ROSE TREE MEDIA SCHOOL DISTRICT
Course Curriculum
GRADE/SUBJECT: Wind Ensemble 9-12
STANDARD
I.
II.
III.
IV.
Performing - Students will play a varied repertoire of music.
Listening / Responding – Students will demonstrate knowledge and evaluate concepts
through listening and describing music.
Creating – students will create melodic and expressive music through improvisation and
interpretation.
Reading and Notating – students will read and notate a varied repertoire of literature at
the appropriate grade level.
ESSENTIAL QUESTIONS, CONCEPTS, AND THEMES
I.
Performing
National Standards 2,3,5,6,7,8,9
PA Standards 9.1,9.2,9.3,9.4
II.
Listening / Responding
National Standards 6,7
PA Standards 9.3, 9.4
Creating
National Standards 3
PA Standards 9.1
Reading and Notating
National Standards 5
PA Standards 9.1
III.
IV.
BENCHMARK/SKILLS
I.
Performing
Instrument Maintenance
Students will:
Perform on professional quality instruments, reeds and mouthpieces.
Demonstrate understanding of proper instrument care and maintenance.
Be able to make basic repairs on their instruments.
Have needed repairs done in a timely fashion.
Correctly wear and maintain the uniform of the ensemble.
Purchase and maintain necessary equipment such as reeds, mutes, oils, etc.
Properly maintain district equipment that they will use, such as the music
facilities, furniture, instruments, lockers, and uniforms.
Tone Production
Students will:
Produce a full tone throughout their comfortable register, at a variety of tempos
and dynamic levels.
Utilize professional level equipment that will enable characteristic tone
production.
Demonstrate appropriate playing posture for their instrument.
Utilize correct and productive breathing technique as appropriate for full tone
production.
Expand their ranges as appropriate (concert key):
Tpt, Bar, Trb
F-Bb
2 ½ octaves
Tuba
F-F
2 octaves
Fr. Horn
C-F
2 ½ octaves
Flute
C-C
3 octaves
Clarinet
D-F
3+ octaves
Alto and Bari Sax
Db-Ab
2 ½ octaves
Tenor Sax
Ab – Eb
2 ½ octaves
Oboe
Bb – D
2 + octaves
Bassoon
Bb – F
2 ½ octaves
Percussion
N.R.D.A. Rudiments 1-14
Develop and incorporate and embochure capable of producing consistent and
characteristic tone quality throughout the above ranges, while allowing
improvement in range, technique, tone, endurance, and articulation.
Demonstrate control of a rhythmic vibrato with a consistent embochure when
characteristically appropriate.
Technique Development
Students will:
Demonstrate increasing proficiency in the areas of fingerings and rudiments.
Perform with proper hand position and posture.
Perform the following articulations when directed by the score or the conductor:
staccato, legato, marcato, accents, szforzando, forte piano, tenuto, and breath
attacks.
Perform major scales in all 12 keys, 2 octaves when possible, and 2 octave
chromatic scale from memory at mm. = 120.
Perform selected minor, pentatonic, blues and synthetic scales at mm.= 120
Perform selected repertoire with consistent tempo and accurate pitch.
Perform dynamic markings from ppp-fff when directed by the score or conductor.
Intonation
Students will:
Recognize a tone as sharp, flat or in tune upon comparing it with another tone.
Tune their instrument to a tuner or to another instrument
Correct intonation problems through breath, posture and embochure adjustment.
Recognize and adjust to the intonation tendencies unique to their instrument.
Purchase and be able to use a tuner.
Ensemble Responsibilities
Students will:
Demonstrate an understanding of their role in the ensemble through their
attendance, participation and preparedness.
Demonstrate significant conductor awareness and responsiveness.
Demonstrate signifincant awareness and ability in the areas of blend,
balance, and intonation.
Demonstrate understanding of their musical contributions to the ensemble through
regular and productive practice.
Further their musical abilities and interests through participation in small
ensembles, private lessons, and outside performing organizations.
Demonstrate understanding of their commitment to the ensemble through
punctuality, preparedness, and proper rehearsal and concert etiquette.
Demonstrate understanding of their role as an ambassador of their ensemble,
school, district and community through their performance, participation, and
appearance.
Repertoire
Students will:
Perform repertoire from a variety of cultures, styles, and time periods.
Perform solo, small ensemble and large ensemble repertoire.
Perform a variety of scales, warm-ups and technical exercises.
Purchase solo works, methods and collections of their choosing, or as suggested
by music professionals, for personal use.
Perform from the PMEA District Band Audition solo repertoire.
II.
Listening and Responding
Individual Skills
Students will:
Evaluate their own and others’ tone quality and playing ability based on what is
characteristic of their instrument at the appropriate level.
Describe their own and others’ tone and ability using proper music terminology.
Judge their own and others’ playing in terms of aesthetics.
Distinguish between melody and harmony.
Identify familiar rhythm patterns aurally.
Identify instruments according to their timbre.
Recognize various musical styles and stylistic periods aurally.
Recognize major works and composers from band and symphonic literature.
Perform at appropriate dynamic levels
Evaluate varying levels of musicianship upon hearing a performance or recording
of a performance
Demonstrate increasing appreciation of “art music:” symphonic, orchestral, jazz,
musicals, ballet, and opera.
Ensemble Skills
Students will:
Demonstrate their understanding of blend, balance, and intonation.
Evaluate the overall sound and technical ability of their ensemble.
Evaluate the ensemble’s aesthetic effectiveness in performance.
Make musical decisions and adjustments based on their part in a work, and that
part’s role in the ensemble.
III.
Creating
Students will:
Demonstrate increasing understanding of musical interpretation as it
applies to articulation, dynamics, phrasing, expressiveness and emotional content.
Explain their interpretation of music performed.
Base their interpretations on knowledge of historical and stylistic considerations.
Compose, arrange, and improvise music as appropriate to their abilities.
Discuss elements of composition such as: diminution, augmentation, variation,
modulation, orchestration, sequence, and countermelody.
Perform different arrangements of the same composition and discuss the options
available to arrangers.
IV.
Reading and Notating
Students will:
Sight read music at a difficulty level of III on a scale of I-VI.
Perform music at grade levels III-VI as appropriate.
Perform according to the given notation of pitch and rhythm accurately.
Perform according to the given notation including: tempo, style, articulation, and
dynamic markings.
Perform according to and be able to define standard expressive terminology.
_____________________________________________________________________________
PRODUCTS, PERFORMANCES, ASSESSMENTS
Individual performance evaluations in sectional
Ensemble performance evaluations in rehearsal
Concert performances
Solo and small ensemble performances
Individual playing exams
Teacher observation of daily participation
Self evaluation
Written reviews of live musical performances
Inspection of the equipment the student is responsible for
Attendance records
Student feedback
LEARNING ACTIVITIES/INSTRUCTIONAL STRATEGIES
I.
Performing
Performing alone and with others on a variety of instruments
Teacher modeling
Peer coaching and feedback
Classroom discussion
Repertoire exploration
Music analysis
Use of appropriate tone and technical exercises and repertoire
II.
Listening and Responding
Directed listening
Critical listening and evaluation
Modeling through use of recordings of fine ensembles.
Classroom discussion
Making value judgements
III.
Creating
Experimentation with musical elements (pitch, duration, timbre, intensity)
Exploration of chord / scale theory and relationships
Experimentation with musical expression, emotion, and meaning
IV.
Reading and Notating
Teacher modeling
Sight reading
Identification of familiar patterns of pitch and rhythm
Generalization of knowledge and application to unfamiliar patterns.
ADAPTATIONS/INCLUSION TECHNIQUES
Adaptations as stated in student’s IEP
Changing instruments to meet student’s needs while maintaining ensemble integrity
Adapting music to meet student’s needs while maintaining ensemble integrity
Adapting schedule to meet student’s needs while maintaining ensemble integrity
REMEDIATION STRATEGIES
Assigning students to appropriate ensembles and parts based on difficulty and ability
Individualization
Private lessons instruction
Assigning students to different instruments as appropriate and beneficial to the individual
and the ensemble.
ENRICHMENT STRATEGIES
Assigning students to appropriate ensembles and parts based on difficulty and ability
Private lessons instruction
Level One options for qualified students
Auditions for additional ensembles such as PMEA, and bands and orchestras outside of
what the school offers.
Leadership opportunities: Drum Major, Section Leader, Principal Player
Creation of and participation in additional ensembles: Flute Ensemble, Percussion
Ensemble, etc.
Ensemble participation in local and national contests and festivals
MATERIALS/RESOURCES/TECHNOLOGY
Band Literature
Grades III-VI in difficulty consisting of standard concert band repertoire as
outlined by state and national festival lists, ABA and NBA suggested lists, and
other reputable sources.
Instruments
Student Owned or Rented – professional quality instrument
District Supplied: Bassoon, Bass Clarinet, Tenor Saxophone, Baritone
Saxophone, French horn, Baritone, Tuba, Percussion
Music notation software
Finale
Finale Notepad
Scales
Major, minor and chromatic scales
Other scales such as pentatonic or blues when appropriate
Area music teachers and Community members
Circle of 4ths
Method books
Symphonic Warmups for Band by Claude Smith
The Rehearsal Handbook by Frank Battisti
66 Festive and Famous Chorales compiled by Frank Erickson
Local performances
Chorales
Internet
Student projects
Small ensemble music
Solos
Audio and video recordings
Recording technology
INTERDISCIPLINARY CONNECTIONS/MULTICULTURAL STRANDS
Language Arts
Music as a language of expression and emotion
Reading and comprehension of symbols which represent sound
Art
The interpretation of music as an art form
Connections between music and other art forms
Physical Education
Kinesthetic intelligence, large and small motor coordination
Cardio and strength training (marching band)
Social Studies
Music as it relates to time periods and cultures
The effects of music on culture and vice versa
Historical perspectives
Appreciation of musical diversity
Math
Subdivisions of rhythm and meter
Ratios of note values
Science
Physics of acoustics
Properties of sound waves and vibration
Notation as a graph of pitch and duration
Multicultural Connections
See “Social Studies”