Beginning Band Curriculum Map

Beginning Band Curriculum Map - Sixth Grade

MAJOR UNITS OF INSTRUCTION, specifically MUSICAL GENRE, may or may not be taught in this sequence. Time varies per unit. Standards listed are aligned to state and PAUSD art content.
Rehearsals: All rehearsals include warm-ups and technical studies; development of artistic perception and musical concepts; and applications through performance of repertoire. March-Pop's Concert, Jordan Cafe June-Spring Concert in Hugh Center Court
Unit of Instruction	Standards	Activities/Lessons/Assignments	Time Frame
Goals and Expectations	Habits of Mind	Demonstrate personal responsibility Bring instrument, music, pencil, and supplies to every rehearsal Note concert dates in binder reminder and family calendar Attend all required performances Practice Develop and effective and regular practice routine to oreinforce concepts learned in class Practice 4-5 times per week, 20-30 minutes per session Rehearsal Techniques Demonstrate respect for self and others Develop effective rehearsal techniques Demonstrate commitment to teamwork and success of the ensemble	ongoing
Basic Skills	Artistic Expression	The Instrument Identify parts, assembly, proper care Playing Posture Woodwinds and Brass: proper playing posture and hand position Percussion: proper grip and playing position Tone Quality Woodwinds and Brass: produce good tone quality through correct embouchure, breathing techniques Percussion: produce single strokes, multiple bounce strokes, open double strokes	September
Special Techniques	Artistic Expression	Woodwinds and Brass Articulation, including tonging, accents, slurs, staccato, tenuto, and legato Percussion Proper playing techniques on snare drum, mallet percussion, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, claves, temple blocks, crash cymbals, bongos, and cowbell	ongoing
Musical Concepts	Artistic Expression	Rhythmic Perception Count and perform rhythm patterns combining various notes, rests, ties and fermatas Define and perform in basic time signatures, including common time, 4/4 time, 3/4 time, 2/4 time signatures Pitch Perception Name notes on the staff in treble clef and bass clef, play notes of one’s own clef Define and play flat, sharp, and natural accidentals Play all pitches within the prescribed ranges for each instrument Perform one octave sales and arpeggios in the major keys of Concert B flat, E flat, and F Melodic Perception Define and demonstrate phrase marks, breath marks, melodic contour by steps, skips, and leaps	ongoing
Symbols and Terms	Artistic Expression	Symbols Define and perform repeat sign, first and second endings, measure repeat sign, multi-measure rest Terms Solo/soli/tutti, divisi/unison	ongoing
Sight-reading	Technical Skills	Sight-reading Demonstrate the ability to sight-read music encompassing the technical and musical scope of concepts previously introduced	ongoing
Apply Instrumental Skills	Creative Expression Historical and Cultural Content	Instrumental Performance Literature Programmatic Dixieland Concert March Multicultural Contemporary	ongoing
Culminating Performances	Aesthetic Valuing	Performances Perform concert repertoire as a member of the full band at school concerts, demonstrating the technical and musical mastery learned at the appropriate level Evaluate and self-assessment Develop criteria (accuracy, balance, blend, stage presence) to evaluate effectiveness of musical performance, and apply the criteria in written assessments	March Pops Concert June Spring Concert

created by Vivian Boudreaux, posted by Leslie Goldman 6-4-2007