The Lovett School Middle School Band and Orchestra Curriculum
7th Grade Band The 7th grade band is an ensemble that includes woodwind, brass and percussion instruments of a standard concert band. The class is open to students who have played their instruments for at least one year prior to 7th grade. Students will improve their appreciation, understanding, and performance of music through rehearsal and performance. Development of knowledge and rudimentary performance skills is the primary focus for children of this age. Rehearsals focus on proper embouchure formation, posture and playing position, breathing, articulation, rhythm, tempo, tone, intonation, dynamics, style, phrasing and musical aesthetic. Band students will prepare music of varying styles, settings, and cultures. Specific benchmarks are set in each measurable element of music, and these are addressed throughout the year. Band members will come to understand how their personal voice on an instrument can enhance a piece of music, and gain some degree of self-awareness as to how to practice and improve on their own. With teacher guidance, students will be encouraged to critically and continually assess their individual and collective musicianship and set objective goals and deadlines for improvement. Members of this band class are expected to attend all scheduled performances and after-school rehearsals throughout the academic school year.
Essential Questions 1. How can I be a better instrumentalist than I was in our last rehearsal? 2. How can continuing to refine my sight-reading skills help me play music more accurately and passionately? 3. How will understanding musical terminology such as allegro, ritardando, and legato allow me to interpret sheet music more effectively?? 4. Where does my particular instrument fit within the overall sound of the band? 5. What kind of adjustment should I make if I am out of tune? 6. How can I improve my personal performance without being specifically addressed in rehearsal? 7. How can I learn from comments addressed to another instrument group? 8. What constitutes a good performance? 9. What criteria can be used to evaluate a performance? 10. How can I be a leader in my section and set a positive example for the other musicians in my section? Skills Benchmarks 1. Singing a. Match a pitch alone or with a group 2. Clapping a. Accurately count and clap all rhythms contained in pg. 42 and 43 of Essential Elements book 1 3. Analysis a. Understand and explain time signatures: 2/4, 3/4, 4/4, 6/8, 2/2 b. Understand and be able to accurately identify all major key signatures
c. Listen to and describe specific music events in a given example, using appropriately terminology d. Identify and define standard symbols for pitch, rhythm, dynamics, tempo, articulation and expression 4. Reading and notating a. Read whole, half, quarter, eighth, and dotted notes and rest b. Sight read simple melodies at level 1 on a scale of 1 to 6 c. Use standard music notation to write short melodies up to 8 measures using learned techniques 5. Performance a. Be able to clearly tongue stationary 8th notes at quarter note=100 b. Demonstrate a clear difference between legato, staccato, tenuto, and marcato articulations c. Demonstrate clear volume differences between p, mp, mf, and f dynamics d. Sustain a characteristic sound on one note for 5 seconds e. Perform long tones on Concert C, D, Eb, E, F, G, Ab, A, Bb on command f. Perform a memorized 1-octave chromatic scale on quarter notes at quarter note=100 g. Perform memorized 1-octave scale, arpeggio Concert Bb, Eb, F, Ab, C and G with a steady tempo of quarter note=100 h. Improvise 4 measure melodies with parameters of one parent scale i. Be able to mimic by ear within the context of 1 major or 1 blues scale j. Perform level 2 band literature (on a scale of 1 to 6)
Units 1. 2. 3. 4. 5. 6. 7.
*Jazz Band Performance in Cafeteria Holiday Band Assembly Holiday Band Concert Spring Prism Concert *Spring Arts Festival Performance for Jazz Band Spring Band Assembly Six Flags Competition * denotes select jazz band members
Assessment 1. SmartMusic assignments a. Timely completion of work b. SmartMusic assessment c. Director assessment 2. Semester performance evaluations 3. Fall and Spring Band auditions 4. Chair Placement auditions and pass-offs
5. 6. 7. 8.
Active participation and preparedness in class rehearsals Written reflections on special events and special instructions Concert and extra rehearsal attendance Positive attitude and behavior
Textbooks and Resources • • • • • • • • • •
A properly working band instrument with appropriate accessories (ex. reeds, valve oil, slide grease, etc.) SmartMusic account Essential Elements 2000, book 1 & 2, by Tim Lautzenheiser, et. al 101 Rhythmic Rest Patterns, by Grover C. Yaus Essential Scale Studies (written by instructor) Progressive Scale Studies (written by instructor) Selected music to perform throughout the school year Recordings A binder A pencil
8th Grade Band Curriculum
Course Description All students in band will practice music of various styles and settings using good performance technique and musical sensitivity. Band students will strive to improve their abilities to read and execute all forms of musical notation; particularly rhythms, dynamics, articulations, phasing, tempo, and pitch. Specific benchmarks are set in each measurable element of music, and these are practiced throughout the year. Band members will learn what roll their instrument plays within the ensemble, how their personal voice on that instrument can enhance a piece of music, and gain some self awareness of how to practice and improve by themselves. Members of the band class are expected to attend all performances and after-school rehearsals throughout the academic school year. Prerequisite At least one year of playing experience on a band instrument. Essential Questions 1. How can I be a better instrumentalist than I was in our last rehearsal? 2. How can continuing to refine my sight-reading skills help me play music more accurately and passionately? 3. How will understanding musical terminology such as Allegro, ritardando, and legato allow me to interpret sheet music more effectively?? 4. Where does my particular instrument fit within the overall sound of the band? 5. What kind of adjustment should I make if I am out of tune? 6. How can I improve my personal performance without being specifically addressed in rehearsal? 7. How can I learn from comments addressed to another instrument group? 8. What constitutes a good performance? 9. What criteria can be used to evaluate a performance? 10. How can I be a leader in my section and set a positive example for the musicians around me?
Skills Benchmarks 1. Singing a. Sing accurately and with good breath control, alone and/or in a small group 2. Clapping a. Accurately count and clap all rhythms contained in pg. 42 and 43 of Essential Elements book 2 3. Analysis a. Understand and explain time signatures: 2/4, 3/4, 4/4, 5/4, 3/8, 6/8, 9/8, 2/2, 3/2 b. Understand and be able to accurately identify all major key signatures c. Understand how a natural minor scale relates to a major scale d. Listen to and describe specific music events in a given example, using appropriate terminology e. Identify and define standard symbols for pitch, rhythm, dynamics, tempo, articulation and expression 4. Reading and notating a. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rest b. Sight read simple melodies at level 2 on a scale of 1 to 6 c. Use standard music notation to write short melodies up to 32 measures using learned techniques 5. Performance a. Be able to clearly tongue stationary 8th notes at quarter note=120 b. Demonstrate a clear difference between legato, staccato, tenuto, and marcato articulations c. Demonstrate clear volume differences between pp, p, mp, mf, f, and ff dynamics d. Sustain a characteristic sound through the core range of instrument e. Perform long tones on command on any Concert pitch f. Perform a memorized 2-octave chromatic scale on quarter notes at quarter note=100 g. Perform memorized 1-octave scale, arpeggio and thirds pattern in every key at a steady tempo of quarter note=100 h. Improvise 8 measure melodies within parameters of up to 4 parent scales occurring no more than 2 measures at a time i. Be able to mimic by ear within the context of 1 major or 1 blues scale j. Perform level 3 literature on a scale of 1 to 6 Units 1. 2. 3. 4. 5. 6. 7. 8. 9.
Opening Chapel Performance *Jazz Band Performance in Cafeteria Holiday Band Assembly Holiday Band Concert Spring Prism Concert *Spring Arts Festival Performance for Jazz Band Spring Band Assembly Six Flags Competition Closing Chapel Performance * denotes select jazz band members
Assessment 1. SmartMusic assignments a. Timely completion of work b. SmartMusic assessment c. Director assessment 2. Semester Scale Jury 3. Fall and Spring Band auditions 4. Active participation and preparedness in class rehearsals 5. Written reflections on special events and special instructions 6. Concert and extra rehearsal attendance 7. Positive attitude and behavior Textbooks and Resources • • • • • • • • • •
A properly working band instrument with appropriate accessories (ex. reeds, valve oil, slide grease, etc.) SmartMusic account Essential Elements 2000, book 2, by Tim Lautzenheiser, et. al 101 Rhythmic Rest Patterns, by Grover C. Yaus 66 Festive and Famous Chorales for Band, arranged by Frank Erickson Essential Scale Studies (written by instructor) Progressive Scale Studies (written by instructor) Selected music to perform throughout the school year A binder A pencil
6th Grade Orchestra This course explores string orchestra music. At the beginning of the academic year, the class is divided into two groups – experienced players and those who have never played before or have need of remediation. Experienced students play in a string orchestra while the other students work in a string class environment. While playing in the ensemble, students will develop technical skills on their instrument, learn rudiments of composition, learn the practical applications of music theory, and study some music history. Students will develop enough facility and proficiency to perform in a small ensemble or as a soloist as well as participating in the full orchestra. Essential Questions 1. 2. 3. 4.
Why play a string instrument? How does one master a string instrument? How do we fit in the history of music? What is involved in the creative act of composition?
Skills Benchmarks 1. Students will develop individual technical skills to allow them to perform appropriate repertoire. 2. Students will have a grasp of music theory and its function from both a performer’s and creator’s standpoint. 3. Students will develop the ability to play grade-level music at sight. 4. Students will develop compositional skill. Units 1. 2. 3. 4. 5.
Technique Review and Development Fall Concert Holiday Concert String Spectacular Concert Competition
Assessment 1. 2. 3. 4. 5. 6.
Daily class participation Playing evaluations Written work Practice Records SmartMusic® assignments Participation in public performances
Materials and Resources There is no textbook for this class. Students will use primary source materials including music selected each year in response to enrollment and skill level. Music might include, but is not limited to: 1. String orchestra and chamber music by: a. Contemporary composers (specific “educational” pieces) b. Bach, Corelli, Handel, Vivaldi, etc. c. Beethoven, Haydn, Mozart, etc. d. Brahms, Grieg, Mendelssohn, Nielson, Sibelius, Tchaikovski, etc. Additional Resources 1. SmartMusic® subscription 2. Sheet music (published and out of print) 3. Recordings – on-line, CDs, and DVDs 4. Internet sites and subscriptions (youtube, naxos, etc.) 5. Magazines (STRAD, STRINGS, ASTA Journal, etc.) and books (New Groves Dictionary, Oxford Encyclopedia, etc.) Anderson, Gerald. Essentials for Strings. San Diego, CA: Neil A, Kjos Music, 1985. Print Dackow, Sandra, et al. Orchestra Expressions, Book 1. Van Nuys, CA: Alfred, 2006. Print
7th Grade Orchestra This course explores string orchestra music. Students play in a string orchestra. While playing in the ensemble, students will develop technical skills on their instrument, learn rudiments of composition, learn the practical applications of music theory, and study some music history. While participating in the full orchestra, students will develop enough facility and proficiency to perform in a small ensemble or as a soloist. Essential Questions 1. 2. 3. 4.
Why play a string instrument? How does one master a string instrument? How do we fit in the history of music? What is involved in the creative act of composition?
Skills Benchmarks 1. Students will recognize and be able to play string orchestra music from the17th, 18th, 19th, 20th, and 21st centuries. 2. Students will develop individual technical skills to allow them to perform such repertoire 3. Students will have a grasp of music theory and its function from both a performer’s and creator’s standpoint 4. Students will develop the ability to play grade-level music at sight 5. Students will develop the ability to analyze an unknown piece, place it in a historical context, and evaluate a performance by others 6. Students will develop compositional skill Units 1. 2. 3. 4. 5.
Technique Review and Development Fall Concert Holiday Concert String Spectacular Competition
Assessment 1. Daily class participation 2. Playing evaluations 3. Written work 4. Practice Records 5. SmartMusicÂŽ assignments 6. Participation in public performances
Materials and Resources There is no textbook for this class. Students will use primary source materials including music selected each year in response to enrollment and skill level. Music might include, but is not limited to: 1. String orchestra and chamber music by: a. Contemporary composers (specific “educational” pieces) b. Bach, Corelli, Handel, Vivaldi, etc. c. Beethoven, Haydn, Mozart, etc. d. Brahms, Grieg, Mendelssohn, Nielson, Sibelius, Tchaikovski, etc. Additional Resources 1. SmartMusic® subscription 2. Sheet music (published and out of print) 3. Recordings – on-line, CDs, and DVDs 4. Internet sites and subscriptions (youtube, naxos, etc.) 5. Magazines (STRAD, STRINGS, ASTA Journal, etc.) and books (New Groves Dictionary, Oxford Encyclopedia, etc.) Anderson, Gerald. Essentials for Strings. San Diego, CA: Neil A, Kjos Music, 1985. Print
8th Grade Orchestra This course explores string orchestra music. Students play in a string orchestra. While playing in the ensemble, students will develop technical skills on their instrument, learn rudiments of composition, learn the practical applications of music theory, and study some music history. While participating in the full orchestra, students will develop enough facility and proficiency to perform in a small ensemble or as a soloist. Essential Questions 1. 2. 3. 4.
Why play a string instrument? How does one master a string instrument? How do we fit in the history of music? What is involved in the creative act of composition?
Skills Benchmarks 1. Students will recognize and be able to play string orchestra music from the17th, 18th, 19th, 20th, and 21st centuries. 2. Students will develop individual technical skills to allow them to perform such repertoire 3. Students will have a grasp of music theory and its function from both a performer’s and creator’s standpoint 4. Students will develop the ability to play grade-level music at sight 5. Students will develop the ability to analyze an unknown piece, place it in a historical context, and evaluate a performance by others 6. Students will develop compositional skill Units 1. 2. 3. 4. 5.
Technique Review and Development Fall Concert Holiday Concert String Spectacular Competition
Assessment 1. Daily class participation 2. Playing evaluations 3. Written work 4. Practice Records 5. SmartMusicÂŽ assignments 6. Participation in public performances
Materials and Resources There is no textbook for this class. Students will use primary source materials including music selected each year in response to enrollment and skill level. Music might include, but is not limited to: 1. String orchestra and chamber music by: a. Contemporary composers (specific “educational” pieces) b. Bach, Corelli, Handel, Vivaldi, etc. c. Beethoven, Haydn, Mozart, etc. d. Brahms, Grieg, Mendelssohn, Nielson, Sibelius, Tchaikovski, etc. Additional Resources 1. SmartMusic® subscription 2. Sheet music (published and out of print) 3. Recordings – on-line, CDs, and DVDs 4. Internet sites and subscriptions (youtube, naxos, etc.) 5. Magazines (STRAD, STRINGS, ASTA Journal, etc.) and books (New Groves Dictionary, Oxford Encyclopedia, etc.) Anderson, Gerald. Essentials for Strings. San Diego, CA: Neil A, Kjos Music, 1985. Print