Middle School Band

Pennsylvania Academic Standards for Arts & Humanities: 

• 9.1.8.B  Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 
• 9.1.8.G  Explain the function and benefits of rehearsal and practice sessions.     
• 9.1.8.H  Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. 
   

• Students will know how to care for instruments and sheet music.
• Students will know how band and sectionals fit into a student's middle school schedule.
• Students will know how to follow a conductor's gestures in a rehearsal setting.
• Students will know how to play four major scales and a chromatic scale of at least 1 octave.
• Students will know the names of notes on/above/below the musical staff.
• Students will know the qualities of good tone and balance and blend in an ensemble setting.
• Students will know basic terminology when describing pieces of music and rehearsals.

• Students will understand the correlation between improvement and individual / ensemble practice or rehearsal.
• Students will understand the effect of playing with a good tone quality in an ensemble setting.
• Students will understand the importance of instrument maintenance and cleaning and the correlation to good playing techniques.
• Students will begin to use musical terminology when describing pieces of music and segments of rehearsal.
   

• Manipulate, through performance on a band instrument, the elements and conventions of musical notation in ensemble and individual settings.
• Perform music in simple and compound meters in duple and triple subdivisions.
• Demonstrate elements of correct posture, embouchure, breathing and air support, and tone production.
• Interpret conductors’ gestures with regard to ensemble techniques, expression, notation conventions, and realization of printed musical scores.
• Demonstrate characteristic tone on a band instrument in individual and ensemble settings.
• Demonstrate an understanding of musical terminology used in band literature.
• Demonstrate appropriate strategies for individual practice.
• Demonstrate appropriate rehearsal etiquette and effective rehearsal procedures.
• Demonstrate appropriate sanitary precautions with regard to playing a band instrument.
• Demonstrate appropriate care, cleaning, and maintenance of a band instrument.
• Students will be able to play four major scales and a minimum one-octave chromatic scale.

• What do I need to know to be successful in band at CYMS?
• How do I play my instrument with the rest of the band?
• How do I become a better musician?
• When do I need to come to band or sectionals?
• How do I follow a conductor?
• What are the extracurricular opportunities for me with my instrument and within the middle school band program?

• How do I play with a better tone?
• How do I count rhythms more effectively?
• What rhythms do I need to know as a middle school student? 
• How do I take care of my instrument and where do I store it when I am at school?
• How does the sound I produce relate to the sound of my fellow musicians around me?
• What qualities contribute to a characteristic tone on a band instrument, and how can these be consistently demonstrated in both solo and group performances?
   

• Habits of A Successful Middle School Musician, Rush, Scott, Erickson, et.al., GIA Publications.
• Basics In Rhythm,  Garwood Whaley, Meredith Music Publications.
• Middle School Band Binder - terminology, fingering charts, intonation and tuning.
• Selected repertoire varying from year to year, published grade 2-2.5.

• Tone
• Rhythm
• Timing
• Posture
• Meter
• Accidentals
• Embouchure
• Rehearsal etiquette
• Breath support
• Schedule
• Staff
• Key Signature
• Precision
• Notation
• Storage & care
• Expression
• Articulation
• Dynamics
• Note Names
• Ensemble
• Rehearsal
• Practice
• Scales
• Chromatic
• Balance
• Blend

• Individual Playing Assessment. 
• Informal observation during small group lessons and ensemble rehearsals.
   

Pennsylvania Standards for the Arts and Humanities:

•  9.1.8.B  Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 
• 9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.                  
• 9.2.8.A  Explain the historical, cultural and social context of an individual work in the arts    .
• 9.2.8.F  Know and apply appropriate vocabulary used between social studies and the arts and humanities.    
• 9.3.8.A  Know and use the critical process of the examination of works in the arts and humanities. 
• 9.3.8.B  Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music).     
• 9.3.8.C  Identify and classify styles, forms, types and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song). 
   

• Students will know the difference between tuning and intonation.
• Students will know how to perform in public demonstrating appropriate performer and audience etiquette.
• Students will know the history and significance of pieces of music they are performing, as well as biographical information about the composers of those pieces of music.
• Students will know how to assess their performance both from an individual and group viewpoint.     

• Students will have a beginning understanding of balance, blend, and intonation.
• Students will understand the effect of expression - dynamics, style, articulation - on a given piece of music.
• Students will have a basic understanding of form and how to identify common musical forms within wind literature - repeats, march form, coda, etc.
• Students will have an understanding of basic musical forms and thematic elements.
• Students will have an understanding of how to perform in public.
• Students will have a basic understanding of how to assess their performance both individually and collectively.

• Compensate for instrument-specific intonation tendencies in individual and ensemble settings.
• Demonstrate characteristic tone on a band instrument in individual and ensemble settings.
• Perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings.
• Perform with appropriate dynamic sensitivity, expression, and articulation.
• Perform musical phrases based on direction and shape.
• Perform music with appropriate stylistic interpretation in band music.
•  Identify formal structure and themes in conventional band literature musical forms.
•  Identify thematic elements (theme, motif, subject, sequence) within the context of ensemble literature.
• Perform large ensemble literature in public performances, as a realization of the study of band literature.
• Demonstrate an understanding of the relationship of band repertoire selections to significant historical events.
• Identify significant biographical context with regards to composers of band literature.
• Critique and evaluate professional and amateur performances of band music.
• Utilize appropriate musical terminology in the process of performance critique.
• Identify and verbalize individual aesthetic response to personal performance, as well as performances by others.
   

• What do I need to know about band concerts at CYMS?
• How do I get ready to perform a band concert?
• Why should I perform a concert?
• How did we perform, individually and collectively?
• What is tuning and how do I do it?

• What is the difference between tuning and intonation?
• How can musicians effectively adjust their intonation to accommodate the unique tendencies of their instruments, both individually and within an ensemble?
• What articulations are commonly found in middle school band literature?
• What dynamic levels are commonly found in middle school band literature?
• How do I play those dynamic levels and articulations?
• What is the difference between style and expression?
• Why are we playing this piece and why is it significant?
• Who are the composers of the pieces of music at this concert, and why are we playing their music?
   

• Habits of A Successful Middle School Musician, Rush, Scott, Erickson, et.al.   GIA Publications
• Basics In Rhythm,  Garwood Whaley, Meredith Music Publications
• Middle School Band Binder - terminology, fingering charts, intonation and tuning, Rhythm skills
• Excellence in Theory
• Selected repertoire varying from year to year, published grade 2-3

• Concert
• Concert etiquette
• Balance
• Blend
• Intonation
• Tuning
• Expression
• Dynamics
• Articulation
• Style
• Evaluation
• Compare
• Contrast
• Critique
• Self-assessment
• Program Notes
• Composer
• Conductor
• Form
• Theme

• Concert Assessment
• Performance Critique- Students will evaluate/critique/assess their performance based on viewing/listening to audio/visual recording of their performance
• Constructed Response: Other written assessments
• Constructed response - worksheet & guided practice using open ended questions from given music, and recordings of assigned music for the performance
• Informal assessments - “Fist to Five”
   

Pennsylvania Academic Standards for the Arts and Humanities:                

• 9.1.8.B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.    
• 9.1.8.D Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works.         
• 9.1.8.G Explain the function and benefits of rehearsal and practice sessions.
• 9.1.8.J  Incorporate specific uses of traditional and contemporary technologies within the design for producing, performing and exhibiting works in the arts or the works of others. 
• 9.3.8.C  Identify and classify styles, forms, types and genres within art forms. 
• 9.3.8.D  Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.                            

• Students will know how to play 8 major scales and a chromatic scale of at least 1 octave.
• Students will know how to find and use technological resources as an aid to improvement, practice, and better overall musicianship.
• Students will know the difference between tuning and intonation.
• Students will know the difference between balance and blend and how to adjust their individual and collective sound to produce a better ensemble and individual tone.
• Students will know how to evaluate and begin to analyze musical performances using appropriate critical vocabulary.

• Students will begin to use more advanced vocabulary when speaking about pieces of music in relation to form, style, expression, and genre.
• Students will be able to identify different styles of music within the genre of wind literature.
• Students will be able to play rhythms accurately in both duple and triple meters.
• Students will understand the difference between tuning and intonation and begin to make intonation adjustments during the course of individual pieces of music.

• Utilize technologies available for improving practice efficiency, e.g. web resources, practice software, metronome, recording technologies.
• Compensate for instrument-specific intonation tendencies in individual and ensemble settings.
• Demonstrate appropriate strategies for individual practice.
• Demonstrate appropriate rehearsal etiquette and effective rehearsal procedures.
• Identify formal structure and themes in conventional band literature musical forms.
• Identify thematic elements (theme, motif, subject, sequence) within the context of ensemble literature.
• Demonstrate an understanding of musical terminology used in band literature.
• Perform music in simple and compound meters in duple and triple subdivisions.
• Perform with appropriate dynamic sensitivity, expression, and articulation.
• Perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings.
• Demonstrate elements of correct posture, embouchure, breathing and air support, and tone production
• Demonstrate ability to play 8 major scales and a chromatic scale minimum 1 octave.
• Interpret conductors’ gestures with regards to ensemble techniques, expression, notation conventions, and realization of printed musical scores.

• What technologies are available to help me improve as a musician?
• How do I become a better musician?
• What do I need to do to improve my seat in the band?
• How can I help the band improve and grow?
   

• Why is individual practice so important?   
• What are individual problem notes as far as intonation on my instrument, and how can I fix them?
• What are my goals for the second half of the year?
• In what ways does sensitivity to blend, balance, and timbral subtleties enhance the overall sound of an ensemble?
• How do dynamics, expression, and articulation shape the emotional impact of a performance, and how can we apply these elements in our playing?
• Where can I find technological resources which will help me improve my performance?
   

• Habits of A Successful Middle School Musician, Rush, Scott, Erickson, et.al.   GIA Publications
• Basics In Rhythm,  Garwood Whaley, Meredith Music Publications
• Middle School Band Binder - terminology, fingering charts, intonation and tuning, Rhythm skills
• Excellence in Theory, Pearson & Nowlin, Neil A. Kjos Music Company
• Selected repertoire varying from year to year, published grade 2-3
   

• Tuning
• Intonation
• Tone
• Genre
• Balance
• Blend
• Metronome
• Expression
• Tuner
• Theme
• Motif
• Composer
• Style
• Form
• Culture
• Technology

• Individual Playing Assessment
• Informal assessments during sectionals/lessons/ rehearsals
• Reflective writing assignments
• Theory Assignments 

Pennsylvania Standards for the Arts and Humanities: 

• 9.1.8.B  Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms. 
• 9.1.8.E Communicate a unifying theme or point of view through the production of works in the arts.                  
• 9.2.8.A  Explain the historical, cultural and social context of an individual work in the arts    .
• 9.2.8.F  Know and apply appropriate vocabulary used between social studies and the arts and humanities.
• 9.2.8.J Identify, explain and analyze historical and cultural differences as they relate to works in the arts.      
• 9.3.8.A  Know and use the critical process of the examination of works in the arts and humanities. 
• 9.3.8.B  Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music).     
• 9.3.8.C  Identify and classify styles, forms, types and genre within art forms (e.g., modern dance and the ethnic dance, a ballad and a patriotic song). 
• 9.3.8.D Evaluate works in the arts and humanities using a complex vocabulary of critical response.
• 9.4.8.A Compare and contrast examples of group and individual philosophical meanings of works in the arts and humanities.                           

• Students will know the history and significance of pieces of music they are performing, as well as biographical information about the composers of those pieces of music.
• Students will know how to assess their performance both from an individual and group viewpoint.     
• Students will know how to evaluate works of music using musical terminology and vocabulary.
• Students will know how to perform in public.

• Students will have an understanding of how to perform in public.
• Students will have an understanding of how to assess their performance and speak and write about aspects of their performance.
• Students will understand historical and cultural contexts of their performance and the pieces of music they perform.
• Students will understand musical terminology as it applies to evaluation and critique of musical performances, including their own.

• Perform musical phrases based on direction and shape.
• Perform with appropriate dynamic sensitivity, expression, and articulation.
• Perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings.
• Perform music with appropriate stylistic interpretation in band music.
• Perform large ensemble literature in public performances, as a realization of the study of band literature.
• Perform in public venues in individual and small ensemble settings.
• Demonstrate an understanding of the historical context of band repertoire selections.
• Demonstrate an understanding of the relationship of band repertoire selections to significant historical events.
• Identify and describe wind band repertoire selections that have been significant to the development of the band movement.
• Identify significant biographical context with regards to composers of band literature.
• Critique and evaluate professional and amateur performances of band music.
• Demonstrate the ability to listen critically to a musical performance and critique based on listening.
• Utilize appropriate musical terminology in the process of performance critique.
• Identify and verbalize individual aesthetic response to personal performance, as well as performances by others.
   

• How can the band have a better concert this time than the first concert?
• What things have we improved upon since our last performance, and what do we still need to work on?
• What can I do better at this concert personally?

• Why is it important to use appropriate musical terminology when critiquing performances, and how does this enhance our understanding of music? 
• What criteria should we use to critique and evaluate both professional and amateur performances of band music?
• How does knowledge of a composer's biography influence our interpretation and performance of their works?
• What are the key characteristics of different musical styles, and how can we effectively apply them in our performances of band music?
• How do dynamics, expression, and articulation shape the emotional impact of a performance, and how can we apply these elements in our playing?
• In what ways does sensitivity to blend, balance, and timbral subtleties enhance the overall sound of an ensemble?
   

• Habits of A Successful Middle School Musician, Rush, Scott, Erickson, et.al.   GIA Publications
• Basics In Rhythm,  Garwood Whaley, Meredith Music Publications
• Middle School Band Binder - terminology, fingering charts, intonation and tuning, Rhythm skills
• Excellence in Theory, Pearson & Nowlin, Neil A. Kjos Music Company
• Selected repertoire varying from year to year, published grade 2-3

• Concert
• Concert etiquette
• Balance
• Blend
• Intonation
• Tuning
• Expression
• Dynamics
• Articulation
• Style
• Evaluation
• Compare
• Contrast
• Critique
• Self-assessment
• Program Notes
• Composer
• Conductor
• Form
• Theme

• Self Reflection / assessment
• Group Assessment / reflection
• Informal observations during rehearsals / sectionals/ performances
   

Pennsylvania Standards for the Arts and Humanities:

• 9.1.8.B  Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.8.C Identify and use comprehensive vocabulary within each of the arts forms.
• 9.1.8.G  Explain the function and benefits of rehearsal and practice sessions. 
• 9.1.8.I Know where arts events, performances and exhibitions occur and how to gain admission. 

• Students will know how to prepare for the next year in the band program at Central York.
• Students will know how to play at least 8 scales and a chromatic scale minimum 1 octave each.
• Students will know musical terminology referencing expression, style, tempo, and musical notation.
• Students will know musical concepts presented throughout the year.
• Students will know how to find and access performances throughout the summer months.

• Students will understand what opportunities are available to them in the next year in the band program at Central York.
• Students will understand the importance of practice and listening to performances over the summer.
• Students will understand terminology and vocabulary regarding musical performance as obtained throughout the course of the year.

• Manipulate, through performance on a band instrument, the elements and conventions of musical notation in ensemble and individual settings.
• Perform musical phrases based on direction and shape.
• Compensate for instrument-specific intonation tendencies in individual and ensemble settings.
• Perform music in simple and compound meters in duple and triple subdivisions.
• Perform with appropriate dynamic sensitivity, expression, and articulation.
• Perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings.
• Demonstrate elements of correct posture, embouchure, breathing and air support, and tone production.
• Demonstrate ability to play at least 8 major scales and a chromatic scale minimum 1 octave on a band instrument.
• Interpret conductors’ gestures with regards to ensemble techniques, expression, notation conventions, and realization of printed musical scores.
• Demonstrate characteristic tone on a band instrument in individual and ensemble settings.
• Demonstrate an understanding of musical terminology used in band literature.
   

• What do I need to know and be able to do to be a successful band student at CYHS?
• What opportunities do I have in the band at CYHS?
• How can I be a leader in 8th grade in the band next year?
• What should I work on over the summer to be a better musician in the fall?
• What are my goals for next year as a musician? 
• What performances of band / instrumental music might I be able to attend over the summer?
   

• How did my year go and how can I make it better next year?
• Did I improve as much as I had hoped this year?
• How will I make an impact on the band next year?
• How do I register for band next year?
• When is band camp and how do I sign up for marching band at CYHS?
   

• Habits of A Successful Middle School Musician, Rush, Scott, Erickson, et.al.   GIA Publications
• Basics In Rhythm,  Garwood Whaley, Meredith Music Publications
• Middle School Band Binder - terminology, fingering charts, intonation and tuning, Rhythm skills
• Excellence in Theory, Pearson & Nowlin, Neil A. Kjos Music Company
• Selected repertoire varying from year to year, published grade 2-3
   

• Scales
• Expression
• Tempo
• Balance
• Blend
• Intonation
• Embouchure
• Dynamics
• Articulation
• Leadership
• Goals
• Ensemble
• Duple Meter
• Triple meter
• Simple Meter
• Compound Meter
• Tone
• Notation
• Timbre
• Phrase
• Posture

• End of Year Evaluations / Playing assessment
• Goal Setting / Constructed Response
• End of year interviews