1 – YEAR MUSIC

CURRICULUM
Mackenzie Webster

KANSAS STATE UNIVERSITY

Table of Contents
Program Goals 2

Band 9-12 (Year 1) 3

Course Description 3
Course Goals 3
Course Objectives 3
Scope and Sequence 4
Performance Units 5
Performance 1: Fall Concert 5
Performance 2: Winter Concert 7
Performance 3: Festival Performance 9
Performance 4: Final Concert 11

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Program Goals

 Students will be literate and fluent in music.

 Student will enjoy making music and the process.

 Students will develop into rational and mature adults.

 Students will learn lifelong skills such as positive self-image, time management skills,
and confidence in one’s self and in others.

 Students will develop the abilities needed to be a successful musician.

 Students will become consumers of music as performers and as listeners and

will learn how to evaluate performances of their own and others.

 Students will learn proper rehearsal and concert etiquette.

 Students will learn respect for one’s self, others, and the music.

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Band 9-12 (Year 1)
Course Description

This course is for students in grades 9-12 wishing to participate in band. Our goal is to
provide students with an outstanding musical experiences and opportunities while helping them
grow into responsible and mature adults. For the experiences to be outstanding, students should
have pride in being involved in the band. Students are expected to serve as role models for each
other, the band, the school, and other organizations within it. As a result of these expectations,
students will have the opportunity to gain valuable life skills such as positive self-image, time
management skills, confidence in one’s self and in others, responsibility, the abilities needed to
be a successful musician, and most importantly, respect.

Course Goals

 Students will be able to sight read proficiently.

 Students will understand the Circle of 5ths.

 Students will establish effective and efficient practice skills on an individual and
ensemble level.

 Students have a basic understanding of tone, balance, blend, and other basic music
characteristics.

 Students will experience a large variety of types and genres of music to positively
influence personal interpretations and musical decisions.

Course Objectives
 Students will develop critical thinking skills through class discussions, and reflective
essays that help advance their musical understanding to positively affect their
performance.

 Students will learn and utilize effective listening skills to understand and analyze
recordings of music, as well as make adjustments in an ensemble situation to effectively
achieve a higher level of performance.

 Students will demonstrate their knowledge of the Circle of 5ths by playing all major
scales with at least 80% accuracy.

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  Students will demonstrate their ability to show how music relates to other areas of the
arts by drawing at least one connection between their music and another art form.

 Students will explore the emotional connections between the music, composers,
performers, and audiences through activities and experiences throughout the semester.

 Students will learn how to effectively evaluate a musical performance, and evaluate their
own performances for practice on personal critique and self-improvement.

Scope and Sequence

FALL WINTER CONTEST FINAL

On This
Brighton Day The First Suite in
Rhythm Zia, Zia!
Beach Earth Shall Eb
Ring
Nightmare
Amazing
Melody This is Me Before Salvation is Created
Grace
Christmas
Nightmare
Brighton Amazing
Harmony Before Salvation is Created
Beach Grace
Christmas
Where the In The
First Suite in
Musical Texture Black Hawk Bleak Serenade for a Picket Fence
Eb
Elements Soars Midwinter
Hymnsong In The
First Suite in
Timbre of Philip Bleak Reckoning
Eb
Bliss Midwinter
Where the In The
First Suite in
Form Black Hawk Bleak Serenade for a Picket Fence
Eb
Soars Midwinter
Hymnsong
of Philip
Musical Presidential Amazing
Bliss Reckoning
Expression Suite Grace

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Performance Units

Performance 1: Fall Concert

Content:  Where The Black Hawk Soars (1995) by Robert W. Smith
 On a Hymnsong of Philip Bliss (1989) by David R. Holsinger
 Brighton Beach (2001) by William P. Latham
 This is Me from The Greatest Showman (2018) arr. Michael
Brown
Skills/Elements  Black Hawk – Form, Texture
Addressed  Philip Bliss – Timbre, Musicality
 Brighton Beach – Rhythm, Harmony
 This is Me – Melody, Rhythm
S, H, C, NS  Styles/Genres: Hymn, Musical, March
Addressed  Historical Period: Philip Bliss – Based on hymn written in
1873; This is Me – Musical about P.T. Barnum and the
Barnum & Bailey Circus founded 1871
 Culture: English, American
 National Standards:
o Generate musical ideas for various purposes and
contexts.
o Select and develop musical ideas for defined purposes
and contexts.
o Select varied musical works to present based on
interest, knowledge, technical skill, and context.
o Share creative musical work that conveys intent,
demonstrates craftsmanship, and exhibits originality.
o Perform expressively, with appropriate interpretation
and technical accuracy, and in a manner appropriate to
the audience and context.
o Analyze how the structure and context of varied
musical works inform the response
o Synthesize and relate knowledge and personal
experiences to make music.
o Relate musical ideas and works with varied context to
deepen understanding
Assessment  Create a presentation about the history of P.T. Barnum and/or
the Barnum & Bailey circus
 Have students describe an instance where music has influenced
their emotions. This does not have to be music they heard in
the classroom, it could be about any music they hear outside of
the classroom.

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Rational

Where The Black Hawk Soars

 Pragmatic piece that allows students to become emotionally involved that allows for
independent part for groups of sections with at most 3 different themes occurring at once.
There is a DC al Coda that would demonstrate a type of form that we could then use to
introduce other forms. Each instrument family will have to learn to blend and balance
with each other as the primary voice and the supporting voice. It presents both rhythmic
challenges and musical challenges that will enable the students to grow.

On a Hymnsong of Philip Bliss

 This piece poses dynamic challenges and is a good piece for the beginning of the year.
This will allow the students to become more musically aware the flow and feel of music.
The clarinets are the predominant voices throughout the piece and will have to become
confident in their parts. They will get to become more confident in their own personal
dynamic range and get to experiment with more soloistic playing. The ensemble as a
whole will also get to improve their lowest dynamic levels as they will gain experience in
playing underneath a solo line that is on an instrument that cannot cut through the
ensemble.

Brighton Beach

 Brighton Beach will expose the students to a nontraditional British march that focuses on
dynamic and articulate contrasts. It uses a lot of call and response between the woodwind
and the brass. Students will have to use their articulations to show the style of the piece
that at times changes within a singular measure. Each section gets to have harmonic and
rhythmic movement throughout the piece.

This is Me

 This piece would give the students the opportunity to play something they have most
likely hear outside of the classroom. They would have to focus on the rhythm that is
written rather than playing what they remember from the movie due to some of the
rhythms being simplified. Each instrument has an opportunity to be showcased.

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Performance 2: Winter Concert
Content:  On This Day The Earth Shall Ring (2001) arr. Robert W. Smith
 In the Bleak Midwinter (1992) arr. Robert W. Smith
 Presidential Suite (2016) by Michael Oare
 Selections from The Nightmare Before Christmas arr. Brown
Skills/Elements  On This Day – Rhythm, Texture
Addressed  Midwinter – Timbre, Texture, Form
 Presidential Suite – Texture, Rhythm, Harmony, Musicality
 Nightmare Before Christmas – Melody, Harmony, Rhythm
S, H, C, NS  Styles/Genres: Fanfare, Ballad, March, Medley
Addressed  Historical Period: Midwinter is a Christmas Carol based on a
poem from 1872; Presidential Suite is about different American
historical locations; Nightmare Before Christmas - 1993
 Culture: English
 National Standards:
o Generate musical ideas for various purposes and
contexts.
o Select and develop musical ideas for defined purposes
and contexts.
o Select varied musical works to present based on interest,
knowledge, technical skill, and context.
o Evaluate and refine personal and ensemble
performances, individually or in collaboration with
others.
o Perform expressively, with appropriate interpretation
and technical accuracy, and in a manner appropriate to
the audience and context.
o Analyze how the structure and context of varied musical
works inform the response
o Relate musical ideas and works with varied context to
deepen understanding
Assessment  Performance Reflection on previous concert: What went well
and what we could do to improve what did not go well.
 Have students respond to an article over good practicing habits.
This could be a group presentation or an individual one page
response over what constitutes good practice and what they as
an individual could do to have good practice
 Have students discuss and respond to why we have music in
commercials, movies, restaurants, stores, etc., and what that
implies about the importance of music.
 Weekly tests over scales or scale exercises to show progress in
technical growth.
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Rational

On This Day The Earth Shall Ring

 This piece requires independent playing due to many different textures and overlapping
rhythms. The rhythmic exercises and piece from the previous concert should prepare the
students to be more independent players. The trumpets and clarinets get to have exposed
parts that will allow them to play out and become even more independent player due to
not being able to hide behind the rest of the ensemble. This will also enhance their bell
tones and ability to play with a warm and round sound.

In the Bleak Midwinter

 This piece gives many different instruments solo opportunities that will require
confidence, especially in the clarinet part. This piece is based off of a poem, so students
could compare the phrasing of a stanza to the phrasing of a musical line. There is also
many instances of layering with different combinations of instruments that will allow the
students to learn how to cater to the different combinations of instruments.

Presidential Suite

 There are many stylistic shifts throughout the piece. There are also instances where the
melody gets passed around through different sections in the band, so knowing where the
melody is and knowing what they will have to do in response will be something they will
get more experience in. There is also a historical connection with American locations that
the students could associate imagery with. There are moments of syncopation within the
piece that will need rhythmic focus. There are also moments that will give students
experience in musicality and making independent musical decisions.

Nightmare Before Christmas

 This piece will allow students to connect with things outside of the classroom. There are
many complex rhythms and harsh articulations that can slightly differ from the movie.
Multiple sections get the melody throughout the piece that normally do not get melody in
band literature. There is also an opportunity to teach about different modes and minor
keys.

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Performance 3: Festival Performance
Content:  First Suite in Eb (1921) ed. Matthews Mvt. I & III
 Amazing Grace (1997) by Ticheli
Skills/Elements  First Suite – Rhythm, Melody, Harmony, Texture, Timbre,
Addressed Musicality
 Amazing Grace – Texture, Melody, Harmony, Musicality
S, H, C, NS  Styles/Genres: March, Chaconne, Ballad, Hymn
Addressed  Historical Period: Amazing Grace – Hymn 119; First Suite -
1909
 Culture: English
 National Standards
o Generate musical ideas for various purposes and
contexts.
o Select and develop musical ideas for defined purposes
and contexts.
o Evaluate and refine selected musical ideas to create
musical work that meets appropriate criteria.
o Select varied musical works to present based on
interest, knowledge, technical skill, and context.
o Evaluate and refine personal and ensemble
performances, individually or in collaboration with
others.
o Perform expressively, with appropriate interpretation
and technical accuracy, and in a manner appropriate to
the audience and context.
o Choose music appropriate for specific purposes and
contexts.
o Support personal evaluation of musical works and
performance(s) based on analysis, interpretation, and
established criteria.
o Relate musical ideas and works with varied context to
deepen understanding
Assessment  Various recording assignments to evaluate technical growth
 Group singing project over the Amazing Grace hymn; making
groups of students who play the different SATB instruments
and having them sing the part they would play to develop
connections to singing and playing
 Performance Reflection on previous concert: What went well
and what we could do to improve what did not go well

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Rational

First Suite in Eb Mvt. I & III

 This is a complicated, but very doable piece. The Chaconne has many different parts that
layers upon itself and the title itself is a theory and form term the students could learn.
The Tubas and Euphoniums get to open the piece with the melody. There are many solo
moments, rhythmic figures, and important melody and harmony lines that all will have to
be played with confidence. The piece also will extend the range and technique of each
player.

Amazing Grace

 This piece has complicated layering and textures. The rhythms are simple, but each part
is unique and independent entrances and lines that do not usually line up with other
people in the band. The piece could also be connected with the hymn Amazing Grace and
the students could lean the history and words to the hymn. This piece could also be used
to focus on singing.

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Performance 4: Final Concert
Content:  Zia, Zia! (1982) by Claude T. Smith
 Salvation Is Created (2012) arr. Brown
 Serenade for a Picket Fence (1956) by Leyden
 Reckoning (2017) by Markowski
Skills/Elements  Zia – Rhythm
Addressed  Salvation – Melody, Harmony
 Picket Fence – Rhythm, Timbre, Texture, Form
 Reckoning – Timbre, Texture, Musicality, Rhythm
S, H, C, NS  Styles/Genres: Spanish March, Choral transcription, Novelty,
Addressed Pragmatic
 Historical Period: Salvation – originally for chorus written in
1912 based on a hymn
 Culture: Spanish
 National Standards
o Generate musical ideas for various purposes and
contexts.
o Select and develop musical ideas for defined purposes
and contexts.
o Share creative musical work that conveys intent,
demonstrates craftsmanship, and exhibits originality.
o Select varied musical works to present based on
interest, knowledge, technical skill, and context.
o Develop personal interpretations that consider creators’
intent.
o Evaluate and refine personal and ensemble
performances, individually or in collaboration with
others.
o Perform expressively, with appropriate interpretation
and technical accuracy, and in a manner appropriate to
the audience and context.
o Support an interpretation of a musical work that
reflects the creators’/performers’ expressive intent.
o
Assessment  Group singing in not only warmups, but in rehearsal and
performance
 Short reports on the history of Spanish marches or Salvation is
Created to expand knowledge on different types of music
 End of the year composition that reflects what they have
learned throughout the school year. Multiple prompts given
that will allow the students the opportunity to choose what
they will excel at.
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Rational

Zia, Zia!

 This piece will allow the students to learn about another kind of march and style of
music. This piece can bring everything the students have learned together. There are
many tempos, dynamic, and style changes throughout the piece that require attention and
focus to their playing. The tempo remains quick and will require the students to stay on
top of the beat.

Salvation is Created

 This piece could mainly be used to focus on balance and blend of the ensemble. This
could also heavily focus on incorporating singing and aural skills into the ensemble. This
will also focus on tone production from all of the instruments. The students would learn
about choral pieces and how transcription and arrangements work.

Serenade for a Picket Fence

 This piece can add a little silliness to the ensemble and highlight mallet percussion. You
can use all of the mallets you have and utilize all of your percussionists. The piece has
dramatic dynamic and tempo changes on top of playing under soloists. This piece would
focus on mallet technique for percussion.

Reckoning

 This is a programmatic piece that tells a story, so the students could associate imagery
and creative writing with the piece. There are many textures and timbres that the students
most likely haven’t had experience with. They will get to experience a recurring theme
and the low brass gets to experience a catchy theme that lets them have the melody that
comes back to them throughout the piece.

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