MADISON PUBLIC SCHOOLS Madison Junior School Band Authored by: John Leister Reviewed by: Lee Nittel, Director of Curriculum and Instruction Stacy Snider, Supervisor of Visual and Performing Arts Adopted by the Board: January, 2013 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President David Arthur Kevin Blair Shade Grahling Linda Gilbert Thomas Haralampoudis James Novotny Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ 07940 www.madisonpublicschools.org
I. OVERVIEW The Junior School Band Program is divided into three separately operating bands: 6 th Grade, 7 th Grade, and 8 th Grade. The Junior School Bands enable the student musician to explore the technical and aesthetic aspects of music. The course will encompass the following areas: 1. Group Rehearsal Techniques: learning to function as an individual contributing to a group (ensemble). 2. Instrumental Techniques: learning to execute playing demands of the student's own instrument. 3. Musical Interpretation; learning the correct stylistic performance of many musical genres (Symphonic, March, Avant Garde, Folk, Pop, World Music, Jazz, Musical Theater). 4. Improvisation Techniques: learning to compose on the spot and to play by ear. II. STUDENT OUTCOMES (Linked to NJ Core Curriculum Content Standards) Specific content standards addressed include: 1.1 Creative Process 1.2 History of Arts and Culture 1.3 Performance 1.4 Aesthetic Response and Critique Methodologies The students will demonstrate 1. a knowledge of Band History in America and biographical information of major Band composers. 2. a knowledge of basic elements of music theory. 3. the ability to play major, minor, chromatic, and blues scales. 4. a knowledge of the circle of fourths, key signatures, and accidentals 5. proper posture, breathing, and tone production. 6. correct behavior for rehearsal and concert settings. 7. a knowledge of various diacritical markings for dynamics, articulation, style, tempi, and phrasing. 8. an understanding of intonation, balance, and blend in wind ensemble performance. 9. stylistic accuracy in playing a variety of musical styles to include Marches, Folk Music, World Music, Symphonic Transcriptions, Broadway and Movie Music, Avant Garde, Dance Music, and others as used in Concert Band literature. 10. correct practicing and self-correcting techniques. 11. proper care and maintenance of their instruments and of the school's equipment. 12. an understanding of the benefits and enjoyment associated with continued involvement in Bands at the high school, university, and community levels. III. ESSENTIAL CONCEPTS First Marking Period A. Objectives: At the end of this unit, the students should be able to:
1. Act properly in rehearsal and follow guidelines for logistics in obtaining instrument and folder. 2. Demonstrate good tone, posture, breath support, intonation, articulation, rhythm, and phrasing in a warmup piece for Band. 3. Understand the importance of a clean and working instrument. 4. Understand the requirements for auditioning for the North Jersey Band. 5. Play four simple songs by ear 6. Write, say, and clap rhythms using counting syllables "1e&a etc. 7. Memorize the C, F, B flat, E flat, and A flat major scales using the "Circle of Fourths". 8. Understand how to practice most effectively. 9. Demonstrate improvement of individual technique, reading, and interpretation of a variety of music. 1. Students to read the "Band Handbook" and practice the methods for proper behavior in band. 2. Students to play a Bach Chorale or similar warm-up. 3. Students and teacher to vacuum cases, lubricate instruments, and clean instruments. Teacher will distribute flyers on instrument care & repair. 4. Teacher to distribute written information. 5. Lesson assignments to include weekly memorization of simple tunes such as "Twinkle", "We Will Rock You", etc. Students taught value of knowing scale degrees so that "Twinkle" is 11556654433221 in any key (for example). 6. Rhythm performance sheets, Rhythm worksheets, written test 7. Scale sheets for review in Band and small lesson groups. Play test in pairs in lesson classes. 8. Students and parents read the "Band Handbook", class discussion, and modeling in class. 9. Consistent practice of material in lesson textbooks and Concert Band music. Second Marking Period` A. Objectives: At the end of this unit, the students should be able to: 1. Write or recite the meanings of the fundamentals of group playing: rhythmic unity, intonation, tone, balance, and blend. Improve group performance in these six categories. 2. Demonstrate improvement of individual technique, reading and interpretation of a variety of music. 3. Play eight songs by ear and improvise in a jazz style in the key of B flat major. 4. Play the D flat major scale and B flat chromatic scale by memory. 5. Perform in public with proper dress, behavior and discipline. 6. Write or recite biographical information of Band Composers from the unit. Write or recite meanings of key musical terms. 1. Written test. Rehearsal of Concert Band pieces and warm-up pieces with emphasis on fundamentals of group playing. 2. Consistent practice of material in lesson textbooks and Concert Band music. 3. Lesson assignments of simple songs for memorization and small group practice with Jazz Improvisation Compact Discs. Teacher to model jazz improvisation patterns with singing and playing "call and response" patterns.
4. Scale sheets and testing in pairs. 5. "Concert Information Sheet" to be distributed prior to concert. Performance at Thanksgiving and Holiday Assemblies. 6. Study guides distributed to students, class discussion, written test. Third Marking Period` A. Objectives: At the end of this unit, the students should be able to: 1. Understand procedures and expectations for participation in the Morris Union Jointure Commission Music Festival. 2. Sight read and learn new compositions for Concert Band including biographical information on composers. 3. Understand the Class Offerings in music at Madison High School. 4. Write or recite the overall history of Bands in America. 5. Demonstrate improvement of individual technique, reading and interpretation of a variety of music. ` 6. Play the B flat Blues scale and g minor scale by memory 1. Class discussion & handouts. 2. Distribute and rehearse new music for the Spring. 3. Lecture and visit by High School Band Director. 4. Videotape, handout, and written exam. 5. Consistent practice of material in lesson textbooks and Concert Band music. ` 6. Scale sheets to be reviewed in lessons and in band. 7. North Jersey Band audition. Fourth Marking Period A. Objectives: At the end of this unit, the student should be able to: 1. Understand summer opportunities in music. 2. Demonstrate improvement of individual technique, reading and interpretation of a variety of music. 3. Understand and follow the logistics and proper behavior for all performances. 4. Play the Spring Concert music with accuracy and dramatic expression. 5. Detect the musical style of several band compositions by listening. 6. Play the C, F, B flat, E flat, A flat, and D flat major scales, the B flat chromatic scale, the B flat blues scale, and the g minor scale by memory. 1. Teacher to distribute Madison Summer School forms, summer camp information, and other information. 2. Consistent practice of material in lesson textbooks and ` Concert Band music. Performance tests in pairs. 3. Class discussion / Teacher to distribute information sheets. 4. Large group rehearsals, lessons, individual practice at home. Spring Concerts, Festivals, and Assemblies. 5. Teacher to play recordings in class for identification. At end of unit, written exam.
6. Review material in previous units / scale sheets / regular practice. IV. SCOPE AND SEQUENCE First Marking Period 1. Review rehearsal procedures, behavior, expectations, logistics. 2. Review music fundamentals of wind ensemble playing. 3. Review care, maintenance, cleaning, and lubrication of instruments. 4. Present requirements for North Jersey Band eligibility and the procedure for acceptance. 5. Introduce techniques for playing by ear. 6. Introduce rhythmic counting procedures. 7. Continue development of individual instrument performance techniques. 8. Review home practice methods, environment, and expectations. 9. Begin rehearsal of music for Thanksgiving and Holiday Assemblies. 10. Introduce music and composers of various styles and time periods. 11. Evaluate group and individual performance and behavior. 12. Perform at appropriate school functions as needed. 13. Introduce opportunities for joining the Madison Junior School Jazz Band and Orchestra. Second Marking Period 1. Continue to refine group skills stressing rhythmic unity, intonation, tone, balance and blend. 2. Continue to develop individual student's instrument technique. 3. Continue development of playing by ear and introduction of improvisation. 4. Prepare students for North Jersey Band auditions. 5. Introduce concert performance behavior, logistics, and dress expectations. 6. Perform at Thanksgiving Assembly and Holiday Assembly. 7. Evaluate group and individual performance and behavior. 8. Perform at school and community events as needed and as possible. Third Marking Period 1. Introduce opportunities to perform in the Morris-Union Jointure Commission Honors Ensembles. 2. Introduce students to new compositions and composers in preparation for Spring Concerts and Festival. 3. Introduce 8th Grade students to High School music teachers for overview of Madison High School opportunities in music. 4. Present unit on the history of Bands in America. 5. Continue to refine ensemble and individual musical fundamentals. 6. Introduce techniques for sight-reading and practice opportunities. 7. Evaluate group and individual performance and behavior. 8. Perform at school and community events as needed and as possible. Fourth Marking Period 1. Provide information concerning summer activities in music.
2. Continue to refine ensemble and individual music fundamentals. 3. Review concert and festival guidelines for behavior and performance. 4. Continue rehearsal, development, and understanding of music selected for performance at Spring events. 5. Perform at Spring Concerts, Music Festival, Eighth Grade Promotion, 7. Sixth Grade Orientation Program, and other events as agreed upon by music faculty and principal. 6. Evaluate group and individual performance and behavior. V. EVALUATION Each student will be evaluated with respect to his/her individual level of readiness, ability and achievement. Factors determining each student s grade will include: 1. attendance at small group lessons as scheduled 2. evidence of progress through method book 3. mastery of scales, technical exercises and pieces as assigned 4. practice charts 5. rehearsal attendance 6. mastery of individual part in concert music 7. performances 8. overall contribution to group -- positive effort and attitude Specific grading percentages will be determined by the teacher and distributed to students and parents in September or when a student first enrolls in the Junior School Band Program. VI. RESOURCES Student Texts 1. Elementary, intermediate, and advanced level lesson books for each instrument assigned as per student's ability level. 2. Intermediate and Advanced Solos and Etudes. 3. Scale Sheets and Rhythm Sheets for each instrument. 4. Small Ensemble Music (quartets, quintets, etc.) for homogeneous and heterogeneous groupings e.g. flute quartet, brass quintet. 5. Fingering Charts and Practice Charts Full Concert Band Music 1. Music for a specific activity - promotion, season, etc. 2. Music for a specific time period or style. 3. Music for a specific academic purpose - warm-up, sight reading, Instructional Videos, Compact Discs, CD Roms, Computer Software, Cassettes, LPs` A variety of Audio-Visual and Computer tools give students unique study opportunities with regards to: 1. Composition 2. Arranging
3. Improvisation 4. Stylistic Interpretation 5. Tone production 6. Band history Note: All activities and materials are suggested. It may be more desirable to substitute or add materials/activities as student needs warrant and as new educational tools become available.