High School Symphonic Band Curriculum Course Description: This year-long class is primarily a performance-oriented ensemble. Students gain membership in Symphonic Band through the audition of scales and prepared music. Enrollment for this course is limited based on instrumentation needs/requirements and students' playing proficiency. Basic wind and percussion skills continue to be stressed with an emphasis on application for performance. Band music of various periods and styles is studied and performed throughout the year. Members of Symphonic Band are combined with Concert Band to form the Marching Band. Pre-season rehearsals are a regular part of the yearly band calendar, and are held prior to the beginning of the school year. Additional auditions are held during marching season for placement in either Symphonic Band or Concert Band for the remainder of the concert season. Many opportunities for performance are provided for all members and participation in performances is required. Additional outside of the school day rehearsals may be required at the discretion of the director or instructor. This course may be repeated for additional credits. Scope and Sequence:
Timeframe Unit Instructional Topics
ongoing Performance Topic 1: Genre Topic 2: Ensemble and Solo Performance
ongoing Technique Topic 1: Posture Topic 2: Tone Topic 3: Articulation
ongoing Reading Topic 1: Notation
1 month Marching Topic 1: Visual and Musical Integration Topic 2: Ensemble and Solo Performance
Board Approved: April 12, 2018 2 | P a g e
Unit 1: Performance Subject: Symphonic Band Grade: 9-12 Name of Unit: Performance Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music performance skills. The student will transfer this understanding to their performances through a variety of genres and ensemble performance skills. Priority Standards for unit:
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● AP.A9-12a General Music Classes: Identify and analyze forms and composition techniques: theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary, song form, sonata, rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● AP.B9-12c Use musical terminology to describe their personal response to musical example
● EP.B9-12b Identify accidentals sharps, flats, natural signs ● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch notation
in the clef appropriate to student’s instrument or voice in an appropriate range and keys ● EP.C9-12a General Music Classes: Identify standard symbols for dynamics, tempo and
articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
Board Approved: April 12, 2018 3 | P a g e
● HC.D9-12c Cite well-known composers and/or performers of various styles and periods specific to ensemble repertoire
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12c Demonstrate instrument maintenance and care ● PP.A9-12d Apply the ability to adjust the pitch to a given standard during performance
(play in tune) ● PP.C9-12a Instrumental Performance Classes: Perform a varied repertoire of music
representing diverse cultures, genres and styles ● PP.C9-12b Apply stylistic elements needed to perform the music of various cultures,
genres and styles ● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other
instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting Standards for unit:
● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Unwrapped Concepts
(Students need to know) Unwrapped Skills
(Students need to be able to do) Bloom’s
Taxonomy Levels Webb's DOK
forms and composition techniques: theme and variation, DC/Fine, DS
al coda/Fine, AB/binary, ABA/ternary, song form, sonata,
rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata Identify Understand 1
forms and composition techniques: theme and variation, DC/Fine, DS
al coda/Fine, AB/binary, ABA/ternary, song form, sonata, analyze Apply 2
Board Approved: April 12, 2018 4 | P a g e
rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata the ability to distinguish between
quality and non-quality performance through listening,
performing, and self-assessment Demonstrate Understand 2 musical terminology to describe
their personal response to musical example Use Apply 2
accidentals sharps, flats, natural signs Identify Understand 2
standard pitch notation in the clef appropriate to student’s instrument
or voice in an appropriate range and keys Employ Apply 2
standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo,
ff for fortissimo, cresc or < for crescendo, decres or> for
decrescendo, dim for diminuendo, *accelerando, *allegro,
*ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata,
ties, slurs, staccato, legato Identify Understand 2 standard listed for General Music classes, adding marcato and full complement of dynamic range
including sfz Apply Apply 2 the function of music being performed in relation to its
function in society or history Categorize Analyze 3 well-known composers and/or
performers of various styles and periods specific to ensemble
repertoire Cite Remember 1 instrumental technique (e.g.,
fingerings, bowings, stickings, playing position, tone quality, Apply Apply 2
Board Approved: April 12, 2018 5 | P a g e
articulation) for grade 2-3 literature
instrument maintenance and care Demonstrate Remember 1 the ability to adjust the pitch to a
given standard during performance (play in tune) Apply Apply 3
a varied repertoire of music representing diverse cultures,
genres and styles Perform Create 3 stylistic elements needed to
perform the music of various cultures, genres and styles Apply Apply 2
with other instrumentalists to achieve a characteristic ensemble
sound including dynamics, timbre, balance, blend, and intonation Perform Create 3
Essential Questions:
1. Why does performance change in each unique band genre? 2. How are the roles of the individual musicians varied?
Enduring Understanding/Big Ideas:
1. Given the historical understanding of the many and varied genres, a performer must adapt their performance to fit the style, tone, articulation, and timing of the composition.
2. The roles of the individual musician vary in ensemble performance according to the instrumentation needs and the style or genre of a piece.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Styles: march chorale overture
programmatic classical scales
arpeggios thirds
instrumentation:
Board Approved: April 12, 2018 6 | P a g e
flute oboe
bassoon clarinet
alto saxophone tenor saxophone
trumpet French horn
trombone euphonium
tuba piano bells
xylophone chimes
vibes (vibraphone) marimba
auxillary percussion timpani
snare drum bass drum
clef treble clef bass clef
staff grand staff double bar
bar line ledger lines
time signature common time
2/4, 3/4, 4/4, 5/4, 6/8, 9/8 cut time major minor
p for piano f for forte
mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo
Board Approved: April 12, 2018 7 | P a g e
cresc or < for crescendo decres or> for decrescendo
dim for diminuendo accelerando ritardando
poco allegro
moderato andante
largo a tempo accent fermata
ties slurs
glissando (gliss) straight mute
solo soli
staccato marcato legato
accidental sharp flat
natural sign rhythm
whole note/rest quarter note/rest
half note/rest eighth-note/rest
dotted half note/rest sixteenth notes/rest dotted quarter/rest dotted eighth/rest
dotted quarter note/rest multimeasure rest Rule of the Dot
syncopation cadence
Board Approved: April 12, 2018 8 | P a g e
repeat signs 1st ending/2nd ending
DC/Fine DS al coda/Fine
balance blend chord divisi unison
harmony intonation measure barline
Time signature Meter - simple
Meter - compound Chromatic
Range Timbre Tutti
Consonance Dissonance Resonance
Vibrato Body alignment/posture
Board Approved: April 12, 2018 9 | P a g e
Topic 1: Genre Engaging Experience 1 Title: Performing music of varied band genres Suggested Length of Time: Ongoing Standards Addressed Priority:
● AP.A9-12a General Music Classes: Identify and analyze forms and composition techniques: theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary, song form, sonata, rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● AP.B9-12c Use musical terminology to describe their personal response to musical example
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.C9-12a Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles
● PP.C9-12b Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
Board Approved: April 12, 2018 10 | P a g e
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Detailed Description/Instructions: Throughout the year students will be performing varying genres of concert literature to demonstrate their understanding of music reading skills and technique. Genres may include but are not limited to: marches, ballades/chorales, overtures, and programmatic works. Bloom’s Levels: Create Webb’s DOK: 2, 3
Board Approved: April 12, 2018 11 | P a g e
Topic 2: Ensemble and Solo Performance Engaging Experience 1 Title: Learning to Perform as an Ensemble and/or Soloist Suggested Length of Time: Ongoing Standards Addressed Priority:
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● AP.A9-12a General Music Classes: Identify and analyze forms and composition techniques: theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary, song form, sonata, rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● AP.B9-12c Use musical terminology to describe their personal response to musical example
● EP.B9-12b Identify accidentals sharps, flats, natural signs ● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch
notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12a General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● HC.D9-12c Cite well-known composers and/or performers of various styles and periods specific to ensemble repertoire
Board Approved: April 12, 2018 12 | P a g e
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12c Demonstrate instrument maintenance and care ● PP.A9-12d Apply the ability to adjust the pitch to a given standard during
performance (play in tune) ● PP.C9-12a Instrumental Performance Classes: Perform a varied repertoire of
music representing diverse cultures, genres and styles ● PP.C9-12b Apply stylistic elements needed to perform the music of various
cultures, genres and styles ● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other
instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Detailed Description/Instructions: Throughout the year students will be performing varying genres of concert literature to demonstrate their understanding of music reading skills and technique. Bloom’s Levels: Create Webb’s DOK: 2, 3, 4
Board Approved: April 12, 2018 13 | P a g e
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at least four times per year. Each student will complete a post-concert evaluation with regards to musical performance skills. An additional performance at this level will include an evaluative or a chamber festival.
Board Approved: April 12, 2018 14 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Genre Performing music of varied band
genres
Throughout the year students will be performing varying genres of concert
literature to demonstrate their understanding of music reading skills and technique.
Genres may include but are not limited to: marches, ballades/chorales, overtures, and
programmatic works.
Ongoing
Ensemble and Solo
Performance
Learning to Perform as an Ensemble and/or Soloist
Throughout the year students will be performing varying genres of concert
literature to demonstrate their understanding of music reading skills and technique.
Ongoing
Board Approved: April 12, 2018 15 | P a g e
Unit 2: Technique Subject: Symphonic Band Grade: 9-12 Name of Unit: Technique Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music technique skills. The student will transfer this understanding to their performances through correct posture, tone, articulation, and note accuracy. Priority Standards for unit:
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● AP.B9-12c Use musical terminology to describe their personal response to musical example
● EP.B9-12b Identify accidentals sharps, flats, natural signs ● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch notation
in the clef appropriate to student’s instrument or voice in an appropriate range and keys ● EP.C9-12a General Music Classes: Identify standard symbols for dynamics, tempo and
articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● HC.D9-12c Cite well-known composers and/or performers of various styles and periods specific to ensemble repertoire
Board Approved: April 12, 2018 16 | P a g e
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12c Demonstrate instrument maintenance and care ● PP.A9-12d Apply the ability to adjust the pitch to a given standard during performance
(play in tune) ● PP.C9-12a Instrumental Performance Classes: Perform a varied repertoire of music
representing diverse cultures, genres and styles ● PP.C9-12b Apply stylistic elements needed to perform the music of various cultures,
genres and styles ● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other
instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting Standards for unit:
● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Unwrapped Concepts
(Students need to know) Unwrapped Skills
(Students need to be able to do) Bloom’s
Taxonomy Levels Webb's DOK
the ability to distinguish between quality and non-quality
performance through listening, performing, and self-assessment Demonstrate Understand 2
standard pitch notation in the treble clef, including one ledger line above and below the staff
(*middle C), and identify notes in the bass clef Identify Understand 2
accidentals sharps, flats, natural signs Identify Understand 2
standard pitch notation in the clef appropriate to student’s
instrument or voice in an appropriate range and keys Employ Apply 2
Board Approved: April 12, 2018 17 | P a g e
standard symbols for dynamics, tempo and articulation: p for
piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for
pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo,
*accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata,
ties, slurs, staccato, legato Identify Understand 2 standard listed for General Music classes, adding marcato and full complement of dynamic range
including sfz Apply Apply 2 instrumental technique (e.g.,
fingerings, bowings, stickings, playing position, tone quality,
articulation) for grade 2-3 literature Apply Apply 2
instrument maintenance and care Demonstrate Understand 1 the ability to adjust the pitch to a
given standard during performance (play in tune) Apply Apply 3
instrumental technique (i.e., fingerings, bowings, stickings, playing position, tone quality,
articulation) for grade 4 or higher literature Apply Apply 2
a varied repertoire of music representing diverse cultures,
genres and styles Perform Create 3 stylistic elements needed to
perform the music of various cultures, genres and styles Apply Apply 3
with other instrumentalists to achieve a characteristic ensemble
sound including dynamics, timbre, balance, blend, and
intonation Perform Create 3
Board Approved: April 12, 2018 18 | P a g e
Essential Questions: 1. Why is proper posture essential for successful musical performance? 2. Why are breathing and proper tone production essential for a successful musical
performance? 3. Why is correct articulation essential for successful musical performance? 4. Why are correct fingering and note accuracy essential for successful musical
performance? Enduring Understanding/Big Ideas:
1. Proper posture facilitates correct hand position and breathing necessary to create technical fluency and a characteristic tone.
2. Correct breathing and proper tone production are necessary to achieve the specific timbre required by the genre of music.
3. Correct articulation is necessary to achieve the desired effect for the genre of music being performed.
4. Correct fingering and note accuracy are necessary to achieve the desired effect of the music being performed.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Styles: march chorale overture
programmatic classical scales
arpeggios thirds
instrumentation: flute oboe
bassoon clarinet
alto saxophone tenor saxophone
trumpet French horn
trombone
Board Approved: April 12, 2018 19 | P a g e
euphonium tuba piano bells
xylophone chimes
vibes (vibraphone) marimba
auxillary percussion timpani
snare drum bass drum
clef treble clef bass clef
staff grand staff double bar
bar line ledger lines
time signature common time
2/4, 3/4, 4/4, 5/4, 6/8, 9/8 cut time major minor
p for piano f for forte
mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo
cresc or < for crescendo decres or> for decrescendo
dim for diminuendo accelerando ritardando
poco allegro
moderato andante
Board Approved: April 12, 2018 20 | P a g e
largo a tempo accent fermata
ties slurs
glissando (gliss) straight mute
solo soli
staccato marcato legato
accidental sharp flat
natural sign rhythm
whole note/rest quarter note/rest
half note/rest eighth-note/rest
dotted half note/rest sixteenth notes/rest dotted quarter/rest dotted eighth/rest
dotted quarter note/rest multimeasure rest Rule of the Dot
syncopation cadence
repeat signs 1st ending/2nd ending
DC/Fine DS al coda/Fine
balance blend chord divisi unison
Board Approved: April 12, 2018 21 | P a g e
harmony intonation measure barline
Time signature Meter - simple
Meter - compound Chromatic
Range Timbre Tutti
Consonance Dissonance Resonance
Vibrato Body alignment/posture
Board Approved: April 12, 2018 22 | P a g e
Topic 1: Posture Engaging Experience 1 Title: Correct Posture Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d Apply the ability to adjust the pitch to a given standard during performance (play in tune)
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Through supported breath, healthy body alignment/posture, proper instrument placement, and hand position, a student will perform with acceptable instrumental performance technique. Students will video record themselves playing and will be evaluated on their posture. Feedback will be provided about proper posture. Bloom’s Levels: Apply Webb’s DOK: 3
Board Approved: April 12, 2018 23 | P a g e
Topic 2: Tone Engaging Experience 1 Title: Breathing/Tone Suggested Length of Time: Ongoing Standards Addressed
Priority: ● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform
music notation at a 3 grade-level (refer to glossary for Level of Difficulty) ● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty
[Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Throughout the year students will learn a variety of techniques to produce a characteristic tone for their individual instrument. Students will video record themselves playing and will be evaluated on their tone. Feedback will be provided about proper tone. Bloom’s Levels: Create Webb’s DOK: Level 2
Board Approved: April 12, 2018 24 | P a g e
Topic 3: Articulation Engaging Experience 1 Title: Correct Articulation Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● EP.C9-12a General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12e Advanced: Apply instrumental technique (i.e., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 4 or higher literature
● PP.C9-12b Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
Board Approved: April 12, 2018 25 | P a g e
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Throughout the year students will learn a variety of techniques to produce characteristic articulations for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their articulation. Feedback will be provided about proper articulation. Bloom’s Levels: Create Webb’s DOK: Level 2
Board Approved: April 12, 2018 26 | P a g e
Topic 4: Fingering/Note Accuracy Engaging Experience 1 Title: Fingerings and Note Accuracy Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● AP.B9-12b Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, and self-assessment
● EP.B9-12b Identify accidentals sharps, flats, natural signs ● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch
notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12d Apply the ability to adjust the pitch to a given standard during performance (play in tune)
● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Board Approved: April 12, 2018 27 | P a g e
Detailed Description/Instructions: Throughout the year, students will learn a variety of techniques to produce correct fingerings and note accuracy for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their note accuracy. Feedback will be provided about proper fingering and note accuracy. Bloom’s Levels: Create Webb’s DOK: Level 2, 3, 4
Board Approved: April 12, 2018 28 | P a g e
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at the end of each semester. Each student will complete a post-concert evaluation in regards to musical technique. An additional performance at this level may include an evaluative or a chamber festival.
Board Approved: April 12, 2018 29 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience
Title
Description Suggested Length of
Time
Posture Correct Posture
Through supported breath, healthy body alignment/posture, proper instrument placement, and hand position, a student will perform with
acceptable instrumental performance technique. Students will video record themselves playing
and will be evaluated on their posture. Feedback will be provided about proper posture.
Ongoing
Tone Breathing/ Tone
Throughout the year students will learn a variety of techniques to produce a characteristic tone for their individual instrument. Students will video record themselves playing and will be evaluated on their tone. Feedback will be provided about
proper tone.
Ongoing
Articulation Correct Articulation
Throughout the year students will learn a variety of techniques to produce characteristic
articulations for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their articulation. Feedback will be
provided about proper articulation.
Ongoing
Fingering and Note
Accuracy
Fingering and Note
Accuracy
Throughout the year, students will learn a variety of techniques to produce correct fingerings and
note accuracy for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their note accuracy. Feedback will
be provided about proper fingering and note accuracy.
Ongoing
Board Approved: April 12, 2018 30 | P a g e
Unit 3: Reading Subject: Symphonic Band Grade: 9-12 Name of Unit: Reading Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music literacy skills. The student will transfer this understanding to their performances through correct notation and rhythmic accuracy. Priority Standards for unit:
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● AP.A9-12a General Music Classes: Identify and analyze forms and composition techniques: theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary, song form, sonata, rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata
● AP.B9-12c Use musical terminology to describe their personal response to musical example
● EP.B9-12b Identify accidentals sharps, flats, natural signs ● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch notation
in the clef appropriate to student’s instrument or voice in an appropriate range and keys ● EP.C9-12a General Music Classes: Identify standard symbols for dynamics, tempo and
articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
Board Approved: April 12, 2018 31 | P a g e
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● HC.D9-12c Cite well-known composers and/or performers of various styles and periods specific to ensemble repertoire
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12e Advanced: Apply instrumental technique (i.e., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 4 or higher literature
● PP.C9-12a Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles
● PP.C9-12b Apply stylistic elements needed to perform the music of various cultures, genres and styles
● PP.E9-12a Instrumental Performance Classes: Proficient: Perform with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and intonation
● PP.E9-12b Advanced: Perform with other instrumentalists to achieve a refined ensemble sound including dynamics, timbre, balance, blend, and intonation in advanced literature to include *solos, chamber ensembles, and large groups
Supporting Standards for unit:
● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Unwrapped Concepts (Students need to know)
Unwrapped Skills (Students need to be able to do)
Bloom’s Taxonomy
Levels Webb's DOK
forms and composition techniques: theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary,
song form, sonata, rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz,
sonata Identify Understand 2 forms and composition techniques:
theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary,
song form, sonata, rondo, fugue, opera, Analyze Analyze 3
Board Approved: April 12, 2018 32 | P a g e
ballet, musical theatre, symphonic, Jazz, sonata
with other instrumentalists to achieve a refined ensemble sound including
dynamics, timbre, balance, blend, and intonation in advanced literature to
include *solos, chamber ensembles, and large groups Perform Create 3
with other instrumentalists to achieve a characteristic ensemble sound including dynamics, timbre, balance, blend, and
intonation Perform Create 3 a varied repertoire of music representing
diverse cultures, genres and styles Perform Create 3 instrumental technique (i.e., fingerings,
bowings, stickings, playing position, tone quality, articulation) for grade 4 or
higher literature Apply Apply 2 instrumental technique (e.g., fingerings,
bowings, stickings, playing position, tone quality, articulation) for grade 2-3
literature Apply Apply 2 the historical significance of selected
musical literature Describe Understand 1 standard listed for General Music classes, adding marcato and full
complement of dynamic range including sfz Apply Apply 2
standard symbols for dynamics, tempo and articulation: p for piano, for forte,
mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo,
cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo,
*accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo,
accent, fermata, ties, slurs, staccato, legato Identify Understand 2
Board Approved: April 12, 2018 33 | P a g e
standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys Employ Apply 1 accidentals sharps, flats, natural signs Identify Understand 2
standard rhythmic notation in simple and compound meters using all rhythm and
note values above, and add *syncopation, *alla breve Interpret Apply 2
standard rhythmic notation in simple and compound meters using all rhythm and
note values above, and add *syncopation, *alla breve explain Apply 3
duration and meter in 2/4, ¾. 4/4 and 6/8 meter signature using bar lines using: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half
note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed
together in 6/8, syncopation Interpret Apply 2 duration and meter in 2/4, ¾. 4/4 and 6/8
meter signature using bar lines using: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half
note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed
together in 6/8, syncopation explain Apply 2 Essential Questions:
1. How is music represented in written form? Enduring Understanding/Big Ideas:
1. Music uses a symbolic notation on staves to indicate duration and pitch of sound. Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Styles: march
Board Approved: April 12, 2018 34 | P a g e
chorale overture
programmatic classical scales
arpeggios thirds
instrumentation: flute oboe
bassoon clarinet
alto saxophone tenor saxophone
trumpet French horn
trombone euphonium
tuba piano bells
xylophone chimes
vibes (vibraphone) marimba
auxillary percussion timpani
snare drum bass drum
clef treble clef bass clef
staff grand staff double bar
bar line ledger lines
time signature common time
2/4, 3/4, 4/4, 5/4, 6/8, 9/8 cut time
Board Approved: April 12, 2018 35 | P a g e
major minor
p for piano f for forte
mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo
cresc or < for crescendo decres or> for decrescendo
dim for diminuendo accelerando ritardando
poco allegro
moderato andante
largo a tempo accent fermata
ties slurs
glissando (gliss) straight mute
solo soli
staccato marcato legato
accidental sharp flat
natural sign rhythm
whole note/rest quarter note/rest
half note/rest eighth-note/rest
dotted half note/rest
Board Approved: April 12, 2018 36 | P a g e
sixteenth notes/rest dotted quarter/rest dotted eighth/rest
dotted quarter note/rest multimeasure rest Rule of the Dot
syncopation cadence
repeat signs 1st ending/2nd ending
DC/Fine DS al coda/Fine
balance blend chord divisi unison
harmony intonation measure barline
Time signature Meter - simple
Meter - compound Chromatic
Range Timbre Tutti
Consonance Dissonance Resonance
Vibrato Body alignment/posture
Board Approved: April 12, 2018 37 | P a g e
Topic 1: Notation Engaging Experience 1 Title: Notation Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● AP.A9-12a General Music Classes: Identify and analyze forms and composition techniques: theme and variation, DC/Fine, DS al coda/Fine, AB/binary, ABA/ternary, song form, sonata, rondo, fugue, opera, ballet, musical theatre, symphonic, Jazz, sonata
● AP.B9-12c Use musical terminology to describe their personal response to musical example
● EP.B9-12b Identify accidentals sharps, flats, natural signs ● EP.B9-12c Vocal and Instrumental Performance Classes: Employ standard pitch
notation in the clef appropriate to student’s instrument or voice in an appropriate range and keys
● EP.C9-12a General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato
● EP.C9-12b Vocal and Instrumental Performance Classes: Apply standard listed for General Music classes, adding marcato and full complement of dynamic range including sfz
Board Approved: April 12, 2018 38 | P a g e
● PP.A9-12b Instrumental Performance Classes: Proficient :Apply instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 2-3 literature
● PP.A9-12e Advanced: Apply instrumental technique (i.e., fingerings, bowings, stickings, playing position, tone quality, articulation) for grade 4 or higher literature
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: Throughout the year students will learn to read a variety of symbols and signs and apply them to music performance. Students may use MusicTheory.net and/or SmartMusic.com to practice these concepts. Bloom’s Levels: Apply Webb’s DOK: 2 Engaging Experience 2 Title: Reading and performing rhythms Suggested Length of Time: Ongoing Standards Addressed Priority:
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● EP.E9-12b Advanced Sight read standard musical notation at level 4 difficulty [Level 4—moderately difficult; requires well-developed technical skills, attention to phrasing interpretation, and ability to perform various meters and rhythms in a variety of keys]
● PP.B9-12a Instrumental Performance Classes: Proficient: Read and perform music notation at a 3 grade-level (refer to glossary for Level of Difficulty)
● AP.B9-12c Use musical terminology to describe their personal response to musical example
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Board Approved: April 12, 2018 39 | P a g e
Detailed Description/Instructions: Throughout the year students will be learning how to read various rhythms and applying them in music performance. Students may use MusicTheory.net and/or SmartMusic.com to practice these concepts. Bloom’s Levels: Apply Webb’s DOK: 2, 3, 4
Board Approved: April 12, 2018 40 | P a g e
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at the end of each semester. Each student will complete a post-concert evaluation in regards to rhythm and note accuracy. An additional performance at this level may include an evaluative or a chamber festival.
Board Approved: April 12, 2018 41 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience
Title
Description Suggested Length of
Time
Notation Notation
Throughout the year students will learn to read a variety of symbols and signs and apply them to
music performance. Students may use MusicTheory.net and/or SmartMusic.com to
practice these concepts.
Ongoing
Notation Reading and Performing Rhythms
Throughout the year students will be learning how to read various rhythms and applying them in
music performance. Students may use MusicTheory.net and/or SmartMusic.com to
practice these concepts.
Ongoing
Board Approved: April 12, 2018 42 | P a g e
Unit 4: Marching Subject: Symphonic Band Grade: 9-12 Name of Unit: Marching Length of Unit: 1 month Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate visual and music integration skills. Priority Standards for unit:
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● IC.B9-12c Vocal and Instrumental Performance Classes: List several skills learned in ensembles and relate them to those skills needed in areas such as the workforce, church or community group, and other school groups
Supporting Standards for unit:
● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Unwrapped Concepts
(Students need to know) Unwrapped Skills
(Students need to be able to do) Bloom’s
Taxonomy Levels Webb's DOK
the function of music being performed in relation to its
function in society or history Categorize Apply 2 several skills learned in
ensembles and relate them to those skills needed in areas such
as the workforce, church or community group, and other
school groups List Apply 2
Board Approved: April 12, 2018 43 | P a g e
Essential Questions: 1. How do visual and musical integration change the roles of the individual musicians?
Enduring Understanding/Big Ideas:
1. The role of the individual musician changes when visual and musical integration takes place. New demands are realized when students are asked to move and play at the same time.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Styles: march chorale overture
programmatic classical scales
arpeggios thirds
instrumentation: flute oboe
bassoon clarinet
alto saxophone tenor saxophone
trumpet french horn trombone
euphonium tuba piano bells
xylophone chimes
vibes (vibraphone)
Board Approved: April 12, 2018 44 | P a g e
marimba auxillary percussion
timpani snare drum bass drum
clef treble clef bass clef
staff grand staff double bar
bar line ledger lines
time signature common time
2/4, 3/4, 4/4, 5/4, 6/8, 9/8 cut time major minor
p for piano f for forte
mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo
cresc or < for crescendo decres or> for decrescendo
dim for diminuendo accelerando ritardando
poco allegro
moderato andante
largo a tempo accent fermata
ties slurs
glissando (gliss)
Board Approved: April 12, 2018 45 | P a g e
straight mute solo soli
staccato marcato legato
accidental sharp flat
natural sign rhythm
whole note/rest quarter note/rest
half note/rest eighth-note/rest
dotted half note/rest sixteenth notes/rest dotted quarter/rest dotted eighth/rest
dotted quarter note/rest multimeasure rest Rule of the Dot
syncopation cadence
repeat signs 1st ending/2nd ending
DC/Fine DS al coda/Fine
balance blend chord divisi unison
harmony intonation measure barline
Time signature Meter - simple
Meter - compound
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Chromatic Range Timbre Tutti
Consonance Dissonance Resonance
Vibrato Body alignment/posture
Visuals Parade rest Attention
Horns up/down Step size
8 to 5 6 to 5 12 to 5 16 to 5
Adjusted step Forward march
Slide Flank
Coordinates Yard line
Hash marks Side line End zone
Color guard General Effect Visual Effect Music Effect Box 1,2,3,4
Board Approved: April 12, 2018 47 | P a g e
Topic 1: Visual and Musical Integration Engaging Experience 1 Title: Visual and Musical Integration Suggested Length of Time: Ongoing Standards Addressed Priority:
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● IC.B9-12c Vocal and Instrumental Performance Classes: List several skills learned in ensembles and relate them to those skills needed in areas such as the workforce, church or community group, and other school groups
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
Detailed Description/Instructions: The students will be performing varying aspects of marching techniques to demonstrate their understanding of visual and musical integration skills and techniques. Bloom’s Levels: Create Webb’s DOK: 2, 3, 4
Board Approved: April 12, 2018 48 | P a g e
Topic 2: Ensemble and Solo Performance Engaging Experience 1 Title: Learning to Perform as an Ensemble and/or Soloist Suggested Length of Time: Ongoing Standards Addressed Priority:
● HC.C9-12b Vocal and Instrumental Performance Classes: Proficient and Advanced, Categorize the function of music being performed in relation to its function in society or history
● IC.B9-12c Vocal and Instrumental Performance Classes: List several skills learned in ensembles and relate them to those skills needed in areas such as the workforce, church or community group, and other school groups
Supporting: ● ISTE-EMPOWERED LEARNER1: Students leverage technology to take an
active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
● TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society.
● TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people.
Detailed Description/Instructions: Throughout the year students will be performing several public performances of marching band music to include the integration of visual elements designed to enhance the musical presentation. Bloom’s Levels: Create Webb’s DOK: 2, 3, 4
Board Approved: April 12, 2018 49 | P a g e
Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be several public performances. Each performance builds towards the final culminating performance which is a representative performance of all visual/musical skills learned throughout the unit.
Board Approved: April 12, 2018 50 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging Experience Title
Description Suggested Length of
Time
Visual and Musical
Integration
Visual and Musical
Integration
The students may be performing varying aspects of marching techniques to
demonstrate their understanding of visual and musical integration skills and techniques.
Ongoing
Ensemble and Solo
Performance
Learning to Perform as an
Ensemble/Soloist
Throughout the year students will be performing several public performances of
marching band music to include the integration of visual elements designed to
enhance the musical presentation.
Ongoing
Board Approved: April 12, 2018 51 | P a g e
Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.