burrton usd 369 band curriculum

8/2/2019 Burrton USD 369 Band Curriculum

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Curriculum Guide:

Burrton High

School BandProgram

Burrton Unified School District

369

Developed by:

Dir. Jordan NorthernsPrin. Joan SimoneauSupt. Jeff Shearon


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Table of Contents

1. Mission Statement

2. Philosophy

3. Course Descriptions

4. Time Frame

5. Goals

6. Course Objectives

7. Benchmarks

8. Required Resources and Repertoire

9. Budget: 2012-2013

10.Director Assignment and Schedule

11.Sample Teaching Strategies

12.Assessment


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Mission Statement

In accordance with Burrton Unified School District, Burrton HighSchool Band will provide every student with a basis for lifelong

development of musical skills, knowledge, creativity, andappreciation. Burrton High School Band strives for each student tovalue and actively support music as an important and vital part of thearts in our society.

Philosophy(Why should Burrton High School Band be curricular?)

Music education is an essential part of the curriculum in Burrton USD 369 fornumerous reasons. Burrton USD 369s mission is to develop the student as awhole person, including emotional, intellectual, and moral growth. Musiceducation offers an approach to developing the student through experiencesnot offered in the other areas of the curriculum.

Additionally, experiences occurring in the music classroom such as esprit decorps, each student having a voice, travel, emotional literature, and otherstudent-centered activities serve as a unique means of building characterthrough education, something many children no longer get from their families.

Music education provides a vehicle for dimensions of higher cognitive thinkingnot offered in other areas of the curriculum. For instance, music relies on thestudent engaging many senses all at the same time to develop his or hercreative potential.

By exposing students to a varied repertoire of literature, music educationprovides students with the opportunity to become familiar with a variety ofdifferent cultures. This exposure exemplifies music education serving asocietal function, for it will help students grow into mature citizens who areboth aware and respectful of people from different cultures.

The aesthetic experience found in the arts, and music specifically, servesstudents with a unique means for interpretation, just as students interpretmeaning from literature, conversations, and math equations. The journey toperforming great literature is an endeavor that reaches into the soul. Themusical experiences a student takes away from his or her music education willserve as an avenue to self-realization, thereby enhancing overall quality of life,according to Rogers and Maslow.


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Because music education offers to each student the highest levels of humanexperience, it should be viewed as a core academic subject in every student'seducation

(Based in part on Wisconsin's Model Academic Standard's for Music )

Course DescriptionBurrton High School Band provides the opportunity for musical growth with

participation in any of the four different performing groups:

The 5th grade Ensemble is the first step in instrumental music at Burrton USD369. It is comprised of only 5th graders. Students in the 5th grade Ensemblehave various performance opportunities throughout the year, such as: theSouthern Plains Honor Band in Andover, chamber ensemble recitals, and soloand ensemble festival. 5Th grade Ensemble students learn the fundamentals ofcaring for and playing an instrument and start building a foundation forsuccess in the years to come as they progress through the Burrton schoolsystem. The 5th grade Ensemble meets as a separated class for 30 minutes onalternating days during the Fall semester, and as one ensemble every day inthe Spring semester.

The 6th grade Ensemble is the next step performing in band at Burrton USD369. It is comprised of only 6th graders. Students in the 6th grade Ensemblehave various performance opportunities throughout the year, such as: theSouthern Plains Honor Band, chamber ensembles recitals, and solo andensemble festival. Part assignments are on a rotation basis. The 6th gradeEnsemble meets every day each week for 45 minutes. Students who have noprior experience are welcome in this ensemble.

Middle School Ensemble is the intermediate performing group at Burrton USD369. It is comprised of 7th and 8th grade students. Students in the middleschool Ensemble have various performance opportunities throughout the year,such as: the Southern Plains Honor Band, chamber ensembles recitals, andsolo and ensemble festival. Part assignments are on a rotation basis. TheMiddle School Ensemble meets every day for 45 minutes each week.

The Jazz Band is comprised of 9-12 graders. Students in Burrton USD 369begin instrumental music study as part of the school day in the 6th grade. Thisadvanced ensemble at the high school is for those students who are interestedin playing in a second ensemble and want to learn Jazz-style playing. Jazz bandmeets before school Monday, Wednesday, and Friday for 45 minutes. Priorinstrumental experience or musical background is required for participation inthis ensemble.

The Concert Band, is comprised of 9-12 graders, provides students withvarious performance opportunities throughout the year, such as bandfestivals, regional ensembles, chamber ensemble recitals, and solo and


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ensemble festival. Part assignments are on a rotation basis. Concert Bandmeets first period every day each week for 45 minutes. Prior instrumentalexperience or musical background is required for participation in thisensemble.

Time FrameThis curriculum explains and outlines specific musical growth objectives for

students in Burrton USD 369 Bands for the 2012-2013 year.

Goals

Burrton USD 369 Bands use the following goals as a foundation upon whichthe rest of the curriculum stands. These goals develop the following in

students:

a lifelong appreciation and value for the art of music

a value of teamwork and sense of the importance of individual role as apart of that team, thereby molding citizens that contribute to society

a great work ethic

a sense of respect for self, conductors, peers, school, and repertoirefrom varied cultures

Course ObjectivesBurrton USD 369 Bands will seek to help students enjoy and value the process

of their development to musical independence in the following areas:

Objective 1: Building Performance SkillsThrough solo and group performances on voice and on their instrument,

students will develop and improve tonal, rhythmic, and expressive musicalperformance skills.(National Standard for Arts Education #1,2,3,5,7)

Objective 2: Building Listening SkillsIn conjunction with performance skill building, upon listening to live and

taped performances of themselves and others, students will develop andimprove their abilities to listen to, analyze, describe, and evaluate music.(National Standard for Arts Education #6)

Objective 3: CreativityIn conjunction with performance, students will engage in improvisation

activities with melodies, variations, and accompaniment. Musical creativitywill also be developed through musical interpretation (discussion and sharing


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of ideas) as well as student original compositions or arrangements of music.(National Standard for Arts Education #3,5)

Objective 4: Literacy and KnowledgeStudents will further develop their abilities to interpret notation into musical

performance. In conjunction with listening skills, students will show ownershipof the music theory and terminology necessary to thoroughly and criticallylisten, analyze, describe, and evaluate music. Students will also add to theirknowledge base of music history and literature. (National Standard for ArtsEducation #5,6,7)

Objective 5: Tastes and AppreciationUpon exposure to music from various cultures through performance,

research, and guest lectures and presentations, students will develop anappreciation and taste for a wide variety of music. This includes the Westerntradition as well as the varities of popular music and world music, specifically

Asia, Africa, and Greece.(National Standard for Arts Education #1,6,7,9)

Ideal Graded-Literature Benchmarks

As students progress in the Burrton USD 369 instrumental program, they willdevelop performing skills that will allow the ensembles to perform increasinglydifficult and rewarding literature. Ideally, ensembles would develop the abilityto play graded literature along this timeline: Grade .5-1 by 5th gradeensemble Christmas concert; Grade 1-1.5 by 5th grade ensemble Spring

concert.Grade 1.5-2

by 6

th

grade ensemble Fall concert, andGrade 2-2.5

by the 6th grade ensemble Spring concert. Grade 2.5-3 by the Middle SchoolEnsemble Fall concert, and Grade 3-3.5 by the Middle School EnsembleSpring concert. Grade 3.5-4 by the Concert Band Fall concert, and Grade 4-5 by High School large group contest or Spring concert.

Benchmarks

Students will be engaged in a wide range of activities to developtheir musical growth to independence. The following benchmarks

can be used as an assessment of this growth:

Novice Proficient Distinguished

Objective1:


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BuildingPerformance

Skills

BASICINSTRUMENTINFO

Wind Support Understandsconcept; needs

reminders

Still working tomake most

efficient air use

Self-initiated uponhearing lack of

support

Embouchure Understandsconcept; few

reminders needed

Alters to helpintonation on

prompting

Mastery; selfinitiated alters tohelp intonation

Horn Assembly& Care

(Maintenance)

Mastery Mastery Mastery

Posture Understandsconcept;

reminders needed

Overall mastery;few prompted

reminders

Overall mastery

Hand Position Understandsconcept;

reminders needed

Overall mastery;few prompted

reminders

mastery

AlternateFingerings

Not yetintroduced

Introduced byteacher

Self-initiated useto improveintonation

TONALTone quality Still developing;

good incomfortable

range

Developing toouter ranges of

instrument

Developed to fullrange of

instrument

Understandscharacteristic

tone forinstrument

Understandscharacteristic

tone forinstrument

Understandscharacteristic tone

for instrument

Intonation Developing;needs help to

hear/fix

Adjustments self-initiated

Anticipatesinstrumenttendencies

Canmatch/distinguish

a pitch

Adjusts to balance& blend/chordal

issues whenprompted

Anticipatesblend/chordal

intonation issues

Audiation skills Recognizesmajor/minor

tonalityRecognizes

tonic/dominantSings tonic/dom

patterns


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Can find restingtone



Scales Knows a fewscales

Knows broaderrange of scales

Knows all scales

Improvisation Improvises simplemelodies with

teacher guidance

Improvisemelodies of widertonal range within

guidelines

Self-initiatedimprovisation ofwide tonal range

of melodies

RHYTHMICMovement Skills

Macrobeat Mastery induple/triple

Mastery in allmeters


Microbeat Mastery induple/triple



Pulse Mostly steady Steady Steady

EXPRESSIONDynamics

Range Developing Developed incomfortable

instrument ranges

Developed to fullranges of

instrument

ArticulationPresent Understands

concept & canbegin sound with

articulation

Employs variousarticulations tosuite style ofmusic uponprompting

Self-initiatedintonation

alterations tosuite style of

music

Varietyexhibited

Only legato-staccato

Extended variety Many styles

Used as a means ofinterpretation

Vibrato Introduced toconcept

Used Used to displayvariety of musical

colors

Style Plays both legatoand staccato

Able to conveybroader range of

styles

Self-initiatedability to display

wide range ofmusical styles.

Pharsing Understandsconcept

Can make aphrase

Understandshypermeter, &

advanced

phrasing conceptsSIGHTREADING

Exercised in band Exercised in band Exercised in dailypractice


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Objective2:

Listening Skills

IntonationDistinguish/match

pitchMastery Mastery Mastery

balance a chord Understandsconcept

Mastery Mastery

AudiationRecognizetonic/dom


Recognize maj/min Mastery Mastery MasteryRecognize resting

toneMastery Mastery Mastery

Recognizekeyalities

A few More All

BalanceRecognizemel/harm


Finds their placewithin ensemble

Understandsconcept

Attainable withteacher guidance

Self-initiated

TextureMonophonic,homophonic,

polyphonic, etc.

Introduced totexture

differences

Distinguishestexture

differences withguidance

Self-initiatedability to

distinguishdiffering textures

FormForm varitiesinclude but not

limited to: AB, ABA,Theme &

Variations, 1st & 2nd

endings, Suites,cannons, overtures,

marches, S/A,chaconne

Introduced toform differences

Distinguishessome form

differences withguidance


distinguishgreater amountsof differing forms

TimbreIncluding

instrumentation,

orchestration,etc.

Introduced totimbre differences

Distinguishessome timbre

differences with

guidance


distinguish

greater amountsof differing

timbres

Vocabulary Introduced toproper vocabularyto describe what

they hear

Self-initiatedusage of proper

vocabulary terms

Self-initiatedusage of greater

amount ofvocabulary terms

World Music Introduced tomusic of different

Teacherguided/some self-

Self-initiatedidentification of


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Objective 3:Creativity

Improvisation Improvises ontonic/dom

melodies

Improvises onwider tonal range

of melodies;teacher guided

Self-initiatedimprovisational

skills

Composition Composition ofbasic tonic/dommelodies with

teacher guidance

Composition ofwider tonal rangeof melodies within

guidelines

Understanding &proper execution

of propercompositional

technique;student's own

uniquecompositional style

is clear

Objective4:Literacy & Knowledge

TheoryNote Values Mastery Mastery Mastery

Key & Time Signatures Understandsconcept

Mastery Mastery

Dynamics Mastery atidentification

Mastery atidentification


Articulations Mastery atidentification



Music road maps Mastery atidentification



History Aware of musicfrom different

genres/idioms/cultures

Identifies musicfrom different


Identifies widerange of musicfrom different


Objective5:

Tastes & Appreciation

EnsembleBehaviorConcepts include

proper preparation,following of rehearsal

procedures, properconcert etiquette,

promptness, etc.

Understandsconcepts;

exercises most ofthe time

Mastery mastery

Concert Attends musical Attends musical Mostly self-initiated


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Attendance concerts pertainingto their

instrument/family

activities of abroader realmupon teachersuggestion

concert attendanceto varied types ofmusic, including

world music

ParentalInvolvement

Talks to parentsabout what is

going on in band


going on in band


going on in bandParticipation/Expanded Interests

Exposed todifferent

performance/musical opportunities

Participation inperformance/music

al opportunities;pride in schoolmusic program

Takes full advantageof opportunities

including lessons,summer camp, etc;desire to continueafter graduation


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- computers for student use with music compositionsoftware- tuners

- large tuner for use during ensemble rehearsals

- smaller tuners (used during sectionals or for individualstudent use)- metronome (group & individual student use)- staff-lined chalkboard & chalk- world map, American flag

Band office:- desks, chairs & file cabinets- computers- basic office supplies (stapler, etc.) for 2 directors

- shelving units

Percussion room:- shelving units- cabinet

Instruments/Reeds/Mouthpieces/Accessories:

- percussion instruments & mallets for percussion ensemble

- French horns, tubas, bass clarinets, baritone saxophone, EbClarinet, oboes, and bassoons provided by Bayview Bands- backup mouthpieces for all instruments- backup reeds for all instruments- set of quality trumpet/French horn mutes

Recordings:- recordings of outstanding solo artists on each instrument in theensemble- world music recordings- many recordings of outstanding school band ensembles incountry- recordings of professional orchestras/bands in the world

Literature/Methods:- Jump Right In


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- Foundations for Superior Performance Bach and Before

Smart Music- solo methods for each individual instrument as per

recommendation of outstanding solo performers on eachinstrument

Repertoire:

Repertoire for the four concerts this year will be selected from thefollowing:

Concert Band Jazz Band Middle SchoolEnsemble

6th GradeEnsemble

5th GradeEnsemble

Overture for Band-Clark

Concord-Grundman

Irish Tune fromCounty Derry-Grainger

Method Book Method Boo

Flurry for Winds andPercussion- Kinyon

In the Forest ofthe King- LaPlante

An American Elegy-Ticheli

Grade OneLit.

Grade .5 Lit

As Summer Was JustBeginning- Daehn

Shenandoah-Ticheli

3 LondonMiniatures-Camphouse

Down A CountryLane-Copland/Patterson

Yorkshire Ballad-Barnes

Freelance March-Revelli

Korean FolkRhapsody- Curnow

Belle Qui Tiens MaVie- Arbeau-Margolis

Little English Suite-Grundman

Overture on aMinstrel Tune- LaPlante

Air- Erickson Sussex MummerChristmas Carol-Grainger

Aztec Dance- Story English Dances-Arnold

First Suite in Eb-Holst

A Child's Embrace-Young

Llwyn Onn- Hogg Symphony in Bb-Hindemith

Bouquets- Mailman Norwegian FolkSong Suite-

Erickson

Cajun Folk Songs II-Ticheli

Lion of Lucerne-Curnow

In Heaven's Air-Hazo

The Fire of EternalGlory(Shostakovich)-trans. TimothyRhea

Old Churches-Colgrass

Shepherd's Hey-Grainger

The Gum-SuckersMarch- Grainger


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Budget

Burrton High School Band Program 2012-2013 Operating Budget

Expenditures RevenueWages, Salaries, Benefits School AllocationFaculty Salaries, Wages, Benefits

Adjuncts/Guest Clinicians Supplies, Services, Equipment

SubstitutesBenefits

Commodities Band BoostersOffice Supplies Travel Support

Instrument AccessoriesMutes, etc.

Equipment Support

Software

MusicBand Ticket Sales

Chamber Music Holiday ConcertSolo & Methods Percussion Extravaganza

Prof. MembershipsFestival Fees Fundraising

MSBOA Car WashMENC Magazine Sales

Contractual Services Wreath SalesPiano Maintenance

Instrument RepairPrinting & Reproduction Program AdsMail Services Football Program

Equipment Holiday ConcertComputer Hardware Pops Concert

Instruments Percussion ExtravaganzaAudio/Visual

OtherTravel Student Fees

Buses Travel FeeMeals

LodgingProf. Development

MMC Registration, Lodging,Mileage

MSBOA Survival CampRegistration, Lodging, Mileage

Other Conferences


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(based in part from Randi L'Hommedieu's lecture "Budgeting for Advocacy" MMEIC 2005)


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Director Assignment and Scheduling

DirectorZero Hour

7-8

Jazz Band

Period 18:45-9:30 AM

Concert Band

Period 29:35-10:20

AM

?

Period 310:25-11:10

AM

Period 411:15- NoonPeriod 5

12:05-12:50PM

LUNCH

Period 612:55-1:40

PMPeriod 7

1:45-2:30 PMPeriod 8

2:35-3:10 PM


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Sample Teaching Strategies

A typical day preparing for an upcoming concert:50 minute lesson plan appropriate for students in Concert

Ensemble(can be adapted to any ensemble):

Objectives (specifically pertains to Course Objectives 1&2)

5 min. Instrument Setup/Announcements

12 min. Warm-Up/Tune- scale exercises, such as those in Foundations for Superior

Performance, focusing on scales pertaining to keys of thepieces we are working on or key(s) of the week- Bach Chorale #4 from 16 Chorale Preludes , key pertaining

to nextpiece we are working on

25 min. Repertoire- start broad then focus on selected areas from a couple

pieces- review previously covered material covered to assess

retention- ask for student feedback on the ensemble's progress

Rehearsal Tools: (requires Director #2 and space)- pull out of individuals for lessons/assessment- sectional work (student or teacher directed)- chamber music work (student or teacher directed)

5 min. Specials

Listening Log activity:- expose kids to recording of new genre/type of music- students record in listening logs (see "Assessment"Student Performance:- solo performer/ensemble performs what they've been

working onwith the group


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Composition Performance:- performance of student compositions

3 min. Dismissal & Concluding Announcements

Trade around the melody day:40 minute Lesson Plan appropriate for Burrton High School Beginning Bandstudents

Objectives (specifically pertains to Course Objectives 1,2&4)Enhance student listening skills, practice critical discussions of music usingproper terminology

Lesson Preparation"As Summer Was Just Beginning" (Song for James Dean)

- write out main themes of piece; label with letters transpose perinstrument

- write out basic harmonic accompaniment lines transpose perinstrument

Warm-Up5-10 min. Audiation Exercises- tonal patterns with tonic & dominant, non-familiar order; evaluation mode- tonic/dominant improvisation exercises based on "Minor Duple"; evaluationmode

Repetoire10-15 min Introduce "As Summer Was Just Beginning" (Song for James Dean)- explain background history of the piece: info about life of James Dean, originof the title (show painting by John LaForge with the Greek epitaph concerningthe death of a young person)- students listen to recording of the piece- get student feedback regarding tonality (does it sound like major or minorduple?), meter (are we in triple or duple?), common themes they heard, askbasic questions about form (theme/variations, ABA)- run-through (sight-reading purposes)

15-20 min Analysis of basic themes/Assessment of Listening Skills- ask students which instruments have melody at any point & whichinstruments are accompaniment- talk about which themes appear where & the form of the song & significance- ask about how the themes relate to the background of the piece and whatthe composer, Larry Daehn, may have been trying to portray- have students turn over transposed theme handout


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- sing on "loo" (ask students which syllable they should sing on based on thestyle of the piece) then play the melody & accompaniment parts fromtransposed worksheet; switch around on parts they aren't assigned in thescore to keep variety- divide groups by section and adjust dynamic level to work with balance/blend

Dismissal3 min. Announcements, assign homework, properly put away instruments

(based upon "Standards-Based Instruction in Rehearsal" article in MEJ by Todd Fallis)


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Assessment

InformalEvaluative listening

PreparednessParticipationAttendance

Informal student evaluations by the director(s) will occur on adaily basis. Some type of formal assessment will occur at leastonce a week. These assessments may take place through any ofthe following methods:

- performance exams (playing tests)- listening logs/exams ?- self evaluation (production, perception & reflection) written exams

smart music assignments- concert attendance- daily ensemble participation, organization & preparation

All assessment measures will be logged in student progressportfolios that will keep a record of the student's improvementover his time in the Burrton USD 369 Instrumental Program.

Sample Assessment Procedures

Student Self-Assessment of Performance ExamStudents, listen to recording as many times as necessary. Points will beallotted based on the following: specific references that include measure

number(s), detailed descriptions (proper terminology), and solutions to theproblem. (25 points total) Write legibly!

Music Performed: __________________________________

Tone Quality: (control, warmth, clarity, focus,consistency)______________

Pitch Accuracy & Intonation: (consider allregisters)___________________


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Rhythmic Accuracy: (including steadybeat/pulse)_____________________

Technique (smoothness of line) &Articulation:_______________________

Musical Interpretation: (musicianship presented through phrasing,tempo, style, anddynamics)_____________________________________________

(from "Enhanced Assessment in Instrumental Programs", Burrack, May 2002 MEJ) see article for references onhow to gage the maturity of the response.

Student Performance Exam RubricPerformance Exams are allotted on a 25 point scale

Tone Quality: ______5= characteristic sound in all registers; 4= some inconsistency inregisters; 3= acceptable quality with inconsistent qualitiesbetween registers; 2= poor quality a good deal of the time; 1=poor tone quality most of the timeComments:

Note Accuracy (includes Intonation & Technique): ______5= virtually note perfect; 4= strong performance with minuteflaws; 3= generally accurate; note/pitch flaws; 2= recognizablebut technically flawed; 1= basically not recognizable and showslack of preparationComments:

Rhythmic Accuracy:_____

5= Correct rhythms and steady pulse; 4= minute rhythmicerrors/steady pulse; 3= some rhythmic and/or pulse errors; 2=several rhythmic/pulse errors; 1= unsteady pulseComments:

Articulation: _______


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5= no difficulties due to articulation; 4= some difficulties due toarticulation; 3= articulation causes tone distortion; 2= inaccuratearticulation;1= articulation is non-existent

Comments:

Expressive Quality/Interpretation (includes dynamics): _______5= consistent performance of musical line; 4= fairly consistentawareness of line, phrasing, and nuance; 3= lacking in convictionof expression; 2= technically accurate without expression; 1=performance flaws overshadow expressivenessComments:

(from "Enhanced Assessment in Instrumental Programs", Burrack, May 2002 MEJ)

Listening LogsListening log assignments are one way students in Burrton Bands will be

exposed to a variety of different musical styles and genres, including musicfrom other cultures. Students are assigned a certain amount of

selections/pieces to listen to each grading period and are to keep these logs ina "Passport".

Name of Piece:_________________________________________________Performer(s):__________________________________________________Composer (if applicable):_________________________________________Musical Genre/Time Period:______________________________________

Does this music serve a specific function in theculture?:________________

_____________________________________________________________

Talk about at least 3 unique aspects in thispiece:______________________

_______________________________________________________________________________________________________________________________________________________________________________________


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What I like about this piece/style ofmusic:___________________________

__________________________________________________________________

________________________________________________________(idea from Dr. Janet R. Barrett, Northwestern University School of Music)

burrton usd 369 band curriculum

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