The standards for High School Instrumental Music, Intermediate Level enable students to continue to develop musicianship and music literacy. Students identify and document steps of a creative process to develop original music. Music literacy skills are emphasized as students read, notate, and perform music. Students develop more advanced technical skills and improve ensemble skills as they collaborate with others to create and recreate music in ensemble settings. They respond to, describe, interpret, evaluate, perform and sight-read music from a variety of musical styles, composers, cultural influences and historical periods. Students compare and contrast career options in music and make connections between music and other fields of knowledge. Opportunities are provided for students to participate in local, district, regional, and state music events as appropriate to level, ability, and interest. After-school rehearsal and performances are required of all students. Content in this course changes annually; therefore, this course may be repeated.
Beginning Band or Orchestra and/or Director's approval
Essential Question: How does an individual contribute to the whole and the whole contribute to the individual in music?
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Quarter |
Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
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Unit Title |
We have two ears so that we listen twice as much as we play. |
Step by Step we create and perform new musical experiences. |
Reading, writing, and performing in the language of music is my path to musical independence. |
Musicians improve through study, practice, and performance. |
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Image Cue |
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Focus of the Story |
Intermediate Band continues to develop and extend musicianship and music literacy Instruction is continued in the basics of music performance |
We identify and document steps of a creative process to develop original music. Music literacy skills are emphasized to read, notate, and perform music. |
Next is the development of more advanced technical skills to improve ensemble skills and collaborate with others to create and recreate music in an ensemble. We learn to describe, interpret, evaluate, perform, and sight-read music from a variety of musical styles, composers, cultural influences, and historical periods. |
A focus on solo performance is a priority. We compare and contrast career options in music and make connections between music and other fields of knowledge. |
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Transfer Goals |
Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance. |
Understand and apply creative processes to guide the development of ideas, original works, and musical performance. Analyze, interpret, and evaluate musical works from a variety of cultures. Understand and find meaning in music as a form of community engagement through involvement as a performer, supporter, advocate, and audience member. Explore and connect personal interests, experiences, and aspirations through vocation, advocacy, and arts patronage. Curate a portfolio of accomplishments, experiences, and performance materials exhibiting oneself as an artist. Use music literacy to demonstrate understanding of the elements of music and the ways they inform artistic performance and creative expression. Use technology as a strategic mechanism for improving music literacy and improving music performance. |
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Learning Targets |
I can improve intonation by matching pitch. I can perform and explain the importance of scales. I can explain the importance of the “warm up” process for rehearsal. I can identify the skills needed for a successful musical performance. I can demonstrate and explain proper rehearsal etiquette and its importance. I can explain why participation is important. I can identify the characteristics of an outstanding performance. I can identify and demonstrate expressive qualities of music. I can communicate the importance of sight reading. I can explain how singing and playing an instrument relates to one another. |
I can explain the value of scales. I can communicate in the language of percussion. I can explain the importance of sight reading. I can play scales from the District Band scale requirements. I can play an 8 or 16 measure section of the District Band prepared music requirements. I can explain why a performance is important. I can analyze the impact of other cultures and civilizations on my musical experience. I can explain what makes a performance expressive. I can perform a solo and explain the importance of performing solos. I can identify the characteristics of an outstanding performance. I can identify and demonstrate expressive qualities of music. |
I can play with superior proper tone quality and explain its relationship to intonation. I can demonstrate a plan to achieve advanced musicianship. I can explain the importance of sight reading. I can demonstrate multiple percussion techniques on percussion instruments and choose the appropriate time to use the techniques. I can explain what defines a superior performance. I can perform both major and minor scales. I can reflect on how improvisation is a product of the musician and the music. I can change a melody without changing any of its pitches. I can analyze the impact of other cultures and civilizations on my musical experience. I can identify the characteristics of an outstanding performance. I can identify and demonstrate the expressive qualities of music. I can identify the characteristics of an outstanding performance. I can create a plan for improvement on my instrument. I can identify what makes a piece of music challenging. I can select an appropriate Solo and Ensemble piece for myself and relate it to its origins, culture, and history. I can demonstrate the advantages of proper maintenance of my instrument. |
I can demonstrate how individual intonation affects ensemble performance. I can demonstrate and explain what makes a performance musical. I can demonstrate the advantages of proper maintenance of my instrument. I can compare the benefit and detriment of individual practice to an ensemble. I can reflect on how improvisation is a product of the musician and the music. I can change a melody without changing any of its pitches. I can critique a performance based on musical criteria and personal preferences. I can explain what careers are available in music for enrollment, enlistment, and employment. I can demonstrate and participate in rehearsals and performances using proper etiquette. I can perform both major and minor scales.
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