Wilton Public Schools Form 6141

I. BASIC DATA ​

A. Title: Percussion Ensemble

B. Resume:

The Music Department proposes to introduce a new course for percussion students in grades 9-12. Students enrolled in this class will rehearse and perform music composed specifically for Percussion Ensemble as well as perform with the Concert Band and Wind Ensemble. It is our belief that percussion students will demonstrate greater musical development, engagement in class, and enthusiasm for the subject if they meet separately from the rest of the band.

C. Submission Date: 10/7/20 ​

D. Author: Malcolm Karlan and Troy Williams ​

E. Requested Implementation Date: August 2021 ​

II. GENERAL BACKGROUND

WHS currently offers two levels of band: Concert Band and Wind Ensemble. There are typically between 50 to 70 students enrolled in each ensemble, with approximately 10-20% playing percussion instruments. While all of the brass and woodwind instruments have many similarities in playing technique, function, and required knowledge, percussion instruments require a vastly different set of skills and often serve a different purpose within the ensemble. Because of this, band directors must spend much of the class time delivering instruction that does not apply to a portion of the students. With a separate class for percussionists, these musicians will be able to focus on their own pedagogy and repertoire, while still fulfilling their role with the larger ensembles for performances.

III. OBJECTIVES

The purpose of this course is to offer percussion students instruction that is specific to their instrument, and the opportunity to rehearse music which features and challenges them. Students will receive instruction on pitched percussion instruments (e.g. xylophone, marimba, glockenspiel, timpani), non-pitched percussion instruments (e.g. bass drum, snare, toms, drum set), and auxiliary instruments (e.g. triangle, cymbals, rain stick, castanets, slap stick). They will rehearse ensemble music written for these instruments as well as preparing their parts for the pieces being performed by the full bands.

With this more appropriate and specific instruction, percussion students are expected to develop greater skill on their instrument and become more dedicated members of the ensemble.

IV. SCOPE AND SUBSTANCE

National Core Arts Standards Addressed:

CREATING: ● MU:Cr1.1.E.Ia - Compose and improvise ideas for melodies, rhythmic passages, and arrangements for specific purposes that reflect characteristic(s) of music from a variety of historical periods studied in rehearsal. ● MU:Cr2.1.E.IIb - Preserve draft compositions and improvisations through standard notation, audio, or video recording. ● MU:Cr3.2.E.Ia - Share personally-developed melodies, rhythmic passages, and arrangements – individually or as an ensemble – that address identified purposes

PERFORMING: ● MU:Pr4.1.E.IIa - Develop and apply criteria to select a varied repertoire to study and perform based on an understanding of theoretical and structural characteristics and expressive challenges in the music, the technical skill of the individual or ensemble, and the purpose and context of the performance. ● MU:Pr4.2.E.IIa - Document and demonstrate, using music reading skills where appropriate, how ● compositional devices employed and theoretical and structural aspects of musical works may impact and inform prepared and improvised performances. ● MU:Pr5.1.E.IIa - Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied repertoire of music, and evaluate their success. ● MU:Pr6.1.E.IIa - Demonstrate mastery of the technical demands and an understanding of expressive qualities of the music in prepared and improvised performances of a varied repertoire representing diverse cultures, styles, genres, and historical periods. ● MU:Pr6.1.E.Ib - Demonstrate an understanding of expressive intent by connecting with an audience through prepared and improvised performances.

RESPONDING: ● MU:Re7.1.E.IIa - Apply criteria to select music for a variety of purposes, justifying choices citing knowledge of the music and the specified purpose and context. ● MU:Re9.1.E.IIa - Evaluate works and performances based on research as well as personally- and collaboratively developed criteria, including analysis and interpretation of the structure and context.

Enduring Understandings (drawn from the NCAS)

● The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. ● Musicians’ presentation of creative work is the culmination of a process of creation and communication. ● Musicians’ presentation of creative work is the culmination of a process of creation and communication. ● Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. ● Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance. ● To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. ● Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response. ● Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. ● The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria. ● Understanding connections to varied contexts and daily life enhances musicians’ creating, performing, and responding.

Essential Questions (drawn from the NCAS) ● How do musicians generate creative ideas? ● When is creative work ready to share? ● How do performers select repertoire? ● How does understanding the structure and context of musical works inform performance? ● How do musicians improve the quality of their performance? ● When is a performance judged ready to present? How do context and the manner in which the musical work is presented influence audience response? ● How do individuals choose music to experience? ● How do we judge the quality of musical work(s) and performance(s)? ● How do the other arts, other disciplines, contexts and daily life inform creating, performing, and responding to music?

Units of study: ● Composing and Improvising ● Instrumental Technique ● Music Literacy - Rhythm ● Music Literacy - Keys and Scales ● Performance Preparation ● Selecting Repertoire ● Responding to Music

V. METHODS:

This course will run very similarly to the existing band courses and employ both a traditional rehearsal format and also project-based models, depending on the lesson. Students will be engaged in creating, performing, and responding to music in various modalities, including written analysis of music, verbalized expression of rhythm, written reflection on music listening, performing on instruments alone, performing on instruments together, singing melodies, and evaluating/selecting repertoire. Differentiation will be offered for varied learners through assignment of parts within the ensemble, as each student’s skill and need can be matched to an appropriate role within the music.

The main difference in instruction between this course and the other bands is that students will have the opportunity to focus on methods specific to their instrument and receive much more personalized feedback.

VI. IMPACT DATA:

A. Impact on Elementary and Middle School Level:

Elementary and Middle school percussion students will be motivated to continue with their instrument, knowing that percussionists are valued and recognized at WHS. This course will offer continuity to the small-group instruction percussion students receive in elementary and middle school when they join the high school ensembles.

B. Impact on Other Courses/Programs Within the Department:

Students enrolling in this class would be normally enrolled in Concert Band or Wind Ensemble. These classes would shrink slightly, but the students would still perform together at concerts. There is no expected impact on other courses.

C. Impact on Other Courses/Programs Outside the Department:

No impact is expected, as students would simply be attending their music class during a different period.

D. Impact on Scheduling:

Since all percussionists would need to enroll in this course, it would be beneficial to avoid scheduling it at the same time as any other single-section course that students may need to take.

E. Impact on Staffing:

No additional FTE will be required.

F. Impact on Professional Learning:

Professional learning for the instructor of this course could take place during the department’s existing time, and would not require additional resources from the district.

VII. BUDGET:

A. Curriculum Development: 1. Duration of project (in working days) 1 days 2. Number of different staff members 1 3. Estimated total salaries: a. if during summer @ $245.76/day $245.76 b. if during school year with use of substitutes @ $100/day $100 4. Supplies: $ 0

5. Consultant(s): a. Days 0 b. Cost per day --- c. Total cost --- TOTAL COST ESTIMATE $245.76 Estimated total cost for curriculum development for the next 5 years: $0

B. Budget for Instructional Resources:

Sheet music to build a percussion ensemble library over time $300/year

C. Professional Learning

No additional cost. The introductory course as well as a potential second-level course could be developed using commonly available lessons, templates, and information. Our department could utilize existing annual resources towards the development of this course, including release time for visitations and conferences (typically 4 days a year - October PD day, Election Day conference, CMEA All-State conference) and the existing FAPA budget for consultants and clinicians.

VIII. COMPARATIVE DATA:

A. Comparable Programs: Percussion ensembles are currently included in the curriculum of most ​ music conservatories, and are frequently found in large marching band programs. B. Review of the Literature: Research demonstrates that percussion students enrolled in a ​ ​ percussion-focussed ensemble receive more appropriate, comprehensive instruction than those in a concert band setting. C. Trends: Greenwich, Ridgefield, and Darien all offer percussion ensemble separately from their ​ band programs.

IX. EVALUATION:

A. Learning Objectives:

Student’s will receive summative and formative feedback throughout the year through a variety of methods, including recorded playing assessments, written assessments, computer-based activities, and informal verbal feedback.

B. Proposal Objectives:

The successful implementation of this course will be evaluated based on percussion enrollment and student feedback at the end of the term.

X. SCHEDULE:

Research and development: September 2020 Presentation to Teaching and Learning Committee October 13, 2020 Formal submission to Board of Education Fall 2020 Implementation of new course 2020-2021 school year Evaluation Spring 2021

XI. ENDORSEMENTS AND /OR ACKNOWLEDGEMENTS: