Music is a moral law. It gives a soul to the Universe, wings to the mind, flight to the imagination, a charm to sadness, and a gaiety to life………."

Plato

Human cultures have rarely existed without some form of musical expression. We believe that the value in music exists in its potential for enhancing the quality of our lives by broadening the boundaries of our thinking and actions. Reaching young children with an organized and sequential approach to the world of music ensures this cultural endowment. We further believe that early participation and learning in music can be a curial element in the personal development of children, since the sensory experiences which accompany musical learning develop freedom of expression, skills in conceptualization, right brain development, positive and accepting attitudes, and knowledge which can be applied and valued for a lifetime of musical participation and pleasure.

Based upon these beliefs, we subscribe to the following goal in the teaching of music.
We strive to:

1. Develop a musically literate and informed public. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
2. Provide skills and knowledge directly applicable to further specialized study and participation in music. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
3. Provide understanding and attitudes, which will allow children to perceive and respond to the aesthetic qualities of music. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
4. Provide experiences, which call into, play as many of the senses as possible. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
5. Provide experiences, which both clearly define and demonstrate the interrelationship and applications of the elements of music, regardless of the musical genre. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)

Course or Subject Matter - Instrumental Music
Grade level: 9 - 12
Credit: 1

Course Overview:
Band is an elective course where entrance and placement is contingent upon the student's basic level of performance. Instrumental lessons are available to any student who demonstrates an interest in acquiring proficiency in a particular instrument. The band performs at four major concerts through out the year and performs in various assemblies for the school system parades, public functions,and various nursing homes.

Objectives:

1. To give the student an opportunity to enjoy music through active participation. (A1,2,3) (B1) (C1) (E1,3,E5a,c,h,i)
2. To work with peers and cooperate in a group effort. (E5a,b,c,d,e,f,g,h,i)
3. Develop and refine personal character traits of responsibility, discipline, leadership, poise, dependability, and citizenship. (E2,E5a.b.c.d.e.f.g.h.i)
4. Develop and refine individual and ensemble performance skills leading to increased understanding and enjoyment and acquire concepts and skills to provide recreation, pleasure, and worthy use of leisure time. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
5. To acquaint the student with a wide and varied repertoire of good orchestral transcriptions, different cultural music, concert band literature, ensemble literature and solo literature. (A1,2,3) (B1,2) (E1,2)
6. Acquire concepts, which are necessary for analytical listening, critical for deciding what is good music and what is an artistic performance of the same. (A1,2,3) (D1a,b,c,d)
7. Represent the school and community in public concerts, parades, and other functions. (A1,2,3) (B1) (E4)
8. Help develop and maintain school spirit. (A6,7) (C4)
9. Acquire the foundation study, which may lead to a career in music. (A1,2,3) (B1) (E4)
10. To develop life long learners. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
11. Develop a musically literate and informed public. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
12. To develop each students ability to express emotional, creative and meaningful response with music. (A1,2,3) (B1,2) (C1) (D1a,b,c,d)
    

Course Content:

1. Preparation for performances. (A1,2,3) (B1) (C1) (D1a,c) (E3,E5a,b,c,d,e,f,g,h,i)
2. Five rehearsals per two weeks - approximately 80 minutes each. (A1,2,3) (B1) (C1) (D1a,c) (E3,E5a,b,c,d,e,f,g,h,i)
3. Individual and small group lessons. (A1,2,3) (B1) (C1) (D1a,c) (E3,E5a,b,c,d,e,f,g,h,i)
4. Section rehearsals (A1,2,3) (B1) (C1) (D1a,c) (E3,E5a,b,c,d,e,f,g,h,i)
5. Preparation of small groups and individuals for music festivals, auditions, All-State. Etc. (A1,2,3) (B1,2) (C1) (D1a,b,c) (E1,2,3,4,5)
6. Sight-reading I incorporated into rehearsals to expose students to a t wide variety of music and develop reading skills. (A1,2,3) (B1) (C1) (D1a) (E3)
7. Computer programs are available to help teach concepts and accompany practicing. (A1,2,3) (B1) (E3,4,5e)
8. Private instruction with professional musicians is encouraged. (A1,2,3) (B1) (E4,5e)
   

Evaluation Techniques:

1. Teacher observation. (A1,2,3) (B2) (C1) (D1a,b,d) (E1,2,3,4,5)
2. Lesson reviews (A1,2,3) (B2) (C1) (D1a,b,d) (E1,2,3,4,5)
3. Regularity of attendance at rehearsals, lessons and performances. (E5a,b,c,d,e,f,g,h,i)
4. Evaluation of quality of work done in lessons and class. (A1,2,3) (B2) (C1) (D1a,b,d) (E1,2,3,4,5)
5. Evaluation of attitude and behavior in rehearsals and performances. (E5a,b,c,d,e,f,g,h,i)
6. Sight reading quizzes (A1,2) (B1)
7. Attendance of the State Large Group Festival for evaluations of performance and sight-reading. (A1,2,3) (B1) (C1) (D1a,b,c,d) (E1,2,3,E5a,b,c,d,e,h)
8. Evaluation by the public and parents of performances. (A1,2,3) (B1) (C1) (D1a,b,c,d) (E1,2,3,E5a,b,c,d,e,h)
9. Written student evaluations of concerts. (D1a,b,c)
10. Audio recordings of rehearsals. (D1a,b,c)
11. Written and performing mid-term and final exams. (A1,2,3) (B1) (C1) (D1) (E1,2,3,4,5)
    

Textbooks:

1. Method books for individual instruments. (A1,2) (B1) (E1,2)
2. Band Literature (A1,2) (B1) (E1,2)
3. Solo literature (A1,2) (B1) (E1,2)
4. Ensemble literature (A1,2) (B1) (E1,2)
5. Pep band and popular music. (A1,2) (B1) (E1,2)
6. Computer programs (A1,2,3) (B1,2) (D1b,d)
7. Internet (A1,2) (B2) (D1a,b,c,d) (E1,2,4,5f,g,i)
   

Material Aids:

1. Personal students instruments (A1,2) (B1) (E5f,i)
2. School owned instruments (A1,2) (B1) (E5f,i)
3. Music literature library (A1,2) (B1) (C1a,b)
4. KV Music library (A1,2) (B1) (C1a,b)
5. Books on history, theory, listening and scores. (A1,2) (B1) (C1a,b)
6. Computers (A3) (B2) (C1) (D1a,b,c,d) (E1,2,4,E5f,g,i)
7. Stereo tape cassette player (A3) (B,2) (C1) (D1a,b,c,d) (E1,2)
8. Stereo record player (A3) (B,2) (C1) (D1a,b,c,d) (E1,2)
9. Stereo compact disk player (A3) (B,2) (C1) (D1a,b,c,d) (E1,2)
10. Boom box (A3) (B,2) (C1) (D1a,b,c,d) (E1,2)
11. Music stands (A1,2) (B1) (D1a,b)
12. Shelves and file cabinets (A1,2) (B1) (D1a,b)
13. Piano (A3) (B,2) (C1) (D1a,b,c,d) (E1,2)
14. Video camera (A3) (B,2) (C1) (D1a,b,c,d) (E1,2)
15. Television (A3) (B,2) (C1) (D1a,b,c,d) (E1,2)
16. Public address system: microphones, cables, speakers, mixer, stands, etc. (A1,2,3) (B1,2) (C1) (D1) (E1,2,3,4,5)
17. Auditorium and music room (A1,2,3) (B1,2) (C1) (D1) (E1,2,3,4,5)
18. Teacher demonstration instruments (A1,2,3) (B1,2) (C1) (D1) (E1,2)
19. Uniforms and monogrammed shirts (A1,2) (B1) (E5c,f)

Music Level III, IV V for all Instruments:
Using a balanced variety of age/level-appropriate music and methods, the instrumental music program will plan its curriculum to train each student in the following instrumental skills.

Tone and Intonation:

1. Maintain characteristic tone of the instrument through the range of the instrument. (A1,2,4,5,9) (C1)
2. Demonstrate the ability to perform a controlled sustained tone at various dynamic levels. (A1,4,5,9) (C1)
3. Demonstrate improved capacity to perform with fluent, controlled tone quality, control of varying dynamics, extended range and vibrato. (A1,4,5,9) (B3) (C1)
4. Demonstrate the ability to make controlled changes in tone quality of one's instrument. (A1,4,5,9) (C1)
5. Show the ability to make judgments concerning tone quality in small ensembles. (A1,2,3,4,5,6,7,8,9) (C1)
   

Technique:

1. Students should be able to demonstrate a variety of tonguing techniques, with good control, at all ranges and at accelerated tempi. (A1,2,3,4,5,9) (B3) (C1)
2. Students should be able to play major scales within the practical range of the instrument, and be able to play in the concert keys of four flats to three sharps. (A2,3,4,5,9) (C1)
3. Percussion: Should be able to perform 20 to 25 rudiments and show a proficiency in all the percussion instruments, mallet instruments included. (A2,3,4,5,9) (C1)

Reading:

1. Demonstrate the ability to read complex meters and rhythmic patterns, mixed meters, changing meters, and compound meters. (A2,3,4,5,9) (B1,2,3) (C1)
2. Demonstrate sight-reading skills in moderately advanced levels. (A2,3,4,5,6,7,9) (B1,2,3,4,5) (C1)

Auditory Perception:

1. Demonstrate the ability to recognize major and minor keys. (A2,4,9) (B1,2,3) (C1)
2. Show an understanding of the tuning requirements and deficiencies of one's own instrument. (A1,4,9) (C1)
3. Student should be able to vocalize their parts prior to playing them. (A2,4,9) (C1)
   

Expression:

1. Interpret music in a style consistent with historical perspective. (A1,2,3,4,5,6,7,8,9) (B1,2,3,4,5) (C1,2,3)
2. Should be able to verbalize judgment in musical problems. (A2,4,5,6,7,8,9) (B1,2,3,4,5) (C1,2,3,4,)
3. Show independence in the interpretation of musical lines or phrases. (A2,3,4,5,6,9) (B4,5) (C1,2,3,4)
4. Show knowledge and appropriate application of elements of expression in music. (A1,2,3,4,5,6,7,8,9) (B1,2,3,4,5) (C1,2,3,4)
5. Improvise a short solo with rhythm section background. (A1,4,5,6,9) (B4,5)
   

Ensemble:

1. Demonstrate an understanding of rhythm and rhythmic styles as a unifying element. (A1,2,3,4,5,6,9) (B1,2,3,4,5) (C1)

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