Nine Week Curriculum Plan

10th- 12th Grade Wind Ensemble

Katherine Felthauser

National Standards Students will sing, alone and with others, a varied repertoire of music. Students will perform on instruments, alone and with others, a varied repertoire of music.

Enduring Understanding Singing can help students transfer notes onto their instrument.

Students will read and notate music

Students will listen to, analyze, and describe music.

Performing on an instrument takes a lot of understanding of many concepts as well as higher order skills. This helps students multi- task while being able to express them. Composers use notation to express what ideas for their music they have. Students need to read notation in order to understand what has to be done. Analyzing a piece of music can adjust and quicken the learning process of a piece.

Essential Questions How can singing benefit a band with their ability to reproduce a proper tone? Why should students learn how to properly play their instrument?

State Standards 1.1.1

2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.3.1

Why is it important to be able to read music?

5.1.1

Students will evaluate music and music performances.

Students will understand music in relation to history and culture.

Why is it important 6.1.1, 6.1.2 for students to understand and analyze a musical performance of a piece? When given the Why should students 7.2.1, 7.2.2, 7.3.2 opportunity to analyze know what their own vocabulary to use, and performance, they feel how should they more like their own apply this to their own teacher. performances? History and culture How does the time 9.1.1, 9.1.2 play a huge roll in period or program for music. Folk songs are music adjust how a a good way to piece is played? understand what each culture went through.

When planning a curriculum, it is important to remember why music? Music has been correlated to academic success and connections between people. I believe that music is a very important part of life. That is a bold statement, but what I mean by life is not just generally band or choral music. I just mean music as music; whether that is something on the radio or music from an African tribe. This curriculum lays out nine weeks for a high school band that is lucky enough to meet every day for an hour. One of my goals is for the students to really dig into and understand the music that is being played beyond what the notes are on the page. Personally, I can connect better to music when I can understand its history or the story provided. It makes the process of learning and playing more special when I can connect to the piece. I hope through this curriculum laid out that I can give the students the materials needed to connect to the piece in their own special way. Music needs to be a part of school life because it gives the students to connect to something in a more special way than they can in a math or science.

Scale Test Pitch Accuracy

1 2 3 4 5 6 7 8 9 10
Tone Quality

1 2 3 4 5 6 7 8 9 10
Connections of Notes

1 2 3 4 5 6 7 8 9 10 Total: /30

Self Analyzed Performance Accuracy of Pitches:

1 2 3 4 5 6 7 8 9 10
Accuracy of Rhythms:

1 2 3 4 5 6 7 8 9 10
Overall Tone Quality:

1 2 3 4 5 6 7 8 9 10
Write a short (five sentences) description of the performance. Use some of the music vocabulary provided throughout discussions. Be creative!

Small Excerpt of Concert Music Playing Test Accuracy of Pitches:

1 2 3 4 5 6 7 8 9 10
Accuracy of Rhythm:

1 2 3 4 5 6 7 8 9 10
Tone Quality:

1 2 3 4 5 6 7 8 9 10
Phrasing:

1 2 3 4 5 6 7 8 9 10
Total: /40

High School Wind Ensemble; 10th-11th Grade Week One

State Standards 1.1.1 Demonstrate the singing of selected intervals and melodies with pitch accuracy. 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). 6.1.1 Describe a given listening example using basic music terminology and following specified guidelines. Objectives: The learner will: Sight read all three movements of Three Ayres from Gloucester by Hugh M. Stuart with as accuracy of pitch and rhythm as possible Play movement one, The Jolly Earl of Chomondeley, from Three Ayres from Gloucester with pitch accuracy, rhythm accuracy, good tone production, correct phrasing, and correct dynamics Play movement two, Ayre for Eventide, from Three Ayres from Gloucester with pitch accuracy, rhythm accuracy, good tone production, correct phrasing, and correct dynamics Play movement three, The Fiefs of Wembly, from Three Ayres from Gloucester with pitch accuracy, rhythm accuracy, good tone production, correct phrasing, and correct dynamics Identify repeating melodic themes in the three movements being played

Activities Play through a warm up and then tune woodwinds and brass Rehearse The Jolly Earl of Chomondeley focusing on rhythm, pitch accuracy, tone quality Rehearse Ayre for Eventide focusing on rhythm, pitch accuracy, tone quality Rehearse The Fiefs of Wembly focusing on rhythm, pitch accuracy, tone quality Analyze the movements focusing on sections of melodic material that repeats Record each rehearsal session

Materials Score for Three Ayres from Gloucester by Hugh M. Stuart Dry erase board and marker Projector to display repeated melodic materials

Recording device

Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding will occur during discussion of what material seems to be repeated

High School Wind Ensemble; 10th-11th Grade Week Two

State Standards 1.1.1 Demonstrate the singing of selected intervals and melodies with pitch accuracy. 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). 6.1.1 Describe a given listening example using basic music terminology and following specified guidelines. 9.1.1 Discover the historical background of teacher-selected music literature. 9.1.2 Explore the historical background of teacher-selected music literature.

Objectives The learner will: Perform three movements from Three Ayres from Gloucester with accurate pitches and rhythms, good tone production, correct dynamics and musical phrasing Sight read all three movements of English Folk Song Suite by Ralph Vaughan Williams with as much rhythm and pitch accuracy as possible Perform My Bonny Boy in the second movement of English Folk Song Suite with accurate pitches and rhythms, good tone production, and correct dynamics Perform Green Bushes in the second movement of English Folk Song Suite with accurate pitches and rhythms, good tone production, and correct dynamics Identify repeated melodic lines throughout each movement of English Folk Song Suite Learn concert F, Eb, Bb scales with accurate pitches, good tone quality, and smoothness between the notes

Activities Play through a scale based warm up and then begin tuning the woodwinds and brass Use theory to teach the new scales for the week Rehearse larger sections of Three Ayres for Gloucester focusing on phrasing, dynamics, tempo, rhythm and pitch accuracy, and begin working on expressive qualities Rehearse movement one of English Folk Song Suite with accurate pitches and rhythms, good tone production, and correct dynamics

Practice the concept of 6/8 versus 3/4 using different rhythmic patterns being clapped, played, and sung Teach the folk songs presented in English Folk Song Suite movement two and discuss how these folk songs represent cultures and nationalistic ideas Transition from singing to rehearsing My Bonny Boy and Green Bushes, on instruments, with accurate pitches and rhythms, and good tone production Indentify which instruments have the melody in different sections Record rehearsal to adjust every week the speed of rehearsal

Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Dry erase board and marker Projector to show music for the folk songs

Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up Informal assessment of musical understanding occurs during the discussion of melody trade off Informal assessment of singing will occur through the group sound during the folk song presentation

Facets of Understanding: Explanation. Students understand what notes are to be played in each scale because of knowledge gained through theory study. Interpretation. Students understand the folk songs in a way that adjusts the way the melodic material is played when presented during English Folk Song Suite. Empathy. Students will understand the story behind the folk songs and realize that a folk song is a nationalistic tradition. This will adjust the way the tune is being played.

High School Wind Ensemble; 10th-11th Grade Week Three

State Standards 1.1.1 Demonstrate the singing of selected intervals and melodies with pitch accuracy. 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). 9.1.1 Discover the historical background of teacher-selected music literature. 9.1.2 Explore the historical background of teacher-selected music literature. Objectives The learner will: Perform Three Ayres from Gloucester with accurate pitches and rhythms, good tone quality, musical phrasing, dynamics, tempo, and begin expression Perform movement one and two of English Folk Song Suite with accurate pitches and rhythms, good tone quality, correct dynamics, and begin musical phrasing Sing Blow Away the Morning Dew in the third movement of English Folk Song Suite with accurate pitches and rhythms Sing High Germany in the third movement of English Folk Song Suite with accurate pitches and rhythms Play concert Bb, F, and Eb scales from memory

Activities Perform a scale based warm up and tune the woodwinds and brass Perform Three Ayres from Gloucester accurately without breaking to rehearse sections with the band accurately reproducing ideas worked on previously Perform the first movement of English Folk Song Suite with accurate pitches and rhythms, dynamics, tempos, musical phrases, and expression Rehearse the third movement of English Folk Song Suite focusing on accurate pitches and rhythms, good tone production, and correct dynamics to assist phrasing Teach the melody of Blow Away the Morning Dew and have the students recreate the melody on instruments Repeat the same for High Germany in the third movement of English Folk Song Suite Test the students on the concert Bb, F and Eb scales Record the rehearsals and scale performances to accurately score and rehearse

Assign a playing test over Three Ayres from Gloucester, dependent upon whomever has the melody/ important accompaniment

Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Dry erase board and marker Recording materials

Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of singing occurs during the learning of the folk songs Formal assessment occurs during the scale playing tests

Facet of Understanding: Application. I, as a director, use my knowledge gained in conducting class to help guide the students in a way that musical expresses the phrasing of each piece.

High School Wind Ensemble; 10th-11th Grade Week Four

State Standards 1.1.1 Demonstrate the singing of selected intervals and melodies with pitch accuracy. 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). 6.1.1 Describe a given listening example using basic music terminology and following specified guidelines. 6.1.2 Describe, including the form, a given listening example using appropriate music Vocabulary 7.3.1 Evaluate and improve personal performance by comparison with an exemplary model using teacher-given parameters. 9.1.1 Discover the historical background of teacher-selected music literature. 9.1.2 Explore the historical background of teacher-selected music literature. Objectives The learner will: Perform movement one and two of English Folk Song Suite with accurate pitches and rhythms, good tone production, correct dynamics, and musical phrasing Sing The Tree so High and John Barleycorn in the same manner as the previous folk songs Perform these folk songs on instruments as similar as other lessons Sight read Overture for Winds by Charles Carter with as much accurate pitches and rhythms as possible Identify the different sections of Overture for Winds Learn concert C, Ab, and Db with accurate pitches, good tone quality, and smoothness between the notes

Activities Do a scale based warm and tune the woodwinds and brass Use theory to teach the new scales for the week

Rehearse larger sections of English Folk Song Suite focusing on transitions between the movements; as well as accurate pitches and rhythms, dynamics, tempos, expression, and good tone production Pass out note cards with A,B,C, and Coda; have the students listen to a recording of this piece Teach The Tree so High to the band with accurate pitches and rhythms and then have them recreate that on their instruments Perform larger sections of English Folk Song Suite that focus more on connecting sections to section or movement to movement Listen to recordings of Overture for Winds and write down difficult sections, contrasting sections, and star similar sections Perform playing test on Three Ayres from Gloucester as assigned in a previous class

Materials Score for English Folk Song Suite Score for Overture for Winds Recordings of Overture for Winds Dry erase board and marker Note cards Speakers

Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up Informal assessment of understanding of form will occur when the students hold up the note cards while listening Informal assessment of singing will occur during the performance of the vocal section Formal assessment of performing occurs during the playing test over the assigned material of Three Ayres from Gloucester

High School Wind Ensemble; 10th-11th Grade Week Five

State standards 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). Objectives The learner will: Perform Three Ayres from Gloucester as a complete run through with accurate concepts that have been established previously Perform English Folk Song Suite with small breaks in between the movements with accurate concepts and expectations as set by previous instruction Perform concert C, Ab, and Db from memory Perform Overture for Winds with accurate pitches and rhythms, dynamics, tempos, musical phrasing, and begin pushing expression

Activities Do a scale based warm up and then tune the woodwinds and brass Do one run through of Three Ayres from Gloucester and record the run through Run through the movements of English Folk Song Suite with small breaks in between and also record this Rehearse sections of Overture for Winds focusing on accurate concepts that have been worked on previously Test the students on concert C, Ab, and Db Perform a playing test over the assigned sections of English Folk Song Suite Assign playing test over Overture for Winds, dependent upon whomever has the melody/ important accompaniment

Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Score for Overture for Winds Recording device

Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble The formal assessment of the scales will be the same as the previous assessment process Formal assessment of performing occurs during the playing test over the assigned material of English Folk Song Suite

High School Wind Ensemble; 10th-11th Grade Week Six

State Standards 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). Objectives The learner will: Perform Three Ayres from Gloucester with as little mistakes as possible Perform English Folk Song Suite as a whole with accurate pitches and rhythms, good tone production, expression, and good musical phrasing Rehearse Overture for Winds with accurate pitches and rhythms, good tone production, good musical phrasing, and expression Learn concert G, D, and A with accurate pitches, good tone quality, and smoothness between the notes

Activities Perform a scale based warm up focusing on previously learned scales using accurate pitches, good tone quality, and smoothness between the notes; and then tune Use theory to teach the new scales for this week Record a run through of Three Ayres from Gloucester with the band being aware of concepts previously learned Record a run through of English Folk Song Suite with the band being aware of concepts previously learned Rehearse large sections of Overture for Winds with accurate pitches and rhythms, good tone quality, expression, and good musical phrasing as decided in the previous class Perform playing test over the assigned section of Overture for Winds

Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Score for Overture for Winds Dry erase board and marker Recording device

Assessment Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up Formal assessment of performing occurs during the playing test over the assigned material of Overture for Winds

High School Wind Ensemble; 10th-11th Grade Week Seven

State Standards 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). 7.2.1 Examine criteria to evaluate a live or recorded musical performance using appropriate music vocabulary and following teacher-provided parameters. 7.3.2 Evaluate a personal performance using a teacher-provided rubric to facilitate selfimprovement. Objectives The learner will: Evaluate previous performances of Three Ayres from Gloucester and English Folk Song Suite Perform Three Ayres from Gloucester while addressing previous mistakes Perform English Folk Song Suite while addressing previous mistakes Perform Overture for Winds with as little mistakes as possible Perform, from memory, concert G, D, and A scales with accurate pitches, good tone quality, and smoothness between notes Learn concert B and E scales with accurate pitches, good tone quality, and smoothness between notes

Activities Perform a scale based exercise and tune the woodwinds and brass Watch recordings of Three Ayres from Gloucester and English Folk Song Suite and take notes of the mistakes and good things done through each piece Perform Overture for Winds and record Perform concert G,D, and A from memory with accurate pitches, good tone quality, and smoothness between notes for a playing test Use theory to learn the new scales for the week

Materials Score for Three Ayres from Gloucester Score for English Folk Song Suite Score for Overture for Winds

Dry erase board and marker Recording device Speakers Rubric for assessment

Assessment Student assessment occurs when listening to their performances using a teacher provided rubric Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble Informal assessment of musical understanding of scales will occur throughout the daily warm up

Facet of Understanding: Perspective. A students perspective changes, so the idea of what is good and what is bad, changes from student to student. A teacher provided rubric will assist in student understanding.

High School Wind Ensemble; 10th-11th Grade Week Eight

State Standards 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). 7.2.1 Examine criteria to evaluate a live or recorded musical performance using appropriate music vocabulary and following teacher-provided parameters. 7.3.2 Evaluate a personal performance using a teacher-provided rubric to facilitate selfimprovement. Objectives The learner will: Perform, from memory, concert B and E scales with accurate pitches, good tone quality, and smoothness between notes Perform Three Ayres from Gloucester in a concert setting Perform English Folk Song Suite in a concert setting Watch and evaluate a previous performance of Overture for Winds Perform Overture for Winds adapting student comments to improve performance

Activities Perform a scale based warm up and tune the woodwinds and brass Watch and evaluate previous performances of Overture for Winds Run the concert order; Three Ayres from Gloucester, English Folk Song Suite, and Overture for Winds Test the concert B and E scales

Materials Score for Three Ayres for Gloucester Score for English Folk Song Suite Score for Overture for Winds

Assessment Student assessment occurs when listening to their performances using a teacher provided rubric Informal assessment of performing is done throughout the daily rehearsals and sound of the ensemble

High School Wind Ensemble; 10th-11th Grade Week Nine

State Standards 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 5.1.1 Analyze and perform musical literature (Grade III and IV). 7.2.1 Examine criteria to evaluate a live or recorded musical performance using appropriate music vocabulary and following teacher-provided parameters. 7.3.2 Evaluate a personal performance using a teacher-provided rubric to facilitate selfimprovement. Objectives The learner will: Perform the concert with as minimal mistakes as possible Analyze recorded concert dress rehearsals Perform all previous concepts as discussed throughout the semester

Activities Warm up with a scale based exercise and tune the woodwinds and brass Rehearse concert material in the performance stage Practice entering and exiting the concert stage Rehearse with good concert etiquette Perform a concert with all the good qualities as discussed throughout the semester

Materials Score for Three Ayres for Gloucester Score for English Folk Song Suite Score for Overture for Winds Concert stage

Assessment Informal assessment of performing occurs during the performance of the concert

Facet of Understanding: Self- Knowledge. I know that I myself struggled with being able to sit still in high school, so I need to adjust the way we rehearse to keep the students active.