Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
MUSIC ñ Instrumental Music I
Instrumental Music I is an entry-level course which continues to build on the comprehensive music education students have received in grades K-8. The LEA has flexibility in determining and developing courses which meet the goals
and objectives for Instrumental Music I. Examples of courses which may be offered as a level I instrumental class include: Band, Orchestra, Guitar Class, Piano Class, and other courses developed by the LEA. Students participating
in an Instrumental I course are expected to meet all of the goals and objectives provided in the SCS. Instrumental Music I will provide students with opportunities to:
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Develop and demonstrate appropriate instrumental practices
Play instrumental literature which may include changes in tempi, keys, and meters, written in modest ranges
Play instrumental literature representing diverse genres, styles, and cultures
Use singing as appropriate
Develop skills in improvising, composing and arranging music
Develop skills in listening to, analyzing, and evaluating musical experiences
Apply reading and notating skills
Develop an understanding of instrumental literature in relationship to history, culture, and other content areas
Additionally, it is suggested that students create and maintain a portfolio which may contain a combination of written, audio, or visual examples of their work. Participation in Instrumental Music I prepares students for further
instrumental studies in music.
Strands: Creating, Performing, Responding, Understanding
EC
Top
10
NCSCOS
Standard and Objective
5
COMPETENCY GOAL 1: The learner will
sing, alone and with others, a varied
repertoire of music. (National Standard 1)
Objectives:
1.01 Sing selected instrumental parts.
Priority
Key
(E,I,N,M) Academic
Pacing
Vocabulary
IMPORTA
NT
Pitch
Rhythm
Dynamics
Intonation
Balance
Blend
1.02 Use singing to support instrumental
study.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
Essential Questions
What facts, concepts,
skills need to be learned
Instructional /
Learning Resources
and Activities
(Differentiation)
Integration with
Other Curriculum
Assessment
Areas
(Differentiation) (Differentiation)
SEE ATTACHMENT
WARM UPS- ESSENTIAL
Include: Posture, Tone,
Technique, Intonation, Singing
Parts, Rhythm
Suggested list of warm up
technique books:
I Recommend
Treasury of Scales
Fussell Book
Foundation of Superior
Performance
Fun with Fundamentals
Rhythms and Beyond
14 weeks to a Superior Band
(books 1 and 2)
16 weeks to a Superior Band
White Universal Scale
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
Studies
1.03 Show respect for the singing efforts of
others.
SIGHT READING
PROCEDURE- ESSENTIAL
Recommended literature
Sight Read Grade
I-Grade II music
from State List
14 Weeks to a
Better Band
100 Tunes for
Sight Reading
Sight reading procedure
Pass out music,
Turn to piece to
Sight Read
Look at Title and
Composer, Key
Signature and
Time Signature
1st minute
individual student
2nd minute student
and stand partner
3rd and 4th minute
discuss key
signature,
articulations, style,
accidentals, tough
rhythms,
dynamics, tempo
and tempo
changes, phrasing
–Tizzle rhythms
and rough spots
5th minute
questions
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
TUNING PROCESSESSENTIAL
Tune Tubas
Tune all first chairs
Tune band by sustaining a
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
“pitch” – use individual
tuners if available
Tune a section at a time and
check intonation with main
tuner
Tune individually with main
tuner
Sing and tune notes and
chords
Tune chords and scales
(Treasury of Scales)
Focus on Balance, Blend and
Intonation
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
elements- MARK YOUR
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
Clap and count
with director
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
section
Know what sections and
musical elements you are
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
evaluate daily (PDSA)
Record rehearsals and
performances and evaluate
frequently
Students should research
each piece via library, music
library, and the internet and
identify the history of the
piece/historical
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
1
COMPETENCY GOAL 2: The learner will
play on instruments, alone and with
others, a varied repertoire of music.
(National Standard 2)
Objectives:
2.01 Recognize and demonstrate
appropriate instrumental technique.
2.02 Play simple instrumental literature
using a variety of keys, meters, tempi, and
rhythms in modest ranges.
ESSENTIA
L
Embouchure
Major Scales
Chromatic
Scales
Tone
Ensemble
Sound
Key Signature
Meter
Tempo
Posture
Breathe
Support
Style
Genre
Posture
2.03 Play a varied repertoire of instrumental
music representing diverse styles, genres,
and cultures.
2.04 Show respect for the instrumental
playing efforts of others.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENT
WARM UPS- ESSENTIAL
Include: Posture, Tone,
Technique, Intonation, Singing
Parts, Rhythm
Suggested list of warm up
technique books:
I Recommend
Treasury of Scales
Fussell Book
Foundation of Superior
Performance
Fun with Fundamentals
Rhythms and Beyond
14 weeks to a Superior Band
(books 1 and 2)
16 weeks to a Superior Band
White Universal Scale
Studies
SIGHT READING
PROCEDURE- ESSENTIAL
Recommended literature
Sight Read Grade
I-Grade II music
from State List
14 Weeks to a
Better Band
100 Tunes for
Sight Reading
Sight reading procedure
Pass out music,
Turn to piece to
Sight Read
Look at Title and
Composer, Key
Signature and
Time Signature
1st minute
individual student
2nd minute student
and stand partner
3rd and 4th minute
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
discuss key
signature,
articulations, style,
accidentals, tough
rhythms,
dynamics, tempo
and tempo
changes, phrasing
–Tizzle rhythms
and rough spots
5th minute
questions
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
TUNING PROCESSESSENTIAL
Tune Tubas
Tune all first chairs
Tune band by sustaining a
“pitch” – use individual
tuners if available
Tune a section at a time and
check intonation with main
tuner
Tune individually with main
tuner
Sing and tune notes and
chords
Tune chords and scales
(Treasury of Scales)
Focus on Balance, Blend and
Intonation
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
elements- MARK YOUR
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
Clap and count
with director
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
section
Know what sections and
musical elements you are
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
evaluate daily (PDSA)
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
6
COMPETENCY GOAL 3: The learner will
improvise melodies, variations, and
accompaniments. (National Standard 3)
Objectives:
3.01 Improvise simple melodic and rhythmic
patterns.
NICE TO
KNOW
Melody
Harmony
Rhythm
Improvisation
Chords
Meter
Tonality
3.02 Show respect for the improvisational
efforts of others.
SEE ATTACHMENTS
Record rehearsals and
performances and evaluate
frequently
Students should research each
piece via library, music library,
and the internet and identify the
history of the piece/historical
period/form/style/genre/composer
/culture/related arts and other
subjects/ and any additional facts
and present to the class. Select
students will also present this at
concerts.
WARM UPSESSENTIAL
Include: Posture, Tone,
Technique, Intonation, Singing
Parts, Rhythm
Suggested list of warm up
technique books:
I Recommend
Treasury of Scales
Fussell Book
Foundation of Superior
Performance
Fun with Fundamentals
Rhythms and Beyond
14 weeks to a Superior Band
(books 1 and 2)
16 weeks to a Superior Band
White Universal Scale
Studies
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
elements- MARK YOUR
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
Clap and count
with director
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
section
Know what sections and
musical elements you are
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
evaluate daily (PDSA)
Record rehearsals and
performances and evaluate
frequently
Students should research
each piece via library, music
library, and the internet and
identify the history of the
piece/historical
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
Students must be able to
demonstrate different
musical styles in the
performance and selected
improvisations of grades III
and IV music from several
different time periods of
music.
7
COMPETENCY GOAL 4: The learner will
compose and arrange music within
specified guidelines. (National Standard 4)
Objectives:
4.01 Compose and arrange music
incorporating appropriate voices and ranges.
NICE TO
KNOW
Composition
Arrangement
Style
Finale
Smart Music
Range
Musical
Software
4.02 Compose music in several distinct
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
Students must arrange 1 piece
and/or compose 1 piece and/or
transpose 1 piece or section of a
piece for the Symphonic Band,
Marching Band, Jazz Band, or a
solo/ small ensemble. These
pieces are due on or before
October 15th or April 15th
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
styles using the elements of music.
Festival (March)
End of
Year/Graduation
Concert/Performance
4.03 Use a variety of sound, notational, and
technological sources to compose and
arrange music.
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
4.04 Show respect for the composing and
arranging efforts of others.
1
COMPETENCY GOAL 5: The learner will
read and notate music. (National Standard
5)
Objectives:
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
ESSENTIA
L
Rhythm
Notation
Meter
Tempo
Pitch
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
WARM UPS- ESSENTIAL
Include: Posture, Tone,
Technique, Intonation, Singing
Parts, Rhythm
Suggested list of warm up
technique books:
I Recommend
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
5.01 Read whole, half, quarter, eighth,
sixteenth, and dotted notes and rests in 2/4,
3/4, 4/4, 6/8, 3/8, 2/2, and mixed meters.
5.02 Sightread simple musical examples.
Dynamics
Harmony
Melody
Counter
Melody
Articulation
Musical
Expression
Treasury of Scales
Fussell Book
Foundation of Superior
Performance
Fun with Fundamentals
Rhythms and Beyond
14 weeks to a Superior Band
(books 1 and 2)
16 weeks to a Superior Band
White Universal Scale
Studies
5.03 Notate simple melodies.
SIGHT READING
PROCEDURE- ESSENTIAL
Recommended literature
Sight Read Grade
I-Grade II music
from State List
14 Weeks to a
Better Band
100 Tunes for
Sight Reading
Sight reading procedure
Pass out music,
Turn to piece to
Sight Read
Look at Title and
Composer, Key
Signature and
Time Signature
1st minute
individual student
2nd minute student
and stand partner
3rd and 4th minute
discuss key
signature,
articulations, style,
accidentals, tough
rhythms,
dynamics, tempo
and tempo
changes, phrasing
5.04 Use standard notation symbols for
pitch, rhythm, dynamics, tempo, articulation,
and expression to record own musical ideas
and musical ideas of others.
5.05 Show respect for the reading and
notating efforts of others.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
–Tizzle rhythms
and rough spots
5th minute
questions
TUNING PROCESSESSENTIAL
Tune Tubas
Tune all first chairs
Tune band by sustaining a
“pitch” – use individual
tuners if available
Tune a section at a time and
check intonation with main
tuner
Tune individually with main
tuner
Sing and tune notes and
chords
Tune chords and scales
(Treasury of Scales)
Focus on Balance, Blend and
Intonation
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
elements- MARK YOUR
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
Clap and count
with director
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
section
Know what sections and
musical elements you are
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
evaluate daily (PDSA)
Record rehearsals and
performances and evaluate
frequently
Students should research
each piece via library, music
library, and the internet and
identify the history of the
piece/historical
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
Students must audition for
the ISS All County Band
(December) and the
NWDBA All District Band
(January). (Audition scores
will be recorded as a test
grade.)
Students must choose two of
the following:
IMPORTANT
Select and perform a
director approved solo at
any band performance.
(This includes performing a
solo with the band, a solo
with band accompaniment,
or a solo with no
accompaniment.)
Being part of and performing
with a small ensemble. (This
includes ensembles
sponsored by the school and
director approved
ensembles not sponsored by
the school.)
Regular attendance and
performance with a director
approved community band.
Taking at least 2 hours of
private lessons from a
director approved teacher.
Perform in 2 out of school
performances (ex. Church,
community function, etc.)
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
Students MUST keep a
log/journal of rehearsals
including dates, times,
material worked on, and
progress made. This
log/journal must be kept
up to date and contain all
information regarding
these rehearsals.
Logs/journals will be due
at the end of each semester
(December and May) and
must be complete to receive
credit for these
assignments.
Students must arrange 1 piece
and/or compose 1 piece and/or
transpose 1 piece or section of a
piece for the Symphonic Band,
Marching Band, Jazz Band, or a
solo/ small ensemble. These
pieces are due on or before
October 15th or April 15th
Students will be tested on
given material at the end of
the first and second
semester. Sight-reading,
sight-singing will also be
part of the semester testing.
Students will be tested on specific
vocabulary once per semester
3
COMPETENCY GOAL 6: The learner will
listen to, analyze, and describe music.
(National Standard 6)
Objectives:
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
ESSENTIA
L
Musical Form
March Form
Overture
Form
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
6.01 Identify basic musical forms.
Theme and
Variation
Form
6.02 Demonstrate a basic knowledge of the
technical vocabulary of music.
6.03 Recognize and identify a variety of
compositional techniques.
6.04 Identify various types of
accompaniments.
6.05 Demonstrate perceptual skills by
conducting, moving, answering questions
about, and describing aural examples of
music.
6.06 Show respect while listening to and
analyzing music.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
elements- MARK YOUR
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
Clap and count
with director
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
section
Know what sections and
musical elements you are
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
evaluate daily (PDSA)
Record rehearsals and
performances and evaluate
frequently
Students should research
each piece via library, music
library, and the internet and
identify the history of the
piece/historical
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
Students must choose two of
the following:
IMPORTANT
Select and perform a
director approved solo at
any band performance.
(This includes performing a
solo with the band, a solo
with band accompaniment,
or a solo with no
accompaniment.)
Being part of and performing
with a small ensemble. (This
includes ensembles
sponsored by the school and
director approved
ensembles not sponsored by
the school.)
Regular attendance and
performance with a director
approved community band.
Taking at least 2 hours of
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
private lessons from a
director approved teacher.
Perform in 2 out of school
performances (ex. Church,
community function, etc.)
Students MUST keep a
log/journal of rehearsals
including dates, times,
material worked on, and
progress made. This
log/journal must be kept
up to date and contain all
information regarding
these rehearsals.
Logs/journals will be due
at the end of each semester
(December and May) and
must be complete to receive
credit for these
assignments.
Students must arrange 1 piece
and/or compose 1 piece and/or
transpose 1 piece or section of a
piece for the Symphonic Band,
Marching Band, Jazz Band, or a
solo/ small ensemble. These
pieces are due on or before
October 15th or April 15th.
Students will listen to
professional band
recordings, professional
small ensemble and solo
recordings, recordings of
them as an individual,
recordings of them
participating in a small
ensemble, or recordings of
them participating in full
band and evaluate the
performance in regards to:
Balance, Blend, Intonation,
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
Phrases, Precision of pitches
and rhythms, Musicality,
Dynamics and Tempo.
Each student will be
responsible for attending one
(1) outside performances (in
which they do not perform,
e.g. Statesville Community
Band) and for presenting a
formal paper (2 pages). This
paper must include:
Identify the genre, style,
culture and historical period
of the pieces in the concert.
Evaluate the quality and
effectiveness of the
performance (including the
composition, arrangements
and improvisations) and
apply the criteria to one’s
personal interpretation of the
music.
Evaluate the musical works
in the terms of aesthetic
qualities and analyze the
musical means it uses to
evoke feelings and emotions.
Analyze and evaluate the
blend and balance of the
ensemble and give
recommended changes based
of these evaluations.
Due dates are the Last Day
of regular school in
December and May
Students will be tested on
specific vocabulary once per
semester.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
4
COMPETENCY GOAL 7: The learner will
evaluate music and music performances.
(National Standard 7)
Objectives:
7.01 Apply specific criteria for making
informed, critical evaluations of music.
IMPORTA
NT
Interpretation
Tone
Production
Accuracy
Intonation
Dynamics
7.02 Evaluate musical works by comparing
them to similar or exemplary models.
7.03 Evaluate musical ideas and information
to make informed decisions as a consumer
of music.
7.04 Apply rules of standard English in
written evaluations of music.
7.05 Describe the aesthetic nature of music
and how perceptions of interacting musical
elements affect one's feelingful responses to
music.
7.06 Show respect for the musical efforts
and opinions of others.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
elements- MARK YOUR
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
Clap and count
with director
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
section
Know what sections and
musical elements you are
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
evaluate daily (PDSA)
Record rehearsals and
performances and evaluate
frequently
Students should research
each piece via library, music
library, and the internet and
identify the history of the
piece/historical
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
performances and
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
Students will listen to
professional band
recordings, professional
small ensemble and solo
recordings, recordings of
them as an individual,
recordings of them
participating in a small
ensemble, or recordings of
them participating in full
band and evaluate the
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
performance in regards to:
Balance, Blend, Intonation,
Phrases, Precision of pitches
and rhythms, Musicality,
Dynamics and Tempo.
Each student will be
responsible for attending one
(1) outside performances (in
which they do not perform,
e.g. Statesville Community
Band) and for presenting a
formal paper (2 pages). This
paper must include:
Identify the genre, style,
culture and historical period
of the pieces in the concert.
Evaluate the quality and
effectiveness of the
performance (including the
composition, arrangements
and improvisations) and
apply the criteria to one’s
personal interpretation of the
music.
Evaluate the musical works
in the terms of aesthetic
qualities and analyze the
musical means it uses to
evoke feelings and emotions.
Analyze and evaluate the
blend and balance of the
ensemble and give
recommended changes based
of these evaluations.
Due dates are the Last Day
of regular school in
December and May
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
8
COMPETENCY GOAL 8: The learner will
understand relationships between music,
the other arts, and content areas outside
the arts. (National Standard 8)
Objectives:
8.01 Identify the uses of characteristic
elements, artistic processes, and
organizational principles among the arts
areas (dance, music, theatre arts, and visual
arts) in different historical periods and
cultures.
NICE TO
KNOW
Historical
Periods
Musical
Cultures
Dance Forms
Theater Arts
Visual Arts
Self
Discipline
Responsibility
8.02 Identify and explain ways in which the
concepts and skills of other content areas
outside of the arts are interrelated with those
of music.
8.03 Use knowledge of mathematical
relationships to create original compositions.
8.04 Identify the roles of creators,
performers, and others involved in the
production and presentation of the arts.
8.05 Demonstrate the character traits of
responsibility, self-discipline, and
perseverance while informally or formally
participating in music.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
elements- MARK YOUR
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
Clap and count
with director
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
section
Know what sections and
musical elements you are
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
contest
Clinicians work and
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
evaluate daily (PDSA)
Record rehearsals and
performances and evaluate
frequently
Students should research
each piece via library, music
library, and the internet and
identify the history of the
piece/historical
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
assessment of
students and ensemble
Student portfolios and
notebooks
Written Standards:
Students will prepare a paper
by choosing one period in
music history and one piece
of music and the composer
for this same period of music
history. This will include a
tape or CD and relevant
musical examples of the
composer’s work and the
time period. This paper must
include the following:
Identify the genre, style and
culture of the chosen piece.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
Compare and analyze the
relationship between the
chosen piece and at least one
other art form from the same
culture and time period in
terms of how these works
reflect the
artistic/cultural/historical
context of the time.
Analyze the patterns,
relationships, and trends in
music during this selected
time period and culture and
make predications about the
past, present and future
social outcomes.
This written paper will be
due on or before October
30th or April 30th. Students
may submit a rough draft
at any time for grading,
suggestions and help.
9
COMPETENCY GOAL 9: The learner will
understand music in relation to history
and culture. (National Standard 9)
Objectives:
9.01 Identify representative examples of
music using distinguishing characteristics to
identify genre, style, culture, and/or historical
periods.
NICE TO
KNOW
Genre
Style
Music History
Musical Stlye
Historical
Periods
9.02 Examine situations to determine
conflict and resolution in relation to music in
history and cultures.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESSESSENTIAL
Chose music from Grade IIIGrade IV and/or on State
Concert Festival List
Score study- know all parts
and rhythms. Identify
trouble areas and exposed
areas, and all musical
elements- MARK YOUR
SCORE
Students will:
Finger along while
director sings
rhythms/note
names
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
End of
Year/Graduation
Concert/Performance
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
Clap and count
with director
Clap and count
without director
Finger along and
sing note names
out loud
Play through
passages very slow
Speed to
comfortable levelto appropriate level
Add dynamics and
articulation
Add phrasing
Evaluate self,
section and
ensemble
frequently (PDSA)
Discuss and define musical
terms and musical concepts
in piece
Work trouble rhythms by
section
Know what sections and
musical elements you are
going to work one during
each rehearsal-plan out
rehearsal
Know and communicate
piece goals
Use music techniques to
achieve musical elements in
piece
Self evaluate, student
evaluate and ensemble
evaluate daily (PDSA)
Record rehearsals and
performances and evaluate
frequently
Students should research
each piece via library, music
library, and the internet and
9.03 Examine the role of music/musicians in
at least two different cultures and/or time
periods.
9.04 Show respect for music from various
cultures and time periods.
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
CLASSROOM
PDSA
ASSESSMENT
S:
Pencil and Paper test
midterms on Music
Vocabulary
Marching Contests
Attached Rubrics
All County, All
District, All State
Individual student
auditions and
placements.
Solo/small ensemble
contest
Jazz Band
performances and
concert
Extra band
ensemble/solo/small
ensemble
performances and
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
identify the history of the
piece/historical
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
Written Standards:
Students will prepare a paper
by choosing one period in
music history and one piece
of music and the composer
for this same period of music
history. This will include a
tape or CD and relevant
musical examples of the
composer’s work and the
time period. This paper must
include the following:
Identify the genre, style and
culture of the chosen piece.
Compare and analyze the
relationship between the
chosen piece and at least one
other art form from the same
culture and time period in
terms of how these works
reflect the
artistic/cultural/historical
context of the time.
Analyze the patterns,
relationships, and trends in
music during this selected
time period and culture and
make predications about the
past, present and future
social outcomes.
This written paper will be
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007
Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC I
due on or before October
30th or April 30th. Students
may submit a rough draft
at any time for grading,
suggestions and help.
Students will be tested on specific
vocabulary once per semester
Priority Code:
Resource Codes:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
EC#: Essential Curriculum (1 to 10 KEY Concepts Identified in PLC each semester)
A – 1st Semester
B – 2nd Semester
Updated: 06/2007