alexander county schools 2012-2013 grade band...alexander county schools 2012-2013 unit: 7th grade...
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Alexander County Schools 2012-2013
Unit: 7th grade-Basic Theory- Intermediate Band
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 7.ML.2
Interpret the sound and symbol systems of music
Transfer: Students will be able to independently use their learning to… Read and interpret basic musical notation/symbols previously attained in beginning band, while moving toward more advanced symbols and notational codes.
Meaning
Understandings: Students will understand that…
Music has its own specific symbols to communicate a language to inform the player of timing, duration of performance and silences.
Essential Question(s):
1.) What makes an ensemble work? 2.) What keeps the ensemble together?
Acquisition
Students will know:
1. How to play a basic beat and tempo at various speeds. 2. How to perform standard pitch notation and rhythmic durations. 3. How to play accurately in basic meters while advancing to more
complex meters.
Students will be skilled at:
1. Playing on time and beat with rhythmic accuracy and pitch accuracy.
2. Playing at various tempos and in a vaierty of meters
Essential Vocabulary:
Rhythmic Notation Time Signatures Key Signatures whole notes/rests 4/4 Bb Scale half notes/rests 2/4 Eb Scale quarter notes/rests ¾ Ab Scale Eighth notes/rests 6/8 F Scale Sixteenth notes/rests
Pitch Notation Tempo markings Articulations Clefs Andante Tie Staff Moderato Slurs Flats Allegro Sharps Ritardando Naturals
IT Standards: IT Strategies:
Unit Title: 7th grade Band - Basic Theory- Intermediate Band Grade: 7th
Subject: Band
STAGE 2
Understandings:
Music has its own specific symbols to communicate a language to inform the player of timing, duration of performance and silences.
Essential Questions:
1. What makes an ensemble work?
2. What keeps the ensemble together?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Pass offs Playing tests Recordings “Down the line” Pictures of posture and
embouchure. Compare with proper picture.
Duets Popcorn play District Honor Band
Summative Assessment
Pep Rallies, October concert
Winter and Spring concerts
music assemblies quizzes/exams State Contest (MPA)
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Essential Elements 2000 Internet/YouTube recording equipment videos/CD’s tuners metronomes projectors/smart board school owned instruments
Strategies:
School assemblies fall, winter, spring concerts MPA (state contest) District honor band Art fest
Alexander County Schools 2012-2013
Unit: 7th grade band-intermediate- Creating Music
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 7.ML.3 Create music using a variety of sound and notational sources.
Transfer: Students will be able to independently use their learning to… Use standard notation to perform some small works, but starting to focus on full arrangements and independent parts within a work.
Meaning
Understandings: Students will understand that…
Using the fundamentals techniques they have attained will produce and create basic musical excerpts and full arrangements
Essential Question(s):
What are the basic fundamentals in creating music?
What makes music enjoyable?
What are the basic fundamentals in performing larger works?
Acquisition
Students will know:
Increase basic music making skills and fundamental notational literacy recognition.
Students will be skilled at:
1) composing/dictating simple melodies
2) playing full arrangements
3) tuning and using a tuner for intonation
Essential Vocabulary:
Essential vocabulary: Rhythmic Notation whole, half, dotted half, eighth, sixteenth notes, complimentary rest, time (2/4, 3/4, 4/4) Pitch Notation flats, sharps, tempos, staff notes, clefs, articulations, improvisation, key signatures
Musical Interpretation style phrasing dynamics with control and accurate intonation balance and blend
IT Standards: IT Strategies:
Unit Title: Grade: Subject:
STAGE 2
Understandings:
Students will understand that…
Using the fundamentals techniques they have attained will produce and create basic musical excerpts and full arrangements
Essential Questions:
What are the basic fundamentals in
creating music?
What makes music enjoyable?
What are the basic fundamentals in
performing larger works?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Pass offs Playing tests Recordings “Down the line” Pictures of posture and
embouchure. Compare with proper picture.
Duets Popcorn play District Honor Band
Summative Assessment
Pep Rallies, October concert
Winter and Spring concerts
music assemblies quizzes/exams State Contest (MPA)
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Essential Elements 2000 Internet/YouTube recording equipment videos/CD’s tuners metronomes projectors/smart board school owned instruments
Strategies:
School assemblies
Fall, winter, spring concerts
MPA (state contest)
District honor band
Art fest
Alexander County Schools 2012-2013
Unit: 7th grade Intermediate band- Global Awareness
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 7.CR.1 Understanding global, interdisciplinary and 21st century
connection with music.
Transfer: Students will be able to independently use their learning to… Identify and relate music to various areas and eras
Meaning
Understandings: Students will understand that…
Music is a direct reflection of geography and historical time period including your own community.
Essential Question(s):
1) How can we explore connections with music with history/ geography? 2) What function does music serve in today's societies? 3) How does performing connect your community?
Acquisition
Students will know:
How to connect music with other areas and their periods of history.
Students will be skilled at:
Understanding and appreciating what the basic role of music has in
society, including their own society, and how it correlates.
Essential Vocabulary:
sharp/ flats/ tuning/ historical content (history)/ phrasing, performing etiquette
IT Standards: IT Strategies:
Unit Title: Grade: Subject:
STAGE 2
Understandings:
Students will understand that…
Music is a direct reflection of geography and historical time period including your own community.
Essential Questions:
1) How can we explore
connections with music
with history/ geography?
2) What function does music
serve in today's societies?
3) How does performing
connect your community
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Pass offs Playing tests Recordings “Down the line” Pictures of posture and
embouchure. Compare with proper picture.
Duets Popcorn play District Honor Band
Summative Assessment
Pep Rallies, October concert
Winter and Spring concerts
music assemblies quizzes/exams State Contest
(MPA)
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Essential Elements 2000 Internet/YouTube recording equipment videos/CD’s tuners metronomes projectors / smart board school owned instruments
Strategies:
school assemblies, fall, winter, spring concerts, MPA, district honor band, Art fest
Alexander County Schools 2012-2013
Unit: 7th grade Intermediate Band- Interpretation and Expression
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 7.MR.1- Understand the interacting elements to respond to music and
music performance.
Transfer: Students will be able to independently use their learning to… 1.) Critique performances 2.) Read and interpret their conductors 3.) Evaluate texture, blend, and balance
Meaning
Understandings: Students will understand that…
1. Music has layers. 2. Conductors analyze the music and communicate their
interpretations through gestures. The students must be responsive to their conductors and these gestures.
Essential Question(s):
1.) Are we conveying our composers meaning? 2.) What role does each instrument play in a composition? 3.) How do we respond to music? 4) What emotion/story is the performance conveying to the audience?
Acquisition
Students will know:
1. How to analyze with more mature conceptual skills during a live
performance and competitive situations.
2. How their parts and performances effect the overall sound of the
music and ensemble.
Students will be skilled at:
1. Listening to and analyzing a performance of a basic given work. 2. Following visual quest from their directors. 3. Tuning and adjusting
Essential Vocabulary: Ensemble Sounds: Balance Blend Texture
Musical Parts: Melodies Harmonies Phrasing
Characteristics of Genres: Style Smooth Detached
IT Standards: IT Strategies:
Unit Title: Grade: Subject:
STAGE 2
Understandings:
Music has layers
Conductors analyze the music
and communicate their
interpretations through
gestures. The students must
be responsive to their
conductors and these
gestures.
Essential Questions:
1.) Are we conveying our
composers meaning?
2.) What role does each
instrument play in a composition?
3.) How do we respond to music?
4) What emotion/story is the
performance conveying to the
audience?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Pass offs Playing tests Recordings “Down the line” Pictures of posture and
embouchure. Compare with proper picture.
Duets Popcorn play District Honor Band
Summative Assessment
Pep Rallies, October concert
Winter and Spring concerts
music assemblies quizzes/exams State Contest
(MPA)
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Essential Elements 2000 Internet/YouTube recording equipment videos/CD’s tuners metronomes projectors/smart board school owned instruments
Strategies:
school assemblies, fall, winter, spring concerts, MPA (state contest), artfest
Alexander County Schools 2012-2013
Unit: 7th grade Band - Tone quality and Pitch Accuracy
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
7. M.L.1 Apply the elements of music and musical techniques in order to play music with accuracy and expression.
Transfer: Students will be able to independently use their learning to… 1. Play their instrument with accurate
pitch and proper tone/physical technique.
2. Demonstrate basic expressive elements.
Meaning
Understandings: Students will understand that…
1. Musicians use specific physical techniques to play with a more
mature accuracy.
2. Music is given expressive markings to communicate its’ own
language and desired outcomes.
3. Beginning to have opportunities to perform on a competitive
level
Essential Question(s):
What makes a quality tone? What do musicians do to communicate to their audience? What produces a mature concert?
What makes a quality performance?
Acquisition
Students will know:
Embouchure, Breathing techniques/breath support, Posture/Physical elements, and expressive markings.
Students will be skilled at:
Playing with a more mature supported tone with control at various dynamic levels and control
Essential Vocabulary: Physical Techniques: Posture Playing position Hand Position Mouthpiece placement Reed placement Embouchure
Breathing Techniques Inhalation Exhalation Air support- Speed and pressure Tuning- ear training
Expressive Markings
Slurs Accents Attacks Releases articulations
Dynamics
piano, mezzo forte, forte Crescendos, Decresendo
IT Standards: IT Strategies:
Unit Title: Tone quality and Pitch Accuracy Grade: 7th
Subject: Band
STAGE 2
Understandings:
Musicians use specific physical
techniques to play with a more
mature accuracy.
Music is given expressive
markings to communicate its’
own language and desired
outcomes.
Beginning to have opportunities
to perform on a competitive level
Essential Questions:
What makes a quality performance?
What makes a quality tone? What do musicians do to
communicate to their audience?
What produces a mature concert?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Pass offs Playing tests Recordings “Down the line” Pictures of posture and
embouchure. Compare with proper picture.
Duets Popcorn play District Honor Band
Summative Assessment
Pep Rallies, October concert
Winter and Spring concerts
music assemblies quizzes/exams State Contest
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Essential Elements 2000 Internet/YouTube recording equipment videos/CD’s tuners metronomes projectors/smart board school owned instruments
Strategies:
School assemblies, fall, winter, spring concerts, MPA (state contest), district honor band, Art fest