MUED 373 Curriculum Project

Nanda Azevedo, Adam Gough, Hersey Lane, Sydney Seed, and Zach Winkworth

James Madison University

 Section 1: Community Context

The school district is located in Pittsylvania County, Virginia. Within Pittsylvania

County, the general residential demographic consists of: 75% White, 21% Black, 3% Hispanic,
and 1% Other (includes biracial, American Indian, and Asian). 45% of students in Pittsylvania
County qualify for free lunch, which is determined when a household’s annual income is less
than $15,171. Additionally, 9% of students qualify for reduced lunch, which is determined when
a household’s annual income is less than $21,590. The median annual income in Pittsylvania
County is $41,824, and 17% of residents are below the poverty line. This is 6% higher than
Virginia’s state average of 11%, and the average family income is $23,191 lower than the
Virginia state average of $65,015. 14% of residents within Pittsylvania County have obtained a
bachelor’s degree, which contrasts with Virginia’s state average of 36%. The Pittsylvania County
school system has an average graduation rate of 88%, which contrasts with Virginia’s state
average of 85%. While the White and Black students in the school district pull up the average,
only half of the Hispanic students graduate, and only 57% of students with disabilities graduate.
While Pittsylvania County’s students with disabilities graduation rate is higher than Virginia’s
average of 53%, more needs to be done to increase graduation rates.
With regards to the primary stakeholders in the education system within Pittsylvania
County, 68% of funding is supplied from the state, which equates to 56.4 million dollars. The
state, along with parents, school board members, teachers, administrators, and students are
stakeholders who have played an integral role in establishing and maintaining the Pittsylvania
County education system.
The industrial and economic base of the district is divided into four primary areas of
function. These areas include: Administration, Production, Management, and Construction &
Extraction. The primary income within Pittsylvania County is supplied primarily through these
four areas.
Outside of the Pittsylvania County school system, the primary source of cultural and
musical opportunities available to students comes from Danville Community College, which is
located in Pittsylvania County. Danville Community College provides an educational
opportunity for a variety of individuals that reaches beyond the residents of Pittsylvania County.
As a result, Danville Community College provides a platform for cultural diversity and
opportunity within the district. Additionally, the college promotes the chance for musical
students to seek additional musical opportunities.
Due to a lack of community resources, music educators should expect that very few
students, if any, will be able to take private lessons. This means the curriculum must address
detailed individual development, in addition to ensemble development. The curriculum must
teach students how to practice improving aspects such as tone, rhythm, and increasing tempo, on
their own. In focusing on creating strong independent musicians, the ensemble will play more
confidently, and at a higher level overall.
 Section 2: Program Description

Schools/Music Teachers:
● There are 20 public K-12 schools, and 4 private K-12 schools.
● 9,821 students are currently enrolled in Pittsylvania County Schools.
● 5 elementary school music teachers each teach at two elementary schools.
● Each middle and high school has one instrumental music teacher.

Ensembles:
Concert Band- This course is intended for students who play woodwind, brass, and percussion
instruments. Students who do not currently play an instrument, but wish to learn one, are also
welcome. Those enrolled in this course will focus on ensemble literature and some solo
repertoire while also learning lessons in Theory and History. This band does not require an
audition.
Wind Ensemble- This course is intended for advanced students who play woodwind, brass, and
percussion instruments. It is focused on performing high level wind band literature at school and
community events. Students will also be given the opportunity to explore chamber music and
solo repertoire, as well as learn lessons in Theory and History. This band requires an audition for
entry prior to the beginning of each school year. The audition will consist of major scales, and
excerpts selected by the band director.
Orchestra- This course is intended for students who play string instruments. Students who do not
currently play an instrument, but wish to learn one, are also welcome. Those enrolled in this
course will focus on ensemble literature and some solo repertoire while also learning lessons in
Theory and History. This orchestra does not require an audition.
Symphony Orchestra- This course is intended for the most advanced instrumentalists in the
school’s music program. It is focused on performing high level literature at school and
community events. Students will also be given lessons in Theory and History. This group
requires an audition for entry prior to the beginning of each school year. The audition will
consist of major scales, minor scales, sight reading, and prepared excerpts selected by the band
director.

Electives:
Jazz Improvisation- This course focuses on aspects of jazz music, and specifically improvisation
within jazz. There will be lessons on jazz history, standard jazz repertoire, and fundamental skills
needed for improvisation. The second half of the year will be spent with students playing in
small combos.
General Music- In this course students will be invited to sing, or learn to play an instrument.
Students will learn about melody, harmony, bass line, and musical form. Students will be able to
play or sing on their own, as well as in groups. Composition, music technology, and music for
social justice will also be explored in this course.
Music Theory- This course would introduce students to the fundamentals of Western Music
Theory such as scales, chords, and intervals. Once comfortable with these concepts, students
would learn about harmony, counterpoint, form, and how to analyze a piece of Western Classical
music. Students will also be introduced to aural skills in relation to the concepts they are
learning.

Scheduling:
● Pittsylvania County operates under a 4x4 block schedule. Students take a total of 8
courses, which are split into two days of four courses each.
● Students must take 1 course throughout their high school career in “Fine Arts or Career &
Technical Education.” Music classes satisfy this requirement.

Section 3: Program Philosophy

Mission Statement: To inspire collaborative, expressive, and lifelong musicianship.

Vision Statement: Every student has the opportunity to explore the versatility of music.

The Pittsylvania County instrumental music program incorporates principles that embody the
role of the educator with regards to the program. These guiding principles for instruction include
the following:
● Students will have opportunities to creatively engage in music making by exploring their
individual sound, as well as their contribution to the collective group.
● The music educator will provide varying musiking experiences that are inclusive of
differing music genres, cultures, learning styles, and ability levels.
● The music educator will be modern, and adaptive to student’s interests, as well as current
on technological advances.

Additionally, the primary objectives of the instrumental music program include:

● Students will be technically proficient on their primary instrument, as well as any
secondary instruments, or other mediums.
● Students will be able to understand and incorporate aspects of music such as notating,
reading, composing, improvising, audiating, and singing.
● Students will become acquainted with a variety of musical styles, as well as background
and/or cultural aspects associated with material.
● Students will advance their individual musical integrity through understanding concepts
related to musicianship.
● Students will develop professional skills with regards to proper etiquette, responsibility,
and respect for peers and authoritative personnel.
 Section 4: Curriculum

Introduction

This curriculum has been based off of the principles highlighted in the National Core Arts
Standards. These guiding principles are creating, performing, responding, and connecting.
Students will create new music on their own throughout the levels. They will perform a varied
repertoire of music written in different time periods, and they will also respond to, and connect
with music through various research projects.

Table

Level 1: Developing Musician - Concert Band and Orchestra

Year Objectives: Students will be able to perform Grade 1-2 ensemble and solo repertoire,
create short melodies with accompanying bass lines, and research and present a piece of music
to the class that has cultural or social significance to them.

Literature/Materials: Students in the Concert Band will perform “El Taco Picante” by Robert
Sheldon, “Star Wars: The Last Jedi” by John Williams, arranged by Robert Longfield, “Of
Days Gone By” by Mark Slater, and “Spy Chase” by Brant Karrick. They will also be working
out of the “Sound Innovations for Concert Band Book 1” and choosing their own solo
repertoire.
Students in the Orchestra will perform “Two Celtic Dances” arranged by Bob Philips,
“Avatar” by Doug Spata, “Passacaglia” by Gary Fagan, and “Uptown Funk” by Bruno Mars,
arranged by Michael Story. They will also be working out of the “String Explorer Book 1” and
choosing their own solo repertoire.

September Concert Band: Students will explore the different instruments in the band to
determine which one they would like to play. They should be able to identify
all of the instruments in the band. The group will begin learning fingerings
and working in “Sound Innovations for Concert Band Book 1”.

Orchestra: Students will explore the different instruments in the orchestra to

determine which one they would like to play. They should be able to identify
all of the instruments in the orchestra. The group will begin learning notes
and working in “String Explorer Book 1.”

October Concert Band: Students will be able to identify slur and staccato markings
as well as play notes with those articulations as well as legato notes. They
will also be working in “Sound Innovations for Concert Band Book 1” and
learning short pieces in B-flat major.

Orchestra: Students will be able to identify bowing symbols, play up and

down strokes, and play arco as well as pizzicato. Students will continue to
 work in “String Explorer Book 1” and play short pieces in G major.

November Concert Band: Students will continue to work in “Sound Innovations for
Concert Band Book 1” to learn short pieces in B-flat Major and F major.
They will also begin working on “Star Wars: The Last Jedi.” Students will be
asked to listen to the original music from the movie and identify the themes
they are playing in this arrangement as well as what may be different.

Orchestra: Students will continue to work in “String Explorer Book 1” to

learn short pieces in G major and D major. They will also begin working on
“Uptown Funk.” Students will be asked to listen to the original song and
identify where the part they play in this arrangement comes from in the
original song.

December Concert Band: Students will work on short pieces in the keys of B-flat, F,
and C major in “Sound Innovations for Concert Band Book 1.” They will
also prepare “El Taco Picante” along with continuing with “Star Wars: The
Last Jedi.” Both of these selections will be presented on the Winter Concert
at the end of the month.

Orchestra: Students will keep working on short pieces in the keys of G and
D major. They will also work on “Uptown Funk” as well as add “Two Celtic
Dances” to be performed on the Winter Concert at the end of the month.

January Concert Band: Students will keep working on the keys of B-flat, F, and C
major and will perform one of the short pieces from the “Sound Innovations
for Concert Band Book 1” for the class as a solo. Students will begin writing
a short melody (at least 16 bars in 4/4) of their own in one of the previously
mentioned keys. They will also begin working on “Of Days Gone By.”

Orchestra: Students will keep working on the keys of G and D major and
will perform one of the short pieces from the “String Explorer Book 1” for
the class as a solo. Students will begin writing a short melody (at least 16
bars in 4/4) of their own in one of the previously mentioned keys. They will
also begin working on “Avatar.”

February Concert Band: Students will turn in their completed melodies. The class
will play through each person's melody and give feedback on them. They will
also begin to learn about bass lines and play several examples provided by
the teacher. The class will continue to work on “Of Days Gone By.”

Orchestra: Students will turn in their completed melodies. The class will
play through each person's melody and give feedback on them. They will also
begin to learn about bass lines and play several examples provided by the
teacher. The class will continue to work on “Avatar.”

March Concert Band: Students will edit their melodies based on any feedback they
 receive and write their own bass lines to accompany their melodies. Students
will continue to work through “Sound Innovations for Concert Band Book 1”
and “Of Days Gone By.” They will also begin learning “Spy Chase.”

Orchestra: Students will edit their melodies based on any feedback they
receive and write their own bass lines to accompany their melodies. Students
will continue to work through “String Explorer Book 1” and “Avatar.” They
will also begin learning “Passacaglia.”

April Concert Band: Students will turn in their completed melodies with
accompanying bass lines. The class will play through these with half of the
class playing the melody and half of the class playing the accompanying bass
line. The class will then vote on one of these pieces to be presented on their
Spring Concert. They will continue to work on “Of Days Gone By” and “Spy
Chase” as well.

Orchestra: Students will turn in their completed melodies with

accompanying bass lines. The class will play through these with half of the
class playing the melody and half of the class playing the accompanying bass
line. The class will then vote on one of these pieces to be presented on their
Spring Concert. They will continue to work on “Avatar” and “Passacaglia” as
well.

May Concert Band: Students will choose a solo piece either from “Sound
Innovations for Concert Band Book 1” or elsewhere that has been approved
by the teacher and begin preparing it. They will continue to work on “Of
Days Gone By” and “Spy Chase.” They will also be asked to select a song
that is culturally or social significant to them to begin researching.

Orchestra: Students will choose a solo piece either from “String Explorer
Book 1” or elsewhere that has been approved by the teacher and begin
preparing it. They will continue to work on “Avatar” and “Passacaglia.” They
will also be asked to select a song that is culturally or social significant to
them to begin researching.

June Concert Band: Students will perform “Of Days Gone By,” “Spy Chase,”
and the winning original composition on the Spring Concert. Students will
each perform a solo of their choosing for the class. Any student who wishes
to perform a solo or duet piece on the concert will be invited to do so as well.
They will also present the song they chose to research and the information
they found about it to the class.

Orchestra: Students will perform “Avatar,” “Passacaglia,” and the winning

original composition on the Spring Concert. Students will each perform a
solo of their choosing for the class. Any student who wishes to perform a
solo or duet piece on the concert will be invited to do so as well. They will
 also present the song they chose to research and the information they found
about it to the class.

First 5 Concert Band:

Weekly Week 1: Students will have the opportunity to test several different
Objectives: instruments. They will also learn basic information about the different
instrument families.
Week 2: Students may continue to test instruments if needed but must select
an instrument by the end of the week. They will begin learning fingerings for
notes in the B-flat major scale.
Week 3: Students will continue to learn fingerings and begin exploring
“Sound Innovations for Concert Band Book 1.”
Week 4: Students will learn what a slur marking is. They will apply this
articulation to the notes in the B-flat major scale. They will also continue
working in “Sound Innovations for Concert Band Book 1.”
Week 5: Students will learn new pitch patterns using the notes in the B-flat
major scale and play them slurred and with legato tonguing. They will learn
what a staccato marking looks like and begin applying this to these pitch
patterns as well. They will also continue working in “Sound Innovations for
Concert Band Book 1.”

Orchestra:
Week 1: Students will have the opportunity to test several different
instruments. They will also learn basic information about the different
instruments in an orchestra.
Week 2: Students may continue to test instruments if needed but must select
an instrument by the end of the week. They will begin learning the notes in
the G major scale.
Week 3: Students will continue to learn new notes and begin exploring
“String Explorer Book 1.”
Week 4: Students will learn what down bow and up bow markings look like.
They will apply these strokes to notes in the G major scale. They will also
continue working in “String Explorer Book 1.”
Week 5: Students will learn new pitch patterns using the notes in the G major
scale and play them arco. They will also learn about pizzicato playing and
begin applying this to these pitch patterns as well. They will also continue
working in “String Explorer Book 1.”

Level 2: Skilled Musician - Concert Band and Orchestra

Year Objectives: Students will be able to perform grade 3-4 ensemble and solo repertoire by
the end of the year, and will also be able to compose melodies and harmonies using more
complex rhythms than only quarter and eighth notes over an accompanying bass line. Students
will be able to perform all 12 major scales. Students will also be required to make a
presentation based on one of their favorite music composers of any genre and then present it to
the class.

Literature/Materials: Concert Band will perform “Into the Storm” by Robert W. Smith,
“Nimrod” from Enigma Variations by Edward Elgar, arranged by Alfred Reed, “Black Horse
Troop” by John Philip Sousa, “Children’s March” by Percy Grainger, “Rampage!” by Todd
Stalter, “Elsa’s Procession to the Cathedral” by Richard Wagner and transcribed by Lucien
Cailliet, and “1812 Overture” by Peter Tchaikovsky, arranged by Mark Williams. Students will
also be working out of the “Measures of Success” method book and “42 Chorales for Band”
books for Concert Band.

Orchestra students will perform “The Lord of the Rings Symphonic Suite” arranged by John
Whitney, “An American In Paris Suite” by George Gershwin and arranged by John Whitney,
“The Firebird” (Berceuse and Finale) by Igor Stravinsky and arranged by Jack Bullock,
“William Tell Overture” by Gioacchino Rossini and arranged by Lilli Lehmann, “New World
Symphony” by Antonin Dvorak and arranged by Merle J. Isaac, and “Girl with the Flaxen
Hair” by Claude Debussy and arranged by Roy Phillippe. Students will work out of the
“Orchestra Expressions, Book Two” method book and the “Bach Chorales for Strings” book.

September Concert Band: Students can play through 2 of the 12 major scales. The first
two introduced will be concert C and G. Scales will be played in eighth notes
at at least 100 bpm. Students will begin working out of the “Measures of
Success” (MoS) method book and work on exercises written in concert C and
G. Students will warm-up each class as a full ensemble out of the “42
Chorales for Band” book. Chorales 1-4 will be used as warm-ups this month.

Orchestra: Students can play through 2 of the 12 major scales, starting with
C and then G. Scales will be played in eighth notes at at least 100 bpm.
Students will begin working out of the “Orchestra Expressions” (OE) method
book. They will be introduced to chorale #1.

October Concert Band: Students can play through 4 of the 12 major scales (concert
D and A will be added this month) and continue working in the MoS method
book, focusing on exercises in D and A. Students will start working on “Into
the Storm”. Students will be introduced to chorales 5-8 and will play chorales
1-8 from “42 Chorales for Band” lyrically as warm-ups this month.

Orchestra: Students can play through 4 of the 12 major scales (concert D

and A added this month) and continue to work out of the OE method book.
They will be introduced to chorales 2 and 3 from the Bach Chorale book.
They will begin performance preparation of “The Firebird.” They will begin
practicing slurring articulations.

November Concert Band: Students can play through 6 of the 12 major scales in eighth
 notes at 100 bpm (concert E and B will be added this month) and continue
working in the MoS method book, focusing on exercises in E and B. Students
will continue working on “Into the Storm” and begin working on “Black
Horse Troop” by John Phillip Sousa. These two pieces will be performed on
the upcoming winter concert. Students will be introduced to chorales 9-12
from the chorale book and will play chorales 1-12 as warm-ups.

Orchestra: Students can play through 6 of the 12 major scales in eighth

notes at 100 bpm (concert E and B will be added this month). They will
continue working in the OE method book, and will be introduced to chorales
4-6 from the Bach Chorale book. They will continue performance preparation
of “The Firebird” and will begin working on “Girl with the Flaxen Hair”.
They will continue working on slurring notes this month during warm-up
time and when rehearsing “Girl with the Flaxen Hair”

December Concert Band: Students can play through 8 of the 12 major scales in eighth
notes at 100 bpm (concert F# and C# will be added this month) and continue
working in the MoS method book, focusing on exercises in F# and C#.
Students will continue working on “Into the Storm” and “Black Horse
Troop” for the winter concert. Students will be introduced to chorales 13-16
and will be able to play them lyrically during warm-ups.

Orchestra: Students can play through 8 of the 12 major scales in eighth

notes at 100 bpm (concert F# and C# will be added this month) and continue
working out in the OE method book. They will be introduced to chorales 7-9
from the Bach Chorale book, and will finalize their preparation of “The
Firebird” and “Girl with the Flaxen Hair” for their winter concert. They will
continue their practice of slurring notes during warm-up time.

January Concert Band: Students can play through 10 of the 12 major scales in eighth
notes at 100 bpm (concert Ab and Eb will be added this month) and continue
working in the MoS method book, focusing on exercises in Ab and Eb.
Students will begin working on “Nimrod” from Elgar’s Enigma Variations
and “Children’s March” for the Spring concert in March. Students will be
introduced to chorales 17-23 and be able to play them lyrically during warm-
up. Students will choose any composer they wish for their presentation
project and begin researching. Students will also pick a small solo excerpt out
of the MoS method book to play for the class at the end of the semester.

Orchestra: Students can play through 10 of the 12 major scales in eighth

notes at 100 bpm and be able to incorporate slurs in their scales (concert Ab
and Eb will be added this month). They will continue working in the OE
method book and will be introduced to chorales 10-12. They will begin
working on “The Lord of The Rings Symphonic Suite” for their spring
concert, and will begin working on their composer presentation project for
the end of the semester. Students will also pick a short solo excerpt out of the
 OE book to perform for their class at the end of the semester.

February Concert Band: Students can play through all 12 major scales in eighth notes
at 100 bpm (concert Bb and F will be added this month) and continue
working in the MoS method book, focusing on exercises in Bb and F.
Students will continue working on “Nimrod” as well as “Children’s March”
for the Spring concert. Students will continue practicing their solo excerpts
outside of class and during devoted class time, and will also continue
researching and working on their composer presentation project for the end
of the semester. Students will be introduced to chorales 24-28 and be able to
play them lyrically during warm-up time.

Orchestra: Students can play through all 12 major scales in eighth notes at
100 bpm with being able to incorporate slurs (Bb and F added this month).
They will continue working in the OE method book and will be introduced to
chorales 13-16. They will continue performance preparation of “The Lord of
The Rings” and will start working on “An American In Paris” suite. They
will continue their work on their composer presentation projects and their
solo excerpts.

March Concert Band: Students can play through all 12 major scales by the end of
the month for a test grade in eighth notes at 100 bpm. Students will continue
working on different exercises in the MoS method book, focusing on all keys.
Students will finalize work on “Nimrod” and “Children’s March” and
perform at the Spring concert. After the concert, students will begin working
on “Rampage!” and “1812 Overture”. Students will continue practicing their
solo excerpts and their work on their composer presentations. They will also
be introduced to chorales 29-33 and be able to play them lyrically during
warm-up time.

Orchestra: Students can play through all 12 major scales in eighth notes and
with slurs at 100 bpm for a test grade at the end of the month. They will
finalize their performance preparation of “The Lord of The Rings Suite” and
“An American In Paris Suite” for their spring concert. After their concert
they will begin working on “William Tell Overture” for their final concert.
They will continue working in the OE method book and will be introduced to
chorales 17-19. Students will continue working on their composer
presentations and their solo excerpts.

April Concert Band: Students will continue performance preparation of

“Rampage!”, “1812 Overture”, and will begin working on “Elsa’s Procession
to the Cathedral”. Students will continue working out of the MoS book and
will be introduced to chorales 34-37 out of the choral book and be able to
play them lyrically during warm-up time. They will continue practicing their
solo excerpts and their work on their composer presentations.
 Orchestra: Students will continue performance preparation of “William Tell
Overture” and will begin working on “New World Symphony”. They will
continue working in the OE method book and will be introduced to chorales
20-23. They will continue working on their composer presentations and their
solo excerpts.

May Concert Band: Students will continue performance preparation of

“Rampage!”, “1812 Overture”, and “Elsa’s Procession to the Cathedral”.
They will continue working out of the MoS book with different exercises
covering all 12 keys, and will be introduced to chorales 38-40 and be able to
play them lyrically during warm-up time. They will continue practicing their
solo excerpts and will present their composer presentations at the end of the
month.

Orchestra: Students will continue performance preparation of “William Tell

Overture” and “New World Symphony” and will be able to play both with
the correct pitches and rhythms. They will be introduced to chorales 24-26
and continue working in the OE method book. They will present their
composer presentations at the end of the month and finalize their
performance preparation of their solo excerpts.

June Concert Band: Students will finalize performance preparation of

“Rampage!”, “1812 Overture”, and “Elsa’s Procession to the Cathedral” and
will perform them on the final concert of the semester. They will be
introduced to chorales 41-42 and will be able to play any of the chorales from
the book lyrically during warm-up time. They will perform their solo
excerpts for each other in class.

Orchestra: Students will finalize performance preparation of “William Tell

Overture” and “New World Symphony” for their final concert of the
semester. They will be introduced to chorales 27 and 28 and will play any of
the chorales for warm up this month. They will perform their solo excerpts
during class time at the end of the month.

First 5 Concert Band:

Weekly Week 1: Students can play through a concert C scale with the correct notes
Objectives: and articulations. They can play through chorale #1 with the correct notes,
articulations, and dynamics.
Week 2: Students can play through both concert C and G scales with the
correct notes and articulations. They can play chorales 1, 2, and 3 with the
correct notes, articulations, and dynamics.
Week 3: Students can play through both concert C and G scales with the
correct notes, articulations, and up to tempo. They can play through chorales
1, 2, 3, and 4 with the correct notes, articulations, and dynamics.
Week 4: Students can play through “Into the Storm” with the correct notes.
They can play through a concert D scale with the correct notes, articulations,
 and up to tempo, playing eighth notes at 100 bpm. They can play chorales 1-6
with the correct notes, articulations, and dynamics.
Week 5: Students can play through “Into the Storm” with the correct notes
and rhythms slightly under the intended tempo. They can play a concert A
scale with the correct notes, articulations, and up to tempo. They can play
chorales 1-8 with the correct notes, articulations, rhythms, and dynamics.

Orchestra:
Week 1: Students can play through a C scale with the correct notes and
bowings. They can play through chorale #1 with the correct notes, bowings,
and dynamics.
Week 2: Students can play through both their C and G scales with the correct
notes and bowings.
Week 3: Students can play through both their C and G scales with the correct
notes and bowings up to tempo and can also play through chorale #1 with the
correct notes and bowings.
Week 4: Students can play through their D scale with the correct notes and
bowings up to tempo. They can also play chorale #2 with the correct notes
and bowings.
Week 5: Students can play through their A scale with the correct notes and
bowings up to tempo. They can also play chorale #3 with the correct notes
and bowings. They can play through “The Firebird” with all correct notes.

Level 3: Experienced Musician - Wind Ensemble and Symphony Orchestra

Year Objectives: Students will be able to perform literature of grades 3-5 as well as solo
repertoire of the same level. Students will complete a short composition or arrangement for a
chamber group of their choice, practice, and perform some of these works at the reception to
the spring concert. Students will each select a challenging solo to work on and perform during
the 2nd semester. Students will also create a musical analysis of their solo, including theory,
history, and performance practice. They will also create a group composition through
experimentation and improvisation.

Literature/Materials: Wind band students will practice, analyze, and perform “All Glory
Told” by James Swearingen, “Appalachian Overture” by James Barnes, “Foundry” by John
Mackey, and “Chorale and Alleluia” by Howard Hanson. Students will also be working out of
“Beyond the Chorale” by Gillingham and Fischer, and will be using either an online program
or staff paper to write out their chamber composition.

Orchestra students will practice, analyze, and perform “October” by Eric Whitacre, “The
Mountain” by Paul O’Neill and John Olivia/arr. Bob Philips, “Game of Thrones” by Ramin
Djawadi/arr. Robert Longfield, “Hungarian Dance No. 5” by Johannes Brahms/arr. Roy
Phillippe, and “Bacchanale” (from “Samson and Delilah”) by Camille Saint-Saens/arr. Merle
Isaac. Students will also be using either an online program or staff paper to write out their
chamber composition. Students will also be working out of “Hymns of Praise” arr. By Stan
Pethel.

September Wind Ensemble: Students can lyrically play through the first 3 works of
“Beyond the Chorale” in one warm up. Students will have selected the wind
ensemble for, and begun planning, their individual composition/arrangement.
Students will sightread through “Foundry” and “Chorale and Alleluia,” and
begin harmonic analysis of each.

Symphony Orchestra: Students can lyrically play through the first 3 works
of “Hymns of Praise” in one warm up, with accurate bowings. Students will
have selected the string/wind ensemble for, and begun planning, their
individual composition/arrangement. Students will sightread through
“October” and “Bacchanale” and begin a harmonic analysis of each.

October Wind Ensemble: Students can lyrically play through works 4-6 or any 3
work combination of 1-6 of “Beyond the Chorale” in one warm up. Students
will have a rough draft of their small composition prepared. Performance
practice will continue on “Foundry” and “Chorale and Alleluia” and students
will create a project about “Found” instruments in their day to day lives.

Symphony Orchestra: Students can lyrically play through works 4-6 or any
3 work combination of 1-6 of “Hymns of Praise” in one warm up, with
accurate bowings. Students will have a rough draft of their chamber
composition prepared. Performance practice will continue on “October” and
“Bacchanale” and students will sight-read through “Hungarian Dance No. 5.”
Students will begin an instrument research project to study any technique or
aspect of their instrument they had always wanted to know about.

November Wind Ensemble: Students will present their “found” instrument projects.
Students can lyrically play through works 7-9 or any 3 work combination of
1-9 of “Beyond the Chorale” in one warm up. Performance practice will
continue on “Foundry,” and “Chorale and Alleluia” and students will sight-
read through “All Glory Told” and “Appalachian Overture.” Then, students
will pick one of the 4 pieces to do an in depth project on including: analysis,
composer information, and information on the creation of the piece. Students
will have completed their chamber composition project, and will have 2-3
that will be practiced and performed for a chamber group concert in January
and 2-3 to be practiced and performed on the upcoming combined concert.

Symphony Orchestra: Students will present their instrument research

projects. Students can lyrically play through works 7-9 or any 3 work
combination of 1-9 of “Hymns of Praise” in one warm up, with accurate
bowings. Performance practice will continue on “October,” “Hungarian
 Dance No. 5.” and “Bacchanale.” Then, students will pick one of the 3 pieces
to do an in depth project on including: analysis, composer information, and
information on the creation of the piece. Students will have completed their
chamber composition project, and will have 2-3 that will be practiced and
performed for a chamber group concert in January and 2-3 to be practiced
and performed on the upcoming combined concert.

December Wind Ensemble: Students can lyrically play through work 10 or any 3 work
combination of 1-10 of “Beyond the Chorale” in one warm up. Number 10
will also be performed on the combined concert. Students will then perform
their concert set, including the selected chamber compositions and chorale, at
a combined wind and string concert. They will continue work on their score
research projects and begin to consider solo repertoire for the next semester
over break.

Symphony Orchestra: Students can lyrically play through work 10 or any 3

work combination of 1-10 of “Hymns of Praise” in one warm up, with
accurate bowings. Students will then perform their concert set, including the
selected chamber compositions, at a combined string and wind ensemble
concert. They will continue work on their score research projects and begin
to consider solo repertoire for the next semester over break.

January Wind Ensemble: Students will continue to refine performance practice on

their chamber ensembles and will perform a combined concert with the
chamber ensembles from orchestra. Students will also select 1 of the 10
chorales to arrange on their own for any instrumentation, in any style.
Students will read through “All Glory Told” and “Appalachian Overture” and
begin harmonic analysis and performance practice of each. Students will also
present their individual score research projects throughout the month.

Symphony Orchestra: Students will continue to refine performance practice

on their chamber ensembles and will perform a combined concert with the
chamber ensembles from Wind Ensemble. Students will also select 1 of the
10 Hymns to arrange on their own for any instrumentation, in any style.
Students will read through “The Mountain” and “Game of Thrones” and
begin harmonic analysis and performance practice of each. Students will also
present their individual score research projects throughout the month.

February Wind Ensemble: Students will collaborate with the teacher to select a solo
and will be able to play a portion selected by the teacher determined by
student and difficulty. Students will present their completed arrangements of
one of the chorales to the class. Performance practice will continue on “All
Glory Told” and “Appalachian Overture” and students will submit a
harmonic analysis for one of the intros which they may select.

Symphony Orchestra: Students will collaborate with the teacher to select a

 solo and will be able to play a portion selected by the teacher determined by
student and difficulty. Students will present their completed arrangements of
one of the Hymns to the class. Performance practice will continue on “The
Mountain” and “Game of Thrones” and students will submit a harmonic
analysis for the chorus of “Game of Thrones.”

March Wind Ensemble: Students can perform their individual solos for the class
and will workshop each other by pairing up with another soloist. Students
will begin work into researching their chosen solo’s composer and history.
Students will form groups to begin their group composition using instruments
the students can play that may be outside of the normal band
instrumentation., and will begin improvising together and creating their own
song structure. Performance practice on “All Glory Told” and “Appalachian
Overture” will continue, with the main focus being on solo and group work

Symphony Orchestra: Students can perform their individual solos for the
class and will workshop each other by pairing up with another soloist.
Students will begin work into researching their chosen solo’s composer and
history. Students will form groups to begin their group composition using
instruments the students can play that may be outside of the normal
Orchestral instrumentation., and will begin improvising together and creating
their own song structure. Performance practice on “The Mountain” and
“Game of Thrones” will continue, with the main focus being on solo and
group work

April Wind Ensemble: Students will perform their solos at a combined solo
performance night with Symphony Orchestra. Performance practice on “All
Glory Told” and “Appalachian Overture” will continue. Students will present
updates on their solo research project to check for completion. Students will
perform a rough draft of their group composition for the class.

Symphony Orchestra: Students will perform their solos at a combined solo

performance night with Wind Ensemble. Performance practice on “The
Mountain” and “Game of Thrones” will continue. Students will present
updates on their solo research project to check for completion. Students will
perform a rough draft of their group composition for the class.

May Wind Ensemble: Students will perform their concert set, including “All
Glory Told” and “Appalachian Overture,” as well as their group
compositions at a combined spring concert with the Symphony Orchestra.
Students will present their solo research projects throughout the month.
Students will also select a piece of music of any type to transcribe to their
instrument by ear.

Symphony Orchestra: Students will perform their concert set, including

“The Mountain” and “Game of Thrones,” as well as their group compositions
 at a combined spring concert with the Symphony Orchestra.Students will
present their solo research projects throughout the month. Students will also
select a piece of music of any type to transcribe to their instrument by ear.

June Wind Ensemble: Students can perform the piece they transcribed by ear on
their main instrument. Students will select an unfamiliar instrument to create
a short solo for. The composers will work with the students of the selected
instrument, if available, and the solos will be performed by students who play
the main instrument.

Symphony Orchestra: Students can perform the piece they transcribed by

ear on their main instrument. Students will select an unfamiliar instrument to
create a short solo for. The composers will work with the students of the
selected instrument, if available, and the solos will be performed by students
who play the main instrument.

First 5 Wind Ensemble:

Weekly Week 1: Students can read through the 1st and 2nd chorale with accurate
Objectives: notes, dynamics and balance. Students can declare the instrument group for
their composition project. Students can read through “Foundry” and “Chorale
and Alleluia”
Week 2: Students can play the 1st and 2nd chorale before each class with
accurate notes, dynamics and balance. Students can present a harmonic
analysis of the intro of “Choral and Alleluia.” Students will focus on air
support in “Chorale and Alleluia” and technical timing in “Foundry”
Week 3: Students can play through the first 3 chorales at the start of class
with proper musicality. Students will check in with the teacher on the method
they plan on using to create their chamber compositions and present their
ideas to the teacher for assistance. Students can play through the intro of
“Foundry” with proper musicianship.
Week 4: Students can play through the B segment of “Chorale and Alleluia”
with proper musicality and focus on balance. Students can present a harmonic
analysis of the closing of “Chorale and Alleluia”
Week 5: Students can play through any combination of 3 from chorales 1-4
before each class. Students can submit their list of “found” instruments their
project will be based on.

Symphony Orchestra:
Week 1: Students can read through the 1st and 2nd hymn with accurate
notes, phrasing and bowings. Students can declare the instrument group for
their composition project. Students can read through “October” and
“Bacchanale.”
Week 2: Students can read through the 1st and 2nd hymn before each class
with accurate notes, phrasing and bowings. Students can present a harmonic
analysis of the intro of “October.” Students will focus on extended phrases in
“October” and articulation in “Bacchanale.” Students will create a plan for
 bowings together in groups.
Week 3: Students can play through the first 3 hymns at the start of class with
proper musicality. Students will check in with the teacher on the method they
plan on using to create their chamber compositions and present their ideas to
the teacher for assistance. Students can play through the finale of
“Bacchanale” with proper musicality.
Week 4: Students can play through “October” with proper musicality and
careful attention to balance and tone.Students can present a harmonic
analysis of the theme of “Bacchanale”
Week 5: Students can play through any 3 of hymns 1-4 before each class.
Students can submit their topic for their instrument research project.

Level 4: Accomplished Musician - Wind Ensemble and Symphony Orchestra

Year Objectives: Students will be able to perform Grade 5-6 ensemble and solo repertoire,
compose or arrange a piece for a chamber ensemble of their choice with an emphasis on
harmonic and melodic structure, and create a research project based on a score of their
choosing which includes a harmonic analysis, cultural/background history, and a performance
discography.

Literature/Materials:Wind Ensemble will perform “Of Sailors and Whales” by William

Mcbeth, “Fantasy Variations on a Theme of Paganini” by James Barnes and Nicolo Paganini,
“Symphony No. 2” by Frank Ticheli, “The Lord of the Rings (Symphony No. 1)” by Johan De
Meij, and “Lincolnshire Posy” by Percy Grainger. Students will also be working out of
independent solo/etude books, such as the Arban book, the Ferling Etudes for woodwinds, or
the Portraits in Rhythm by Anthony J. Cirone.

Orchestra Students will perform “Andante Cantabile” by Tchaikovsky, “Adagietto from

Symphony No. 5” by Gustav Mahler, “Suite for Strings” by John Rutter, “Capriol Suite” by
Peter Warlock, and “The Four Seasons” by Antonio Vivaldi. Students will also be working out
of the Suzuki Book VI etudes.

September Wind Ensemble: Students will begin working out of their independent
solo/etude books and deciding on two solos: one technical and one lyrical, to
learn for the semester. Additionally, students will begin studying chamber
ensemble composition and determining the ensemble that they will be writing
for. Students will also receive and begin learning “Of Sailors and Whales” by
William Mcbeth, and “Symphony No. 2” by Frank Ticheli.

Symphony Orchestra: Students will begin working out of the Suzuki Book
VI etudes to find two solo etudes to learn throughout the semester: one lyrical
and one technical. Additionally, Students will begin studying chamber
ensemble composition and determining the ensemble that they will be writing
 for. Students will also receive “Andante Cantabile” by Tchaikovsky and
“Suite for Strings” by John Rutter.

October Wind Ensemble: Students will continue working on their solo pieces, with
time set aside in class to practice and perform. Additionally, students will
submit a finalized list for their chamber ensemble composition project.
Students will also continue work on “Of Sailors and Whales” by William
Mcbeth, and “Symphony No. 2” by Frank Ticheli, in addition to
“Lincolnshire Posy” by Percy Grainger.

Symphony Orchestra: Students will continue working on their solo etudes,

with time set aside in class to practice and perform. Additionally, students
will submit a finalized list for their chamber ensemble composition project.
Students will also continue to work on “Andante Cantabile” by Tchaikovsky
and “Suite for Strings” by John Rutter.

November Wind Ensemble: Students will prepare a solo recital where they will have an
opportunity to perform one of their two solos for the class and receive
constructive feedback on aspects for improvement. Additionally, students
will submit a rough draft of their chamber ensemble compositions. Students
will also continue to work on “Of Sailors and Whales” by William Mcbeth,
“Symphony No. 2” by Frank Ticheli, and “Lincolnshire Posy” by Percy
Grainger. In addition to learning to learning the pieces, students will listen to
rehearsal recordings of the piece and turn in constructive feedback.

Symphony Orchestra: Students will prepare a solo recital where they will
have an opportunity to perform one of their two solos for the class and
receive constructive feedback on aspects for improvement. Additionally,
students will submit a rough draft of their chamber ensemble compositions.
Students will also continue to work on “Andante Cantabile” by Tchaikovsky
and “Suite for Strings” by John Rutter. In addition to learning the technical
aspects of the pieces, students will listen to rehearsal recordings of the pieces
and submit constructive feedback on areas of improvement.

December Wind Ensemble: Students will perform a final recital of one of the solos that
they have been working on throughout the semester. For the solo that is not
performed at the recital, students will make a recording and submit it for
feedback. Additionally, students will submit a final draft of their chamber
ensemble composition, which will be graded primarily based on completion,
with quality critiques being supplied as well. Finally, students will perform
“Of Sailors and Whales” by William Mcbeth, “Symphony No. 2” by Frank
Ticheli, and “Lincolnshire Posy” by Percy Grainger in a winter wind
ensemble concert.

Symphony Orchestra: Students will perform a final recital of one of the

etudes that they have been working on throughout the semester. For the etude
 that is not performed at the recital, students will make a recording and submit
it for feedback. Additionally, students will submit a final draft of their
chamber ensemble composition, which will be graded primarily based on
completion, with quality critiques being supplied as well. Finally, students
will perform “Andante Cantabile” by Tchaikovsky and “Suite for Strings” by
John Rutter, in a winter orchestra concert.

January Wind Ensemble: Students will begin studying and selecting a piece for a
score study project that will be due by the end of the semester. This score
study assignment will include a harmonic analysis, cultural/background
history, and a performance discography. Additionally, students will be
assigned chamber ensemble groups and a chamber ensemble composition
from the previous semester to learn. Students will also begin to sight read
new repertoire, which also includes the pieces “The Lord of the Rings
(Symphony No. 1) by Johan De Meij, and “Fantasy Variations on a Theme of
Paganini” by James Barnes and Nicolo Paganini, which will be performed at
the spring wind ensemble concert.

Symphony Orchestra: Students will begin studying and selecting a piece for
a score study project that will be due by the end of the semester. This score
study assignment will include a harmonic analysis, cultural/background
history, and a performance discography. Additionally, students will be
assigned chamber ensemble groups and a chamber ensemble composition
from the previous semester to learn. Students will also begin sight reading
new ensemble repertoire, which also includes the pieces “Adagietto from
Symphony No. 5” by Gustav Mahler, “Capriol Suite” by Peter Warlock, and
“The Four Seasons” by Antonio Vivaldi, which will be performed at the
spring orchestra concert.

February Wind Ensemble: Students will submit the score which they will be using for
their project and an explanation as to why they chose the score that they did,
and the significance it carries. Students will continue to work on their
chamber ensemble groups during class time that is set aside for
sectional/group work. Additionally, students will begin more comprehensive
rehearsals of the pieces “The Lord of the Rings (Symphony No. 1)” by Johan
De Meij, and “Fantasy Variations on a Theme of Paganini” by James Barnes
and Nicolo Paganini.

Symphony Orchestra: Students will submit the score which they will be
using for their project and an explanation as to why they chose the score that
they did, and the significance it carries. Students will continue to work on
their chamber ensemble groups during class time that is set aside for
sectional/group work. Additionally, students will begin more comprehensive
rehearsals of the pieces “Adagietto from Symphony No. 5” by Gustav
Mahler, “Capriol Suite” by Peter Warlock, and “The Four Seasons” by
Antonio Vivaldi.
March Wind Ensemble: Students will submit the cultural/background history
section for their score study project. Additionally, students will informally
perform with their chamber ensemble groups to receive feedback on aspects
to improve upon. Students will also continue rehearsals of the pieces “The
Lord of the Rings (Symphony No. 1)” by Johan De Meij, and “Fantasy
Variations on a Theme of Paganini” by James Barnes and Nicolo Paganini,
with sectional work set aside when needed.

Symphony Orchestra: Students will submit the cultural/background history

section for their score study project. Additionally, students will informally
perform with their chamber ensemble groups to receive feedback on aspects
to improve upon. Students will also continue rehearsals of the pieces
“Adagietto from Symphony No. 5” by Gustav Mahler, “Capriol Suite” by
Peter Warlock, and “The Four Seasons” by Antonio Vivaldi, with sectional
work set aside when needed.

April Wind Ensemble: Students will submit the rough draft of their harmonic
analysis section of their score study project. Additionally, students will create
recordings of their chamber ensemble group pieces and provide feedback on
areas of improvement. A new recording will be made each week to show
progress. Students will also continue rehearsals of the pieces “The Lord of
the Rings (Symphony No. 1)” by Johan De Meij, and “Fantasy Variations on
a Theme of Paganini” by James Barnes and Nicolo Paganini, with less of an
emphasis on technical proficiency and more of a focus on music and stylistic
aspects. Technical discrepancies will be addressed within sectionals.

Symphony Orchestra: Students will submit the rough draft of their

harmonic analysis section of their score study project. Additionally, students
will create recordings of their chamber ensemble group pieces and provide
feedback on areas of improvement. A new recording will be made each week
to show progress. Students will also continue rehearsals of the pieces
“Adagietto from Symphony No. 5” by Gustav Mahler, “Capriol Suite” by
Peter Warlock, and “The Four Seasons” by Antonio Vivaldi, with less of an
emphasis on technical proficiency and more of a focus on music and stylistic
aspects. Technical discrepancies will be addressed within sectionals.

May Wind Ensemble: Students will submit rough drafts of their final score study
projects. Additionally, students will play in a joint recital with the orchestra
class for each group’s chamber ensemble piece which encapsulates feedback
received throughout the semester. Students will also continue to rehearse the
pieces “The Lord of the Rings (Symphony No. 1)” by Johan De Meij, and
“Fantasy Variations on a Theme of Paganini” by James Barnes and Nicolo
Paganini in preparation for the spring concert. Students will listen to
rehearsal recordings of each of the pieces and provide feedback for areas of
improvement.
 Symphony Orchestra: Students will submit rough drafts of their final score
study projects. Additionally, students will play in a joint recital with the wind
ensemble class for each group’s chamber ensemble piece which encapsulates
feedback received throughout the semester. Students will also continue to
rehearse the pieces “Adagietto from Symphony No. 5” by Gustav Mahler,
“Capriol Suite” by Peter Warlock, and “The Four Seasons” by Antonio
Vivaldi, in preparation for the spring concert. Students will listen to rehearsal
recordings of each of the pieces and provide feedback for areas of
improvement.

June Wind Ensemble: Students will submit and present their score study project
final draft. Grades will primarily be based on completion, and feedback will
be provided regarding project content. Students will also perform the pieces
“The Lord of the Rings (Symphony No. 1)” by Johan De Meij, and “Fantasy
Variations on a Theme of Paganini” by James Barnes and Nicolo Paganini in
the spring wind ensemble concert.

Symphony Orchestra: Students will submit and present their score study
project final draft. Grades will primarily be based on completion, and
feedback will be provided regarding project content. Students will also
perform the pieces “Adagietto from Symphony No. 5” by Gustav Mahler,
“Capriol Suite” by Peter Warlock, and “The Four Seasons” by Antonio
Vivaldi in the spring orchestra concert.

First 5 Wind Ensemble:

Weekly Week 1: Students will receive resources for solo repertoire to choose and
Objectives: learn two solos throughout the semester. Additionally, students will learn
about chamber ensemble composition and receive resources for their
chamber ensemble project.
Week 2: Students will begin sight reading solo repertoire during individual
practice time. Additionally, students will receive the pieces “Of Sailors and
Whales” by William Mcbeth, “Symphony No. 2” by Frank Ticheli and will
begin sight reading to build familiarity.
Week 3: Students will choose their two solos to learn more extensively
throughout the course of the semester. These two solos should be of
contrasting styles: one technical, and one lyrical. Additionally, the students
will learn qualitative attributes of instrument groups to build familiarity with
which instruments to base their chamber ensemble compositions on.
Week 4: Students will work more extensively in class on the pieces “Of
Sailors and Whales” by William Mcbeth, “Symphony No. 2” by Frank
Ticheli, which will be performed at the winter wind ensemble concert.
Additionally, students will be assigned listening assignments for the two
pieces, chamber ensemble pieces to build familiarity for the composition
project, as well as performance recordings for each student’s primary
instrument.
Week 5: Students will continue ensemble work on “Of Sailors and Whales”
by William Mcbeth, “Symphony No. 2” by Frank Ticheli, and will also
receive the piece “Lincolnshire Posy” by Percy Grainger which will also be
performed on the winter wind ensemble concert. Students will also have in
class time to work on their two solos with the opportunity to receive
additional assistance from the instructor.

Symphony Orchestra:
Week 1: Students will receive resources for etudes to choose and learn two
etudes throughout the semester. Additionally, students will learn about
chamber ensemble composition and receive resources for their chamber
ensemble project.
Week 2: Students will begin sight reading etudes during individual practice
time. Additionally, students will receive the pieces “Andante Cantabile” by
Tchaikovsky and “Suite for Strings” by John Rutter and will begin sight
reading to build familiarity.
Week 3: Students will choose their two etudes to learn more extensively
throughout the course of the semester. These two etudes should be of
contrasting styles: one technical, and one lyrical. Additionally, the students
will learn qualitative attributes of instrument groups to build familiarity with
which instruments to base their chamber ensemble compositions on.
Week 4: Students will work more extensively in class on the pieces “Andante
Cantabile” by Tchaikovsky and “Suite for Strings” by John Rutter, which
will be performed at the winter orchestra concert. Additionally, students will
be assigned listening assignments for the two pieces, chamber ensemble
pieces to build familiarity for the composition project, as well as performance
recordings for each student’s primary instrument.
Week 5: Students will continue ensemble work on “Andante Cantabile” by
Tchaikovsky and “Suite for Strings” by John Rutter. Students will also have
in class time to work on their two solos with the opportunity to receive
additional assistance from the instructor.