Township of Union Public Schools s10

TOWNSHIP OF UNION PUBLIC SCHOOLS

Concert Band 5 Curriculum Guide 2012 Board Members

Francis “Ray” Perkins, President

Versie McNeil, Vice President

David Arminio

Eduardo Espinal

Linda Gaglione

Richard Galante

Thomas Layden

Vito Nufrio

Judy Salazar TOWNSHIP OF UNION PUBLIC SCHOOLS Administration

District Superintendent …………………………………………………………………...…………………….... Dr. Patrick Martin

Assistant Superintendent …………………………………………………………..……………………….….…Mr. Gregory Tatum

Director of Elementary Curriculum ……………………………….………………………………..…………….Ms. Tiffany Moutis

Director of Secondary Curriculum ……………………………….………………………….…………………… Dr. Noreen Lishak

Director of Student Information/Technology ………………………………..………………………….…………. Ms. Ann M. Hart

Director of Athletics, Health, Physical Education and Nurses………………………………..……………………Ms. Linda Ionta DEPARTMENT SUPERVISORS

Language Arts/Social Studies K-8 ……..………………………………….…………………………………….. Mr. Robert Ghiretti

Mathematics/Science K-8 ………………………………………………….………………………………………. Ms. Deborah Ford

Guidance K-12/SAC …..………………………………………………………………………………….……….Ms. Bridget Jackson

Language Arts/Library Services 9-12 ….………………………………….…………………………………….…Ms. Mary Malyska

Math/Science 9-12 ………………………………………………………….………………………………….Ms. Maureen Guilfoyle

Social Studies/Business ………………………………………………………………………………………..…….Ms. Libby Galante

World Language/ESL/Career Education>>………………………………………………………………….….Ms. Yvonne Lorenzo

Art/Music …………………………………………………………………………………………………………..….Mr. Ronald Rago Curriculum Committee Academic Area 5th Grade Concert Band Table of Contents

Title Page

Board Members

Administration

Department Supervisors

Curriculum Committee

Table of Content

District Mission/Philosophy Statement

District Goals

Course Description

Recommended Texts

Course Proficiencies

Curriculum Units

Appendix: New Jersey Core Curriculum Content Standards Mission Statement

The Township of Union Board of Education believes that every child is entitled to an education designed to meet his or her individual needs in an environment that is conducive to learning. State standards, federal and state mandates, and local goals and objectives, along with community input, must be reviewed and evaluated on a regular basis to ensure that an atmosphere of learning is both encouraged and implemented. Furthermore, any disruption to or interference with a healthy and safe educational environment must be addressed, corrected, or when necessary, removed in order for the district to maintain the appropriate educational setting.

Philosophy Statement

The Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community. Statement of District Goals

 Develop reading, writing, speaking, listening, and mathematical skills.  Develop a pride in work and a feeling of self-worth, self-reliance, and self discipline.  Acquire and use the skills and habits involved in critical and constructive thinking.  Develop a code of behavior based on moral and ethical principals.  Work with others cooperatively.  Acquire a knowledge and appreciation of the historical record of human achievement and failures and current societal issues.  Acquire a knowledge and understanding of the physical and biological sciences.  Participate effectively and efficiently in economic life and the development of skills to enter a specific field of work.  Appreciate and understand literature, art, music, and other cultural activities.  Develop an understanding of the historical and cultural heritage.  Develop a concern for the proper use and/or preservation of natural resources.  Develop basic skills in sports and other forms of recreation.

Course Description

Elementary School concert band is designed to guide the young musician through a musical training and musical literacy program. Concert Band is a full year course that meets twice per week for students in grade three. Concert band involves a progressive course of study in the fundamentals of music, instrumental technique, and performance.

Through a varied repertoire, students will explore their musical potential as well as develop their musical vocabulary and general music theory.

The listed materials should be used as guidelines and are subject to the individual instructor. This course is outlined according to the New Jersey Core Curriculum Standards for visual and performing arts.

Recommended Textbooks

Essential Elements for Band Play – a – long CD (available ) Course Proficiencies

Students will be able to…

1. Demonstrate proper posture, instrumental technique and correct note fingerings.

2. Perform on their instrument using good tone quality, articulation and dynamics.

3. Perform quality concert band literature of various levels and styles.

4. Increase the skills of critique and evaluation in relation to individual and full ensemble performance. Curriculum Units

Unit 1: ______Unit 2: ______

Unit 3: ______Unit 4: ______

Unit 5: ______Unit 6: ______Pacing Guide- Course

Content Number of Days

Unit 1: Week # 1 – 4 Band Fundamentals. 15 - 30

Unit 2: Week # 5 – 8 Concert Band Repertoire. 15 - 30

Unit 3: Week # 9 – 12 Concert Band Repertoire/Testing. 15 - 30

Unit 4: Week # 13 – 15 Concert Preparation/Performance. 15 - 30

Unit 5: Week # 16 Critique and Evaluation. 5

Unit 6: Week # 17 – 36 Second Semester. 3rd/4th Marking Periods. Week # 1 - 4 Unit 1: Band Fundamentals. (1.1, 1.2, 1.3)

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)  Review musical terms  Review all materials  Level 1: Students will and symbols. to be used in each recognize their  Introduce musical grade level. particular clefs as well terms and symbols as  Review proper as the basic notation needed for the breathing and for their instrument. understanding of the instrumental new concert techniques.  Level 2: Students will repertoire.  Introduce all warm- recognize all of the  Review and provide ups and scales in above including information on accordance with notation relating to instrumental concert selections. the interpretation of pedagogy for the  Week # 3 – 4 and nuance of the various instruments introduce music. music. (reeds, mouthpieces, oils, makes of instruments etc.).  Level 3: Students will recognize and perform all of the above and be able to perform the concert selections at an advanced level. Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

 Diaphragmatic  Week # 3 – 4  Level 3: Students will breathing, breathe Introduce the concert recognize and support and repertoire. perform all of level 2 embouchure setting including recognition  Review proper of key signatures and instrumental key changes. technique and posture. Week # 5 - 8 Unit 2: Band Repertoire (1.1., 1.2, 1.3)

Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

 Continue to develop  As an ensemble tap,  Level 1: Students will rhythmic and melodic say and play rhythmic learn to perform accuracy leading to patterns on various concert selections in improvement of music scales. rhythm, on pitch and reading. to maintain a steady  Warm up in various tempo.  Students will focus on keys and rhythms. breath support,  Level 2: Students will embouchure for the  Begin teaching band learn to perform purpose of improving repertoire focusing on contrasting rhythmic tone quality and rhythmic and tonal and melodic patterns articulation. accuracy. accurately and independently on their  Students will learn the instrument. fingerings necessary to expand the range of their instrument. Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

 Students will review  Continue to work on  Level 3: Students will and discuss tempo interpretive musical identify both the time and dynamic terms. devices for each signature and key selection. signatures of all selections.

 Students will also perform all selections with all tempo and dynamic changes from memory. Week # 9 - 12 Unit 3: Band Repertoire and Testing ( 1.1., 1.2, 1.3)

 Students will continue  During weeks # 9 -10  Level 1: Students will to perform with proper all concert music will be tested on basic posture, instrument be completed and musical terminology, technique, breathe rehearsed. scales and technique. support and embouchure.  Students will be  Level 2: Students will tested on various be tested on scales  Students will be sections of music. pertaining to their tested (week # 11-12) current selections, on their individual  Students will be musical terminology, instrument part, tested individually on and technique. select scales and scales and excerpts musical examples from the method  Level 3: Students will from their method books. be tested on scales books. pertaining to their  Students will current selections,  Students will also complete the written musical terminology, take a written test on portion of testing technique and fundamental music based on the 3 levels attention will be concepts. of assessment. devoted to the nuances of interpretation.

Week # 13 - 15 Unit 4: Concert Preparation (1.1., 1.2, 1.3)

 Discussion of proper  Discuss arrival time,  Level 1: Students will concert etiquette as it attendance, and perform concert relates to the concert attire. selections using performer. Distribute parent correct rhythms and letter. pitches while  Students will following the cues of rehearse and discuss  Rehearse the the conductor. logistics pertaining to entrances and exit the concert from the concert  Level 2: Students will performance. venue. perform concert selections using  All musical selections  Perform all music correct rhythms will be rehearsed for focusing on nuance pitches, dynamics further musical and interpretation. and other nuances refinement. while following the cues of the conductor.

 Level 3: Students will perform concert selections using correct rhythms pitches and dynamics while employing a beautiful tone and advanced articulations. Week # 16 Unit 5: Critique and Evaluation (1.1, 1.2, 1.3, 1.4)

 Students will listen to  Depending on  Level 1: The band or view the concert availability, each students will discuss performance. band will listen to or the performance in view the entire terms of rhythmic  Students will critique concert. accuracy and tempo their individual as well consistency. as ensemble  Students will performance. complete a concert  Level 2: The band performance critique students will discuss  Students will discuss (See Appendix). the performance in both the positive and terms of rhythmic and the negative aspects tonal accuracy, tempo of the concert. consistency. and articulation Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

 Students will discuss  Level 3: The band as a class both the students will discuss positive and negative the performance in areas of all terms of rhythmic and performances. tonal accuracy, tempo consistency,  Students will discuss dynamics and improvements articulations. needed. Week # 17 - 36 Unit 6: Band Repertoire

 All instrumental-  Review all band and  Level 1: Students will performing theory terms learned perform music ensembles will in the first semester. intended to expand continue in the same the range by a major format as the first  Discuss and 2nd in both directions semester. implement new as well as building instrumental and upon their rhythmic  Introduce new ensemble warm ups. vocabulary to include musical repertoire for the dotted rhythm. the next concert.  Continue building sight-reading skills.  Level 2: Students will  Students will be perform music tested on new  Distribute new music intended to expand material during week and discuss the the range by a major # 24 - 25 different level. 3rd in both directions as well as building upon their rhythmic vocabulary to include the dotted rhythms and triplets. Essential Questions Instructional Objectives/ Activities Assessments Skills and Benchmarks (CPIs)

 A review of all concert  Test on all previous  Level 3: Students will logistics will be and new terms and perform music discussed. concepts as well as intended to expand vocal testing on the range by a perfect  A critique and current music. 4th in both directions evaluation of the full as well as building year will take place in  Critique and evaluate upon their rhythmic weeks # 35 – 36. concert performance. vocabulary to include the dotted rhythms  Discuss the and triplets in a improvements made. variety of odd and compound meters. New Jersey Core Curriculum Content Standards Academic Area

Standard 1.1 “Aesthetics” All students will use aesthetic knowledge in the creation of and in response to dance, Music, theater, and visual arts.

Standard 1.2 “Creating and Performing” All students will utilize those skills media, methods and technology Appropriate to each art form in the creation, performance, and presentation of dance, music, Theater, and visual arts.

Standard 1.3 “Creating and Performing” All students will demonstrate an understanding of the elements and Principals of dance, music, theater, and visual arts.

Standard 1.4 “Critical, analytical, judgmental evaluative” All students will develop, apply and reflect upon knowledge of the process of critique.

Standard 1.5 “Historical, Cultural, Social” All students will understand and analyze the role, development and continuing influence of the arts in relation to world cultures, history and society. New Jersey Scoring Rubric