Copyright © 2002 by Arizona State University and the Arizona Board of Regents.
Phoenix Union High School Performing Arts
Guidelines for Curriculum
Beginning Band Music
Preface
This document is a guide to provide direction for the teaching of music by establishing content standards for student attainment. Each content standard is divided into several achievement standards, with suggested Lesson Plans activities and tasks. However, the teacher is encouraged to employ whatever methods or strategies that will enable students to attain these standards. This is a working guide intended to assist teachers in the planning of Lesson Plans Units. Although these standards are not weighted equally, nor do they appear in priority order, emphasis is expected to be placed on technique, musical comprehension, and performance consistent with skills developed after one year of study.
Profile of Performing Arts Students follows
PROGRAM PHILOSOPHY
The arts must be an integral part of every student's education. The performing arts help students to develop self-esteem, self-discipline, self-motivation and cooperation skills necessary for success in life. The performing arts can be a powerful vehicle for motivation and teaching students. Because the performing arts allow students to express themselves in different ways, involvement in dance, drama and music courses is often responsible for keeping them in school. The performing arts are for everyone, not just the talented. Just as society expects competence in mathematics of all students, society should expect competence in the performing arts.
The performing arts are rigorous academic disciplines which require active learning through creation, practice, rehearsal and performance of works of art. Studying the performing arts involves critical and creative thinking and problem-solving skills. The performing arts have intellectual and emotional components. They build a bridge between verbal and non-verbal, between the strictly logical and the emotional - the better to gain an understanding of the whole. When students create dances, music, and theatrical works, they grow in their ability to comprehend the world and learn to communicate with others.
In performing arts classes students learn to appreciate the role of the arts in their daily lives and develop criteria for evaluating creative works. They study the history, experiences and contributions of cultures throughout the world. In addition, students learn about and prepare for career opportunities in the arts - as many as one in three students will find employment in an arts-related field. Increasingly, students learn to use technology in exploring, creating and presenting art.
Participating in society is more than earning a living; it is also living a life rich in meaning, engaging in self-expression and delighting in the creative efforts of others in our diverse world. The performing arts are valuable in and of themselves, providing expression for universal human values. Through the arts, the best of our civilization will be passed on to our future generations.
In performing arts classes, we want our students to:
- develop a picture of who they are - a whole person, a valuable person
- develop a sense of belonging, of connecting with society
- develop reliability, responsibility, patience and the willingness
to try something new
- take pleasure in rehearsal and performance, and pride in their successes
- have high expectations for themselves and be active participants in
their lives - not spectators
- learn to develop their skills through sustained effort
- develop an understanding of human nature and the ability to empathize
- become tolerant and open to others' ideas and ways of being
- develop a love for all arts
GOALS FOR PERFORMING ARTS EDUCATION
The Performing Arts are those symbolic arts which consist of notes, figures, and words and which require the student to engage in interpretation and expression. They require a use of the creative imagination. Because the Performing Arts require a physical expression of some kind, they differ from the the Visual Arts of painting and sculpture in that the person is the medium as well as the means of expression. Students are entitled to sufficient opportunity and necessary materials and facilities to practice, rehearse, and perform.
Artistic Expression
Students develop necessary technique and appropriate vocabulary to communicate
artistically.
Creative Expression
Students use experience and imagination in composition, improvisation
and interpretation of the arts.
Historical and Cultural Context
Students develop a knowledge and appreciation of the richness and complexity
of human history and the diversity of world cultures through the arts.
Aesthetic Valuing
Students analyze, interpret, and make critical judgments about the arts
in accord with intuitive and learned aesthetic principles.
Music Goals/Standards Foundation Level
follow and are repeated in the major document.
Following is one example from each of the eight standards
BEGINNING BAND
Suggested activities to meet Achievement Standards at the Foundations
Level
1. Content Standard: Singing or performing on an instrument, alone and with others, a varied repertoire of music
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a. Play expressively with appropriate dynamics, interpretation, timbre, posture, tempo, breath control, tone quality, and technical accuracy, on pitch, and in rhythm a varied repertoire of instrumental literature with a difficulty of 1 to 2, on a scale of 1 to 6.
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· Perform in beginning band · Memorize scales · Memorize warm-up routine · Play a song a capella · Play etudes from a collection or method |
The teacher asks one section to play while the remaining students follow along, silently practicing the fingerings for the notes in their parts. After listening to the "solo section," students comment on what they heard, how the sound could be improved, and in what role (melodic, rhythmic, or harmonic) the section is functioning at that time in the music. Through this process, the students learn to listen to other sections of the ensemble as well as their own, thus helping the group to improve its balance. |
Suggested Assessment Methods: Performance/Portfolio, Teacher Observation, Student Self-Assessment
2. Content Standard: Improvising melodies, variations, and accompaniments
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b. Improvising simple rhythmic and melodic ostinato accompaniments |
· Students hear chords implicit
in the melody and improvise accompaniment · Students will select rhythmic patterns to create an accompaniment |
Distribute copies of a 12 bar blues progression. Have students play arpeggios for each measure of the 12 bar blues (e.g. - Bb D F/Eb G Bb/F A C). Assign a rhythmic pattern for each measure. Ask students to pick a root, third, or fifth they will play. Teacher improvises melody while students improvise accompaniment. |
Suggested Assessment Methods: Performance/Portfolio, Teacher Observation, Student Self-Assessment
3. Content Standard: Composing and arranging music within specified guidelines
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a. Compose music for your instrument within specified guidelines. |
· Compose a two measure ending
to a melody · Compose a four bar melody using any of five notes specified · Compose a simple song in ABA form |
Assign students a pentatonic scale and allow them to choose a meter (2/4, 3/4, 4/4) to which they will compose a four bar melody. Be sure to demonstrate examples which end with a feeling of rest contrasted with examples which sound incomplete. |
Suggested Assessment Methods: Performance/Portfolio, Teacher Observation, Student Self-Assessment
4. Content Standard: Reading and notating music
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b. Sight read accurately music level of difficulty up to 1 (easy), on a scale of 1-6. |
· Students will sight read very easy music |
The band is given an unfamiliar, easy piece. They spend a few minutes studying it, either individually or as a group, and discussing its features. They then play through it and record it on tape. The tape is then played, and the students follow the music, noting errors in their performance. The students then record the piece again, attempting to correct the errors that occurred during the first recording and to play with expression. The same work is recorded yet another time a month later. The three versions are compared by the students to assess their progress in music reading. |
Suggested Assessment Methods: Forced Choice, Performance/Portfolio, Teacher Observation, Student Self-Assessment
5. Content Standard: Listening to, analyzing, and describing music
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a. Understand the basic concepts of music theory. |
· Notate scales without key signature |
Distribute a simple piece of music which the instructor has rewritten in enharmonic pitches. Students will rewrite the passage in its simplest form. Students will select an excerpt from their method book and rewrite it using enharmonic pitches. |
Suggested Assessment Methods: Forced Choice, Essay Questions, Performance/Portfolio, Teacher Observation, Student Self-Assessment
6. Content Standard: Evaluating music and music performances
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a. Develop and sustain a portfolio of created work demonstrating the progression of knowledge and skills. |
· Keep a cassette tape of each student's individual performance
progress. Tape monthly. |
A musician's portfolio will consist of a collection of many types of media that demonstrate a variety of skills and accomplishments. By keeping track of their progress and evaluating which items to include in their portfolio, students will be improving their vocabulary and skill necessary to evaluate the performances of others as well. Before a performance, students should determine if an audio or video tape will be made. If no one has been assigned to the task, the student should attempt to have a friend or family member tape the event. After the performance, students should listen to the tape and decide if it should be included in their portfolio by evaluating the performance considering tone quality, intonation, technical ability, artistry and other factors that are deemed important. |
Suggested Assessment Methods: Performance/Portfolio, Teacher Observation, Student Self-Assessment
7. Content Standard: Understanding relationships between music, the other arts, and disciplines outside the arts
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c. Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. |
· Discuss the relation of science to music (e.g. acoustics,
overtone series, sound production, intonation, etc....) |
Have students write a paragraph explaining the advantages of written notation and compare answers with the advantages of written language. In their comparisons, examine similarities between the method of musical notation and that of the written word. For example, musical notation might exist to cross barriers of time, space, and language. Similarly, the written word might exist to cross the same barriers. The catalyst for such a journey might involve notes, phrases, and entire works paralleled with letters, sentences, and books. |
Suggested Assessment Methods: Forced Choice, Essay Questions, Performance/Portfolio, Teacher Observation, Student Self-Assessment
8. Content Standard: Understanding music in relation to history and culture.
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a. Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use. |
· Discuss music traditionally used in ceremonies |
Students will keep a journal for a week of every time they hear music. Students must justify each example as to why they think the music was used in each different situation. |
Suggested Assessment Methods: Performance/Portfolio, Teacher Observation, Student Self-Assessment
Assessment
Types of Assessments are defined and followed by
Examples
1. Forced-Choice Items
a. Multiple Choice
A chord is:a. 3 or more tones sounded together
b. a series of successive tones
c. a pattern of beats
d. a long thing that sticks out of an ironb. Fill in the Blank
The standard number of valves on any brass instrument is ____________________
c. Matching1. Tuba a. percussion
2. Clarinet b. brass
3. Bass Drum c. woodwindsd. True/False
The saxophone is a brass instrument - TRUE/FALSE
2. Essay Question
Discuss the formal structure of the 1st movement of Mozart's Second Horn
Concerto by including form, key, modulation, and cadenzas.
3. Performance/Portfolio
a. Performance Task
- A series of scales are required to be played from memory at the end of the semester. These scales will be practiced in and out of class using a pre-approved pattern.
- Authentic Assessment - The scale will be performed by memory in front of the teacher or class.b. Portfolio
Student provides drafts of a composition of a choral in four stages of development:1. block chords in root position
2. passing tones and neighboring tones
3. suspensions, approgiaturas
4. inversions of chordsThe student should be able to discuss the process taken to achieve the final product.
4. Teacher Observation
a. Informal
Name Comments
Susie
John
Phillipe
Herschelb. Formal
Set up a form giving a grading or rating symbol for the following classifications:Scales
Sight-Reading
Tone Quality
Posture
Breath Control
5. Student Self-Assessment
Item to be assessed
My evaluation of my understanding of the construction of and the transposition
of the church modes
student comments
Criterion
My evaluation is based on the following evidence
student comments
Contact:
Joan Mason, Curriculum Director, Arts and Foreign Languages
joan.mason@qm.phxhs.k12.az.us