Young 1

Curriculum Guide
High
School Band
Young 2
Philosophy:
Music is an art form that should be available to all students who wish to seek the
opportunit! "t helps to develop man values in students intellectuall# emotionall#
phsicall# personall# and sociall! $bove all else# music is a form that defines the
culture of the world and define individualit! %ithout it# the world would be a haunting
and silent place to imagine!
&Music is a high revelation that all wisdom and philosoph!!!!!&
'udwig (an Beethoven
"t is believed b man that music enhances the )ualit of each individual*s life b
e+panding one*s mind and thought process! %ith this in mind# it is essential to reach
children and student of all ages to continue this culture and tradition! "t is m personal
hope# that music will create a life changing e+perience for all students# no matter if their
Young ,
future career is involved in music or not!
Outline: $s a participant in the middle school band program# students will grow in
their understanding and skills as a musician! Students are encouraged to seek out public
performances# along with those set in the academic calendar! -hrough this curriculum#
students will.
Standards:
Sing# alone and with others# a varied repertoire of music
/erform on instruments# alone and with others# a varied repertoire of music
"mprovise melodies# variations# and accompaniments
Compose and arrange music within specified guidelines
0ead and notate music
'isten to# anal1e# and describe music
2nderstand relationships between music# the other arts# and disciplines outside the
arts
3valuate music and musical performances
2nderstand music in relation to histor and culture
Young 4
Objectives:
5eveloping effective communication skills through group work
/articipation to activel involve the student*s in a musical setting
$chieve desirable character traits such as responsibilit# leadership# and
accountabilit
Create a willingness and motivation to learn and achieve on a self based level
-o create a venue for student to feel comfortable to e+press and emote artistic skills
through music
Become accustomed to literature of man different cultures and time periods
$bilit to anal1e performance and make scholarl decisions on the )ualit of
performance
Create a roadmap of fundamentals and foundation for the students to become an
effective self evaluator and teacher
Create life long learners
9 Week Schedule:
%eek 16
0epertoire6
Young 7
8esu Meine 9reude :8!S! Bach;
9irst Suite in 9 :Gustav Holst;
Goals6
2se of effective sight reading skills b first anal1ing individual*s part
Characteristic tone in both chorale and the 9irst Suite
5eveloping ear training to hear pitch in the brain before plaing
3ffectivel singing parts in order to transfer to the instrument
$nal1e other recording to decide what is desired
Standards6
Singing# alone and with others# a varied repertoire of music!
/erforming on instruments# alone and with others# a varied repertoire of music
0eading and notating music
3valuating music and music performances
%eek 26
0epertoire6
Bach Chorale from 16 Chorales by J.S. Bach :Mahew 'ake;
9irst Suite in 9 :Gustav Holst;
Goals6
Young <
-o learn to stor behind the music being performed
'earn the background of the composers
$ccomplish difficult rhthms through improvising the notes on a single concert pitch
Standards6
/erforming on instruments# alone and with others# a varied repertoire of music
"mprovising melodies# variations# and accompaniments
0eading and notating music
2nderstanding music in relation to histor and culture
%eek ,
0epertoire6
Bach Chorale from 16 Chorales by J.S. Bach :Mahew 'ake;
"rish -une from Count 5err :/erc Grainger;
Goals6
2se of effective sight reading skills b first anal1ing individual*s part
5eveloping ear training to hear pitch in the brain before plaing
3ffectivel singing parts in order to transfer to the instrument
-o transfer skills of musicianship from the Chorale and Holst to the work b Grainger
-o understand the histor and purpose behind the folk songs Grainger chose
-o describe the difference between the vocal recordings of the original folk songs and
Young =
Grainger*s version
Standards6
Singing# alone and with others# a varied repertoire of music!
/erforming on instruments# alone and with others# a varied repertoire of music
0eading and notating music
3valuating music and music performances
2nderstanding music in relation to histor and culture
%eek 4
0epertoire6
Ma>or Scales6 C Ma>or# 9 Ma>or# and G Ma>or :$ll kes in concert repertoire;
"rish -une from Count 5err :/erc Grainger;
Goals6
-o recall significant features of Grainger and his work
-o pla through the entire piece# effectivel with musicianship and attention to details
-o learn scales with no accidentals# one sharp# and one flat in the Ma>or mode
Standards6
Singing# alone and with others# a varied repertoire of music!
/erforming on instruments# alone and with others# a varied repertoire of music
0eading and notating music
Young ?
2nderstanding music in relation to histor and culture
%eek 7
0epertoire6
Scales6 CM# GM# and 9M
"rish -une from Countr 5err :/erc Grainger;
Goals6
-o pla through an assessment of scales# scoring a =7@ or above
-o transfer knowledge of scales to make repertoire easier under the fingers
-o spell and notate notes in a CM# GM# or 9M chord
-o use knowledge of scales and degrees of pitches to discuss intonation of pitches
Standards6
Singing# alone and with others# a varied repertoire of music!
/erforming on instruments# alone and with others# a varied repertoire of music
0eading and notating music
Young A
%eek <
0epertoire6
Scales6 Cm# Gm# 9m
9irst Suite in 9 :Gustav Holst;
"rish -une from Count 5err :/erc Grainger;
Goals6
$ solid understanding of the difference between Ma>or and Minor kes
$n understanding of how scales incorporate into the repertoire
2nderstanding of how to label and write ma>or and minor chords
0ecall problematic areas in each tune that are similar and transfer each from song to
song
-o improvise scales b using scale patterns
Standards
Singing# alone and with others# a varied repertoire of music!
/erforming on instruments# alone and with others# a varied repertoire of music
0eading and notating music
"mprovising melodies# variations# and accompaniments
%eek =
Young 1B
0epertoire6
Scales6 Cm# Gm# 9m
9irst Suite in 9 :Gustav Holst;
"rish -une from Count 5err :/erc Grainger;
Goals6
-o pla through an assessment of scales# scoring a =7@ or above
-o transfer knowledge of scales to make repertoire easier under the fingers
-o spell and notate notes in a Cm# Gm# or 9m chord
-o use knowledge of scales and degrees of pitches to discuss intonation of pitches
-o pla through each piece with AB@ accurac of notes
-o pla through each piece with a high level of musicianship and attention to detail
Standards6
Singing# alone and with others# a varied repertoire of music!

/erforming on instruments# alone and with others# a varied repertoire of music!
0eading and notating music
%eek ?
0epertoire6
Bach Chorale :8!S! Bach;
9irst Suite in 9 :Gustav Holst;
Young 11
"rish -une from Count 5err
Goals6
/la through concert music selections with AB@ accurac in a chamber section
:$ssessment;
-ransfer knowledge from previous = weeks to work towards the final product and
goal
Standards6
Singing# alone and with others# a varied repertoire of music!
/erforming on instruments# alone and with others# a varied repertoire of music
0eading and notating music
%eek A
0epertoire6
Bach Chorale :8!S! Bach;
9irst Suite in 9 :Gustav Holst;
"rish -une from Count 5err
Goals6
Young 12
/la through concert music selections with AB@ accurac in a chamber section
:$ssessment;
-ransfer knowledge from previous = weeks to work towards the final product and
goal
Standards6
Singing# alone and with others# a varied repertoire of music!
/erforming on instruments# alone and with others# a varied repertoire of music
0eading and notating music
$ssessment of Scales
Major Minor Minor
C h i l d N a m e
T o n e 1 2 3 4 5 1 2 3 4 5
N o t e A c c u r a c y 1 2 3 4 5 1 2 3 4 5
R h y t h m ( Q u a r t e r , e i g h t h ) 1 2 3 4 5 1 2 3 4 5
P i t c h a n d n t o n a t i o n 1 2 3 4 5 1 2 3 4 5
T o t a l !
C o m m e n t " !
$ssessment Cumerals6
Young 1,
1D Co 3ffort
2D /oor :Most rhthms# notes# and pitches are inaccurate! -one is also is not
at there;
,D 9air :Some rhthms# notes# and pitches are accurate! -one is average;
4D 3+cellent :Most rhthms# notes# and pitches are accurate! -one is above
average;
7D Superior :$ll rhthms# notes# and pitches were correct! -one is highl
desirable;
$ssessment of 0epertoire
First Suite I rish Tune I rish Tune
C h i l d N a m e
T o n e 1 2 3 4 5 1 2 3 4 5
N o t e A c c u r a c y 1 2 3 4 5 1 2 3 4 5
R h y t h m 1 2 3 4 5 1 2 3 4 5
P i t c h a n d n t o n a t i o n 1 2 3 4 5 1 2 3 4 5
# u " i c i a n " h i $ 1 2 3 4 5 1 2 3 4 5
T e m $ o 1 2 3 4 5 1 2 3 4 5
T o t a l
C o m m e n t " !
$ssessment Cumerals6
1D Co 3ffort
2D /oor :Most rhthms# tempos# notes# and pitches are inaccurate! -one is
Young 14
also not present as well as musicianship;
,D 9air :Some rhthms# tempos# notes# and pitches are accurate! -one is
average as well as musicianship ;
4D 3+cellent :Most rhthms# tempos# notes# and pitches are accurate! -one is
above average as well as musicianship;
7D Superior :$ll rhthms# tempos# notes# and pitches were correct! -one is
highl desirable;
Sources
Hutchinson# Brian! &High School Band Curriculum!& High School Band Curriculum!
%inslow High School# n!d! %eb! 27 $pr! 2B1,!
&Cational Standards for Music 3ducation!& NAfME National Association for Music
Education! C!p!# n!d! %eb! 27 $pr! 2B1,!