KISD BAND MS 3 CURRICULUM YEAR AT A GLANCE TEXT: Essential Elements for Band THE LEARNER WILL: 1st 9-Weeks 2nd 9-Weeks 3rd 9-Weeks 4th 9-Weeks Identify, define, write, and analyze whole, half, quarter, paired and single Identify, define, write, and analyze all previously learned elements adding eighth, sixteenth, dotted half, and dotted quarter notes with corresponding 9/8, 12/8, and 5/4 time signatures and the keys of G and Db. (1B, 1D, 1C, rests in simple time and dotted quarters and triplets in compound time; 2B, 3F) multi-measure rests; repeat, first and second endings, da capo al fine, dal segno al fine, da capo al coda, dal segno al coda; dynamics (pp-ff); staccato, Identify, define, write and analyze all previously learned elements in addition to the following: largo-presto, sforzando, fortepiano, chord structures legato, accent, marcato; crescendo, decrescendo; 2/4, 3/4 ,4/4, 2/2, 6/8; keys and tuning in a major key. (1B, 1D, 1C, 2B, 3F) of Bb, Eb, F; instrument names; musical forms; fermata; andante, moderato, ritardando, accelerando, largo, adagio, allegro. (1B, 1D, 1C, 2B, 3F)

Perform a 2 octave chromatic scale with correct pitch, fingerings, and Perform from memory a 2 octave chromatic scale with correct pitch, Perform from memory a 2 octave chromatic scale with correct pitch, Perform from memory a 2 octave chromatic scale with correct pitch, accurate intonation. (1B) fingerings, and accurate intonation (quarter = 80bpm utilizing an eighth fingerings and accurate intonation (quarter = 100bpm utilizing an eighth fingerings, and accurate intonation (quarter = 100bpm utilizing a triplet note pattern). (1B) note pattern). (1B) pattern). (1B) Using the Eastman system, count rhythms including combinations of whole, Using the Eastman system, demonstrate counting all previously learned Using the Eastman system, model coutning all previously learned elements. Using the Eastman system, count all previously learned elements adding half, quarter, paired and single eighth, sixteenth, dotted half, and dotted elements. (1B, 1C) (1B, 1C) 9/8, 12/8, 5/4 and other time signatures as needed and including single Theory quarter notes with corresponding rests including syncopated rhythms using sixteenth rest patterns. (1B, 1C) Literacy simple time and dotted quarter and eighth notes in 6/8 time. (sixteenth counted as 1 ti te ta and triplet counted as 1 la li). (1B, 1C)

Perform combinations of whole, half, quarter, eighth, sixteenth notes with Perform all previously learned elements accurately at increasing tempi. corresponding rests, syncopated rhythms, multi-measure rests, ritardando, (3A, 3C, 3F) accelerando, repeat, first and second endings, da capo al fine, dal segno al fine, da capo al coda, dal segno al coda, dynamics (pp-ff), staccato, legato, Perform all previously learned elements adding tempi ranging from largo to presto, sforzando, fortepiano, chordal tuning in a major key. (3A, 3C, 3F) accent, marcato, crescendo, decrescendo, moderato, allegro, andante, largo, adagio, 2/4, 3/4 ,4/4, 2/2, keys of Bb, Eb, and F. (3A, 3C, 3F) Sight-read independantly and in groups combinations of whole, half, quarter, Sight-read, independently and in groups, all previously learned Model and perform full length sight-reading music using all previously Model and perform full length sight-reading music using all previously eighth, sixteenth notes with corresponding rests, multi-measure rests, elements adding sforzando, fortepiano, chord structures and tuning in learned elements. (2E, 3E) learned elements with increased accuracy and tempi. (2E, 3E) ritardando, accelerando, repeat, first and second ending, dynamics (pp-ff), a major key. (2E, 3E) crescendo, decrescendo, staccato, legato, accent, marcarto, moderato, allegro, andante, 2/4, 3/4, 4/4, keys of Bb, Eb and F, da capo al fine. (2E, 3E)

Demonstrate and perform with correct posture, hand position, breathing, Model performance with correct posture, hand position, breathing, and Critique and perform with correct posture, hand position, breathing, and breath support. (1E, 3B) and breath support. (1E, 3B) breath support consistency. (1E, 3B) Demonstrate proper instrument care. (1E) Consistently model and demonstrate proper instrument care. (1E) Mechanics Perform all Region scales in the ranges prescribed with correct pitch, Perform all Region scales by memory in the ranges prescribed with Perform all Region scales by memory in the ranges prescribed with correct Perform all previously learned elements adding G and Db scales with Technique fingerings, tone and tuning. (3A, 3C) correct pitch, fingerings, tone and tuning. (quarter = 80bpm in pitch, fingerings, tone and tuning. (quarter = 100bpm in quarter/eighth correct pitch, fingerings, tone and tuning. (3A, 3C) quarter/eighth note pattern). (3A, 3C) note pattern). (3A, 3C) Self evaluate the performance of articulations (slurring, tonguing) in a variety Interpret and perform music in the appropriate style using correct of styles of music. (2A, 3C, 3D, 3F) Model proper articulation (slurring, tonguing) in a variety of styles of music. (2A, 3C, 3D, 3F) articulation, characteristic tone, and accurate tuning. (2A, 3C, 3F)

Perform individually and in groups in a variety of settings including opportunities to perform in conjunction with the high school band (3A, 3B, 3C, 3D) i.e. MS band night & combined concerts. Prepare to perform, individually, the high school band audition music (3A, 3C) Demonstrate critical listening skills and apply criteria for evaluating personal Compare and contrast personal and ensemble performance to Critically analyze individual and ensemble performance (1A, 5B) Critically analyze individual and ensemble performance and identify and ensemble performance. (1A, 5B, 5C, 5D) exemplary models. (1A, 5B, 5C, 5E) solutions for improvement (1A, 5B)

Performance Define appropriate etiquette to musical performance as a performer and as a Musicianship listener in a variety of settings, such as pep rallies, concerts, contests, and Model appropriate concert etiquette to musical performance in a variety of settings. (5A, 5F) rehearsal. (5A, 5F) Create an 16 bar melody for their instrument using known rhythms and Create a 32 bar melody for their instrument using known rhythms, pitches, pitches. (2B, 2C, 3G) dynamics, and articulations. (2B, 2C, 3G) Explore a variety of music vocations and avocations, including high school/ Explore a variety of music vocations and avocations, including high Explore a variety of music vocations and avocations, including high school/ Explore a variety of music vocations and avocations, including high school/ college planning for continuation of band. (4D) school/ college planning for continuation of band. (4D) college planning for continuation of band. (4D) college planning for continuation of band. (4D) KISD BAND MS 3 CURRICULUM YEAR AT A GLANCE