Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Unit/Topic Title: Evaluate pep band music and marching fundamentals 1st Quarter Estimated Time (When): August-September (about 6 weeks) Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.
Benchmark(s): 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy. 1.5- Students demonstrate musical literacy through reading, sightreading and notating music
I Can Statements Essential Questions
CCSD1: Department of Curriculum, Instruction, Assessment Page 1 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Students can: Essential Questions: understand classroom expectations for the year How can I practice effectively? comprehend the importance of warming up properly on a daily How can I practice more efficiently? basis Why is it important to play as an ensemble and as an individual? understand the accountability piece of being a member of the Why is it important to learn how to refine our rehearsals as an individual and as a group? program Why is proper marching technique important musically? understand the concepts that must be implemented for student Why is it important to develop musical listening skills in order to analyze musical performances? success. develop and review proper playing fundamentals and musicianship Demonstrate proper marching technique
Academic Vocabulary
CCSD1: Department of Curriculum, Instruction, Assessment Page 2 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
● Program Sticking Rolling ● Expectations Concert Etiquette Double Stroke ● Instrument Maintenance Pulse/Metronome Drum head replacement ● Marching Band Posture Cadence ● Rudiments Ensemble Concepts Dynamics ● Hand Position Sngle stroke Assessments Teacher evaluations and observations Performance/rehearsal recordings Playing tests Rubrics practice records sectional work
CCSD1: Department of Curriculum, Instruction, Assessment Page 3 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Instructional Resources Sheet music: pep band Warm up exercises Musical Scores sticks/mallets drum harnesses SMARTboard music tracks personal/ensemble recordings Syllabus Band Website
CCSD1: Department of Curriculum, Instruction, Assessment Page 4 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
remind.com
Unit/Topic Title: Pep Band Continued/Veteran’s Day Concert/All-State Auditions 1st/2nd Quarter Estimated Time (When): October-November (about 8 weeks) Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts. Standard 3: Historical and cultural context: Students demonstrate an understanding of the arts in relation to history, cultures, and contemporary society. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks: 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy. 1.5- Students demonstrate musical literacy through reading, sightreading and notating music
CCSD1: Department of Curriculum, Instruction, Assessment Page 5 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
2.2- Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music 2.3- Students apply criteria in evaluating their own and others’ performances, compositions, arrangements, or improvisations by comparing and contrasting them to similar or exemplary models. 3.1- Students classify, by genre or style and by historical period or culture, unfamiliar music and explain the reasoning behind their classifications 3.2- Students listen to a varied repertoire of music, emphasizing American music, and analyze the characteristics that cause a work to be consideredhistorically or culturally significant 3.3- Students evaluate the various purposes of music, select music for a specific purpose, and defend their choice 4.1- Students demonstrate safe, responsible and appropriate behavior in a variety of musical settings
I Can Statements Essential Questions
CCSD1: Department of Curriculum, Instruction, Assessment Page 6 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Students can: Essential Questions:
Practice the required All-State materials slow and then Can there be music without proper musicianship? begin increasing the tempo as each measure is Why is it important to play a variety of music in a variety of settings? mastered. What is the importance of proper concert etiquette and performance? Analyze and critically listen to their own performances How can I practice more efficiently and with purpose? Learn the skills to continue to improve and build upon Why is balance so important within the ensemble? proper musicianship and techniques in order to play What roles do personal responsibility and dedication play in the music ensemble? more technically accurate. What should I listen to in rehearsal besides my own playing? make connections and apply the concepts to their Why is music so important in our culture and history? actual musical performance. What role does patriotic music play in our society? Prepare music and play accurately, with proper What role does music play in American history? musicianship, in a concert Understand the historical and cultural significance behind the music they are performing
Academic Vocabulary
CCSD1: Department of Curriculum, Instruction, Assessment Page 7 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
● Marches Buzz Roll Melody Single Stroke
● Key Signatures Blend Concert Etiquette Energy
● Tempo Accents Posture Accents
● Steady beat Meter Balance Dynamics
● Concert Pitch Historical Context Rolling malletts Assessments Teacher evaluations and observations performance/rehearsal recordings playing tests rubrics practice records
CCSD1: Department of Curriculum, Instruction, Assessment Page 8 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
sectional work performance review worksheets Instructional Resources sheet music mics music recordings cables smartboard stands auditorium audio/video recorder speakers Band Website remind.com
Unit/Topic Title: Improvising/Composing/Music Connections to Life 2nd Quarter Estimated Time (When): December (3 weeks)
CCSD1: Department of Curriculum, Instruction, Assessment Page 9 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts Standard 2: Aesthetic Perception: Students respond to, analyze, and make informed judgments about the arts Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks: 1.3- Students improvise rhythms, melodies and accompaniments within a consistent style, meter, and tonality, and discuss their musical choices 1.4- Students compose and arrange music within specified guidelines, demonstrating creativity in using the elements of music for expressive effect 1.5- Students demonstrate musical literacy through reading, sightreading and notating music 2.1- Students analyze compositional devices and techniques used in a musical work and give examples of other works that make similar uses of these devices and techniques 2.2-Students respond to aural examples by evaluating musical elements and expressive devices of a varied repertoire of music 2.3- Students apply criteria in evaluating their own and others’ performances, compositions, arrangements, or improvisations by comparing and contrasting them to similar or exemplary models. 2.4- Students form and defend their preferences for musicians, musical works and genres 4.2- Students examine the creative and analytical processes of music in relationship to other disciplines 4.3- Students identify how musical skills and dispositions are applied to careers, cultural and recreational opportunities 4.4- Students analyze the economics of music including the role of management, patrons, philanthropy and advocacy
CCSD1: Department of Curriculum, Instruction, Assessment Page 10 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
I Can Statements Essential Questions Students can: Essential Questions: successfully improvise within the set guidelines of Why is it important for musicians to compose music? style, meter, and sticking Is it necessary to be creative in order to be a successful musician? explain the reasoning behind their musical choices Why is it important to be creative in the process of composing music? using proper musical terms and proper musical What is musical improvisation? knowledge. Why is it important for improvisation to have rules and guidelines? Is improvisation important to music? compose their own musical line using proper Can music be successful without improvisation? techniques and music guidelines What are the various careers in music? understand the different music careers and how music What is music advocacy and why is it important? can help them in the future
Academic Vocabulary
CCSD1: Department of Curriculum, Instruction, Assessment Page 11 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
● melody improvisation bar lines composition music therapy sound technician
● style rhythm time signature staff professional sticking
● meter chord progression key signature harmony music technician double grip
● composer advocacy measures ethnomusicology repair Assessments Teacher observation composing assignments improvisation playing tests daily work theory worksheets Instructional Resources
CCSD1: Department of Curriculum, Instruction, Assessment Page 12 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
musictheory.net nea.org smartboard youtube.com blank staff paper Band Website Scale sheets sheet music
Unit/Topic Title: Basketball Pep Band/Sight Reading Exercises 2nd/3rd Quarter
CCSD1: Department of Curriculum, Instruction, Assessment Page 13 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Estimated Time (When): January (4 weeks) Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts.
Benchmarks: 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy. 1.5- Students demonstrate musical literacy through reading, sightreading and notating music
I Can Statements Essential Questions
CCSD1: Department of Curriculum, Instruction, Assessment Page 14 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Students can: Essential Questions: Review proper warm up techniques Why is it important to review basic fundamentals of musicianship? Demonstrate proper playing posture and Why are good sight reading skills so vital to the rehearsing process? fundamentals What are the reasons for a proper warm up process after being away from the instrument for such an extended period of time? Identify the important components of music when Why is energy more important in an ensemble, than pure volume? sight reading new pep band music
Demonstrate good tone on the instrument Play as an ensemble with proper balance Demonstrate the difference between energy and volume
Academic Vocabulary ● Sight Reading Accents
CCSD1: Department of Curriculum, Instruction, Assessment Page 15 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
● Rhythm Conducting Patterns ● Intonation Tempo ● Energy Balance ● Focused Intensity Blend ● Tonal Center Dynamics ● Warm-Up Posture ● Stretching Pulse
● Exercises Grip Assessments Teacher Observations Sight Reading Playing Quizzes
CCSD1: Department of Curriculum, Instruction, Assessment Page 16 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
rehearsal recordings Sectionals Instructional Resources sheet music scale sheets audio recordings musictheory.net jwpepper.com PowerPoint presentations remind.com Band Website
CCSD1: Department of Curriculum, Instruction, Assessment Page 17 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Unit/Topic Title: Spring Concert and District Festival 3rd/4th Quarter Estimated Time (When): March-April (about 8 weeks) Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks: 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy. 1.5- Students demonstrate musical literacy through reading, sightreading and notating music 4.1- Students demonstrate safe, responsible and appropriate behavior in a variety of musical settings
I Can Statements Essential Questions
CCSD1: Department of Curriculum, Instruction, Assessment Page 18 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Students can: Essential Questions: apply essential ensemble concepts to their music What is the importance of never playing beyond your instrument’s best sound? performances Why is accurate and effective counting while sight reading imperative to the success of the understand the importance of playing in tune not only within band? the section but within the ensemble as well. What does a mature and focused tone sound like? analyze and begin to critically listen to how their rhythms Why is it important to learn how to refine our rehearsals as an individual and as a group? and parts fit within the full ensemble Why is it important for the band program that we perform in front of judges? count and clap note placement for rhythmic accuracy. Play with the most correct grip and stroke technique as possible work in groups/sections effectively on their own Rehearse/perform mature music literature in concert and in front of judges at festival.
Academic Vocabulary
CCSD1: Department of Curriculum, Instruction, Assessment Page 19 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
● Sight Reading Accents
● Rhythm Conducting Patterns ● Grip Tempo ● Energy Balance ● Focused Intensity Blend ● Striike point Dynamics ● Warm-Up Posture ● Stretching Pulse
● Exercises Down Stroke
● Rubrics Festival
● Self-Evaluation Assessments
CCSD1: Department of Curriculum, Instruction, Assessment Page 20 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Teacher Observations Part checks rehearsal recordings Sectionals Judge comments and Ratings Instructional Resources sheet music scale sheets audio recordings musictheory.net jwpepper.com
CCSD1: Department of Curriculum, Instruction, Assessment Page 21 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Judge comments and Ratings remind.com Band Website
Unit/Topic Title: State Marching Festival Preparation/Fine Arts Night/Graduation 4th Quarter Estimated Time (When): May (about 4 weeks) Standard(s): Standard 1: Creative Expression Through Production: Students create, perform, exhibit or participate in the arts. Standard 4: Artistic Connections: Students relate the arts to other disciplines, careers and everyday life. Benchmarks: 1.1- Students refine musicianship through individual practice, rehearsal, revision and performance 1.2- Students perform independently and with others a varied repertoire of music, refining musicianship and technical accuracy.
CCSD1: Department of Curriculum, Instruction, Assessment Page 22 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
1.5- Students demonstrate musical literacy through reading, sightreading and notating music 4.1- Students demonstrate safe, responsible and appropriate behavior in a variety of musical settings
I Can Statements Essential Questions Students can: Essential Questions: apply essential ensemble concepts to their music What is the importance of never playing beyond your instrument’s best sound? performances Why is accurate and effective counting while sight reading imperative to the success of the understand the importance of playing in tune not only within band? the section but within the ensemble as well. What does a mature and focused tone sound like? sight read and perform new music for fine arts night and Why is it important to learn how to refine our rehearsals as an individual and as a group? graduation Why is it important that we get a head start on marching band music before the school year count and clap note placement for rhythmic accuracy. is even over? begin to know how to read marching drill What is the amount of dedication and work necessary to put on a field marching show? begin learning music for our state marching festival show How do you read marching drill for a field show? next year
CCSD1: Department of Curriculum, Instruction, Assessment Page 23 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Academic Vocabulary ● Sight Reading Accents
● Rhythm Conducting Patterns ● Cadence Tempo ● Energy Balance ● Focused Intensity Blend ● Strike point Dynamics Crab stepping ● Warm-Up Posture ● Stretching Pulse ● Drill Breathe Athletically
● Field Marching Dedication Assessments
CCSD1: Department of Curriculum, Instruction, Assessment Page 24 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
Teacher Observations Part checks rehearsal recordings Sectionals Drill worksheets Instructional Resources sheet music audio recordings musictheory.net Scale sheets jwpepper.com
CCSD1: Department of Curriculum, Instruction, Assessment Page 25 of 26
Carbon County School District One
Unit Plan
Percussion Ensemble 2014-2015
PyWare 3D youtube.com remind.com Band Website
CCSD1: Department of Curriculum, Instruction, Assessment Page 26 of 26