TOWNSHIP OF UNION PUBLIC SCHOOLS
Concert Band Grades 6 - 8
Curriculum Guide
2014
Board Members
Francis “Ray” Perkins, President
Richard Galante, Vice President
David Arminio
Susana Cooley
Thomas Layden
Vito Nufrio
Guy Francis
Lois Jackson
Angel Salcedo
TOWNSHIP OF UNION PUBLIC SCHOOLS
Administration
Chief School Administrator ………………………………………………………………………
Dr. Patrick Martin
Assistant Superintendent ………………………………………………………..………………
Mr. Greg Tatum
Assistant Superintendent ………………………………………………………………………..
Dr. Noreen Lishak
School Business Administrator…………………………………………………………………..
Manuel E. Vieira
Director of Technology & Student Information ………………………………………………..
Ms. Ann M. Hart
Director of Special Services……………………..………………………………………………..
Ms. Kim Conti
Director of Athletics, Physical Education and Nurses ………………………………………
Ms. Linda Ionta
DEPARTMENT SUPERVISORS
Language Arts/Social Studies K-6 ……..…………………………………………………….
Mr. Robert Ghiretti
Mathematics K-6/Science K-5 ……………………………………………………………….
Ms. Debra Ford
Language Arts 7-12/Library/Media ….……………………………………………………...
Ms. Mary Flora Malyska
Mathematics 7-12 ……………………………………………………………………………..
Mr. Jason Mauriello
Science 6-12 ………………………………………………………………………………..….
Ms. Maureen Guilfoyle
Social Studies/Business 7-12…………………………………………………………………..
Ms. Libby Galante
Career Ed/World Lang/ESL/G&T/Technology …………………………………………….
Ms. Yvonne Lorenzo
Art/Music ………………………………………………………………………………………
Mr. Ronald Rago
Physical Education/Health ……………………………………………………………………
Ms. Linda Ionta
Curriculum Committee
Richard Grennor
Michael Hamilton
Concert Band Grades 6 - 8
Table of Contents
Title Page
Board Members
Administration
Department Supervisors
Curriculum Committee
Table of Content
District Mission/Philosophy Statement
Arts Mission/Vision Statement
District Goals
Course Description
Recommended Texts
Course Proficiencies
Curriculum Units
Appendix: New Jersey Core Curriculum Content Standards
Township of Union Board of Education Mission Statement
The Township of Union Board of Education believes that every child is entitled to an education designed to meet
his or her individual needs in an environment that is conducive to learning. State standards, federal and state
mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a
regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any
disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or
when necessary, removed in order for the district to maintain the appropriate educational setting.
Township of Union Board of Education Philosophy Statement
The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts
through its educational practices. It is the belief of the Board of Education that a primary function of the Township
of Union Public School System is to formulate a learning climate conducive to the needs of all students in general,
providing therein for individual differences. The school operates as a partner with the home and community.
Performing Arts Mission Statement
The Township of Union Department of Visual and Performing Arts is committed to increasing opportunities for all students K-12 to
participate in and understand the arts.
We all share the common belief that the arts are one of humanity's most eloquent means of understanding the world. Through the arts,
we share the highest achievements of every culture and find a universal language which permits communication among all peoples. As
such, the arts are an essential component of a complete education.
Through the years, studies have discovered that the inclusion of the performing arts in a broad-based curriculum improves the quality
of a child's educational experience. The arts teach discipline, improve self-esteem, inspire creativity, and help young people to set and
reach goals. Knowledge of the arts makes our district a challenging place where our children are encouraged to explore, to create, and
to reach their full potential.
Performing Arts Vision Statement
The arts are a critical and essential part of the education of every young person in America, and every American should have highquality opportunities to be educated in all of the arts. Such an education should occur both in and out of classroom settings as part of
an ongoing learning process for all individuals, including those with special talents or needs.
A comprehensive arts education draws upon the expertise of both arts specialists and classroom teachers, and upon the experiences
and resources of professional artists and community cultural resources. Only by utilizing all of these resources can individuals achieve
the full educational potential of the arts.
Statement of District Goals
 Develop reading, writing, speaking, listening, and mathematical skills.
 Develop a pride in work and a feeling of self-worth, self-reliance, and self
discipline.
 Acquire and use the skills and habits involved in critical and constructive
thinking.
 Develop a code of behavior based on moral and ethical principals.
 Work with others cooperatively.
 Acquire a knowledge and appreciation of the historical record of human
achievement and failures and current societal issues.
 Acquire a knowledge and understanding of the physical and biological
sciences.
 Participate effectively and efficiently in economic life and the development
of skills to enter a specific field of work.
 Appreciate and understand literature, art, music, and other cultural
activities.
 Develop an understanding of the historical and cultural heritage.
 Develop a concern for the proper use and/or preservation of natural
resources.
 Develop basic skills in sports and other forms of recreation.
Course Description
Middle School concert band is designed to guide the young musician through a musical training and
musical literacy program. Concert Band is a full year course that meets twice per week for students in
grades sixth through seven and five times per week for students in grade eight. Concert band involves a
progressive course of study in the fundamentals of music, instrumental technique, and performance.
Through a varied repertoire, students will explore their musical potential as well as develop their musical
vocabulary and general music theory.
The listed materials should be used as guidelines and are subject to the individual instructor. This
course is outlined according to the New Jersey core curriculum standards for visual and performing arts.
Recommended Textbooks
1. Essential Elements 2000
2. Rubank Elementary Method
3. Essential Technique
Course Proficiencies
Students will be able to …
1. Demonstrate proper posture, instrumental technique and correct note fingerings.
2. Perform on their instrument using good tone quality, articulation and dynamics.
3. Perform quality concert band literature of various levels and styles.
4. Increase the skills of critique and evaluation in relation to individual and full ensemble
performance.
Curriculum Units
Unit 1: Week #1-4 Band Fundamentals
1. Review and implementation of musical terms and
symbols.
2. Review scales according to concert selections.
3. Introduce warm-ups and repertoire.
4. Review of proper instrument technique.
Unit 2: Week #5-8 Band Repertoire
1. Introduce sight-reading skills.
2. Discuss tempo and dynamic terms used in band
literature.
3. Continue Teaching and rehearsing all music.
Unit 4: Week #13-15 Concert Preparation
1. Finalize concert repertoire.
2. Begin to combine groups for rehearsals.
3. Refining and polishing performance selections in
terms of dynamics, intonation and interpretation.
4. Rehearse concert logistics.
Unit 5: Week #16 Critique and Evaluation
1. Watch previously taped concert performance.
2. Critique of individual and full ensemble
performances.
Unit 6: Week #17-36 Preparation for Spring Concert
Unit 3: Week #9-12 Band Repertoire/Testing
1. Continue teaching and rehearsing all music.
2. Test all individuals and small groups.
1. The second semester will proceed consistent with
weeks 1-16.
2. Different music will be taught and performed.
Pacing Guide- Course
Content
Number of Days
Unit 1: Week # 1 – 4 Band Fundamentals.
15 - 30
Unit 2: Week # 5 – 8 Concert Band Repertoire.
15 - 30
Unit 3: Week # 9 – 12 Concert Band Repertoire/Testing.
15 - 30
Unit 4: Week # 13 – 15 Concert Preparation/Performance.
15 - 30
Unit 5: Week # 16 Critique and Evaluation.
Unit 6: Week # 17 – 36 Second Semester.
5
2 nd Marking Period.
Week # 1 - 4
Unit 1: Band Fundamentals. (1.1, 1.2, 1.3)
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)





Review musical terms
and symbols.
Introduce musical terms
and symbols as needed
for the understanding of
the new concert
repertoire.
Review and provide
information on
instrumental pedagogy
for the various
instruments (reeds,
mouthpieces, oils,
makes of instruments
etc.).
Diaphragmatic
breathing, breathe
support and
embouchure setting
Review proper
instrumental technique
and posture.
Activities





Review all materials to
be used in each grade
level.
Review proper
breathing and
instrumental
techniques.
Introduce all warm-ups
and scales in
accordance with
concert selections.
Week # 3 – 4 introduce
music.
Week # 3 – 4 Introduce
the concert repertoire.
Assessments

Level 1: Students will
recognize their
particular clefs as well
as the basic notation for
their instrument.

Level 2: Students will
recognize all of the
above including
notation relating to the
interpretation of and
nuance of the music.

Level 3: Students will
recognize and perform
all of level 2 including
recognition of key
signatures and key
changes.
Week # 5 - 8
Unit 2: Band Repertoire (1.1., 1.2, 1.3)
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)

Continue to develop
rhythmic and melodic
accuracy leading to
improvement of music
reading.

Students will focus on
breath support,
embouchure for the
purpose of improving
tone quality and
articulation.


Students will learn the
fingerings necessary to
expand the range of
their instrument.
Activities

As an ensemble tap,
say and play rhythmic
patterns on various
scales.

Warm up in various
keys and rhythms.

Begin teaching band
repertoire focusing on
rhythmic and tonal
accuracy.

Continue to work on
interpretive musical
devices for each
selection.

Students will review
and discuss tempo and
dynamic terms.
Assessments

Level 1: Students will
learn to perform concert
selections in rhythm, on
pitch and to maintain a
steady tempo.

Level 2: Students will
learn to perform
contrasting rhythmic
and melodic patterns
accurately and
independently on their
instrument.

Level 3: Students will
identify both the time
signature and key
signatures of all
selections.

Students will also
perform all selections
with all tempo and
dynamic changes from
memory.
Week # 9 - 12
Unit 3: Band Repertoire and Testing ( 1.1., 1.2, 1.3)
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)



Students will continue
to perform with proper
posture, instrument
technique, breathe
support and
embouchure.
Students will be
tested (week # 11-12)
on their individual
instrument part,
select scales and
musical examples
from their method
books.
Activities

During weeks # 9 -10
all concert music will
be completed and
rehearsed.

Level 1: Students will
be tested on basic
musical terminology,
scales and technique.

Students will be
tested on various
sections of music.


Students will be
tested individually on
scales and excerpts
from the method
books.
Level 2: Students will
be tested on scales
pertaining to their
current selections,
musical terminology,
and technique.

Level 3: Students will
be tested on scales
pertaining to their
current selections,
musical terminology,
technique and
attention will be
devoted to the
nuances of
interpretation.

Students will also
take a written test on
fundamental music
concepts.
Assessments
Students will
complete the written
portion of testing
based on the 3 levels
of assessment.
Week # 13 - 15
Unit 4: Concert Preparation (1.1., 1.2, 1.3)
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)

Discussion of proper
concert etiquette as it
relates to the performer.

Students will rehearse
and discuss logistics
pertaining to the
concert performance.

All musical selections
will be rehearsed for
further musical
refinement.
Activities

Discuss arrival time,
attendance, and
concert attire.
Distribute parent letter.

Rehearse the entrances
and exit from the
concert venue.

Assessments

Level 1: Students will
perform concert
selections using correct
rhythms and pitches
while following the cues
of the conductor.

Level 2: Students will
perform concert
selections using correct
rhythms pitches,
dynamics and other
nuances while
following the cues of
the conductor.

Level 3: Students will
perform concert
selections using correct
rhythms pitches and
dynamics while
employing a beautiful
tone and advanced
articulations.
Perform all music
focusing on nuance and
interpretation.
Week # 16
Unit 5: Critique and Evaluation (1.1, 1.2, 1.3, 1.4)
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)

Students will listen to or
view the concert
performance.

Students will critique
their individual as well
as ensemble
performance.

Students will discuss
both the positive and
the negative aspects of
the concert.
Activities

Depending on
availability, each band
will listen to or view the
entire concert.

Students will complete
a concert performance
critique (See Appendix).

Students will discuss as
a class both the positive
and negative areas of
all performances.

Students will discuss
improvements needed
Assessments

Level 1: The band
students will discuss
the performance in
terms of rhythmic
accuracy and tempo
consistency.

Level 2: The band
students will discuss
the performance in
terms of rhythmic and
tonal accuracy, tempo
consistency.
and articulation

Level 3: The band
students will discuss
the performance in
terms of rhythmic and
tonal accuracy, tempo
consistency, dynamics
and articulations.
Week # 17 - 36
Unit 6: Band Repertoire
Essential Questions
Instructional Objectives/
Skills and Benchmarks
(CPIs)





Activities

Review all band and
theory terms learned in
the first semester.

Discuss and implement
new instrumental and
ensemble warm ups.

Continue building sightreading skills.
Students will be tested
on new material during
week # 24 – 25

Distribute new music
and discuss the
different level.
A review of all concert
logistics will be
discussed.

A critique and
evaluation of the full
year will take place in
weeks # 35 – 36.

Test on all previous and
new terms and
concepts as well as
vocal testing on current
music.
Critique and evaluate
concert performance.
Discuss the
improvements made.
All instrumentalperforming ensembles
will continue in the
same format as the first
semester.
Introduce new musical
repertoire for the next
concert.

Assessments

Level 1: Students will
perform music intended to
expand the range by a
major 2nd in both
directions as well as
building upon their
rhythmic vocabulary to
include the dotted rhythm.

Level 2: Students will
perform music intended to
expand the range by a
major 3rd in both directions
as well as building upon
their rhythmic vocabulary
to include the dotted
rhythms and triplets.

Level 3: Students will
perform music intended to
expand the range by a
perfect 4th in both
directions as well as
building upon their
rhythmic vocabulary to
include the dotted rhythms
and triplets in a variety of
odd and compound
meters.
New Jersey Core Curriculum Content Standards
Academic Area
Standard 1.1
“The Creative Process” - All students will demonstrate an understanding of the elements
and principles that govern the creation of works of art in dance, music, theatre, and visual art.
Standard 1.2
“History of the Arts and Culture” - All students will understand the role, development, and
influence of the arts throughout history and across cultures.
Standard 1.3
“Performance” - All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual
art.
Standard 1.4
“Aesthetic Responses & Critique Methodologies” - All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
New Jersey Scoring Rubric
Appendix
A Critique of Performance
Instructions and Rubric
UNION MIDDLE SCHOOLS
A Critique of Concert Performance
Summary: The students will be placed in teams and assigned one aspect of performance, which they will critique in relation to a
scoring guide. The team will discuss the performance, defend their analysis and compare their results with the instructor’s analysis.
Objectives: Identify and examine criteria for evaluating musical performances and compositions.
Format: Selected response & constructed response
Materials: Scoring Guide Handout, Audio or Video of Concert Performance
Analysis of Objective:
The student will be assessed as to how effectively they assess the performer’s execution
of a live performance in relation to the following performance criteria: Accuracy of Rhythms, Consistency of Tempos, Production of a
Characteristic Sound, Accuracy of Dynamics and Accuracy of Articulations.
 These criteria are based upon the curriculum objective of: performing middle-school-level music, with appropriate articulation,
blend, and timbre while matching dynamic levels.
Activity:
1. Pass out a copy of the student instructions and scoring guide. Read and discuss the material with your musicians orally
and answer any question regarding the nature of the task of evaluation
2. Assign each critic a number between 1 and 5 and a team name. The team name will be their assigned criterion to
evaluate and the team with which they will discuss their critique.
3. Make a copy of the scores performed available to the students.
4. During performances encourage good listening habits.
5. After each performance allow time for the critics to gather their thoughts.
6. After the performance selection has concluded, have the teams meet to discuss the final results.
7. Then allow each team to present their findings, while encouraging discussion between teams.
UNION MIDDLE SCHOOLS
A Critique of Concert Performance
Student Instructions: You will be placed on a team with four other musicians. Each musician will be assigned one area from the
following list: Accuracy of Rhythms, Consistency of Tempos, Production of a Characteristic of Sound, Accuracy of Dynamics,
Accuracy of articulations.
You will concentrate on the one area of performance to which you are assigned. As you listen you will be studying the following
scoring guide to assist you in critiquing the performance.
Criterion
1. Rhythmic accuracy
Unsatisfactory
*Recovery from
rhythmic
mistakes is
difficult.
Basic
*Recovery from
rhythmic
mistakes is
awkward.
Proficient
*Recovery from
rhythmic errors
is immediate.
Advanced
*All rhythmic
patterns are
executed
accurately &
with ease.
2. Tempo Consistency
*Original tempo
is not
maintained
*Tempo may
fluctuate
throughout but
original tempo
is reestablished
prior to
completion
*Tempo may
fluctuate
occasionally
but original
tempo is
reestablished
immediately
*No fluctuations
in tempo
3. Timbre
*Timbre is
uncharacteristic
& unpleasant
*Timbre is
uncharacteristic
but not
unpleasant
*Characteristic
timbre that may
vary at
extremes of
range and/or
dynamics
*Characteristic
timbre
4. Dynamics
*No dynamic
contrast
*Errors occur in
interpretation of
dynamics
*Accurate
interpretation of
dynamics
without
adequate
exaggeration
*Accurate
interpretation of
dynamics
5. Articulation
*No articulation
contrasts
*Errors occur in
interpretation of
articulations
*Accurate
interpretation of
articulations
without
adequate
exaggeration
*Accurate
interpretation of
articulations
Be sure to listen carefully so that you can strongly defend your critique after listening to the performance. After you have made your
decision upon the portion of the performance upon which you are concentrating, you will discuss it with team members, coming to a
final decision on the quality of the performance. Your teams decision will then be discussed with the other teams and then compared
to the instructors analysis of the performance.
The following scoring guide will score your critical decisions and ability to defend your decisions.
Proficient
Advanced
Ability to
verbally
support
critical decision
Criteria
Does not
support
decision
Unsatisfactory
Supports
decision but
does not refer
to the scoring
rubric
Basic
Supports
decision while
referring to the
scoring rubric
Supports
decision
eloquently
while referring
to the scoring
rubric
Accuracy of
critical decision
when compared
to instructor
Is two or more
columns away
from the score
of the instructor
Is within one
column of the
score of the
instructor
Matches the
score of the
instructor
Matches the
score of the
instructor
Ability to list
the five scoring
criteria
Is not able to
list at least
three scoring
criteria
Is able to list
four
scoring criteria
Is able to list all Is able to list all
five scoring
five scoring
criteria
criteria