6
Historical, Cultural, & Social



A)  Identify music forms from various cultures and historical periods and create or perform repertoire with style accuracy.



B)  Research and Explain how music and composers both influence and are influenced by society and culture
Creative  & Communication



A)  Play independently or in ensembles, demonstrating technical and stylistic accuracy and musical expression with response to leaders cues and gestures.



B)  Read, perform, compose music repertoire using a variety of tonalities while demonstrating an understanding of the language of music.
Analyzing & Responding



A)  Analyze and evaluate music selections based upon criteria.



B)  Analyze and respond to conducting patterns and gestures in relation to interpretation of music performance literature.



C)  Analyze common harmonic progressions in selected repertoire aurally.



D)  Apply appropriate criteria to evaluate a variety of music performances.
Valuing  & Reflection



A)  Articulate and justify personal philosophies regarding music in their lives and site examples that contribute to this thinking



B)  Explain how people differ in their music preference based on personal experiences.



C)  Develop and apply specific criteria for making critical judgments about the quality and effectiveness of music works both written and performed.
Connections & Applications



A)  Articulate similarities and differences between music and other content areas.



B)  Apply technology in creating and/or performing music.



C)  Compare and contrast several cultures' music works based on the function the music serves, role of the musicians, and conditions under which the music is performed.



D)  Articulate music avocation and career opportunities found in various cultures and music settings and identify experiences necessary for success.
Habits of Mind*



*not a required part of the academic content standards but covers areas that are needed for success that are not necessarily represented in the listed Content & Benchmarks.



A)  Habits of mind are good rehearsal and practice techniques that allow for the content standards to be taught efficiently.



B)  Habits of Mind are rehearsal and practice techniques both for  the individual and for the ensemble.
Units of Instruction:
Major areas of instruction, specifically Musical Genre, may or may not be taught in this sequence.  The schedule varies per unit and per performance opportunities.  I.E.  Historical and Cultural repertoire being scheduled to be performed on a certain concert.  Standards listed are aligned to State Content listed above.

 
























































































































































Areas of Instruction Activities - Lessons - Assignments Time Frame Evaluation Standards
Goals and Expectations Demonstrate Personal Responsibility

Bring instrument, music, pencil, and materials to every rehearsal.  Note concert dates in syllabus and on home calendar.  Must attend all rehearsals and performances.



Practice

Develop an effective and structured practice routine to reinforce concepts learned in class.  Students must practice 5-6 times per week at 20-30 minutes per session.



Rehearsal Techniques

Demonstrate respect for self and others.  Develop effective rehearsal techniques and demonstrate commitment to teamwork for the success of the full ensemble.
Ongoing Observation

Practice Charts
6
Instrumental Skills Basic skills include posture, breathing, tone quality, technique, intonation, rhythm, dynamics, and articulation. Ongoing Observation 2, 6
Musical Concepts Scale Studies:  up to 4 Sharp and 4 Flat Scales

Time Signatures:  4/4, 2/4, 3/4. 6/4

Rhythm Studies:  Whole, Quarter , Eighth, Sixteenth

Style:  Legato, Staccato, Marcatto, Accents, Full Ensemble or Small Ensemble

Theory:  Diatonic, Intervals, Major Chords

Dynamics:  Fortissimo, Forte, Mezzo Forte, Mezzo Piano, Piano, Pianissimo
Semester 1 Assessment

Practice
2, 3, 6
Musical Concepts Scale Studies:  other Sharp and Major scales with introduction into Minor Mode

Time Signatures:  5/4, 12/8, and other Asymmetrical Meters 3/8, 5/8, 7/8 & mixed meters

Rhythm Studies:  Quarter, Eighth, and Sixteenth note triplets...Duple and Triple meter

Style:  Tutti, Simile, Homophonic and Polyphonic Textures

Theory:  Minor Chords, Enharmonic, Double Flat and Double Sharps

Dynamics:  Forte-piano Sforzando, Crescendo, Decrescendo
Semester 2 Assessment

Practice
2, 3, 6
Musical Concepts Chorales for Band:  Tone Quality, Timbre, Balance & Blend, and Expression Ongoing Observation 1, 2, 3
Sight-reading Sight-read music that encompasses the technical and musical scope of concepts introduced.  Practice and rehearse to refine technical skills, rhythmic and pitch accuracy, and musical concepts including dynamics, style, balance, blend, and intonation while sight-reading.



Analyze music before sight-reading begins: 

Song Title, Style, Key Signature & Key Signature Changes, Time Signature & Time Signature Changes, Road Map of the piece of Work, DC and/or DS al Coda, Dynamic Markings, Other Style Markings such as Ritards and Fermatas, Accidentals, and Instrumentation of sections throughout the piece.
Ongoing Assessment

Practice

Perform
2, 3, 6
Musical Genre Concert March:  March Style, purpose, and historical content of both composer and piece.

Rehearse and perform: a concert march selected from the works of Sousa, Fillmore, King, and/or other march composers.
Repertoire Observation

Perform
1, 3, 4
Musical Genre Classical Music:  Western European music history, transcriptions for band, form, purpose and historical content.

Rehearse and perform: a transcription selected from the works of Mozart, Beethoven, Haydn, and/or other classical composers.
Repertoire Observation

Perform
1, 3, 4
Musical Genre Festival/Popular Music:  Descriptive music, musical devices to create imagery and motivation of students and audience.

Rehearse and perform: several pieces selected from the works of today's composers both from "Program Music" and "Popular"
Repertoire Observation

Perform
1, 3, 4
Musical Genre Contemporary Music:  Music that is of tomorrow's genre of music.  To include new ideas and technology within the performance.

Rehearse and perform: a contemporary piece selected from the works of Hilliard, Nehlybehl, and/or other contemporary composers.
Repertoire Observation

Perform
1, 3, 4, 5
Musical Genre Swing, Latin, Rock Music:  Music that is Rhythmic and Stylistic of Swing, Latin or Rock music. 

Rehearse and perform: a piece from a style selected above by those composers who write in those styles. 
Repertoire Observation

Perform
1, 3, 4, 5
Musical Genre World Music:  Full Band arrangements of music from various cultures or countries, musical devices, used to create the cultures.

Rehearse and perform: a piece selected from "global music" repertoire.
Repertoire Observation

Perform
1, 3, 4, 5
Winter Concert Perform: selected repertoire from Traditional and Non-Traditional holiday music of various cultures, transcriptions of music by classical, contemporary, or programmatic composers. December Assessment 2, 6
Contest Concert Perform: selected repertoire from OMEA required list to perform in the OMEA Large Group Competition.  Music should consist of a Concert March, Festival Music, and Contemporary piece as programmed.   March Written 1,2,3,4,5,6
Spring Concert Perform: selected repertoire from popular, program music, contemporary, novelty, jazz, rock, swing, or latin genres. May Assessment 2, 6
Graduation Perform: selected repertoire of traditional ceremonial and processional music.  Students of the second band are asked to cover for graduating seniors.  Rehearsals for graduation begin the day after the Memorial Day Parade. June Perform 1, 2
Extra Opportunities Solo and Ensemble Contest:  Motivated students who would like more challenging musical opportunities are encouraged to participate in this music activity.  Teacher recommendation or approval is required and cost of event is student responsibility.  Interested students will be placed into solos, duets, trios, quartets, etc.  Music will be selected at the appropriate level.  Students are coached during class as time and staffing permits.  Students are also expected to rehearse on their own. February Written 2, 4, 5
Extra Opportunities SWC Honors Band:  The top 15 or so students, by bidding among the directors, will come together with other chosen students from the other conference schools for an "Honors Symposium".  Music and information is passed out in January.  The goal of the symposium is to give students a higher expectation of performance literature with students of equal talent and motivation and to work with a conductor of a prominent college or experienced director. February Performance 3, 4, 5
Extra Opportunities Collegiate Honors Band:  Students have the opportunity to volunteer or audition for several local College Honors Ensembles.  Information is sent out throughout the year with opportunities in November, December, January and June with summer band programs as well.  Students will have an opportunity to work with college professors, play with others of equal talent, and will connect and apply all that is learned from the program to allow students to transition into a career in music while in college. Ongoing Performance 3, 4, 5
Extra Opportunities Percussion Ensemble:  is offered to give percussionists a chance to play challenging literature not offered or not permitted in the regular instrumental program due to time constraints.  The ensemble's goals are to give percussionists a chance to be "in the spotlight" with melodic and harmonic writings contained within the literature.  It is also the goal of the ensemble to play non-traditional instruments in a "Stomp" like fashion playing with garbage cans, clapping, stomping, and even rhythms by bouncing basketballs.  The ensemble meets once a week. Ongoing Performance 2, 3