Band Level I High School

Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 1 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) TEKS Band Level; 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read music that uses simple, compound and asymmetric meters . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric meters . The student is expected to sight-read UIL Level music and apply UIL Sight-reading criteria. . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations p

e Vocabulary Resources Instructional Guidelines r

P Word Wall Essential Musicianship for The teacher will:

e  UIL Concert Band: Essential Concepts,  explain the importance of the band program experiencing success at the Region XII Concert & Sight Reading g Hal Leonard Corporation, e Contest Contest in the spring semester l l  UIL Sight 2004, by Eddie Green, John  demonstrate and model the importance of matching pitch and critical listening o

C Reading Contest Benzer, David Bertman, &  demonstrate how to properly utilize the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the importance of a counting system  Rhythm Tree Villarreal  continue demonstrating how students should never perform beyond their instruments most resonant sound  Intonation Essential Musicianship for  continue focusing on solo/ensemble repertoire  It Is Not Band: Masterwork Studies, so that the student will: Volume But About Hal Leonnard Corporation,  understand and comprehend the expectations during this upcoming UIL season Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument Intensity Authors Charles Menghini and (Activity will be done with a partner).  Center Your Garwood Whaley Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Essential Technique 2000,  Warm-Up  analyze and critically listen for the cleanest/purest tone production possible. Intermediate to Advanced Procedure  work in groups/sections to experience success at their upcoming Solo & Ensemble Contest. Studies, Hal Leonard  Stretching/Bre How to Teach Student Behaviors Corporation, 2001, Tim Strategies athing Exercises Lautzenheiser, John Higgins, Key Questions Getting the Big Ideas  Breathe Charles Menghini, Paul  1. Discuss the importance of  Students will apply the  Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Lavender, Tom C. Rhodes,  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Overhead Rigor  Matching Don Bierschenk, & Percussion never performing beyond your reproduce a mature/focused  Counting/clapping/hissing/finger-play Energy Consultant and Editor Will A instruments best sound. tone-box.  Audio Taped Assessments  Ensemble Rapp Relevance  3. Describe how to successfully  Students will match tonal  Video/Audio Tape Rehearsal Concepts utilize the “Tuning Chart” energy.  Guest Clinician  4. Why is a uniform counting  Students will successfully  Pulse/Metrono Additional Resources: system imperative to the success of count and clap. me “Foundations for Superior the band program?  Counting Performance: Warm-ups & Assessment System Techniques for Band, Neil A.  Students will demonstrate a full, rich, and dark tone quality. KJOS Music Company,  Students will apply the essential ensemble concepts to their performance music.  Posture  Students will continue demonstrating various articulations and the recommended syllables on Concert F.  Concert Publisher, 1997, by Richard  Students will perform with the fullest tone possible without going beyond their instruments best sound. Etiquette Williams & Jeff King  UIL Expectations

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 1 of 20  Dynamics Rehearsal Handbook for  Articulation Band and Orchestra Before: Have students review and demonstrate the essential concepts for instrumental performance.  Conducting Students, Meredith Music Patterns Publications, 1983, Robert During: Have students demonstrate the ability to perform the warm-up procedure in tune with a  Musical Garofalo focused and centered sound. Students will also demonstrate the importance of understanding a uniform Nuances counting system and successfully perform various rhythms on Concert F.  Tempo Effective Performance for  Balance/Blend Band Music, Southern Music After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Company, 1972, W. Francis Program). McBeth “Theory Time Books 1-4” by Technology Connection: Texas Music Educators Association, Texas Bandmasters Karen Wallace & Heather Association, Ricci Adams' Musictheory.net, MENC: The National Association for Music Rathnau Education, UIL: Music - Band Performance Requirements, University Interscholastic League

n Instructional Modifications/ During: Check for Understanding o i t Accommodations  a Partner special needs students with other students

c Determined by ARD/IEP

u  Partner bilingual students with Spanish speaking students d

E  Individually/sections assess students

a  Teach students how to record themselves on the cassette tape player i

c  Individually assess students e

p  Individually asses students utilizing the “Smart Music Program” S

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 2 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 2 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) TEKS Band Level 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and skills, and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read music that uses simple, compound and asymmetric meters . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric meters . The student is expected to sight-read UIL Level music and apply UIL Sight-reading criteria. . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations p

C Reading Contest Benzer, David Bertman, &  demonstrate how to properly utilize the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the importance of a counting system  Rhythm Tree Villarreal  continue demonstrating how students should never perform beyond their instruments most resonant sound  Intonation Essential Musicianship for  continue focusing on solo/ensemble repertoire  It Is Not Band: Masterwork Studies, so that the student will: Volume But About Hal Leonnard Corporation,  understand and comprehend the expectations during this upcoming UIL season Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument Intensity Authors Charles Menghini and (Activity will be done with a partner).  Center Your Garwood Whaley Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Essential Technique 2000,  Warm-Up  analyze and critically listen for the cleanest/purest tone production possible. Intermediate to Advanced Procedure  work in groups/sections to experience success at their upcoming Solo & Ensemble Contest. Studies, Hal Leonard  Stretching/Bre How to Teach Student Behaviors Corporation, 2001, Tim Strategies athing Exercises Lautzenheiser, John Higgins, Key Questions Getting the Big Ideas  Breathe Charles Menghini, Paul  1. Discuss the importance of  Students will apply the Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Lavender, Tom C. Rhodes,  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Rigor  Matching Don Bierschenk, & Percussion never performing beyond your reproduce a mature/focused tone- Overhead Energy Consultant and Editor Will A instruments best sound. box. Counting/clapping/hissing/finger-play  Ensemble Rapp Relevance  3. Describe how to successfully  Students will match tonal Audio Taped Assessments Concepts utilize the “Tuning Chart” energy. Video/Audio Tape Rehearsal  4. Why is a uniform counting  Students will successfully Guest Clinician  Pulse/Metrono Additional Resources: system imperative to the success of count and clap. me “Foundations for Superior the band program?  Counting Performance: Warm-ups & Assessment System Techniques for Band, Neil A.  Students will demonstrate a full, rich, and dark tone quality. KJOS Music Company,  Students will apply the essential ensemble concepts to their performance music.  Posture  Students will continue demonstrating various articulations and the recommended syllables on Concert F.  Concert Publisher, 1997, by Richard  Students will perform with the fullest tone possible without going beyond their instruments best sound. Etiquette Williams & Jeff King  UIL Expectations

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 3 of 20  Dynamics Rehearsal Handbook for  Articulation Band and Orchestra Before: Have students review and demonstrate the essential concepts for instrumental performance.  Conducting Students, Meredith Music Patterns Publications, 1983, Robert During: Have students demonstrate the ability to perform the warm-up procedure in tune with a  Musical Garofalo focused and centered sound. Students will also demonstrate the importance of understanding a uniform Nuances counting system and successfully perform various rhythms on Concert F.  Tempo Effective Performance for  Balance/Blend Band Music, Southern Music After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Company, 1972, W. Francis Music Program). McBeth “Theory Time Books 1-4” by Technology Connection Technology Connection: Texas Music Educators Association, Texas Karen Wallace & Heather Bandmasters Association, Ricci Adams' Musictheory.net, MENC: The National Rathnau Association for Music Education, UIL: Music - Band Performance Requirements, University Interscholastic League Instructional Modifications/ During: Check for Understanding

n Accommodations  Partner special needs students with other students o i t Determined by ARD/IEP  Partner bilingual students with Spanish speaking students a

c  Individually/sections assess students u

d  Teach students how to record themselves on the cassette tape player E

l  Individually assess students a i

c  Individually asses students utilizing the “Smart Music Program” e p S

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 4 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 3 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) TEKS Band Level 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and skills, and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read music that uses simple, compound and asymmetric meters . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric meters . The student is expected to sight-read UIL Level music and apply UIL Sight-reading criteria. . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations p

C Reading Contest Benzer, David Bertman, &  demonstrate how to properly utilize the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the importance of a counting system  Rhythm Tree Villarreal  continue demonstrating how students should never perform beyond their instruments most resonant sound  Intonation Essential Musicianship for  continue focusing on solo/ensemble repertoire  It Is Not Band: Masterwork Studies, so that the student will: Volume But About Hal Leonnard Corporation,  understand and comprehend the expectations during this upcoming UIL season Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument Intensity Authors Charles Menghini (Activity will be done with a partner).  Center Your and Garwood Whaley Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Essential Technique 2000,  Warm-Up  analyze and critically listen for the cleanest/purest tone production possible. Intermediate to Advanced Procedure  work in groups/sections to experience success at their upcoming Solo & Ensemble Contest. Studies, Hal Leonard  Stretching/Bre How to Teach Student Behaviors Corporation, 2001, Tim Strategies athing Exercises Lautzenheiser, John Higgins, Key Questions Getting the Big Ideas  Breathe Charles Menghini, Paul  1. Discuss the importance of  Students will apply the  Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Lavender, Tom C. Rhodes,  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Overhead Rigor  Matching Don Bierschenk, & never performing beyond your reproduce a mature/focused tone- Counting/clapping/hissing/finger-play Energy Percussion Consultant and A instruments best sound. box. Audio Taped Assessments  Ensemble Editor Will Rapp Relevance  3. Describe how to successfully  Students will match tonal Video/Audio Tape Rehearsal Concepts utilize the “Tuning Chart” energy. Guest Clinician  4. Why is a uniform counting  Students will successfully  Pulse/Metrono Additional Resources: system imperative to the success of count and clap. me “Foundations for Superior the band program?  Counting Performance: Warm-ups & Assessment System Techniques for Band, Neil A.  Students will demonstrate a full, rich, and dark tone quality. KJOS Music Company,  Students will apply the essential ensemble concepts to their performance music.  Posture  Students will continue demonstrating various articulations and the recommended syllables on Concert F.  Concert Publisher, 1997, by Richard  Students will perform with the fullest tone possible without going beyond their instruments best sound. Etiquette Williams & Jeff King  UIL Expectations

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 5 of 20  Dynamics Rehearsal Handbook for  Articulation Band and Orchestra Before: Have students review and demonstrate the essential concepts for instrumental performance.  Conducting Students, Meredith Music Patterns Publications, 1983, Robert During: Have students demonstrate the ability to perform the warm-up procedure in tune with a  Musical Garofalo focused and centered sound. Students will also demonstrate the importance of understanding a uniform Nuances counting system and successfully perform various rhythms on Concert F.  Tempo Effective Performance for  Balance/Blend Band Music, Southern Music After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Company, 1972, W. Francis Music Program). McBeth “Theory Time Books 1-4” by Technology Connection: Technology Connection Technology Connection: Texas Music Karen Wallace & Heather Educators Association, Texas Bandmasters Association, Ricci Adams' Musictheory.net, Rathnau MENC: The National Association for Music Education, UIL: Music - Band Performance Requirements, University Interscholastic League

n Instructional Modifications/ During: Check for Understanding o i t Accommodations  a Partner special needs students with other students

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 6 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 4 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) TEKS Band Level 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and skills, and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read and apply a counting system to music that uses simple, . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric meters compound and asymmetric meters . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations . The student is expected to sight-read UIL Level music and apply UIL Sight-reading criteria. p

C Reading Contest Benzer, David Bertman, &  demonstrate how to properly utilize the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the importance of a counting system  Rhythm Tree Villarreal  continue demonstrating how students should never perform beyond their instruments most resonant sound  Intonation Essential Musicianship for  continue focusing on solo/ensemble repertoire  It Is Not Band: Masterwork Studies, so that the student will: Volume But About Hal Leonnard Corporation,  understand and comprehend the expectations during this upcoming UIL season Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument Intensity Authors Charles Menghini (Activity will be done with a partner).  Center Your and Garwood Whaley  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Tone Essential Technique 2000,  analyze and critically listen for the cleanest/purest tone production possible.  Warm-Up Intermediate to Advanced  work in groups/sections to experience success at their upcoming Solo & Ensemble Contest. Procedure Studies, Hal Leonard  How to Teach Student Behaviors Stretching/Bre Corporation, 2001, Tim Strategies athing Exercises Key Questions Getting the Big Ideas Lautzenheiser, John Higgins,  1. Discuss the importance of  Students will apply the Director Demonstration  Breathe Charles Menghini, Paul ensemble concepts. essential concepts for band.  Drill & Practice Athletically  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Overhead Lavender, Tom C. Rhodes, Rigor never performing beyond your reproduce a mature/focused tone- Counting/clapping/hissing/finger-play  Matching Don Bierschenk, & Energy A instruments best sound. box. Audio Taped Assessments Percussion Consultant and Relevance  3. Describe how to successfully  Students will match tonal Video/Audio Tape Rehearsal  Ensemble Editor Will Rapp utilize the “Tuning Chart” energy. Guest Clinician Concepts  4. Why is a uniform counting  Students will successfully  Pulse/Metrono Additional Resources: system imperative to the success of count and clap. the band program? me “Foundations for Superior Performance: Warm-ups & Assessment  Counting  Students will demonstrate a full, rich, and dark tone quality. System Techniques for Band, Neil A.  Students will apply the essential ensemble concepts to their performance music.  Posture KJOS Music Company,  Students will continue demonstrating various articulations and the recommended syllables on Concert F.  Concert Publisher, 1997, by Richard  Students will perform with the fullest tone possible without going beyond their instruments best sound. Etiquette Williams & Jeff King  UIL Expectations

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 7 of 20  Dynamics Rehearsal Handbook for  Articulation Band and Orchestra Before: Have students review and demonstrate the essential concepts for instrumental performance.  Conducting Students, Meredith Music Patterns Publications, 1983, Robert  Musical Garofalo During: Have students demonstrate the ability to perform the warm-up procedure in tune with a Nuances focused and centered sound. Students will also demonstrate the importance of understanding a uniform Effective Performance for  Tempo counting system and successfully perform various rhythms on Concert F.  Balance/Blend Band Music, Southern Music Company, 1972, W. Francis After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART McBeth Music Program). “Theory Time Books 1-4” by Karen Wallace & Heather Technology Connection: Technology Connection Technology Connection: Texas Music Rathnau Educators Association, Texas Bandmasters Association, Ricci Adams' Musictheory.net, MENC: The National Association for Music Education, UIL: Music - Band Performance Requirements, University Interscholastic League

n Instructional Modifications/ During: Check for Understanding o i

t Accommodations

a  Partner special needs students with other students

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 8 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 5 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) TEKS Band Level 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and skills, and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read music that uses simple, compound and asymmetric meters . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric meters . The student is expected to sight-read UIL Level music and apply UIL Sight-reading criteria . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations p

e  UIL Concert Band: Essential Concepts,  select appropriate UIL Concert music for the upcoming Region XII Concert & Sight Reading Contest g Hal Leonard Corporation, e Contest  reinforce and explain the importance of UIL Concert Contest l l  UIL Sight 2004, by Eddie Green, John  continue reinforcing the significance of matching pitch and critical listening o

C Reading Contest Benzer, David Bertman, &  continue reinforcing the importance of the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the value of a counting system  Rhythm Tree Villarreal  sight read music that is appropriate for the grade of the organization  Intonation Essential Musicianship for so that the student will:  It Is Not Band: Masterwork Studies,  be provided with the tools that they will require in order to experience the highest level of musical success Volume But About Hal Leonnard Corporation,  be aware of how oftentimes our UIL Concert Contest is viewed as a TAKS score for the program. Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument Intensity Authors Charles Menghini (Activity will be done with a partner).  Center Your and Garwood Whaley  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Tone Essential Technique 2000,  understand the level of musical difficulty that will be expected of them at the upcoming Region XII Sight  Warm-Up Intermediate to Advanced Reading Contest Procedure Studies, Hal Leonard How to Teach Student Behaviors  Stretching/Bre Strategies Corporation, 2001, Tim Key Questions Getting the Big Ideas athing Exercises Lautzenheiser, John Higgins,  Breathe  1. Discuss the importance of  Students will apply the essential  Director Demonstration Charles Menghini, Paul ensemble concepts. concepts for band.  Drill & Practice Athletically  2. Describe the importance  Students will successfully  Rhythm Exercises on the Overhead Lavender, Tom C. Rhodes, Rigor  Matching Don Bierschenk, & of never performing beyond reproduce a mature/focused tone-  Counting/clapping/hissing/finger-play Energy A your instruments best sound. box.  Audio Taped Assessments Percussion Consultant and Relevance  3. Describe how to  Students will match tonal  Video/Audio Tape Rehearsal  Ensemble Editor Will Rapp successfully utilize the “Tuning energy.  Guest Clinician Concepts Chart”  Students will successfully count  Director will provide students with the  Pulse/Metrono Additional Resources:  4. Why is a uniform and clap. UIL Contest Selection as well as provide me “Foundations for Superior counting system imperative to all students with deadlines for play-offs the success of the band on all music  Counting Performance: Warm-ups & program?  All students will be individually heard or System Techniques for Band, Neil A.  Why is counting on your recorded.  Posture KJOS Music Company, fingers imperative?  Rhythm sheet that is directly aligned with  When counting “rests” how the contest music  Concert Publisher, 1997, by Richard Williams & Jeff King loud should you count? Etiquette Assessment  UIL  Students will demonstrate a full, rich, and dark tone quality on all UIL music. Expectations  Students will successfully sight read a 12-16 musical passage in various keys as required in the sight reading criteria for band. SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 9 of 20  Dynamics Rehearsal Handbook for  Articulation Band and Orchestra  Students will apply the essential ensemble concepts to their performance music.  Conducting Students, Meredith Music  Students will continue demonstrating various articulations and the recommended syllables on Concert F. Patterns Publications, 1983, Robert  Musical Garofalo Nuances Before: Have students review and demonstrate the essential concepts for instrumental performance.  Tempo Effective Performance for  Balance/Blend Band Music, Southern Music During: Have students demonstrate the ability to perform the warm-up procedure in tune with a Company, 1972, W. Francis focused and centered sound. Students will also demonstrate the importance of understanding a uniform McBeth counting system and successfully perform various rhythms on Concert F. “Theory Time Books 1-4” by After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Karen Wallace & Heather Music Program). Some band rehearsals may be audio/video taped for educational purposes. Rathnau

Technology Connection: Technology Connection Technology Connection: Texas Music Educators Association, Texas Bandmasters Association, Ricci Adams' Musictheory.net, MENC: The National Association for Music Education, UIL: Music - Band Performance Requirements, University Interscholastic League Instructional Modifications/ During: Check for Understanding

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 10 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 6 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Level 1 (Content) TEKS Band Level 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and skills, and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read music that uses simple, compound and asymmetric meters. . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric . The student is expected to sight-read UIL Level 3 or 4 at performance levels. meters . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations . 6B Evaluate musical performances by comparing them to exemplary models. p

C Reading Contest Benzer, David Bertman, &  continue reinforcing the importance of the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the value of a counting system  Rhythm Tree Villarreal  sight read music that is appropriate for the grade of the organization  Intonation Essential Musicianship for so that the student will:  It Is Not Band: Masterwork Studies,  be provided with the tools that they will require in order to experience the highest level of musical success Volume But About Hal Leonnard Corporation,  be aware of how oftentimes our UIL Concert Contest is viewed as a TAKS score for the program. Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing Intensity Authors Charles Menghini  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their  Center Your and Garwood Whaley instrument (Activity will be done with a partner). Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Essential Technique 2000,  Warm-Up  understand the level of musical difficulty that will be expected of them at the upcoming Region XII Sight Intermediate to Advanced Procedure Reading Contest Studies, Hal Leonard  Stretching/Bre How to Teach Student Behaviors Corporation, 2001, Tim Strategies athing Exercises Lautzenheiser, John Higgins, Key Questions Getting the Big Ideas  Breathe Charles Menghini, Paul  1. Discuss the importance of  Students will apply the  Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Lavender, Tom C. Rhodes,  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Overhead Rigor  Matching Don Bierschenk, & never performing beyond your reproduce a mature/focused  Counting/clapping/hissing/finger- Energy Percussion Consultant and A instruments best sound. tone-box. play  Ensemble Editor Will Rapp Relevance  3. Describe how to successfully  Students will match tonal  Audio Taped Assessments Concepts utilize the “Tuning Chart” energy.  Video/Audio Tape Rehearsal  4. Why is a uniform counting  Students will successfully  Guest Clinician  Pulse/Metrono Additional Resources: system imperative to the success of count and clap.  Director will provide students with me “Foundations for Superior the band program? the UIL Contest Selection as well as  Counting Performance: Warm-ups &  Why is counting on your fingers provide all students with deadlines Techniques for Band, Neil A. imperative? for play-offs on all music System  When counting “rests” how loud  All students will be individually  Posture KJOS Music Company, should you count? heard or recorded.  Concert Publisher, 1997, by Richard  Rhythm sheet that is directly aligned Etiquette Williams & Jeff King with the contest music  UIL SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 11 of 20 Expectations Assessment Rehearsal Handbook for  Dynamics  Students will demonstrate a full, rich, and dark tone quality on all UIL music. Band and Orchestra  Students will successfully sight read a 12-16 musical passage in various keys as required in the sight reading criteria  Articulation Students, Meredith Music for band.  Conducting  Students will apply the essential ensemble concepts to their performance music. Publications, 1983, Robert  Students will continue demonstrating various articulations and the recommended syllables on Concert F. Patterns Garofalo  Musical Nuances Effective Performance for Before: Have students review and demonstrate the essential concepts for instrumental performance.  Tempo Band Music, Southern Music  Balance/Blend Company, 1972, W. Francis During: Have students demonstrate the ability to perform the warm-up procedure in tune with a McBeth focused and centered sound. Students will also demonstrate the importance of understanding a uniform “Theory Time Books 1-4” by counting system and successfully perform various rhythms on Concert F. Karen Wallace & Heather After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Rathnau Music Program). Some band rehearsals may be audio/video taped for educational purposes.

Technology Connection: Technology Connection Technology Connection: Texas Music Educators Association, Texas Bandmasters Association, Ricci Adams' Musictheory.net, MENC: The National Association for Music Education, UIL: Music - Band Performance Requirements, University Interscholastic League Instructional Modifications/ During: Check for Understanding

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 12 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 7 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1(Content) TEKS Band Level 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and skills, and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read music that uses simple, compound and asymmetric meters . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric meters . The student is expected to sight-read UIL Level 3 or 4 at performance levels. . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations during solo and ensemble performances. p

C Reading Contest Benzer, David Bertman, &  continue reinforcing the importance of the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the value of a counting system  Rhythm Tree Villarreal  sight read music that is appropriate for the grade of the organization  Intonation so that the student will:  It Is Not Essential Musicianship for Volume But About Band: Masterwork Studies,  be provided with the tools that they will require in order to experience the highest level of musical success Energy Hal Leonnard Corporation,  be aware of how oftentimes our UIL Concert Contest is viewed as a TAKS score for the program.  Focused 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well. Intensity Saunders, & Contributing  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument Authors Charles Menghini  Center Your (Activity will be done with a partner). and Garwood Whaley Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy.  Warm-Up  understand the level of musical difficulty that will be expected of them at the upcoming Region XII Sight Essential Technique 2000, Procedure Reading Contest Intermediate to Advanced  Stretching/Bre How to Teach Student Behaviors Studies, Hal Leonard Strategies athing Exercises Corporation, 2001, Tim Key Questions Getting the Big Ideas  Breathe Lautzenheiser, John Higgins,  1. Discuss the importance of  Students will apply the  Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Charles Menghini, Paul  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Rigor  Matching Lavender, Tom C. Rhodes, never performing beyond your reproduce a mature/focused Overhead Energy Don Bierschenk, & A instruments best sound. tone-box.  Counting/clapping/hissing/finger-  Ensemble Percussion Consultant and Relevance  3. Describe how to successfully  Students will match tonal play Concepts utilize the “Tuning Chart” energy.  Audio Taped Assessments Editor Will Rapp  4. Why is a uniform counting  Students will successfully  Video/Audio Tape Rehearsal  Pulse/Metrono system imperative to the success of count and clap.  Guest Clinician me Additional Resources: the band program?  Director will provide students with  Counting  Why is counting on your fingers the UIL Contest Selection as well as “Foundations for Superior imperative? provide all students with deadlines System  When counting “rests” how loud for play-offs on all music  Posture Performance: Warm-ups & should you count?  All students will be individually  Concert Techniques for Band, Neil A. heard or recorded. Etiquette KJOS Music Company,  Rhythm sheet that is directly aligned with the contest music  UIL Publisher, 1997, by Richard Expectations Williams & Jeff King SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 13 of 20  Dynamics Assessment  Articulation Rehearsal Handbook for  Students will demonstrate a full, rich, and dark tone quality on all UIL music. Band and Orchestra  Students will successfully sight read a 12-16 musical passage in various keys as required in the sight reading criteria  Conducting for band. Patterns Students, Meredith Music  Students will apply the essential ensemble concepts to their performance music.  Musical Publications, 1983, Robert  Students will continue demonstrating various articulations and the recommended syllables on Concert F. Nuances Garofalo  Tempo Before: Have students review and demonstrate the essential concepts for instrumental performance.  Balance/Blend Effective Performance for Band Music, Southern Music During: Have students demonstrate the ability to perform the warm-up procedure in tune with a Company, 1972, W. Francis focused and centered sound. Students will also demonstrate the importance of understanding a uniform McBeth counting system and successfully perform various rhythms on Concert F. “Theory Time Books 1-4” by After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Karen Wallace & Heather Music Program). Some band rehearsals may be audio/video taped for educational purposes. Rathnau

Technology Connection: Technology Connection Technology Connection: Texas Music Educators Association, Texas Bandmasters Association, Ricci Adams' Musictheory.net, MENC: The National Association for Music Education, UIL: Music - Band Performance Requirements, University Interscholastic League

t Accommodations

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 14 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 8 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) TEKS Band Level 1 (Skills and Processes) . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, . The student is expected to exhibit accurate intonation and rhythm, fundamental skills and and basic performance techniques. basic performance techniques. . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. . The student is expected to read expressively music of diverse cultures. . 3 A Sight-read ensemble parts. . The student is expected to read music that uses simple, compound and asymmetric . 3 B Read Music that incorporates rhythmic patterns in simple, compound, and asymmetric meters meters . 3 C Interpret music symbols, and terms referring to dynamics, tempo, and articulations during solo and . The student is expected to sight-read UIL Level 3 or 4 at performance levels. ensemble performances. p

C Reading Contest Benzer, David Bertman, &  continue reinforcing the importance of the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the value of a counting system  Rhythm Tree Villarreal  sight read music that is appropriate for the grade of the organization  Intonation Essential Musicianship for so that the student will:  It Is Not Band: Masterwork Studies,  be provided with the tools that they will require in order to experience the highest level of musical success Volume But About Hal Leonnard Corporation,  be aware of how oftentimes our UIL Concert Contest is viewed as a TAKS score for the program. Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing Intensity Authors Charles Menghini  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their instrument  Center Your and Garwood Whaley (Activity will be done with a partner). Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Essential Technique 2000,  Warm-Up  understand the level of musical difficulty that will be expected of them at the upcoming Region XII Sight Intermediate to Advanced Procedure Reading Contest Studies, Hal Leonard  Stretching/Bre How to Teach Student Behaviors Corporation, 2001, Tim Strategies athing Exercises Lautzenheiser, John Higgins, Key Questions Getting the Big Ideas  Breathe Charles Menghini, Paul  1. Discuss the importance of  Students will apply the  Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Lavender, Tom C. Rhodes,  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Overhead Rigor  Matching Don Bierschenk, & Percussion never performing beyond your reproduce a mature/focused  Counting/clapping/hissing/finger- Energy Consultant and Editor Will A instruments best sound. tone-box. play  Ensemble Rapp Relevance  3. Describe how to successfully  Students will match tonal  Audio Taped Assessments Concepts utilize the “Tuning Chart” energy.  Video/Audio Tape Rehearsal  4. Why is a uniform counting  Students will successfully  Guest Clinician  Pulse/Metrono Additional Resources: system imperative to the success of count and clap.  Director will provide students with me “Foundations for Superior the band program? the UIL Contest Selection as well as  Counting Performance: Warm-ups &  Why is counting on your fingers provide all students with deadlines Techniques for Band, Neil A. imperative? for play-offs on all music System  When counting “rests” how loud  All students will be individually  Posture KJOS Music Company, should you count? heard or recorded.  Concert Publisher, 1997, by Richard  Rhythm sheet that is directly aligned Etiquette Williams & Jeff King with the contest music  UIL Expectations Rehearsal Handbook for SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 15 of 20  Dynamics Assessment Band and Orchestra  Articulation  Students will demonstrate a full, rich, and dark tone quality on all UIL music. Students, Meredith Music  Students will successfully sight read a 12-16 musical passage in various keys as required in the sight reading criteria  Conducting Publications, 1983, Robert for band. Patterns Garofalo  Students will apply the essential ensemble concepts to their performance music.  Musical  Students will continue demonstrating various articulations and the recommended syllables on Concert F. Nuances Effective Performance for Band Music, Southern Music  Tempo Before: Have students review and demonstrate the essential concepts for instrumental performance.  Balance/Blend Company, 1972, W. Francis McBeth During: Have students demonstrate the ability to perform the warm-up procedure in tune with a “Theory Time Books 1-4” by focused and centered sound. Students will also demonstrate the importance of understanding a uniform Karen Wallace & Heather counting system and successfully perform various rhythms on Concert F. Rathnau After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program). Some band rehearsals may be audio/video taped for educational purposes.

t Accommodations

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 16 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 9 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) TEKS Band Level 1 (Skills and Processes) . 1 C Compare and contrast elements of music through literature selected for performance. . The student is expected to exhibit accurate intonation and rhythm, fundamental skills . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills and basic performance techniques. and basic performance techniques. . The student is expected to read and interpret expressively music while performing . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. etudes, solos and ensembles. . 2 C Explain appropriate small and large ensemble performance techniques for formal and informal . The student is expected to sight-read UIL Level 3 or 4 at performance levels. concerts. . The student is expected to be informed of small/large ensemble performance . 3 C Interpret music symbols and terms relating to dynamics, tempos and articulations. techniques. . 6 A Design and apply criteria for making informed judgments regarding the quality and effectiveness of . The student is expected to be informed of proper behavior during formal and informal musical performances. concerts. . 6 C Practice informed concert behavior during live performances in a variety of settings p

C Reading Contest Benzer, David Bertman, &  continue reinforcing the importance of the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the value of a counting system  Rhythm Tree Villarreal  sight read music that is appropriate for the grade of the organization  Intonation so that the student will:  It Is Not Essential Musicianship for Volume But About Band: Masterwork Studies,  be provided with the tools that they will require in order to experience the highest level of musical success Energy Hal Leonnard Corporation,  be aware of how oftentimes our UIL Concert Contest is viewed as a TAKS score for the program.  Focused 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well. Intensity Saunders, & Contributing  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their Authors Charles Menghini  Center Your instrument (Activity will be done with a partner). and Garwood Whaley Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy.  Warm-Up  understand the level of musical difficulty that will be expected of them at the upcoming Region XII Sight Essential Technique 2000, Procedure Reading Contest Intermediate to Advanced  Stretching/Bre How to Teach Student Behaviors Studies, Hal Leonard Strategies athing Exercises Corporation, 2001, Tim Key Questions Getting the Big Ideas  Breathe Lautzenheiser, John Higgins,  1. Discuss the importance of  Students will apply the  Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Charles Menghini, Paul  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Rigor  Matching Lavender, Tom C. Rhodes, never performing beyond your reproduce a mature/focused Overhead Energy Don Bierschenk, & Percussion A instruments best sound. tone-box.  Counting/clapping/hissing/finger-  Ensemble Consultant and Editor Will Relevance  3. Describe how to successfully  Students will match tonal play Concepts utilize the “Tuning Chart” energy.  Audio Taped Assessments Rapp  4. Why is a uniform counting  Students will successfully  Video/Audio Tape Rehearsal  Pulse/Metrono system imperative to the success of count and clap.  Guest Clinician me the band program?  Director will provide students  Counting  Why is counting on your fingers with the UIL Contest Selection as imperative? well as provide all students with System  When counting “rests” how loud deadlines for play-offs on all music  Posture should you count?  All students will be individually  Concert heard or recorded.  Rhythm sheet that is directly SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 17 of 20 Etiquette Additional Resources: aligned with the contest music  UIL “Foundations for Superior Expectations Performance: Warm-ups &  Dynamics Techniques for Band, Neil A.  Articulation KJOS Music Company,  Conducting Publisher, 1997, by Richard Assessment Patterns Williams & Jeff King  Students will demonstrate a full, rich, and dark tone quality on all UIL music.  Musical Rehearsal Handbook for  Students will successfully sight read a 12-16 musical passage in various keys as required in the sight reading criteria for band. Nuances Band and Orchestra  Tempo  Students will apply the essential ensemble concepts to their performance music. Students, Meredith Music  Students will continue demonstrating various articulations and the recommended syllables on Concert F.  Balance/Blend Publications, 1983, Robert Garofalo Before: Have students review and demonstrate the essential concepts for instrumental performance. Effective Performance for Band Music, Southern Music During: Have students demonstrate the ability to perform the warm-up procedure in tune with a Company, 1972, W. Francis focused and centered sound. Students will also demonstrate the importance of understanding a uniform McBeth counting system and successfully perform various rhythms on Concert F. “Theory Time Books 1-4” by After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Karen Wallace & Heather Music Program). Some band rehearsals may be audio/video taped for educational purposes. Rathnau

n Instructional Modifications/ Check for Understanding o During: i t Accommodations

a  Teach students how to record themselves on the cassette tape player i c

e  Individually assess students p  S Individually asses students utilizing the “Smart Music Program”

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 18 of 20 Band Level I – High School Unit of Study: Improving Sight-Reading skills, music interpretation, and performance techniques; Week 10 Concert repertoire and Audition preparation; UIL Contest preparations Third Grading Period TEKS Band Level 1 (Content) t TEKS Band Level 1 (Skills and Processes) . 1 C Compare and contrast elements of music through literature selected for performance. . The student is expected to exhibit accurate intonation and rhythm, fundamental . 2 A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills and skills and basic performance techniques. basic performance techniques. . The student is expected to read and interpret expressively music while . 2 B Perform expressively from notation a varied repertoire of music from diverse cultures. performing etudes, solos and ensembles. . 2 C Explain appropriate small and large ensemble performance techniques for formal and informal concerts. . The student is expected to be informed of small/large ensemble performance . 3 C Interpret music symbols and terms relating to dynamics, tempos and articulations. techniques. . 6 A Design and apply criteria for making informed judgments regarding the quality and effectiveness of musical . The student is expected to be informed of proper behavior during formal and performances. informal concerts . 6 C Practice informed concert behavior during live performances in a variety of settings p

C Reading Contest Benzer, David Bertman, &  continue reinforcing the importance of the “Tuning Chart”  Rhythm Wall Percussion by Evelio  reinforce the value of a counting system  Rhythm Tree Villarreal  sight read music that is appropriate for the grade of the organization  Intonation Essential Musicianship for so that the student will:  It Is Not Band: Masterwork Studies,  be provided with the tools that they will require in order to experience the highest level of musical success Volume But About Hal Leonnard Corporation,  be aware of how oftentimes our UIL Concert Contest is viewed as a TAKS score for the program. Energy 2004, Paula Crider, Jack  understand the importance of playing in tune not only within the section but within the ensemble as well.  Focused Saunders, & Contributing Intensity Authors Charles Menghini  analyze and begin to critically listen to their pitch and recognize the intonation tendencies on their  Center Your and Garwood Whaley instrument (Activity will be done with a partner). Tone  understand the importance of counting/clapping/hissing/note placement and rhythmic accuracy. Essential Technique 2000,  Warm-Up  understand the level of musical difficulty that will be expected of them at the upcoming Region XII Sight Intermediate to Advanced Procedure Reading Contest Studies, Hal Leonard  Stretching/Bre How to Teach Student Behaviors Corporation, 2001, Tim Strategies athing Exercises Lautzenheiser, John Higgins, Key Questions Getting the Big Ideas  Breathe Charles Menghini, Paul  1. Discuss the importance of  Students will apply the  Director Demonstration Athletically ensemble concepts. essential concepts for band.  Drill & Practice Lavender, Tom C. Rhodes,  2. Describe the importance of  Students will successfully  Rhythm Exercises on the Overhead Rigor  Matching Don Bierschenk, & Percussion never performing beyond your reproduce a mature/focused  Counting/clapping/hissing/finger-play Energy Consultant and Editor Will A instruments best sound. tone-box.  Audio Taped Assessments  Ensemble Rapp Relevance  3. Describe how to successfully  Students will match tonal  Video/Audio Tape Rehearsal Concepts utilize the “Tuning Chart” energy.  Guest Clinician  4. Why is a uniform counting  Students will successfully  Director will provide students with the  Pulse/Metrono Additional Resources: system imperative to the success of count and clap. UIL Contest Selection as well as me “Foundations for Superior the band program? provide all students with deadlines for  Counting Performance: Warm-ups &  Why is counting on your fingers play-offs on all music Techniques for Band, Neil A. imperative?  All students will be individually heard System  When counting “rests” how loud or recorded.  Posture KJOS Music Company, should you count?  Rhythm sheet that is directly aligned  Concert Publisher, 1997, by Richard with the contest music Etiquette Williams & Jeff King

SAISD © 2007-08 Band Level I (Third Grading Period – Week 1) Page 19 of 20  UIL Assessment Rehearsal Handbook for Expectations  Students will demonstrate a full, rich, and dark tone quality on all UIL music. Band and Orchestra  Students will successfully sight read a 12-16 musical passage in various keys as required in the sight reading criteria for  Dynamics Students, Meredith Music band.  Articulation  Students will apply the essential ensemble concepts to their performance music. Publications, 1983, Robert  Students will continue demonstrating various articulations and the recommended syllables on Concert F.  Conducting Garofalo Patterns  Musical Effective Performance for Before: Have students review and demonstrate the essential concepts for instrumental performance. Nuances Band Music, Southern Music  Tempo Company, 1972, W. Francis During: Have students demonstrate the ability to perform the warm-up procedure in tune with a  Balance/Blend McBeth focused and centered sound. Students will also demonstrate the importance of understanding a uniform “Theory Time Books 1-4” by counting system and successfully perform various rhythms on Concert F. Karen Wallace & Heather After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Rathnau Music Program). Some band rehearsals may be audio/video taped for educational purposes.

n Instructional Modifications/ Check for Understanding

o During: i

t Accommodations

a  Teach students how to record themselves on the cassette tape player i c

e  Individually assess students p  Individually asses students utilizing the “Smart Music Program” S