Syllabus for Band Classes

 

Dora Moore School Band Syllabus

Course: Band, 2012-2013

Time: (Fall)Thursday and Friday, 5^th Period; (Spring) Wednesday, Thursday, Friday, 5^th Period

Teacher: Miss Dorothy Pino

Classroom: Music Room

Office Hours: After school on the days I am at Dora Moore (listed above) from 3-3:45.

Contact: Dorothy_pino@dpsk12.org; School extension: 720-424-5300

COURSE OVERVIEW

Course description: In this class, you will learn how to read music, play an instrument, perform unison and multiple part pieces, blend as an ensemble, and care for instruments.

Activities: Students will learn how to read and appreciate music through performance.  Recordings will be made of performances so that students can listen to their progress as well as investigate how to improve their overall musicianship.

Learning Goals

Students will learn how to:

• Read melodic and rhythmic notation
• Recognize musical terms and symbols
• Establish solid and correct embouchure
• Correctly and thoroughly clean instruments
• Perform independently and blend as an ensemble by using good tone, dynamics, and style
• Adjust instrument to have proper intonation
• Perform basic major scales, chords, and arpeggios; middle school will also learn some minor scales and blues scales
• Listen well to performances for thorough analysis in order to make proper evaluations
• Appreciate and perform music from other cultures
• Determine the period of music of listening examples and pieces performed based on stylistic cues from music history
• Compose simple pieces within given parameters
• Improvise on simple melodies given specific parameters
• Make connections to other subject areas and fields of study

When the students meet these learning goals, they will be prepared to move onto higher degrees of musicianship as well as become better performers and appreciators of music.  In addition to the musical growth, students will be able to use the skills of listening, teamwork, and self-assessment onto other subject areas, and into their future workplace.  Finally, students will be able to make historical connections between English, visual art, dance, and musical eras.

Grading Policies:

Grading Breakdown	Percentage
Appropriate participation in class and ALL concerts	30%
Improvement in musicality based on performance and written quizzes	25%
Prepared for class with instrument, music, and supplies	20%
Punctuality	15%
Good behavior and attitude, teachable spirit	10%

Meeting Standards	4	3	2	1
Expression in Music	Student is able to correctly identify and perform a wide variety of dynamics, articulations, and tempi.	Student is able to correctly identify and perform a variety of dynamics, articulations, and tempi	Student is able to correctly identify and perform basic dynamics, articulations, and tempi	Student is unable to correctly identify and perform basic dynamics, articulations, and tempi
Music Theory	Student is able to consistently identify and perform musical notation correctly. This includes age-appropriate rhythms, melodic notes, and other musical symbols.	Student is able to identify and perform musical notation correctly most of the time. This includes age-appropriate rhythms, melodic notes, and other musical symbols.	Student is able to identify and perform musical notation correctly some of the time. This includes age-appropriate rhythms, melodic notes, and other musical symbols.	Student is unable to identify and perform musical notation correctly most of the time. This includes age-appropriate rhythms, melodic notes, and other musical symbols.
Aesthetic Value	Student is able to correctly and consistently identify the elements in music that add quality to a performance using a musical vocabulary such as: rhythm, melody, harmony, form, dynamics, timbre, meter, and era.	Student is able to correctly identify the elements in music that add quality to a performance but does not consistently describe musical performances with musical vocabulary.	Student is able to correctly identify some elements in music that add quality to a performance but does not consistently describe musical performances with musical vocabulary.	Student is unable to correctly identify some elements in music that add quality to a performance and does not describe musical performances with musical vocabulary or does not participate in class discussions.
Creation of Music	Student understands the basics of composition and improvisation and has demonstrated this knowledge by creating graphic scores, original songs, and improvising on rhythm instruments and voice that show ingenuity, originality, and an appropriate amount of complexity.	Student understands the basics of composition and improvisation and has demonstrated this knowledge by creating graphic scores, original songs, and improvising on rhythm instruments and voice that show ingenuity, originality, or complexity.	Student shows a limited understanding of the basics of composition and improvisation as the graphic scores, original songs, and improvising on rhythm instruments and voice showed a lack of ingenuity, originality, and complexity.	Student shows no understanding of the basics of composition and improvisation. The graphic scores, original songs, and improvising on rhythm instruments and voice showed a lack of ingenuity, originality, and complexity or were not completed.

Assessment:

Students will be assessed according to the above rubric in all activities that take place in class. Their improvement in each of the categories is taken into consideration as the year progresses.

Classroom Management and Discipline Policies:

Entering the Class, Warm-up, and Pencil Procedures

• Students should enter the classroom quietly, and set up their chairs, stands, and instruments. 
• After entering, students should sit down and warm-up their instruments until I step on the podium. As I step on the podium, the room will become silent. 
• I will then lead them in warm-ups as a class. 
• Students should always bring a pencil to class for writing in reminders on their music. Please do not use pen on music ever.

Restroom Policies

• If a student needs to use the restroom or get a drink of water, he or she will ask for permission by raising crossed index and middle fingers.  I will give them either an “ok” hand sign or a “stop” hand sign to indicate whether they are allowed to go at that time. 
• They will be given 4 opportunities to use the restroom a quarter without it affecting their participation points.  Once they exceed this, a point will be taken away each time they leave unless there is an emergency or a pre-established need. 
• When students are given permission to use the restroom, they will go one at a time, sign out with a time, and return within a 3 minute time period to sign in (unless specific permission to do otherwise is granted).

Daily Rituals and Podium Discipline

• The pieces for the day will be posted and students will put their music in order at the beginning of class as they walk in.
• As soon as the bell rings, I will step on the podium, the class will be silenced, and I will lift my hands to lead them in the designated warm-up on the board.
• I will stop to make corrections by cutting off with my conducting. 
• I will show we are ready to begin again by lifting my baton—at this time, all students should lift their instruments to the ready position. 
• As I work with sections for short times, the rest of the class will write in measure numbers in their music (with pencil), practice silent fingerings, work on rhythmic worksheets in their folder, or study music theory and history in their folders.
• If the class noise increases, I will clap a rhythm and expect the students to repeat it.  As soon as the whole class participates in this, I will continue with my instruction. 
• If this does not work, I will look at the clock and record the time wasted in class, and take it away from their recess or passing period. 
• Again, as soon as I step on the podium, the classroom should fall silent.

Expectations and Standards

LEARN

Listen – to instructions, classroom music, and to those who have permission to speak

Engage – Participate, be attentive, don’t disrupt others with your words, actions, or things (i.e. ipods, cell phones, etc.)

Attitude – be willing to learn new things, do what you are asked to do the first time you are asked without complaining.

Respect – be kind to others, give people the space they need, only touch what belongs to you

Nurture – encourage others to do their best, be a leader, and take ownership over your ensemble or performance group.

Practice Logs: Due to the limited amount of times we are able to rehearse a week, students will be required to do 45 minutes of practicing a week outside of class. This will help up stay up to speed and help us move forward to more fun and exciting music. If desired, student may come in during my office hours and practice then for credit. Practice Logs are due in class on Thursdays.

	Monday	Tuesday	Wednesday	Thursday	Friday	Saturday	Sunday
List School Pieces Practiced:	______minutes	______minutes	______minutes	______minutes	______minutes	______minutes	______minutes
List extra music practiced:	______minutes	______minutes	______minutes	______minutes	______minutes	______minutes	______minutes
List Scales Practiced:	______minutes	______minutes	______minutes	______minutes	______minutes	______minutes	______minutes

Make good choices. Consequences can be either good or bad depending on the choices you make.

In order to make good choices, remember to be:

·      Safe

·      Responsible, and

·      Respectful

Last of all, have fun!