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INSTRUMENTAL MUSIC -- GRADES 7 - 8
PLANNED COURSE CURRICULUM GUIDE
I. COURSE DESCRIPTION AND INTENT:
The goal of the DISTRICT MUSIC PROGRAM is:
To help students gain an appreciation of the cultural aspects of music as an art, as a reflection of our society, and as a
vocation or an avocation.
To develop knowledge and understanding of music through the acquisition of musical skills.
To identify musically gifted students and guide the development of their talents.
To use music as a means of developing desirable conduct, feelings of responsibility, group cooperation, leadership and
self-esteem.
To provide opportunities for individual and group musical development through vocal and instrumental performance .
To stress the importance of music in the total educational plan.
The MIDDLE SCHOOL INSTRUMENTAL MUSIC PROGRAM continues the course intent established by the elementary
program, and expands upon that content by taking into account the continuously developing performance ability levels of
the band student. As students become more technically proficient in the performance aspects of their chosen instrument,
they may also, upon occasion, engage in performance on alternate instruments, i.e. oboe to saxophone, upper reed to low
reed, etc.
Through performance in one of the two concert band groups, CADET and JUNIOR BANDS, or in a select ensemble when
available, students will gain appreciation of the seriousness of the team effort required to produce acceptable performance
results. Our program is also designed to help students:
Become proficient rhythmic readers
Develop a consistent sense of and feeling for balance and blend of ensemble performances
Become familiar with the major concert keys Bb, Eb, F, Ab, C and Db
Become knowledgeable in a wide variety of music terminology's and symbols and in their proper applications.
Note: Concerning group band membership -- CADET BAND -- all sixth graders qualify if they have at least one year prior
experience. JUNIOR BAND -- qualification by audition based on performance ability; open to all grades.
Note performance events: Band-O-Rama; Spring Concert; Adjudication
Note performance levels: The majority of students will be performing at levels II, III and IV. A limited number may also be
participating at level I.
II. INSTRUCTIONAL TIME:
Class Periods: Three (3) per six (6) day cycle
Length of Class Periods (minutes): Forty-two (42)
Length of Course: One (1) Year
Unit of Credit:
Standard pages updated 11/2003
PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
PLANNED COURSE ADAPTATIONS/MODIFICATIONS
Introduction
The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services
including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.
These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are
simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain
students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same
students would not succeed.
Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.
Peer Support Extended test time
Cooperative learning among peers Test read to student by teacher or peer
Modeling Oral testing (i.e., student retelling of information)
Development of Information Organizer Open book/note test
Development of Graphic Organizer Alternate testing (any demonstration of a student's understanding of concepts)
Development of structured study guides Retesting
Student selection of instructional material (i.e., reading, writing, math) Reduce the number of responses required on tests
Taped lessons Use of curriculum based assessment
Copy notes (peer or teacher) Vary test format
Student conferencing Objectively define mastery as related to each task. Tasks should be learned to
Combine and vary modes of lesson presentation mastery
Adjust language level to match the developmental and intellectual levels of students Reduce or remove distracting stimuli
Let student practice given examples first. Then assign tasks to be completed. Use of concrete objects and manipulatives in all stages of instruction and
Provide opportunity for guided and independent practice in a variety of situations assessment
Limit number and length of directions Emphasize important information
Have students repeat/review directions (i.e., peer to peer, student to teacher) Allow extra time to complete assignments/projects
Give feedback that is as immediate, specific, and objective as possible Limit the number of assigned tasks in the initial stages of learning. As the student's
Clarify error responses so that students do not make the same errors over and over competency increases, expect the student to complete the same number of tasks as
again the rest of the class
Reinforce progress towards desired outcomes Use supplemental materials
Breakdown complex tasks into smaller, more manageable units Alternate assignments accepted (i.e., modification to homework assignments)
Use verbal prompts to elicit desired results Flexible grouping/individual assistance
Use manual guidance (i.e., hand over hand) to facilitate correct responses Seating to accommodate needs
Computer assisted instruction Teacher proximity
Assessment based upon teacher observation of student performance (i.e., daily Use behavioral management techniques (i.e., contracts, time-out, token system,
work, portfolio, artifacts, projects) charts)
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PREFACE
Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:
• PCCG PURPOSE AND INTENT
• PCCG DEFINITIONS
The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance.
This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent.
The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor
depending upon the capability of the students.
This PCCG is designed as an ACTIVE document capable of technological modification as required.
The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.
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PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT
The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:
• All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum
• A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered
through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels
of student achievement - learning outcomes]
• Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced
and comprehensive basic curriculum
• Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources
• Staff development areas for curriculum improvement are provided
• The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an
administrative document and an instructional guide
• Content and subject format remain flexible and adaptable to modification - an “active” document
• Special Pennsylvania Department of Education [PDE] legislation is identified
• Parents and students are provided with an overview of the instructional program and each course in particular
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PLANNED COURSE CURRICULUM GUIDE (PCCG)
DEFINITIONS
• Course Description and Intent: a brief overview of the course and program goals
• Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level
• Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course
• Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as
appropriate to help the student attain the rigorous standards of a quality education
• Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards
• Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student
must attain
• Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning
activities and content
• Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: MUSIC
Discipline/Grade Level: INSTRUMENTAL MUSIC -- GRADES 7 - 8
UNIT LESSON OUTCOME: 1
The learner will be able to identify and explain the elements of music notation and terminology.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 1.3 1.4 1.5 1.6 1.7 X 1.8
Mathematics 2.1 X 2.2 X 2.3 X 2.4 X 2.5 X 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 X 9.2 X 9.3 X 9.4 X
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
World Language 12.1 12.2 12.3 12.4 12.5 12.6
Career Education & Work 13.1 13.2 13.3 13.4
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 1
Levels I, II Students name aloud the notes on the Teacher designed tests and quizzes Library of concert band music
Name and accurately perform whole musical staff as they appear in Activities which demonstrate numbering more than 300 titles
( ), dotted half ( ), half ( ), exercises from the lesson materials, or knowledge of the concepts taught ranging in difficulty level from very
quarter ( ), and eighth ( ) notes. from teacher designed supplemental Worksheets designed to easy to grade level3.
Name and accurately perform exercise sheets. demonstrate knowledge of the Supplemental methods books
whole ( ),, half ( ), quarter Students demonstrate correct concepts taught including:
( ), and eighth ( ) rests. fingerings/positions appropriate to
Audio portfolio entries via taped "I Recommend" by J. Ployhar
their given instrument for notes "Treasury of Scales" by L.
Name the clef signs ( ), ( ), and cassette materials
incurred in the lesson materials (both Smith
explain the functions of the time
book and supplementals). "101 Rhythmic Rest Patterns"
signs ( ), the bar lines, the
Students accurately perform the by G. Yaus
repeat signs, the accidentals. assigned lesson materials
Identify and describe the pick-up "Rehearsal Fundamentals" by
demonstrating proper fingering
note in its origin and purpose. F. Weber
/position and breath control
Explain the means of a variety of "Tipps for Band"
techniques.
"Step by Step" band method by
terms like Allegro, Moderato, Students explain symbols and define
Andante, Maestoso, Chromatics, terminologies as they are introduced Elledge & Haddad
etc. in the lesson materials. Rubank Selected Duets Vol. I
Levels II, III in addition to the above Students participate in group & II
listed items: performance activities ranging from First division Band Method
Name and describe the values of the small lesson groups of like book two & three
sixteenth note group ( ) and the instruments through sectional groups Resources
dotted quarter-eighth combination of mixed instrument types, plus full AV system including turntable,
( ). concert band settings performing AM-FM, single cassette deck
materials from lesson books, and CD player
Identify and describe the use of the
supplementals and band folios. Full compliment of band
tenuto sign ( ) and the triplet
instruments generally provided
( ).
Correctives: for student use including large
Explain the meanings of music
Flashcards for terminology reed (bass clarinet, tenor, sax,
terms such as Legato, Vivace,
Moderato, etc. Moveable staff flashcard for etc.), large brass (baritone,
notation tuba) and percussion (timpani,
Identify and explain the use of the
Chalkboard staff drill work etc.)
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
measure repeat sign. Sample concert selections on
Explain and demonstrate through Extensions: 33rpm/casseette/CD dating
performance the use of the time Crossword puzzles for from 1975
signs. notation/terminology study Strobotuner; Korg tuner;
Levels IV, V in addition to the items Make use of teacher classroom metronome
listed above: resources Generous collection of
Define the meanings of and Activities generated by students "Loaner" instruments
differences between D.S. al fine and
D.C. al fine, and Coda.
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: MUSIC
Discipline/Grade Level: INSTRUMENTAL MUSIC -- GRADES 7 - 8
UNIT LESSON OUTCOME: 2
The learner will demonstrate the skills of the elements of rhythm and tempo, and apply these elements in performance.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 1.3 1.4 1.5 1.6 1.7 X 1.8
Mathematics 2.1 X 2.2 X 2.3 X 2.4 X 2.5 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 X 9.2 X 9.3 X 9.4 X
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
World Language 12.1 12.2 12.3 12.4 12.5 12.6
Career Education & Work 13.1 13.2 13.3 13.4
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 2
Levels I & II Students write the correct counting Teacher designed tests and quizzes Library of concert band music
Count aloud and perform the whole, of notes and rhythm patterns Activities which demonstrate numbering more than 300 titles
dotted half, half, dotted quarter, beneath the measures of selected knowledge of the concepts taught ranging in difficulty level from very
quarter, and eighth notes as well as exercises from their lesson materials Worksheets designed to easy to grade level3.
the whole, half, quarter, and eighth utilizing either the numerical system demonstrate knowledge of the Supplemental methods books
rests. (1 2 & 3 & 4), or the Kodaly based concepts taught including:
Use the foot tap to assist in guiding syllabic system (TA TiTiTiTiTA), Audio portfolio entries via taped "I Recommend" by J. Ployhar
the beat. or both. cassette renderings of student "Treasury of Scales" by L.
Define and perform the tempo Students sight-read rhythm patterns performance such as auditions, Smith
indications of Moderato, Andante, orally using the rhythm charts performance tests, and so forth "101 Rhythmic Rest Patterns"
Allegro, Maestoso. located at the back of the lesson by G. Yaus
Count accurately and perform the book (Sueta), or teacher made "Rehearsal Fundamentals" by
eighth note patterns ( ), ( ), rhythm charts. F. Weber
( ). Students clap, tap, or perform on "Tipps for Band"
Count accurately and perform the their chosen instrument patterns "Step by Step" band method by
eighth rests. from the lesson materials, rhythm Elledge & Haddad
Explain the Ritard and apply charts, and Folio materials. Rubank Selected Duets Vol. I
through performance. Students tap the beat employing the & II
Levels II & III, in addition to the "foot tap" guide to establish the beat First division Band Method
items listed above: and subdivide it. book two & three
Count aloud and accurately perform Resources
Correctives: AV system including turntable,
the rhythm patterns ( ), ( ),
Flashcards AM-FM, single cassette deck
( ), ( ), ( ), using numerical
Supplemental drills - written or and CD player
(1 &ah) or Kodaly based (TiTika).
Full compliment of band
Apply the time signs ( ), ( ) performance based
instruments generally provided
slow and fast.
for student use including large
Define the tempo and style Extensions:
reed (bass clarinet, tenor, sax,
indications such as Allegretto, Utilize rhythm/counting worksheets
etc.), large brass (baritone,
Vivace, Maestoso, Rubato, etc. Practice advanced rhythm exercise
tuba) and percussion (timpani,
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Levels IV & V, in addition to the Make us of teacher classroom etc.)
items listed above: resources Sample concert selections on
Perform mixed meter patterns Student generated activities 33rpm/casseette/CD dating
including 5/4 and 6/4. from 1975
Perform exercises using fast 6/8 and Strobotuner; Korg tuner;
12/8 meters. metronome
Generous collection of
"Loaner" instruments
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: MUSIC
Discipline/Grade Level: INSTRUMENTAL MUSIC -- GRADES 7 - 8
UNIT LESSON OUTCOME: 3
The learner will use the various elements of melody and harmony in a performance.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 1.4 1.5 1.6 X 1.7 X 1.8
Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 X 9.2 X 9.3 X 9.4 X
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
World Language 12.1 12.2 12.3 12.4 12.5 12.6
Career Education & Work 13.1 13.2 13.3 13.4
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 3
Levels I & II Students perform individually Teacher designed tests and quizzes Library of concert band music
Describe melodic movement as selected concert scales, the Activities which demonstrate numbering more than 300 titles
either stepwise (scale) or skipwise chromatic scale, as well as exercises knowledge of the concepts taught ranging in difficulty level from very
(intervals). and melodies from the lesson series. Worksheets designed to easy to grade level3.
Perform concert scales of Bb, Eb, F Students perform in small groups of demonstrate knowledge of the Supplemental methods books
and Ab, as well as the chromatic like or mixed instrumentation concepts taught including:
scale. playing duets, rounds, harmonized Audio portfolio entries via taped "I Recommend" by J. Ployhar
Levels II & III scales and chorales. cassette renderings of student "Treasury of Scales" by L.
Perform multicultural folk melodies Students perform concert materials performance including auditions, Smith
in a variety of tonalities and in sectional groups and in full performance test and so forth "101 Rhythmic Rest Patterns"
rhythmic complexities both of concert band groupings. by G. Yaus
familiar American and less well "Rehearsal Fundamentals" by
known European types. Correctives: F. Weber
Play more complex duets, trios, Simplified duet, trio, ensemble "Tipps for Band"
quartets as well as more performances "Step by Step" band method by
rhythmically complex duets. Level I chorale performance Elledge & Haddad
Perform chorales of more complex Rubank Selected Duets Vol. I
harmonizations. Extensions: & II
Master the concert keys of Bb, F, Eb, Participation in smaller ensemble First division Band Method
Ab and C and be introduced to their groups book two & three
relative minors. Utilization of advanced classroom Resources
Levels IV & V AV system including turntable,
resources
AM-FM, single cassette deck
Perform the literature of masters of Student generated activities
and CD player
the Baroque, classical and romantic
Full compliment of band
eras through selected exercises in
instruments generally provided
the lesson book.
for student use including large
Perform increasingly more complex
reed (bass clarinet, tenor, sax,
duet, trio, and small ensemble
etc.), large brass (baritone,
material.
tuba) and percussion (timpani,
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Master the additional concert keys etc.)
of C, Db, and G. Sample concert selections on
33rpm/casseette/CD dating
from 1975
Strobotuner; Korg tuner;
metronome
Generous collection of
"Loaner" instruments
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: MUSIC
Discipline/Grade Level: INSTRUMENTAL MUSIC -- GRADES 7 - 8
UNIT LESSON OUTCOME: 4
The learner will successfully perform on the student's chosen instrument using various technical skills.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
Mathematics 2.1 X 2.2 X 2.3 X 2.4 X 2.5 X 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 X 9.2 X 9.3 X 9.4 X
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
World Language 12.1 12.2 12.3 12.4 12.5 12.6
Career Education & Work 13.1 13.2 13.3 13.4
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 4
Perform from memory selected Students perform individually in Teacher designed tests and quizzes Library of concert band music
concert scales which might include small groups of like instruments, Activities which demonstrate numbering more than 300 titles
Bb, Eb, F, Ab, C, Db. and in large sectional groups of knowledge of the concepts taught ranging in difficulty level from very
Perform a chromatic scale on mixed instruments. Worksheets designed to easy to grade level3.
chosen instruments beginning on C, Students demonstrate technical demonstrate knowledge of the Supplemental methods books
naming the note sequences going up proficiencies through performance concepts taught including:
(sharps) and down (flats). of scale/arpeggio/interval patterns at Audio portfolio entries via taped "I Recommend" by J. Ployhar
Perform smoothly and evenly varied tempi, and in multiple cassette renditions of student "Treasury of Scales" by L.
Arpeggio patterns in ( ) as found octaves. performance including, but not Smith
in the lesson books and folio limited to, audition, performance, "101 Rhythmic Rest Patterns"
methods books. Correctives: tests, etc. by G. Yaus
Perform in a smooth, evenly Perform in simple ensemble settings "Rehearsal Fundamentals" by
flowing manner Interval patterns in Simple solos F. Weber
( ) including 3rds, 4ths, 5ths, and "Tipps for Band"
octaves. Extensions: "Step by Step" band method by
Master the particular technical Participation in smaller ensemble Elledge & Haddad
problems of the chosen instrument, groups Rubank Selected Duets Vol. I
for example: Develop solo repertoire materials & II
Clarinet - crossing the break First division Band Method
Utilize advanced repertoire
and performing notes in the book two & three
materials
Altissimo register Resources
AV system including turntable,
Brasses - lip slurs and alternate
AM-FM, single cassette deck
fingerings or slide positions, as
and CD player
well as double tonguing
Full compliment of band
Percussion - more of the
instruments generally provided
complex rudiments including
for student use including large
trip Ratamaque and lesson 25.
reed (bass clarinet, tenor, sax,
etc.), large brass (baritone,
tuba) and percussion (timpani,
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
etc.)
Sample concert selections on
33rpm/casseette/CD dating
from 1975
Strobotuner; Korg tuner;
metronome
Generous collection of
"Loaner" instruments
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Subject Title: MUSIC
Discipline/Grade Level: INSTRUMENTAL MUSIC -- GRADES 7 - 8
UNIT LESSON OUTCOME: 5
The learner will derive the requisite ensemble skills for acceptable concert performance levels.
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8
Mathematics 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11
Science & Technology 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9
Environment & Ecology 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9
Civics & Government 5.1 5.2 5.3 5.4
Economics 6.1 6.2 6.3 6.4 6.5
Geography 7.1 7.2 7.3 7.4
History 8.1 8.2 8.3 8.4
Arts & Humanities 9.1 X 9.2 X 9.3 X 9.4 X
Health, Safety & PE 10.1 10.2 10.3 10.4 10.5
Family & Consumer Science 11.1 11.2 11.3 11.4
World Language 12.1 12.2 12.3 12.4 12.5 12.6
Career Education & Work 13.1 X 13.2 X 13.3 X 13.4 X
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
ESSENTIAL CONTENT CONTENT & INSTRUCTIONAL ACTUAL LEVEL OF RESOURCES AND MATERIALS
OUTCOMES/STANDARD ACTIVITIES/STRATEGIES WITH ATTAINMENT (EVALUATION
CORRECTIVES AND CRITERIA) ASSESSMENT
EXTENSIONS (Individually created
teaching activities may be used to achieve the
standards; however, listed below are activities
which may be helpful:
STANDARD 5
Perform assigned lesson materials Students will perform individually. Teacher designed tests and quizzes Library of concert band music
from methods texts in small groups Students will perform weekly within Activities which demonstrate numbering more than 300 titles
of like instruments focusing on the small lesson group of like knowledge of the concepts taught ranging in difficulty level from very
technical aspects peculiar to the instruments. Worksheets designed to easy to grade level3.
student's chosen instrument, both Students will perform monthly in demonstrate knowledge of the Supplemental methods books
with the group and individually. larger sectional groups of like or concepts taught including:
Perform prepared materials from the mixed instruments. Audio portfolio entries via taped "I Recommend" by J. Ployhar
folio including supplemental Students perform as scheduled in cassette materials "Treasury of Scales" by L.
methods items such as scale etudes, full concert band groupings during Smith
arpeggio and interval exercises, the school day, and after school as "101 Rhythmic Rest Patterns"
chorales and the like as well as needed near concert performance by G. Yaus
designated concert performance times. "Rehearsal Fundamentals" by
selections. Performances will be F. Weber
individual, lesson group or large Correctives: "Tipps for Band"
sectional groupings. Perform modified arrangements of "Step by Step" band method by
Perform on a weekly basis within the ensemble music. Elledge & Haddad
the context of a full concert band. Rubank Selected Duets Vol. I
Jr. Concert Band - level of Extensions: & II
readiness - three rehearsals per Participate in athletic pep band First division Band Method
book two & three
six day cycle. Participate in musical play pit band
Marching Band - 9th grade only Resources
Participate in county level or district
as per curriculum course guide. AV system including turntable,
level band groups
Ensembles - exploratory AM-FM, single cassette deck
Participate in community based
activities when available and CD player
groups
(periodic availability). Full compliment of band
instruments generally provided
Perform in ensembles - exploratory
activities such as jazz band, wood for student use including large
reed (bass clarinet, tenor, sax,
wind or brass ensemble during the
etc.), large brass (baritone,
school day.
tuba) and percussion (timpani,
LEARNING OUTCOMES/STANDARDS AND CONTENT/ACTIVITIES
Statements of student learning expectations achieved through suggested teaching-learning activities and selected content to help reach standards and graduation requirements.
Perform confidently and with etc.)
necessary proficiency within the Sample concert selections on
large concert band group setting 33rpm/casseette/CD dating
best suited to that student's from 1975
performance readiness level Strobotuner; Korg tuner;
demonstrating the requisite metronome
technical accuracy inherent in the Generous collection of
chosen instrument of performance, "Loaner" instruments
and demonstrating an accurate
appreciation for overall balance and
blend of parts within the group.
Perform confidently and with
required proficiency in both large
group sectional and smaller lesson
group settings.
Perform confidently and
proficiently on an individual basis.
