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IB1- The aims of the teaching and study of MYP arts are for students to:
understand how the arts play a role in developing and expressing
personal and cultural identities
MI-Content Standard 4: All students will understand, analyze, and describe the arts
in their historical, social, and cultural contexts.
B Application
MI-Content Standard 2: All students will apply skills and knowledge to create in the
arts.
D Personal engagement
Content Standard 5: All students will recognize, analyze, and describe connections
among the arts; between the arts and other disciplines; between the arts and
everyday life.
understand physical health and emotional well being through proper posture,
technique, group participation and self discipline. Students will also identify
themselves in the wider society in regards to their behavior and ethical
choices. This can be done through different classroom activities and/or various
performances throughout the year.
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Community and Service
For the Community and Service area, each individual in the performing
ensemble comes from a community, family, and neighborhood to form a new
community for the purpose of learning the skills necessary to perform a variety
of music. The performing ensemble then shares their music with the larger
community.
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Approaches to Learning
Approaches to Learning will be taught by focusing student attention on the
organization of ensemble rehearsal time and personal practice time and goal
setting. Examples of this are setting deadlines for proficiency on a specific
piece, and organizing the flow of warm-up, mastery and review within a
rehearsal or practice session. Students will collaborate in the ensemble setting
by working toward a common goal, and will master non-verbal communication
by using musical notation and sound. Students will also reflect on both personal
and ensemble performances and will learn to understand music in a
cultural/historical context. Students will also focus on transferring learned
skills to other contexts both inside and outside of the music classroom.
Reflections on transferring skills could be identifying the same rhythm pattern
in different pieces of music and using similar strategies for solving the
performance challenges of that specific rhythm. Students will develop the
ability to identify problem areas of musical performance and will generate a
variety of strategies for solving the identified areas. Slowing the tempo,
breaking down a phrase to the measure or rhythmic pattern level, and altering
articulation are examples of strategies for solving musical problems.
band class is the actual sheet music arrangements that our group will be learning
to perform. Other resources include recording equipment, a library of solo and
ensemble literature, and sources of information found on the Internet.
Methodology
The middle school band class at City is met in a large group. Although all
students work on the same music at the same time, there is provision for the
different playing and ability levels. The rubrics are applied based on the current
grade level of each student. Also, within each instrument section, there are
varying levels of difficulty based on which part the student has. For example, the
clarinet section normally has 1st, 2nd, and 3rd parts for any given piece of music.
Sectional rehearsals are often led by the advanced students and allow all of the
students in the section to get closer attention to their part. Solo and small
ensemble work is also used to have students study aspects of playing their
instrument that goes beyond what their parts in band are like.
Methods of assessment
Band students are graded on performance and process criteria. For performance
criteria, there are playing tests that take place either in class or are recorded.
These tests measure the level of playing accuracy as well as the ability to
produce correct and characteristic tones for their instrument. For process criteria,
data is collected pertaining to issues such as concert participation, proper focus
in rehearsal, and overall level of leadership in class while working either in large
or small groups.
III.
Percentage
Letter
97-100
A+
Descriptor
MYP
10/10 OR 8/8
10
OR
10
OR
10
OR
OR
OR
OR
OR
OR
93 96
90 92
A-
87 89
B+
83 86
80 82
B-
77 79
C+
73 76
70 72
C-
OR
67 69
D+
OR
63 66
OR
60 62
D-
OR
0 59
OR
Course Overview
Unit
Literature
Topic
Writing
Pacing
Method Book
Describe performance
elements
6 weeks
2 Solo/small
group playing
Various
Describe solo/small
group playing
considerations
4 weeks
3 Holiday
Concert
Holiday Music
Self assessment
5 weeks
4 Band Festival
Festival level
music
8 weeks
5 Basic and
advanced skills
Method Book
Describe advanced
performance elements
7 weeks
6 Spring Concert
Popular, show
and lighter style
band music
Review for Exam
What is
exemplary
performance
quality?
How do we
perform by
ourselves and
with others?
Holiday
traditions
American and
international
Prepare for
adjudicated
performance
What are
advance skills
for each
instrument
Prepare for
spring concert
event
5 weeks
1 week