Iredell-Statesville Schools Instructional Guides
INSTRUMENTAL MUSIC III
MUSIC ñ Instrumental Music III
Instrumental Music III continues to build on the comprehensive music education students have received in Instrumental Music II. The LEA has flexibility in determining and developing courses which meet the goals and objectives for
Instrumental Music III. Examples of courses which may be offered as a level III instrumental class include: Band, Concert Band, Symphonic Band, Wind Ensemble, Jazz Band, String Ensemble, Orchestra, Concert Orchestra, Guitar
Class, Piano Class, and other courses developed by the LEA. Students participating in an Instrumental III course are expected to meet all of the goals and objectives provided in the SCS. Instrumental Music III will provide students
with opportunities to:











Develop and demonstrate advanced instrumental practices
Play with increased technical accuracy and expression
Refine sightreading and eartraining skills
Play moderately difficult instrumental literature which requires well-developed technical
skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys
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/or maintain a portfolio which may contain a combination of written, audio, or visual examples of their work. Participation in Instrumental Music III 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 Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
Priority
Key
(E,I,N,M) Academic
Pacing
Vocabulary
IMPORTA
NT
Pitch
Rhythm
Dynamics
Intonation
Balance
Blend
Crescendo
Absolute
Pitch
I – Important
M – Maintenance
RR – Resource Room
Essential Questions
What facts, concepts,
skills need to be learned
SEE ATTACHMENTS
Instructional /
Learning Resources
and Activities
(Differentiation)
Integration with
Other Curriculum
Assessment
Areas
(Differentiation) (Differentiation)
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
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 III
1.02 Use singing to support instrumental
study.
1.03 Show respect for the singing efforts
of others.
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
Accidentals
Bass Clef
Treble Clef
Tenor Clef
Alto Clef
Decrescendo
Diminuendo
I – Important
M – Maintenance
RR – Resource Room
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
III-Grade IV 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
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 III
5th minute
questions
TUNING
PROCESS
ESSENTIAL
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
PROCESS
ESSENTIAL
Chose music from Grade IVGrade V 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
Priority Code:
Resources Code:
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 III
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
period/form/style/genre/com
poser/culture/related arts and
Priority Code:
Resources Code:
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 III
other subjects/ and any
additional facts and present
to the class. Select students
will also present this at
concerts.
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.
2
COMPETENCY GOAL 2: The learner
will play on instruments, alone and
with others, a varied repertoire of
music. (National Standard 2)
Objectives:
2.01 Play instrumental literature of an
appropriate and increasingly difficult level,
with expression and technical accuracy.
2.02 Play moderately difficult instrumental
literature which requires well-developed
technical skills, attention to phrasing and
interpretation, and the ability to perform
various meters and rhythms in a variety of
keys.
2.03 Play instrumental literature
representing diverse genres, styles, and
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
ESSENTIA
L
Embouchure
Major Scales
Chromatic
Scales
Tone
Ensemble
Sound
Key Signature
Meter
Clef
Common
Tone
Embellishmen
t
Exercise
Tempo
Posture
Breathe
Support
Style
Genre
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
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
III-Grade IV music
from State List
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
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 III
cultures.
Root
Timbre
Posture
2.04 Show respect for the instrumental
playing efforts of others.
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
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
PROCESS
ESSENTIAL
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
Priority Code:
Resources Code:
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 III
Sing and tune notes and
chords
Tune chords and scales
(Treasury of Scales)
Focus on Balance, Blend and
Intonation
REHEARSAL
PROCESS
ESSENTIAL
Chose music from Grade IVGrade V 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
Priority Code:
Resources Code:
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 III
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.
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 must audition for
the ISS All County Band
(December) and the
Priority Code:
Resources Code:
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 III
NWDBA All District Band
(January). (Audition scores
will be recorded as a test
grade.)
Students must perform the
Chromatic scale and all 12
Major scales with arpeggios
within the specified NC
Honors Band ranges.
Students may submit the tape
of the scales any time before
the due date of May 31st or
November 30th. These
scales will be graded
individually.
Students must be able to
demonstrate proper instrument
care and minor repairs
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
Priority Code:
Resources Code:
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 III
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.)
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.
6
COMPETENCY GOAL 3: The learner
will improvise melodies, variations,
and accompaniments. (National
Standard 3)
Objectives:
3.01 Improvise melodies with rhythmic
and melodic variations.
3.02 Improvise accompaniments in a
variety of styles.
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
NICE TO
KNOW
Melody
Harmony
Rhythm
Improvisation
Chords
Root Position
Chords
First
Inversion
Chords
Second
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESS
ESSENTIAL
Chose music from Grade IVGrade V 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
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
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 III
3.03 Show respect for the improvisational
efforts of others.
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
Inversion
Chords
Meter
Tonality
Dissonance
Pitch
Perfect Pitch
I – Important
M – Maintenance
RR – Resource Room
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)
Record rehearsals and
performances and evaluate
frequently
Students should research
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 III
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
II and III music from several
different time periods of music
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:
Resources Code:
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 III
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 will be tested on
specific vocabulary once per
semester.
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 voicings and
ranges.
4.02 Synthesize the study and
characteristics of several styles/genres of
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
NICE TO
KNOW
Composition
Arrangement
Style
Finale
Grand Staff
Introduction
Ledger Lines
Staff
Figured Bass
Figured
Melody
Cadence
Half Cadence
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
Festival (March)
End of
Year/Graduation
Concert/Performance
CLASSROOM
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 III
music to create original compositions.
Heterophony
Homophony
Smart Music
Range
Musical
Software
4.03 Use a variety of sound, notational,
and technological sources to compose
and arrange music.
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:
5.01 Read whole, half, quarter, eighth,
sixteenth, and dotted note and rest
durations in 2/4, 3/4, 4/4, 6/8, 3/8, 12/8,
2/2, and mixed meters.
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
ESSENTIA
L
Rhythm
Parallel
Chords
Parallel
Intervals
Parallel Chord
Parallel
Motion
Notation
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
Treasury of Scales
Fussell Book
Foundation of Superior
Performance
Fun with Fundamentals
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
STANDARDS
COMMON
FORMATIVE
ASSESSMENTS:
ISS Marching
Preview show
(October)
Christmas/Winter
Concert
State Concert Contest
Festival (March)
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 III
5.02 Demonstrate the ability to read an
instrumental score of up to four staves by
describing how the elements of music are
used.
5.03 Sightread moderately difficult musical
examples with accuracy and expression.
Meter
Tempo
Pitch
Dynamics
Harmony
Melody
Counter
Melody
Articulation
Musical
Expression
5.04 Notate moderately difficult music
examples using standard notation.
5.05 Identify and define standard notation
symbols for pitch, rhythm, dynamics,
tempo, articulation, and expression.
5.06 Show respect for the reading and
notating efforts of others.
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
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
III-Grade IV 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
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 III
questions
TUNING
PROCESS
ESSENTIAL
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
PROCESS
ESSENTIAL
Chose music from Grade IVGrade V 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
Priority Code:
Resources Code:
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 III
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
period/form/style/genre/com
poser/culture/related arts and
other subjects/ and any
Priority Code:
Resources Code:
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 III
additional facts and present
to the class. Select students
will also present this at
concerts.
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 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 perform the
Chromatic scale and all 12
Major scales with arpeggios
within the specified NC
Honors Band ranges.
Students may submit the tape
of the scales any time before
the due date of May 31st or
November 30th. These
scales will be graded
individually.
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,
Priority Code:
Resources Code:
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 III
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.)
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.
Priority Code:
Resources Code:
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 III
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:
6.01 Identify musical forms representing
diverse genres and cultures.
6.02 Demonstrate increased knowledge of
the technical vocabulary of music.
6.03 Analyze and describe the elements
of music in a given work.
6.04 Identify and explain compositional
devices and techniques used to provide
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
ESSENTIA
L
Musical Form
Counter Point
Polyphony
Homophony
Polyphonic
Music
Polyrhythm
March Form
Absolute
Music
Overture
Form
Theme and
Variation
Form
Camber
Music
Musical
Modes
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESS
ESSENTIAL
Chose music from Grade IVGrade V 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
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
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 III
unity and variety and tension and release
in a musical work and give examples of
other works that make similar uses of
these devices and techniques.
Modulation
6.05 Demonstrate auditory 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:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
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
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.
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 III
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.)
Students MUST keep a
log/journal of rehearsals
including dates, times,
material worked on, and
progress made. This
Priority Code:
Resources Code:
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 III
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,
Phrases, Precision of pitches and
rhythms, Musicality, Dynamics
and Tempo.
Each student will be
Priority Code:
Resources Code:
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 III
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
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
Priority Code:
Resources Code:
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 III
specific vocabulary once per
semester.
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 the quality
and effectiveness of performances,
compositions, arrangements, and
improvisations and apply the criteria to
one's personal participation in music.
IMPORTA
NT
Interpretation
Acoustics
Tone
Production
Accuracy
Intonation
Dynamics
7.02 Evaluate musical works by
comparing, contrasting, and summarizing
them in relation to similar or exemplary
models.
7.03 Examine and determine the best
economic value of instruments, materials,
or recordings to make informed choices.
7.04 Apply rules of standard English in
written evaluations of music.
7.05 Evaluate a given musical work in
terms of its aesthetic qualities and explain
the musical means it uses to evoke
feelings and emotions.
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESS
ESSENTIAL
Chose music from Grade IVGrade V 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
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
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 III
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.
7.06 Show respect for the musical efforts
and opinions of others
ensemble
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
Priority Code:
Resources Code:
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 III
them participating in full
band and evaluate the
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:
Resources Code:
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 III
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 Apply rules of standard English to
compare and contrast the uses of
characteristic elements, artistic processes,
and organizational principles among the
arts areas in different historical periods
and cultures.
NICE TO
KNOW
Historical
Periods
Middle Ages
Antiquity
Musical
Cultures
Dance Forms
Theater Arts
Visual Arts
Self
Discipline
Responsibility
Orchestration
8.02 Analyze ways in which the concepts
and skills of other content areas outside
the arts are interrelated with those of
music.
8.03 Synthesize and apply information
from other content areas to facilitate
musical understanding.
8.04 Compare and contrast 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:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESS
ESSENTIAL
Chose music from Grade IVGrade V 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
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 III
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.
contest
Clinicians work and
assessment of
students and ensemble
Student portfolios and
notebooks
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.
Priority Code:
Resources Code:
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 III
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
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
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
NICE TO
Genre
I – Important
M – Maintenance
RR – Resource Room
SEE ATTACHMENTS
REHEARSAL
PROCESS
SEE ATTACHMENTS
ASSESSMENTS
FOR ALL
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 III
will understand music in relation to
history and culture. (National Standard
9)
Objectives:
9.01 Classify unfamiliar and familiar
representative examples of music using
distinguishing characteristics to identify
genre, style, culture and/or historical
periods; justify the reasons for the
classifications.
KNOW
Style
Music History
Musical Style
Historical
Periods
9.02 Recognize and identify ways that
music reflects history.
9.03 Examine patterns, relationships, and
trends in music of various cultures and
historical periods to draw inferences and
make predictions about past, present, and
future social outcomes.
9.04 Show respect for music from various
cultures and time periods.
Priority Code:
Resources Code:
E – Essential
N – Nice to Know
TB – Textbook
I – Important
M – Maintenance
RR – Resource Room
ESSENTIAL
Chose music from Grade IVGrade V 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
going to work one during
each rehearsal-plan out
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
assessment of
students and ensemble
Student portfolios 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 III
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.
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.
Compare and analyze the
relationship between the
chosen piece and at least one
Priority Code:
Resources Code:
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 III
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.
Students will be tested on
specific vocabulary once per
semester.
Priority Code:
Resources Code:
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