MUSIC CURRICULUM MAP High School (Band) First Trimester Second Trimester Third Trimester Time Frame/Month September-November November-February February-June Continue reinforcing and building upon Continue reinforcing and building upon Continue reinforcing and building upon previous skills/knowledge previous skills/knowledge previous skills/knowledge Introduce music for Winter Concert Introduce sheet music for Spring Concert Differences between beginner, and Pep Band and San Juan Band Festival intermediate and professional model Sight-reading more advanced material More advanced tuning methods instruments Large volumes of material to learn in a Preparing for many more performances Flexibility and quick adjustments short amount of time than in younger grades required to perform with other regional Alternate fingerings for difficult passages Endurance and range-building techniques high school bands as a combined mass or for better intonation & exercises band Reading phrases or groups of notes How to adjust instrument to compensate More advanced repertoire that can be instead of individual notes for sharp or flat pitch performed with the assistance of the other bands at festival Suggested warm-up and warm-down Mental preparation for high level routines performance Advanced breath control techniques Skills Taught Instrument maintenance and repair Similarities between band and athletics Audition strategies basics and how they enhance each other Phrasing, including placement of breaths, Double and triple tonguing Stage set-up for maximum efficiency and dynamics, tempo changes, etc. for Similarities and differences between effectiveness maximum artistic effect various rock/pop styles e.g. Motown, Influential groups/artists in rock/pop Producing the appropriate style and funk, bossa nova, disco, classic rock, Adjusting and balancing ensemble sound tone/timbre depending upon material metal, glam, etc. to suit the acoustical environment being performed Cultural/Historical elements: Star Cultural/Historical elements: Swing Era, More advanced scale/rhythm Spangled Banner, Francis Scott Key, John Big Band Music, Jitterbug, Lindy Hop combinations for increased technical proficiency Stafford Smith, Fort McHenry, War of “Quoting” material from other songs 1812 while soloing Ear training: Playing back musical figures Observing the “road map” of a piece Musical humor/irony e.g. Clapton’s played by director before playing it for the first time quoting the melody from Blue Moon in Sight singing: Singing written pitches How to utilize practice time most before playing them his solo from Sunshine Of Your Love efficiently Vibrato Three forms of minor scales: Natural, Calculating frequency based on cycles More advanced meters such as 6/8, 9/8, harmonic & melodic per second 7/4, etc. Historical/Cultural elements depending Trills Duple vs. triple based meters upon material being performed Following more advanced conducting Harmonic series Tempo I vs. A tempo techniques Octave displacement Perfect pitch vs. relative pitch Starting a piece without a countdown Attack, sustain & decay of a note Common musician injuries (joints, Choosing proper mouthpieces & reeds tendons, chops) and how to avoid them Eighth note & quarter note triplets MUSIC CURRICULUM MAP High School (Band) Clapping and counting rhythms Clapping and counting rhythms Clapping and counting rhythms Teacher modeling & demonstration Teacher modeling & demonstration Teacher modeling & demonstration Games Games Games Peer mentoring Peer mentoring Peer mentoring Strategies Listening to recordings Listening to recordings Listening to recordings Using slower tempo Using slower tempo Using slower tempo Isolating smaller groups of notes Isolating smaller groups of notes Isolating smaller groups of notes Sheet music Sheet music Sheet music A/V materials A/V materials A/V materials Resources Guest artists/clinicians Guest artists/clinicians Guest artists/clinicians Other band directors and guest conductor at San Juan Band Festival In-class playing assignments/tests In-class playing assignments/tests In-class playing assignments/tests Monitoring daily & weekly progress Monitoring daily & weekly progress Monitoring daily & weekly progress Assessments Winter Concert Spring Concert Music Standards Perform accurately and expressively, Perform accurately and expressively, Perform accurately and expressively, demonstrating self-evaluation and demonstrating self-evaluation and demonstrating self-evaluation and personal interpretation at the minimal personal interpretation at the minimal personal interpretation at the minimal 1. Expression of level of 2.5 to 3 on the difficulty rating level of 2.5 to 3 on the difficulty rating level of 2.5 to 3 on the difficulty rating scale scale scale Music Perform music accurately and Perform music accurately and Perform music accurately and expressively at the first reading at the expressively at the first reading at the expressively at the first reading at the minimal level of 2 on the difficulty rating minimal level of 2 on the difficulty rating minimal level of 2 on the difficulty rating scale scale scale Participate appropriately as an ensemble Participate appropriately as an ensemble Participate appropriately as an ensemble member while performing music at the member while performing music at the member while performing music at the minimal level of 2.5 to 3 on the difficulty minimal level of 2.5 to 3 on the difficulty minimal level of 2.5 to 3 on the difficulty rating scale rating scale rating scale Demonstrate requisite performance skill Demonstrate requisite performance skill Demonstrate requisite performance skill sets appropriate for postsecondary sets appropriate for postsecondary sets appropriate for postsecondary pursuits pursuits pursuits MUSIC CURRICULUM MAP High School (Band) Improvise a stylistically appropriate Improvise a stylistically appropriate Improvise a stylistically appropriate instrumental solo over a given harmonic instrumental solo over a given harmonic instrumental solo over a given harmonic progression progression progression 2. Creation of Music Compose complex music in several Compose complex music in several Compose complex music in several distinct styles distinct styles distinct styles Arrange selections for instruments other Arrange selections for instruments other Arrange selections for instruments other than those for which they were written than those for which they were written than those for which they were written in ways that preserve and enhance the in ways that preserve and enhance the in ways that preserve and enhance the expressive effect of the music expressive effect of the music expressive effect of the music Interpretation of musical elements and Interpretation of musical elements and Interpretation of musical elements and ideas ideas ideas 3. Theory of Music Classification by genre, style, historical Classification by genre, style, historical Classification by genre, style, historical period or culture period or culture period or culture Evaluation of music using critical, Evaluation of music using critical, Evaluation of music using critical, informed analysis informed analysis informed analysis Practice of appropriate behavior during Practice of appropriate behavior during Practice of appropriate behavior during cultural activities cultural activities cultural activities Evaluation of the quality and Evaluation of the quality and Evaluation of the quality and 4. Aesthetic effectiveness of musical performances effectiveness of musical performances effectiveness of musical performances Development of criteria-based aesthetic Development of criteria-based aesthetic Development of criteria-based aesthetic Valuation of judgment of artistic process and judgment of artistic process and judgment of artistic process and Music products in music products in music products in music Knowledge of available musical Knowledge of available musical Knowledge of available musical opportunities for continued musical opportunities for continued musical opportunities for continued musical growth and professional development growth and professional development growth and professional development Process Skills 1. Critical Thinking & Reasoning X X X 2. Information on Literacy X X X 3. Collaboration X X X 4. Self-direction X X X 5. Invention X X X MUSIC CURRICULUM MAP High School (Band) Cantabile, syncopation, woodshedding, Musical quoting, walking bass line, vibrato, Chord progression, embellishment, A 440, trill, introduction, verse, refrain/chorus, tonal center, tonic, median, dominant, counterpoint, contrary motion, intervallic Vocabulary bridge, outtro, ictus, downbeat, preparatory subdominant, leading tone, consonance, expansion, espressivo, rubato, medley, beat, resonance, sympathetic vibration, tutti, dissonance, half step, whole step, partial, ostinato, opus, recapitulation, suite, tessitura, molto, meno, mosso, sforzando harmonic series, fundamental tone, root, vivace, maestoso, subito, sempre, senza hemiola, 8va, 8vb, dolce .