CURRICULUM MAP: 10334.map

Symphonic Band (SCP) 865
Musicianship

TIME FRAME:
GRADE:
CONTACT:

         MAP LEVEL:
01.2 THE ARTS - MUSIC

01.2.2.0.1 -- Students will perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo

01.2.2.0.3 -- Students will perform expressively a varied repertoire of music representing diverse genres and styles

01.2.2.0.5 -- Students will perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor

01.2.2.0.6 -- Students will perform independent instrumental parts while other students sing or play contrasting parts.

01.2.2.5.2 -- Students will perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6

01.2.2.5.3 -- Students will perform music representing diverse genres and cultures, with expression appropriate for the work being performed

01.2.2.5.5 -- Students will (students who participate in an instrumental ensemble or class will), in addition, perform with expression and technical accuracy a varied repertoire of instrumental literature with a difficulty level of 3, on a scale of 1 to 6, including some solos performed from memory.

01.2.2.9.1 -- Students will perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6

01.2.2.9.2 -- Students will perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills

01.2.8.0.1 -- Students will identify similarities and differences in the meanings of common terms used in the various arts; and

01.2.9.0.5 -- Students will demonstrate audience behavior appropriate for the context and style of music performed.

01.2.9.5.1 -- Students will describe distinguishing characteristics of representative music genres and styles from a variety of cultures



1) What is phrasing and how is it achieved?

2) How is propper blend and balance achieved within an ensemble?

3) How is communication established between performers and the conductor both
within rehearsal and in a performance setting?

4) What is musical form?

5) What is the historical background of the chosen performance repitoire?





This unit is meant to bring Symphonic Band up to a higher level of musicianship. This unit ill focus on techniques to produce a quiality ensemble blend and balance, conductor/ ensemble communication, phrasing/appropriate breathing placements, the elements of form within a piece, the historical background of performance repitoire, and the function of a students own part within the ensemble (melody/accompianiment)




1) Students will articulate the concept correct ensemble balance and self asses balence issues

2) Students will perform music with sensitivity to ensemble blend and balance

3) Students will actively communicate with conductor through music performance.

4) Students will react to conductor cues of dynamics, articulation, tempo, time , style, and tempo changes, and prepatory beat.

5) Students will demonstrate proper musical phrasing

6) Students will identify elements of form in ensemble repitiore

7) Students will discuss historical content of music

8) Students will adjust own dynamic, style, balance within the ensemble based on their understanding of Function of ones' own part in an ensemble (melody,accompianiment)



Students will rehearse with the full ensemble 2-3 times per week: During this rehearsal, students will adjust own playing to:

1) Ensemble balance

2) Conductor/ensemble communication/
Awareness and reaction to conductor's style

3) Phrasing

4) Elements of form

5) Historical context of music

6) Function on ones' own part in an ensemble (melody,accompianiment)



Students will be assessed in following fashion:

1) Playing Tests

2) Written tests

3) Sectional and full ensemble observation

4) playing quintets/quartets during rehearsal