SECTION IV SANTA FE PUBLIC SCHOOLS BAND … · SECTION IV SANTA FE PUBLIC SCHOOLS BAND CURRICULUM ....

SECTION IV

SANTA FE PUBLIC SCHOOLS BAND CURRICULUM

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Table of Contents

Program Statement and Adopted Resources .................................................................................................................................................................3 Program Statement .............................................................................................................................................................................................................3 Adopted Resources ............................................................................................................................................................................................................3 Band Levels........................................................................................................................................................................................................................4 Instructional Expectations, By Level ..............................................................................................................................................................................5 Band Rehearsals .................................................................................................................................................................................................................5 At Home .............................................................................................................................................................................................................................6 Example Practice Chart…………………………………………………………………………………………………………………………………..6 Balanced Concert Instrumentation Requirements ........................................................................................................................................................7 Band Program Expectations, By Level ...........................................................................................................................................................................8 Student Checklist for Excellence in Band ................................................................................................................................................................. 9-10 Performance Expectations………………………………………………………………………………………………………………………….….10 Band Strand (Grades 4-12) ..................................................................................................................................................................................... 11-24 Level 1A..................................................................................................................................................................................................................... 11-13 Levels 1B and 2 ......................................................................................................................................................................................................... 14-16 Level 3 ....................................................................................................................................................................................................................... 17-19 Level 4 ....................................................................................................................................................................................................................... 20-23 Marching Band.................................................................................................................................................................................................................24 Individual Performance Assessment Rubric-Band......................................................................................................................................................25 Glossary………………...…..…………………...…………………...………………………………………………………………………………26-33

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Program Statement The SFPS Band Program prepares students to become exceptional members of society through a sequential and comprehensive instrumental music program with high standards of performance. Adopted Resources

Title Author Publisher Grade Level Logical Approach to Rhythm

Phil Perkins Heritage Music Press

ALL

Band Expressions (Vol. 1 &2)

Robert W. Smith, et. al. Alfred Publishing 4-8

Essential Elements (Vol. 1-3)

Tim Lautzenheiser, et. al. Hal Leonard 4-8

Standards of Excellence (Vol. 1-3)

Bruce Pearson, et. al. Kjos Publishing 4-8

Division of Beat (Vol. 1 & 2)

Harry Haines, J. R. Mcentyre Southern Music Publishing

6-12

Essential Technique (Vol. 1-3)

Tim Lautzenheiser, et. al. Hal Leonard 6-12

I Recommend… James Ployhar, et. al. Alfred Publishing 6-12 Ensemble Drill Ray Fussell Alfred Publishing 9-12 Foundations for Superior Performance

Jeff King, et. al. Kjos Publishing 9-12

Superior Bands in Sixteen Weeks

Quincy Hilliard FJH Publishing 9-12

40 Rhythmical Studies

Grover C. Yaus Alfred Publishing 9-12

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Band Levels

Level Grade Level 1a Band Grade 4-6

(Elementary Schools) Level 1b Band Grade 6 (K-8 or 6-8 schools)Level 2 Band Grade 7 Level 3 Band Grade 8 Level 4 Band Grade 9-12

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Instructional Expectations, By Level Band Rehearsals

* Assumes assembling and putting away instruments occurs between class periods. If not the case, the above figures may be adjusted accordingly. ** Above times should be adjusted to allow for weekly sight reading.

Level 1a Level 1b or 2 Level 3 Level 4

Class Time* 45 minutes twice a week 45 min. daily

60 min. daily

45 min. daily 60 min. daily

Minimum 5 hrs/week

Instructional Warm-ups: Rhythmic Studies Long tones Lip slurs Arpeggios Scales (with varying articulations, tempos, and rudiments)

10 minutes per class 10 minutes per class

15 minutes per class


15 minutes per class 10% overall

Technique Development: Method Book Studies Intonation Tuning Tone Quality Balance/Blend Dexterity

20 minutes per class 15 minutes per class




Performance-Based Literature: 15 minutes per class

15-20 minutes per

class

20-25 minutes per

class

15-20 minutes per

class


Sight Reading ** 10 minutes per week 15 minutes per week 15 minutes per week 5% overall

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Suggested At-home Practice Amount

Weekly practice logs WITH parent signature recommended!!!

Example Practice Chart

NAME________________ Week of Mon Tues Wed Thurs Fri Sat Sun Total Parent Signature 9/6-9/12 9/13-9/19 9/20-9/26 9/27-10/3

Level 1a or b Level 2 Level 3 Level 4 Daily Daily Daily Daily

Practice Expectations 15-30 min. 20-40 min 45 min. 30-60 min.

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Balanced Concert Instrumentation Requirements

(+/- 1 in each category)

All band programs will strive for balanced instrumentation.

Double Reeds are encouraged to fill out the drum line or pit percussion during marching season. Part assignments should favor lower ranged instruments in order to align with pyramid of balance. If band grows larger than 100, more band classes should be added.

Number of students in Band Program

Inst

rum

ent

25 35 45 60 80 100 Flute 4 5 7 8 10 11 Oboe 1 1 1 1 2

Bassoon 1 1 2 2 2 Clarinet 5 6 8 10 12 15

Bass Clarinet 1 2 2 3 3 Alto Sax 1 1 2 2 4 4

Tenor Sax 1 1 1 2 2 2 Baritone Sax 1 1 1 1 2 French Horn 2 2 3 5 6 8

Trumpet 5 6 7 9 12 14 Trombone 3 4 5 7 9 12 Baritone 1 1 2 2 4 5

Tuba 1 2 2 4 6 6 Percussion 2 3 3 5 7 12

Contralto Cl. 1 1 Contrabass Cl. 1

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Band Program Expectations by Level **

** All skills are cumulative.

Level 1 Level 2 Level 3 Level 4

Scales and Patterns * = memorized

C, F, Bb*, Eb, Ab, g (nat) One-Octave Chromatic Patterns in thirds. I Arpeggio

C*, F*, Bb*, Eb*, Ab* g (nat.)* Db, G, d, c (nat.) g (harm/mel.) 1 ½ - Octave Chromatic Sequential Patterns V Arpeggio

All Major Scales* d, c (harm/mel), a, f (nat.) Two-Octave Chromatic Modal Exercises V7, IV, ii, vi Arpeggios

All minor scales*, 3 forms Familiar with all modes and diatonic arpeggios. Practical range Chromatic.

Rhythm and Meter: Count Clap Play Perform

4/4, 3/4, 2/4, 2/2

eq e w h q d j e

and equivalent rests and ties.

3/8, 6/8

Y d T 5/4, 9/8, 12/8 Intro. Mixed Meter

š t

Asymmetrical Meter Adv. Mixed Meter Complex Rhythmic understandings, including syncopation, triplet rhythms, and ties.

Music Theory & Aural Perception

Exposure to notation, scale degrees, clefs and note names, key signatures, road map concepts. Recognize unison and octaves and simple melodic intervals, stepwise and skips.

Rudimentary awareness of previous. Distinguish 3rds, 4ths and 5ths melodically, ascending and descending.

Intermediate skill level. Recognize scale degrees in octave displacement. Introduce chord structure visually and aurally.

Advanced mastery of skills. Understand chord progression and extended harmonies.

Technical Facility

Introduce tonguing, accent, legato, staccato, marcato, slurs and phrase marks. Rudiments as listed.

Simple trills, scale etudes, and mixed tonguing/slurring patterns. Rudiments as listed.

Progressive skill level and more complex aspects of previous techniques. Rudiments as listed.

Mastery of techniques. Advanced ability to mentor beginning students. All 40 Rudiments.

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Student Checklist for Excellence in Band Level 1

• Demonstrate proper care and maintenance of individual instruments. • Demonstrate development of proper rehearsal and performance techniques and procedures. • Demonstrate knowledge of basic note and rhythmic reading skills. • Students strive for characteristic tone quality. • Identify elementary intonation tendencies of their individual instruments. • Demonstrate proper attitude concerning the role of the individual to the success of the group. • Establish efficient practice habits. • Demonstrate basic elements of breath impulse and an approved numeric counting system (see appendices).

Level 2

• Demonstrate a growing musical awareness and gradual extension of range with increasing facility and flexibility. • Demonstrate refinement and development of: tone quality, control, intonation, breath impulse, phrasing, precision,

balance, attacks and releases, articulation, dynamics, and expression. • Demonstrate basic sight-reading skills. • Students participate in solo and/or ensemble performance.

Level 3

• Demonstrate continued development of fundamentals including tone quality, tone control, intonation, pitch, balance, blend, precision of attack and release, rhythmic accuracy, rhythmic precision, spacing, phrasing, dynamic range and control, expression, and style.

• Receive greater exposure to a wide variety of band literature and performance opportunities. • Demonstrate development of individual players toward a mature ensemble concept. • Demonstrate development of basic marching concepts including simple marching rules, positions of attention and

parade rest, mark time, and halt. Students will demonstrate their ability to play while marching. • Students are encouraged to use acquired techniques and skills in solo and ensemble performances in school and

community events.

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Student Checklist for Excellence in Band, Continued Level 4

• Demonstrate knowledge of all music signs and symbols contained in the music played. • Demonstrate the ability to play expressively as a group. • Winds play all major scales and arpeggios while percussionists demonstrate various rudiments at varying speeds. • Demonstrate improved and refined articulations, advanced counting techniques, intonation, lip slurs, ornaments, and

vibrato. • Demonstrate the ability to play secondary instruments when appropriate. • Demonstrate advanced sight-reading techniques as individuals or as a group. • Demonstrate the ability to critically discuss various musical performances. • Demonstrate refined marching concepts including basic marching skills, position, mark time, turns, sequential

marching techniques, and box height. • Incorporate appropriate additional techniques needed to ensure a quality performance through cooperation and

teamwork. • Students demonstrate use of acquired techniques and skills in solo and ensemble performances in school and

community events. • Students will play “The Star Spangled Banner” from memory.

Performance Expectations * Level 1a Level 1b and 2 Level 3 Level 4 Community/Public Concerts 1 per semester 1 per semester 1 per semester 1 per semester Recruitment Concerts 1 per year 1 per year 1 per year 1 per year NCNMMEA Music Performance Assessment n/a Required Required Required NCNMMEA Solo & Ensemble Festival Optional Encouraged Encouraged Required District Honor Clinic Band Festival ** Encouraged Encouraged Encouraged Required All-City Band Encouraged Encouraged Encouraged Encouraged State Band Contest (pending qualification) n/a Encouraged Encouraged Encouraged * These expectations are the minimum number of performances in which each program should participate. More involvement is always encouraged. ** Completion of and participation in the audition process is required for student participation.

Santa Fe Public Schools Music Curriculum (K-12) Instrumental Music

Band Strand (4-12) Level 1A Band (4-6 at Elementary sites)

Performance Standard Essential Skills Assessment Instrument Care: Students will have knowledge of instrument care including lubrication and cleaning.

Student maintains instrument in satisfactory condition.

Director will inspect instruments twice a year. School-owned instruments will be clean and in good working order when returned.

Ergonomics: Students will develop proper embouchure, body, arm, hand, finger, and instrument position for successful performance (including both snare drum and mallets for percussion).

Teacher will model consistent demonstration of good tone quality, correct posture, embouchure, instrument, hand and stick position, proper height and angle of drum and music stand. Students will accurately emulate the model.

Teacher observation and reinforcement.

Music Reading/Notation: Students will have knowledge of basic note reading, including names of notes, staff lines and spaces, basic note values and corresponding impulses, correct note fingerings, and musical terms found in the literature studied.

The students will complete the material covered in the current beginning band method to the satisfaction of the instructor. Identification of note names and fingerings, definition of basic terms, and completion of rhythmic exercises using an approved numerical counting system.

Students will, through playing tests achieve a 70% or better on playing tests.

Scales, Arpeggios, and Rudiments: Students will be able to perform scales and arpeggios. In addition, percussionists will have knowledge of basic drum rudiments.

Students will perform a chromatic scale, one octave, assigned by the instructor and the concert C, F, Bb Eb, and Ab major, and g natural minor scales (one octave) in quarter notes at mm=120. The following rudiments will also be playable at mm=120: single and double-stroke roll, paradiddle, flam and flam accent, flamacue, and drag (ruff).

Students will, through playing tests achieve a 70% or better on playing tests.

Dynamics: Students will recognize appropriate dynamic symbols and produce music at various dynamic levels.

Students will play at p, mp, mf, f, crescendo and diminuendo as written in the current method book.

Given a simple melodic excerpt, all students will prepare and perform the dynamics therein with at least 75% accuracy.

Articulation: Students will have knowledge of slur, long accent, marcato accent, legato and staccato, and be able to distinguish and perform each.

Students will perform the articulations found in the current method book.

Given a simple melodic excerpt, all students will prepare and perform the articulation therein with at least 75% accuracy

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Level 1A Band, Continued

Performance Standard Essential Skills Assessment Rhythmic Understanding: Students will demonstrate fundamental counting through physical means (i.e. breath impulse system, accurate foot-pat, etc.)

Students will count and play rhythmic exercises in the current band method using an approved numerical counting system and by physical means

w d h j q n y

Given a simple melodic excerpt, all students can prepare and perform the rhythms therein with at least 90% accuracy.

Ear Training: Students will develop listening skills.

Students will identify and correct pitch errors. Students will increase pitch accuracy to 75% or greater upon repetition of a musical excerpt.

Secondary Instruments: (Percussionists) Students will have knowledge of basic performance techniques for bass drum and crash cymbals.

Percussion students are given the opportunity to play the bass drum and cymbals in the literature being studied.

Performance of simple literature on various basic percussion instruments; in literature with appropriate tone and 90% accuracy.

Conducting: Students will have knowledge of basic conducting patterns.

Students will respond to conducted patterns. Students’ response to the conducting pattern will be to the satisfaction of the director.

Intonation: Students will have knowledge of elementary tuning techniques; percussionists will have knowledge of snare drum tuning.

Students will tune to given pitches (i.e., trumpet 3rd valve slide adjustment) using main tuning slide adjustments, clarinet barrel, head joint position, embouchure, breath support, hand slide position, posture and proper use of tuning devices.

Students will make necessary adjustments on designated pitches as determined by the director with 70% accuracy.

Lip Slurs: Brass students will know basic lip slur techniques.

Students will perform single partial lip slurs of all value combinations with control chromatically descending from concert Bb.

Students will perform basic lip slurs smoothly and without breaks.

Solos and Ensembles: Students will be introduced to solo and small ensemble performance.

Students will demonstrate the ability to perform alone and/or with others.

Students will perform a single ensemble line of elementary difficulty and awareness of elementary solo performance techniques.

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Level 1A Band, Continued

Performance Standard Essential Skills Assessment Style: Students will be introduced to various concepts of musical styles.

Students will perform various musical styles. Students will perform to the satisfaction of the director simple literature with acceptable tone, accuracy and style.

Meter: Student will perform music in varying meter. $ # @ C Recognition of accurate counting and

performance of appropriate literature. Tone Production: Students will produce a characteristic tone applying the principles of proper embouchure, velocity, posture, hand position and preparation.

Teacher will model appropriate tone on each instrument. Student will emulate the teacher model.

Students will perform to the satisfaction of the director simple literature with acceptable tone.

Music Technology: Students will have an introduction to appropriate music technology.

Students will recognize practical applications of material introduced.

Student will be able to demonstrate ability to perform necessary skills.

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Santa Fe Public Schools Music Curriculum (K-12) Instrumental Music Band Strand (4-12)

Levels 1B AND 2 Bands (6th Grade and 7th Grade Intermediate)

Performance Standard Essential Skills Assessment Instrument Care: Students will have further knowledge of instrument care including lubrication and cleaning.

Student continues to maintain instrument in satisfactory condition.

Director will inspect instruments twice a year. Student’s instrument will be clean and in working order. School-owned instruments will be clean and in good working order when returned.

Ergonomics: Students will further develop proper embouchure, body, arm, hand, finger, and instrument position for successful performance (including both snare drum and mallets for percussion).

Teacher will model consistent demonstration of correct posture and improved tone quality, more relaxed and confident fingering technique, and more confident stick and mallet positions. Students will accurately emulate the model.

All students will exhibit these skills on a daily basis.

Music Reading/Notation: Students will have knowledge of dynamic markings, key signatures, time signatures, musical terms and elementary form as found in the literature studied.

Students will identify dynamic markings, key signatures, and terms found in literature being studied. Students will complete the material covered in the current beginning band method to the satisfaction of the instructor. Students will also be able to recognize the formal structure of the standard march and other musical forms being studied.

Students will achieve a 90% score or better on playing and written tests.

Scales, Arpeggios, and Rudiments: Students will further develop their knowledge and skill in playing scales, arpeggios and rudiments.

Students will be able to perform D, G, C, F, Bb, Eb, Ab and Db Major scales and a chromatic scale of 1 ½ octaves (from Bb to F concert). In addition percussionists will be able to perform the following rudiments: 4, 7, 10, 17 and 38.

Students will achieve an 80% or better in playing tests.

Dynamics: Students will further recognize appropriate dynamic symbols and produce music at various dynamic levels.

Students will play at p, mp, mf, f, fp, crescendo and diminuendo as written in the current method book and in the literature being studied. Percussionists should be able to execute a roll from p to f on all percussion instruments being used.

Given a simple melodic excerpt, all students can prepare and perform the dynamics with control with at least 80% accuracy.

Articulation: Students will have deeper knowledge of slur, long accent, marcato accent, legato and staccato, and be able to perform with greater confidence and differentiation.

Students will perform the articulations separately and in combination as found in the current method book and literature being studied in context.

All students can prepare and perform the articulations contained in prepared music with at least 80% accuracy

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Levels 1B AND 2 Band (6th Grade and 7th Grade Intermediate), Continued Performance Standard Essential Skills Assessment

Rhythmic Understanding: Students will further demonstrate fundamental counting through physical means (i.e. breath impulse system, accurate foot-pat, etc.).

Students will count and play rhythmic exercises in the current band method using an approved numerical counting system and by physical means the whole, dotted-half, half, dotted-quarter, quarter, and eighth notes i.e., breath impulse: whole (8), dotted-half (6), half (4), dotted-quarter (3), quarter (2), and eighth (1); pat foot to duple [down-up] and triple [down-press-up]) Sixteenth notes will be introduced. Students will be able to perform these tasks at varying tempi and complexity.

Given an intermediate four-measure non-pitched rhythmic pattern, selected from the current method book, all students can prepare and perform the rhythms therein with at least 95% accuracy. Additionally, syncopation and sixteenth note patterns will be emphasized.

Ear Training: Students will have knowledge of elementary harmonic and melodic intervals.

Students will distinguish between harmony, unison, and perfect octaves.

Students will identify intervals and realize when incorrect pitches are played.

Secondary Instruments: (Percussionists) Students will have knowledge of performance techniques for suspended cymbal, timpani, triangle, and other basic percussion instruments.

Percussion students are given the opportunity to play the suspended cymbal, timpani, triangle and other basic percussion instruments in the literature being studied.

Performance of appropriate literature on various secondary percussion instruments with acceptable tone and 95% accuracy.

Conducting: Students will have further knowledge of basic conducting patterns.

Students will conduct simple beat patterns. Students will respond to beat patterns in varying meter and tempi.

Students will appropriately respond to the conducting techniques of the director.

Intonation: Students will have further knowledge of tuning techniques.

Students will play phrases in tune both alone and with others as well as in unison and harmony.

Students will listen, adjust, and play in tune to the satisfaction of the director with 95% accuracy.

Lip Slurs: Brass students will have increased range and technique of lip slurs.

Students will perform two partial lip slurs with control in all valve combinations or positions.

Brass players will play simple lip slurs in eighth note patterns at mm=60 or faster.

Solos and Ensembles: Students will have further development of solo and ensemble techniques.

Students will perform solos, small ensembles, and/or large ensembles as assigned by the instructor.

Students will demonstrate the ability to perform individually, with others in class, at public performances, large group festivals, and/or solo and ensemble festivals.

Expression: Students will apply elementary knowledge of playing expressively.

Students will perform prepared music in which student will use dynamics, articulations, style, and other nuances.

Students will play prepared music expressively to the satisfaction of the director.

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Levels 1B AND 2 Band (6th Grade and 7th Grade Intermediate), Continued

Performance Standard Essential Skills Assessment Ornaments: Students will be introduced to literature appropriate ornaments.

Students will demonstrate the ability to perform various ornaments, including trills and grace notes in the literature studied.

Given a printed excerpt that includes simple ornaments, students will prepare and play the excerpt with 80% accuracy.

Tone Production: Students will produce good characteristic tone with vibrato, where applicable.

Teacher will introduce basic vibrato techniques, where appropriate.

Students can differentiate between vibrato and straight tone.

Meter: Student will perform music in varying and more complex meter. $ # @ C P ( ) and mixed meters.

Recognition of accurate counting and performance of appropriate literature.

Sight reading: Student will have knowledge of basic sight reading techniques.

Students will sight read at Grade I music selected by the director.

Students will perform music, at the designated level, to the satisfaction of the director.

Music Technology: Students will have access to appropriate music technology for use and research.



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Level 3 Band (8th Grade Advanced)

Performance Standard Essential Skills Assessment Instrument Care: Students will have knowledge of instrument accessories, their care and use.

Student will be able to select proper reeds and provide necessary accessories for satisfactory performance of the literature. Student will also demonstrate the ability to clean and maintain an instrument.

Students will provide accessories and maintain and clean instruments as needed. Student’s instrument will be clean and in working order. School-owned instruments will be clean and in good working order when returned.

Ergonomics: Students will further develop proper embouchure, body, arm, hand, finger, and instrument position for successful performance (including both snare drum and mallets for percussion).

Student will continue to demonstrate confident fingering technique (stick and mallet control for percussionists), good playing posture, improved tone quality, and proper use of alternate fingerings and positions needed in the literature being studied (identification of rudimental sticking patterns for percussionists).

95% of students will demonstrate proper techniques.

Music Reading/Notation: Students will have further knowledge of dynamic markings, key signatures, time signatures, musical terminology and form as found in the literature studied.

Students will identify dynamic markings, key signatures, and terms found in the literature being studied. The students will complete the material covered in the current band method to the satisfaction of the instructor. Students will also be able to recognize simple phrases and the formal structure of the literature being performed.

Students will achieve a 90% score or better on written and playing tests identifying terms, key signatures, time signatures and form.

Scales, Arpeggios, and Rudiments: Students will further develop their knowledge and skill in playing scales, arpeggios and rudiments with technical facility.

Students will be able to perform all twelve major scales from memory, and a chromatic scale of 2 octaves, as well as g, d, c, a and f minor with knowledge of the natural, melodic and harmonic forms. In addition percussionists will be able to perform a long roll, open to closed, and the following rudiments: 9, 14, 15, 18, 19, 24, 27 and 32.

Students will, through playing tests, play scales and arpeggios in eighth note patterns at mm=90 with at least 80% accuracy.

Dynamics: Students will further develop dynamic techniques and produce music at various dynamic levels.

Students will increase dynamic range and more subtle variations in nuances as required in the literature being studied. Percussionists should be able to execute crescendos and diminuendos on a variety of percussion instruments.

Given a melodic excerpt, all students can prepare and perform the dynamics with control and accuracy.

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Level 3 Band, Continued

Performance Standard Essential Skills Assessment Articulation: Students will develop more advanced articulation patterns and styles.

Students will perform more advanced articulation patterns (i.e. slur three, tongue one) and refine articulations in the literature being studied in context.

All students can prepare and perform the articulations contained in prepared music with at least 80% accuracy.

Rhythmic Understanding: Students will further demonstrate intermediate and advanced counting through physical means (i.e. breath impulse system, accurate foot-pat, etc.).

Students will count and play medium to difficult rhythmic exercises in the current band method using an approved numerical counting system and by physical means. Students will be able to perform these tasks at varying tempi.

Given a medium to difficult four-measure non-pitched rhythmic pattern selected from the current method book, all students can prepare and perform the rhythms therein with at least 95% accuracy.

Ear Training: Students will have further knowledge of harmonic and melodic intervals.

Students will distinguish between harmony, unison, and perfect octaves, and match pitches on their instruments. Percussionists will demonstrate the ability to tune a pair of timpani.

Students can distinguish between unison and harmony and recognize when wrong intervals are played. Percussionists will demonstrate the ability to tune drums as indicated.

Transposition: Students will have knowledge of basic transposition techniques.

Students will transpose from concert pitch. Students will name and play the correct pitch on their instrument when given only the concert pitch.

Secondary Instruments: Percussionists will have knowledge of performance techniques of all percussion instruments required in the literature being studied.

Percussion students will demonstrate performance skills for all percussion instruments.

Percussion students will play on a variety of instruments.

Conducting: Students will have further knowledge and recognition of basic conducting patterns.

Students will conduct simple beat patterns in duple, triple and compound meters. Students will respond to beat patterns in different meters at varying tempi and dynamic levels.

Students will appropriately respond to the conducting techniques of the director.

Intonation: Students will acquire more advanced tuning techniques.

Students will play in time with other instruments, adjust the instrument for good intonation, and determine when other instruments are in tune with a given pitch.

Students will listen and identify poor tuning and adjust and play in tune to the satisfaction of the director.

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Performance Standard Essential Skills Assessment Lip Slurs: Brass students will have increased range and facility in producing lip slurs.

Students will perform three partial lip slurs with control in all seven valve combinations or positions.

Brass players will play simple lip slurs in eighth note patterns at mm=100.

Solos and Ensembles: Students will have further development of solo and ensemble techniques.

Students will perform solos, small ensembles, and/or large ensembles as assigned by the instructor. This includes a variety of instruments for percussionists.

Students will demonstrate the ability to perform challenging music individually, with others in class, at public performances, large group festivals, and/or solo and ensemble festivals.

Expression: Students will apply increased knowledge of playing expressively.

Students will perform moderately difficult music in which students will use dynamics, articulations, style, and other nuances.

Students will play prepared music expressively to the satisfaction of the director.

Ornaments: Students will be introduced to more advanced ornaments in a variety of instrumental music styles.

Students will demonstrate the refined skill to perform various ornaments, including trills, proper use of trill fingering, and grace notes in the literature studied.

Given a printed excerpt that includes simple ornaments, students will prepare and play the excerpt with 80% accuracy.

Tone Production: Students will produce good characteristic tone with vibrato where applicable with greater facility.

Students will produce basic vibrato techniques where appropriate.

60% of students will demonstrate the ability to perform with vibrato with reasonable control and speed variations.

Meter: Students will perform music in varying and more complex meter. $ # @ C P ( ) and mixed meters.


Sight reading: Students will have further development of sight reading skills.

Students will read at sight literature of an appropriate level for the band. Approximately two grade levels below prepared literature. (ex. Bands performing grade 3 music will sight read grade 1)

Students will perform music at sight, at the designated level, to the satisfaction of the director.

Style: Knowledge of the various instrumental styles.

Students will demonstrate the ability to perform various musical styles.

Students can perform various literature incorporating acceptable tone, style and accuracy.

Music Technology: Students will have access to appropriate music technology to enhance traditional performance and practice techniques.

Students will recognize practical applications of material introduced and use them at an appropriate facility and difficulty level.


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Santa Fe Public Schools Music Curriculum (K-12) Instrumental Music

Band Strand (4-12) Level 4 Band (9-12 Grade High School Band)

Performance Standard Essential Skills Assessment Instrument Care: Students will have knowledge of instrument accessories, their care and use, and minor repair techniques.

Student will be able to demonstrate previously acquired skills as well as show the ability to make minor repairs, such as removing mouthpieces, re-gluing pads, and re-stringing valves.

Students will provide accessories and maintain, clean, and perform minor repairs as needed to instruments. Student-owned instruments will be clean and in working order. School-owned instruments will be clean and in good working order when returned.

Ergonomics: Students will refine proper embouchure, body, arm, hand, finger, and instrument position for successful performance, including both snare drum and mallet sticking patterns for percussion and alternate fingerings for wind instrument players.

Students will utilize proper use of alternate fingerings and positions needed in the literature being studied, including sticking patterns and mallet control for percussionists.

95% of students will demonstrate proper techniques.

Music Reading/Notation: Students will have further knowledge of musical terminology, key signatures, time signatures, and form as found in the literature studied.

Students will identify dynamic markings, key signatures, and terms found in the literature being studied. Students will complete the material covered in the current band method to the satisfaction of the instructor. Students will also be able to define simple march form, and the basic formal and harmonic structure of the literature being performed.

Students will achieve a 90% score or better on written and playing tests identifying terms, keys, time signatures and the form of the piece.

Scales, Arpeggios, and Rudiments: Knowledge of all major scales and arpeggios, knowledge of minor scales and related forms, increased proficiency in the chromatic scale, knowledge of enharmonic tones, and knowledge of 40 Percussive Arts Society drum rudiments.

Students will be able to perform 12 major scales and a chromatic scale using the practical range of the instrument. Additionally, students will be able to perform the 3 forms of all 12 minor scales, one octave each, as well as the Mixolydian, Lydian, Dorian, Phrygian and Locrian modes. In addition, percussionists will be able to perform a long roll open to closed, open roll (long), buzz roll (long), and the 40 Percussive Arts Society drum rudiments.

Students will, through playing tests, perform scales and arpeggios in eighth note patterns at mm=100 with at least 90% accuracy. Percussion students will perform drum rudiments correctly at fast and slow speeds.

Dynamics: Students will refine dynamic techniques and nuances throughout the practical range of the instrument.

Students will perform long tones with crescendo and diminuendo of any scale. Students will be able to demonstrate the ability to play and control fp, sfz, and alternating f and p passages.

Given a melodic excerpt with several dynamic markings, all students can prepare and perform the dynamics with control and accuracy.

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Performance Standard Essential Skills Assessment Articulation: Students will accumulate more advanced articulation patterns and styles.

Students will be able to perform any articulation specified by the director.

All students can prepare and perform the articulations contained in prepared music with at least 90% accuracy.

Rhythmic performance: Students will develop advanced counting techniques through physical means (i.e. breath impulse system, accurate foot-pat, etc.).

Students will count and play very difficult rhythmic exercises in the current band method using an approved numerical counting system and by physical means. Students will be able to perform these tasks at varying tempi and using and approved numerical counting system.

Given a difficult four-measure non-pitched rhythmic pattern, selected from the current method book. All students can prepare and perform the rhythms therein with at least 95% accuracy.

Ear Training: Students will have knowledge of diatonic intervals and various triads.

Students will sing and play exercises using Major 2nd, Major 3rd, Perfect 4th, Perfect 5th, Major 6th, Major 7th, and Perfect octaves. Students will be able to distinguish between Major and minor triads. Percussionists will be able to tune pitched percussion instruments.

Students can perform intervals and triads with 90% accuracy, recognizing when wrong intervals are played. Percussionists can tune pitched percussion instruments to the satisfaction of the director.

Transposition and Secondary Instruments: Students will accumulate knowledge of intermediate transposition techniques. Percussionists will have knowledge of performance techniques of all percussion instruments required in the literature being studied.

Students will be proficient in transposing from concert pitch. Horn players will be able to transpose simple melodies in Eb at sight. Bassoon, trombone, and euphonium players will be able to perform simple melodies in tenor clef. Percussionists will be able to demonstrate proficiency on all percussion instruments as required in the literature being studied.

Students will name and play the correct pitch on their instrument when given only the concert pitch. Percussion students will play on a variety of instruments. Horn players can perform Eb melodies at sight. Bassoon, trombone, and euphonium players can play melodies in tenor clef.

Conducting: Students will have knowledge of all conducting techniques.

Students will conduct simple beat patterns in duple, triple and compound meters, at fast and slow tempi. Students will respond to beat patterns in different meters at varying tempi and dynamic levels. Students will have increased awareness of and response to meters, tempi, dynamic levels and style.

Students will appropriately respond to the conducting techniques of the director. Students can demonstrate the ability to conduct the prescribed meters with 80% accuracy.

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Performance Standard Essential Skills Assessment Intonation: Students will acquire more advanced tuning techniques.

Students will play in tune with other instruments, adjust the instrument for good intonation, and determine when other instruments are in tune with a given pitch. Students will be able to play in tune the intervals of major and minor 3rd and 6th, perfect 4th, 5th, and octaves.

Students can listen to and identify unacceptable tuning and be able to adjust to the satisfaction of the director.

Lip Slurs: Brass students will have increased range and facility in producing lip slurs.

Students will perform at least four partial lip slurs with control in all seven valve combinations.

Brass players will play complex lip slur patterns in eighth note patterns at mm=120.

Solos and Ensembles: Students will acquire more advanced solo and ensemble techniques.

Students will perform more advanced solos, small ensembles, and/or large ensembles as assigned by the instructor. This includes a variety of instruments for percussionists.

Students will demonstrate the ability to perform more challenging music individually and with others in class at public performances, large group festivals, and/or solo and ensemble festivals.

Expression: Students will perform expressively.

Students will perform advanced music in which students will use dynamics, subtle shadings, proper articulations, style, and other nuances.

Students will play prepared music expressively to their satisfaction and to the satisfaction of the director.

Ornaments: Students will acquire more advanced ornamental techniques in a variety of instrumental music styles.

Students will be able to perform ornaments at sight and play all other ornaments as prescribed in the literature being studied.

Given a printed excerpt that includes ornaments, students will prepare and play the excerpt with 90% accuracy.

Tone Production: Students will produce characteristic tone quality as pertains to their instrument with vibrato where applicable and with greater facility.

Students will produce vibrato where appropriate and match vibrato in the performing group.

80% of students will demonstrate the ability to perform with vibrato with reasonable control and speed variations.

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Performance Standard Essential Skills Assessment Sight reading: Students will refine sight reading skills.

Students will read at sight an appropriate level of literature.

Students will perform music at sight, at the designated level, to the satisfaction of the director.

Meter: Students will perform music in varying and more complex meter, including asymmetric meters.

$ # @ C P ( ), mixed meters, and asymmetric meters


Style: Students will have knowledge of various instrumental styles.

Students will demonstrate the ability to perform various musical styles.

Students can perform various styles of literature, incorporating acceptable tone and stylistic nuances with accuracy.

Music Technology: Students will have access to appropriate music technology for use and research.



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Marching Band (7-12, optional for grades 7, 8) Performance Standard Essential Skills Assessment

Basic Skills: Students will have knowledge of basic marching band skills.

Students will be able to demonstrate basic marching band skills: attention, parade rest, spacing, roll step, dress directions, guide directions, mark time, and forward march.

Students can perform in parades, exhibiting basic concepts of marching techniques.

Ergonomics: Students will have knowledge of proper horn carriage and horns up/horns down positions.

Students will be able to demonstrate correct posture/carriage and instrument position for each command.

Students can demonstrate 95% of proper posture and playing position for each command.

Excellence in Performance: Students will have respect for excellence in performance.

Students will discern between an excellent or an average performance as it relates to precision, intonation, tone quality, drill execution, general effect, and understand its entertainment and musical value.

Students can demonstrate, by various means, their understanding of an excellent performance.

Cooperation: Students will understand the need to work together to achieve a common goal.

Students will demonstrate a cooperative attitude. Students will demonstrate “esprit de corps.”

High Schools Follow Advanced skills: In addition to the basic skills listed above, students will develop skills which are specific to field marching.

Students will be able to demonstrate skills listed above and include field maneuvers: facings, backward marching, slides, 8 to 5 step size, flanking, to the rear, oblique, follow the leader, interval, traditional formation, and corps style design.

Students can perform in parades, half-time shows, and marching band competitions exhibiting advanced marching band techniques.

Box Eight: Students will have knowledge of techniques involved in marching one direction and playing toward another direction.

Students will march forward eight, right slide eight, backwards march eight, left slide eight while playing a major scale towards the direction of the press box.

Students can demonstrate marching forward eight, right slide eight, backwards march eight, left slide eight while playing a major scale towards the direction of the press box.

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Individual Performance Assessment Rubric- Band

Tone Production Technical

Execution Articulation Intonation Interpretation

5 The student performs with a full, rich, and beautiful tone in all ranges consistently.

The student executes all pitches and rhythms correctly with a consistent tempo.

The student performs all notes with appropriate tonguing, articulation, and note length.

The student consistently performs with accurate intonation in all ranges.

The student exhibits the highest, exemplary level of musicality and expression.

4 The student performs with a full, rich and beautiful tone in all ranges most of the time.

The student performs with few errors in pitch, rhythm or tempo.

The student performs most notes with appropriate tonguing, articulation, and note length.

The student performs mostly accurately, but fails to make necessary instrument-specific adjustments.

The student exhibits a high level of musicality, with some inconsistencies.

3 The student occasionally performs with a full, rich, and beautiful tone.

The student performs with multiple errors in pitch, rhythm, or tempo.

The student performs with multiple errors in articulation and note length.

The student performs pitches accurately but is unaware of tuning tendencies.

The student performs with a moderate level of musicality.

2 The student performs with a full, rich, and beautiful tone in all ranges some of the time.

The student performs with many errors in pitch, rhythm, or tempo.

The student performs many errors in tonguing articulation and note length.

The student is very inconsistent with intonation. The student occasionally plays in center of pitch.

The student performs with limited understanding of musicality or expression.

1 The student rarely performs with a full, rich, and beautiful tone.

The student rarely performs pitch, rhythm, or tempo correctly.

The student does not comprehend tonguing or execute articulation. Note length is inconsistent.

The student is totally unaware of flexibility of tone, with inability to find pitch centers.

The student lacks any understanding of musical or expressive concepts.

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Glossary

Accelerando - gradually getting faster. Accent - a symbol placed above or below a given note to indicate that the note should receive extra emphasis or stress. Aeolian scale - a modal scale that starts and ends on la, also known as a natural minor scale. All-State Festival - annual auditioned competition in which the top choral, band, guitar, and orchestra high school musicians in New Mexico participate in large ensembles. Arpeggio - a chord in which pitches are sounded successively, usually from lowest to highest; in broken style. Articulation - in performance, the characteristics of attack and decay of single tones or groups of tones and the means by which these characteristics are produced. Asymmetrical meter - a time signature that mixes simple and compound beat division (ie.7/8, 2+2+3). Balance/Blend - an ensemble concept of sound in which no individual voice or section can be heard above the rest. Bass Clef - symbol at the beginning of the staff used for lower voices and instruments, also known as the F clef. Benchmarks - A statement of what all students should know and be able to do in a content area by the end of designated grades or levels. The grade groupings used for this purpose are kindergarten-grade 4; grade 5 - grade 8; and grade 9 - grade 12. These groupings serve as checkpoints for evaluating progress towards achieving the content standards. Breath Impulse - the practice of audibly pulsing the beat during a long note on a wind instrument. Cadence - the conclusion of a chord progression. Chord(al) - the combination of three or more notes played or sung together at the same time.

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Chromatic scale - a scale that consists of half steps and uses all twelve pitches in an octave. Clef - a sign written at the beginning of the staff in order to indicate the pitches derived from music notation. Compound Meter - a meter that includes a triple subdivision within the beat, e.g., 6/8. Conductor - a person who uses hand and arm gestures to indicate the meter and tempo, signaling changes in tempo and dynamics; cues entrances, leads, coordinates, and interprets the expressive elements of music for groups of singers and instrumentalists. Content Standards - a broad description of the knowledge and skills students should acquire in a particular subject or content area. Countermelody - a second melody that is played or sung at the same time as the main melody. Crescendo - a dynamic marking indicating a gradual change from a softer tone to a louder tone. Da Capo – return to the beginning. Decrescendo - a dynamic marking indicating a gradual change from a louder tone to a softer tone. Dictation - written decoding by the student of rhythmic or melodic segments performed by the teacher. Dissonance - dissonant intervals are those regarded as having an instability that requires a resolution into consonance. Dominant Chord - a chord built on the 5th note of the scale. Dorian Scale – a modal scale that starts and ends on re.

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Dynamics - Levels of volume in playing; symbols (generally in Italian) in music that indicate how loud or soft to sing or play. Fortissimo - ff - very loud;

Forte - f - loud; Mezzo forte - mf - medium loud; Mezzo piano - mp - medium quiet; Piano - p - quiet; Pianissimo - pp - very quiet. Enharmonic - two different names for the same pitch (i.e., E = F flat). Expressive Qualities - category of musical study that includes form, timbre, and expression. Esprit de Corps - a shared spirit of comradery, enthusiasm, and devotion to a cause among the members of a group. Form - the overall plan or design of a piece of music (AB, ABA, rondo). Also includes comparisons of repetition/contrast, verse and refrain. Glissando - a slide from one pitch to another. Half Step - the smallest interval in use in the Western musical tradition. Harmonic Minor Scale - a minor scale (la-la) that uses a raised seventh note, si (raised from sol). Harmony - a musical sound that is formed when two or more different pitches are played or sung at the same time. Improvisation - the art of performing music spontaneously, without the aid of manuscript, sketches, or memory. Interval - the distance between two tones. Intonation - singing or playing exactly the correct pitch; in tune. Intonation Tendencies - the tendency of pitches on certain instruments to be sharp or flat naturally.

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Ionian scale - a modal scale that starts and ends on do, also known as the major scale. Leap - moving from one tone to another while skipping two or more diatonic tones. Legato - [It.] sustained and connected style of singing and playing. Locrian Scale - a modal scale that starts and ends on ti. Lydian Scale - a modal scale that starts and ends on fa. Major Scale - a scale that has do as its home tone or keynote. It is composed of a specific arrangement of whole steps and half steps in the following order: W+W+H+W+W+W+H. Marcato - [It.] a stressed and accented style of singing and playing. Marching Band - an instrumental ensemble which utilizes choreographed movement in relation to music. Includes color guard, marching percussion and stationary auxiliary percussion.

• Attention: the statuesque position from which any move is initiated, feet together, chin up standing tall. • Parade rest: a resting version of attention at which the feet move to shoulder width. • Spacing: the interval of distance between two members of the ensemble. • Dress center: a teaching position at which members turn their heads to adjust forms. • Guiding: peripherally maintaining forms while moving. • Mark time: a standing fundamental during which the heels move up and down to keep time. • Forward march: moving fundamental in which member moves forward utilizing the glide step. • Backward march: moving fundamental in which member moves backward on the balls of the feet. • Glide step: Drum corps style movement in which the heel shoots forward and the foot rolls through the sole to achieve

upper-body stillness. • Box-in-eight: marching fundamental in which a group or individual executes four right or left eight count flanks completing a

box shape.

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• Facings: a standing fundamental in which the body changes directions right, left or about (180o). • To the rear: a moving fundamental in which the lower changes direction 180o. • Oblique: a moving fundamental in which the lower body moves at a 45 o angle to the upper body. • Traverse: a moving fundamental in which the feet move at a 90o angle to the shoulders (hips 45o). • Eight-to-Five step: a standard 22½ inch step size resulting in 8 steps to every 5 yards. • Slide: see traverse. • Adjusted step: moving fundamental in which the 8 to 5 step is adjusted to fit the distance required by drill design. • Flank: a 90o turn while in motion. • Crab step: a moving fundamental only used by marching percussionists to move across the field while always facing forward.

Melodic Minor Scale - a minor scale that uses raised sixth and seventh notes when ascending only: fi (raised from fa) and si (raised from sol). Melody - a logical, single line succession of musical tones. Meter - a way of organizing rhythm; a grouping of beats or pulse by strong accent. In duple meter, every other beat/pulse is accented or emphasized, beginning with the first. In triple meter, the first of every three beats is accented. Minor Scale - a scale that has la as its tonal center. It is made up of a specific arrangement of whole steps and half steps in the following order: W+H+W+W+H+W+W. Mixed Meter - a compositional technique that involves frequently changing time signatures. Mixolydian Scale - a modal scale that starts and ends on sol. Modes - scales that use unaltered pitches of major scales, but start on notes other than the tonic (see Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian Scales). Music Notation - any means of writing down music, including the use of notes, rests and symbols. Music Performance Assessment - an adjudicated music festival, sponsored by New Mexico Music Educators Association.

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Natural Minor Scale - a scale that uses la as its tonal center with no altered pitches or accidentals. Octave - a tone on the eighth degree from a given tone (i.e., C3 to C4). Performance Standards - Concrete examples and explicit definitions of what students have to know and be able to do to demonstrate that they are proficient in the skills and knowledge framed in the content standards:

• Degree or quality of student performance within content standards; students are expected to achieve in grades K-4, 5-8, and 9-12

• How adept or competent a student demonstration must be to indicate attainment of the benchmarks on the way to the content standard.

Phrase Mark - an indication of where a performer should breathe; not pertaining to articulation.

Phrase - a musical sentence, each phrase expresses one thought. Phrygian Scale - a modal scale that starts and ends on mi. Pitch - pitches are either higher or lower depending upon the increasing or decreasing frequency of oscillations. Polyphonic - music which consists of two or more melodies that combine to create simultaneous voice parts with different rhythms. Posture - the way a musician stands or sits to produce optimal singing or playing. Range - in a melody, or piece of music, the span from the lowest tone to the highest tone. Rest - various symbols used to notate silence in music. Roman Numeral Analysis - the study of a composition with regard to harmony, using Roman numerals to represent chords within a specified major, minor, or modal tonality.

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Rudiments - Percussive Arts Society international drum rudiments (see appendix d). Rhythm - division or combination of beats into long and shorter segments of sound. A steady beat can be part of the rhythm, but the division or combining of beats is not part of the steady beat or pulse. Scale - a group of pitches played or sung in succession according to a specific pattern of intervals. Score - a written musical notation of a composition with each of the instruments or vocal parts shown. Sight Reading - the practice of performing music at first sight. Simple Meter - any meter in which the quarter note receives the beat and the division of the beat is based on two eighth notes. Skip - moving from one tone to another tone while skipping one diatonic tone. Slur - a curved line connecting notes to be sung to the same syllable or performed without a break or new articulation. Solo - music for a single singer or player, often with accompaniment. Solo and Ensemble Festival - an adjudicated festival where singers/instrumentalists prepare and perform solos and small group ensemble pieces, sponsored by the New Mexico Music Educators Association. Solfeggio Syllables - Pitch names using do, re, mi, fa, sol, la, ti, do. Staccato - short and detached style of singing or playing. Step - moving from one tone to an adjacent diatonic tone. Syncopation - an arrangement of rhythm in which prominent or important melodic tones begin on weak beats or divisions of beats, giving a catchy or off-balance movement to the music. Tempo - terms of music which indicate how fast or slow to sing or play.

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Technique - the physical skills involved in singing or playing. Theme - an important, unifying melody or short musical idea that occurs several times in a piece of music. Timbre - the difference between tone qualities of the same pitch if produced on various instruments or voices. Time Signature - the set of numbers at the beginning of a piece of music. The top number indicates the number of beats per measure. The lower number indicates the value of note which receives the beat. Tone Quality - that quality or color of tone on a specific instrument or voice which distinguishes it from other instruments or voices. Tonguing - mechanism of starting a sound on a wind instrument with the tongue. Treble Clef - a symbol that indicates the second line of the musical staff represents the pitch G.

Tremolo - a trill executed on an interval wider than a whole step. Triplet - a group of three equal-length notes to be performed in the time of two of like value in the meter. Unison - singing or playing on the same pitch. Whole Step - a melodic interval equal to two half steps.

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