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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