Subjects By Grade
ESSENTIAL QUESTION

1.) What is the Key Signature and Time Signature? 2.) What is the tempo? Does is change within the piece? 3.) Where are the accidentals? 4.) Are there any complex or difficult rhythms?

Common Core Standards 2017-2018 Print Unit 1
High School - Band - Concert Band - Unit 1
Sight-Reading Different Styles of Concert Band Literature
During this unit the students will perform, interpret, and analyze several different styles of standard concert band literature. While doing so the students will sight-read (or play without previously seeing) most of the music and use the anonym STAR to analyze the different parts of music and have an understanding of the style before even playing it.
OVERVIEW Show All | Hide All | Top

The students will be given several new pieces of music of different styles which they have never played before. They will then have to sight-read them and interpret the different tempo, dynamics, and symbols in order to understand how different styles of music are designed. 

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COMMON CORE STANDARDS Show All | Hide All | Top

High School Skills and Concepts - Music

AH-HS-SA-S-Mu1

Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics)

AH-HS-SA-S-Mu2

Students will apply the elements of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others

AH-HS-SA-S-Mu3

Students will listen to and analyze how changing different elements results in different musical effects

AH-HS-SA-S-Mu4

Students will recognize, describe, and compare various styles of music (rondo, theme and variation, opera – overture, aria, recitative, movements of a classical symphony)

 

High School Enduring Knowledge - Understandings

AH-HS-SA-U-1

Students will understand that the elements of music, dance, and drama are intentionally applied in creating and performing.

AH-HS-SA-U-3

Students will understand that responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts.

 

High School Skills and Concepts - Music

AH-HS-PCA-S-Mu1

Students will compare, interpret, and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression)

AH-HS-PCA-S-Mu2

Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes

 

High School Enduring Knowledge – Understandings

AH-HS-PCA-U-1

Students will understand that the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify).

AH-HS-PCA-U-2

Students will understand that the arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, a vocational pursuits, or leisure.

AH-HS-PCA-U-3

Students will understand that the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions.

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STUDENT LEARNING TARGETS Show All | Hide All | Top

1.) Students will be able to analyze music before reading it using the STAR anonym.

2.) Students will be able to distinguish musical styles of the music based on tempo, dynamic, and other musical markings.

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CRITICAL VOCABULARY Show All | Hide All | Top

Concert March, Fanfare, Ballad, Time/Key Signatures, Tempo, Adagio, Andante, Moderato, Allegro, Dynamics, Piano, Mezzo-Piano, Mezzo-Forte, Forte, Compound/Simple Meter.

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LEARNING EXPERIENCES Show All | Hide All | Top
E-TOOLS Show All | Hide All | Top

iTunes, Youtube, iPod and speakers, Microsoft Word (create handouts)

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RESOURCES Show All | Hide All | Top
Effective Performance of Band Music by: W. Francis McBeth
Teaching Band and Orchestra by Lynn G. Cooper
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LITERACY STRATEGIES Show All | Hide All | Top

Coming Soon.

THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top

Checklist- Anonym STAR, Questioning in Style

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