Band Level I - SAISD · Web viewWeek 1 Unit of Study: Read, describe, analyze and evaluate band music; First Grading Period TEKS Band Level II Content) 1.B define musical performances,

Band II – High SchoolWeek 1 Unit of Study: Read, describe, analyze and evaluate band music; First Grading PeriodTEKS Band Level II Content)

1.B define musical performances, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology.

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles..

TEKS Band Level II (Skills and Processes) The student is expected to exhibit accurate intonation and rhythm, fundamental skills and

advanced performance techniques. The student is expected to identify, define and compare concepts of intervals, chord structure

and rhythm using standard terminology.

C Vocabulary Resources Instructional Guidelines

SAISD © 2007-08 High School Band II (First Grading Period Week – 1) Page 1 of 27

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Word Wall Program/Classroom

Expectations Instrument

MaintenanceMarching BandConcert pitchKey SignaturesConcert EtiquettePulse/MetronomePostureBreathing Ensemble Concepts

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

“Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

The teacher will: introduce the band program handbook/expectations for the year introduce a comprehensive/sequential warm-up routine, scales, technical patterns, chord studies, tuning

exercises, and chorales introduce the importance of posture and correct breathing for band review marching band fundamentals/musical expectations model marching band fundamentals for all students

so that the student will: have an understanding of the classroom expectations for the year understand how to properly warm-up and develop their musical foundation. the basic foundations to successful instrumental performance. comprehend the importance of warming up properly on a daily basis understand the accountability piece of being a member of the organization understand the concepts that must be implemented for student success.

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

ARigor

Relevance

1. What is the purpose of providing you with the band handbook?

2. Describe the importance of having a comprehensive and sequential warm-up procedure.

3. Why is posture and proper breathing imperative in any musical organization?

Students will apply the expectations as set forth in the band handbook.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Explaining Explicit Teaching Demonstrating Drill & Practice

Assessment Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure. Students will visually demonstrate proper breathing techniques. Students will mark all music with the steps that it takes to get from one set to another. The steps and the music must

line up.

Before: Have students review the basic fundamentals of the band warm-up procedure.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a focused and centered sound.

After: Evaluate students through performance as individuals or sections (cassette tape).

Technology Connection: Texas Music Educators Association,Texas Bandmasters Association, Ricci Adams'Musictheory.net, MENC: The National Association for Music Education,


http://www.uil.utexas.edu/music/pdf/acknow_rules.pdf

http://www.menc.org/


http://musictheory.net/

http://www.texasbandmasters.org/pages/cliniclit.html


http://www.tmea.org/

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tion Instructional Modifications/

Accommodations Determined by ARD/IEPHighlighted materialsRecorded examples

During: Check for Understanding Partner special needs students with other students Partner bilingual students with Spanish speaking students Individually/sections assess students Teach students how to record themselves on the cassette tape player Individually assess students Individually asses students utilizing the “Smart Music Program”


Band II – High SchoolWeek 2 Unit of Study: Read, describe, analyze and evaluate band music First Grading PeriodTEKS Band Level II (Content)

1.A perform appropriate literature expressively 1.B define musical performances, intervals, music notation, chord structure, rhythm/meter,

and harmonic texture, using standard terminology. 2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance

techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles..


advanced performance techniques. The student is expected to perform expressively The student is expected to identify, define and compare concepts of intervals, chord structure

and rhythm using standard terminology.



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MaintenanceMarching BandConcert pitchKey SignaturesConcert EtiquettePulse/MetronomePostureBreathing Ensemble ConceptsArticulationEssential Playing

Concepts








The teacher will: review the comprehensive/sequential warm-up routine, scales, technical patterns, chord studies, tuning

exercises, and chorales reinforce the importance of proper breathing mechanics and posture for successful instrumental performance review marching band fundamentals/musical expectations model marching band fundamentals for all students introduce articulation basics

so that the student will: understand how to properly warm-up and develop their musical foundation. the basic foundations to successful instrumental performance. understand the accountability piece of being a member of the organization understand the concepts that must be implemented for student success. comprehend the importance of proper tongue placement.



ARigor

Relevance

1. Discuss the importance of proper articulation and tongue placement.





Students will understand the importance of articulation and resonance.



line up. Students will demonstrate various articulations and the recommended syllables for each.




Technology Connection: Texas Music Educators Association,Texas Bandmasters Association, Ricci Adams'Musictheory.net, MENC: The National Association for Music Education, http://www.uil.utexas.edu/music/pdf/acknow_rules.pdf









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tion Instructional

Modifications/ Accommodations Determined by ARD/IEPHighlighted materialsRecorded examples



Band II – High SchoolWeek 3 Unit of Study: Read, describe, analyze and evaluate musical sounds First Grading PeriodTEKS Band Level II (Content)




2.C; Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

3.A Sight-read major, minor, modal, and chromatic melodies

TEKS Band Level II (Skills and Processes) The student is expected to identify melodic and harmonic parts. The student is expected to exhibit accurate intonation and rhythm, fundamental skills and

advanced performance techniques. Using a varied repertoire of music representing styles from diverse cultures, have students

sight-read to develop sight-reading skills at higher level.



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Concepts







Effective Performance for

The teacher will: review the comprehensive/sequential warm-up routine, scales, technical patterns, chord studies, tuning

exercises, and chorales reinforce the importance of proper breathing mechanics and posture for successful instrumental

performance review marching band fundamentals/musical expectations model marching band fundamentals for all students review articulation basics

so that the student will: understand how to properly warm-up and develop their musical foundation. the basic foundations to successful instrumental performance. understand the accountability piece of being a member of the organization understand the concepts that must be implemented for student success. comprehend the importance of proper tongue placement.



ARigor

Relevance









line up. Students will demonstrate various articulations and the recommended syllables for each.













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duca


Accommodations Determined by ARD/IEP








3.A Sight-read major, minor, modal, and chromatic melodies 3.B Read and write music that incorporates complex rhythmic patterns in simple, compound,

and asymmetric meters.

TEKS Band Level II (Skills and Processes) The student is expected to define concepts of intervals, music notation and chord structure,

and rhythm/meter using standard terminology. The student is expected to exhibit accurate intonation and rhythm, fundamental skills and

advanced performance techniques. The student is expected to read and write simple, compound, and asymmetric rhythmic

patterns. The student is expected to sight-read new music.



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Concepts








The teacher will: introduce how to successfully utilize Ensemble Concepts (Essential Musicianship for Band) demonstrate the importance of upper bodies that look the same sitting as they do standing review essential performance concepts for both concert/marching band review the comprehensive/sequential warm-up routine, scales, technical patterns, chord studies, tuning

exercises, and chorales reinforce the importance of pulse and use of the metronome reinforce the importance of posture and correct breathing for band

so that the student will: understand how to become more proficient as an ensemble. comprehend how their posture can effect their individual tone qualities/resonance. understand how any extra motion in the body will affect not only the air-stream but most importantly tone

quality. understand how to properly warm-up and develop their musical foundation. focus on maintaining a steady pulse for ensemble success the basic foundations to successful instrumental performance.



ARigor

Relevance




4. Discuss performance concepts that will affect student performance.

Discuss the importance of working with the metronome.





Assessment Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure. Students will visually demonstrate proper breathing techniques/procedures. Students will apply the essential ensemble concepts to their performance music. Students will demonstrate various articulations and the recommended syllables for each.




Technology Connection: Texas Music Educators Association,Texas SAISD © 2007-08 High School Band II (First Grading Period Week – 1) Page 11 of 27








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3.A Sight-read major, minor, modal, and chromatic melodies 3.B Read and write music that incorporates complex rhythmic patterns in simple, compound,

and asymmetric meters. 3.C interpret music symbols and terms referring to dynamics, tempo, and articulations during

solo and/or ensemble performances.

TEKS Band Level II (Skills and Processes) The student is expected to exhibit expression, accurate intonation and rhythm, fundamental

skills as they read from notated music from diverse cultures. The student is expected to demonstrate use of knowledge to sight-read music that

incorporates rhythmic patterns in simple, compound and asymmetric meters The student is expected to interpret music symbols and terms referring to dynamics, tempo,

and articulations.



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Concepts








The teacher will: introduce how to successfully utilize Ensemble Concepts (Essential Musicianship for Band) demonstrate the importance of upper bodies that look the same sitting as they do standing review essential performance concepts for both concert/marching band review the comprehensive/sequential warm-up routine, scales, technical patterns, chord studies, tuning

exercises, and chorales reinforce the importance of pulse and use of the metronome reinforce the importance of posture and correct breathing for band

so that the student will: understand how to become more proficient as an ensemble. comprehend how their posture can effect their individual tone qualities/resonance. understand how any extra motion in the body will affect not only the air-stream but most importantly tone

quality. understand how to properly warm-up and develop their musical foundation. focus on maintaining a steady pulse for ensemble success the basic foundations to successful instrumental performance.



ARigor

Relevance




4. Discuss performance concepts that will affect student performance.

Discuss the importance of working with the metronome.





Assessment Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure. Students will visually demonstrate proper breathing techniques/procedures. Students will apply the essential ensemble concepts to their performance music. Students will demonstrate various articulations and the recommended syllables for each.




Technology Connection: Texas Music Educators Association,Texas SAISD © 2007-08 High School Band II (First Grading Period Week – 1) Page 14 of 27







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1.B define musical performances, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology

2.B Demonstrate comprehension of musical styles by seeking appropriate literature for performance

2.C Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

6.A Evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.


advanced performance techniques. The student is expected to read music that uses simple, compound and asymmetric meters. The student is expected to perform expressively a varied repertoire of music, by memory or

notation, representing styles from diverse cultures The student is expected to compare and evaluate musical performances, theirs or others, to

an exemplary model.



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ConceptsMatch EnergyFast Air








The teacher will: reinforce the importance of successfully utilizing Ensemble Concepts (Essential Musicianship for Band) demonstrate how students should always utilize controlled air that is constant, steady, and smooth the importance of student’s matching tonal energy and color when moving from one note to another review the comprehensive/sequential warm-up routine, scales, technical patterns, chord studies, tuning

exercises, and chorales reinforce the importance of pulse and use of the metronome

so that the student will: understand how to become more proficient as an ensemble. understand how to create a resonant sound. comprehend the concept that they must use equal energy on all notes regardless of intervallic distance. understand how to properly warm-up and develop their musical foundation. focus on maintaining a steady pulse for ensemble success



ARigor

Relevance

1. Discuss the importance of ensemble concepts.


3. Describe why it is not about volume but about energy.

4. Discuss the importance of working with the metronome.

Students will apply the essential concepts for band.




Assessment Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure. Students will demonstrate a full, round resonant tone quality. Students will apply the essential ensemble concepts to their performance music. Students will demonstrate various articulations and the recommended syllables for each.













Spec

ial

Educ

atio

nInstructional Modifications/ Accommodations Determined by ARD/IEP






2.D Exhibit, describe, and critique small, and large, ensemble performance techniques experienced and observed during formal and informal concerts.

3.A Sight-read major, minor, modal, and chromatic melodies 3.B Read and write music that incorporates rhythmic patterns in simple, compound, and

asymmetric meters. 3.C interpret music symbols and terms referring to dynamics, tempo, and articulations during

solo and/or ensemble performances. 4.B Compose/arrange segments of instrumental pieces


advanced performance techniques. The student is expected to perform expressively, from memory and notation, The student is expected to read expressively music of diverse cultures. The student is expected to read complex rhythms in simple, compound and asymmetric

meters. The student is expected to interpret music symbols, dynamics, tempo and articulations. The student is expected to evaluate ensemble performances observed



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ConceptsMatch EnergyFast Air








The teacher will: reinforce the importance of successfully utilizing Ensemble Concepts (Essential Musicianship for Band) demonstrate how students should always utilize controlled air that is constant, steady, and smooth the importance of student’s matching tonal energy and color when moving from one note to another review the comprehensive/sequential warm-up routine, scales, technical patterns, chord studies, tuning

exercises, and chorales reinforce the importance of pulse and use of the metronome

so that the student will: understand how to become more proficient as an ensemble. understand how to create a resonant sound. comprehend the concept that they must use equal energy on all notes regardless of intervallic distance. understand how to properly warm-up and develop their musical foundation. focus on maintaining a steady pulse for ensemble success



ARigor

Relevance




4. Discuss the importance of working with the metronome.





Assessment Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure. Students will demonstrate a full, round resonant tone quality. Students will apply the essential ensemble concepts to their performance music. Students will demonstrate various articulations and the recommended syllables for each.













Spec

ial

Educ

atio

nInstructional Modifications/ Accommodations Determined by ARD/IEP




2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles.


2.D Exhibit, describe, and critique small, large, ensemble performance techniques experienced and observed during formal and informal concerts.


6.B Exhibit informed concert etiquette during live performances in a variety of settings.


advanced performance techniques. The student is expected to read and interpret expressively music while performing etudes,

solos and ensembles. The student is expected to be informed of small/large ensemble performance techniques. The student is expected to be informed of proper behavior during formal and informal

concerts.



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ConceptsMatch EnergyFast AirTone ColorBalance Initiations/ReleasesPractice Slow at

FirstVocalization








The teacher will: reinforce the importance of successfully utilizing Ensemble Concepts (Essential Musicianship for Band) demonstrate how students should never be allowed to perform beyond their instruments most resonant

sound explain the importance of student’s matching tonal energy and color when moving from one note to

another demonstrate the proper manner in which to articulate the notes and various note patterns demonstrate how the mechanical tuner should be used

so that the student will: understand how to become more proficient as an ensemble. begin to analyze and critically listen to how this will create extraneous noise in their sound…therefore all

tonal center and resonance will be lost. comprehend the concept that they must use equal energy on all notes regardless of intervallic distance. comprehend that you should never stop the tone with the tongue unless the music requires you to do so. understand that it should be used only when establishing a pitch center for the ensemble.



ARigor

Relevance


2. Describe the importance of never performing beyond your instruments best sound.


4. Discuss the importance of working with the metronome and mechanical tuner.



Students will understand the importance of matching energy.


Assessment Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure. Students will demonstrate a full, round resonant tone quality. Students will apply the essential ensemble concepts to their performance music. Students will demonstrate various articulations and the recommended syllables for each. Students will perform with the fullest tone possible without going beyond their instruments best sound.




Technology Connection: Texas Music Educators Association,Texas Bandmasters Association, Ricci Adams'Musictheory.net, MENC: The National Association for Music Education, SAISD © 2007-08 High School Band II (First Grading Period Week – 1) Page 23 of 27








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1.A Perform appropriate literature expressively. 2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance

techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles.


2.D Exhibit, describe, and critique small, large, ensemble performance techniques experienced and observed during formal and informal concerts.


6.B Exhibit informed concert etiquette during live performances in a variety of settings.


advanced performance techniques. The student is expected to read and interpret, expressively, music while performing etudes,

solos and ensembles. The student is expected to be informed of small/large ensemble performance techniques. The student is expected to be informed of proper behavior during formal and informal

concerts.



olle

ge P

rep




ConceptsMatch EnergyFast AirTone ColorBalance Initiations/ReleasesPractice Slow at

FirstVocalization








The teacher will: reinforce the importance of successfully utilizing Ensemble Concepts (Essential Musicianship for Band) demonstrate how students should never be allowed to perform beyond their instruments most resonant

sound explain the importance of student’s matching tonal energy and color when moving from one note to

another demonstrate the proper manner in which to articulate the notes and various note patterns demonstrate how the mechanical tuner should be used

so that the student will: understand how to become more proficient as an ensemble. begin to analyze and critically listen to how this will create extraneous noise in their sound…therefore all

tonal center and resonance will be lost. comprehend the concept that they must use equal energy on all notes regardless of intervallic distance. comprehend that you should never stop the tone with the tongue unless the music requires you to do so. understand that it should be used only when establishing a pitch center for the ensemble.



ARigor

Relevance


2. Describe the importance of never performing beyond your instruments best sound.


4. Discuss the importance of working with the metronome and mechanical tuner.



Students will understand the importance of matching energy.


Assessment Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure. Students will demonstrate a full, round resonant tone quality. Students will apply the essential ensemble concepts to their performance music. Students will demonstrate various articulations and the recommended syllables for each. Students will perform with the fullest tone possible without going beyond their instruments best sound.




Technology Connection: Texas Music Educators Association,Texas Bandmasters Association, Ricci Adams'Musictheory.net, MENC: The National Association for Music Education, http://www.uil.utexas.edu/music/pdf/acknow_rules.pdfSAISD © 2007-08 High School Band II (First Grading Period Week – 1) Page 26 of 27








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Documents

Band Level I - SAISD · Web viewWeek 1 Unit of Study: Read, describe, analyze and evaluate band music; First Grading Period TEKS Band Level II Content) 1.B define musical performances,