Download Concert Band - Willmar Public Schools

Willmar Public Schools
Curriculum Map
Subject Area
Music
Course Name
Concert Band
Date
Dec. 16, 2010
Course Description: This class is a non-auditioned Band for students in 9th grade. Students may also participate in choir and Spanish in addition to Band.
Standards and Skills/Benchmarks are from the National Association for Music Education Standards.
Time
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Content
Intonation
Note-reading
Counting
Dynamics
Interpretation
Tone Quality Vibrato
Rhythm
Balance/Blend
Articulation
Posture
Fingering/Stickings/
slide positions
Standards Addressed
2. Performing on
instruments, alone and with
others, a varied repertoire of
music
5. Reading and notating
music
6. Listening to, analyzing,
and describing music
7. Evaluating music and
music performances
9. Understanding music in
relation to history and
culture
Skills/Benchmarks
Perform an appropriate part in an ensemble,
demonstrating well-developed ensemble skills.
Demonstrate the ability to read an instrumental
score.
Demonstrate extensive knowledge of the
technical vocabulary of music.
Evolve specific criteria for making informed,
critical evaluations of the quality and
effectiveness of performances, compositions,
arrangements, and improvisations and apply the
criteria in their personal participation in music.
Classify by genre or style and by historical
period or culture unfamiliar but representative
aural examples of music and explain the
reasoning behind their classifications.
Essential Questions
What are the life-long
benefits of learning
music?
Jan
Feb
Mar
April
Interpretation of
band repertoire for
Solo/Ensemble and
Contest building on
above content
standards
Perform a wide
variety of
predominantly
standard classical
music
2. Performing on
instruments, alone and with
others, a varied repertoire of
music
5. Reading and notating
music
6. Listening to, analyzing,
and describing music
7. Evaluating music and
music performances
What skills do we learn
in music that we can
use all throughout life?
Perform a wide
variety of Wind
Band literature
Sight-read Wind
Band music of
various levels of
difficulty
2. Performing on
instruments, alone and with
others, a varied repertoire of
music
6. Listening to, analyzing,
and describing music
7. Evaluating music and
music performances
Perform in small ensembles with one student
on a part.
Students who participate in an instrumental
ensemble or class sight-read, accurately and
expressively, music with a level of difficulty of
2, on a scale of 1 to 6.
Compare ways in which musical materials are
used in a given example relative to ways in
which they are used in other works of the same
genre or style.
Evaluate a performance, composition,
arrangement, or improvisation by comparing it
to similar or exemplary models.
Perform with expression and technical
accuracy a large and varied repertoire of
instrumental literature with a level of difficulty
of 3, on a scale of 1 to 6.
Identify and explain compositional devices and
techniques used to provide unity and variety
and tension and release in a musical work and
five examples of other works that make similar
Apr
May
June
What does a quality
band sound like?
How have composers
throughout various time
periods in music history
contributed to music?
What is the role of each
section/instrument of
the wind ensemble in
portraying the proper
interpretation of the
piece of music?
How can performing in
a musical ensemble
make one a better
citizen?
Assessments
Performance
Assessments (Playing
Tests)
Group performances
(concerts)
Written evaluations
of performances
All assessments will
demonstrate the
content standards:
intonation, tone
quality, rhythm,
technique,
musicianship,
balance and blend,
and articulation.
Contest performance
– solo/ensemble and
large group
Evaluation of own
performance and also
the performance of
other groups at
contest
Group performance
(concert)
Performance
Assessments (playing
tests)
Written and verbal
evaluation of
performance
Willmar Public Schools
Curriculum Map
uses of these devices and techniques.
Evaluate a given musical work in terms of its
aesthetic qualities and explain the musical
means it uses to evoke feelings and emotions.
Content -- big ideas, broad topics, major subcategories and underlying concepts
Standards Addressed -- state and/or local standards
Skills/Benchmarks -- tells what the student will be able to do as a result of instruction
Essential Questions -- what overarching questions will guide instruction and produce higher levels of thinking?
Assessments -- evidence that the student understands the concepts, demonstration of skills