Performing Arts Mission Statement - Township of Union Public Schools

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CURRICULUM GUIDE
VISUAL/PERFORMING ARTS DEPT.
COURSE:
Group Lessons
GRADE:
8
ADOPTED DATE:
JUNE, 2014
RE-ADOPTED DATE: JUNE, 2015
TOWNSHIP OF UNION PUBLIC SCHOOLS
Group Lessons Grade 8
Curriculum Guide
2014
Board Members
Francis “Ray” Perkins, President
Richard Galante, Vice President
David Arminio
Susana Cooley
Thomas Layden
Vito Nufrio
Guy Francis
Lois Jackson
Angel Salcedo
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
Chief School Administrator ………………………………………………………………………
Dr. Patrick Martin
Assistant Superintendent ………………………………………………………..………………
Mr. Greg Tatum
Assistant Superintendent ………………………………………………………………………..
Dr. Noreen Lishak
School Business Administrator…………………………………………………………………..
Manuel E. Vieira
Director of Technology & Student Information ………………………………………………..
Ms. Ann M. Hart
Director of Special Services……………………..………………………………………………..
Ms. Kim Conti
Director of Athletics, Physical Education and Nurses ………………………………………
Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-6 ……..…………………………………………………….
Mr. Robert Ghiretti
Mathematics K-6/Science K-5 ……………………………………………………………….
Ms. Debra Ford
Language Arts 7-12/Library/Media ….……………………………………………………...
Ms. Mary Flora Malyska
Mathematics 7-12 ……………………………………………………………………………..
Mr. Jason Mauriello
Science 6-12 ………………………………………………………………………………..….
Ms. Maureen Guilfoyle
Social Studies/Business 7-12…………………………………………………………………..
Ms. Libby Galante
Career Ed/World Lang/ESL/G&T/Technology …………………………………………….
Ms. Yvonne Lorenzo
Art/Music ………………………………………………………………………………………
Mr. Ronald Rago
Physical Education/Health ……………………………………………………………………
Ms. Linda Ionta
Curriculum Committee
David Braham
Richard Grennor
Michael Hamilton
Group Lessons: Eighth Grade
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
Performing Arts Mission/Vision Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Township of Union Board of Education Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet
his or her individual needs in an environment that is conducive to learning. State standards, federal and state
mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a
regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any
disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or
when necessary, removed in order for the district to maintain the appropriate educational setting.
Township of Union Board of Education Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,
providing therein for individual differences. The school operates as a partner with the home and community.
Performing Arts Mission Statement
The Township of Union Department of Visual and Performing Arts is committed to increasing opportunities for all students K-12 to
participate in and understand the arts.
We all share the common belief that the arts are one of humanity's most eloquent means of understanding the world. Through the arts,
we share the highest achievements of every culture and find a universal language which permits communication among all peoples. As
such, the arts are an essential component of a complete education.
Through the years, studies have discovered that the inclusion of the performing arts in a broad-based curriculum improves the quality
of a child's educational experience. The arts teach discipline, improve self-esteem, inspire creativity, and help young people to set and
reach goals. Knowledge of the arts makes our district a challenging place where our children are encouraged to explore, to create, and
to reach their full potential.
Performing Arts Vision Statement
The arts are a critical and essential part of the education of every young person in America, and every American should have highquality opportunities to be educated in all of the arts. Such an education should occur both in and out of classroom settings as part of
an ongoing learning process for all individuals, including those with special talents or needs.
A comprehensive arts education draws upon the expertise of both arts specialists and classroom teachers, and upon the experiences
and resources of professional artists and community cultural resources. Only by utilizing all of these resources can individuals achieve
the full educational potential of the arts.
Statement of District Goals
 Develop reading, writing, speaking, listening, and mathematical skills.
 Develop a pride in work and a feeling of self-worth, self-reliance, and self
discipline.
 Acquire and use the skills and habits involved in critical and constructive
thinking.
 Develop a code of behavior based on moral and ethical principals.
 Work with others cooperatively.
 Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues.
 Acquire a knowledge and understanding of the physical and biological
sciences.
 Participate effectively and efficiently in economic life and the development
of skills to enter a specific field of work.
 Appreciate and understand literature, art, music, and other cultural
activities.
 Develop an understanding of the historical and cultural heritage.
 Develop a concern for the proper use and/or preservation of natural
resources.
 Develop basic skills in sports and other forms of recreation.
Course Description
The Eighth Grade Band meets as a class everyday. They receive a grade based on their participation,
behavior, motivation and tests. They perform two concerts a year: a winter and a spring concert. They
have the opportunity to be involved in parades and Jazz Ensemble. The curriculum is a combination of
lessons, exercises and assessments that come from “Essential Elements Technique” and concert
selections. The exercises are rehearsed throughout the school year and will be explained in the
following lesson plans. The concert selections contain many of the concepts that are studied in the
textbook. The eighth grade band student can also participate in the Union High School Marching Band.
That experience will enhance the musical abilities of the student and provide an opportunity for the
student to perform on a competitive level.
The purpose of this course is to learn to play a band instrument in a manner that will instill good musical
habits and provide a complete cultural experience that meets and exceeds the NJ Core Curriculum
Content Standards.
The listed materials should be used as guidelines and are subject to the individual instructor. This
course is outlined according to the New Jersey core curriculum standards for visual and performing arts.
Recommended Textbooks
1. Essential Elements 2000 Book 3
2. Rubank Elementary Method
3. Essential Technique
Course Proficiencies
Students will be able to …
1. Demonstrate proper posture, instrumental technique and correct note fingerings.
2. Perform on a band instrument at an intermediate level of performance proficiency including: good
tone quality, technique, range, articulation and dynamics.
3. Perform from memory 5 Major scales and a one octave chromatic scale.
4. Sight read music including dotted rhythms and syncopation.
5. Increase the skills of critique and evaluation in relation to individual and full ensemble performance.
6. Obtain a passing grade on written and performance assessments .
Curriculum Units
Unit 1: Lessons #1-4
1. Review of proper instrument technique.
2. Review and implementation of musical terms and
symbols and notation.
3. Review of scales.
4. Performance Assessment of Lessons #1-4
Unit 2: Lessons #5-8
1. Introduce musical terms, symbols, notation, tempo
and dynamics
2. Introduce new standard notation.
3. Performance Assessment of Lessons #5-8
Unit 4: Lessons #13-16
1. Introduce musical terms, symbols, notation, tempo
and dynamics
2. Introduce new standard notation.
3. Introduce new scales
4. Performance Assessment of Lessons #13-16
Unit 5: Lessons #17-20
1. Introduce musical terms, symbols, notation, tempo
and dynamics
2. Introduce new standard notation.
3. Introduce new scales
4. Performance Assessment of Lessons #17-16
Unit 3: Lessons #9-12
Unit 6: Lessons #21-24
1. Introduce musical terms, symbols, notation, tempo
and dynamics
2. Performance Assessment of Lessons #9-12
1. Introduce musical terms, symbols, notation, tempo
and dynamics
2. Performance Assessment of Lessons #21-24
Pacing Guide- Course
Content
Number of Days
Unit 1: Lessons # 1-4
15 - 30
Unit 2: Lessons # 5 -8
15 - 30
Unit 3: Lessons # 9-12
15 - 30
Unit 4: Lessons # 13-16
15 - 30
Unit 5: Lessons #17-20
15 - 30
Unit 6: Lessons # 21-24
15 - 30
Week # 1 - 4
Unit 1: Lessons 1-4 (1.1, 1.2, 1.3)
Essential Questions
Lesson 1
P. 2 #1, 2, 3
P. 38 #1
Instructional Objectives/
Skills and Benchmarks (CPIs)









All students will review
concert Bb above the staff
Oboes will learn fingering
for concert Bb above the
staff
All students will review
tempo of andante
All students will review ¾
meter
All students will review pick
up notes
All students will review slurs
All students will review the
repeat sign
Percussion students will
learn the meaning of snares
off
All students will review the
dotted quarter note
Activities




Students will play the B
flat Major Concert Scale
Tenor Sax and F Horn
will demonstrate
proficiency of their
respective new notes
Students will play
exercise in thirds within
the B flat Major Concert
Scale
Students will clap and
play rhythms using
mixed eighth and
sixteenth notes
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 2
P. 2 #4, 5, 7
Instructional Objectives/
Skills and Benchmarks (CPIs)












All students will experience
playing independently in two
parts
Bassoons will learn to play B
flat below the staff
Flutes and oboes will learn to
play G sharp
Clarinets and Bass Clarinets
will learn to play D flat, A sharp
and D sharp in middle and
upper registers
Alto Saxophones will learn to
play A flat, D flat
Tenor Saxophones will learn to
play A sharp and D flat
Baritone Saxophones will learn
to play A flat, D flat
Trumpets and Baritone T.C,
will learn to play D flat, G flat A
sharp
F horn will learn to play D
sharp, G flat, and D sharp
Trombone, Baritone B.C.,
Tuba and Electric Bass will
learn G sharp
All students will learn to play
the Chromatic Scale in
Concert B flat Major
All students will learn to play
divisi and the significance of
unison a2
Activities





Students will demonstrate
independence as they play
#4, Two-Part etude
Bassoons will demonstrate
their note
All instruments will
demonstrate their
knowledge of playing
chromatically #5,
Chromatic Scale
All instruments will
demonstrate their notes in
the Chromatic Scale
All instruments will
demonstrate their
knowledge of divisi vs.
unison #7, Chorale
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 3
P. 9 #10
p. 38 #2
Instructional Objectives/
Skills and Benchmarks (CPIs)





All students will be
reintroduced to syncopated
rhythms
All students will be exposed to
African American Spirituals
Percussion students will
reinforce eighth-sixteenth note
rhythms
All students will build skills in
¾ time
All students will reinforce
rhythms using eighth-sixteenth
note patterns
Activities






Students will demonstrate
read about George
Frederic Handel
Students will clap various
syncopated rhythms in #9
Percussion students will
demonstrate skills in
eighth-sixteenth note
rhythms
Bassoon and Baritone
Saxophone will
demonstrate their notes in
#10
All students will
demonstrate their
understanding of ¾ time
All students will clap and
perform rhythms using
eighth-sixteenth note
rhythms
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 4
P. 4 #14, 16, 17
Instructional Objectives/
Skills and Benchmarks (CPIs)


All students will introduced to
3/8 and 9/8 time signatures
Bassoon will learn new note E
flat below the staff
Activities






Students will help
construct a chart indicating
note values when the
bottom number of the time
signature is eight
All students clap and play
rhythms used in #14,
Waltz Petite
All students clap and play
rhythms from Rhythm Rap
in 9/8
All students will
experience melody using
9/8 time
Bassoons will demonstrate
their new note low E flat
All students will critique
their rhythms
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 1-4
Assessment
Essential Elements
Book 3
Woodwind, Brass &
Percussion
Assessment Rubric
(See Appendix)
Instructional Objectives/
Skills and Benchmarks (CPIs)





Students will have an
opportunity to demonstrate
their ability to perform select
exercises from lessons 1-4.
Students will be assessed as
to how they perform select
measures of the select
exercises in relation to the
following criteria: accuracy of
rhythms, consistency of
tempos, production of
characteristic sound, accuracy
of dynamics, accuracy of
articulations and posture.
Activities

Test of individual
performance of P. 2 #2,
#5, #7, P. 4 #14 P. 9 #10,
utilizing the Woodwind,
Brass & Percussion
Assessment Rubric (See
Appendix )
Assessments

Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm

Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.

Week # 5 - 8
Unit 2: Lessons 5-8 (1.1, 1.2, 1.3)
Essential Questions
Lesson 5
P. 5 #18, 19, 20
Instructional Objectives/
Skills and Benchmarks
(CPIs)









All students will learn the
significance of Minor Keys,
their pattern of half steps
and whole steps and their
relationship to Major Keys
Bass Clarinet will learn to
play A above the staff
Alto and Baritone
Saxophone will learn to play
E above the staff and D
sharp
Trumpet and Baritone T.C.
will learn to play A and G
sharp above the staff
Trombone and Baritone B.C.
will learn to play G and F
sharp above the staff
Tuba will learn to play 4th
space G and F sharp
All students will learn to play
the G minor Natural and
Harmonic Minor Scale
Bass clarinet will learn to
play G sharp and A flat
Percussion will learn to play
Concert Tom-Toms
Activities





Students will participate
in discussion of Minor
keys and their makeup
Students will demonstrate
their understanding of
their new notes
Students will experience
the natural and harmonic
minor scales by playing
them in #18 and #19
Percussion students will
experience the Concert
Tom-Tom in #20
All students will
experience the sound and
texture of minor in #20
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 6
P. 5 #22,
P.38 #3, 4
Instructional Objectives/
Skills and Benchmarks (CPIs)




All students will understand
3/8 time signature
All students will understand
the Key of G Minor
All students will understand
will be exposed to the music of
Australia
All students will understand
will develop proficiency of
eighth-sixteenth note rhythms
Activities




All students will
demonstrate their
understanding of 3/8 time
by playing the Australian
Folk Song
All students will
demonstrate their
understanding of minor
tonality
All students will reinforce
their skills in eighthsixteenth note patterns
All students will
understand will become
familiar with the music of
Australia
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 7
P. 6 23, 24, 25
Instructional Objectives/
Skills and Benchmarks (CPIs)







All students will learn Concert
E flat Major Scale
Tenor Saxophone will learn
new note F above the staff
All students will learn Concert
E flat Arpeggio
Baritone Saxophone will learn
B below the staff
All students will experience
thirds in Concert E flat Major
Tenor Saxophone will learn F
above the staff
All students will experience
arpeggios in concert E flat
Major
Activities




Students will play the
Concert E flat Major
Scale
Tenor Saxophones will
demonstrate their ability
to play F and B
Students will play thirds
within Concert E flat
Major
Students will play
arpeggios within Concert
E flat Major
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 8
P. 6 27
P. 7 #29, 30
Instructional Objectives/
Skills and Benchmarks (CPIs)











All students will learn E flat
Chromatic Scale
Students will review triplets
Flutes, Trombones and
Baritone B.C. will learn C
sharp
Clarinets and trumpets will
learn D sharp
Alto Saxophones and Baritone
Saxophones will learn G flat
and A flat
Tenor Saxophone will learn G
flat and D flat
All students will review fermata
Baritone Saxophone will learn
B below the staff
All students will be introduced
to the music of Johann Strauss
Students will experience
tempo di valse
Students will practice following
the conductor’s cues for
fermata
Activities






Students will perform E
flat Chromatic Scale
Students will demonstrate
proficiency of their new
notes
Students will listen for
intonation in Chorale #29
Students will play a waltz
by Johann Strauss
Students will experience
tempo di valse
Students will practice
following the conductor’s
cues for fermata
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 5-8
Assessment
Essential Elements
Book 3
Woodwind, Brass &
Percussion
Assessment Rubric
(See Appendix)
Instructional Objectives/
Skills and Benchmarks (CPIs)




Students will have an
opportunity to demonstrate
their ability to perform select
exercises from lessons 5-8.
Students will be assessed as
to how they perform select
measures of the select
exercises in relation to the
following criteria: accuracy of
rhythms, consistency of
tempos, production of
characteristic sound, accuracy
of dynamics, accuracy of
articulations and posture.
Activities

Test of individual
performance of P. 5 # 18,
19, 20 ,22, P. 6 #23, 24,
25, 27. P. 7 #29 utilizing
the Woodwind, Brass &
Percussion Assessment
Rubric (See Appendix)
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Week # 9 - 12
Unit 3: Lessons 9-12 ( 1.1., 1.2, 1.3)
Essential Questions
Lesson 9
P. 7 #33, #35, #36
Instructional Objectives/
Skills and Benchmarks (CPIs)







Students will review sixteenth,
eighth note and quarter note
rhythms
They will review the sixteenth
note followed by a dotted
eighth note rhythm
Students will review slurs and
the repeat sign
Students will review 2/4, 6/8
and 12/8 meter
Bassoon students will learn
the fingering for C
Students will review the tempo
of lento
Percussion students will
review the five stroke roll, the
nine stroke roll and the flam
accent (P.46 & 47)
Activities







Students will review
sixteenth , eighth, and
quarter note rhythms by
clapping and signing
exercise #33
They will review the
sixteenth note followed by a
dotted eighth note rhythm
by clapping and signing
exercise #33
Students will review and
discuss the significance of
the repeat sign and the
tempo markings where
applicable
They will demonstrate how
to play a slur
Students will review the
concepts of 2/4, 6/8 and
12/8 meter
Bassoon students will learn
to finger and play a C
Percussion students will
learn to perform the five
stroke roll, the nine stroke
roll and the flam accent
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 10
P. 9 #39, #40
Instructional Objectives/
Skills and Benchmarks (CPIs)





Students will learn the C
concert natural minor and
harmonic minor scales
They will learn how the natural
minor and harmonic minor
scales are constructed
Students will learn how to
perform the arpeggio in C
concert minor and how it is
constructed
Clarinet students will learn the
fingering for D and C#/D flat
F Horn students will learn the
fingering for F#
Activities






Students will learn to finger
and play the C concert
natural and harmonic minor
scales
They will discuss and gain
an understanding of how
the natural minor and
harmonic minor scales are
constructed
Students will learn to play
arpeggios in C concert
minor
They will discuss and gain
an understanding of how a
minor arpeggio is
constructed
Clarinet students will learn
to finger and play D, C#
and D flat
F Horn students will learn
the fingering for F#
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 11
P. 10 #44, #45
Instructional Objectives/
Skills and Benchmarks (CPIs)









Students will learn to perform
the F Major Concert Scale
They will learn the sequence
of half and whole steps that
make up the F major concert
scale
Students will learn to perform
the F Major Concert arpeggio
and how it is constructed
Students will learn to perform
the F Major Concert scale in
thirds
They will review the concept of
thirds
Trumpet students will learn the
fingering for G and F#
Flute students will learn the
fingering for G
Bassoon students will learn
the fingering for G
Percussion students will learn
to perform the reverse
paradiddle (P. 46)
Activities




Students will learn to finger
and play the F Major
Concert Scale and arpeggio
The flute, trumpet and
bassoon students will learn
to finger and play their new
notes
Students will learn to finger
and play the F Major
Concert scale in thirds
Percussion students will
learn to play the reverse
paradiddle
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 12
P. 10 #48, #50
Rhythm study #5 P.
38
Instructional Objectives/
Skills and Benchmarks (CPIs)




Students will learn to play the
chromatic scale on F Concert
They will learn how a
chromatic scale is constructed
Students will review the
fermata
Students will review eighth
notes, eighth rests, and the
dotted eighth note followed by
a sixteenth note (P. 38 #5)
Activities




Students will learn to finger
and play the chromatic
scale on F Concert
They will discuss and gain
an understanding of how a
chromatic scale is
constructed
They will demonstrate their
understanding of how to
play a fermata
Students will clap and sing
the rhythm study #5 P. 218
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 9-12
Assessment
Essential Elements
Book 3
Woodwind, Brass &
Percussion
Assessment Rubric
(See Appendix)
Instructional Objectives/
Skills and Benchmarks (CPIs)





Students will have an
opportunity to demonstrate
their ability to perform select
exercises from lessons 9-12.
Students will be assessed as
to how they perform select
measures of the select
exercises in relation to the
following criteria: accuracy of
rhythms, consistency of
tempos, production of
characteristic sound, accuracy
of dynamics, accuracy of
articulations and posture.
Activities
Test of individual performance of P.
7 #33, 35, 36, P. 9 # 39, 40, P. 10
#44, 45, 48, 50 utilizing the
Woodwind, Brass & Percussion
Assessment Rubric (See Appendix
)
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Week # 13 - 16
Unit 4: Lesson 13-16 (1.1., 1.2, 1.3)
Essential Questions
Lesson 13
P. 11 #53, #54
Instructional Objectives/ Skills
and Benchmarks (CPIs)




Students will learn to perform a
sixteenth followed by an eighth
and a sixteenth note rhythm
pattern
Students will review quarter,
eighth, and sixteenth note
rhythm patterns
Students will review staccato
and slur
Students will review repeats
and first and second endings.
Activities




Students will learn to
perform the sixteenth
followed by an eighth and
a sixteenth note rhythm
pattern by clapping,
singing and playing
exercise #53
They will review the
quarter, eighth and
sixteenth note rhythm
patterns by clapping,
singing and playing
exercise #53
Students will demonstrate
how to play a staccato and
a slur
Students will review and
discuss the significance of
repeat signs and the first
and second ending
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 14
P. 12 #58, #59
P. 13 #60, #61
Instructional Objectives/ Skills
and Benchmarks (CPIs)




Students will review 6/8, 3/8,
9/8, and 12/8 meters
Students will learn to play an
eighth followed by two
sixteenths and an eighth note
rhythm.
Students will learn to play D
Concert natural and harmonic
minor scales and arpeggio
They will review how the natural
and harmonic minor scales are
constructed
Activities




Students will review 6/8,
3/8, 9/8 and 12/8 meters
They will clap and sing
exercises #58 and #59 to
demonstrate their
understanding of the
eighth followed by two
sixteenths and an eighth
note rhythm
Students will learn to
finger and play D Concert
natural and harmonic
minor scales and arpeggio
They will discuss and gain
an understanding of how
the natural minor and
harmonic minor scales are
constructed
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 15
P. 14 #65, #66
Instructional Objectives/ Skills
and Benchmarks (CPIs)




Students will learn to play their
A flat Concert Major Scale and
arpeggio
They will review the sequence
of half and whole steps that
make up the A flat Concert
Major scale
They will review the structure of
the major arpeggio
Students will learn to play the A
flat Concert Major Scale in
thirds
Activities


Students will learn to
finger and play the A flat
Concert Major Scale and
Arpeggio
They will learn to finger
and play the A flat concert
Major scale in thirds
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 16
P. 14 #67, #68
Instructional Objectives/ Skills
and Benchmarks (CPIs)



Students will learn to play the
arpeggio study
Alto saxophone and baritone
saxophone will learn the
alternate fingering for F
Students will review eighth and
sixteenth note rhythms
Activities



Students will learn to
finger and play the
Arpeggio Study
Alto and Baritone
saxophones will learn to
use the alternate F
fingering in exercise #67
Students will review eighth
and sixteenth note
rhythms by clapping and
singing exercises #67 and
#68
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 13-16
Assessment
Essential Elements
Book 3
Woodwind, Brass &
Percussion
Assessment Rubric
(See Appendix)
Instructional Objectives/ Skills
and Benchmarks (CPIs)





Students will have an
opportunity to demonstrate their
ability to perform select
exercises from lessons 13-16.
Students will be assessed as to
how they perform select
measures of the select
exercises in relation to the
following criteria: accuracy of
rhythms, consistency of
tempos, production of
characteristic sound, accuracy
of dynamics, accuracy of
articulations and posture.
Activities

Test of individual
performance of P. 11 #53,
54, P. 12 #58, 59, P.13 #
60, 61, P.14 #65, 66, 67,
58 utilizing the Woodwind,
Brass & Percussion
Assessment Rubric (See
Appendix)
Assessments

Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm

Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.

Week # 17-20
Unit 5: Lesson 17-20 (1.1, 1.2, 1.3, 1.4)
Essential Questions
Lesson 17
p. 14 #71
p. 15 #73
p. 17 #79
p. 17 #80
Instructional Objectives/
Skills and Benchmarks (CPIs)






Tune instruments
Ab Major scale
Understand and play fermata
Play in 3/8 meter with
dynamics
Understand first and second
endings
Construction of natural minor
and harmonic minor scale
Activities






Students will tune by
sections
Students will warm up
with Concert Ab Major
scale using various
articulations
Director will discuss
fermata with students;
then students will apply
this knowledge to
exercise #71
Director will review 3/8
meter and endings (1st
and 2nd) with class. Class
will play exercise #73
following the 1st and 2nd
ending. Director will
ensure proper dynamics
are played.
Students will study
exercises #79 and #80
and discuss minor and
harmonic minor scale
construction (discuss the
difference between the
two).
Percussion students will
play scales on keyboard
percussion instruments.
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 18
p. 18 #84
p. 18 #86
p. 39 Measures 5772
Instructional Objectives/
Skills and Benchmarks (CPIs)






Tune instruments
Review Major Scale
construction
Concert C Major Scale
Alto Saxophone and Baritone
Saxophone alternate fingering
for E
Percussion students will
review 17-stroke roll and 5stroke roll
Understand scale degrees of a
triad arpeggio (1-3-5)
Activities







Students will tune by
sections
Students will warm up
with the Concert C Major
Scale
Director will discuss the
construction of a Major
Scale with students using
Concert C Major
(indicating the location of
half steps)
Students will play
exercise #84 in Concert C
Major. Percussion
students will play 17
stroke rolls (on the half
notes) and 5 stroke rolls
(on the eighth notes).
Students will understand
the scale numbers of a
triad arpeggio. Teacher
will show this on the
chalkboard or using
another visual method
(illustrating the 1-3-5).
Alto and Baritone
Saxophones will use
alternate fingering for E
as the class plays
exercise #86.
Students will understand
and clap rhythm exercise
on page 39, measures
57-72.
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 19
p. 18 #90
p. 19 #91
Instructional Objectives/
Skills and Benchmarks (CPIs)





Tune instruments
Follow conductor’s cues with a
fermata and a ritardando
Learn brief history about Black
American spirituals
Play syncopated rhythm
Understand and follow D.S. al
Fine
Activities






Students will tune by
sections.
Students will warm up
with Concert C Major
Scale (played slowly)
focusing on balance.
Students will play
exercise #90; students
will watch conductor for
the length of the
fermatas; students will
watch conductor for the
rate of slow down when
reaching the ritard.
Director will read brief
history about Black
American spirituals on
page 106 (directors book)
and discuss the
Emancipation
Proclamation.
Students will clap rhythm
at measures 1-4 on
exercise #91 to review
syncopated rhythm.
Director will review D.S.
al Fine; then students will
play entire exercise (#91).
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 20
p. 22 #101
p. 22 #102
p. 22 #103
Instructional Objectives/
Skills and Benchmarks (CPIs)






Tune instruments
Play Concert Db Major Scale
Low Db for Oboe; low Bb for
Bass Clarinet; low Bb for the
Alto and Baritone Saxophones
Percussion 4 Stroke Ruff
Play Concert Db Major Scale
in thirds
Play Concert Db Major using
various arpeggio inversions
Activities








Students will tune by
sections.
Students will warm up
with Concert Db Major
Scale.
Students will review
Major Scale construction.
Teacher will ensure that
the proper fingerings and
embouchure is used to
produce the low tones in
the scale.
Students will play scale
and arpeggio exercise
(#101).
Teacher will have
percussion students
practice on the 4-stroke
ruff (all grace notes are
single strokes).
Students will play Db
major exercise in thirds
(#102). Director will
review what is meant by
‘thirds’.
Students will play Db
Major Scale arpeggio
exercise (Director will
explain inversions).
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.
Essential Questions
Lesson 17-20
Assessment
Essential Elements
Book 3
Woodwind, Brass &
Percussion
Assessment Rubric
(See Appendix)
Instructional Objectives/
Skills and Benchmarks (CPIs)





Students will have an
opportunity to demonstrate
their ability to perform select
exercises from lessons 17-20.
Students will be assessed as
to how they perform select
measures of the select
exercises in relation to the
following criteria: accuracy of
rhythms, consistency of
tempos, production of
characteristic sound, accuracy
of dynamics, accuracy of
articulations and posture.
Activities

Test of individual
performance of P. 17
#79, 80, P. 18 #86, P.19
#91utilizing the
Woodwind, Brass &
Percussion Assessment
Rubric (See Appendix)
Assessments

Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and while
maintaining a steady tempo.
They will identify and define
standard notation symbols
for pitch and rhythm

Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will perform
with expression and
technical accuracy on a wind
and percussion instrument.
Students will identify and
define standard notation
symbols for pitch, rhythm,
dynamics, tempo, articulation
and expression.

Week # 21-24
Unit 6: Lesson 21-24 (1.1, 1.2, 1.3, 1.4)
Essential Questions
Lesson 21
p. 23 #108
p. 23 #110
p. 23 #111
Instructional Objectives/
Skills and Benchmarks (CPIs)




Tune instruments
Play dotted quarter note-eighth
note rhythm
Percussion students review 9
Stroke Roll, 5 Stroke Roll and
3 Stroke Ruff
Play rhythm in meter of 5
Activities








Students will tune by
sections.
Students will warm up with
Concert Db Major Scale
using various articulations
and dynamics.
Students will review dotted
quarter note-eighth note
rhythm.
Percussion students will
review the 9 and 5 stroke
and play exercise #108.
Director will discuss 5/4
meter.
Students will clap rhythm
rap (#110) until played
correctly
Students will play exercise
#111 in meter of 5.
Percussion students will
review 3 Stroke Ruff and 9stroke roll before playing
exercise #111.
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 22
p. 25 #115
p. 25 #116
p. 39 Measures 7388
Instructional Objectives/
Skills and Benchmarks (CPIs)





Tune instruments
Understand the construction of
a natural minor and a
harmonic minor scale
Play Concert Bb natural minor
scale
Play Concert Bb harmonic
minor scale
Clap rhythm exercise in 3/8
meter
Activities








Students will tune by
sections.
Students will warm up with
Concert Db Major Scale.
Teacher will discuss the
relative minor relationship
between Db Major and Bb
minor (3 semitones).
Students will review
construction of a natural
minor scale and what scale
degree is raised to form a
harmonic minor scale (7th
scale degree).
Students will play exercise
#115 natural minor scale.
Students will play exercise
#116 Concert Bb harmonic
minor scale.
Percussion students will
play on keyboard
percussion instruments
Students will discuss 3/8
meter; students will clap
and count measures 73-88
on page 39 (rhythm
workout).
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 23
p. 26 #118
p. 26 #119
Instructional Objectives/
Skills and Benchmarks (CPIs)





Tune instruments
Play Concert G Major Scale
and arpeggio
Flutes will learn fingering for
high F#
Alto clarinet will learn fingering
for low D#
Play Concert G Major Scale in
thirds
Activities





Students will tune by
sections.
Students will play the
Concert G Major Scale and
Arpeggio exercise #118.
Director will focus on
correct notes and
fingerings.
Flutes will review high F#
fingering; Alto Clarinet
students will review
fingering for low D#.
Students will play Concert
G Major Scale exercise
#119 in thirds.
Percussion students will
play all scales on keyboard
percussion.
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 24
p. 26 #121
p. 26 #124
Instructional Objectives/
Skills and Benchmarks (CPIs)




Tune instruments
Play exercise with eighth notes
and sixteenth notes
Play Andante piece with good
balance
Percussion students review
the Flam Paradiddle
Activities




Students will tune by
sections.
Students will play the
Concert G Major Scale
using various dynamics and
articulations.
Teacher will divide each
instrument section into two
groups (A and B); students
will play assigned parts for
exercise #121, then groups
will switch parts.
Percussion students will
review the Flam Parididdle
before playing exercise
#121.
Students will play exercise
#124 slowly. Director will
look for good balance
throughout the ensemble.
Assessments



Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm
Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.
Essential Questions
Lesson 21-24
Assessment
Essential Elements Book
3
Woodwind, Brass &
Percussion Assessment
Rubric (See Appendix)
Instructional Objectives/ Skills
and Benchmarks (CPIs)




Students will have an
opportunity to demonstrate
their ability to perform
select exercises from
lessons 21-24.
Students will be assessed
as to how they perform
select measures of the
select
exercises in relation to the
following criteria: accuracy
of rhythms, consistency of
tempos, production of
characteristic sound,
accuracy of dynamics,
accuracy of
articulations and posture.
Activities

Test of individual
performance of P. 22
#101, 102, P. 25 #115,
116, P. 26 #118, 119, P.
28 #128, 129 utilizing the
Woodwind, Brass &
Percussion Assessment
Rubric (See Appendix).
Assessments

Level 1: Students will learn
to perform musical excerpts
in rhythm, on pitch and
while maintaining a steady
tempo. They will identify
and define standard
notation symbols for pitch
and rhythm

Level 2: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will define
standard notation symbols
for pitch, rhythm, dynamics
and tempo
Level 3: Students will learn
to perform contrasting
rhythmic and melodic
excerpts accurately and
independently on their
instrument. They will
perform with expression
and technical accuracy on a
wind and percussion
instrument. Students will
identify and define standard
notation symbols for pitch,
rhythm, dynamics, tempo,
articulation and expression.

New Jersey Core Curriculum Content Standards
Academic Area
Standard 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.
Standard 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.
Standard 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.
Standard 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.
New Jersey Scoring Rubric
Appendix
Woodwinds, Brass & Percussion
Performance Rubric
UNION MIDDLE SCHOOLS
Woodwinds & Brass Assessment
Name_______________________________________________Date________________
Selection____________________________________________
SCORE
SCORE
Notes/Technique:
20 Plays all notes correctly, no fumbling, no missed accidentals,
Tone:
20 Beautiful, focused tone, good breath support all the
appropriate articulations, outstanding instrument technique and posture
15 Plays most notes correctly, very little fumbling, no missed accidentals,
mostly appropriate articulations, good instrument technique and posture
10 Plays some notes correctly, some fumbling, some missed accidentals,
some appropriate articulations, fair instrumental technique and posture
5 Plays few notes correctly, considerable fumbling, many missed
accidentals, ignores articulations and no appropriate technique or posture
time, vibrato (if appropriate)
15 Good, mostly focused tone, good breath support most
of the time
10 Weak, occasionally focused tone, inconsistent breath
support
5 Poor, unfocused tone, little or no breath support
Rhythm/Tempo:
20 Plays all rhythms accurately, appropriate tempo, steady beat
15 Plays most rhythms correctly, appropriate tempo, somewhat steady
beat
10
Plays some rhythms correctly, inappropriate tempo, unsteady beat,
some fumbling
5 Plays few rhythms correctly, no discernable tempo/beat, considerable
fumbling
SCORE
Music Marked:
20 Brings and takes care of own music, music is marked appropriately
15 Brings and takes care of own music, music is mostly marked
10 Brings and takes care of own music, some marking is evident
5 Does not bring or take care of own music, no appropriate markings
SCORE
SCORE
Preparation:
20 Thoroughly prepared
15 Quite well prepared
10 Not very well prepared
5 Unprepared
GRADE
UNION MIDDLE SCHOOLS
Percussion Assessment
Name_______________________________________________Date________________
Selection____________________________________________
Rhythm:
SCORE
20 Appropriate tempo, steady beat
15 Appropriate tempo, somewhat steady beat
10 Inappropriate tempo, unsteady beat
5 No discernable tempo, beat
SCORE
Dynamics:
20 Follows all dynamic markings
15 Follows most dynamic markings
10 Somewhat follows dynamic markings
5 Ignores dynamic markings
SCORE
Preparation:
20 Thoroughly prepared
15 Quite well prepared
10 Not very well prepared
5 Unprepared
Rhythm/Technique:
20 Plays all rhythms correctly, no fumbling, uses all appropriate sticking,
SCORE
outstanding instrument technique and posture
15 Plays most rhythms correctly, very little fumbling, mostly appropriate
sticking, good instrument technique and posture
10 Plays some rhythms correctly, some fumbling, some appropriate
sticking, fair instrumental technique and posture
5 Plays few rhythms correctly, considerable fumbling, no appropriate
instrumental technique and poor posture
Music Marked:
SCORE
20 Brings and takes care of own music, music is marked appropriately
15 Brings and takes care of own music, music is mostly marked
10 Brings and takes care of own music, some marking is evident
5 Does not bring or take care of own music, no appropriate markings
GRADE

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