High School Honors Band

Course Description

High School Honors Band is for students who wish to hone advanced performance skills on their instrument. It builds on skills and techniques learned in elementary, middle school, and high school band courses to develop mature and independent musicians capable of being contributing members of a cultural society both as performers and consumers of music. Students in Honors Band will, in addition to Band course requirements, prepare an honors jury of significant solo repertoire to be performed for a jury of music teachers each semester, which will constitute 20% of the course grade.

Course Big Ideas

Ensemble performance skills: blend, balance, intonation
Tone production: individual and ensemble
Expression and interpretation of advanced levels of wind band repertoire
Ensemble collaboration and preparation for public concerts
Solo repertoire selection, preparation, and performance.

Course Essential Questions

What skills are needed to perform advanced wind band repertoire?
What are the concepts of individual and ensemble tone at an advanced level?
How does the individual impact the success of the ensemble?
What are the concepts of rhythm that should be mastered for successful band performance at an advanced level?
How is musical expression achieved both at an individual and an ensemble level?

Course Competencies

Students will develop a concept of characteristic tone production both individually and as an ensemble.
Students will understand and execute their role in the ensemble performance process.
Students will demonstrate their individual responsibility to the ensemble with regard to proper execution of musical concepts of rhythm, tone, blend, balance, and intonation.
Students will demonstrate technical facility through musical rudiments such as major and minor scales, as well as basic tonal concepts.
Students will properly care for and maintain their instrument and equipment.
Students will prepare solo repertoire for recital performances.

Course Assessments

Performance - Concerts
Individual playing evaluation
Written assessment
Performance - Honors Jury Recital

Proper posture conducive to good tone production.
Proper breath support conducive to good tone production.
How to assemble their instrument for optimal performance.
Basic instrument maintenance necessary for good tone production, e.g. lubrication, reeds.
How to select and care for reeds.
How to tune their instrument using a tuner and equal temperament.
Basics of just intonation with regards to key chord tones in major and minor keys.
Students will apply an understanding of pitch tendencies on their instrument to compensate for intonation problems in an ensemble.
Percussionists will know the proper techniques for producing the best tone on standard percussion instruments.

Understanding/Key Learning

Proper tone production on a wind instrument requires proper breathing and air support.
Only a good characteristic tone will blend with other instruments.
Ensemble balance is relative to the ensemble and each individual’s function within the texture at any given time.
Tuning is a compromise - the ideal length of the instrument will provide the best setting for dealing with intonation issues.
Instruments have specific pitch problems that can be accommodated with embouchure adjustment and alternate fingerings.
Use of just intonation concepts will result in richer, fuller ensemble sounds.
Keyboards are tuned to equal temperament and require wind instruments to adjust accordingly for intonation.
All percussion instruments have specific playing techniques that result in the best tone from the instrument

Do

Blend = tone production
- sit/stand with proper posture when playing
- use correct air support and air stream when playing
- set up equipment properly and handle typical problems or issues
- concept of characteristic tone
- demonstrate characteristic tone on a band instrument in ensemble and individual settings
Balance = relative volume with respect to ensemble
- use of balance pyramid (McBeth)
- play with good balance relative to ensemble
- perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings
Intonation = instrument set up to play in tune with itself
- properly tune instrument to optimal length using best practice/notes
- identify basic intonation tendencies and strategies for adjusting intonation problems
- use just intonation properties for major and minor scales and adjust pitch accordingly within the harmonic context
- use equal temperament and just temperament tuning systems in the relative appropriate situations
- compensate for instrument-specific intonation tendencies in ensemble and individual settings
Produce a characteristic and mature tone on their instrument.
Play with proper balance in ensemble situations.
Percussionists will be able to tune timpani utilizing a tuning apparatus such as a tuner app.
Perform ensemble literature in public performances, as a realization of the study of band literature
Interpret conductors’ gestures with regards to ensemble techniques, expression, notation conventions, and realization of printed musical scores

Unit Essential Questions

How do instrument timbres relate to each other with regards to blend and tone production in an ensemble?
What is a good characteristic tone and how is it produced?
How do instrument timbres relate to each other with regards to volume in an ensemble?
How does intonation affect ensemble?
What are intonation and pitch tendencies and how does a player compensate?

Lesson Essential Questions

How do you read a tuner?
How is pitch measured on a tuner?
What is equal temperament?
What is just temperament?
How does tuning in just temperament compare to tuning in equal temperament?
When does a wind player utilize equal and just intonation systems?
What is a good characteristic tone?
How do you select a good reed?
How do you store and care for reeds so they play well?
What is the procedure for tuning a wind instrument?
What is the McBeth Balance Pyramid?
How do you compensate for instrument-specific pitch issues (out-of-tune notes)?
What can your embouchure do to compensate for tuning issues?

The critique elements of a performance such as interpretation, execution, and quality.
Critical examination processes such as compare and contrast, analyzation, interpretation, form and test hypotheses, and evaluate and form judgments.
How to express in critical terms, an evaluative critique of musical performance.
How to express in critical terms, an evaluative critique of their own individual and ensemble performance.

9.2.12.A. Explain the historical, cultural and social context of an individual work in the arts.
9.2.12.B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
9.2.12.D. Analyze a work of art from its historical and cultural perspective.
9.2.12.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas).

Identify a composer’s biographical information that impacted the composition.
Identify significant historical events that are associated with or impacted the composition.
Identify the important composers of band music, both historical and contemporary.
Make connections between specific pieces of band repertoire and historical events or time periods, when it exists.

9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

Know

How to blend and balance within an ensemble.
How to subdivide in the context of an ensemble.
How to follow a conductor in an ensemble.
Proper stage etiquette for a band performance.
Music vocabulary (tempi, stylistic, dynamic, expressive).
Metrical conducting patterns.
Stage etiquette for concert band performance.
Audience etiquette for concert band performance.
Principles of blend and balance in an ensemble.
Best practices for individual practice.
Rehearsal etiquette.
Conventions of music notation.

Understanding/Key Learning

Do

Perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings.
Interpret conductors’ gestures with regards to tempo, meter, ensemble techniques, expression, notation conventions, and interpretive realization of printed musical scores.
Define common musical terms for tempo, expression, dynamics, and style.
Demonstrate appropriate rehearsal etiquette and procedures in ensemble settings.
Perform ensemble literature in public performances, as a realization of the study of band literature.

Unit Essential Questions

Lesson Essential Questions

How do you determine your role with the context of the ensemble, relative to the repertoire?
What are the standard metrical conducting patterns?
What musical terminology is needed for any given piece of repertoire?
What are the conventions of stage etiquette for a concert band performance?
What is the audience’s role and etiquette in live musical performance?
What procedures make for efficient and productive ensemble rehearsal?

Materials/Resources

Vocabulary

Tempo
Subdivision
Pattern
Blend
Balance
Intonation
Dynamics
Largo
Lento
Adagio
Allegro
Moderato
Andante
Vivace
Presto
Crescendo
Decrescendo
Diminuendo
Ritardando
Rallentando
Allargando
Accelerando
Stingendo
A Tempo
Dolce
Legato
Staccato
Slur
Articulation
tenuto
Cantable
Maestoso
ppp
pp
p
mp
mf
f
ff
fff
fp
sfz
bpm
meter
Time signature
Con
Poco
Poco a poco
Sans
Espressivo
Tacet
D.C. (da capo)
D.S. (dal segno)
Al Fine
Coda
Marcato

9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.12.C Integrate and apply advanced vocabulary to the arts forms.
9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

Students will interpret written music - phrasing, dynamic contour, expressive conventions (vibrato, etc.).
Students will perform music with dynamic interpretation.
Students will perform music with a sense of musical phrasing.
Students will perform music expressively with appropriate expressive conventions - vibrato, shaping, note grouping
Make phrasing decisions in melodic content within ensemble repertoire.
Make phrasing decisions in accompaniment parts relative to melodic phrase structure.
Produce quality and characteristic tone throughout a wide dynamic range.
Use vibrato appropriately both in solo and ensemble contexts.
Make musical decisions and interpretations relative to the ensemble.

9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.
9.1.12.G Analyze the effect of rehearsal and practice sessions.
9.1.12.K Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.

Know

Understand the individual’s role in ensemble rehearsal processes.
Etiquette for ensemble rehearsal.
Strategies for engaging in the rehearsal process.
Importance of learning individual part as a portion of the whole work.
Strategies for efficient practice.
Goal setting strategies.
Effective practice techniques and tools.
Technology tools for practice and rehearsal.

Understanding/Key Learning

Do

Demonstrate proper rehearsal etiquette.
Engage in the rehearsal process.
Practice with efficiency.
Set personal practice achievement goals.
Analyze their own playing for the purpose of planning productive individual practice.
Discuss, demonstrate and model proper and effective rehearsal techniques, focusing on individual responsibilities and contributions to the process.
Use technology resources for practice (Apps, MakeMusic Cloud, etc.).
Use technology to assist in rehearsals (e.g. metronome, MakeMusic Cloud).

9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.12.C Integrate and apply advanced vocabulary to the arts forms.
9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

Performance: Other oral assessments
- Director listens and analyzes ensemble sound and provides continuous feedback to ensemble.
Performance: Formal Assessment
- Student performs live or recorded and director assesses accuracy.
Performance: Process-Focused Assessment
- Students will analyze rhythms in the repertoire and use count-writing, speaking, clapping, and playing strategies to master the rhythms.

9.1.12.H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
- Evaluate the use and applications of materials.
- Evaluate issues of cleanliness related to the arts.
- Evaluate the use and applications of mechanical/electrical equipment.
- Evaluate differences among selected physical space/environment.
- Evaluate the use and applications of safe props/stage equipment.
- Evaluate the use and apply safe methods for storing materials in the arts.

Know

How to select a good reed.
The difference between different cuts of reeds for different types of playing.
How to store their reeds properly.
How to clean and maintain their mouthpiece for health and sanitary purposes.
The dangers of temperature and humidity when storing woodwind instruments, especially wooden instruments.
Sanitation and cleaning practices for brass instruments

How do you select a reed?
What factors are taken in consideration when choosing a reed relative to the type of playing?
What are the ways in which reed life can be prolonged? E.g. storage, use
How do you lubricate slides and valves on a brass instrument?
What types of oil are used for different types of slides and valves?
What is the process for cleaning a brass instrument?
What are considerations for storing a musical instrument?
How can temperature and humidity affect a musical instrument with regards to storage?