High School Band 2nd Grading Period (10-12 weeks)

Power Objectives: Academic Vocabulary: See below for more vocabulary.

 Demonstrate on a daily basis the individual responsibilities for a  musical phrasing  musical form member of a performing ensemble.  stylistic  tone production (ensemble,  Develop instrumental solo and or ensemble performance skills to expression/musicality section, individual)  dynamic contrast  blend (ensemble and section) include performance through traditional classical and other  tempo consistency  balance (ensemble and section) notations. (A 9-12)  articulation  intonation (ensemble, section,  Develop, analyze and appropriate criteria to evaluating pieces of  individual) pitch accuracy music and musical performances within and outside the  rhythmic accuracy classroom. (C 9-12)  See below for additional power objectives.

Marching Band

Enduring Understandings: Essential Questions:

 Active engagement in the music rehearsal itself and giving the best  How can we work as a collaborative team to efficiently prepare possible effort demonstrates responsible musicianship and leads our music to the level of a quality public performance? to musical improvement.  What specific music/marching techniques do I need to physically  See below for additional enduring understandings. master in order to have a high quality performance?  See below for additional essential questions.

Power Objectives:

 Read, perform, and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture. (D 9-12)

 Recognize the functional role of music across history, cultures, societies, and subject areas as it relates to music being performed by the ensemble. (E, G 9-12)

Enduring Understandings:

 Making a positive commitment to the group by thinking past individual concerns, and working for the betterment of the “musical team.” demonstrates responsible musicianship and therefore leads to the success of a music ensemble.  Proficient musicians play a wide variety of musical repertoire accurately.  In order to have a rewarding performance experience, students must utilize proper performance techniques.  The correct execution of marching techniques directly affects the quality of the overall musical performance both aurally and visually.  The demands of performing music in an outdoor setting, and while in motion with other musicians brings unique performance challenges that must be repetitively practiced before public performance takes place.  Continuous evaluation of music/marching performances of individual marchers is essential for the successful improvement of the marching ensemble as a whole.  To successfully convey the message of a marching band production with an audience, the performer must interpret the context and connection of the music being performed.

Essential Questions:

 How can I better understand my musical and marching role as an individual within the context of the whole ensemble?  How can we use the selected musical literature to continually improve our understanding and execution of the foundational concepts of music?  How can we take musical strengths from the previous Friday night performance and make them stronger as we also make a commitment to improving on our weaknesses as an ensemble?  How can the contextual meaning of a marching band production change based on the life-experiences of the person experiencing the show as a performer or audience member?  How does the interpretation of a marching band production connect the performers on the field and the audience to the person who wrote/arranged the show?

Academic Vocabulary:

 8 to 5 marching  float  double time  adjusted step  swagger  halt  path of march  toe point  forward march  halfway point  facings  backward march  coordinate  turns  directional slides  drill set  to the rear  directional flanks  go beat  follow the leader  obliques  attention  pivot  guiding  at ease  guide point  parade rest  dress point  mark time  step-off  prep step