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Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble 1 Standard 1: Skills and Techniques Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Students will be able to: Students will be able to: Students will be able to:

CB.1.1 Instrument Knowledge Skills SB.1.1 Instrument Knowledge Skills WE.1.1 Instrument Knowledge Skills CB.1.1.1 Instrument in good playing condition-including SB.1.1.1 Demonstrate procedures for keeping the WE.1.1.1 Demonstrate procedures for keeping the proper assembly, reed care, and cleaning. instrument in good playing condition-including instrument in good playing condition-including proper assembly, reed care, and cleaning. proper assembly, reed care, and cleaning.

CB.1.2 Playing Posture Skills SB.1.2 Playing Posture Skills WE.1.2 Playing Posture Skills CB.1.2.1 Consistently demonstrate appropriate and SB.1.2.1 Consistently demonstrate appropriate and WE.1.2.1 Consistently demonstrate appropriate and comfortable posture while playing and comfortable posture while playing and comfortable posture while playing and understand postures effect on intonation and understand postures effect on intonation and understand postures effect on intonation and tone quality. tone quality. tone quality.

SB.1.2.2 Percussion: use proper grip/playing position for WE.1.2.2 Percussion: use proper grip/playing position for CB.1.2.2 Percussion: use proper grip/playing position for all percussion instruments including bongo, all percussion instruments including bongo, all percussion instruments including bongo, cowbell, timpani, suspended cymbal, triangle, cowbell, timpani, suspended cymbal, triangle, cowbell, timpani, suspended cymbal, triangle, wood block, sleigh bells, tambourine, maracas, wood block, sleigh bells, tambourine, maracas, wood block, sleigh bells, tambourine, maracas, claves, temple blocks, and crash cymbals. claves, temple blocks, and crash cymbals. claves, temple blocks, and crash cymbals.

CB.1.3 Tone Production Skills SB.1.3 Tone Production Skills WE.1.3 Tone Production Skills Tone Quality Tone Quality Tone Quality CB.1.3.1 Demonstrate consistent tone quality across the SB.1.3.1 Demonstrate consistent tone quality across the WE.1.3.1 Demonstrate expressive tone quality across range while playing scales and arpeggios. range while playing scales and arpeggios. the range while playing scales and arpeggios.

CB.1.3.2 Demonstrate characteristic tone quality over SB.1.3.2 Demonstrate characteristic tone quality over WE.1.3.2 Demonstrate characteristic tone quality over dynamic levels from mezzo piano to forte. dynamic levels from mezzo piano to forte. dynamic levels from ppp to fff, sfz, fp.

CB.1.3.3 Woodwinds and Brass: continue to demonstrate SB.1.3.3 Woodwinds and Brass: continue to WE.1.3.3 Woodwinds and Brass: continue to proper breathing techniques. demonstrate proper breathing techniques. demonstrate proper breathing techniques.

CB.1.3.4 Woodwinds and Brass: continue to play with a SB.1.3.4 Woodwinds and Brass: continue to play with a WE.1.3.4 Woodwinds and Brass: continue to play with a good embouchure. good embouchure. good embouchure.

1 SAS Standard 1 correlates with MENC Standards 1 and 2: Singing, alone and with others, a varied repertoire of music ; Performing on instruments, alone and with others, a varied repertoire of music Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 2

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) CB.1.3.5 Produce an even sustained tone while playing SB.1.3.5 Produce an even sustained tone while playing WE.1.3.5 Produce an even sustained tone while playing music from various repertoire. music from various repertoire. music from various repertoire.

CB.1.3.6 Percussion: demonstrate production of even, SB.1.3.6 Percussion: demonstrate production of even, WE.1.3.6 Percussion: demonstrate production of even, sustained sounds while rolling long notes, sustained sounds while rolling long notes, sustained sounds while rolling long notes, rudiments. rudiments. rudiments.

CB.1.3.7 Percussion: continue to recognize and produce SB.1.3.7 Percussion: continue to recognize and produce WE.1.3.7 Percussion: continue to recognize and appropriate tone quality for each instrument appropriate tone quality for each instrument produce appropriate tone quality for each studied. studied. instrument studied.

CB.1.3.8 Percussion: continue to demonstrate an SB.1.3.8 Percussion: continue to demonstrate an WE.1.3.8 Percussion: continue to demonstrate an awareness of variation in sound by choosing awareness of variation in sound by choosing awareness of variation in sound by choosing mallets appropriate to the literature. mallets appropriate to the literature. mallets appropriate to the literature.

CB.1.3.9 Demonstrate an awareness of ways to improve SB.1.3.9 Demonstrate an awareness of ways to improve WE.1.3.9 Demonstrate an awareness of ways to tone production. tone production. improve tone production.

Pitch Pitch Pitch CB.1.3.10 Continue to identify and correctly perform flat, SB.1.3.10 Continue to identify and correctly perform flat, WE.1.3.10 Continue to identify and correctly perform sharp, and natural signs. sharp, and natural signs. flat, sharp, and natural signs.

CB.1.3.11 Perform one octave scales and arpeggios (where SB.1.3.11 Perform one octave scales and arpeggios WE.1.3.11 Perform scales and arpeggio in the following possible) in the following concert keys: Bb, Eb, F, (where possible) in the following concert keys: concert keys: All Major & chromatic. Ab, C & chromatic (one octave). Bb, Eb, F, Ab, C, Db, G & chromatic (one octave). CB.1.3.12 Identify and play all pitches within the prescribed ranges for a developing band student. SB.1.3.12 Identify and play all pitches within the WE.1.3.12 Identify and play all pitches within the prescribed ranges for a developing band prescribed ranges for an advanced band student. student. CB.1.3.13 Woodwind and Brass: develop an understanding of basic alternate fingerings/positions SB.1.3.13 Woodwind and Brass: develop an WE.1.3.13 Woodwind and Brass: develop an appropriately in exercises and repertoire. understanding of basic alternate fingerings/ understanding of alternate positions appropriately in exercises and fingerings/positions, trill fingerings, repertoire. appropriately in exercises and repertoire.

Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 3

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Tuning and Intonation Tuning and Intonation Tuning and Intonation CB.1.3.14 Demonstrate the ability to detect intonation SB.1.3.14 Demonstrate the ability to detect intonation WE.1.3.14 Demonstrate the ability to detect and correct problems while playing. and begin to correct problems while playing. intonation problems while playing.

CB.1.3.15 Demonstrate the ability to tune one’s own SB.1.3.15 Demonstrate the ability to tune one’s own WE.1.3.15 Demonstrate the ability to tune one’s own instrument. instrument. instrument.

CB.1.3.16 Demonstrate the ability to correct variations in SB.1.3.16 Demonstrate the ability to correct variations in WE.1.3.16 Demonstrate the ability to identify intonation. intonation. problematic notes and correct variations in intonation.

CB.1.4 Special Techniques SB.1.4 Special Techniques WE.1.4 Special Techniques Woodwind and Brass Woodwind and Brass Woodwind and Brass CB.1.4.1 Woodwind and Brass: Consistently demonstrate SB.1.4.1 Woodwind and Brass: Consistently WE.1.4.1 Woodwind and Brass: Consistently the use of staccato, tenuto, marcato and legato demonstrate the use of staccato, tenuto, demonstrate the use of staccato, tenuto, articulations. marcato and legato articulations. marcato and legato, double and triple tonguing articulations. CB.1.4.2 Woodwind and Brass: Demonstrate the ability to SB.1.4.2 Woodwind and Brass: Demonstrate the ability execute trills and grace notes (woodwind only). to execute trills and grace notes (woodwind WE.1.4.2 Woodwind and Brass: Demonstrate the ability only). to execute trills and grace notes.

CB.1.4.3 Woodwind and Brass: Demonstrate an expanded SB.1.4.3 Woodwind and Brass: Demonstrate an WE.1.4.3 Woodwind and Brass: Demonstrate an range of lips slurs on consecutive harmonics with expanded range of lips slurs on consecutive expanded range of lips slurs skipping wider intervals. harmonics with wider intervals. harmonics with wider intervals at a fast tempo.

CB.1.4.4 Trombone: continue developing legato tonguing SB.1.4.4 Trombone: continue developing legato WE.1.4.4 Trombone: continue developing legato and slide slurs. tonguing and slide slurs. tonguing and slide slurs.

CB.1.4.5 Demonstrate an awareness of the use of vibrato SB.1.4.5 Demonstrate an awareness of the use of WE.1.4.5 Use vibrato where stylistically appropriate (except clarinet and French horn). vibrato (except clarinet and French horn). (except clarinet and French horn).

Percussion Percussion Percussion CB.1.4.6 Percussion: Identify and play rudiments including SB.1.4.6 Percussion: Identify and play rudiments WE.1.4.6 Percussion: Identify and play rudiments long roll, syncopated nine stroke roll, double including long roll, syncopated nine stroke roll, including long roll, syncopated nine stroke paradiddle, drag, single drag tap, flamacue, seven double paradiddle, drag, single drag tap, roll, double paradiddle, drag, single drag tap, stroke roll, rim shots, single ratamacue, ruff. flamacue, seven stroke roll, rim shots, single flamacue, seven stroke roll, rim shots, single ratamacue, ruff. ratamacue, ruff. Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 4

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) CB.1.4.7 Mallets: Consistently demonstrate the ability to SB.1.4.7 Mallets: Consistently demonstrate the ability WE.1.4.7 Mallets: Consistently demonstrate the ability play a double stop roll and demonstrate the use to play a double stop roll and demonstrate the to play a double stop roll and demonstrate of legato articulation. use of legato articulation. the use of legato articulation on bells, chimes, xylophone, marimba and vibraphone.

CB.1.4.8 Demonstrate the technique of glissando. SB.1.4.8 Demonstrate the technique of glissando. WE.1.4.8 Demonstrate the technique of glissando.

CB.1.4.9 Timpani: Demonstrate dampening, cross SB.1.4.9 Timpani: Demonstrate dampening, cross WE.1.4.9 Timpani: Demonstrate dampening, cross sticking. sticking. sticking, fp and appropriate mallet selection.

CB.1.4.10 Demonstrate the ability to correctly tune a SB.1.4.10 Demonstrate the ability to correctly tune a WE.1.4.10 Demonstrate the ability to correctly tune a timpani to a given pitch. timpani to a given pitch. timpani to a given pitch.

CB.1.4.11 Bass Drum: Demonstrate proper technique for SB.1.4.11 Bass Drum: Demonstrate proper technique for WE.1.4.11 Bass Drum: Demonstrate proper technique striking the bass drum as well as playing rolls. striking the bass drum as well as playing rolls. for striking the bass drum as well as playing rolls.

CB.1.4.12 Cymbal: Demonstrate proper technique for SB.1.4.12 Cymbal: Demonstrate proper technique for WE.1.4.12 Cymbal: Demonstrate multiple techniques for cymbal rolls and crashes. cymbal rolls and crashes. cymbal rolls and crashes.

CB.1.4.13 Demonstrate the ability to perform SB.1.4.13 Demonstrate the ability to perform WE.1.4.13 Demonstrate the ability to perform independently on multiple percussion independently on multiple percussion independently on multiple percussion instruments concurrently. instruments concurrently. instruments concurrently.

CB.1.5 Rhythmic Skills SB.1.5 Rhythmic Skills WE.1.5 Rhythmic Skills CB.1.5.1 Brass and Woodwind: Count and perform SB.1.5.1 Brass and Woodwind: Count and perform WE.1.5.1 Brass and Woodwind: Count and perform rhythm patterns combining various rhythm rhythm patterns combining various rhythm rhythm patterns combining various rhythm patterns. patterns. patterns.

CB.1.5.2 Percussion: in addition to the above, learn basic SB.1.5.2 Percussion: in addition to the above, learn WE.1.5.2 Percussion: in addition to the above, learn rudiments. basic rudiments. basic rudiments.

CB.1.5.3 Continue to perform repertoire in cut time, SB.1.5.3 Continue to perform repertoire in cut time, WE.1.5.3 Continue to perform repertoire in cut time, 4/4, 3/4, 2/4 and 6/8 time signatures. 4/4, 3/4, 2/4, 5/4 and 6/8 time signatures. 4/4, 3/4, 2/4, 5/4, 3/8, 5/8, 6/8, 7/8, 9/8 and 12/8 time signatures.

Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 5

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) CB.1.5.4 Recognize and define asymmetrical meter. SB.1.5.4 Recognize and define asymmetrical meter. WE.1.5.4 Recognize and define asymmetrical meter.

CB.1.5.5 Recognize and perform repertoire with SB.1.5.5 Recognize and perform repertoire with WE.1.5.5 Recognize and perform repertoire with changing meter. changing meter. changing meter.

CB.1.6 Ensemble Skills SB.1.6 Ensemble Skills WE.1.6 Ensemble Skills CB.1.6.1 Demonstrate consistency with ensemble SB.1.6.1 Demonstrate consistency with ensemble WE.1.6.1 Demonstrate independent consistency with techniques (i.e., balance, blend, intonation, and techniques (i.e., balance, blend, intonation, ensemble techniques (i.e., balance, blend, response to the conductor) appropriate to the and response to the conductor) appropriate intonation, and response to the conductor) literature studied. to the literature studied. appropriate to the literature studied.

Standard 2: Creation and Communication2 Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Students will be able to: Students will be able to: Students will be able to:

CB.2.1 Correctly draw notes, rests and musical symbols. SB.2.1 Correctly draw notes, rests and musical symbols. WE.2.1 Correctly draw notes, rests and musical symbols.

CB.2.2 Correctly respond to given aural cues in a call and SB.2.2 Correctly respond to given aural cues in a call and WE.2.2 Correctly respond to given aural cues in a call and response situation. response situation. response situation.

CB.2.3 Correctly transpose a musical line for one's own SB.2.3 Correctly transpose a musical line for one's own WE.2.3 Correctly transpose a musical line for one's own instrument. instrument. instrument.

2 SAS Standard 2 correlates with MENC Standards 3 and 4: Improvising melodies, variations, and accompaniments; Composing and arranging music within specified guidelines Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 6

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Standard 3: Reading and Notating Music3 Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Students will be able to: Students will be able to: Students will be able to:

CB.3.1 Pitch Analysis SB.3.1 Pitch Analysis WE.3.1 Pitch Analysis CB.3.1.1 Name notes in both treble and bass clef staves. SB.3.1.1 Name notes in both treble and bass clef WE.3.1.1 Name notes in both treble and bass clef staves. staves.

CB.3.1.2 Recognize key signatures for all Major and SB.3.1.2 Recognize key signatures for all Major and WE.3.1.2 Recognize key signatures for all Major and minor scales. minor scales. minor scales.

CB.3.1.3 Identify scale patterns and chords using SB.3.1.3 Identify scale patterns and chords using WE.3.1.3 Identify scale patterns and chords using numerical analysis: 1, 2,3,4,5,6,7,8 (root, third, numerical analysis: 1, 2,3,4,5,6,7,8 (root, numerical analysis: 1, 2,3,4,5,6,7,8 (root, fifth, etc.) third, fifth, etc.) third, fifth, etc.)

CB.3.2 Symbol and Term Analysis SB.3.2 Symbol and Term Analysis WE.3.2 Symbol and Term Analysis CB.3.2.1 Identify and define all musical symbols and SB.3.2.1 Identify and define all musical symbols and WE.3.2.1 Identify and define all musical symbols and terms in the method book and sheet music. terms in the method book and sheet music. terms in the method book and sheet music.

CB.3.2.2 Define and play variations in dynamics. SB.3.2.2 Define and play variations in dynamics. WE.3.2.2 Define and play variations in dynamics.

CB.3.2.3 Define and perform a variety in the method SB.3.2.3 Define and perform a variety in the method WE.3.2.3 Define and perform a variety in the method book and sheet music. book and sheet music. book and sheet music.

3 SAS Standard 3 correlates with MENC Standard 5: Reading and notating music Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 7

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Standard 4: Aesthetic and Critical Analysis4 Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Students will be able to: Students will be able to: Students will be able to:

CB.4.1 Know the basic music principles and structures SB.4.1 Know the basic music principles and structures WE.4.1 Know the basic music principles and structures (e.g., tonality, melody, and harmony) used to (e.g., tonality, melody, and harmony) used to (e.g., tonality, melody, and harmony) used to analyze music. analyze music. analyze music.

CB.4.2 Understand how the elements of music are SB.4.2 Understand how the elements of music are WE.4.2 Understand how the elements of music are manipulated to contribute to the expressive manipulated to contribute to the expressive manipulated to contribute to the expressive quality quality of music. quality of music. of music.

CB.4.3 Demonstrate awareness of the characteristics and SB.4.3 Demonstrate awareness of the characteristics and WE.4.3 Independently identify and demonstrate use of functions of significant elements (e.g., tonality, functions of significant elements (e.g., tonality, expressive techniques (i.e., tempo, dynamics, meter, style, form, genre) in the reading and meter, style, form, genre) in the reading and articulation, and phrasing) appropriate to the performance literature studied. performance literature studied. culture, style, and historical period of the literature studied.

CB.4.4 Perceive and remember significant music events SB.4.4 Perceive and remember significant music events WE.4.4 Perceive and remember significant music events within a composition. within a composition. within a composition.

CB.4.5 Analyze music events within a composition, using SB.4.5 Analyze music events within a composition, using WE.4.5 Independently analyze and evaluate varied music appropriate music principles and technical appropriate music principles and technical performances as a participant or listener. vocabulary. vocabulary.

CB.4.6 Describe and classify unfamiliar music according SB.4.6 Describe and classify unfamiliar music according WE.4.6 Describe and classify unfamiliar music according to to style, period, composer, culture, or performer. to style, period, composer, culture, or performer. style, period, composer, culture, or performer.

SB.4.7 Develop criteria and analyze varied music CB.4.7 Develop criteria and analyze varied music performances as a participant or listener. WE.4.7 Develop criteria and analyze varied music performances as a participant or listener. performances as a participant or listener. SB.4.8 Understand the musical elements and expressive CB.4.8 Understand the musical elements and expressive techniques (e.g., tension and release, tempo, WE.4.8 Understand and consistently utilize the musical techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) elements and expressive techniques (e.g., tension dynamics, and harmonic and melodic movement) that generate aesthetic responses. and release, tempo, dynamics, and harmonic and that generate aesthetic responses. melodic movement) that generate aesthetic responses.

CB.4.9 Establish a strategy for making informed, critical SB.4.9 Establish a strategy for making informed, critical WE.4.9 Establish and consistently utilize a strategy for evaluations of the quality and/or the evaluations of the quality and/or the effectiveness making informed, critical evaluations of the quality effectiveness of a performance. of a performance. and/or the effectiveness of a performance.

CB.4.10 Understand the criteria used in the critical SB.4.10 Understand the criteria used in the critical WE.4.10 Understand the criteria used in the critical evaluation of one’s own and others’ performances, evaluation of one’s own and others’ performances, evaluation of one’s own and others’ performances, arrangements, and improvisations. arrangements, and improvisations. arrangements and improvisations.

4 SAS Standard 4 correlates with to MENC Standards 6 and 7: Listening to, analyzing, and describing music; Evaluating music and music performances Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 8

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Standard 5: Cultural and Historical Connections5 Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Students will be able to: Students will be able to: Students will be able to:

CB.5.1 Recognize labels which identify historic and SB.5.1 Recognize labels which identify historic and stylistic WE.5.1 Recognize labels, which identify historic and stylistic periods in Western Music: Middle Ages, periods in Western Music: Middle Ages, stylistic periods in Western Music: Middle Ages, th Renaissance, Baroque, Classical, 20th Century, Jazz, Renaissance, Baroque, Classical, 20 Century, Jazz, Renaissance, Baroque, Classical, 20th Century, Jazz, Country, Blues, Gospel, Popular, Rock, Film Music. Country, Blues, Gospel, Popular, Rock, Film Music. Country, Blues, Gospel, Popular, Rock, Film.

CB.5.2 Know representative examples of various Western SB.5.2 Know representative examples of various Western WE.5.2 Know representative examples of various Western musical genres. musical genres. musical genres.

CB.5.3 Know characteristics that make music suitable for SB.5.3 Know characteristics that make music suitable for WE.5.3 Know characteristics that make music suitable for specific occasions and purposes and respond specific occasions and purposes and respond specific occasions and purposes and respond appropriately within various musical settings. appropriately within various musical settings. appropriately within various musical settings.

5 SAS Standard 5 correlates with MENC Standard 9: Understanding music in relation to history and culture Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 9

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble Standard 6: Applications to Life6 Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Students will be able to: Students will be able to: Students will be able to:

CB.6.1 Use informed consumer choices concerning SB.6.1 Use informed consumer choices concerning music WB.6.1 Use informed consumer choices concerning music based on personal criteria (e.g., based on personal criteria (e.g., rationalize and music based on personal criteria (e.g., rationalize rationalize and defend music preferences). defend music preferences). and defend music preferences.

CB.6.2 Demonstrate awareness of the connections SB.6.2 Demonstrate awareness of the connections WB.6.2 Demonstrate awareness of the connections between music and other subject areas. between music and other subject areas. between music and other subject areas.

CB.6.3 Understand how elements, artistic processes, SB.6.3 Understand how elements, artistic processes, and WB.6.3 Understand how elements, artistic processes, and organizational principles are used in organizational principles are used in distinctive and organizational principles are used in distinctive ways and provide connections ways and provide connections between music and distinctive ways and provide connections between music and other subjects. other subjects. between music and other subjects.

CB.6.4 Demonstrate responsible participation in music SB.6.4 Demonstrate responsible participation in music WB.6.4 Demonstrate responsible participation in music activities as both a performer and audience activities as both a performer and audience activities as both a performer and audience member. member. member.

CB.6.5 Know characteristics that make music suitable SB.6.5 Know characteristics that make music suitable for WB.6.5 Know characteristics that make music suitable for specific occasions and purposes and respond specific occasions and purposes and respond for specific occasions and purposes and respond appropriately within various music settings. appropriately within various music settings. appropriately within various music settings.

CB.6.6 Understand the influence of daily music SB.6.6 Understand the influence of daily music WB.6.6 Understand the influence of daily music experiences (e.g., television and radio experiences (e.g., television and radio commercials experiences (e.g., television and radio commercials and background music in public and background music in public places) and in one’s commercials and background music in public places) and in one’s personal life. personal life. places) and in one’s personal life.

6 SAS Standard 6 correlates with MENC Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010 10

Singapore American School High School Music Curriculum : Concert Band, Symphonic Band and Wind Ensemble

Standard 7: Understands and models music etiquette as a classroom participant, performer and observer Concert Band (46202) Symphonic Band (46210) Wind Ensemble (46208) Students will be able to: Students will be able to: Students will be able to:

CB.7.1 Demonstrated attentiveness, focus, concentration, SB.7.1 Demonstrated attentiveness, focus, WE.7.1 Demonstrated attentiveness, focus, initiative and self-discipline when participating in a concentration, initiative and self-discipline when concentration, initiative and self-discipline when music learning environment. participating in a music learning environment. participating in a music learning environment.

CB.7.2 Demonstrates concentration, focus and helps to SB.7.2 Demonstrates concentration, focus and helps to WE.7.2 Demonstrates concentration, focus and helps to maintain a respectful performance environment maintain a respectful performance environment maintain a respectful performance environment for others. for others. for others.

CB.7.3 Exhibits ability to perform with focus and attends SB.7.3 Exhibits ability to perform with focus and attends WE.7.3 Exhibits ability to perform with focus and rehearsals and classes in preparation for rehearsals and classes in preparation for attends rehearsals and classes in preparation for performances. performances. performances.

CB.7.4 Exhibits self-initiative in modeling appropriate SB.7.4 Exhibits self-initiative in modeling appropriate WE.7.4 Exhibits self-initiative in modeling appropriate behaviors and skills as an audience member and behaviors and skills as an audience member and behaviors and skills as an audience member and music observer and understands the role of an arts music observer and understands the role of an music observer and understands the role of an patron. arts patron. arts patron.

Adapted from MENC Standards (National Association for Music Education) revised September 18, 2013 Adopted by the Board on May 18, 2010