1

Curriculum Guide: Burrton High School Band Program

Burrton Unified School District 369

Developed by:

Dir. Jordan Northerns Prin. Joan Simoneau Supt. Jeff Shearon

Table of Contents
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Mission Statement Philosophy Course Descriptions Time Frame Goals Course Objectives Benchmarks Required Resources and Repertoire Budget: 2012-2013 Director Assignment and Schedule Sample Teaching Strategies Assessment

Mission Statement
In accordance with Burrton Unified School District, Burrton High School Band will provide every student with a basis for lifelong development of musical skills, knowledge, creativity, and appreciation. Burrton High School Band strives for each student to value and actively support music as an important and vital part of the arts in our society.

Philosophy
(Why should Burrton High School Band be curricular?)
Music education is an essential part of the curriculum in Burrton USD 369 for numerous reasons. Burrton USD 369s mission is to develop the student as a whole person, including emotional, intellectual, and moral growth. Music education offers an approach to developing the student through experiences not offered in the other areas of the curriculum. Additionally, experiences occurring in the music classroom such as esprit de corps, each student having a voice, travel, emotional literature, and other student-centered activities serve as a unique means of building character through education, something many children no longer get from their families. Music education provides a vehicle for dimensions of higher cognitive thinking not offered in other areas of the curriculum. For instance, music relies on the student engaging many senses all at the same time to develop his or her creative potential. By exposing students to a varied repertoire of literature, music education provides students with the opportunity to become familiar with a variety of different cultures. This exposure exemplifies music education serving a societal function, for it will help students grow into mature citizens who are both aware and respectful of people from different cultures. The aesthetic experience found in the arts, and music specifically, serves students with a unique means for interpretation, just as students interpret meaning from literature, conversations, and math equations. The journey to performing great literature is an endeavor that reaches into the soul. The musical experiences a student takes away from his or her music education will serve as an avenue to self-realization, thereby enhancing overall quality of life, according to Rogers and Maslow.

4 Because music education offers to each student the highest levels of human experience, it should be viewed as a core academic subject in every student's education
(Based in part on Wisconsin's Model Academic Standard's for Music)

Course Description

Burrton High School Band provides the opportunity for musical growth with participation in any of the four different performing groups: The 5th grade Ensemble is the first step in instrumental music at Burrton USD 369. It is comprised of only 5th graders. Students in the 5th grade Ensemble have various performance opportunities throughout the year, such as: the Southern Plains Honor Band in Andover, chamber ensemble recitals, and solo and ensemble festival. 5Th grade Ensemble students learn the fundamentals of caring for and playing an instrument and start building a foundation for success in the years to come as they progress through the Burrton school system. The 5th grade Ensemble meets as a separated class for 30 minutes on alternating days during the Fall semester, and as one ensemble every day in the Spring semester. The 6th grade Ensemble is the next step performing in band at Burrton USD 369. It is comprised of only 6th graders. Students in the 6th grade Ensemble have various performance opportunities throughout the year, such as: the Southern Plains Honor Band, chamber ensembles recitals, and solo and ensemble festival. Part assignments are on a rotation basis. The 6th grade Ensemble meets every day each week for 45 minutes. Students who have no prior experience are welcome in this ensemble. Middle School Ensemble is the intermediate performing group at Burrton USD 369. It is comprised of 7th and 8th grade students. Students in the middle school Ensemble have various performance opportunities throughout the year, such as: the Southern Plains Honor Band, chamber ensembles recitals, and solo and ensemble festival. Part assignments are on a rotation basis. The Middle School Ensemble meets every day for 45 minutes each week. The Jazz Band is comprised of 9-12 graders. Students in Burrton USD 369 begin instrumental music study as part of the school day in the 6th grade. This advanced ensemble at the high school is for those students who are interested in playing in a second ensemble and want to learn Jazz-style playing. Jazz band meets before school Monday, Wednesday, and Friday for 45 minutes. Prior instrumental experience or musical background is required for participation in this ensemble. The Concert Band, is comprised of 9-12 graders, provides students with various performance opportunities throughout the year, such as band festivals, regional ensembles, chamber ensemble recitals, and solo and

5 ensemble festival. Part assignments are on a rotation basis. Concert Band meets first period every day each week for 45 minutes. Prior instrumental experience or musical background is required for participation in this ensemble.

Time Frame
This curriculum explains and outlines specific musical growth objectives for students in Burrton USD 369 Bands for the 2012-2013 year.

Goals
Burrton USD 369 Bands use the following goals as a foundation upon which the rest of the curriculum stands. These goals develop the following in students: a lifelong appreciation and value for the art of music a value of teamwork and sense of the importance of individual role as a part of that team, thereby molding citizens that contribute to society a great work ethic a sense of respect for self, conductors, peers, school, and repertoire from varied cultures

Course Objectives
Burrton USD 369 Bands will seek to help students enjoy and value the process of their development to musical independence in the following areas: Objective 1: Building Performance Skills Through solo and group performances on voice and on their instrument, students will develop and improve tonal, rhythmic, and expressive musical performance skills. (National Standard for Arts Education #1,2,3,5,7) Objective 2: Building Listening Skills In conjunction with performance skill building, upon listening to live and taped performances of themselves and others, students will develop and improve their abilities to listen to, analyze, describe, and evaluate music.
(National Standard for Arts Education #6)

Objective 3: Creativity In conjunction with performance, students will engage in improvisation activities with melodies, variations, and accompaniment. Musical creativity will also be developed through musical interpretation (discussion and sharing

6 of ideas) as well as student original compositions or arrangements of music. (National Standard for Arts Education #3,5) Objective 4: Literacy and Knowledge Students will further develop their abilities to interpret notation into musical performance. In conjunction with listening skills, students will show ownership of the music theory and terminology necessary to thoroughly and critically listen, analyze, describe, and evaluate music. Students will also add to their knowledge base of music history and literature. (National Standard for Arts Education #5,6,7) Objective 5: Tastes and Appreciation Upon exposure to music from various cultures through performance, research, and guest lectures and presentations, students will develop an appreciation and taste for a wide variety of music. This includes the Western tradition as well as the varities of popular music and world music, specifically Asia, Africa, and Greece. (National Standard for Arts Education #1,6,7,9)

Ideal Graded-Literature Benchmarks

As students progress in the Burrton USD 369 instrumental program, they will develop performing skills that will allow the ensembles to perform increasingly difficult and rewarding literature. Ideally, ensembles would develop the ability to play graded literature along this timeline: Grade .5-1 by 5th grade ensemble Christmas concert; Grade 1-1.5 by 5th grade ensemble Spring concert. Grade 1.5-2 by 6th grade ensemble Fall concert, and Grade 2-2.5 by the 6th grade ensemble Spring concert. Grade 2.5-3 by the Middle School Ensemble Fall concert, and Grade 3-3.5 by the Middle School Ensemble Spring concert. Grade 3.5-4 by the Concert Band Fall concert, and Grade 45 by High School large group contest or Spring concert.

Benchmarks
Students will be engaged in a wide range of activities to develop their musical growth to independence. The following benchmarks can be used as an assessment of this growth:

Novice
Objective 1:

Proficient Distinguish
ed

7 Building Performance Skills BASIC INSTRUMENT INFO Wind Support Embouchure Horn Assembly & Care (Maintenance) Posture Hand Position Alternate Fingerings TONAL Tone quality

Understands concept; needs reminders Understands concept; few reminders needed Mastery

Still working to make most efficient air use Alters to help intonation on prompting Mastery

Self-initiated upon hearing lack of support Mastery; self initiated alters to help intonation Mastery

Understands concept; reminders needed Understands concept; reminders needed Not yet introduced

Overall mastery; few prompted reminders Overall mastery; few prompted reminders Introduced by teacher

Overall mastery mastery Self-initiated use to improve intonation Developed to full range of instrument Understands characteristic tone for instrument Anticipates instrument tendencies Anticipates blend/chordal intonation issues

Intonation

Still developing; good in comfortable range Understands characteristic tone for instrument Developing; needs help to hear/fix Can match/distinguish a pitch Recognizes major/minor tonality Recognizes tonic/dominant Sings tonic/dom patterns

Developing to outer ranges of instrument Understands characteristic tone for instrument Adjustments selfinitiated Adjusts to balance & blend/chordal issues when prompted

Audiation skills

8
Can find resting tone Knows a few scales Improvises simple melodies with teacher guidance Can find resting tone Knows broader range of scales Improvise melodies of wider tonal range within guidelines Can find resting tone Knows all scales Self-initiated improvisation of wide tonal range of melodies

Scales Improvisation

RHYTHMIC Movement Skills Macrobeat Microbeat Pulse EXPRESSION Dynamics Range Articulation Present

Mastery in duple/triple Mastery in duple/triple Mostly steady

Mastery in all meters Mastery in all meters Steady

Mastery in all meters Mastery in all meters Steady

Developing

Developed in comfortable instrument ranges Employs various articulations to suite style of music upon prompting Extended variety

Developed to full ranges of instrument Self-initiated intonation alterations to suite style of music Many styles

Understands concept & can begin sound with articulation Only legatostaccato Introduced to concept Plays both legato and staccato Understands concept Exercised in band

Variety exhibited
Used as a means of interpretation

Vibrato Style

Used Able to convey broader range of styles Can make a phrase Exercised in band

Pharsing

SIGHT READING

Used to display variety of musical colors Self-initiated ability to display wide range of musical styles. Understands hypermeter, & advanced phrasing concepts Exercised in daily practice

Objective 2:
Listening Skills Intonation
Distinguish/match pitch

Mastery Understands concept Mastery Mastery Mastery A few

Mastery Mastery

Mastery Mastery

balance a chord

Audiation
Recognize tonic/dom Recognize maj/min Recognize resting tone

Mastery Mastery Mastery More

Mastery Mastery Mastery All

Recognize keyalities

Balance
Recognize mel/harm Finds their place within ensemble Mastery Understands concept Introduced to texture differences Introduced to form differences Mastery Attainable with teacher guidance Distinguishes texture differences with guidance Distinguishes some form differences with guidance Mastery Self-initiated Self-initiated ability to distinguish differing textures Self-initiated ability to distinguish greater amounts of differing forms

Texture
Monophonic, homophonic, polyphonic, etc.

Form
Form varities include but not limited to: AB, ABA, Theme & Variations, 1st & 2nd endings, Suites, cannons, overtures, marches, S/A, chaconne

Timbre
Including instrumentation, orchestration, etc.

Introduced to timbre differences

Distinguishes some timbre differences with guidance Self-initiated usage of proper vocabulary terms Teacher guided/some self-

Vocabulary

World Music

Introduced to proper vocabulary to describe what they hear Introduced to music of different

Self-initiated ability to distinguish greater amounts of differing timbres Self-initiated usage of greater amount of vocabulary terms Self-initiated identification of

10
cultures initiated identification of music of different cultures Follows broader range of conductor gestures with verbal prompting music of different cultures Intuitive to the conductor's gestures without verbal instruction

Conductor Gestures

Follows basic conductor gestures

11

Objective 3:
Creativity

Improvisation

Improvises on tonic/dom melodies Composition of basic tonic/dom melodies with teacher guidance

Composition

Improvises on wider tonal range of melodies; teacher guided Composition of wider tonal range of melodies within guidelines

Self-initiated improvisational skills Understanding & proper execution of proper compositional technique; student's own unique compositional style is clear

Objective 4:
Literacy & Knowledge

Theory
Note Values Key & Time Signatures Dynamics Articulations Music road maps

History

Mastery Understands concept Mastery at identification Mastery at identification Mastery at identification Aware of music from different genres/idioms/cult ures

Mastery Mastery Mastery at identification Mastery at identification Mastery at identification Identifies music from different genres/idioms/cult ures

Mastery Mastery Mastery at identification Mastery at identification Mastery at identification Identifies wide range of music from different genres/idioms/cult ures

Objective 5:
Tastes & Appreciation

Ensemble Behavior
Concepts include proper preparation, following of rehearsal procedures, proper concert etiquette, promptness, etc.

Understands concepts; exercises most of the time Attends musical

Mastery

mastery

Concert

Attends musical

Mostly self-initiated

12 Attendance
concerts pertaining to their instrument/family activities of a concert attendance broader realm to varied types of upon teacher music, including suggestion world music Talks to parents Talks to parents Talks to parents about what is about what is about what is going on in band going on in band going on in band Takes full advantage Exposed to Participation in of opportunities different performance/music including lessons, performance/music al opportunities; summer camp, etc; al opportunities pride in school desire to continue music program
after graduation

Parental Involvement Participation/Exp anded Interests

13

Required Resources
Facility Requirements: One adequately-sized band room including: - different-sized lockers for storage of individual student instruments - one large storage room for percussion equipment - one medium sized room for music library - one medium sized room for director office - one large side room for sectional work/chamber ensemble rehearsals that run simultaneously with a larger ensemble One auditorium for performances At least 4 student practice rooms (preferably sound-proofed) Staffing Needs: One full-time (1.0) director is needed at Burrton High School. Equipment: Band room: - chairs & music stands - 2 pianos - 1 upright to stay in the band room & 1 grand piano for performances - these pianos should be tuned at least twice a year - multimedia equipment - stereo accessible to CDs, MP3s and cassettes - TV (accessible to VHS & DVDs) - video-camera for use during student evaluations, recording concerts, etc. - Elmo (document camera) to project musical examples during class. - tape recorders for use during student evaluations

14

- computers for student use with music composition software - tuners - large tuner for use during ensemble rehearsals - smaller tuners (used during sectionals or for individual student use) - metronome (group & individual student use) - staff-lined chalkboard & chalk - world map, American flag Band office: - desks, chairs & file cabinets - computers - basic office supplies (stapler, etc.) for 2 directors - shelving units Percussion room: - shelving units - cabinet Instruments/Reeds/Mouthpieces/Accessories: - percussion instruments & mallets for percussion ensemble - French horns, tubas, bass clarinets, baritone saxophone, Eb Clarinet, oboes, and bassoons provided by Bayview Bands - backup mouthpieces for all instruments - backup reeds for all instruments - set of quality trumpet/French horn mutes Recordings: - recordings of outstanding solo artists on each instrument in the ensemble - world music recordings - many recordings of outstanding school band ensembles in country - recordings of professional orchestras/bands in the world Literature/Methods: - Jump Right In

15

- Foundations for Superior Performance Bach and Before Smart Music - solo methods for each individual instrument as per recommendation of outstanding solo performers on each instrument Repertoire: Repertoire for the four concerts this year will be selected from the following: Concert Band
Overture for BandClark Flurry for Winds and Percussion- Kinyon As Summer Was Just Beginning- Daehn Down A Country LaneCopland/Patterson Korean Folk Rhapsody- Curnow Overture on a Minstrel Tune- La Plante Aztec Dance- Story A Child's EmbraceYoung Bouquets- Mailman Lion of LucerneCurnow

Jazz Band
ConcordGrundman In the Forest of the King- LaPlante ShenandoahTicheli Yorkshire BalladBarnes Belle Qui Tiens Ma Vie- ArbeauMargolis Air- Erickson English DancesArnold Llwyn Onn- Hogg Norwegian Folk Song SuiteErickson In Heaven's AirHazo

Middle School Ensemble

6th Grade Ensemble

5th Grade Ensemble

Method Book Grade .5 Lit.

Irish Tune from Method Book County DerryGrainger An American Elegy- Grade One Ticheli Lit. 3 London MiniaturesCamphouse Freelance MarchRevelli Little English SuiteGrundman Sussex Mummer Christmas CarolGrainger First Suite in EbHolst Symphony in BbHindemith Cajun Folk Songs IITicheli The Fire of Eternal Glory (Shostakovich)trans. Timothy Rhea The Gum-Suckers March- Grainger

Old ChurchesColgrass

Shepherd's HeyGrainger

16

17

Budget
Burrton High School Band Program 2012-2013 Operating Budget Expenditures
Wages, Salaries, Benefits Faculty Adjuncts/Guest Clinicians Substitutes Benefits Commodities Office Supplies Instrument Accessories Mutes, etc. Software Music Band Chamber Music Solo & Methods Prof. Memberships Festival Fees MSBOA MENC Contractual Services Piano Maintenance Instrument Repair Printing & Reproduction Mail Services Equipment Computer Hardware Instruments Audio/Visual Other Travel Buses Meals Lodging Prof. Development MMC Registration, Lodging, Mileage MSBOA Survival Camp Registration, Lodging, Mileage Other Conferences

Revenue
School Allocation Salaries, Wages, Benefits
Supplies, Services, Equipment

Band Boosters Travel Support Equipment Support

Ticket Sales Holiday Concert Percussion Extravaganza Fundraising Car Wash Magazine Sales Wreath Sales Program Ads Football Program Holiday Concert Pops Concert Percussion Extravaganza Student Fees Travel Fee

18

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

19

Director Assignment and Scheduling

Zero Hour 7-8 Period 1 8:45-9:30 AM Period 2 9:35-10:20 AM Period 3 10:25-11:10 AM Period 4 11:15- Noon Period 5 12:05-12:50 PM Period 6 12:55-1:40 PM Period 7 1:45-2:30 PM Period 8 2:35-3:10 PM Director Jazz Band Concert Band ?

LUNCH

20

Sample Teaching Strategies

A typical day preparing for an upcoming concert: 50 minute lesson plan appropriate for students in Concert Ensemble (can be adapted to any ensemble): Objectives (specifically pertains to Course Objectives 1&2) 5 min. Instrument Setup/Announcements 12 min. Warm-Up/Tune - scale exercises, such as those in Foundations for Superior Performance, focusing on scales pertaining to keys of the pieces we are working on or key(s) of the week - Bach Chorale #4 from 16 Chorale Preludes, key pertaining to next piece we are working on 25 min. Repertoire - start broad then focus on selected areas from a couple pieces - review previously covered material covered to assess retention - ask for student feedback on the ensemble's progress Rehearsal Tools: (requires Director #2 and space) - pull out of individuals for lessons/assessment - sectional work (student or teacher directed) - chamber music work (student or teacher directed) 5 min. Specials Listening Log activity: - expose kids to recording of new genre/type of music - students record in listening logs (see "Assessment" Student Performance: - solo performer/ensemble performs what they've been working on with the group

21

Composition Performance: - performance of student compositions 3 min. Dismissal & Concluding Announcements Trade around the melody day:
40 minute Lesson Plan appropriate for Burrton High School Beginning Band students Objectives (specifically pertains to Course Objectives 1,2&4) Enhance student listening skills, practice critical discussions of music using proper terminology Lesson Preparation "As Summer Was Just Beginning" (Song for James Dean) - write out main themes of piece; label with letters transpose per instrument - write out basic harmonic accompaniment lines transpose per instrument Warm-Up 5-10 min. Audiation Exercises - tonal patterns with tonic & dominant, non-familiar order; evaluation mode - tonic/dominant improvisation exercises based on "Minor Duple"; evaluation mode Repetoire 10-15 min Introduce "As Summer Was Just Beginning" (Song for James Dean) - explain background history of the piece: info about life of James Dean, origin of the title (show painting by John LaForge with the Greek epitaph concerning the death of a young person) - students listen to recording of the piece - get student feedback regarding tonality (does it sound like major or minor duple?), meter (are we in triple or duple?), common themes they heard, ask basic questions about form (theme/variations, ABA) - run-through (sight-reading purposes) 15-20 min Analysis of basic themes/Assessment of Listening Skills - ask students which instruments have melody at any point & which instruments are accompaniment - talk about which themes appear where & the form of the song & significance - ask about how the themes relate to the background of the piece and what the composer, Larry Daehn, may have been trying to portray - have students turn over transposed theme handout

22 - sing on "loo" (ask students which syllable they should sing on based on the style of the piece) then play the melody & accompaniment parts from transposed worksheet; switch around on parts they aren't assigned in the score to keep variety - divide groups by section and adjust dynamic level to work with balance/blend Dismissal 3 min. Announcements, assign homework, properly put away instruments
(based upon "Standards-Based Instruction in Rehearsal" article in MEJ by Todd Fallis)

23

Assessment
Informal Evaluative listening Preparedness Participation Attendance Informal student evaluations by the director(s) will occur on a daily basis. Some type of formal assessment will occur at least once a week. These assessments may take place through any of the following methods: - performance exams (playing tests) - listening logs/exams ? - self evaluation (production, perception & reflection) written exams smart music assignments - concert attendance - daily ensemble participation, organization & preparation All assessment measures will be logged in student progress portfolios that will keep a record of the student's improvement over his time in the Burrton USD 369 Instrumental Program.

Sample Assessment Procedures

Student Self-Assessment of Performance Exam
Students, listen to recording as many times as necessary. Points will be allotted based on the following: specific references that include measure number(s), detailed descriptions (proper terminology), and solutions to the problem. (25 points total) Write legibly!

Music Performed: __________________________________ Tone Quality: (control, warmth, clarity, focus, consistency)______________ Pitch Accuracy & Intonation: (consider all registers)___________________

24

Rhythmic Accuracy: (including steady beat/pulse)_____________________ Technique (smoothness of line) & Articulation:_______________________ Musical Interpretation: (musicianship presented through phrasing, tempo, style, and dynamics)_____________________________________________
(from "Enhanced Assessment in Instrumental Programs", Burrack, May 2002 MEJ) see article for references on how to gage the maturity of the response.

Student Performance Exam Rubric

Performance Exams are allotted on a 25 point scale

Tone Quality: ______ 5= characteristic sound in all registers; 4= some inconsistency in registers; 3= acceptable quality with inconsistent qualities between registers; 2= poor quality a good deal of the time; 1= poor tone quality most of the time Comments: Note Accuracy (includes Intonation & Technique): ______ 5= virtually note perfect; 4= strong performance with minute flaws; 3= generally accurate; note/pitch flaws; 2= recognizable but technically flawed; 1= basically not recognizable and shows lack of preparation Comments: Rhythmic Accuracy:_____ 5= Correct rhythms and steady pulse; 4= minute rhythmic errors/steady pulse; 3= some rhythmic and/or pulse errors; 2= several rhythmic/pulse errors; 1= unsteady pulse Comments: Articulation: _______

25

5= no difficulties due to articulation; 4= some difficulties due to articulation; 3= articulation causes tone distortion; 2= inaccurate articulation; 1= articulation is non-existent Comments: Expressive Quality/Interpretation (includes dynamics): _______ 5= consistent performance of musical line; 4= fairly consistent awareness of line, phrasing, and nuance; 3= lacking in conviction of expression; 2= technically accurate without expression; 1= performance flaws overshadow expressiveness Comments:
(from "Enhanced Assessment in Instrumental Programs", Burrack, May 2002 MEJ)

Listening log assignments are one way students in Burrton Bands will be exposed to a variety of different musical styles and genres, including music from other cultures. Students are assigned a certain amount of selections/pieces to listen to each grading period and are to keep these logs in a "Passport".

Listening Logs

Name of Piece:_________________________________________________ Performer(s):__________________________________________________ Composer (if applicable):_________________________________________ Musical Genre/Time Period:______________________________________ Does this music serve a specific function in the culture?:________________ _____________________________________________________________ Talk about at least 3 unique aspects in this piece:______________________ __________________________________________________________________ __________________________________________________________________ ___________________________________________________

26

What I like about this piece/style of music:___________________________ __________________________________________________________________ ________________________________________________________

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