Full Year Concert Band Curriculum

A. Program Goals
a. When students leave the program they will have the knowledge, skill set, and
strategies to independently pursue music, no matter the form, outside of school.
b. Students develop performance techniques that will increase and grow as the
student progresses through the program
c. Advanced instrumental students will perform, discuss, and critically evaluate
characteristics of more elaborate music compositions
d. Students will discuss relationships between music concepts and other disciplines,
and be involved in discussing various cultures, styles, composers, and historical
periods

B. Course Goals
a. Students will develop musical literacy in a variety of cultures, styles, and
historical periods
b. Students will develop musical independence that will shape the way they
rehearse, practice, and perform.
c. Students will be well prepared for college as both a potential college level
musician, or music consumer if not a music major.
d. Demonstrate ensemble skills by blending instrumental timbres, matching dynamic
levels, style, and intonation, and responding to conducting gestures in simple &
compound meter

C. Course Objectives
a. Students will perform music from a variety of cultures, styles, and historical
periods
b. Students will compare and contrast materials being studied in its historical and
cultural context.
c. Students will diagnose and correct personal performance errors.
d. Students will demonstrate concert etiquette as a performer and a listener.
e. Students will research career and avocational options in music using available
technology
f. Students will demonstrate concert etiquette as an active listener
g. Students will sight-read music of varying styles and levels of difficulty
h. Students will sing a part while other students sing or play contrasting parts.
i. Students will use dynamic contrast and technical skills as a means of expression
D. Skill Development:
a. Students should know the fingerings for all notes on their instrument from
memory, including alternate technical fingerings.
b. Students will use vibrato, alternate fingerings, trills, and grace notes when
performing on wind instruments.
c. Students will demonstrate proper posture, embouchure, hand position, and playing
position.
d. Students will produce characteristic tone that is clear, free of tension, sustained,
and unwavering in pitch.
e. Students will adjust intonation and match pitches independently.

Scope and Sequence

A. Performance 1
a. Melody, Musical Expression
b. Standards addressed
i. MU:Cr2.1.E.Ia Select and develop draft melodies, rhythmic passages, and
arrangements for specific purposes that demonstrate understanding of
characteristic(s) of music from a variety of historical periods studied in
rehearsal.
ii. MU:Pr6.1.E.IIa Demonstrate mastery of the technical demands and an
understanding of expressive qualities of the music in prepared and
improvised performances of a varied repertoire representing diverse
cultures, styles, genres, and historical periods.
iii. MU:Re8.1.E.Ia Explain and support interpretations of the expressive
intent and meaning of musical works, citing as evidence the treatment of
the elements of music, contexts, (when appropriate) the setting of the text,
and personal research
B. Performance 2
a. Harmony, Texture
b. Standards addressed
i. MU:Cr3.1.E.IIa Evaluate and refine draft arrangements, sections, short
compositions, and improvisations based on personally-developed criteria,
including the extent to which they address identified purposes.
ii. MU:Pr4.2.E.Ia Demonstrate, using music reading skills where appropriate,
how compositional devices employed and theoretical and structural
aspects of musical works impact and inform prepared or improvised
performances.
 iii. MU:Re7.1.E.IIa Apply criteria to select music for a variety of purposes,
justifying choices citing knowledge of the music and the specified purpose
and context.
C. Performance 3
a. Rhythm, Form
b. Standards addressed
i. MU:Cr2.1.E.IIa Preserve draft compositions and improvisations through
standard notation, audio, or video recording.
ii. MU:Pr4.1.E.IIa Develop and apply criteria to select a varied repertoire to
study and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill
of the individual or ensemble, and the purpose and context of the
performance
iii. MU:Re7.2.E.IIa Explain how the analysis of structures and contexts
inform the response to music.
D. Performance 4
a. Timbre, Musical Expression
b. Standards Addressed
i. MU:Cr2.1.E.IIa Select and develop arrangements, sections, and short
compositions for specific purposes that demonstrate understanding of
characteristic(s) of music from a variety of cultures studied in rehearsal.
ii. MU:Cr2.1.E.IIa Select and develop arrangements, sections, and short
compositions for specific purposes that demonstrate understanding of
characteristic(s) of music from a variety of cultures studied in rehearsal.
iii. MU:Re8.1.E.IIa Support interpretations of the expressive intent and
meaning of musical works citing as evidence the treatment of the elements
of music, contexts, (when appropriate) the setting of the text, and varied
researched sources.

Course Description
 This course is designed to give the student an enriching and diverse instrumental music
education. This class provides a number of performance opportunities for the student in a variety
of settings. The daily objective of the course is to foster and promote musical growth through the
playing of an instrument by the student. As a member of the band program, group effort and
cooperation is necessary to a successful program. Band is a skilled effort in which each student is
expected to show technical and musical growth throughout this course. After completion of 4
years in this course, students will be well-rounded musicians, or consumers of music, with an
appreciation and understanding of how music functions in their everyday lives.

Performance Overview

Content Prairie Dances-David Holsinger

O Magnum Mysterium- Arr. Robert Reynolds
Suite Divertimento- Jay Gilbert
And the Antelope Play-John Carnhan

Skills/Elements Melody
Addressed Musical Expression

S, H, C, NS O Magnum Mysterium- Originally latin responsorial chant from the Matins of

Addressed Christmas
Prairie Dances- Altering time signatures

Assessment & Playing Test- a playing test will set the foundation for what is expected of
Rationale them developmentally during each concert period. As they get feedback from
playing tests, they will know what to practice and how to improve. They will
also begin to be versed in the vernacular of how to discuss constructive
criticism with their peers, setting them up for peer assessment

Content Festive Proclamation- William Owens

Locus Iste- Bruckner
Little Suite For Band- Clare Grundman
Circus March- Karl King

Skill/Elements Harmony
Addressed Texture
S, H, C, NS Locus Iste- originally choral piece-- Locus iste a deo factus est--This place
Addressed was made by god-- sacred motet
Little Suite For Band- folk melodies--multi movement work

Assessment & Peer assessment- Using peer assessment with given prompt to think about
Rationale will help students practice giving constructive criticism while also helping
another student work on their skills. Peer assessment will also have to be
assessed for accuracy of what's discussed and appropriateness of advice by
the teacher. Peer assessment can pave the way for self assessment.

Content The Dragon Prince- Rick Kirby

The Seal Lullaby - Eric Whitacre
Shalom!-Philip Sparke
Hypnotic Fireflies- Brian Balmages

Skills/Elements Rhythm
Addressed Form

S, H, C, NS Shalom!- hebrew word meaning peace, harmony, etc.

Addressed The Sea Lullaby-based on the poem Seal lullaby by Rudyard Kipling

Assessment & Self Assessment- giving students prompts to keep themselves accountable
Rationale will help their practice habits grow. With self assessment students will learn
how to problem solve within their own music. This will provide them the
tools to grow independently as musicians.

Content Western Horizons- Thomas Kahelin

With Quiet Courage- Larry Daehn
Echoes from The Battlefield- Darren W. Jenkins
Men of Ohio- Henry Fillmore

Skills/Elements Timbre
Addressed Musical Expression

S, H, C, NS With Quiet Courage-written for his mother after her death

Addressed Echoes from The Battlefield-written in honor of WWI

Assessment & Playing test- the last playing test of the year will show a culmination of the
Rationale students progress of the year. Being able to compare their first playing test
and their last playing test will show the student and the parents the progress
made throughout the year. It will also give feedback on how the student can
continue to grow outside the school year in preparation for the year to come.