Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment P.4.BBI.1 Play, and with others, simple music in contrasting styles P.4.BBII.1 Play basic music, alone and with others, in contrasting styles P.4.BBIII.1 Play, and with others, intermediate music in contrasting styles P.4.BBIV.1 Play graded literature alone and with others in contrasting styles CCRA.SL.1, 4 P.4.BBI.2 Sight-read simple music P.4.BBII.2 Sight-read basic music P.4.BBIII.2 Sight-read intermediate music P.4.BBIV.2 advanced music CCRA.R.1
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment P.5.BBI.5 Read rhythms and meters time signatures: 4/4, 3/4, 2/4, cut time, and common time half, quarter, eighth, and sixteenth notes dotted quarter-eighth and eighth-sixteenth patterns P.5.BBII.5 Apply knowledge of rhythm and meter time signatures: 4/4, 3/4, 2/4, cut time, common time, 6/8, and 3/8 whole, half, quarter, eighth, and sixteenth notes dotted quarter-eighth and eighth-sixteenth patterns P.5.IBI.5 knowledge of rhythm and meter at a proficient level internalizing beat varied meters intermediate rhythmic patterns (e.g., dotted eighth and sixteenth syncopation, duplets, triplets) meter changes P.5.IBII.5 Apply knowledge of rhythm and meter precisely with excellence internalizing beat varied meters more complex rhythmic patterns (e.g., dotted eighth and sixteenth notes, syncopation, duplets, triplets) meter changes CCRA.R.1, 4, 5 CCRA.SL.4 CCRA.L.6 P.5.BBI.6* Practice rudiments at a basic level (e.g., single stroke roll, long roll, five stroke roll, seven stroke roll, nine stroke roll, flam, paradiddle) *SLE applies to percussionists only P.5.BBII.6* Practice rudiments (e.g., single stroke roll, long roll, five stroke roll, seven stroke roll, nine stroke roll, flam, paradiddle) *SLE applies to percussionists only P.5BBIII.6* Practice rudiments by memory at a basic level (e.g., single stroke roll, long roll, five stroke roll, seven stroke roll, nine stroke roll, flam, paradiddle) *SLE applies to percussionists only P.5.BBIV.6* Practice rudiments by memory (e.g., single stroke roll, long roll, five stroke roll, seven stroke roll, nine stroke roll, flam, paradiddle) *SLE applies to percussionists only CCRA.SL.4 CCRA.L.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment P.5.BBI.7 Play scales in concert pitch B♭ Major E♭ Major F Major chromatic (one octave, quarter notes) P.5.BBII.7 Play scales in concert pitch B♭ g natural minor E♭ Major c natural minor F Major d natural minor chromatic (one octave, quarter Play scales in concert B♭Major g natural minor c natural F Major d natural minor A♭Major f natural minor C Major a natural chromatic (one octave, eighth notes) P.5.BBIV.7 Play scales in concert pitch B♭Major g natural minor c natural minor F Major d natural minor f natural minor C Major a natural G Major e natural minor D Major D♭Major chromatic (one octave, triplet eighth notes) CCRA.SL.4 CCRA.L.6 P.5.BBI.8 Rehearse proper warm-up procedure (e.g., breathing techniques, long-tones, flexibility skills such as lip slurs for brass, octaves, arpeggios, thirds, percussion-specific techniques) P.5.BBII.8 Demonstrate proper warm-up procedure (e.g., breathing techniques, long-tones, flexibility skills such as lip slurs for brass, octaves, arpeggios, thirds, percussion-specific techniques) P.5.BBIII.8 proper warm-up procedure (e.g., breathing techniques, long-tones, flexibility skills such as lip slurs for brass, octaves, arpeggios, thirds, chorales, percussion-specific techniques) P.5.BBIV.8 Perform proper warm-up procedure (e.g., breathing techniques, flexibility skills such as lip slurs for brass, octaves, arpeggios, thirds, chorales, more complex techniques) CCRA.SL.4 CCRA.L.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment P.5.BBI.9 Rehearse correct practice procedures (e.g., warm-up, troubleshooting, problem solving, counting strategies, rhythm techniques to increase and speed level) P.5.BBII.9 Demonstrate correct practice procedures (e.g., warm-up, troubleshooting, problem solving, counting strategies, rhythm techniques to increase skill and speed level) P.5.BBIII.9 Demonstrate correct practice procedures consistently (e.g., warm-up, troubleshooting, problem solving, counting strategies, rhythm techniques to increase and speed level) P.5.BBIV.9 Employ correct practice procedures (e.g., warm-up, troubleshooting, problem solving, counting strategies, rhythm techniques to increase skill and speed level) CCRA.SL.4 CCRA.L.6 P.5.BI.10 Employ proper instrument maintenance and hygienic procedures Students will continue to employ proper instrument maintenance and hygienic procedures during subsequent years of Beginning Band. Students will continue to employ proper instrument maintenance and hygienic procedures during subsequent years of Beginning Band. Students will continue to employ proper instrument maintenance and hygienic procedures during subsequent of Beginning Band.
Strand: Performing Content Standard 6: Students will convey meaning through the presentation of artistic work. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment R.6.BBI.1 Follow conducting patterns R.6.BBII.1 Follow conducting patterns and gestures R.6.BBIII.1 Follow conducting patterns and gestures including preparatory beat and various tempi and meters R.6.BBIV.1 Follow conducting patterns and gestures including preparatory beat, various tempi and meters, tempo and meter changes, rubato CCRA.SL.1, 4 CCRA.L.6 P.6.BBI.2 Demonstrate appropriate dynamics through basic repertoire P.6.BBII.2 Demonstrate appropriate dynamics through more complex repertoire P.6.BBIII.2 Demonstrate expressive elements through increasingly complex repertoire P.6.BBIV.2 Convey composer’s expressive intent through increasingly complex repertoire CCRA.R.4 CCRA.SL.1, 4, 6 P.6.BBI.3 Identify aspects of characteristic ensemble sound P.6.BBII.3 Demonstrate aspects of characteristic ensemble P.6.BBIII.3 aspects of characteristic ensemble sound P.6.BBIV.3 Refine aspects of characteristic ensemble with consideration of balance and blend CCRA.R.4 CCRA.SL.1, 4, 6 P.6.BBI.4 Identify aspects of appropriate rehearsal, performance, and audience etiquette P.6.BBII.4 Demonstrate aspects of appropriate rehearsal, performance, and audience etiquette Apply aspects of appropriate rehearsal, performance, and audience etiquette P.6.BBIV.4 Refine aspects of appropriate rehearsal, performance, and audience etiquette CCRA.SL.1
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment R.7.BBI.1 Recognize musical texture large ensemble small groups solo R.7.BBII.1 Recognize musical form ABA theme and variations Analyze various musical forms ABA theme and variations R.7.BBIV.1 Evaluate various musical forms ABA march and variations twelve-bar CCRA.R.1, 4 CCRA.L.6 R.7.BBI.2 Identify musical instruments by sight and sound brass electronic percussion string woodwind R.7.BBII.2 Identify musical timbre electronic percussion string woodwind vocal R.7.BBIII.2 Identify musical sounds electronic genres non-traditional R.7.BBIV.1 Distinguish musical sounds cross cultural popular and imitative forms traditional and Western and non-Western CCRA.R.1, 4 CCRA.L.6
Strand: Responding Content Standard 9: Students will apply criteria to evaluate artistic work. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment R.9.BBI.1 Identify characteristics of instrumental performances R.9.BBII.1 Identify characteristics of exemplary instrumental performances R.9.BBIII.1 Identify criteria for evaluating instrumental performances R.9.BBIV.1 Evaluate instrumental performances using established criteria CCRA.R.4 CCRA.SL.3
Strand: Connecting Content Standard 11: Students will relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Beginning Band I Beginning Band II Beginning Band III Beginning Band IV CCSS Alignment CN.11.BBI.1 Recognize music from various cultures, historical periods, and/or events classical popular CN.11.BBII.1 Identify music from various cultures, historical periods, and/or events classical folk jazz popular CN.11.BBIII.1 Investigate music from various cultures, historical periods, and/or events classical folk music jazz non-Western popular spirituals CN.11.BBIV.1 Analyze music from various cultures, historical periods, and/or events classical folk music jazz non-Western popular spirituals CCRA.R.7, 8, 9, 10 CCRA.W.7, 8 CN.11.BBI.2 Identify connections at the appropriate level between music and the other fine arts between and disciplines outside the arts CN.11.BBII.2 Identify connections at a more complex level between music and the other fine arts between music and disciplines outside the arts CN.11.BBIII.2 Investigate connections at an increasingly complex level between and the other fine arts between music and disciplines outside the arts CN.11.BBIV.2 Analyze connections at an increasingly complex level between music and the other fine arts between music and disciplines outside the arts CCRA.R.7, 8, 9, 10 CCRA.W.7, 8
Contributors The following people contributed to the development of this document: Dr. Deborah Barber – Arkansas Tech University Steve Holder – Rose Bud School District Kaci – Springdale School District Alexander Michaels – El Dorado School District Kerry Blakemore – Pulaski County Special School District Patrick Mugridge – Helena/West Helena School District Casey Buck – Conway School District Karen Murphy – Greenwood School District Jeremy Carter – Corning School District Dr. I.J. Routen – Little Rock School District Cornelius – Arkadelphia School District Bennie Vincent – Monticello School District James Hatch – Pulaski County Special School District John Wilkerson – Star City School District