POINT&PLEASANT&BEACH&SCHOOL&DISTRICT€¦ · 1.1 The Creative Process – All students will demonstrate an understanding of the elements and principles that govern the creation of

POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM

Content Area: INSTRUMENTAL MUSIC

Course Title: JUNIOR BAND Grade Level: 4-‐5

Unit Plan 1 First Year Junior Band Lessons

Pacing Guide

September-‐June

Unit Plan 2 First Year Junior Band Ensemble

Pacing Guide

September-‐June

Unit Plan 3 Second Year Junior Band Lessons

Pacing Guide

September-‐June

Unit Plan 4 Second Year Junior Band Ensemble

Pacing Guide

September-‐June

Unit Plan 5

Pacing Guide

Unit Plan 6

Pacing Guide

Date Created: Rev. August 5, 2015

Board Approved on: 8-‐25-‐15

POINT PLEASANT BEACH SCHOOL DISTRICT CURRICULUM Unit Overview

Content Area: INSTRUMENTAL MUSIC – Junior Band Unit 1 Title: First Year Junior Band - Lessons Target Course/Grade Level: 4th Grade or 1st year of Instrumental Experience Unit Summary Students will receive one 25-minute lesson a week, during the school day upon concurrence from student’s classroom teacher and parents. The full-year lesson unit will introduce basic fundamentals of rhythm, note reading, posture, articulation, dynamics, music terminology, technique, and maintenance. Weekly practice from the student’s lesson book and passages from their current band music will be assigned for the next week’s lesson. Lessons are designed to teach: Rhythm - Introduce: whole note, whole rest, half note, half rest, quarter note, quarter rest, dotted half note, groups of two & four eighth notes, eighth rest, multi-measure rests, tied notes, #/4 meters, steady beat/pulse, single eighth notes & rests, dotted quarter notes, syncopation Tone - Introduce: quality instrument-specific sound production Articulation - Introduce: tonguing, slurs, staccato, accent Pitch/Intonation - Introduce: maintain a steady pitch in tune Musical Terms/Infused Theory - Introduce: tempo, dynamics, style/phrasing, repeats, fermata, D.C./D.S./Coda, key signature, accidentals, melodic notation/note reading Style/Genre - Introduce: folk songs, patriotic/marches Technique Wind Instruments - Introduce: hand position, embouchure, breathing. posture, articulation, fingerings Pitched Percussion - Introduce: hand position, stroke Non-Pitched Percussion - Introduce: hand position, stroke, rudiments Maintenance - Introduce: instrument assembly/disassembly, instrument lubrication, reed maintenance, instrument specific cleaning Etiquette - Introduce: concert etiquette as a performer and as an audience member Technology - Introduce: tuner Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9 – Model integrity, ethical leadership and effective management. CRP12 – Work productively in teams while using cultural global competence.

Learning Targets Content Standards 1.1 The Creative Process – All students will demonstrate an understanding of the elements and

principles that govern the creation of works of art in music. 1.2 History of the Arts and Culture – All students will understand the role, development, and

influence of the arts throughout history and across cultures. 1.3 Performance – All students will synthesize those skills, media, methods and technologies

appropriate to creating, performing, and/or presenting works of art in music. 1.4 Aesthetic Responses & Critique Methodologies – All students will demonstrate and apply an

understanding of arts philosophies, judgment, and analysis to works of art in music. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement. CPI # Cumulative Progress Indicator (CPI) 1.1.5.B.1 1.1.5.B.2

Indentify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords and harmonic progressions and differentiate basic structures.

1.2.5.A.2 1.2.5.A.3

Relate common artistic elements that define distinctive art genres in music. Determine the impact of significant contributions of individual artists in music from diverse cultures throughout history.

1.3.5.B.1 1.3.5.B.3

Play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (as applicable to each instrument) Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.

1.4.5.A.1 1.4.5.A.2

Employ basic, discipline-specific arts terminology to categorize works of music according to established classifications. Make informed aesthetic responses to artworks based on structural arrangements and personal, cultural, and historical points of view.

1.4.5.B.1 1.4.5.B.2 1.4.5.B.3

Assess the application of the elements of art and principles of design in music using observable, objective criteria. Use evaluative tools such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of music.

9.2.4.A.3 9.2.4.A.4

Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skill acquired in the elementary grades lay the foundation for future academic and career success.

Unit Essential Questions • How does creating and performing

music differ from listening to music? • What is the role of music in my life? • How does playing an instrument

allow me to express myself?

Unit Enduring Understandings Students will understand that… • Playing an instrument fosters responsibility. • Playing an instrument is a way to express one’s self • Playing an instrument enables one to communicate without

words • Music is everywhere

Unit Objectives Students will know… • How to properly assemble, disassemble

and care for their instrument. • How to interpret the fingering chart and

use proper hand/playing positions for their instrument.

• Proper embouchure for their wind instrument.

• Proper sound production and breath support

• The difference between whole, half, quarter, eighth in pairs, and dotted half notes, both visually and in duration.

• The difference between whole, half and quarter rests, both visually and in duration.

• How to play beginning articulations including tonguing, slurring and accents.

• The dynamic markings piano and forte. • Basic music symbols and terminology

including #/4 time signature, bar lines, repeat sign, ties, accidental, staff, clefs and note names.

• Allegro, Andante and Largo tempo markings.

Unit Objectives Students will be able to… • Assemble, disassemble and care for their instrument. • Look up fingerings on fingering chart for their instruments

and use proper hand/playing positions when playing their instrument.

• Use the proper embouchure if playing a wind instrument. • Play their instrument using proper sound production and

breath support. • Recognize, clap and play on their instrument rhythm

patterns using whole, half, quarter, eighth in pairs, and dotted half notes.

• Recognize, clap and play on their instrument rhythm patterns using whole, half, and quarter rests.

• Demonstrate on their instrument simple melodies using indicated articulations including tonguing, slurring, and accents.

• Demonstrate on their instrument how to play at the dynamic markings piano (p) and forte(f).

• Explain and demonstrate basic music symbols and terminology including #/4 time signature, bar lines, repeat sign, ties, accidental, staff, clefs and note names.

• Play simple melodies at allegro, andante and largo tempo markings.


Evidence of Learning Formative Assessments • Homework/Practice Assignments • Lesson Group Performance • Teacher Observation

• Group Participation • Class Discussions • Attendance

Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Lesson Material: Accent On Achievement – Book 1 by John O’Reilly and Mark Williams (Alfred Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Videos: Instrumental Classmates Video Set, Warner Brothers. Brass Woodwinds Percussion Keyboard “Marsalis on Music,” The Young People’s Concert Series Why Toes Tap Listening for Clues Sousa to Satchmo Tackling the Monster Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Junior Band Unit 2 Title: First Year Junior Band - Ensemble Target Course/Grade Level: 4th Grade or First Year of Instrumental Experience Unit Summary Student will receive a minimum of one 40-minute ensemble rehearsal each week, either during the school day or immediately after school. Junior Band is a performance-based foundation ensemble that includes all first and second year instrumentalists and runs concurrently with first year lessons. This full-year band experience will continue to reinforce the basic fundamentals introduced in lessons through the performance of Beginning Band and Very Easy Graded band literature. Style and genre will be introduced through a variety of band literature practiced including classical themes, music written specifically for band, marches, arrangements of contemporary, folk, jazz, and world literature. Students will be introduced to the fundamentals of required for watching and following the conductor, and learning how to perform as a group will be introduced. For first year fundamentals that will be reinforced in band see Unit 1-First Year Junior Band Lessons for listing. Students will perform a minimum of one concert in their first year, Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP12 – Work productively in teams while using cultural global competence.


principles that govern the creation of works of art in music. 1.2 History of the Arts and Culture – All students will understand the role, development, and influence

of the arts throughout history and across cultures. 1.3 Performance – All students will synthesize those skills, media, methods and technologies


understanding of arts philosophies, judgment, and analysis to works of art in music 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance

of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement. CPI # Cumulative Progress Indicator (CPI) 1.1.5.B.1 1.1.5.B.2

Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.

1.2.5.A.1 1.2.5.A.2 1.2.5.A.3

Recognize music as a reflection of societal values and beliefs. Relate common artistic elements that define distinctive art genres in music. Determine the impact of significant contributions of individual artists in music from diverse culture throughout history.

1.3.5.B.1 1.3.5.B.4

Play music from complex notation, using notation systems in treble and bass clef, missed meter, and compound meter. (as applicable) Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

1.4.5.A.1 1.4.5.A.2 1.4.5.A.3

1.4.5.B.1

1.4.5.B.2

Employ basic, discipline-specific arts terminology to categorize music according to established classifications. Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and from of reference (e.g., personal, social, political, historical context). Assess the application of the elements of art and principles of design in music using observable, objective criteria. Apply the principles of positive critique in giving and receiving responses to performances.

9.2.4.A.3 9.2.4.A.4


Unit Essential Questions • How can personal life experiences be

incorporated into an aesthetic response about a selection of music?

• What role does my instrument play within an ensemble?

• How does my individual participation benefit the whole ensemble?

• How does playing an instrument allow me to express myself?

• How does my individual behavior as a performer and/or an audience member affect the musical performance?

Unit Enduring Understandings Students will understand that… • Band is a “team sport” and participating in an ensemble

builds a sense of community. • Each member must take responsibility for learning for

his/her part in the ensemble for a performance to be successful.

• Playing an instrument is a way to express one’s self and to communicate without words.

• Performance of musical selections can deliver an emotional message to the audience.

• Musical style is determined by differences in tempo, rhythm, melody, dynamics and tone color.

Unit Objectives Students will know… • How to identify elements of unity and

repetition in music. • Appropriate music terminology to express

fact and opinion regarding a work of music.

• The importance of balance within the band to achieving a good performance.

• The fundamentals of following a conductor, including starting and ending together, conducting patterns in 2, 3 and 4, and tempo and dynamic direction.

• The differences of a solo, soli, duet, trio, tutti, melody, round, ostinato and full band performance.

• Simple forms in music such as AB, ABA and rondo.

Unit Objectives Students will be able to… • Identify elements of unity and repetition in the band music

they perform. • Discuss and critique their individual performance as well as

their section and the band’s performance using appropriate music terminology.

• Listen to the balance of the band and be able to adjust their individual performance appropriately.

• Follow the conductor when he/she is conducting the band to start and stop together, using conducting patterns of 2, 3 and 4, and indicating tempo and dynamic direction.

• Identify their music whether they are playing a solo, soli, duet, trio, tutti, melody, round, ostinato, or full band performance.

• Identify the form of the music they are performing in band when it is AB, ABA or rondo form.


Evidence of Learning Formative Assessments • Homework/Practice Assignments • Performance in Band Rehearsal • Teacher Observation

• Group Participation • Class Discussions •

Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances • Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials: Accent On Achievement – Book 1 by John O’Reilly and Mark Williams (Alfred Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Beginning Band and/or Very Easy Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Junior Band Unit 3 Title: Second Year Junior Band Lessons Target Course/Grade Level: 5th Grade or Second Year of Instrumental Experience Unit Summary Students will receive one 25-minute lesson a week, during the school day upon concurrence from student’s classroom teacher and parents. The full-year lesson unit will continue to develop basic fundamentals of rhythm, note reading, posture, articulation, dynamics, music terminology, technique, maintenance introduced in the first year and introduce tone development, intonation and work with the metronome & tuner. Weekly practice from the student’s lesson book and passages from their current band music will be assigned for the next week’s lesson. Lessons are designed to teach: Rhythm - Develop understanding and performance of the whole note, whole rest, half note, half rest, quarter note, quarter rest, dotted half note, groups of two & four eighth notes, eighth rest, multi-measure rests, tied notes, #/4 meters, steady beat/pulse, single eighth notes & rests, dotted quarter notes, syncopation and introduce sixteenth notes in groups of 4 and 2, dotted eighth and sixteenth pairing, meters other #/4 Tone - Develop: quality instrument-specific sound production Articulation - Develop: tonguing, slurs, staccato, accent and introduce legato Pitch/Intonation - Develop: ability to maintain a steady pitch in tune and introduce basic concept of tuning and making adjustments for being flat or sharp Musical Terms/Infused Theory - Develop: tempo, dynamics, style/phrasing, repeats, fermata, D.C./D.S./Coda, key signature, accidentals, melodic notation/note reading and introduce form (structure) Style/Genre – Develop: ability to perform folk songs, patriotic/marches and introduce overtures, duets and trios Technique Wind Instruments - Develop: hand position, embouchure, breathing, posture, articulation, fingerings and introduce note release and concert Bb major scale Pitched Percussion - Develop: hand position, stroke and introduce concert Bb major scale Non-Pitched Percussion - Develop: hand position, stroke, rudiments Maintenance - Develop: instrument assembly/disassembly, instrument lubrication, reed maintenance, instrument specific cleaning Etiquette - Develop: concert etiquette as a performer and as an audience member Technology - Develop: use of a tuner and introduce use of a metronome Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee.

CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement. CPI # Cumulative Progress Indicator (CPI) 1.1.5.B.1 1.1.5.B.2

Indentify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords and harmonic progressions and differentiate basic structures.

1.2.5.A.1 1.2.5.A.2 1.2.5.A.3

Recognize works of music as a reflection of societal values and beliefs. Relate common artistic elements that define distinctive art genres in music. Determine the impact of significant contributions of individual artists in music from diverse cultures throughout history.

1.3.5.B.1 1.3.5.B.3

Play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (as applicable to each instrument) Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.

1.3.5.B.4 Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

1.4.5.A.1 1.4.5.A.3

Employ basic, discipline-specific arts terminology to categorize works of music according to established classifications. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

1.4.5.B.1 1.4.5.B.2

1.4.5.B.3

Assess the application of the elements of art and principles of design in music using observable, objective criteria Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. Use discipline-specific arts terminology to evaluate the strength and weaknesses of works of

1.4.5.B.4 1.4.5.B.5

music. Define technical proficiency, using the elements of the arts and principles of design. Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of music.

9.2.4.A.3 9.2.4.A.4


Unit Essential Questions • How does creating and performing

music differ from listening to music? • What is the role of music in my life? • How does playing an instrument

allow me to express myself?

Unit Enduring Understandings Students will understand that… • Playing an instrument fosters responsibility. • Playing an instrument is a way to express one’s self • Playing an instrument enables one to communicate without

words • Music is everywhere

Unit Objectives Students will know… • How to properly assemble, disassemble

and care for their instrument. • How to interpret the fingering chart and

use proper hand/playing positions for their instrument.

• Continued development of proper embouchure for their wind instrument.

• Continued development of proper sound production and breath support

• The difference between whole, half, quarter, eighth sixteenth, dotted half, dotted quarter and dotted eighth-sixteenth notes, both visually and in duration.

• The difference between whole, half, quarter and eighth rests, both visually and in duration.

• How to play beginning articulations including tonguing, slurring and accents.

• The dynamic markings piano, forte, mezzo piano and mezzo forte.

• Basic music symbols and terminology including #/4 time signature, bar lines, internal repeat sign, ties, accidental, staff, clefs, note names and D.C./D.S./CODA.

• Allegro, Andante, Largo, Moderato, and Vivo tempo markings.

Unit Objectives Students will be able to… • Assemble, disassemble and care for their instrument. • Look up fingerings on fingering chart for their instruments

and use proper hand/playing positions when playing their instrument.

• Use the proper embouchure if playing a wind instrument. • Continue to develop their ability to play their instrument

using proper sound production and breath support. • Recognize, clap and play on their instrument rhythm

patterns using whole, half, quarter, eighth, sixteenth, dotted half notes and dotted eighth and sixteenth.

• Recognize, clap and play on their instrument rhythm patterns using whole, half, quarter and eighth rests.

• Demonstrate on their instrument simple melodies using indicated articulations including tonguing, slurring, and accents.

• Demonstrate on their instrument how to play at the dynamic markings piano (p), forte (f), mezzo piano (mp), and mezzo forte (mf).

• Explain and demonstrate basic music symbols and terminology including #/4 time signature, bar lines, internal repeat sign, ties, accidental, staff, clefs, note names and D.C./D/S./CODA.

• Play simple melodies at allegro, andante, largo, moderato and vivo tempo markings.

POINT PLEASANT BEACH SCHOOL DISTRICT

CURRICULUM Evidence of Learning

Formative Assessments • Homework/Practice Assignments • Lesson Group Performance • Teacher Observation

• Group Participation • Class Discussions • Attendance

Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Lesson Material: Accent On Achievement – Book 2 by John O’Reilly and Mark Williams (Alfred Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Videos: Instrumental Classmates Video Set, Warner Brothers. Brass Woodwinds Percussion Keyboard “Marsalis on Music,” The Young People’s Concert Series Why Toes Tap Listening for Clues Sousa to Satchmo Tackling the Monster Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Junior Band Unit Title: Second Year Junior Band - Ensemble Target Course/Grade Level: 5th Grade or Second Year of Instrumental Experience Unit Summary Student will receive a minimum of one 40-minute ensemble rehearsal each week, either during the school day or immediately after school. Junior Band is a performance-based foundation ensemble that includes all first and second year instrumentalists and runs concurrently with first year lessons. This full-year band experience will continue to reinforce the basic fundamentals introduced in lessons through the performance of Beginning Band and Very Easy Graded band literature. Style and genre will be introduced through a variety of band literature practiced including classical themes, music written specifically for band, marches, arrangements of contemporary, folk, jazz, and world literature. Students will be introduced to the fundamentals of required for watching and following the conductor, and learning how to perform as a group will be introduced. For second year fundamentals that will be reinforced in band see Unit 3-Second Year Junior Band Lessons for listing. Students will perform a minimum of two concerts in their second year of Junior Band. Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music.

9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement. CPI # Cumulative Progress Indicator (CPI) 1.1.5.B.1 1.1.5.B.2

Identify the elements of music in response to aural prompts and printed music notational systems. Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.

1.2.5.A.1 1.2.5.A.2 1.2.5.A.3

Recognize music as a reflection of societal values and beliefs. Relate common artistic elements that define distinctive art genres in music. Determine the impact of significant contributions of individual artists in music from diverse culture throughout history.

1.3.5.B.1 1.3.5.B.4

Play music from complex notation, using notation systems in treble and bass clef, missed meter, and compound meter. (as applicable) Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

1.4.5.A.1 1.4.5.A.2 1.4.5.A.3

Employ basic, discipline-specific arts terminology to categorize music according to established classifications. Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and from of reference (e.g., personal, social, political, historical context).

9.2.4.A.3 9.2.4.A.4


Unit Essential Questions • How can personal life experiences be

incorporated into an aesthetic response about a selection of music?

• What role does my instrument play within an ensemble?

• How does my individual participation benefit the whole ensemble?

• How does playing an instrument allow me to express myself?

• How does my individual behavior as a performer and/or an audience member affect the musical performance?

Unit Enduring Understandings Students will understand that… • Band is a “team sport” and participating in an ensemble

builds a sense of community. • Each member must take responsibility for learning for

his/her part in the ensemble for a performance to be successful.

• Playing an instrument is a way to express one’s self and to communicate without words.

• Performance of musical selections can deliver an emotional message to the audience.

• Musical style is determined by differences in tempo, rhythm, melody, dynamics and tone color.

Unit Objectives Students will know… • How to identify elements of unity and

repetition in music. • Appropriate music terminology to

express fact and opinion regarding a work of music.

• The importance of balance within the band to achieving a good performance.

• The fundamentals of following a conductor, including starting and ending together, conducting patterns in 2, 3 and 4, and tempo and dynamic direction.

• The differences of a solo, soli, duet, trio, tutti, melody, round, ostinato and full band performance.

• Simple forms in music such as AB, ABA and rondo.

Unit Objectives Students will be able to… • Identify elements of unity and repetition in the band music

they perform. • Discuss and critique their individual performance as well as

their section and the band’s performance using appropriate music terminology.

• Listen to the balance of the band and be able to adjust their individual performance appropriately.

• Follow the conductor when he/she is conducting the band to start and stop together, using conducting patterns of 2, 3 and 4, and indicating tempo and dynamic direction.

• Identify their music whether they are playing a solo, soli, duet, trio, tutti, melody, round, ostinato or full band performance.

• Identify the form of the music they are performing in band when it is AB, ABA or rondo form.


Evidence of Learning Formative Assessments • Homework Assignments • Performance in Band Rehearsal • Teacher Observation


Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials: Accent On Achievement – Book 1 by John O’Reilly and Mark Williams (Alfred Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Beginning Band and/or Very Easy Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


CURRICULUM

Content Area: INSTRUMENTAL MUSIC

Course Title: SENIOR BAND Grade Level: 6, 7, and 8

Unit Plan 1 First Year Senior Band -‐ Lessons

Pacing Guide September -‐ June

Unit Plan 2 First Year Senior Band -‐ Ensemble


Unit Plan 3 Second Year Senior Band -‐ Lessons


Unit Plan 4 Second Year Senior Band -‐ Ensemble


Unit Plan 5 Third Year Senior Band -‐ Lessons


Unit Plan 6 Third Year Senior Band -‐ Ensemble


Date Created: August 5, 2015



CURRICULUM Unit Overview

Content Area: INSTRUMENTAL MUSIC – Senior Band Unit 1 Title: FIRST YEAR SENIOR BAND - Lessons Target Course/Grade Level: 6th grade or 3rd year of instrumental experience Unit Summary Students will receive one 25-minute lesson a week, during the school day upon concurrence from student’s classroom teacher and parents. The full-year lesson unit will continue to develop basic fundamentals of rhythm, note reading, posture, articulation, dynamics, music terminology, technique, and maintenance learned in Junior Band, while more complex levels will also be introduced. Rhythm, articulation and fingering drills will be included in the lesson. Weekly practice from the student’s lesson book and/or handouts and passages from their current band music will be assigned for the next week’s lesson. Lessons are designed to teach: Rhythm – Develop understanding and performance of the whole note, whole rest, half note, half rest, quarter note, quarter rest, dotted half note, groups of two & four eighth notes, eighth rest, multi-measure rests, tied notes, #/4 meters, steady beat/pulse, single eighth notes & rests, dotted quarter notes, syncopation, sixteenth notes in groups of 4 and 2, dotted eighth and sixteenth pairing, meters other than #/4 and introduce meter change, triplets and alla breve. Tone – Reinforce the development of quality instrument-specific sound production Articulation – Reinforce the development of proper tonguing, slurs, staccato, accents, and legato and introduce marcato and tenuto articulation Pitch/Intonation – Continue development of the ability to maintain a steady pitch in tune and the concept of tuning and making adjustments for being flat or sharp and begin to introduce specific instrument pitch tendencies Musical Terms/Infused Theory – Develop knowledge and performance ability of terms that indicated tempo, dynamics, style/phrasing, repeats, fermata, D.C./D.S./Coda, key signature, accidentals, melodic notation/note reading and form (structure) – introduce enharmonic spellings and chromatics Style/Genre – Develop: ability to perform folk songs, patriotic/marches, overtures, duets and trios and introduce chorales and fanfares Technique Wind Instruments – Continue to reinforce proper hand position, embouchure, breathing, posture, articulation, fingerings, note release and concert Bb major scale – introduce concert Eb and F major scales Pitched Percussion – Continue to reinforce proper hand position, stroking, and concert Bb scale – introduce concert Eb and F scales Non-Pitched Percussion – Continue to reinforce proper hand position and stroking and simpler rudiments while adding more complex rudiments Maintenance – Continue to reinforce proper instrument assembly/disassembly, instrument lubrication, reed maintenance, and instrument specific cleaning Etiquette – Continue to develop proper concert etiquette as a performer and as an audience member Technology – Reinforce usage of a tuner and metronome – introduce recording and submitting

assigned scale and band music performances via laptop computers.

Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP7 – Employ valid and reliable research strategies. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement CPI # Cumulative Progress Indicator (CPI) 1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of

music in diverse styles and genres of musical compositions. 1.2.8.A.2 1.2.8.A.3

Differentiate past and contemporary music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.2

Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.4.8.A.1 1.4.8.A.3

Generate observational and emotional responses to diverse culturally and historically specific music. Distinguish among artistic styles, trends, and movements in music within diverse cultures and historical eras.

1.4.8.A.6 1.4.8.A.7

Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative music.

1.4.8.B.2 Differentiate among basic formal structures and technical proficiency of artists in music. 9.2.4.A.3 9.2.4.A.4


Unit Essential Questions • How is sound organized to make

music? • How does the structure of a musical

piece create its order and clarity? • How is melody created? • What does harmony add to music? • Why does each instrument have its own

timbre? • How can I improve my performance on

my instrument?

Unit Enduring Understandings Students will understand that… • Structure creates order and clarity in music. • The main idea of most musical compositions is expressed

through the melody. • Layering two or more simultaneous sounds creates

harmony. • Producing a series of sounds of repeated or varied duration

creates rhythm. • Timbre adds color and variety to sound. • Good tone quality is created by correct technique and

embouchure. • Frequent well-planned practice sessions in a distraction-

free room will deliver the best results to improving individual performance.

Unit Objectives Students will know… • How to critique performances based on

the elements of music and technical proficiency.

• How to evaluate the judgment of others based on the process of critique.

• How to identify and differentiate among basic formal structures.

• Specific vocabulary relating to symbolism, genre and performance techniques in all music areas.

• Common pitch notation. • Common rhythm patterns

Unit Objectives Students will be able to… • Orally or in writing, critique performances of themselves,

the band, live performances and recorded music. • Offer analysis of an other person’s music critique. • Identify the form of the music they are performing in band

when it is AB, ABA or rondo form. • Perform independently and in groups, a repertoire of

diverse music. • Perform lesson material containing progressively complex

notation. • Play with correct phrasing and musicality. • Read and perform common pitch notation quickly and

easily. • Read, clap and/or perform common rhythm patterns

without hesitation.


CURRICULUM Evidence of Learning

Formative Assessments • Homework/Practice Assignments • Lesson Group Performance • Teacher Observation

• Group Participation • Class Discussions • Laptop Recordings of Performance Assignments

Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials: Accent On Achievement – Book 2 by John O’Reilly and Mark Williams (Alfred Publications)

And/or Rubank Intermediate Method (Hal Leonard Publication) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Easy to Medium Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Senior Band

Unit Title: FIRST YEAR SENIOR BAND - Ensemble Target Course/Grade Level: 6th Grade or 3rd Year of Instrumental Experience Unit Summary Student will receive a minimum of two 45-minute ensemble rehearsals each week, either during the school day or immediately after school. Senior Band is a performance-based ensemble that includes all third through fifth year instrumentalists and runs concurrently with third year lessons. This full-year band experience will continue to develop and reinforce elements introduced in lessons through the performance of Easy to Medium Graded band literature. Style and genre will be introduced through a variety of band literature practiced including classical, concert and contest, marches and patriotic, arrangements of contemporary, folk, jazz, and world literature. Students will develop the fundamentals required for watching and following the conductor’s direction, and the skills needed to perform as a group will be reinforced. For third year lesson proficiencies that will be reinforced in band see Unit 1-First Year Senior Band Lessons for a listing. First year Senior Band musicians will perform in a Holiday and Spring Concert in addition to other possible performances that may include but are not exclusive to: Olympic Night Opening Ceremony, Halloween Parade, Spring Band Competition and 8th Grade Graduation. Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP7 – Employ valid and reliable research strategies. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement CPI # Cumulative Progress Indicator (CPI) 1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of

music in diverse styles and genres of musical compositions. 1.2.8.A.2 1.2.8.A.3

Differentiate past and contemporary music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.2 1.3.8.B.3

Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.4.8.A.1 1.4.8.A.3


1.4.8.A.6 1.4.8.A.7




Unit Essential Questions • How does music elicit emotion? • How does music and history influence

each other? • What criteria do we use to evaluate a

performance or composition? • What is the relationship between

music and other disciplines? • How can a quality sound be improved

on an instrument using proper playing technique?

• How can the characteristics of music be analyzed and described?

Unit Enduring Understandings Students will understand that… • Each performance is unique. • Every practice is a performance. • Creating and performing music are forms of self -

expression. • Reading and notating music are essential to music literacy. • Appropriate music vocabulary should be used to effectively

evaluate music performances and compositions. • All music has value even if it differs from an individual’s

musical preferences. • History and culture influence music. • Musicianship is developed through listening to and

• How does skill and technique contribute to accuracy?

analyzing music.

Unit Objectives Students will know… • They must listen to the blend and

balance of the other instrumentalist in the band to achieve a good performance.

• Intonation, tone quality, dynamics, articulation and musical interpretation affect the blend and balance of a band performance.

• How to interpret conductor’s directions, both verbal and nonverbal, to give a unified performance.

• Proper behavior and personal discipline will contribute to a meaningful and productive rehearsal.

• Notation markings for dynamics, phrasing, articulation, and tempi that are indicated in the music they are performing.

Unit Objectives Students will be able to… • Listen to the blend and balance of the instrumentalist in the

band and then perform in a manner that enhances that performance.

• Use intonation, tone quality, dynamics, articulation and musical interpretation to make a positive contribution to the performance of the band.

• Interpret the conductor’s directions, both verbal and nonverbal, to give the band a unified performance.

• Strive for good behavior and personal discipline as their contribution to a meaningful and productive rehearsal.

• Interpret notation markings for dynamics, phrasing, articulation, and tempi in the band music they are practicing.

• Perform their band parts both independently or in tandem with other instrument parts in the band.

• Sight-read increasingly more complex music. • Perform in a formal concert setting; confident of their

personal contribution to the entire ensemble




Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials: Accent On Achievement – Book 2 by John O’Reilly and Mark Williams (Alfred Publications)

And/Or Rubank Intermediate Method (Hal Leonard Pubcication Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Easy to Medium Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Senior Band Unit Title: SECOND YEAR SENIOR BAND - LESSONS Target Course/Grade Level: 7TH Grade or 4th Year of Instrumental Experience Unit Summary Students will receive one 25-minute lesson a week, during the school day upon concurrence from student’s classroom teacher and parents. The full-year lesson unit will continue reinforce fundamentals of rhythm, note reading, posture, articulation, dynamics, music terminology, technique, and maintenance learned in previous years, while more complex elements will be introduced and used in combination with simpler, prior learned elements. Rhythm, articulation and fingering drills will be included in the lesson. Weekly practice from the student’s lesson book and/or handouts and passages from their current band music will be assigned for the next week’s lesson. Lessons are designed to teach: Rhythm – Develop understanding and performance of the whole note, whole rest, half note, half rest, quarter note, quarter rest, dotted half note, groups of two & four eighth notes, eighth rest, multi-measure rests, tied notes, #/4 meters, steady beat/pulse, single eighth notes & rests, dotted quarter notes, syncopation, sixteenth notes in groups of 4 and 2, dotted eighth and sixteenth pairing, meters other than #/4, meter change, triplets and alla breve – introduce odd number note groups, extreme tempi and multi meters Tone – Reinforce the development of quality instrument-specific sound production Articulation – Reinforce the development of proper tonguing, slurs, staccato, accents, legato, marcato and tenuto articulation Pitch/Intonation – Continue development of the ability to maintain a steady pitch in tune and the concept of tuning, making adjustments for being flat or sharp and specific instrument pitch tendencies and introduce performing notes in tune in an ensemble setting Musical Terms/Infused Theory – Develop knowledge and performance ability of terms that indicated tempo, dynamics, style/phrasing, repeats, fermata, D.C./D.S./Coda, key signature, accidentals, melodic notation/note reading, form (structure), enharmonic spellings and chromatics – introduce sight reading skills Style/Genre – Develop: ability to perform folk songs, patriotic/marches, overtures, duets, trios, chorales and fanfares and begin to gain an understanding of characteristics of different genres of music and historical periods Technique Wind Instruments – Continue to reinforce proper hand position, embouchure, breathing, posture, articulation, fingerings, note release and concert Bb, Eb and F major scales and introduce concert Ab and C major scales Pitched Percussion – Continue to reinforce proper hand position, stroking, and concert Bb, Eb and F major scales and introduce Ab and C major scale Non-Pitched Percussion – Continue to reinforce proper hand position and stroking and simpler rudiments while adding more complex rudiments Maintenance – Continue to reinforce proper instrument assembly/disassembly, instrument lubrication, reed maintenance, and instrument specific cleaning Etiquette – Continue to develop proper concert etiquette as a performer and as an audience

member Technology – Reinforce usage of a tuner and metronome – introduce recording and submitting assigned scale and band music performances via laptop computers Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP7 – Employ valid and reliable research strategies. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement CPI # Cumulative Progress Indicator (CPI) 1.1.8.B.1 1.1.8.B.2

Analyze the application of the elements of music in diverse Western and non-Western muical works from different historical eras using active listening and by reading and interpreting written scores Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.2.8.A.1 1.2.8.A.2

Map historical innovations in music that were caused by the creation of new technologies. Differentiate past and contemporary music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.1 1.3.8.B.2 1.3.8.B.3

Perform instrumental compositions using complex standard and non-standard Western, non-Western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.4.8.A.1 1.4.8.A.3


1.4.8.A.6 1.4.8.A.7


1.4.8.B.1

1.4.8.B.2

Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form. Differentiate among basic formal structures and technical proficiency of artists in music.

9.2.4.A.3 9.2.4.A.4






my instrument?















• Common pitch notation. • Common rhythm patterns.




without hesitation.




Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials: Rubank Intermediate Method (Hal Leonard Publication) Rubank Concert And Contest Collection (Hal Leonard Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Easy to Medium Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Senior Band Unit Title: SECOND YEAR SENIOR BAND - ENSEMBLE Target Course/Grade Level: 7th Grade or 4th Year of Instrumental Experience Unit Summary Student will receive a minimum of two 45-minute ensemble rehearsals each week, either during the school day or immediately after school. Senior Band is a performance-based ensemble that includes all third through fifth year instrumentalists and runs concurrently with fourth year lessons. This full-year band experience will continue to develop and reinforce elements introduced in lessons through the performance of Easy to Medium Graded band literature. Style and genre will be introduced through a variety of band literature practiced including classical, concert and contest, marches and patriotic, arrangements of contemporary, folk, jazz, and world literature. Students will develop the fundamentals required for watching and following the conductor’s direction, and the skills needed to perform as a group will be reinforced. For fourth year lesson proficiencies that will be reinforced in band see Unit 3-Second Year Senior Band Lessons for a listing. Second year Senior Band musicians will perform in a Holiday and Spring Concert in addition to other possible performances that may include but are not exclusive to: Olympic Night Opening Ceremony, Halloween Parade, Spring Band Competition and 8th Grade Graduation. Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP7 – Employ valid and reliable research strategies. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.



influence of the arts throughout history and across cultures.

1.3 Performance – All students will synthesize those skills, media, methods and technologies appropriate to creating, performing, and/or presenting works of art in music.

1.4 Aesthetic Responses & Critique Methodologies – All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in music.

8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement CPI # Cumulative Progress Indicator (CPI) 1.1.8.B.1 1.1.8.B.2

Analyze the application of the elements of music in diverse Western and non-Western musical works from different historical eras using active listening and by reading and interpreting written scores. Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.2.8.A.1 1.2.8.A.2 1.2.8.A.3

Map historical innovations in music that were caused by the creation of new technologies. Differentiate past and contemporary music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.1 1.3.8.B.2 1.3.8.B.3

Perform instrumental compositions using complex standard and non-standard Western, non-Western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre. Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.4.8.A.1 1.4.8.A.3


1.4.8.A.6 1.4.8.A.7






performance or composition?


expression.

• What is the relationship between music and other disciplines?

• How can a quality sound be improved on an instrument using proper playing technique?



• Reading and notating music are essential to music literacy. • Appropriate music vocabulary should be used to effectively


musical preferences. • History and culture influence music.

Musicianship is developed through listening to and analyzing music.





• Proper behavior and personal discipline will contribute to a meaningful and productive rehearsal. Notation markings for dynamics, phrasing, articulation, and tempi that are indicated in the music they are performing.









personal contribution to the entire ensemble




Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials; Rubank Intermediate Method (Hal Leonard Publication) Rubank Concert And Contest Collection (Hal Leonard Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Easy to Medium Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Senior Band Unit Title: THIRD YEAR OF SENIOR BAND - LESSONS Target Course/Grade Level: 8th Grade or 5th Year of Instrumental Experience Unit Summary Students will receive one 25-minute lesson a week, during the school day upon concurrence from student’s classroom teacher and parents. The full-year lesson unit will allow students to master the fundamentals of rhythm, note reading, posture, articulation, dynamics, music terminology, technique, and maintenance learned in previous years, while more complex elements will be introduced and used in combination with prior learned elements. Rhythm, articulation and fingering drills will be included in the lesson. Weekly practice from the student’s lesson book and/or handouts and passages from their current band music will be assigned for the next week’s lesson. Lessons are designed to teach: Rhythm – Develop understanding and performance of the whole note, whole rest, half note, half rest, quarter note, quarter rest, dotted half note, groups of two & four eighth notes, eighth rest, multi-measure rests, tied notes, #/4 meters, steady beat/pulse, single eighth notes & rests, dotted quarter notes, syncopation, sixteenth notes in groups of 4 and 2, dotted eighth and sixteenth pairing, meters other than #/4, meter change, triplets and alla breve – introduce odd number note groups, extreme tempi and multi meters Tone – Reinforce the development of quality instrument-specific sound production Articulation – Reinforce the development of proper tonguing, slurs, staccato, accents, legato, marcato and tenuto articulation Pitch/Intonation – Continue development of the ability to maintain a steady pitch in tune and the concept of tuning, making adjustments for being flat or sharp and specific instrument pitch tendencies and performing notes in tune in an ensemble setting Musical Terms/Infused Theory – Develop knowledge and performance ability of terms that indicated tempo, dynamics, style/phrasing, repeats, fermata, D.C./D.S./Coda, key signature, accidentals, melodic notation/note reading, form (structure), enharmonic spellings, chromatics and more advanced sight reading skills Style/Genre – Develop: ability to perform folk songs, patriotic/marches, overtures, duets, trios, chorales and fanfares and continue to gain an understanding of characteristics of different genres of music and historical periods Technique Wind Instruments – Continue to reinforce proper hand position, embouchure, breathing, posture, articulation, fingerings, note release and concert Bb, Eb, F, Ab and C major scales and introduce corresponding minor scales and chromatic scale Pitched Percussion – Continue to reinforce proper hand position, stroking, and concert Bb, Eb, F, Ab and C major scales and introduce corresponding minor scales and chromatic scale Non-Pitched Percussion – Continue to reinforce proper hand position and stroking and simpler rudiments while adding more complex rudiments Maintenance – Continue to reinforce proper instrument assembly/disassembly, instrument lubrication, reed maintenance, and instrument specific cleaning Etiquette – Continue to develop proper concert etiquette as a performer and as an audience

member Technology – Reinforce usage of a tuner and metronome – introduce recording and submitting assigned scale and band music performances via laptop computers Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP7 – Employ valid and reliable research strategies. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement CPI # Cumulative Progress Indicator (CPI) 1.1.8.B.1

1.1.8.B.2


1.2.8.A.1 1.2.8.A.2

Map historical innovations in music that were caused by the creation of new technologies. Differentiate past and contemporary music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.1 1.3.8.B.2

Perform instrumental compositions using complex standard and non-standard Western, non-Western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 1.3.8.B.4

Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing techniques in that genre or style.

1.4.8.A.1 1.4.8.A.3


1.4.8.A.5 1.4.8.A.6 1.4.8.A.7

Interpret symbolism and metaphors embedded in works of music. Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative music.

9.2.4.A.3 9.2.4.A.4






my instrument?















• Common pitch notation. • Common rhythm patterns.




without hesitation.




Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials: Rubank Intermediate Method (Hal Leonard Publication)

And/Or Rubank Advanced Method (Hal Leonard Publication) Rubank Concert And Contest Collection (Hal Leonard Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Easy to Medium Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


Content Area: INSTRUMENTAL MUSIC – Senior Band Unit Title: THIRD YEAR SENIOR BAND - ENSEMBLE Target Course/Grade Level: 8th Grade or 5th Year of Instrumental Experience Unit Summary Student will receive a minimum of two 45-minute ensemble rehearsals each week, either during the school day or immediately after school. Senior Band is a performance-based ensemble that includes all third through fifth year instrumentalists and runs concurrently with fifth year lessons. This full-year band experience will continue to develop and reinforce elements introduced in lessons through the performance of Easy to Medium Graded band literature. Style and genre will be introduced through a variety of band literature practiced including classical, concert and contest, marches and patriotic, arrangements of contemporary, folk, jazz, and world literature. Students will begin to master the fundamentals required for watching and following the conductor’s direction, and the skills needed to perform as a group will be reinforced. For fifth year lesson proficiencies that will be reinforced in band see Unit 5-Third Year Senior Band Lessons for a listing. Third year Senior Band musicians will perform in a Holiday and Spring Concert in addition to other possible performances that may include but are not exclusive to: Olympic Night Opening Ceremony, Halloween Parade, Spring Band Competition and 8th Grade Graduation. Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP5 – Consider the environmental, social and economic impacts of decisions. CRP6 – Demonstrate creativity and innovation. CRP7 – Employ valid and reliable research strategies. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.



influence of the arts throughout history and across cultures.

1.3 Performance – All students will synthesize those skills, media, methods and technologies appropriate to creating, performing, and/or presenting works of art in music.

1.4 Aesthetic Responses & Critique Methodologies – All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in music.

8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. 9.2 Career Awareness, Exploration, and Preparation – All students will be aware of the importance of being knowledgeable about one’s interests and talents, and being well informed about postsecondary and career options, planning, and requirement. CPI # Cumulative Progress Indicator (CPI) 1.1.8.B.1 1.1.8.B.2


1.2.8.A.1 1.2.8.A.2 1.2.8.A.3

Map historical innovations in music that were caused by the creation of new technologies. Differentiate past and contemporary music that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.1 1.3.8.B.2

Perform instrumental compositions using complex standard and non-standard Western, non-Western, and avant-garde notation. Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 1.3.8.B.4

Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff. Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing techniques in that genre or style.

1.4.8.A.1 1.4.8.A.3


1.4.8.A.5 1.4.8.A.6 1.4.8.A.7

Interpret symbolism and metaphors embedded in works of music. Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative music.

9.2.4.A.3 9.2.4.A.4




performance or composition? • What is the relationship between

music and other disciplines? • How can a quality sound be improved

on an instrument using proper playing technique?




expression. • Reading and notating music are essential to music literacy. • Appropriate music vocabulary should be used to effectively


musical preferences. • History and culture influence music. • Musicianship is developed through listening to and

analyzing music.





• Proper behavior and personal discipline will contribute to a meaningful and productive rehearsal.

• Notation markings for dynamics, phrasing, articulation, and tempi that are indicated in the music they are performing.









personal contribution to the entire ensemble.


Evidence of Learning Formative Assessments • Homework Assignments • Performance in Band Rehearsal • Teacher Observation


Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Suggested Band Materials: Rubank Intermediate Method (Hal Leonard Publication)

And/Or Rubank Advanced Method (Hal Leonard Publication) Rubank Concert And Contest Collection (Hal Leonard Publications) Drum Class Method by Alyn Heim (Belwin Publication) A Fresh Approach to Snare Drum by Mark Wessels (M.W. Publication) Band Literature rated Easy to Medium Books: Fundamentals of Music by Raymond Elliott (Prentice Hall) A Junior High School Music Handbook by Margaret Perry (Prentice Hall) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:


Content Area: Instrumental Music

Course Title: RECORDER Grade Level: 3

Unit Plan 1

Pacing Guide

1ST Marking Period

Unit Plan 2

Pacing Guide

2ND Marking Period

Unit Plan 3

Pacing Guide

3RD Marking Period

Unit Plan 4

Pacing Guide

4TH Marking Period

Date Created: August 5, 2015



Content Area: INSTRUMENTAL MUSIC Unit 1 Title: RECORDER – 1st Marking Period Target Course/Grade Level: 3 Unit Summary Recorder is a pre-band instrument course, taught to introduce all 3rd grade students to the fundamentals of instrumental music. In one 45 minute period a week, students will be actively engaged and motivated in the process of learning to play music on their recorder and will be introduced to appropriate use of music vocabulary. Students will work in pairs, small groups and as a class when practicing the different elements of the day’s lesson. Challenging yet realistic music will be used in class and in performance. Lessons in this unit are designed to teach: Rhythm - Introduce: whole note, whole rest, half note, half rest, quarter note, quarter rest, and steady beat/pulse Articulation - Introduce: tonguing Pitch/Intonation - Introduce: maintain a steady pitch (long tones) Musical Terms/Infused Theory - Introduce: staff, treble clef, bat lines, double bar, time signature melodic and rhythmic notation/note reading Style/Genre - Introduce: folk songs, classical themes Technique - Introduce: hand position, embouchure, breathing, posture, articulation, fingerings, and how to use the fingering chart Maintenance - Introduce: proper cleaning techniques used after playing Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. CPI # Cumulative Progress Indicator (CPI) 1.1.2.B.1 1.1.2.B.2 1.1.2.B.3 1.1.2.B.4

Explore the elements of music through verbal and written responses to diverse aural prompts and printed score Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eight notes and rests. Categorize families of instruments and identify their associated musical properties.

1.2.2.A.1 Identify characteristic them-based music, such as artworks based on the themes of family and community, from various historical periods and world cultures.

1.3.2.B.1 1.3.2.B.5

Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or rhythmic patterns using selected notes and /or scales to create expressive ideas.

1.3.2.B.6 Play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale.

1.4.2.A.1 Identify aesthetic qualities of exemplary music and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, tec.).

1.4.2.B.1 1.4.2.B.2

Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of music. Apply the principles of positive critique in giving and receiving responses to performances.


music? • How is melody created? • How does music communicate? • What inspires someone to create a

piece of music? • How does creating and performing

music differ from listening to music? • How does playing a recorder allow

me to express myself?

Unit Enduring Understandings Students will understand that… • Music is organized sound. • The main idea of most musical compositions is expressed

through the melody. • Producing a series of sounds of repeated or varied duration

creates rhythm. • Good tone quality is created by correct technique. • Music expands understanding of the world, its people, and

one’s self. • Playing an instrument is a way to express one’s self.

Unit Objectives Students will know… • Staff has 5 lines and 4 spaces. • Treble clef, bar lines and double bar. • Proper hand and mouth position,

posture and breathing for playing the

Unit Objectives Students will be able to… • Identify the staff, treble clef, bar lines, double bar. • Echo short rhythmic patterns. • Visually follow a progression of rhythmic and melodic

notation from left to right.

recorder. • Simple rhythmic notation using whole,

half and quarter notes and rests. • Music notation moves from left to right. • Notes B, A, G, C & D. • How to tongue correctly.

• Play their recorder using proper hand and mouth positions, posture, breathing and tonguing.

• Identify on the staff and play the pitches B, A, G, C & D • Play simple melodies using notes B, A, G, C & D • Identify, clap and play basic rhythmic values of whole, half

and quarter notes and rests.


Content Area: INSTRUMENTAL MUSIC Unit Title: Recorder – 2nd Marking Period Target Course/Grade Level: 3 Unit Summary Recorder is a pre-band instrument course, taught to introduce all 3rd grade students to the fundamentals of instrumental music. In one 45 minute period a week, students will be actively engaged and motivated in the process of learning to play music on their recorder and will be introduced to appropriate use of music vocabulary. Students will work in pairs, small groups and as a class when practicing the different elements of the day’s lesson. Challenging yet realistic music will be used in class and in performance. Lessons in this unit are designed to teach: Rhythm – Develop use of: whole note, whole rest, half note, half rest, quarter note, quarter rest, and steady beat/pulse – Introduce: dotted half note, groups of two & four eighth notes Articulation - Develop: tonguing Pitch/Intonation - Develop: maintaining a steady pitch (long tones) Musical Terms/Infused Theory – Develop use of: staff, treble clef, bat lines, double bar, time signature melodic and rhythmic notation/note reading - Introduce: repeats, fermata Style/Genre – Continue use of: folk songs, classical themes Technique - Reinforce: proper hand position, embouchure, breathing, posture, fingerings, and use of the fingering chart Maintenance - Reinforce: proper cleaning techniques used after playing Etiquette - Introduce: concert etiquette as a performer and as an audience member

Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. CPI # Cumulative Progress Indicator (CPI) 1.1.2.B.1 1.1.2.B.2 1.1.2.B.3

1.1.2.B.4

Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eight notes and rests. Categorize families of instruments and identify their associated musical properties.


1.3.2.B.1 1.3.2.B.5




1.4.2.B.1 1.4.2.B.2




piece of music?



creates rhythm.

• How does creating and performing music differ from listening to music?

• How does playing a recorder allow me to express myself?

• Good tone quality is created by correct technique. • Music expands understanding of the world, its people, and


Unit Objectives Students will know… • Staff has 5 lines and 4 spaces. • Treble clef, bar lines and double bar. • Proper hand and mouth position,

posture and breathing for playing the recorder.

• Simple rhythmic notation using whole, half, quarter eighth notes and rests.

• Notes B, A, G, C, D, E, F#. • How to tongue correctly. • Slurs and how to play them.

Unit Objectives Students will be able to… • Identify the staff, treble clef, bar lines, double bar. • Echo short rhythmic patterns. • Play their recorder using proper hand and mouth positions,

posture, breathing and tonguing. • Identify on the staff and play the pitches B, A, G, C & D • Play simple melodies using notes B, A, G, C, D, & F# • Identify, clap and play basic rhythmic values of whole, half

quarter, and eighth notes and rests. • Play simple melodies that include tonguing and slurring,


Content Area: INSTRUMENTAL MUSIC Unit Title: Recorder – 3rd Marking Period Target Course/Grade Level: 3 Unit Summary Recorder is a pre-band instrument course, taught to introduce all 3rd grade students to the fundamentals of instrumental music. In one 45 minute period a week, students will be actively engaged and motivated in the process of learning to play music on their recorder and will be introduced to appropriate use of music vocabulary. Students will work in pairs, small groups and as a class when practicing the different elements of the day’s lesson. Challenging yet realistic music will be used in class and in performance. Lessons in this unit are designed to teach: Rhythm - Develop use of: whole note, whole rest, half note, half rest, quarter note, quarter rest, steady beat/pulse, dotted half note, groups of two & four eighth notes Introduce: tied notes Articulation - Develop: tonguing – Introduce: slurs Pitch/Intonation - Develop: maintaining a steady pitch (long tones) Musical Terms/Infused Theory - Develop use of: staff, treble clef, bat lines, double bar, time signature melodic, rhythmic notation/note reading, repeats, fermata - Introduce: concept of tempo and dynamics Style/Genre – Continue use folk songs, classical themes Technique - Reinforce: proper hand position, embouchure, breathing, posture, fingerings, and use of the fingering chart Maintenance - Reinforce: proper cleaning techniques used after playing Etiquette - Introduce: concert etiquette as a performer and as an audience member

Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. CPI # Cumulative Progress Indicator (CPI) 1.1.2.B.1 1.1.2.B.2 1.1.2.B.3

1.1.2.B.4

Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eight notes and rests. Categorize families of instruments and identify their associated musical properties.


1.3.2.B.1 1.3.2.B.5




1.4.2.B.1 1.4.2.B.2











Unit Objectives Students will know… • Staff has 5 lines and 4 spaces. • Treble clef, bar lines, double bar and

#/4 time signatures. • Proper hand and mouth position,



• Notes B, A, G, C, D, E, F#, low D & F • How to tongue correctly. • Slurs and how to play them.


posture, breathing and tonguing., • Identify on the staff and play the pitches B, A, G, C, D, E,

F#, low D and F. • Play simple melodies using notes B, A, G, C, D, E, F#, low

D and F. • Identify, clap and play basic rhythmic values of whole, half

quarter, and eighth notes and rests. • Play simple melodies that include tonguing and slurring.


Content Area: INSTRUMENTAL MUSIC Unit Title: Recorder – 4th Marking Period Target Course/Grade Level: 3 Unit Summary Recorder is a pre-band instrument course, taught to introduce all 3rd grade students to the fundamentals of instrumental music. In one 45 minute period a week, students will be actively engaged and motivated in the process of learning to play music on their recorder and will be

introduced to appropriate use of music vocabulary. Students will work in pairs, small groups and as a class when practicing the different elements of the day’s lesson. Challenging yet realistic music will be used in class and in performance. Lessons in this unit are designed to teach: Rhythm - Develop use of: whole note, whole rest, half note, half rest, quarter note, quarter rest, steady beat/pulse, dotted half note, groups of two & four eighth notes, tied notes - Introduce: eighth rest, single eighth note, multi-measure rests, #/4 meters Articulation - Develop: tonguing, slurs – Introduce: staccato, accent Pitch/Intonation - Develop: maintaining a steady pitch (long tones) Musical Terms/Infused Theory - Develop use of: staff, treble clef, bat lines, double bar, time signature melodic, rhythmic notation/note reading, repeats, fermata, concept of tempo and dynamics Introduce: phrasing, repeats, D.C./D.S./Coda, and accidentals Style/Genre - Develop: folk songs, classical themes, patriotic/marches Technique - Reinforce: proper hand position, embouchure, breathing, posture, fingerings, and use of the fingering chart Maintenance - Reinforce: proper cleaning techniques used after playing Etiquette - Develop: concert etiquette as a performer and as an audience member Primary interdisciplinary connections: Infused within the unit is connection to the current NJCCCS for the other Visual and Performing Arts as well as Math, Science, Language Arts Literacy and Technology when applicable. 21st century themes: The unit will integrate the following 21st Century Life and Career Ready Practices including: CRP1 – Act as a responsible and contributing citizen and employee. CRP2 – Apply appropriate academic and technical skills. CRP4 – Communicate clearly and effectively and with reason. CRP6 – Demonstrate creativity and innovation. CRP8 - Utilize critical thinking to make sense of problems and persevere in solving them. CRP9 – Model integrity, ethical leadership and effective management. CRP11 – Use technology to enhance productivity. CRP12 – Work productively in teams while using cultural global competence.





understanding of arts philosophies, judgment, and analysis to works of art in music. CPI # Cumulative Progress Indicator (CPI) 1.1.2.B.1

Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.

1.1.2.B.2 1.1.2.B.3

1.1.2.B.4

Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eight notes and rests. Categorize families of instruments and identify their associated musical properties.


1.3.2.B.1 1.3.2.B.5




1.4.2.B.1 1.4.2.B.2











Unit Objectives Students will know… • Staff has 5 lines and 4 spaces • Treble clef, bar lines, double bar and

#/4 time signatures. • Proper hand and mouth position,



• Notes B, A, G, C, D, E, F#, low D, F, low C and high E

• How to tongue correctly. • Slurs and how to play them.


posture, breathing and tonguing., • Identify on the staff and play the pitches B, A, G, C, D, E,

F#, low D, F, low C and high E. • Play simple melodies using notes B, A, G, C, D, E, F#, low

D, F, low C and high E. • Identify, clap and play basic rhythmic values of whole, half

quarter, and eighth notes and rests. • Play simple melodies that include tonguing and slurring.


Evidence of Learning Formative Assessments • Homework Assignments • Group Performance • Teacher Observation


Summative Assessments • Performance Rubrics • Tests/Quizzes • Concert Performances • Modifications (ELLs, Special Education, Gifted and Talented) • Teacher tutoring • Peer tutoring • Cooperative learning groups • Modified assignments • Differentiated instruction • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Lesson Books: The Yamaha Advantage by Sandy Feldstein and Larry Clark Recorder Express by Artie Almeida Excellence in Theory by Ryan Nowlin and Bruce Pearson You Can Teach Yourself Recorder by William Bay Disney Collection Songbook for Recorder (Hal Leonard Publisher) Yamaha Recorder Student by Sandy Feldstein First Division Melody Instrument Method by Fred Weber Fun-way Pre-Band Instrument Method by John Brimhall Songs for Kids – Recorder (Hal Leonard Publisher) Periodicals: Teaching Music The Instrumentalist Tempo MENC Journal Teacher Notes:

Documents

POINT&PLEASANT&BEACH&SCHOOL&DISTRICT€¦ · 1.1 The Creative Process – All students will demonstrate an understanding of the elements and principles that govern the creation of