Curriculum Map - Band 7 & 8 Timeframe Big Ideas Essential Questions Weeks 1-6 How can we tell the key of a piece of? can be In what ways do you produce rolls in percussion? How can we express more than just the notes on the page? Concepts Competencies Vocabulary Standard( s) Playing al exercises in a variety of major and minor keys 9.1.8.G at a variety of 9.1.8.H tempos Identifying key signatures, sharps, and flats used in major scales Identifying tempo and articulation markings. Performance of correct rhythms, pitches, dynamics, and articulations with correct posture, embouchure, hand position, fingerings/slide positions/stickings, and a characteristic tone quality. major scales as presented in lesson material. Interpreting and executing the correct tempo, articulation, and style for various excerpts of. al excerpts using proper rhythms, pitches, dynamics, and articulations by using proper technique on their Orchestration Arpeggio Roman Numeral Chord Symbols Tonic Subdominant Dominant 7th Dampening Drum Roll Key signature Sharp Flat Natural Accidental Interval Major scale Interpretation Dotted Quarter Notes Phrasing Staccato Tempo Largo Da Capo al Fine Maestoso Ritardando (s) Educationa l Resources Book 2, p. 1-5 produced materials Band Repertoire Differentiatio n Page 1
Weeks 5-10 can be How does syncopation change the feel of the? In what ways do you use ear to tune to the other instruments in the group? What changes when you perform various minor scales? syncopated rhythms accurately. Using both a tuner and listening to beats to tune to other instruments in the group. minor scales on instrument using the melodic, harmonic, and natural modes. Reading and performing syncopated rhythms presented on Tuning instrument to the piano or another instrument by ear. Tuning instrument note by note to an electronic tuner. Reproducing minor scales presented on Rhythm Syncopation Waltz Ear Training intervals Binary Form Transposition Natural Minor Harmonic Minor Melodic Minor 9.1.8.D 9.1.8.G 9.1.8.H 9.1.8.J 9.1.8.K 9.8.3.C Book 2, pp. 6-9 + Page 2
Weeks 9-14 can be independent ly learn to finger new notes on instrument? How can you adjust tone to be in tune with the other instruments? Does posture effect intonation? Use of the fingering chart. Interpretation of alternate fingerings in a chart. Location of the keys on specific instruments. Listen to proper tone production and imitate the technique. Match pitch to remove beats in the. Identify consonant and dissonant sounds. Demonstrate proper posture techniques. Find a new note on the fingering chart and finger the note on the Listen to a tone and match that tone with instrument for tuning purposes. Identify beats in and adjust the length of the instrument to match pitch. Demonstrate proper posture when performing in class. Fingering Chart Tone holes Hand Position Listening skills Beats Tuning slide Tuner Metronome Tenuto Bb blues scale Call & Response Spirituals Sousa 9.1.8.D 9.1.8.G 9.1.8.H 9.1.8.J 9.1.8.K 9.8.3.C Book 2, pgs. 10-15 + Electronic Tuners Piano or tuning fork Highlighting fingerings used Page 3
Weeks 12-19 can be describe or perform the new concepts in instrumental book? Introduction of Allegretto, Rallentando, Enharmonics, Coda, D.S. al Coda, sixteenth note, eighth/sixteenth note combinations, & dotted eighth/sixteenth note combinations Concert Etiquette Various al forms presented tempos, styles, and note combinations on Demonstrating proper concert etiquette as presented. Identifying the various al forms presented in the. Allegretto Rallentando Enharmonics Chorale Overture Sea Chantey Reel Canon Suite March Gregorian Chant 9.1.8.D 9.1.8.E 9.1.8.F 9.1.8.K 9.2.8.A 9.2.8.B 9.2.8.C 9.2.8.D 9.2.8.E 9.2.8.G 9.2.8.H 9.2.8.I 9.2.8.J Book 2, pgs. 16-22 + Highlighting fingerings used Page 4
Weeks 16-23 can be describe or perform the new concepts in instrumental book? compare and contrast various styles of previously presented? Introduction of Chromatic Scale, Cut-Time, Licks or Riffs, Fortissimo, Perfect 5 th & 4 th, Adagio, Pianissimo, & Slur. Various al forms presented scales, dynamics, time signatures, tempos, and styles on Identifying by sight and sound the various al forms presented in the. Comparing and contrasting several different styles of presented in the performed in class. Chromatic Scale Cut-time Licks or Riffs Fortissimo Pianissimo Adagio Perfect 4 th & 5 th Blues Jazz Opera Romantic Era Calypso Baroque Era 9.1.8.D 9.2.8.B 9.2.8.C 9.2.8.D 9.2.8.E 9.2.8.G 9.2.8.H 9.2.8.I 9.2.8.J Book 2, pgs. 23-29 + Page 5
Weeks 20-33 can be describe or perform the new concepts in instrumental book? compare and contrast various styles of previously presented? Introduction of Crescendo, Diminuendo, Melodic Dictation, & Eighth Note Triplet. Various Musical Styles presented in. crescendo, diminuendo, melodic dictation, & eighth note triplets as they are presented in. Identify by sight and/or performance the items in the vocabulary section. Comparing and contrasting several different styles of presented in the performed in class. Crescendo Diminuendo Melodic Dictation Eighth Note Triplets Ballet Medieval Era 9.1.8.D 9.2.8.B 9.2.8.C 9.2.8.D 9.2.8.E 9.2.8.G 9.2.8.H 9.2.8.I 9.2.8.J Book 2, pgs. 30-36 + Page 6
Weeks 26-36 can be describe or perform the new concepts in instrumental book? compare and contrast various styles of previously presented? Introduction of Sonata, Concerto, Rondeau, & Minuet. Proper Concert Etiquette on stage and in the audience. Analyze and interpret specific characteristics of pieces of. Evaluate own performance and its effect on the audience. Identify by sight and/or performance the items in the vocabulary section. Demonstrate proper concert etiquette as you perform on stage and as you watch others perform. Analyze and interpret characteristics of the pieces of you performed this year. Sonata Concerto Rondeau Minuet 9.2.8.B 9.2.8.C 9.2.8.D 9.2.8.E 9.2.8.G 9.2.8.H 9.2.8.I 9.2.8.J 9.3.8.E 9.3.8.G 9.4.8.A 9.4.8.C 9.4.8.D assessment Book 2, pgs. 30-36 + Evaluate own performance and how it affected the others around you. Page 7
Weeks 13-36 Musicians use their own experiences and skills to create. How does performanc e affect the performanc e of the others in class? create own al performanc e using the skills you have gained? Anaylzing and Evaluating you perform and hear. Creating a performance of own. Describing, comparing, and contrasting the performances by you and others. Analyze a selection you have performed. Evaluate own performance and compare and contrast it to a recording of the same piece done by others. Create and perform own selection of. Analyze Evaluate Create Describe Compare Contrast 9.3.8.E 9.3.8.G 9.4.8.A 9.4.8.C 9.4.8.D assessment Book 2 In what ways would you describe the performanc es of the from lesson book and the? Use proper terminology Compare and contrast the performances of two selections of. Page 8
Weeks 20-36 People use both aesthetic and critical processes to assess quality, interpret meaning and determine value. In what ways would you describe the differences and similarities in the you have been performing? use proper terminology to assess quality, interpret meaning and determine value in? Describe the differences and similarities in (compare and contrast). Use proper terminology to assess quality, interpret meaning, & determine value in. Compare & contrast several of the styles or pieces of from the vocabulary section. Assess the quality of the performances you have heard and of own performances of the presented to you. Interpret meaning & determine value in the you have worked with this year. Folk Songs Hymn Chorale Blues Spiritual Symphony Waltz Carol March Operetta Fanfare Pavane Overture Sea Chanty Canon Suite Jazz Opera Ballet Waltz 9.3.8.E 9.3.8.G 9.4.8.A 9.4.8.C 9.4.8.D assessment Book 2 Page 9
Weeks 6-36 Music is a medium humans use to express experiences and ideas through time and across cultures. categorize you hear and perform into proper cultures & eras? How does the you perform and hear affect mood? Perform, listen to, and categorize into different cultures & eras. Describe the mood changes in various pieces you have performed and heard. Categorizing presented into the culture and/or era in which it was composed. Describing the mood changes of various pieces of using al terminology. Music from Germany, Argentina, Ireland, France, Czechoslovaki a, Spain, America, Austria, Udraine, Australia, Belgium, Italy, England, Russia, Indonesia, Jamaica, Japan, Canada, Uruguay & Mexico. 9.3.8.E 9.3.8.G 9.4.8.A 9.4.8.C 9.4.8.D assessment Book 2 Music from these eras: Medieval, Renaissance, Classical, Romantic, Baroque, 20 th Century, & Contemporary. Page 10
Weeks 6-36 Music is a medium humans use to express experiences and ideas through time and across cultures.. In what ways does the you have heard and performed express the experiences of the composers? Describe the way in which the various songs performed or heard express the experiences of the composers. Explain the way in which composers used their experiences in the they created. Music from these composers: Brahams, Dvorak, Nowlin, Barnby, Sousa, Petzold, Beethoven, Susato, Rossini, Tallis, Vaughan Williams, Pearson, Rimsky- Korsakov, Sorenson, Verdi, Bizet, Purcell, Humperdinck, & Tchaikovsky. 9.3.8.E 9.3.8.G 9.4.8.A 9.4.8.C 9.4.8.D assessment Book 2 Page 11