Wind Ensemble

Morningside High School

Title:

Wind Ensemble

Transcript abbreviations:

Length of course:

Full Year

Subject area:

Visual & Performing Arts (“f”)/Music

Integrated (Academics/CTE)?

No

Grade levels:

9th, 10th, 11th, 12th

UC honors designation?

Yes

Course learning environment:

Classroom Based

Course Description

All numbers reference the California State Standards For Music, Grades 9-12 Proficient

Course overview:

This is an advanced level class for the study of band instruments-piccolo, flute, oboe, bassoon, clarinet, bass clarinet, alto, tenor, and baritone saxophones, trumpet, french horn, trombone, tuba, and percussion. Class time is utilized for highly specific instrumental techniques and instruction, preparation for public performances, study of wind band literature, and study of related music history, music terminology and notation, and music theory. It continues and expands upon the work of Beginning Band and Intermediate Band.

This is an advanced level class for the study of band instruments-piccolo, flute, oboe, bassoon, clarinet, bass clarinet, alto, tenor, and baritone saxophones, trumpet, french horn, trombone, tuba, and percussion. Class time is utilized for highly specific instrumental techniques and instruction, preparation for public performances, study of wind band literature, and study of related music history, music terminology and notation, and music theory. It continues and expands upon the work of Beginning Band and Intermediate Band. In each class meeting technical terms such as embouchure, breathing technique, marching technique, hand positioning, intonation, articulation, posture, finger placement and sight reading skills are addressed. Other projects may include rehearsal, clinics, guest conductor seminars and performance of solo and chamber ensemble literature, written assignments involving music theory and music history, as well as examining recordings of fine symphonic, 20th century, Baroque, Classical, Romantic, Neo-Classical, American folk and Renaissance music for analysis. This course also focuses on public performances, including but not limited to orchestra festivals with SCSBOA, school & community performances, and regular concerts throughout the year. Daily practice is required for success, private study is highly recommended at the teacher's discretion as supplement for this course.

Prerequisites:

at least one year of previous experience on a standard wind band instrument (piccolo, flute, oboe, bassoon, clarinet, bass clarinet, alto, tenor, or baritone saxophone, trumpet, french horn, trombone, tuba, or percussion)

teacher approval

Corequisites:

None

Course content:

Students will continue their study of of music notation and terminology, including staff and pitch notation, rhythmic notation, dynamic markings, articulation markings, and chordal structure, scale construction, tonal harmony, and the basics of composition. (Standard 1.1, Read an instrumental or vocal score of up to four staves and explain how the elements of music are used, Standard 1.4 Analyze and describe the use of musical elements and expressive devices (e.g., articulation, dynamic markings) in aural examples in a varied repertoire of music representing diverse genres, styles, and cultures.)

Each student will research history of their chosen instrument and composers who composed major works for the instrument, and present a written and oral report, utilizing musical examples to the class. We will discuss how each composer or artist historically contributed to the development of instrumental and/or vocal music. (Standards 1, 3, and 4).

Students will express their creativity during festival performances, including band festivals, school concerts, chamber ensembles, quartets & quintets, and school wide assemblies. (Standard 2.4, 2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensemble)

Class time is utilized for highly specific instrumental techniques and instruction, as well as rehearsal of wind band literature. In each class technical terms such as intonation, articulation, embouchure, breathing technique, marching technique, hand & finger positioning, posture, and sight reading skills are addressed, along with musical expression and broader cultural context. (Standards 2 and 4)

Course Outline

I. Unit One: Beginning to play (review from Beginning and Intermediate Band)

A. Instrument Care N/A

Assembling the instrument

Cleaning

Functions

Routine maintenance

B. Producing a tone

Embouchure formation

Proper breathing

Hand position

Finger position

Posture

C. Techniques

Articulation

Lip slurs

Trills

II. Unit Two: Reading Music Artistic Perception & Creative Expression

1.3 Sight-read music accurately and expressively

1.5 identify and explain a variety of compositional devices and techniques used to provide unity, variety, tension, and release in aural examples,

2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles,

2.5 Perform on an instrument in small ensembles, with one performer for each part

Notation

Clefs

Staff

Note Values

Accidentals

Dynamics

Rhythm

Key signatures

Terminology

Chord structure

Scale construction

Pitch

Fingerings

Intonation

Tone quality

Style

III. Unit Three: Historical, Multicultural, and Aesthetic Context

3.1 Identify the sources of musical genres of the United States, trace the evolution of those genres, and cite well-known musicians associated with them.

3.2 Explain the various roles that musicians perform, identify representative individuals who have functioned in each role, and explain their activities and achievements.

4.2 Evaluate a performance, composition, arrangement, or improvisation by comparing each with an exemplary model.

4.3 Explain how people in a particular culture use and respond to specific musical works from that culture.

4.4 Describe the means to create images or evoke feelings and emotions in musical works from various cultures.

Composers

Comparing styles of various countries

Nationalistic

Songs of other cultures

Songs of American culture

IV. Unit Four: Connections, Relationships, Applications

5.1 Explain how elements, artistic processes, and organizational principles are used in similar and distinctive ways in the various arts.

5.2 Analyze the role and function of music in radio, television, and advertising.

5.3 Research musical careers in radio, television, and advertising.

Musical careers

Classical musician

Studio musician

Commercial musician

Jazz musician

Solo musician

Composition

Arrangers

The students will learn how to perceive different artists from various eras of music including Baroque, Classical, Romantic, Neo-Classical, Jazz, Funk, Afro-Latin, and various styles of rock and popular music. Each student will turn in a complete concert report of their aesthetic valuing of the performance. They will research history of their chosen instrument and composers who composed major works for the instrument, and present a written and oral report, utilizing musical examples, to the class (Standards 1, 3, & 4)

Students will learn how majoring in music can lead to various musical careers (5.0)

Students will learn how to become a classical, jazz, latin, rock, pop, or hip-hop musician

Students will learn the connection of studio musicians to solo artists

Commercial musicians

All students will be assessed in class and during performances. Assessments will include playing tests on technique concepts (scales, arpeggios, etc.) and prepared musical examples, written assessments on terminology, history, and listening, and evaluations of group performances during concerts, festivals, and school and community events.

Key Assignments

I. Objective One: Reading Music (Standards 1 & 2)

Sight reading

Compound meter

Syncopated rhythms

Dotted and tied notation

Extended range high and low

II. Objective Two: Performance (Standards 1, 2, & 3)

Orchestra performances including orchestra and chamber festivals through Southern California Band and Orchestra Association, regular concerts throughout the year, and school and community performances

III. Objective Three: Evaluation Of Performances (Standards 2, 3, 4, & 5)

Each student will attend various concerts and evaluate the artists that performed

Each student will turn in a complete concert report of their aesthetic valuing of the performance

Each student will research the history of their chosen instrument and composers who composed major works for the instrument, and present a written and oral report, utilizing musical examples, to the class

Each student will evaluate various recordings of classical and popular music, of both the instructor's and student's choice, and submit written reports of analysis

IV. Rehearsal and private practice (Standard 2)

Practice daily on instrument at least ½ hour

Sectionals are required at least once weekly

Supplemental practices before each performance

Course Materials

Method Books (course textbooks)

Standard of Excellence Book 1 (for each instrument, as appropriate)

Supplemental Materials

Various sheet music arrangements for wind band and solo and small group instrumentation

Various handouts and class notes on scales, dynamics, and other aspects of terminology and technique