Download 6th Grade Beginning Band Curriculum Map

6th Grade Beginning Band Curriculum Map
(Grade level will vary based on site scheduling)
2012-2013
Themes/Focus
Big Idea/Genre






1st nine weeks
Establish rules and
procedures in band.
Teach basic musical
notation.
Introduce basic
pitches to all
instruments.
Teach instrument
assembly and care.
Demonstrate &
guide tone
production.
Introduce how to
utilize musical
resources.





2nd nine weeks
Teach basic musical
terminology.
Introduce concert
etiquette.
Improve the tone
quality of the basic
pitches and possibly
extend range.
Introduce music
with independent
playing.
Introduce new
rhythms.








Essential
Questions
 What is a
Band/musical
ensemble?
 How do you
interpret music
symbols and
sounds?
 How do you produce
a good tone?
 How do you apply
the elements of
music and musical
techniques in order
to play music with
accuracy and
expression?
 How do you create
music using a
variety of sound and
notational sources?


3rd nine weeks
Introduce new notes
and pitches.
Evaluate student
responses to basic
musical expressions.
Ensure that students
are comfortable
reading & playing
common rhythms.
Introduce sight
reading concepts.
Whole step, half step,
and scales.
Continue
improvement on
balance and
intonation.
Introduction to new
articulations.
Introduction to selfcritiques.
How do we
understand the
interacting elements to
respond to music and
music performances?
How do you apply the
elements of music and
musical techniques in
order to play music
with accuracy and
expression?








4th nine weeks
Add new fingerings.
Add new
vocabulary.
Extend range.
Add new rhythms.
Reinforce sight
reading concepts.
Introduce more
scales (first three
scales and first
octave of chromatic
scale).
Continue
improvement on
balance and
intonation.
Develop
articulations.
 How do we
understand the
interacting elements
in relation to music
and music
performances?
 How do you apply
the elements of
music and musical
techniques in order
to play music with
6th Grade Beginning Band Curriculum Map
(Grade level will vary based on site scheduling)
2012-2013
 How do you create
music using a variety
of sound and
notational sources?



Content
Connections
Skills,
Strategies
Behaviors
 Sound waves
(science).
 Music in society
(social studies).
 Visual
representations of
sound (language
arts).
 Subdivisions of
beats (math).
 Tone production,
posture, hand
position, fingerings,
embouchure, and
basic reading skills.
 Learn basic notation.
 Reinforcing
 Intonation (science).
 Concert etiquette
(social studies).
 Visual
representations of
sound (language
arts).
 Subdivisions of
beats (math).
 Introduction to ties
and slurs.
 Introduction to
articulations.
 Introduction to key
signatures
 Time signature
changes.
 Intonation and balance
(science).
 Cultural references in
music. Concert
Etiquette (social
studies).
 Visual representations
of sound (language
arts).
 Subdivisions of beats
(math).

 Rhythm drills.
 Distinguishing
between various,
articulations, time
signatures, key
signatures, and
musical terms.
 Continued focus on






accuracy and
expression?
How do you create
music using a
variety of sound and
notational sources?
What is the
connection between
music and global
culture?
How do 21st century
skills relate to
music?
Intonation and
balance (science).
Cultural references
in music. Concert
Etiquette (social
studies).
Visual
representations of
sound (language
arts).
Subdivisions of
beats (math)
Rhythm drills.
Continued work on
various,
articulations, time
signatures, key
signatures, and
musical terms.
Continued focus on
6th Grade Beginning Band Curriculum Map
(Grade level will vary based on site scheduling)
2012-2013
instrument
care/maintenance.
 Independent part
playing (harmony,
melody, and
balance).
 Rhythm drills.
 Balance and blend.
Assessments
(Formative &
Summative)
 Constant feedback
on sound, posture,
fingering, hand
position.
 Playing tests.
 Written tests on
music theory and
music history.
 Aural skills test.
 Musical games.
 Constant feedback
on sound, posture,
fingering, hand
position.
 Playing tests.
 Written tests on
music theory and
music history.
 Aural skills test.
 Musical games.
 Constant feedback on
sound, posture,
fingering, hand
position.
 Playing tests.
 Written tests on music
theory and music
history.
 Aural skills test.
 Musical games.
 Constant feedback
on sound, posture,
fingering, hand
position.
 Playing tests.
 Written tests on
music theory and
music history.
 Aural skills test.
 Musical games.
Resources
 Beginning band
method book.
 Internet.
 Published works
from various
composers.
 Music theory/history
worksheets.
 Guest performances.
 Fingering charts.
 Beginning band
method book.
 Internet.
 Published works
from various
composers.
 Music theory/history
worksheets.
 Guest performances.
 Fingering charts.
 Beginning band
method book.
 Internet.
 Published works from
various composers.
 Music theory/history
worksheets.
 Guest performances.
 Fingering charts.
 Beginning band
method book.
 Internet.
 Published works
from various
composers.
 Music theory/history
worksheets.
 Guest performances.
 Fingering charts.
independent playing.
independent playing.
 Focus on scale
preparations.