Band III High School

Band III High School

Week 1Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts, music interpretation and performance techniques; concert repertoire and audition preparation. Second Grading Period

TEKS Level III (Content)

1.A perform appropriate literature expressively

1.B define musical performances, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology.

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles..

2.C; Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

3.A Sight-read major, minor, modal, and chromatic melodies.

TEKS Level III (Skills and Processes)

The student is expected to exhibit accurate intonation and rhythm, fundamental skills and advanced performance techniques.

The student is expected to define concepts of intervals, music notation and chord structure, and rhythm/meter using standard terminology.

The student is expected to read and write simple, compound, and asymmetric rhythmic patterns.

The student is expected to sight-read new music.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Marching Band

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

review the importance of successfully counting/clapping the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

review and reinforce the importance of a uniform counting system

perform various musical rhythms on Concert F

so that the student will:

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

make connections and apply the concepts to their actual musical performance.

notate the rhythm that the director or student volunteer has performed.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a uniform

counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III High School

Week 2 Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts,

music interpretation, and performance techniques; concert repertoire and audition preparation. Second Grading Period

TEKS Band Level III (Content)

2.B Demonstrate comprehension of musical styles by seeking appropriate literature for performance

2.C Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

3.C interpret music symbols and terms referring to dynamics, tempo, and articulations during solo and/or ensemble performances.

6.A Evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

TEKS Level III (Skills and Processes)

The student is expected to exhibit accurate intonation and rhythm, fundamental skills and advanced performance techniques.

The student is expected to read music that uses simple, compound and asymmetric meters.

The student is expected to perform expressively a varied repertoire of music, by memory or notation, representing styles from diverse cultures

The student is expected to compare and evaluate musical performances, theirs or others, to an exemplary model.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Marching Band

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

review the importance of successfully counting/clapping the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

review and reinforce the importance of a uniform counting system

perform various musical rhythms on Concert F

so that the student will:

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

make connections and apply the concepts to their actual musical performance.

notate the rhythm that the director or student volunteer has performed.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a

uniform counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III High School

Week 3Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts, music interpretation,

and performance techniques; concert repertoire and audition preparation.Second Grading Period

TEKS Band Level III (Content)

2.B Demonstrate comprehension of musical styles by seeking appropriate literature for performance

2.C Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

3.C interpret music symbols and terms referring to dynamics, tempo, and articulations during solo and/or ensemble performances.

6.A Evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

TEKS Level III (Skills and Processes)

The student is expected to exhibit accurate intonation and rhythm, fundamental skills and advanced performance techniques.

The student is expected to read music that uses simple, compound and asymmetric meters.

The student is expected to demonstrate use of knowledge to sight-read music that incorporates rhythmic patterns in simple, compound and asymmetric meters.

The student is expected to interpret music symbols and terms referring to dynamics, tempo, and articulations.

The student is expected to perform expressively a varied repertoire of music, by memory or notation, representing styles from diverse cultures

The student is expected to compare and evaluate musical performances, theirs or others, to an exemplary model.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Marching Band

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

review the importance of successfully counting/clapping the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

review and reinforce the importance of a uniform counting system

perform various musical rhythms on Concert F

so that the student will:

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

make connections and apply the concepts to their actual musical performance.

notate the rhythm that the director or student volunteer has performed.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a uniform

counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III High School

Week 4Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts, music interpretation,

and performance techniques; concert repertoire and audition preparation.Second Grading Period

TEKS Band Level III (Content)

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles..

2.C; Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

3.A Sight-read major, minor, modal, and chromatic melodies

3.B Read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters.

3.C interpret music symbols and terms referring to dynamics, tempo, and articulations during solo and/or ensemble performances.

TEKS Band Level III (Skills and Processes)

The student is expected to exhibit expression, accurate intonation and rhythm, fundamental skills as they read from notated music from diverse cultures.

The student is expected to demonstrate use of knowledge to sight-read music that incorporates rhythmic patterns in simple, compound and asymmetric meters

The student is expected to interpret music symbols and terms referring to dynamics, tempo, and articulations.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

review the importance of successfully counting/clapping the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

review and reinforce the importance of a uniform counting system

perform various musical rhythms on Concert F

so that the student will:

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

make connections and apply the concepts to their actual musical performance.

notate the rhythm that the director or student volunteer has performed.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a uniform

counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III High School

Week 5Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts, music interpretation,

and performance techniques; concert repertoire and audition preparation.Second Grading Period

TEKS Band Level III (Content)

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles..

2.C; Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

3.A Sight-read major, minor, modal, and chromatic melodies

3.B Read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters.

3.C interpret music symbols and terms referring to dynamics, tempo, and articulations during solo and/or ensemble performances.

TEKS Band Level III (Skills and Processes)

The student is expected to exhibit expression, accurate intonation and rhythm, fundamental skills as they read from notated music from diverse cultures.

The student is expected to demonstrate use of knowledge to sight-read music that incorporates rhythmic patterns in simple, compound and asymmetric meters

The student is expected to interpret music symbols and terms referring to dynamics, tempo, and articulations.

The student is expected to compare and evaluate musical performances, theirs or others, to an exemplary model.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

review the importance of successfully counting/clapping the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

review and reinforce the importance of a uniform counting system

perform various musical rhythms on Concert F

so that the student will:

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

make connections and apply the concepts to their actual musical performance.

notate the rhythm that the director or student volunteer has performed.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a uniform counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III High School

Week 6Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts, music interpretation,

and performance techniques; concert repertoire and audition preparation.Second Grading Period

TEKS Band Level III (Content)

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles..

3.B Read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters.

3.C interpret music symbols and terms referring to dynamics, tempo, and articulations during solo and/or ensemble performances.

5.A classify by style and by historical period or culture representative examples of music.

TEKS Band Level III (Skills and Processes)

The student is expected to exhibit accurate intonation and rhythm, fundamental skills and basic performance techniques.

The student is expected to read expressively music of diverse cultures.

The student is expected to read music that uses simple, compound and asymmetric meters

The student is expected to give critiques regarding the quality and effectiveness of a musical performance.

Student is expected to be able to classify aurally presented music

Student is expected to be able to discuss music from culture.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Holiday Favorites

Matching Pitch

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

introduce and read various Holiday selections for the upcoming concert.

demonstrate and model the importance of matching pitch and critical listening

continue reinforcing the importance of successfully counting/clapping/performing the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

so that the student will:

read and apply the musical concepts that have been learned thus far.

understand the importance of playing in tune not only within the section but within the ensemble as well.

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a uniform

counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III High School

Week 7Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts, music interpretation,

and performance techniques; concert repertoire and audition preparation.Second Grading Period

TEKS Band Level III (Content)

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles.

2.C Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

2.D Exhibit, describe, and critique small, large, ensemble performance techniques experienced and observed during formal and informal concerts.

6.A Evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

6.B Exhibit informed concert etiquette during live performances in a variety of settings.

TEKS Band Level III (Skills and Processes)

The student is expected to exhibit accurate intonation and rhythm, fundamental skills and advanced performance techniques.

The student is expected to read and interpret expressively music while performing etudes, solos and ensembles.

The student is expected to be informed of small/large ensemble performance techniques.

The student is expected to be informed of proper behavior during formal and informal concerts.

The student is expected to read expressively music of diverse cultures.

The student is expected to read music that uses simple, compound and asymmetric meters

The student is expected to give critiques regarding the quality and effectiveness of a musical performance.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Holiday Favorites

Matching Pitch

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

select Holiday music for the upcoming concert.

explain the importance of concert etiquette and performance

demonstrate and model the importance of matching pitch and critical listening

continue reinforcing the importance of successfully counting/clapping/performing the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

so that the student will:

read and apply the musical concepts that have been learned thus far.

understand that professional performance standards and expectations should never be compromised.

understand the importance of playing in tune not only within the section but within the ensemble as well.

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a uniform counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III High School

Week 8Unit of Study: Develop fundamental skills, sight-reading skills, rhythm concepts, music interpretation,

and performance techniques; concert repertoire and audition preparation.Second Grading Period

TEKS Band Level III (Content)

1.A Perform appropriate literature expressively.

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles.

2.C Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

2.D Exhibit, describe, and critique small, large, ensemble performance techniques experienced and observed during formal and informal concerts.

6.A Evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

6.B Exhibit informed concert etiquette during live performances in a variety of settings.

TEKS Band Level III (Skills and Processes)

The student is expected to exhibit accurate intonation and rhythm, fundamental skills and advanced performance techniques.

The student is expected to read and interpret, expressively, music while performing etudes, solos and ensembles.

The student is expected to be informed of small/large ensemble performance techniques.

The student is expected to be informed of proper behavior during formal and informal concerts.

College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Holiday Favorites

Matching Pitch

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

explain the importance of concert etiquette and performance

demonstrate and model the importance of matching pitch and critical listening

continue reinforcing the importance of successfully counting/clapping/performing the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

so that the student will:

understand that professional performance standards and expectations should never be compromised.

understand the importance of playing in tune not only within the section but within the ensemble as well.

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced

students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a

focused and centered sound. Students will also demonstrate the importance of understanding a uniform

counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'

Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

Band III - High School

Week 9Unit of Study: Read, describe, analyze and evaluate band musicSecond Grading Period

TEKS Band Level III (Content)

1.A Perform appropriate literature expressively.

2.A exhibit accurate intonation, rhythm, fundamental skills and advanced performance techniques, using literature ranging from moderately difficult to difficult, while performing independently and in ensembles.

2.C Perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures.

2.D Exhibit, describe, and critique small, large, ensemble performance techniques experienced and observed during formal and informal concerts.

6.A Evaluate musical performances by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

6.B Exhibit informed concert etiquette during live performances in a variety of settings.

TEKS Band Level III (Skills and Processes)

The student is expected to exhibit accurate intonation and rhythm, fundamental skills and advanced performance techniques.

The student is expected to read and interpret, expressively, music while performing etudes, solos and ensembles.

The student is expected to be informed of small/large ensemble performance techniques.

The student is expected to be informed of proper behavior during formal and informal concerts.

College Prep

Demonstrate and apply expression, accurate intonation, rhythm, and basic performance techniques as they perform their solo or etude for evaluation.

Demonstrate performance techniques used when presenting a formal or informal concert.

Apply the expected concert behavior during live performances.

Vocabulary

Resources

Instructional Guidelines

Word Wall

Program/Classroom Expectations

Instrument Maintenance

Concert pitch

Key Signatures

Concert Etiquette

Pulse/Metronome

Posture

Breathing

Ensemble Concepts

TMEA All-State Audition Music

Holiday Favorites

Matching Pitch

Essential Musicianship for Band: Essential Concepts, Hal Leonard Corporation, 2004, by Eddie Green, John Benzer, David Bertman, & Percussion by Evelio Villarreal

Essential Musicianship for Band: Masterwork Studies, Hal Leonnard Corporation, 2004, Paula Crider, Jack Saunders, & Contributing Authors Charles Menghini and Garwood Whaley

Essential Technique 2000, Intermediate to Advanced Studies, Hal Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, & Percussion Consultant and Editor Will Rapp

Additional Resources:

Foundations for Superior Performance: Warm-ups & Techniques for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard Williams & Jeff King

Rehearsal Handbook for Band and Orchestra Students, Meredith Music Publications, 1983, Robert Garofalo

Effective Performance for Band Music, Southern Music Company, 1972, W. Francis McBeth

Theory Time Books 1-4 by Karen Wallace & Heather Rathnau

The teacher will:

explain the importance of concert etiquette and performance

demonstrate and model the importance of matching pitch and critical listening

continue reinforcing the importance of successfully counting/clapping/performing the TMEA All-State audition music

demonstrate how students should never perform beyond their instruments most resonant sound

explain the importance of matching tonal energy and color when moving from one note to another

demonstrate the proper manner in which to articulate the notes and various note patterns

so that the student will:

understand that professional performance standards and expectations should never be compromised.

understand the importance of playing in tune not only within the section but within the ensemble as well.

practice the required etudes slow and then begin increasing the tempo as each measure is mastered.

analyze and critically listen for the cleanest/purest tone production possible.

comprehend the concept that they must use equal energy on all notes regardless of intervallic distance.

comprehend that you should never stop the tone with the tongue unless the music requires you to do so.

Blooms Connection: Students will apply and demonstrate proper warm-up procedure. The more experienced students will actively participate in assisting the younger students through mentoring and modeling.

A

Rigor

Relevance

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

1. Discuss the importance of ensemble concepts.

2. Describe the importance of never performing beyond your instruments best sound.

3. Describe why it is not about volume but about energy.

4. Demonstrate the importance of understanding a uniform counting system?

5. Why are articulations so critical the instrumental performance?

Students will apply the essential concepts for band.

Students will successfully reproduce instrumental warm-up for band on their individual instruments.

Students will understand the importance of matching energy.

Students will demonstrate various articulations on Concert F.

Students will successfully count and clap.

Students will notate various basic rhythms.

Explaining

Explicit Teaching

Demonstrating

Drill & Practice

Assessment

Students will successfully demonstrate the high school comprehensive and sequential band warm-up procedure.

Students will demonstrate a full, round resonant tone quality.

Students will apply the essential ensemble concepts to their performance music.

Students will demonstrate various articulations and the recommended syllables for each.

Students will perform with the fullest tone possible without going beyond their instruments best sound.

Students will notate various rhythmic patterns and dictated by the Director.

Before: Have students review and demonstrate the essential concepts for instrumental

performance.

During: Have students demonstrate the ability to perform the warm-up procedure in tune with a focused and centered sound. Students will also demonstrate the importance of understanding a uniform counting system.

After: Evaluate students through performance as individuals or sections (live/cassette tape/SMART Music Program).

Technology Connection: The Notes, Texas Bandmasters Association, Ricci Adams'Musictheory.net

Special Education

Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding

Partner special needs students with other students

Partner bilingual students with Spanish speaking students

Individually/sections assess students

Teach students how to record themselves on the cassette tape player

Individually assess students

Individually asses students utilizing the Smart Music Program

SAISD 2007-08 Band Level III (Second Grading Period Week 1)

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