Download Unit Plan Design Template - South Plainfield Public Schools

South Plainfield Public Schools
Curriculum Guide
Concert Band
Grade 4
Authors:
Andrew Veiss
Roger Vroom
Curriculum Coordinator:
Paul C. Rafalowski
Board Approved on: August 29, 2012
1
Table of Contents
South Plainfield Public Schools Board of Education Members
and Administration
Page: 3
Recognitions
Page: 4
District Mission Statement
Page: 5
Index of Courses
Page: 6
Curriculum Guide
Page: 7-21
2
Members of the Board of Education
Jim Giannakis, President
Sharon Miller, Vice President
Carol Byrne
John T. Farinella, Jr.
Christopher Hubner
William Seesselberg
Joseph Sorrentino
Gary Stevenson
Central Office Administration
Dr. Stephen Genco, Superintendent of Schools
Dr. Frank Cocchiola, Interim Assistant Superintendent of Schools
Mr. James Olobardi, Board Secretary/ BA
Mr. Frank Esposito, Director of Special Services
Ms. Kedra Gamble, Supervisor of Language Arts Literacy and Social Studies
Mr. Vincent Parisi, Supervisor of Math and Science
Mrs. Marlene Steele, Supervisor of Transportation
Mrs. Annemarie Stoeckel, Supervisor of Technology
Ms. Elaine Gallo, Director of Guidance
Mr. Al Czech, Director of Athletics
Mr. Paul Rafalowski, Curriculum Coordinator
3
Recognitions
The following individuals are recognized for their support in developing this Curriculum Guide:
Grade/Course
Writer(s)
General Music: Grades K-4
Tobie Baldwin and Glenn Parisi
General Music: Grades 5-6
Tobie Baldwin, Dr. Donna Markiewicz and Glenn Parisi
Concert Band: Grade 4
Andrew Veiss and Roger Vroom
Concert Band: Grades 5-6
Andrew Veiss and Roger Vroom
Concert Band: Grades 7-8
Andrew Veiss and Roger Vroom
Concert Band: Grades 9-12
Andrew Veiss and Roger Vroom
Chorus: Grades 3-4
Dr. Donna Markiewicz and Joan Stasio
Chorus: Grades 5-6
Dr. Donna Markiewicz and Joan Stasio
Chorus: Grades 7-8
Dr. Donna Markiewicz and Joan Stasio
Chorus: Grades 9-12
Dr. Donna Markiewicz and Joan Stasio
Orchestra: Grades 3-4
Sarah LiVecchi and Bruce Mikolon
Orchestra: Grades 5-6
Sarah LiVecchi and Bruce Mikolon
Orchestra: Grades 7-8
Sarah LiVecchi and Bruce Mikolon
Orchestra: Grades 9-12
Sarah LiVecchi and Bruce Mikolon
High School Music Experience
Joan Stasio and Roger Vroom
High School Beginning Guitar
Bruce Mikolon
Jazz Ensemble
Roger Vroom
Supervisors:
Supervisor of LAL and Social Studies:
Ms. Kedra Gamble
Supervisor of Mathematics and Science:
Mr. Vince Parisi
Curriculum Coordinator:
Mr. Paul C. Rafalowski
Supervisor of Technology:
Ms. Annemarie Stoeckel
4
South Plainfield Public Schools
District Mission Statement
To ensure that all pupils are equipped with essential skills necessary to acquire a common body
of knowledge and understanding;
To instill the desire to question and look for truth in order that pupils may become critical
thinkers, life-long learners, and contributing members of society in an environment of mutual
respect and consideration.
It is the expectation of this school district that all pupils achieve the New Jersey Core
Curriculum Content Standards at all grade levels.
Adopted September, 2008
5
Index of Performing Arts Courses
Elementary Schools
General Music: Grades K-4
Concert Band: Grade 4
Chorus: Grades 3-4
Orchestra: Grades 3-4
Grant School
General Music: Grades 5-6
Concert Band: Grades 5-6
Chorus: Grades 5-6
Orchestra: Grades 5-6
Middle School
Concert Band: Grades 7-8
Chorus: Grades 7-8
Orchestra: Grades 7-8
High School
Concert Band: Grades 9-12
Chorus: Grades 9-12
Orchestra: Grades 9-12
Music Experience
Introduction to Music Theory
Advanced Placement Music Theory
Jazz Ensemble
Beginning Guitar
6
South Plainfield Public Schools Curriculum Guide
Content Area: Performing Arts
Course Title: Concert Band
Grade Level: 4
Unit 1: Introduction to the instrument
3 Weeks
Unit 2: Mechanics of playing an instrument
12 Weeks
Unit 3: Understanding notation
9 Weeks
Unit 4: Spring Summative Performance
9 Weeks
* Units in the performance based ensemble are continuous in nature. Based on the structure of the
course our units are longer than most other subjects. Each unit features a different set of music that
is used to drive different aspects of instruction. Students are assessed throughout the unit on their
progress and a final product is assessed during the performance. Applicable standards are noted
and continuously assessed throughout.
Board Approved on:
August 29, 2012
7
Unit 1
Content Area – Performing Arts
Unit Title – Introduction to the instrument.
Target Course/Grade Level – Concert Band: Grade 4
Unit Summary/Rationale – Learning to play a musical instrument will develop a student’s sense of self,
develop discipline, improve memory, held them develop socially, and is aesthetically rewarding. The initial
introduction to an instrument sets the path for success or failure. Learning the fundamentals of creating a
musical sound using proper body positioning and technique will be rewarded with an immediate success and
foster a desire to continue.
Interdisciplinary Connections – Language Arts, Science, Math
Technology Integration – CDs, DVDs, Digital Music Players, SmartMusic, Computer, Internet
21st Century Themes –
Global Awareness, Civic Literacy, Health
Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology Skills
Learning Targets
Standard(s) – 1.1 The Creative Process
All students will demonstrate an understanding of the elements and principles that govern the creation of
works of art in dance, music, theatre, and visual art.
Strand – B. Music
Content Statement(s) –
1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Standard(s) - 1.2 History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout history and across
cultures.
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
1. Art and culture reflect and affect each other.
2. Characteristic approaches to content, form, style, and design define art genres
Cumulative Progress Indicator(s) (CPI) –
Recognize works of dance, music, theatre, and visual art as a reflection of societal
1.2.5.A.1:
values and beliefs.
Relate common artistic elements that define distinctive art genres in dance, music,
1.2.5.A.2:
8
theatre, and visual art.
Standard(s) 1.4 Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to
works of art in dance, music, theatre, and visual art.
Strand(s) – B. Critique Methodologies
Content Statement(s) –
1. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from
opinion.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.B.2: Use evaluative tools, such as rubrics, for self-assessment and to appraise the
objectivity of critiques by peers.
Unit Essential Questions
 How do I assemble my instrument?
 What is a good tone on my instrument?
 How do I properly manipulate my
instrument?
 How do I care for my instrument?
Unit Enduring Understandings
 Proper assembly of the instrument will ensure that the
instrument will play properly
 Good tone should be able to be identified and produced
to create a better understanding of creating sound.
 Elementary fingerings, posture, and technique will set
the foundation for high-quality musicianship.
 Meticulous care will prolong the life of the instrument.
Terminology: Posture, embouchure, grip, fingering, fingering chart, pitch, tone, rhythm. Additional
terminology is instrument-specific.
Goals/Objectives
Students will be able to Recognize class decorum
and appropriate rehearsal
behavior.
Learning Activities/Instructional Strategies
Classroom rules and procedures are
established.
Evidence of Learning
(Formative & Summative)
Teacher observation of
student behavior.
Use a secure method to
open, close, and carry
their instrument.
Students will learn by rote a systematic
procedure for opening and closing their
instrument case.
Teacher observation of
student behavior.
Utilize proper posture,
embouchure/grip, and
instrument position
Students will learn by rote a systematic
procedure for holding their instrument, forming
their embouchure, sitting with proper posture,
utilizing air flow, preparing to play. This will
be reinforced using teacher demonstration and
the DVD in the EE2000 book 1.
Students will demonstrate
the skills presented.
9
Produce a high-quality
tone on their instrument.
Teacher will demonstrate how to create a good
tone on their instrument. If teacher
demonstration is not possible, teacher will use
DVD from the Essential Elements 2000 Book
and various audio recordings.
Students will be able to
produce a high-quality
sound. Teacher will listen
and record to play back to
the student.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Essential Elements 2000 Method Book 1 and DVD, SmartMusic, Internet (YouTube)
10
Unit 2
Content Area – Performing Arts
Unit Title – Mechanics of Playing an Instrument
Target Course/Grade Level – Concert Band: Grade 4
Unit Summary/Rationale – An understanding of posture, embouchure, grip, and manipulation of air is
fundamental to quality sound production. Pitch differentiation is also crucial to learning an instrument.
Learning technique through music pieces keeps students excited about learning. A public performance
reinforces this learning process.
Interdisciplinary Connections – Language arts, Foreign Language, History, Math
Technology Integration – Digital Audio Files, CDs, DVDs, digital music players, SmartMusic, Internet
21st Century Themes –
Global Awareness, Civic Literacy, Health
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology Skills
Learning Targets
Standard(s) – 1.1 The Creative Process
All students will demonstrate an understanding of the elements and principles that govern the creation of
works of art in dance, music, theatre, and visual art.
Strand – B. Music
Content Statement(s) –
1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related
to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill.
2. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords,
and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
1.1.5.B.1: Identify the elements of music in response to aural prompts and printed music notational systems.
1.1.5.B.2: Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and
harmonic progressions, and differentiate basic structures.
Standard(s) - 1.2 History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout history and across
cultures.
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
1. Art and culture reflect and affect each other.
2. Characteristic approaches to content, form, style, and design define art genres
11
3. Sometimes the contributions of an individual artist can influence a generation of artists and signal the
beginning of a new art genre.
Cumulative Progress Indicator(s) (CPI) –
1.2.5.A.1: Recognize works of dance, music, theatre, and visual art as a reflection of societal values and
beliefs.
1.2.5.A.2: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and
visual art.
1.2.5.A.3: Determine the impact of significant contributions of individual artists in dance, music, theatre,
and visual art from diverse cultures throughout history.
Standard(s) - 1.3 Performance
All students will synthesize those skills, media, methods, and technologies appropriate to creating,
performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand(s) – B. Music
Content Statement(s) –
1. Complex scores may include compound meters and the grand staff.
2. Decoding musical scores requires understanding of notation systems, the elements of music, and basic
compositional concepts.
Cumulative Progress Indicator(s) (CPI) –
1.3.5.B.1: Sing or play music from complex notation, using notation systems in treble and bass clef, mixed
meter, and compound meter.
1.3.5.B.4: Decode how the elements of music are used to achieve unity and variety, tension and release,
and balance in musical compositions.
Standard(s) 1.4 Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to
works of art in dance, music, theatre, and visual art.
Strand(s) – A. Aesthetic Responses
Content Statement(s) –
1. Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums,
messages, themes).
2. Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical
contexts.
3. Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the
relationship between compositional design and genre provides the foundation for making value judgments
about the arts.
12
Cumulative Progress Indicator(s) (CPI) –
1.4.5.A.1: Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre,
and visual art according to established classifications.
1.4.5.A.2: Make informed aesthetic responses to artworks based on structural arrangement and personal,
cultural, and historical points of view.
1.4.5.A.3: Demonstrate how art communicates ideas about personal and social values and is inspired by an
individual’s imagination and frame of reference (e.g., personal, social, political, historical context).
Strand(s) – B. Critique Methodologies
Content Statement(s) –
1 Identifying criteria for evaluating performances results in deeper understanding of art and art-making.
3. While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art,
each also has its own discipline-specific arts terminology.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.B.1: Assess the application of the elements of art and principles of design in dance, music, theatre,
and visual artworks using observable, objective criteria.
1.4.5.B.3: Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of
dance, music, theatre, and visual art.
Unit Essential Questions
 What is proper breath support?
 What are the characteristics of a high-quality
sound?
 What is the role of the individual musician in
the ensemble?
 How do I develop practice skills to ensure that
I am intrinsically motivated to play my
instrument?
Unit Enduring Understandings
 Breath support from the diaphragm is essential in
ensuring that the students’ sound is consistent
throughout duration.
 A high-quality sound should have a good attack,
sustain, and release. There should be a round
quality to the pitch.
 Good tone helps to maintain balance and blend and
the individual musician should not stick out in the
ensemble.
 Excellent practice skills with clearly defined goals
will help students to enjoy playing their instrument
and will ensure that the time they spend practicing
will always be productive.
Terminology: Breath support, diaphragm, attack, sustain, release, duration. Additional terminology is
instrument-specific.
13
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Demonstrate proper
inhalation, support, and
general breath
manipulation that are
necessary to produce a
good sound.
Various breathing skills and exercises will be
demonstrated by the teacher and will be
repeated by the student.
Teacher observation.
Identify and begin to
generate the formation of
a good tone on their
instrument.
Students will implement the breath support
exercises in producing the tone. Teachers will
perform a good tone on their instrument and
help students to understand how embouchure
and air affects tone production.
Teacher observation.
Perform individually and
with a group
understanding their role
in each setting.
Teacher will explain and demonstrate the role
of the musician using recordings,
demonstrations, and oral explanations.
Teacher observation, student
performances.
Develop listening skills
and begin to identify the
positive and negative
aspects of each
performance.
Students will listen to recordings of solo
Teacher observation, aural
instruments and ensemble performances and
and oral quizzing.
identify the high-quality aspects and the aspects
that need improvement. Students will then
implement those into their own practice.
Follow a practice plan so
that students can see
weekly improvement on
their instrument.
The teacher will create a practice plan for each
student with benchmarks, rubrics and short and
long term goals so the students have clear
direction on how to practice outside of class.
14
Performance quizzes,
SmartMusic, Practice logs.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Essential Elements 2000 Method Book 1 and DVD, SmartMusic, Internet (YouTube)
15
Unit 3
Content Area – Performing Arts
Unit Title – Understanding Notation
Target Course/Grade Level – Concert Band: Grade 4
Unit Summary/Rationale – Notation is the common language for all musicians. In order for students to
play organized scores, they need to understand the language of pitch, rhythm, dynamics, and other nuances
of performance.
Interdisciplinary Connections – Language, Foreign language, History, Mathematics
Technology Integration – CDs, DVDs, digital music files, SmartMusic, Internet, Metronome, Tuner
21st Century Themes –
Global Awareness, Civic Literacy, Health
Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Technology Skills
Learning Targets
Standard(s) – 1.1 The Creative Process
All students will demonstrate an understanding of the elements and principles that govern the creation of
works of art in dance, music, theatre, and visual art.
Strand – B. Music
Content Statement(s) –
1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
2. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
Standard(s) - 1.2 History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout history and across
cultures.
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
1. Art and culture reflect and affect each other.
Cumulative Progress Indicator(s) (CPI) –
16
1.2.5.A.1:
Recognize works of dance, music, theatre, and visual art as a reflection of societal
values and beliefs.
Standard(s) 1.4 Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to
works of art in dance, music, theatre, and visual art.
Strand(s) – A. Aesthetic Responses
Content Statement(s) –
1. Works of art may be organized according to their functions and artistic purposes (e.g., genres,
mediums, messages, themes).
2. Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical
contexts.
3. Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the
relationship between compositional design and genre provides the foundation for making value
judgments about the arts.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.A.1: Employ basic, discipline-specific arts terminology to categorize works of dance,
music, theatre, and visual art according to established classifications.
1.4.5.A.2: Make informed aesthetic responses to artworks based on structural arrangement and
personal, cultural, and historical points of view.
1.4.5.A.3: Demonstrate how art communicates ideas about personal and social values and is
inspired by an individual’s imagination and frame of reference (e.g., personal, social,
political, historical context).
Unit Essential Questions
 How does a steady pulse affect duration and
rhythm?
 What is pitch?
 How do I translate the notation system to my
instrument?
 When should I play loud vs. soft?
Unit Enduring Understandings
 Music is organized time separated by sound and
silence and is affected by a steady pulse.
 The understanding of high and low pitches and
elementary intervals is important to learning an
instrument.
 The recognition of pitches on the paper should be
decoded to the proper fingerings at the proper time.
 Elementary dynamic markings and volume levels
greatly affect the performance of the pieces.
Terminology: Pulse, rhythm, duration, clef, staff, repeat sign, whole note, half note, quarter note, whole
rest, half rest, quarter rest, forte, piano. Additional terminology is instrument-specific.
17
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Perform whole, half, and
quarter notes and rests
with a steady pulse.
The teacher will use a metronome, clapping
exercises, CDs, SmartMusic, and mimic
exercise to teach duration and have the students
demonstrate their understanding of these
concepts.
Teacher observation and
student performance.
Identify, mimic, and
reproduce high and low
pitches by singing and on
their instrument.
Students will perform exercises out of the
Essential Elements 2000 book and identify if
they are playing the correct pitch. Student will
also sing the exercises in their book to ensure
that they are comfortable with audiation.
Teacher observation and
student performance.
Identify pitches on the
page and instantly
translate them to sound on
their instrument.
Students will perform exercises in the Essential
Elements 2000 books. Students will perform
the fingerings while saying the note names to
make sure that they are associating the pitches
with the note names.
Teacher observation, student
performance, recordings,
SmartMusic assessments.
Identify dynamics
markings and instantly
translate them
appropriately on their
instrument in the context
of the ensemble.
The teacher will demonstrate forte vs. piano
and will have the students identify the
differences. Also, students will explain when it
is appropriate to perform loud and soft.
Teacher observation and
student performance.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Essential Elements 2000 Method Book 1 and DVD, SmartMusic, Internet (YouTube)
18
Unit 4
Content Area – Performing Arts
Unit Title – Spring Summative Performance
Target Course/Grade Level – Concert Band: Grade 4
Unit Summary/Rationale – The vehicle for students to become excellent musicians and learn performance
skills, terminology, proficiency on their instrument, and music appreciation is public concerts. The music
that is selected is based on the goals of the ensemble. The concerts help students to become better critics of
their performances and it gives the parents and the community the ability to enjoy the hard work of each
student. Additionally, students learn teamwork and the understanding that all students contribute to the
success of the ensemble.
Interdisciplinary Connections – Math, Language, Foreign Language, History, Science
Technology Integration – CDs, DVDs, digital music files, SmartMusic, Internet, Metronome, Tuner
21st Century Themes – Global Awareness,
Civic Literacy, Health Literacy
21st Century Skills – Creativity/Innovation, Critical
Thinking/Problem Solving, Communication and Collaboration,
Technology Skills
Learning Targets
Standard(s) – 1.1 The Creative Process
All students will demonstrate an understanding of the elements and principles that govern the creation of
works of art in dance, music, theatre, and visual art.
Strand – B. Music
Content Statement(s) –
1. Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is
related to ear training and listening skill, and temporal spatial reasoning ability is connected to
listening skill.
2. The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals,
chords, and melodic and harmonic progressions, all of which contribute to musical literacy.
Cumulative Progress Indicator(s) (CPI) –
Identify the elements of music in response to aural prompts and printed music
1.1.5.B.1:
notational systems.
Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and
1.1.5.B.2:
melodic and harmonic progressions, and differentiate basic structures.
Standard(s) - 1.2 History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout history and across
cultures.
Strand(s) - A. History of the Arts and Culture
Content Statement(s) –
1. Art and culture reflect and affect each other.
19
Cumulative Progress Indicator(s) (CPI) –
Recognize works of dance, music, theatre, and visual art as a reflection of societal
1.2.5.A.1:
values and beliefs.
Standard(s) 1.4 Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to
works of art in dance, music, theatre, and visual art.
Strand(s) – A. Aesthetic Responses
Content Statement(s) –
1. Works of art may be organized according to their functions and artistic purposes (e.g., genres,
mediums, messages, themes).
2. Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical
contexts.
3. Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the
relationship between compositional design and genre provides the foundation for making value
judgments about the arts.
Cumulative Progress Indicator(s) (CPI) –
1.4.5.A.1: Employ basic, discipline-specific arts terminology to categorize works of dance,
music, theatre, and visual art according to established classifications.
1.4.5.A.2: Make informed aesthetic responses to artworks based on structural arrangement and
personal, cultural, and historical points of view.
1.4.5.A.3: Demonstrate how art communicates ideas about personal and social values and is
inspired by an individual’s imagination and frame of reference (e.g., personal, social,
political, historical context).
Unit Essential Questions
 Why is it important to recognize various
marking (tempo, dynamics, and articulation)?
 How does my individual participation and
communication benefit the whole ensemble?
 What role does my instrument play within an
ensemble?
 How should I behave while another group or
individual is performing or speaking?
Unit Enduring Understandings
 Music is not just reading notes but adding emotion
and personality.
 One’s good behavior and participation benefits the
ensemble to have better teamwork.
 Participating in an ensemble builds a sense of
community.
 Great concert and rehearsal etiquette is a skill
necessary for every musician. These skills transfer
to all aspects of a student’s life.
Terminology: Additional terminology is determined by the students’ progress in the Essential Elements
2000 book and the specific pieces that were selected for the current concert.
20
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Recognize conductor’s
dynamic indications,
tempo changes and
conveyed interpretation of
the music
Teacher will use scales and other exercises that
vary in tempo to have the students use their
eyes to follow the conductor. Students will
follow and mimic conducting patterns.
Students will make intermediary interpretive
decisions in regard to dynamics and style.
Listening and group unity.
Distinguish the roles of
the different band
sections
Listen to the different parts of a band piece,
recognizing the different sections and who has
the melody and/or harmony. Understand the
nuances of balance and blend across the
ensemble
Students will continue to understand their role
in knowing who has the melody and which
section has the role of harmonic and rhythmic
support and how to perform accordingly.
Students will also start to make their own basic
interpretive decisions in regard to dynamics
and style.
Aural assessments, videos
and CDs, MP3s
Interpret and apply
various dynamics
Teacher will present different dynamic terms
(i.e Forte, Piano, FF, pp, etc). Students will
begin to understand how dynamics vary in a
contextual setting
Aural assessments, videos
and CDs, MP3s
Understand how to
behave properly in a
performance and in a
rehearsal.
Students will practice the rules of etiquette
during performances and rehearsal to ensure
that they understand how to behave properly in
musical situations.
Students will need to
demonstrate their
understanding during the
Spring Concert.
Develop a plan for
summer practice and to
improve their skills over
the summer
We will identify specific goals and create a
personal improvement plan for each student to
utilize over the course of the summer to ensure
that their skills are improved over the summer.
Development and review of
the plan.
Students should
understand their role
when performing in a
wind band ensemble
Evidence of Learning
(Formative & Summative)
Aural assessments, videos
and CDs, MP3s
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Essential Elements 2000, Concert Music, Internet, recordings, SmartMusic.
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