Iredell-Statesville Schools Instructional Guides INSTRUMENTAL MUSIC IV MUSIC ñ Instrumental Music IV Instrumental Music IV continues to build on the comprehensive music education students have received in Instrumental Music III. The LEA has flexibility in determining and developing courses which meet the goals and objectives for Instrumental Music IV. Examples of courses which may be offered as a level IV instrumental class include: Concert Band, Symphonic Band, Wind Ensemble, Jazz Band, String Ensemble, Concert Orchestra, Guitar Class, Piano Class, and other courses developed by the LEA. Students participating in an Instrumental IV course are expected to meet all of the goals and objectives provided in the SCS. Instrumental Music IV 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 difficult instrumental literature which requires advanced technical and interpretive skills, ability to perform in various meters, keys, unusual meters, complex rhythms, and subtle dynamic requirements 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 with traditional and non-traditional music 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 IV 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 Accidentals 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) 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 Integration with Other Curriculum Assessment Areas (Differentiation) (Differentiation) 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 IV 1.02 Use singing to support instrumental study. 1.03 Show respect for the singing efforts of others. Bass Clef Treble Clef Tenor Clef Alto Clef Decrescendo Diminuendo 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 Priority Code: Resources Code: E – Essential N – Nice to Know TB – Textbook I – Important M – Maintenance RR – Resource Room 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 IV and rough spots 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 VGrade VI 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 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 IV 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 period/form/style/genre/com 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 IV 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. 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 difficult instrumental literature which requires advanced technical and interpretive skills, ability to perform various meters, keys, unusual meters, complex rhythms, and subtle dynamic requirements. 2.03 Play instrumental literature representing diverse genres, styles, and cultures. 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 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 IV 2.04 Show respect for the singing efforts of others. Root Timbre Posture 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 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 IV 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 VGrade VI 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) 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 IV 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/composer /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 perform the Chromatic scale and all 12 Major scales with arpeggios within the specified NC Honors Band 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 IV 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: 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 log/journal must be kept 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 IV 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 variations of melodies and accompaniments in different styles, meters, and tonalities. 3.02 Show respect for the improvisational efforts of others. Priority Code: Resources Code: E – Essential N – Nice to Know TB – Textbook NICE TO KNOW Melody Alla Breve Alto Soprano Tenor Bass Harmony Rhythm Improvisation Chords Root Position Chords First Inversion Chords Second Inversion Chords Meter Tonality Dissonance Pitch Perfect 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 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 PROCESS ESSENTIAL Chose music from Grade VGrade VI 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 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. 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 IV 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) Record rehearsals and Priority Code: Resources Code: E – Essential N – Nice to Know TB – Textbook I – Important M – Maintenance RR – Resource Room 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 IV 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 IV and V music from several different time periods of music. Students must choose two of the following: 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 IV 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 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. Priority Code: Resources Code: E – Essential N – Nice to Know TB – Textbook NICE TO KNOW Composition Accompanime nt Altered Chord Scales Arpeggio Alteration Arrangement Style 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 IV 4.03 Use a variety of sound, notational, and technological sources to compose and arrange music. 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: Resources Code: E – Essential N – Nice to Know TB – Textbook Festival (March) End of Year/Graduation Concert/Performance Finale Grand Staff Introduction Ledger Lines Staff Figured Bass Figured Melody Cadence Half Cadence Heterophony Homophony Smart Music Range Musical Software 4.02 Synthesize the study and characteristics of several styles/genres of music to create original compositions. ESSENTIA L Rhythm Parallel Chords Parallel Intervals 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 SEE ATTACHMENTS WARM UPS ESSENTIAL Include: Posture, Tone, Technique, Intonation, Singing Parts, Rhythm Suggested list of warm up technique books: SEE ATTACHMENTS ASSESSMENTS FOR ALL STANDARDS COMMON FORMATIVE ASSESSMENTS: ISS Marching 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 IV 5.01 Demonstrate the ability to read an instrumental score of up to four staves by describing how the elements of music are used and explaining all transpositions and clefs. 5.02 Sightread advanced musical examples with accuracy and expression. 5.03 Notate and transpose moderately difficult music examples using standard notation. 5.04 Read and interpret standard and nonstandard notation. Parallel Chord Parallel Motion Notation Meter Tempo Pitch Dynamics Harmony Melody Counter Melody Articulation Musical Expression 5.05 Create musical examples using nonstandard notation. 5.06 Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 5.07 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 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 Preview show (October) Christmas/Winter Concert State Concert Contest Festival (March) End of Year/Graduation Concert/Performance 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 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 CLASSROOM PDSA ASSESSMENT S: 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 IV rhythms, dynamics, tempo and tempo changes, phrasing –Tizzle rhythms and rough spots 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 VGrade VI 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 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 IV 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 each 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 IV 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. 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: 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 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 IV 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. These pieces are due on or 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 IV 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 Compare and contrast musical forms representing diverse genres and cultures. 6.02 Demonstrate extensive knowledge of the technical vocabulary of music. 6.03 Analyze and describe the elements of music in a given work that make it unique, interesting, and expressive. 6.04 Demonstrate the ability to perceive and remember music events by describing in 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 I – Important M – Maintenance RR – Resource Room SEE ATTACHMENTS REHEARSAL PROCESS ESSENTIAL Chose music from Grade VGrade VI 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 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 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 IV detail significant events occurring in a given aural example. Modes 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 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 additional facts and present to the class. Select students 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 IV 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: 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 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 IV 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, 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 IV 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 specific vocabulary once per 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 IV 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 Apply rules of standard English in written evaluations of music. 7.04 Evaluate a given musical work in terms of its aesthetic qualities and explain the musical devices it used 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 VGrade VI 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 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 IV 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. 7.05 Show respect for the musical efforts and opinions of others. ensemble/solo/small 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 them participating in full band and evaluate 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 IV 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 8 COMPETENCY GOAL 8: The learner will Priority Code: Resources Code: E – Essential N – Nice to Know TB – Textbook NICE TO Historical 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 IV understand relationships between music, the other arts, and content areas outside the arts. (National Standard 8) Objectives: 8.01 Compare and contrast using main ideas and supporting details to organize and communicate information about the uses of characteristic elements, artistic processes, and organizational principles among the arts areas in different historical periods and cultures. 8.02 Generalize 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. KNOW Periods Middle Ages Jazz Music Wind Ensemble World Music Musicology Music Concrete Neoclassicism Antiquity Musical Cultures Dance Forms Theater Arts Visual Arts Self Discipline Baroque Period Classical Period Responsibility Orchestration 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 ESSENTIAL Chose music from Grade VGrade VI 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 IV 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 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. 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 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 IV 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 will understand music in relation to history and culture. (National Standard 9) Objectives: 9.01 Classify unfamiliar yet representative examples of music using distinguishing characteristics to identify genre, style, Priority Code: Resources Code: E – Essential N – Nice to Know TB – Textbook NICE TO KNOW Genre Style Music History Musical Style Historical Periods Brass Family I – Important M – Maintenance RR – Resource Room SEE ATTACHMENTS REHEARSAL PROCESS ESSENTIAL Chose music from Grade VGrade VI and/or on State Concert Festival List Score study- know all parts and rhythms. Identify trouble areas and exposed areas, and all musical SEE ATTACHMENTS ASSESSMENTS FOR ALL STANDARDS COMMON FORMATIVE ASSESSMENTS: ISS Marching Preview show (October) Christmas/Winter 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 IV culture and/or historical periods; justify the reasons for the classifications. 9.02 Explain how music has evolved over time. 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 Woodwind Family Percussion Family String Family World Instruments Ars Nova Ars Antiqua Aria Art Song Descriptive Music Ethnomusicol ogy Fantasia Expressionis m Gregorian Chant Impressionis m Impromptu Incidental Music I – Important M – Maintenance RR – Resource Room 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 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 IV 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. 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, 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 IV 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