Intermediate Band

PA Arts and Humanities Standard:

• 9.1.5.A Know and use the Elements and Principles of each art form to create works in the arts and humanities.
• 9.1.5.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.5.C Recognize and use fundamental vocabulary within each of the arts forms.
• 9.1.5.H Handle materials, equipment and tools safely at work and performance spaces.
• 9.2.5.D Analyze a work of art from its historical and cultural perspective.

• Identify parts of their instruments.
• Understand the concept of duration and pitch. 
• Properly assemble the complete instrument.
• Understand basic music vocabulary and instrument components.
• Understand the historical and cultural context of their instruments and related literature.
   

• Students will be able to correctly assemble their complete instrument.
• Students will be able to demonstrate elements of correct posture, embouchure, breathing and air support.
• Students will be able to show proper care, cleaning and maintenance of their instrument.
• Students will be familiar with the historical and cultural context of their instruments and literature.
   

• Play long tones on mouthpiece alone.
• Demonstrate steady beat by tapping foot and counting to four.
• Play static tone (first pitch of B flat scale) using quarter notes/rests.
• Play basic pitches (first 5 pitches of B flat scale).
• Play basic rhythms (quarter, half, whole notes and rests).
• Perform songs using basic pitches and rhythms.
• Demonstrate correct playing posture.
• Demonstrate proper hand/finger position.
• Demonstrate proper breathing technique.
• Demonstrate correct embouchure - produce sound on mouthpiece (headjoint, etc.).

• How do instruments make sound?
• What is necessary to prepare to play instruments?
• How do I get started playing a band instrument?
• What do all of these musical words and symbols mean? 
• How do you read and perform music?
   

• How do I play basic notes on a band instrument (first 5 notes of B flat concert)
• How do I play basic rhythms (quarter notes, half notes, wholes notes and rests)
• What is the correct playing position for my instrument?
• How do I produce sound on a band instrument?
   

• Essential Elements for Band, Book 1 (or other similar method), pages 1-7
• Teacher developed supplemental materials

• Rhythm
• Quarter Note/Rest
• Half Note/Rest
• Pitch
• Note Names
• Whole Note/Rest
• Embouchure
• Instrument Parts
• Posture
• Composer

• Performance Assessment
  • The teacher will observe students play basic pitches and rhythms on their instruments with good posture, breathing and tone quality.
     

PA Arts and Humanities Standard

• 9.1.5.A Know and use the Elements and Principles of each art form to create works in the arts and humanities. 
• 9.1.5. B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.5.C Recognize and use fundamental vocabulary within each of the arts forms.
• 9.1.5.G Identify the function and benefits of rehearsal and practice sessions.
• 9.1.5.H Use and maintain materials, equipment and tools safely at work and performance spaces.
   

• Identify elements of music notation as used in beginning band ensemble and solo literature.
• Identify music in simple meters.
• Identify basic music terminology appropriate to beginning band solo and ensemble literature.
• Identify elements of effective practice habits.
• Know how to safely work in selected physical space/environments.

• Students will be able to perform simple musical phrases.
• Students will demonstrate an understanding of basic music terminology appropriate to beginning band solo and ensemble literature.
• Students will expand their performing range to include pitches of the A minor natural scale.
• Students will develop practice habits that include a warm up routine and effective time management.
• Students will understand appropriate elements of successful individual practice sessions.
• Students will understand how to set up instruments and equipment for effective rehearsals and performances.
   

• Perform simple musical phrases with expanding pitch range.
• Perform literature in simple meters (4/4, 3/4, and 2/4 time signatures).
• Perform rhythms in duple subdivisions as appropriate to beginning band ensemble and solo literature.
• Demonstrate proficiency on basic rhythms, including eighth note, dotted half figures.
• Demonstrate proficiency on basic pitches (fingering/slide positions, sticking, etc.).
• Play pitches that expand to include notes from the Concert A Minor natural scale.
• Establish a basic warm-up routine appropriate for instrument and experience level.
• Establish appropriate strategies for individual practice.
• Establish appropriate and safe physical space/environment.

• How do we learn to play new songs?
• How do I move beyond the basic notes and rhythms?
• What is needed to practice effectively?

• How do I play the pitches of the concert A minor natural scale?
• How do I play eighth note and dotted half note rhythms?
• What does an effective practice session look like?
• How do I set up my environment for productive practice?
   

• Essential Elements For Band (or similar method, if not available), approx. pages 8-16
   

• Rhythm
• Eighth Note/Rest
• Dotted Half Note/Rest
• Natural
• Pitch
• Note Names
• Sharp
• Flat
• Practice
• Warm Up
• Scale

• Performance Assessment
  • Students will play expanded pitches (A natural Minor) and developing duple rhythms on their instruments with improved tone quality.
     

PA Arts and Humanities Standard:

• 9.1.5.A Know and use the Elements and Principles of each art form to create works in the arts and humanities.
• 9.1.5.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.5.C Know and use fundamental vocabulary within each of the arts forms.
• 9.1.5.G Identify the function and benefits of rehearsal and practice sessions.
   

• Identify the pitches of the B Flat Concert Scale. 
• Recognize harmony in ensemble literature.
• Recognize music terminology from solo and ensemble literature.
• Interpret a conductor's pattern and gestures for beat.
   

• Students will understand proper rehearsal etiquette in small and large group settings.
• Students will perform ensemble warm-ups, including scales and/or etudes.
• Students will follow and interpret conducting gestures while performing.
• Students will build on existing practice habits as pitches and rhythms expand in literature (small group and large ensemble settings).

• Play the B flat major scale in quarter notes @ 60 bpm.
• Play polyphonic music in small groups and ensembles.
• Perform with characteristic tone on a band instrument individually, in small homogeneous groups, and in large ensembles.
• Perform expressively using various dynamics, articulations and styles indicated in the literature.

• How do you perform in a group?
• What do the conductor's gestures mean?
• What does a band rehearsal look and sound like?
• What do the symbols and terms in my music mean?
   

• How do I play the B flat Concert Scale?
• How is playing in a group different from playing alone?
• How do I blend and balance my sound with others?
• How do I play (ex. dynamics, articulations, etc.) on my instrument?

• Grade/age appropriate band literature
• Scale sheet, rudiments, fingering charts
• Method book or supplemental song sheets/exercises 
   

• Concert Scale
• Dynamics
• Articulation
• Various Terms
• Baton
• Beat Pattern
• Down Beat
• Tempo
• Performing Etiquette
• Rehearsal Etiquette
• Metronome
• BPM (beats per min)

• Performance Assessment
• Ensemble and individual evaluation - director observed
• Self evaluation, digital recording
• Discuss/reflect rehearsal and/or concert elements, focusing on individual and ensemble performance.
   

PA Arts and Humanities Standards:

• 9.1.6.A Know and use the Elements and Principles of each art form to create works in the arts and humanities.
• 9.1.6.J Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts of the works of others.
• 9.2.6.A Explain the historical, cultural and social context of an individual work in the arts.

• Identify informal structure and themes in conventional band literature musical forms.
• Interpret a conductor's gestures with regard to expressive elements (dynamics, shaping).
• Know how to locate and utilize appropriate technology resources.
• Identify composers' biographical information related to beginning band solo and ensemble music used in class.
• Identify music of different cultures.

• Students will demonstrate performance proficiencies.
• Students will perform expanded (rhythm/pitch) ensemble literature.
• Students will follow the conductor's gestures for dynamics and style.
• Students will develop confidence in playing varied independent parts in ensemble literature.
• Students will understand how technology can help improve performance.
• Students will develop an understanding of music from different cultures.

• Perform ensemble and solo literature with appropriate musical phrasing.
• Develop enhanced musical elements through small group instruction (lessons/sectionals).
• Perform appropriate dynamic indications in beginning band ensemble and solo literature.
• Perform appropriate articulation indications in beginning band ensemble and solo literature.
• React to conductor’s gestures in regard to dynamics and style.
• Utilize technologies available for improving practice efficiency (ex. Web resources, Practice Software, Metronome/Tuning apps.
• Perform music of different cultures.

• How can our band improve?
• How does the conductor’s movements impact the way we play?
• How can we develop a tone/timbre that is characteristic of a developing band?
• How can technology help us improve?
• What differences exist in music from various cultures?
   

• What do dynamics tell us?
• How do I improve my tone?
• How does the conductor communicate dynamics?
• How does the conductor communicate style?
• What are the characteristics of music from (ex. country/region)?
   

• Grade/age appropriate band literature
• Scale sheet, rudiments, fingering charts
• Method book or supplemental song sheets/exercises 
   

• Timbre
• Tone
• Intensity
• Duration
• Conducting
• Gestures
• Peripheral
• Technology
• Tuner
• Cent (sharp/flat)
• Pitch
• Culture
• Regions
• Syncopation
• Setting
• Era

• Ensemble evaluation, director observation
• Self evaluation (student)
• Assess individual and group performances in regard to style, dynamics and tone quality
   

PA Arts and Humanities Standard:

• 9.1.6.A Know and use the Elements and Principles of each art form to create works in the arts and humanities.
• 9.1.6.B Recognize, know, use and demonstrate a variety of appropriate arts Elements and Principles to produce, review and revise original works in the arts.
• 9.1.6.D Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.
• 9.3.6.A Identify critical processes in the examination of works in the arts and humanities.
   

• Identify and define stylistic terminology appropriate to beginning band ensemble and solo literature.
• Identify habits and procedures for a comprehensive warm-up routine.
• Understand (embouchure and fingerings) expanded pitches on their instrument.
• Recognize dynamic symbols and articulation markings.

• Students will continue the development of interpreting a conductor’s gestures.
• Students will perform with increased sensitivity to dynamic contrasts.
• Students will utilize appropriate musical terminology in the process of performance critique.
   

• Expand range on instrument.
• Perform with sensitivity to ensemble balance.
• Perform with sensitivity to ensemble blend.
• Develop a comprehensive warm-up routine.
• Perform a variety of music appropriate to beginning band solo and ensemble literature.

• How do I perform literature with increased independence?
• How does the ensemble rehearse challenging music effectively?
• Why is it important for me to understand contrasts in dynamics and articulation?
   

• How do you play new pitches on your instrument?
• What elements are in an appropriate warm-up routine?
• What do expressive musical symbols look like?
   

Resources

• Age and skill-level appropriate concert band literature
• Scale Sheets
• Fingering Charts
• Director-developed worksheets and music excerpts
   

• Style
• Articulation
• Dynamics
• Embouchure
• Scale
• Chromatic
• Balance
• Blend

• Assess individual and group performances in regard to style, dynamics and tone quality
• Self evaluation (student)
• Ensemble evaluation, director observation

PA Arts and Humanities Standard:

• 9.1.6.A Know and use the Elements and Principles of each art form to create works in the arts and humanities.
• 9.1.6.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.6.D Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.
• 9.1.6.J Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
• 9.2.6.D Analyze a work of art from its historical and cultural perspective.
• 9.3.6.D Evaluate works in the arts and humanities using a complex vocabulary of critical response.

• Demonstrate an understanding of musical terminology related to rhythm and harmony.
• Identify and analyze rhythm patterns in duple subdivision as appropriate to beginning band ensemble and solo literature.
• Identify and define stylistic terminology appropriate to beginning band ensemble and solo literature.
• Understand the importance of comprehensive band warm up.
• Recognize websites that offer historical or pedagogical information on individual band instruments, composers or musical groups and organizations.
• Understand historical/cultural context of music used in lessons and rehearsals.
• Identify key people and events relating to the history of their instrument.

• Students will expand the playable range, explore enharmonics/chromatics and alternate fingerings on their instrument.
• Students will understand expressive elements by interpreting a conductor’s gestures.
• Students will demonstrate an understanding of the relationship of band repertoire selections to significant historical/cultural events.
• Students will identify and verbalize individual aesthetic response to personal performance as well as the performances of others.

• Perform with sensitivity to ensemble balance and blend.
• Perform ensemble and solo literature with appropriate musical phrasing.
• Interpret a conductor's gestures with regard to ensemble balance and blend.
• Interpret a conductor's gestures with regard to ensemble technique, expression and notation conventions.
• Utilize digital recording hardware/software to analyze elements of individual and group performances.
• Utilize appropriate musical terminology in the process of performance critique.

• How can I learn additional notes on my instrument?
• What does a 'good performance' sound like?
• What terminology can I use to talk about our performance?

• How do you play new pitches on your instrument?
• How do I assess my performance and the performance of the whole band?
• How does a conductor show me how to play expressively?
   

• Appropriate band literature
• Scale sheet, fingering chart
• Method book or supplemental song sheets/exercises
   

• Chromatic
• Critique
• Historical Context
• Enharmonic
• Subdivision
• Digital Recording Device
• Texture
• Aesthetic
• Intonation

• Performance Assessment
  • Assess individual and group performances in regard to style, dynamics and tone quality