West Windsor-Plainsboro Regional School District Band Curriculum Grade 11

Transcription

1 West Windsor-Plainsboro Regional School District Band Curriculum Grade 11 Page 1 of 6

2 Grade 11 Ensemble Content Area: Visual and Performing Arts Course & Grade Level: Band Grade 11 Summary and Rationale Band is an academic subject with its own special body of knowledge, skills, and unique way of knowing and thinking. While music can stand alone as its own subject, it can be integrated with other disciplines and creates connections between the school and the community. Musicianship is developed through practicing, critical listening, performing, and creating. Music fosters creative growth as well as develops self confidence and selfdiscipline. This creative art form allows use of the whole brain and promotes self expression through performance. Band offers students the opportunity to explore the mechanics and skills of becoming both musicians and connoisseurs of music. It provides many opportunities for all students, at all levels and abilities, to participate and excel as collaborative team members. By helping our students to develop their musical abilities in ensemble and solo settings, we are helping to provide them with skills that also encourage self directed lifelong learning. The skills students learn in this course will help prepare them for future courses in the arts as well as other content areas. Assessment of student work will be done by the instructor and in some instances by the student. Regular evaluations will be based on classroom performance in both lesson group and large ensemble settings. Recommended Pacing 144 Days (Ensemble), 36 Days (Group Lesson) State Standards 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 B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts. 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 A A A.3 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Justify the impact of innovations in the arts (e.g; the availability of music online) on societal norms and habits of mind in various historical eras. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Page 2 of 6

3 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 B B.2 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Analyze how the elements of music are manipulated in original or prepared musical scores. 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 A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art A A.3 Speculate on the artist s intent, using discipline specific arts terminology and citing embedded clues to substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. 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 B.1 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras B B.3 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Determine the role of art and art making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Instructional Focus Page 3 of 6

4 Unit Enduring Understandings Aesthetics foster artistic appreciation, interpretation, and imagination and recognize the significance and value of music. Music elicits personal meaning, emotional responses, and creativity. Creativity is grounded in technical knowledge and personal experience. Performance venue influences musical presentation. Music promotes and supports creativity, problem solving, discipline, cooperative learning, team building, and presentational skills. There is a definitive sequence to music making. The more technical skills one masters, the broader the capacity as a musician. Musical performance builds bridges to community, which promotes understanding and support. Musical literacy enhances the experience and the performance. The discipline required in the process of making music builds character. The critical process of listening, performing, analyzing, interpreting, and evaluation leads to informed judgments regarding musical performance. Understanding the elements of music strengthens one s ability to critique music performance. People express themselves in ways unique to socio economic, political, geographical, and historical considerations. Stylistic characteristics in music are inherent to historical periods and diverse cultures. Technological advancements affect the creation and preservation of music. Knowing the context of the music influences ones understanding of the music. Unit Essential Questions How are musical value judgments empowering? How can we develop a lifelong appreciation of music? How do I use the elements of music to express my ideas, experiences, and feelings? How do I express myself within the structure of the composition? How do acoustics affect the integrity of the performance? How do performers respond to different musical environments? How do different musical venues affect musical understanding? How does creating and performing music differ from listening to music? How does this technical knowledge affect ones musical understanding and strength as a performer? How does being musically literate affect my musicianship? How does my exposure to music making foster my character development? How does my musicianship affect how I see others and myself? How does critiquing music performance broaden ones experience? Why do people have different responses to music? How does culture shape music? How, when, and why does music cross cultural boundaries? How does technology impact the creative process? What is the historical and cultural source of the music? Objectives Page 4 of 6

5 Students will: Understand and appreciate the mechanics of their instrument. Develop and make use of a music vocabulary. Develop awareness on how to work cooperatively in creative learning endeavors. Utilize technology as a tool for learning. Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance. Analyze how the elements of music are manipulated in original or prepared musical scores. Students will be able to demonstrate an understanding of: Winds and Brass Tone Quality Posture Instrument Placement Breath Support/Air Flow Embouchure Articulation Tongue Placement/Use Air Flow Style Fingering/Positions, Scale & Ranges Basic Fingerings appropriate to Range, Scale & Literature requirements Alternate Recordings appropriate to Range, Scale & Literature requirements Extended Techniques Horn Rips, Stopped Horn, Trumpet Shakes, Flutter Tonguing, etc. as related to ensemble literature Ear Training Basic Solfege (Bb Concert Scale) Tuning Notes (Bb, F, A Concert) Identification/Performance of Melodic Intervals (Unison, Octave, Half Steps & Whole Steps) Balance, Blend & Intonation (In both lesson group/ensemble settings) Concept of Moveable Do Concert Pitch & relationship to student s instrument Basic Understanding of Pitch Tendencies relative to student s instrument Chordal Pitch Tendencies (Root, Octave, Fifth & Third) Balance, Blend, Intonation, more complex Timbre & Texture relative to ensemble settings Non Western Tonalities (Pendiatonic, Pentatonic, etc.) Reading/Symbols/Terms Note Names in/on staff playing range Key Signatures (C, F, Bb, Eb, Ab, Db, Gb, G, D) Time (Measure) Signatures (2/4, 3/4, 4/4, 2/2 [Cut time], 6/8, 3/8, 9/8, 12/8, 5/4, 7/4, 5/8, 7/8 Dynamics, Tempo, Form & Style relative to Lesson Material & Literature Chant & Play Easy, Medium & Advanced rhythm patterns in Duple & Triple Meter Frequently Changing Time (Measure) Signatures within a given piece of performance literature Terms (Form, Style, Tempo & Dynamics) relative to ensemble settings Percussion: Grades 5 12 (Elementary/Middle/High School) Page 5 of 6

6 Core Text: Suggested Resources: Resources Page 6 of 6