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Curriculum Standards and Pacing Guide

This document outlines the curriculum for a 5th grade beginning band class that meets once per week for a full class rehearsal and once per week for small group sectionals. It details the Texas Essential Knowledge and Skills standards covered, including music literacy, creative expression, historical and cultural relevance, and critical evaluation. It provides a month-by-month breakdown of the material covered, including method book assignments, concert music rehearsals, assessments, and cultural music studies. Student progress and preparation are assessed each quarter through playing tests, practice journals, rehearsal participation, and concert performances.

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194 views

Curriculum Standards and Pacing Guide

This document outlines the curriculum for a 5th grade beginning band class that meets once per week for a full class rehearsal and once per week for small group sectionals. It details the Texas Essential Knowledge and Skills standards covered, including music literacy, creative expression, historical and cultural relevance, and critical evaluation. It provides a month-by-month breakdown of the material covered, including method book assignments, concert music rehearsals, assessments, and cultural music studies. Student progress and preparation are assessed each quarter through playing tests, practice journals, rehearsal participation, and concert performances.

Uploaded by

api-624478936
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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1

Linda Kiekel
Curriculum Outline: Standards and Sequence

Subject: 5th Grade Beginning Band


1 full class rehearsal per week (40 minutes)
1 small group sectional per week (30 minutes)

Standards Summary
Chapter 117. Texas Essential Knowledge and Skills for Fine Arts
Subchapter B. Middle School
117.208. Music, Middle School 1, Adopted 2013.

1. Foundations: Music Literacy


a. Analyze
i. Listen to live and/or recorded music examples
ii. Describe tonal/rhythmic elements using standard terminology
1. Describe musical elements of rhythm
iii. Identify musical forms
iv. Explore health/wellness related to music and practicing
b. Reading/Writing
i. Identify music symbols:
1. repeat sign,
2. dynamics (crescendo, decrescendo, piano, forte),
3. tempo (accelerando, ritardando, moderato, allegro)
4. articulations (staccato, legato)
ii. write music with appropriate meter, rhythm, pitch, and dynamic
symbols (on computer or handwritten)
iii. create rhythmic and melodic patterns using known rhythms and pitches
iv. read music notation using kinesthetic response such as silent fingering
v. sight-read in at least two keys and three meters (2/4, 3/4, and 4/4)
2. Creative Expression
a. play alone and with others
b. using characteristic instrumental timbre
c. demonstrate appropriate fundamental techniques on the instrument: hand
position, embouchure, articulation, posture
2

d. play with accurate intonation and rhythm when with the group and solo
e. expressively play music from various backgrounds and cultures
f. sight-read alone and with the group
g. accurately interpret symbols and terms while playing
i. repeat sign,
ii. dynamics (crescendo, decrescendo, piano, forte),
iii. tempo (accelerando, ritardando, moderato, allegro)
iv. articulations (staccato, legato)
h. create rhythmic and melodic patterns using known rhythms and pitches
3. Historical and Cultural Relevance
a. perform music of diverse cultures, including the students’ home cultures
b. describe music from a variety of backgrounds
c. identify the relationship between music and other disciplines
d. describe music jobs
4. Critical Evaluation and Response
a. demonstrate concert and performance etiquette
b. identify criteria for listening to and evaluating performances
c. identify ways to improve through self-evaluation
d. demonstrate appropriate responses to music and performances

Class Structure
1. Daily/Weekly Components
a. Gordon patterns
b. Beginning Band Warm-ups
c. Practice journals – set goals, reflections
d. Lesson books: Habits of a Successful Beginner Band Musician, by Scott Rush
2. September (4 rehearsals, 2 sectionals)
a. class mission statement
b. putting instrument together
c. posture
d. sound on mouthpiece
e. first note (concert F or Bb)
f. Review - staff, treble/bass clef, measure lines, time signature, quarter, eighth,
half, whole notes and rests, note names on the staff
3

g. Transition from ta ti-ti to counting system


h. Method Book - 1st Days Rhythm Chart
3. October (3 rehearsals, 2 sectionals)
a. Review - staff, treble/bass clef, measure lines, time signature, quarter, eighth,
half, whole notes and rests, note names on the staff
b. Continue learning counting system
c. First 5 notes (concert Bb five-note scale)
d. Method Book - First Days Solfege
4. November (5 rehearsals, 5 sectionals)
a. Key signature
b. Winter Concert Music
c. Listen to, study, and play Chinese folk song
d. Method Book - #1-26
i. First 5 notes (Concert Bb major 5 note scale)
ii. Whole, half, quarter notes/rests
iii. Repeat sign
iv. Tie
v. First duet
vi. Slur
vii. Common time symbol
viii. #17 – playing test 1
ix. #26 – playing test 2
5. December (2 rehearsals, 2 sectionals)
a. Solo Day – students can choose to play a solo (or duet/trio…) in front of the
class
b. Rehearsals - Winter concert
c. Post-concert reflection & celebration
d. Method Book - #27-33
i. Breath mark
ii. #33 – playing test 3
6. January (2 rehearsals, 2 sectionals)
a. Composition project: using first 5 notes
b. Method Book #34-41
i. New note: Concert G
4

ii. Forte and piano


iii. Theme & variations
iv. 2/4 time signature
7. February (4 rehearsals, 4 sectionals)
a. Pick spring concert music
b. Listen to, study, and play Korean folk song
c. Rehearse spring concert music
i. Probably begin playing eight notes here
d. Method Book #42 - 53
i. New notes – Concert A, E, low Ab, low G
ii. Legato/tenuto
iii. Staccato
iv. Crescendo and dim/decresc.
v. Interval names – 2nd, 3rd … octave
vi. Accidentals – flat, sharp, natural
vii. New key signature – Concert C
viii. Mezzo-forte, mezzo-piano
ix. #47 – playing test 4
x. #53 – playing test 5
8. March (5 rehearsals, 5 sectionals)
a. Introduce compound time sounds
b. Rehearse spring concert music
c. Method Book #54 – 65
i. New notes – Concert Db, high Ab, low F
ii. Accent
iii. Eighth notes
iv. Major/minor tonality
v. Divisi and unison
vi. New key signature – Concert F
vii. fermata
viii. #60 – playing test 6
9. April (3 rehearsals, 3 sectionals)
a. Rehearse spring concert music
b. From method book #65 – Japanese folk song
5

i. Spend time in rehearsal talking about this song, listening to


arrangements of it – compare some arrangements
c. Method Book #66 - 72
i. 3/4 time signature
ii. Dotted quarter note
iii. Pick-up note
iv. Multi-measure rest
v. First ending, second ending
vi. Forward facing repeat sign
vii. Allegro, andante, largo
viii. One measure repeat sign
ix. #67 – playing test 7
x. #71 – playing test 8
10. May (5 rehearsals, 4 sectionals)
a. Rehearse spring concert music
b. Solo Day – students can choose to play a solo (or duet/trio…) in front of the
class
c. Method book #73 - 83
i. (clarinets cross the break here)
ii. New notes: Concert high A, high Bb
iii. New key signature – Concert F
iv. Ritardando and rallentando
v. Chorale
vi. Rehearsal markings
vii. Style markings
viii. #75 – playing test 9
ix. #80 – playing test 10
11. June (1 rehearsal, no sectionals)
a. Spring concert
b. End-of-year reflections and celebration

Assessments
1. Given as a 1, 2, 3, or 4 on the report card each quarter
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2. Each assessment graded on a scale of 1-4, take the average of all assignments and
turn them in
3. Progress on the instrument – learning notes, playing with good tone (one grade per
quarter)
4. Evidence of practice – completion of practice journal (one grade per quarter)
5. Preparation and participation in rehearsals (one grade per quarter)
6. Successful performance of concert music (one grade per concert)
7. Playing tests
8. Occasional worksheets – usually listening responses or identification/description of
music symbols
9. Composition project

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