Radnor Middle School Course Overview Band 8th Grade
General Informatio Information n Credits: N/A Length: Full ear !eighted: N/A For"at: Meets ever# third da# in $ull ense"%le& Section/grou' lessons one 'eriod ever# si( da#s) *rere+uisite: Success$ul 'er$or"ance 'er$or"ance in ,th gr) Band or e+uivalent e('erience) Grade: 8
I. Course Description The 8th Grade Concert Band extends the opportunity for students who have received instruction on a band instrument for at least three years prior (or equivalent) to continue instruction and performance on their selected band instrument as part of a large gradelevel ensemble! "rimary focus is placed on continued sequential s#ill development on the student$s instrument in their fourth year of playing% as well as advancing ensemble performance% listening and higherorder musical s#ills! &ithin each sixday rotation% students meet twice for large ensemble rehearsal% and also have one instrumentspecific group lesson! MAJOR UNITS OF STUDY
MAR-.NG *R.O0: All 1nits: As band instrument instruction is sequential by nature, various elements of music and instrumental pedagogy are taught concurrently and expanded upon as student skill allows. Main content areas include: Instrument operation, care handling! "erformance #undamentals $tone production, breath support, embouchure, sticking%! Individual and &nsemble "erformance $note and rhythmic reading, listening skills, key signatures%! 'echnique (evelopment (evelopment $note and range extension, flex flexibility, ibility, interval intervals, s, extended and alternate note fingerings%! and Musical &xpression $Articulations! changing tempo! expanding ranges of performance tempo! musical vocabulary% Common Core Standards '!8!*!aperform on at least one instrument accurately and independently% alone and in small and large ensembles% with good posture% good playing position% and good breath% bow% or stic# control perform with expression and technical accuracy on at least one string% wind% '!8!*!b
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percussion% or classroom instrument a repertoire repertoire of instrumental literature with a level of difficulty of *!% on a scale of + to , '!8!*!cperform music representing diverse genres and cultures% with expression appropriate for the wor# being performed '!8!*!dplay by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument '!-!+ .elate solfeggio (e!g! do, re, mi…..do) mi…..do) and letter names to simple pitch notation in the treble and bass clef '!8!!aread whole% half% quarter% eighth% sixteenth% and dotted notes and rests in */0 % -/0 % 0/0 % ,/8 % -/8 % and alla breve meter signatures '!8!!b read at sight simple melodies in both the treble and bass clefs '!8!!c identify and define standard notation symbols for pitch% rhythm% dynamics% tempo% articulation% and expression '!8!,!adescribe specific music events in a given aural example% using appropriate terminology '!8!,!cdemonstrate #nowledge of the basic principles of meter% rhythm% tonality% intervals% chords% and harmonic progressions in their analyses of music '!8!8!bdescribe ways in which the principles and sub1ect matter of other disciplines taught in the school are interrelated with those of music
Keystone Connections: N/A Student Objectives: The students will be able to2 (Winds and pitched percussion) 3emonstrate proper care if instrument! 3emonstrate proper instrument position with proper body posture% proper breathing 4 air support to produce steady tone on instrument with proper embouchure formation! 3emonstrate characteristic tone and steady pitch when performing examples from lesson boo# or band repertoire! .ead music notation and perform excerpts including whole% half% quarter% eighth% sixteenth% and dotted notes and rests in */0% -/0% 0/0% ,/8% -/8% /0 and alla breve meter signatures "erform scales in #eys of C% 5% Bb% 6b% 7b% 3b 'a1or in eighth notes at tempo of +* b bpm pm (advanced) or 9 bpm (basic)! "erform scales in thirds on above ma1or scales at tempo of 8+ bpm 3emonstrate understanding of solfeggio syllables (do% re% mi:) as equated to scale degrees of assigned ma1or scales "erform band music repertoire at a representative difficulty level of * ; *! on a scale of +,! Non-pitched Percussion only: 3emonstrate proper sound production on snare drum% bass drum% suspended cymbal and crash cymbal% tambourine% triangle% maracas% claves% castanets and timpani through playing excerpts at a difficulty level of * ; *! on a scale of + ; ,! "erform examples of the following rudiments found in musical examples selected from method boo# or band repertoire2 long roll% st# roll% 9st# roll% roll% +<st# roll% <st# roll% +-st# roll% roll% flam% flamtap% ruff% drag% paradiddle% flam paradiddle% flamacue!
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Materials &Texts Accent on Achievement, Book 2 and Book 3 (ORei!!" # $i!!iam%& A!'ed )*+!i%hin -o.& Ski!! B*i!de%, Book 2 (Ba!ent # /i!!iad& -a! Fi%che, Inc0.& 1aio*% en%em+!e techni*e deve!oment mateia!%, %e!ected +and eetoie& SmatM*%ic on!ine e4eci%e% and eetoie0
Activities Assi!nments & Assessments Assessments Activities Assi!nments 7CT=>=T=6? ; G.@" A6??@? &armup routine consisting of long tones% lipslurs (brass)% interval drills% articulation patterns% rudiment review (percussion only)! Technique development exercises ?cales "ractice procedures for learning new material! =ntroduction of new concepts from method boo# 7pplication of new concepts in selected band repertoire =ndividual and small group performances of exercises and repertoire excerpts 7CT=>=T=6? ; B73 .667.?7A? &armup routine (long tones% scale patterns% legato phrasing% rhythmic patterns based on scales% rudiments) =ntroduction of new repertoire (Guided listening% modeling of specific sectionsD highlighting new content and concepts to be b e masteredD sight reading) .eview of #nown material from previous rehearsals% focusing on expanding musical expression and phrasing! 7??=G'6T?2 ?tudents are given ongoing assignments for scale mastery% fingering advancement% articulation development and range development! =n addition% specific exercises from the method boo# are assigned to be practiced and performed at each subsequent lesson! 6xcerpts from selected band ban d repertoire are also assigned as concert approaches! 7??6??'6T?2 ?tudents are assessed on an ongoing basis in their performance of core s#ill development and note/rhythmic reading! ?pecific assessments occur each quarter on assigned scales% exercises from method boo# and/or band repertoire!