Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. Demonstrate technical proficiency of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking. Identify and perform selected intermediate level (Grade III and IV) rhythms and pitches. Identify and demonstrate an understanding of selected concepts of musicality (Grades III and IV) within an ensemble. Perform from memory eight major scales or eight rudiments and a chromatic scale (winds and percussion). learning, discussion, guided reading, integrated technology and peer tutoring. Smart Music Interactive Digital Assessments. All-West Scales Rhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Websites: Connetions Website for integration: Nilo Band Manual- Pages 5-7 (tone quality) free download: Pre-distribute and discuss rubric with students prior to assessment (page 69, Music Curriculum Writing 101, Denese Odegaard, Gia Publications, Inc). Memphis Symphony Integrated Unit of Study “Sound Opinions” Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
page 71, Music Curriculum Writing 101, Denese Odegaard, Gia Publications, Inc Distribute the “Middle and High School Composition Assessment” rubric (Page 71, from Denese Odegaard’s Music Curriculum Writing 101) to students prior to assessment; discuss and clarify rubric expectations for best preparation and performance from the students.. CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.CCRA.W.3 narratives to develop real or imagined experiences or events using effective technique, well-chosen details and event sequences. RESPOND Standard 6.0 Listening to, analyzing and describing music: Standard 7.0 Evaluating: Listening and Analyze Describe a listening example using basic music terminology and following specified guidelines. Use appropriate terminology to describe a given listening example. Journaling/ Learning Logs Portfolio Student Performance Assessment Student Participation Teacher Checklist/Rating Form discussion Premier Performance Book 3 Memphis Symphony Integrated Unit of Study “Sound Opinions” Alfred's Essentials of Music Theory, Andrew Surmani, Karen Surmani, Morton Manus (Alfred) A Workbook in Music Theory, Frederic Swift (Belwin) Websites: Nilo Hovey’s Manual (pages 4 and 5 and first twelve vocabulary terms on page 12) is a free download from:
Compile an ever-growing ‘word bank’ of vocabulary terms; utilize flash cards to drill terms. Utilize the WTSBOA select band list for titles: Language Arts: Vocabulary CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Acquire and use accurately a of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Evaluating Evaluate the quality of a III composition using basic music vocabulary and following parameters. Examine criteria to evaluate a live or recorded musical performance using appropriate music vocabulary and following teacher-provided parameters. Evaluate and improve personal performance by comparison with an Formative and summative performance self and peer assessments of studied music selections utilizing the Secondary Wind Performance Assessment Rubric, Page 69, from Denese Odegaard’s Music Curriculum Writing 101 Recognize the appropriate sound for a balanced ensemble Perform instruments in a way that promotes a balanced ensemble Define expectations for peer review Books: Nilo Manual, pages 9-10, “Balance”’ Websites: Pre-distribute and discuss the self-evaluation form with the students to promote clarity of expectations. Distribute the “Secondary Wind Performance Assessment” rubric to students to assessment; discuss and clarify rubric expectations for best preparation and performance from the students.
meaning or style, and to comprehend more fully when reading or listening. History Discover the historical background of teacher-selected music literature. Class Discussion Written Essay Short Answer Perform a theme concert featuring specific historical/cultural criteria; performance assessments on literature performed. Books: Page 256, “Band Composition Titles by Style Period” (Renaissance, Baroque, Classical, Romantic, Contemporary), Band Director’s Curriculum Resource by Connie M. Ericksen, Parker Publishing Company Page 256, “Band Composition Titles by Style Period” (Renaissance, Baroque, Classical, Romantic, Contemporary), Band Director’s Curriculum Resource by Connie M. Ericksen, Parker Publishing Company Websites: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Draw evidence from literary or informational texts to support analysis, reflection, and research.
QUARTER 2 PERFORM Standard 1.0 Singing Standard 2.0 Playing Instruments Playing Instruments Tone/Pitch Rhythm Detect and repair minor maintenance issues with one’s own instrument. Describe the maintenance needs of one’s own instrument beyond cleaning. Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. Demonstrate technical proficiency in selected music genres. Perform selected intermediate (Grade III and IV) pieces with MCS Instrument Care Checklist Perform visual inspection of instrument (use an ongoing checklist with and document areas of concern; keep in students’ portfolios). Embedded Assessment Formative and Summative Formative individual assessments of students’ ability to hear and adjust out of tune notes utilizing a check list for date documentation Formative Assessment – All-West Scales Formative and summative individual compound/mixed meter performance assessment (Chart 29, Rhythm Vocabulary Charts, by Ed Sueta). Score with Middle and High Books: for Band by Nilo W. Hovey Exercises for Ensemble Drill by Raymond C. Fussell 66 Festive & Famous Chorales for Band by Frank Erickson 100 Days of Sight- Reading Excellence – Timothy J. Cotov & Thomas G. Murphy A Rhythm A Day – Igor Hudadoff Rhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta Premier Performance Book 3 Nilo Hovey’s Manual, page 19, 20, and 21, “Taking Care of Your Instrument Websites: Nilo Manual (pages 12 and 13; thirty-one terms from con anima to grandioso) is a free download from:
Melodic Dictation of key intervals Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CREATE Standard 3.0 Improvise Standard 4.0 Composing Improvise Perform an improvisation of a melody using given rhythms over teacher-selected chords. Create a variation of a simple melody using a blues scale pattern. Create a simple rhythmic and chordal accompaniment for an melody Aural Formative Assessment Peer Assessment Small Group Response Audio Recording Formative and summative improvisation assessments of studied progressions utilizing the Middle and High School Improvisation Assessment Rubric, Page 70, from Denese Odegaard’s Music Curriculum Writing 101 and rhythm section play-a-long Books: Premier Performance Book 3 Advanced Jazz Ensemble Method by Dean Sorenson & Bruce Pearson Websites: Connections Website for integration: Distribute the “Middle and High School Improvisation Assessment” rubric (Page 70, from Denese Odegaard’s Music Curriculum Writing 101) to students prior to assessment;
Draw evidence from literary or informational texts to support analysis, reflection, and research. Cultural Relationships Explore, through discussion, the relationship between a culture and a musical selection. Prepare a presentation on music in regards to a specific culture or event Perform a theme concert featuring specific historical/cultural criteria; performance assessments on literature performed. Websites: Social Studies: Western vs. Eastern music traditions Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. QUARTER 3 PERFORM Standard 1.0 Singing Standard 2.0 Playing Instruments Playing Instruments Tone/Pitch Rhythm Employ a characteristic tone within a performance as appropriate to various instrumental genres. Demonstrate technical proficiency in selected music genres. Formative assessments: All-West Scales All-West Etudes Student posture and Position Solo/Ensemble literature Circle of Fifths Perform Grade IV Music Books: TIPPS for Band by Nilo W. Hovey Exercises for Ensemble Drill by Raymond C. Fussell 66 Festive & Famous Chorales for Band by Frank Erickson 100 Days of Reading Excellence – Timothy J. Cotov & Thomas G. Murphy A Rhythm A Day – Igor Hudadoff Rhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta
Sight Reading Sight-read, accurately, examples from selected music genres (Grade III). Aural Observation Formative and summative aural performance assessments Discuss steps for proper Books: TIPPS for Band by Nilo W. Hovey Exercises for Ensemble Drill by Raymond C. Fussell 100 Days of Sight- Reading Excellence – Timothy J. Cotov & Thomas G. Murphy A Rhythm A Day – Igor Hudadoff Rhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Premier Performance Book 3 Websites: Utilize the WTSBOA select band list for titles: Prepare for and participate effectively in a of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Singing Demonstrate adequate vocal production in sight-singing selected intervals and melodies with pitch accuracy. Sing a basic three-part harmonization with all parts using the same rhythm. Sing sight-reading examples Sing individual part in chorale Aural assessments Books: 66 Festive & Famous Chorales for Band by Frank Erickson Websites: SMART Music CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Notation Analyze and perform musical literature (Grade V). Notate a simple melody in a major key given aurally. Performance Assessments Melodic Dictation formative and summative written assessments. Premier Performance Book 3 Alfred’s Music Theory Book 3 Finale – Worksheets Websites: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. Prepare for and participate effectively in a of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. CREATE Standard 3.0 Improvise Standard 4.0 Composing Improvise Perform an improvised melody with complex rhythms over a given chord progression in major or minor scales. Create a minimum of two variations on a given melody. Create a simple chordal and rhythmic accompaniment employing Formative Assessments Books: Premier Performance Book 3 Advanced Jazz Ensemble Method by Dean Sorenson & Bruce Pearson Websites:
Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Draw evidence from literary or informational texts to support analysis, reflection, and research. QUARTER 4 PERFORM Standard 1.0 Singing Standard 2.0 Playing Instruments Playing Instruments Tone/Pitch Rhythm Demonstrate advanced technique in selected music genres. Produce and perform appropriate pitch, intonation and rhythm in selected music genres (Grade V and VI). Perform, in an ensemble, pieces in selected music genres (Grade VI) Perform: Scales from memory V music Peer Group Assessment Individual/Group Performance Student Performance Assessment Formative Assessments on student growth TIPPS for Band by Nilo W. Hovey Exercises for Ensemble Drill by Raymond C. Fussell 66 Festive & Famous Chorales for Band by Frank Erickson 100 Days of Sight- Reading Excellence – Timothy J. Cotov & Thomas G. Murphy A Rhythm A Day – Igor Hudadoff Rhythm Vocabulary Charts: For Effective Rhythmic Development – Ed Sueta Premier Performance Book 3
demonstrating appropriate musicality. Perform from memory a chromatic (winds and percussion), all major scales and arpeggios, selected minor scales and arpeggios for the full range of the instrument (minimum for winds and percussion: quarter note = 120; minimum for strings: quarter note = 98). Individual methods: Arbans, Wagner, Universal, Rubank, Haskell-Harr, etc. to Score Study, Frank Battisti, Robert Garofalo Pre-distribute and discuss rubric with students prior to assessment. Websites: Nilo Hovey’s Manual, page 22 (“Hints on Systematic Practice”): Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and are appropriate to task, purpose, and audience. Assess how point of view or purpose shapes the content and style of a text. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Analyze and describe listening examples in various genres, identifying compositional devices and techniques that make the piece unique, interesting, and/or expressive. Vin Diagrams Thinking Maps Small Group Project Teaching Through Performance, Vol. 1 & 2 Book/CD Set, Richard Miles (Gia) Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Evaluating Use a student-developed criteria to evaluate the intent and quality of a given music composition. Use student-developed criteria to evaluate a live or recorded musical performance and list suggestions to improve the performance. Evaluate, verbal and written, a personal performance using a Self-Assessment Peer Assessment Formative and summative performance self and peer assessments of studied music selections, compositions, improvisations, and arrangements utilizing the Secondary Wind Performance Assessment Rubric, Page 69; the improvisation rubric, Page 70; and the composition Websites: Distribute the “Secondary Wind Performance Assessment” rubric, the improvisation rubric, and the composition rubric to students prior to assessment; discuss and clarify rubric
rubric to facilitate rubric, Page 71; from Denese Odegaard’s Music Curriculum Writing 101 Written evaluation of festival recording and concert recording. WTSBOA Large Group Performance Rubric Critical Listening as Evidenced via Written Reflection Construct written and or oral reports on musical form in regards to common practice periods. expectations for best preparation and performance from the students. Integrate and evaluate content presented in diverse and formats, including visually and quantitatively, as well as in words.1 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Read and comprehend complex literary and informational texts independently and proficiently. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. CONNECT Standard 8.0 Interdisciplinary Connections: Standard 9.0 Historical and Cultural Relationships: Interdisciplinary Connections Explore the relationship between music and other arts in a given work (e.g., a specific opera or ballet). Explain, verbal and written, the relationship between music and discussion group presentations Essay Websites: