6th Grade Beginner Band Curriculum

Course Description

The Beginning Band is designed to provide students with an introductory experience on band instruments.Curriculum for this course is an extension of the skills and concepts introduced in General Music classes. Beginning Band is open to all Sixth Grade students.Prior instrumental music experience is not required. Recruiting and enrollment registration occur in the Spring of the Fifth Grade year. Beginning classes are taught during the summer following the Fifth Grade year in homogeneous instrument groups.

Course Goals

The course goals of Sixth Grade Beginning Band are:

To heighten each student's aesthetic awareness through the musical arts;

To introduce students to the fundamental skills involved in playing a musical instrument;

To reinforce and develop the fundamentals of music theory and listening skills;

To provide students with an ensemble performance experience.

Course Objectives

The course objectives of Sixth Grade Beginning Band are for students:

To produce a characteristic tone on individual instruments;

To identify and demonstrate a knowledge of musical notation;

To demonstrate fingerings and positions for the practical range of individual instruments;

To develop good individual practice habits;

To demonstrate a basic understanding of the elements of music.These include:timbre, dynamics, articulation, rhythm, melody / pitch, harmony, texture, form, expression and style;

To demonstrate a basic understanding of and ability to perform ensemble playing skills and techniques;

To develop problem-solving and evaluation skills applicable to music;

To develop an aesthetic sensitivity to music;

To demonstrate knowledge of music as a creative art form of man in an historical context.

Learner Outcomes

Tone Production-

Upon completion of Beginning Band, students will be able to:

Model specialist demonstration of posture, hand position, breath support and embouchure control

Musical Notation-

Upon completion of Beginning Band, students will be able to:

Recognize basic fingering patterns and note names;

Speak note names aloud while reading music;

Speak note names aloud and finger along;

Demonstrate knowledge of the fingering chart by playing it in quarter notes, both ascending and descending;

Identify key signatures and the sharps and flats contained within the concert keys of C, F, G, B-flat, D, E-flat;

Know and perform all major scales in quarter notes at the tempo ♪= 80.

Practice Habits-

Upon completion of Beginning Band, students will be able to:

Develop and document an organized, weekly practice routine;

Discuss appropriate practice methods / techniques.

Elements of Music-

Upon completion of Beginning Band, students will be able to:

Timbre-Recognize the difference in timbre of all band instruments.

Dynamics-Identify the dynamic marking of pp, p, mp, mf, f, and ff;

Demonstrate loud and soft dynamics;

Demonstrate gradual increase and decrease in volume.

Articulations-Demonstrate connected and detached tonguing, and slurring, as introduced in the method book.

Rhythm- Demonstrate an understanding of pulse and beat division by:

Tapping foot down and up during all lessons and performances;

Counting and playing whole, half, quarter, eighth, sixteenth notes and rests, dotted quarter notes, dotted half notes and dotted eight notes;

Recognize syncopation and be able to demonstrate syncopated rhythms using quarter notes and eighth-notes;

Recognize and play downbeats and upbeats;

Recognize and play songs in alla breve time.

Melody, Pitch, Harmony-

Upon completion of Beginning Band, students will be able to:

Identify melody and harmony in the music they perform;

Compare pitches and identify pitch inconsistencies.

Texture-

Upon completion of Beginning Band, students will be able to:

Perform music in monophonic, homophonic and polyphonic textures;

Identify the difference between melody and accompaniment;

Identify, describe and evaluate the “pyramid of sound”.

Form-

Upon completion of Beginning Band, students will be able to:

Perform songs in binary and ternary form;

Perform a fugue and recognize canonic form and theme and variation;

Perform music that modulates and uses rhythmic transformation.

Expressive Elements-

Upon completion of Beginning Band, students will be able to:

Discuss the musical affect of the combined musical elements.

Style-

Upon completion of Beginning Band, students will be able to:

Explore tempo, interpretive, and articulation styles standard to specific genres;

Describe the historical background of a composition and biographical information of selected composers.

Units of Instruction

The band program is set up in a series of four concert cycles that meet the developmental needs of the student band population.

Instructional Material

Bruce Pearson and Ryan Nowlin, Traditions of Excellence, Vol. 1, Kjos Music Co.

Concert performance pieces are selected from the Oswego Junior High Band Library which houses over 1500 title of varying levels of ability. Programs are customized to the specific needs of each ensemble. Each student will have performed at least one piece from each of the following genres by the completion of Beginning Band:

March

Overture

Ballad

Folk Medley

Fugue

Jazz / Dixie

Calendar

Sixth grade recruiting takes place during March prior to Sixth Grade.

Evaluation Methods and Assessments:

Objective performance tests

Subjective performance tests

Objective written worksheets and tests

Subjective written responses

Portfolio assessment (written and taped work)

Oral responses

Projects

Grading Standard

The grading standard for the Sixth Grade Beginning Band on objective material is the scale adopted by the Oswego School District #308

A 90-100

B 80-89

C 70-79

D 60-69

F 59 and below

The grading standard for the Sixth Grade Beginning Band on subjective material will be based on a set of rubrics developed by the band staff.

Extension of Enrichment activities for special populations of students

The student population of the Beginning Band class consists of a wide range of socioeconomic, ethnic, and racial backgrounds. Because the class is open to all Sixth Grade students, student ability is very diverse.Activities are geared for auditory, visual, and kinesthetic-tactile learners. All students participate in the Oswego Junior High School Solo and Ensemble Festival as well as the Oswego Junior High School Band Festival. A team teaching set-up allows the individual help of students who need extra attention by the members of the band staff on occasion. Remedial students are encouraged to schedule tutoring sessions with a specialist on the student’s particular instrument.

Method of Instruction:

A variety of instructional methods are used in the Sixth Grade Beginning Band. Among these are:

Cooperative learning in large groups;

Cooperative learning in small groups;

Individual work;

Auditory, visual, and kinesthetic-tactile experiences.

Student Materials and Handouts:

Hand outs and student materials that are used in Beginning Band include the following:

Grading Rubrics;

Band Handbook;

Rhythm Sets;

Scale Sheets;

Music Theory Worksheets;

Study guides for individual pieces of music.

References/Bibliography

Teaching Music in the 21st Century, http://posterous.com/site/profile/teachingmusic

The Creative Director; Alternative Rehearsal Techniques, E. Lisk, Meredith Music Publications, 1991

Blueprint For Band, R. Garofalo, Meredith Music Publications, 1983

Intangibles of Musical Performance, E. Lisk, Merideth Music Publications, 1997

Teaching Music Through Band Performance, Ed. R. Miles, GIA Publications, 1996

Teaching Wind and Percussion Instruments, D. Corbett, Music Educators National Conference, 1991

The Instrumentalist, J.T. Rohner,Publisher, The Instrumentalist Co. A monthly publication for band and

orchestra directors that presents articles, interviews, and research on the current trends in instrumental music education.

Band Director’s Guide, T. Ryon, Publisher, BDGuide. A bimonthly publication for band directors that presents article, interviews and research on the current trends in instrumental music education.

Teaching Music, Music Educators National Conference. A monthly publication for music educators that presents classroom ideas and research in the field of music education.

Getting Started with Middle Level Band, D. Reul, Music Educators National Conference, 1994

Eighth Grade Advanced Band Curriculum

Course Description

The Eighth Grade Band is designed to provide students with an advanced experience on band instruments. Curriculum for this course is an extension of the skills and concepts introduced in seventh grade band. This band is open to all eighth grade students who have successfully completed seventh grade band. Students are encouraged to participate in the summer band program prior to the start of the eighth grade year.

Course Goals

The course goals of Eighth Grade Band are:

To heighten each students aesthetic awareness through the musical arts;

To develop the fundamental skills involved in playing a musical instrument successfully;

To reinforce and develop the fundamentals of music theory and listening skills;

To provide students with an ensemble performance experience.

Course Objectives

The course objectives of Eighth Grade Band are:

To produce a characteristic tone on individual instruments;

To identify and demonstrate a knowledge of musical notation;

To demonstrate fingerings and positions for the practical range of individual instruments;

To develop good individual practice habits;

To demonstrate a basic understanding of the elements of music.

These include: timbre, dynamics, articulation, rhythm, melody / pitch, harmony, texture, form, expression

and style;

To demonstrate a basic understanding of and ability to perform ensemble playing skills and techniques;

To develop problem-solving and evaluation skills applicable to music;

To develop an aesthetic sensitivity to music;

To demonstrate knowledge of music as a creative art form of man in an historical context.

Learner Outcomes

Tone Production-

Upon completion of Eighth Grade Band, students will be able to:

Consistently perform with correct posture, hand position, breath support and embouchure control.

Musical Notation-

Upon completion of Eighth Grade Band, students will be able to:

Recognize advanced fingering patterns and all note names;

Speak note names aloud while reading music;

Speak note names aloud and finger along;

Demonstrate knowledge of the fingering chart by playing it in eighth notes, both ascending and descending, starting on any pitch;

Identify key signatures and the sharps and flats contained within the concert keys of C, F, Bb, Eb, Ab, Db, Gb, Cb, E, A, D, and G;

Perform major, minor, and chromatic scales two octaves, when appropriate.

Practice Habits-

Upon completion of Eighth Grade Band, students will be able to:

Develop and document an organized, weekly practice routine;

Discuss appropriate practice methods / techniques.

Elements of Music-

Upon completion of Eighth Grade Band, students will be able to:

Timbre-Recognize the difference in timbre of all band instruments, and ensembles which may include: concert band, marching band, jazz band, string orchestra, full orchestra, and choir.

Dynamics-

Identify the dynamic marking of pp, p, mp, mf, f, and ff,;

Identify the dynamic marking of fp and sfzp;

Demonstrate all dynamic levels;

Demonstrate gradual increase and decrease in volume while maintaining characteristic tone, balance, and blend.

Articulations-

Demonstrate connected, accented, and detached tonguing and slurring.

Rhythm-

Demonstrate an understanding of pulse and beat division by:

Tapping foot down and up during lessons;

Counting and playing whole, half, quarter, eighth, sixteenth notes and rests, dotted quarter notes, dotted half notes and dotted eighth-sixteenth;

Recognize syncopation and be able to demonstrate syncopated rhythms;

Recognize and play downbeats and upbeats;

Recognize and play songs in 6/8 and 12/8 time;

Recognize and play songs in alla breve time.

Melody, Pitch, Harmony-

Identify and correctly balance melody, bass line, countermelody, and harmony in the music they perform;

Compare pitches and identify and fix pitch inconsistencies.

Texture-

Perform music in homophonic and polyphonic textures;

Identify the difference between melody and accompaniment;

Identify, describe, evaluate, and demonstrate the “pyramid of sound”.

Form-

Perform songs in binary and ternary form;

Perform and recognize the forms of march, overture, canonic form, theme and variation;

Perform music that modulates and uses rhythmic transformation.

Expressive Elements-

Discuss the musical affect of the combined musical elements.

Style-

Explore tempo, interpretive, and articulation styles standard to specific genres;

Describe the historical background of a composition and biographical information of selected composers.

Units of Instruction

The band program is set up in a series of concert cycles that meet the developmental needs of the student band population.

Instructional Material

Bruce Pearson and Ryan Nowlin, Traditions of Excellence, Vol. 2 & 3, Kjos Music Co.

Essential Elements 2000 Book III; Tim Lautzenheiser, John Higgins, et al, Hal Leonard Publications, 1999

Five Minute Theory; Wessels; Mark Wessels Publications; 1994

Standard of Excellence, Book 2, B. Pearson, Kjos Music Co., 1993.

Rhythm Master, Book 2, J.R. McEntyre and H. Haines, Southern Music Co., 1993.

Technicises For Band, J. Probasco and D. Meeks, Heritage Music Press, 2000

Foundations For Superior Performance, R. Williams and J. King, Kjos Music Co., 1998

Exercises For Ensemble Drill, R. Fussell, Schmitt, Hall, and McCreary, 1934.

Concert performance pieces are selected from the Oswego Junior High Band Library which houses over 1500 titles of varying levels of ability. Programs are customized to the specific needs of each ensemble. Each student will have performed at least one piece from each of the following genres by the completion of Eighth Grade Band:

March

Overture

Ballad

Folk Medley

Evaluation Methods and Assessments:

Evaluation methods and assessments for Eighth Grade Band are:

Objective performance tests

Subjective performance tests

Objective written worksheets and tests

Subjective written responses

Portfolio assessment (written and taped work)

Oral responses

Projects

Assessment at festival by recognized experts in the field of music education.

Grading Standard

The grading standard for the Eighth Grade Band on objective material is the scale adopted by the Oswego School District #308.

A 90-100

B 80-89

C 70-79

D 60-69

F 59 and below

The grading standard for the Eighth Grade Band on subjective material will be based on a set of rubrics developed by the band

staff.

Extension of Enrichment activities for special populations of students

The student population of the Eighth Grade Band class consists of a wide range of socioeconomic, ethnic, and racial backgrounds. Because the class is open to all Eighth Grade students with previous instrumental music experience, student ability is very diverse. Activities are geared for auditory, visual, and kinesthetic-tactile learners. All students participate in the Oswego Junior High School Solo and Ensemble Festival as well as the Oswego Junior High School Band Festival. A team teaching set up allows the individual help of students who need extra attention by the members of the band staff on occasion. Remedial students are encouraged to schedule tutoring sessions with a specialist on the student’s particular instrument.

Method of Instruction:

A variety of instructional methods are used in the Eighth Grade Band. Among these are:

Cooperative learning in large groups;

Cooperative learning in small groups;

Individual work;

Auditory, visual, and kinesthetic-tactile experiences.

Student Materials and Handouts:

Hand outs and student materials that are used in Eighth Grade Band include the following:

Grading Rubrics;

Band Handbook;

Rhythm Sets;

Circle of Fourths;

Function Chorales;

Scale Sheets;

Music Theory Worksheets;

Study guides for individual pieces of music.

References/Bibliography

The Creative Director; Alternative Rehearsal Techniques, E. Lisk, Meredith Music Publications, 1991

Blueprint For Band, R. Garofalo, Meredith Music Publications, 1983

Intangibles of Musical Performance, E. Lisk, Merideth Music Publications, 1997

Teaching Music Through Band Performance, Ed. R. Miles, GIA Publications, 1996

Teaching Wind and Percussion Instruments, D. Corbett, Music Educators National Conference, 1991

The Instrumentalist, J.T. Rohner, Publisher, The Instrumentalist Co. A monthly publication for band and orchestra directors that presents articles, interviews, and research on the current trends in instrumental music education.

Band Director’s Guide, T. Ryon, Publisher, BDGuide. A bimonthly publication for band directors that presents article, interviews and research on the current trends in instrumental music education.

Teaching Music, Music Educators National Conference

A monthly publication for music educators that presents classroom ideas and research in the field of music education.

Getting Started with Middle Level Band, D. Reul, Music Educators National Conference, 1994