Download Middle School Band Curriculum 1

KISD BAND MS 1 CURRICULUM
YEAR AT A GLANCE
TEXT: Essential Elements for Band. Book 1, Hal Leonard.
THE LEARNER WILL:
1st 9-Weeks
Theory
Literacy
Mechanics
Technique
2nd 9-Weeks
3rd 9-Weeks
4th 9-Weeks
Identify, write, and define the following: whole note, half note, quarter
note, eighth note and corresponding rests; 4/4 time signature; grand
staff pitch names to 2 ledger lines above and below; sharp and flat
signs; bass and treble clef signs; simple repeat; legato
style/articulation. (1B, 1C, 2A, 2B, 2D)
Identify, write and define the following: 16th notes (grouping of four),
dotted half note, dotted quarter note, and corresponding rests;
accidentals on appropriate staff; 2/4 time; 1st & 2nd endings/repeats;
binary form; intonation; fermata; major scale pattern including half
and whole steps; and slurs and ties. (1B, 1C, 1D, 2A, 2B, 2D)
Identify, write, and define the following: 3/4 time; multi-measure rests; Identify, write, and define the following: two 16th and 8th note
key signature; order of flats and sharps in key signature; naturals;
patterns including the dotted 8th-16th; 2 octave chromatic scale;
staccato style and articulation; theme & variation(s); Moderato and
Tempi-accelerando and ritardando. (1B, 1C, 1D, 2A, 2B, 2D,)
Allegro tempi, forte, piano, decrescendo and crescendo dynamics; Da
Capo al Fine. (1B, 1C, 1D, 2A, 2B, 2D)
Using the Eastman system, count, clap, and play with characteristic
tone (1 te 2 te for eighth notes): rhythms including combinations of
whole notes, half notes, quarter notes and corresponding rests in 4/4
time; 5-note diatonic scale in instrument appropriate clef
demonstrating accurate pitch; legato style and articulation. (2D, 3A, 3B,
3C, 3F)
In addition to previously known elements, perform the following with
characteristic tone and correct pitches: paired eighth notes and eighth
rests; a one-octave major scale and chromatic scale with the range of a
perfect 5th. (2D, 3A, 3B, 3C, 3F)
In addition to previously known elements, perform the following with
characteristic tone and accurate intonation: dotted half, dotted
quarter, single eighth notes, four 16th-note groupings (on single pitch)
and corresponding rests; 2/4 time; 1-octave chromatic scale; 2 oneoctave major scales; slurs. (2D, 3A, 3B, 3C, 3F)
Demonstrating characteristic tone, sight-read (in groups) whole notes,
half notes, and corresponding rests in 4/4 time using the 5-note
diatonic scale in appropriate clef with legato style and articulation. (2D,
2E, 3A, 3C, 3B, 3E, 3F)
In addition to previously known elements, sight-read (in groups) the
In addition to previously known elements, sight-read (in groups) the
following with characteristic tone: quarter notes and rests; 7 diatonic following with characteristic tone: paired eighth notes and rest; 2/4
notes (lower leading tone up to 6th scale degree), key of concert B-flat; time; and one full octave. (2D, 2E, 3A, 3B, 3C, 3E, 3F)
simple repeat. (2D, 2E, 3A, 3B, 3C, 3E, 3F)
In addition to previously known elements, sight-read with
characteristic tone (alone and in groups) the following: four 16th-note
groupings (on single pitch); dotted half; dotted quarter; single eighth,
2/4 time; slurs; 1.5 octave range; and E-flat concert key. (2D, 2E, 3A,
3B, 3C, 3E, 3F)
Identify and/or describe the following elements of proper technique
and mechanics: embouchure, posture; hand position/grip; breathing
mechanics; good hygiene, hydration, hearing protection, and health
practices; and instrument care/maintenance. (1E, 3A, 3B)
Demonstrate the following elements of proper technique and
mechanics: embouchure, posture; hand position/grip; fingering and
speaking/singing note names; breathing mechanics; instrument
care/maintenance. (3A, 3B)
Perform and Evaluate the following: embouchure, posture; hand
position/grip; fingering and speaking/singing note names; breathing
mechanics; instrument care/maintenance. (3A, 3B)
Perform consistently the following elements of proper technique and
mechanics: embouchure, posture; hand position/grip; fingering and
speaking/singing note names; breathing mechanics; instrument
care/maintenance. (3A, 3B)
In addition to previously known elements, perform the following with
characteristic tone and accurate intonation: four 16th-note groupings
(changing pitches); multi-measure rests; 3/4 time; 1.5 octave chromatic
scale; Concert F, B-flat, and E-flat major scales-one octave each;
staccato style and articulation; forte, piano, decrescendo, and
crescendo dynamics; and tempi Moderato and Allegro. (2D, 3A, 3B, 3C,
3F)
Correctly speak/sing pitch names in rhythm while simultaneously
applying corresponding fingering and technique. (1B, 2D, 3F)
Play and listen to a variety of musical performances including a minimum of two concerts per school year. (1A)
Describe appropriate performance etiquette for both performer and
audience member in a variety of settings. (5A, 5E)
Identify relationships of music concepts to other academic disciplines. (4C)
Demonstrate appropriate performance etiquette for both performer
Demonstrate appropriate performance etiquette for both performer
and audience member in a variety of settings. (5A, 5E)
and audience member in a variety of settings. (5A, 5E)
Demonstrate and evaluate appropriate performance etiquette for both
performer and audience member in a variety of settings. (5A, 5E)
Create two-measure rhythmic phrases using known rhythms and
melodic phrases using known pitches. (2C, 3G)
Create four-measure rhythmic phrases using known rhythms and
create four measure melodic phrases using known pitches. (2C, 3G)
Create an eight-measure melody using known rhythms and pitches.
(2C, 3G)
Through comparision, evaluate musical performances for quality,
effectiveness, blend, and balance. (1A, 5A, 5B, 5D)
Create more complex four-measure rhythmic phrases using known
rhythms and create four measure melodic phrases using known
pitches. (2C, 3G)
Through comparision, evaluate musical performances for quality and
effectiveness. (1A, 5A, 5B, 5D)
Identify and/or describe appropriate cognitive and kinesthetic
responses to a perfromance. (5A, 5E)
Demonstrate appropriate cognitive and kinesthetic responses to a
perfromance. (5A, 5E)
Perform and describe culturally diverse music including US and Texas
cultures. (1A, 3A, 4A, 4B, 5D)
Perform repetoire from various styles and cultures independently, in
small ensemble, and in large ensemble. (1A, 3A, 3C, 3D, 4A, 4B, 5D)
Identify and/or describe the following elements of Performance and
Musicianship: characteristic tone; instrument families. (1B, 3A)
Describe music from different styles, periods, and cultures presented
aurally; processes for self-evaluation and improvement; develop
evaluation criteria for performance evaluation; describe processes and
select tools for self-evaluation and improvement. (1A, 3A, 4B, 5C, 5D)
Performance Through comparision, evaluate musical performances for quality and
Musicianship effectiveness. (1A, 5A, 5B, 5D)
Through comparision, evaluate musical performances for quality and
effectiveness. (1A, 5A, 5B, 5D)
Identify and describe music vocations and avocations; written music
from various styles, periods and cultures; (4D)
KISD BAND MS 1 CURRICULUM
YEAR AT A GLANCE