Instructional Guidelines
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write
Week 1music phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
3.A Sight Read ensemble parts
3.B Read and write music that incorporates rhythmic patterns in
simple, compound, and asymmetric meters.
3.C interpret music symbols and terms referring to dynamics,
tempo, and articulations during solo and/or ensemble
performances.
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
The student is expected to read music that uses simple, compound
and asymmetric meters
The student is expected to sight-read UIL Level music and apply
UIL Sight-reading criteria.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
UIL Concert Contest
UIL Sight Reading Contest
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Warm-Up Procedure
Stretching/Breathing Exercises
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Posture
Concert Etiquette
UIL Expectations
Dynamics
Articulation
Conducting Patterns
Musical Nuances
Tempo
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
focus on the UIL contest program in preparation for the upcoming
concert contest
reinforce the importance of sight reading
continue reinforcing the significance of matching pitch and
critical listening
reinforce the value of a counting system
sight read music that is appropriate for the grade of the
organization
explain the importance of musical professionalism
so that the student will:
understand the importance of applying all of the Essential
Musicianship for Band Ensemble Concepts that have been the focal
point of instruction throughout the school year.
successfully apply the counting system in place and recognize
exactly what the expectations are once they enter the sight reading
portion of the competition.
understand the importance of playing in tune not only within the
section but within the ensemble as well.
understand the importance of counting/clapping/hissing/note
placement and rhythmic accuracy.
understand the level of musical difficulty that will be expected
of them at the upcoming Region XII Sight Reading Contest
comprehend that in order to experience success at any level of
competition preparation, presentation, and complete and total focus
are critical to the success of any musical organization.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the importance of never performing beyond your
instruments best sound.
3. Why is a uniform counting system imperative to the success of
the band program?
4. Why is counting on your fingers imperative?
5. When counting rests how loud should you count?
6. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will continue demonstrating various articulations and
the recommended syllables on Concert F.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write music
Week 2phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
3.A Sight Read ensemble parts
3.B Read and write music that incorporates rhythmic patterns in
simple, compound, and asymmetric meters.
3.C interpret music symbols and terms referring to dynamics,
tempo, and articulations during solo and/or ensemble
performances.
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
The student is expected to read music that uses simple, compound
and asymmetric meters
The student is expected to sight-read UIL Level music and apply
UIL Sight-reading criteria.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
UIL Concert Contest
UIL Sight Reading Contest
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Warm-Up Procedure
Stretching/Breathing Exercises
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Posture
Concert Etiquette
UIL Expectations
Dynamics
Articulation
Conducting Patterns
Musical Nuances
Tempo
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
focus on the UIL contest program in preparation for the upcoming
concert contest
reinforce the importance of sight reading
continue reinforcing the significance of matching pitch and
critical listening
reinforce the value of a counting system
sight read music that is appropriate for the grade of the
organization
explain the importance of musical professionalism
so that the student will:
understand the importance of applying all of the Essential
Musicianship for Band Ensemble Concepts that have been the focal
point of instruction throughout the school year.
successfully apply the counting system in place and recognize
exactly what the expectations are once they enter the sight reading
portion of the competition.
understand the importance of playing in tune not only within the
section but within the ensemble as well.
understand the importance of counting/clapping/hissing/note
placement and rhythmic accuracy.
understand the level of musical difficulty that will be expected
of them at the upcoming Region XII Sight Reading Contest
comprehend that in order to experience success at any level of
competition preparation, presentation, and complete and total focus
are critical to the success of any musical organization.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the importance of never performing beyond your
instruments best sound.
3. Why is a uniform counting system imperative to the success of
the band program?
4. Why is counting on your fingers imperative?
5. When counting rests how loud should you count?
6. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will continue demonstrating various articulations and
the recommended syllables on Concert F.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write
Week 3music phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
3.A Sight Read ensemble parts
3.B Read and write music that incorporates rhythmic patterns in
simple, compound, and asymmetric meters.
3.C interpret music symbols and terms referring to dynamics,
tempo, and articulations during solo and/or ensemble
performances.
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
The student is expected to read music that uses simple, compound
and asymmetric meters
The student is expected to sight-read UIL Level music and apply
UIL Sight-reading criteria.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
UIL Concert Contest
UIL Sight Reading Contest
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Warm-Up Procedure
Stretching/Breathing Exercises
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Posture
Concert Etiquette
UIL Expectations
Dynamics
Articulation
Conducting Patterns
Musical Nuances
Tempo
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
focus on the UIL contest program in preparation for the upcoming
concert contest
reinforce the importance of sight reading
continue reinforcing the significance of matching pitch and
critical listening
reinforce the value of a counting system
sight read music that is appropriate for the grade of the
organization
explain the importance of musical professionalism
so that the student will:
understand the importance of applying all of the Essential
Musicianship for Band Ensemble Concepts that have been the focal
point of instruction throughout the school year.
successfully apply the counting system in place and recognize
exactly what the expectations are once they enter the sight reading
portion of the competition.
understand the importance of playing in tune not only within the
section but within the ensemble as well.
understand the importance of counting/clapping/hissing/note
placement and rhythmic accuracy.
understand the level of musical difficulty that will be expected
of them at the upcoming Region XII Sight Reading Contest
comprehend that in order to experience success at any level of
competition preparation, presentation, and complete and total focus
are critical to the success of any musical organization.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the importance of never performing beyond your
instruments best sound.
3. Why is a uniform counting system imperative to the success of
the band program?
4. Why is counting on your fingers imperative?
5. When counting rests how loud should you count?
6. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the
Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will continue demonstrating various articulations and
the recommended syllables on Concert F.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write music
Week 4phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
3.A Sight Read ensemble parts
3.B Read and write music that incorporates rhythmic patterns in
simple, compound, and asymmetric meters.
3.C interpret music symbols and terms referring to dynamics,
tempo, and articulations during solo and/or ensemble
performances.
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
The student is expected to read music that uses simple, compound
and asymmetric meters
The student is expected to sight-read UIL Level music and apply
UIL Sight-reading criteria.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
Band Festivals
UIL Concert Contest
UIL Sight Reading Contest
UIL in Review
Spring Concert
Band Placement & Auditions
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Concert Etiquette
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
explain and discuss the UIL results and listen to the recording
of the contest
select music that is appropriate for the Spring Concert
explain to students the importance of attending a band
festival(s)
explain the TMEA State Honor Band process (Optional: If Honor
Band Year)
so that the student will:
critically analyze and evaluate their musical presentation.
understand the expectations for the final performance of the
school year.
continue focusing on the basic fundamentals of ensemble
performance.
understand the level of expectation in order to compete at this
level.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the Honor Band process?
3. Why is a uniform counting system imperative to the success of
the band program
4. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the
Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL/Spring Concert music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
unifor counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write music
Week 5phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
4 A Create a variety of simple musical phrases
4 B Arrange a variety of simple musical phrases
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
The student is expected to read music that uses simple, compound
and asymmetric meters
The student is expected to arrange a variety of musical
phrases.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
Band Festivals
UIL Concert Contest
UIL Sight Reading Contest
UIL in Review
Spring Concert
Band Placement & Auditions
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Concert Etiquette
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
select music that is appropriate for the Spring Concert
explain to students the importance of attending a band
festival(s)
explain the TMEA State Honor Band process (Optional: If Honor
Band Year)
explain the importance of the upcoming auditions for band
placement
so that the student will:
understand the expectations for the final performance of the
school year.
continue focusing on the basic fundamentals of ensemble
performance.
recognize the level of expectation in order to compete at this
level.
be aware of the expectation levels of the various performance
ensembles.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the Honor Band process?
3. Why is a uniform counting system imperative to the success of
the band program
4. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the
Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL/Spring Concert music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will successfully perform the audition material for the
various performance ensembles.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write music
Week 6phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
4 A Create a variety of simple musical phrases
4 B Arrange a variety of simple musical phrases
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
The student is expected to read music that uses simple, compound
and asymmetric meters
The student is expected to arrange a variety of musical
phrases.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
Band Festivals
UIL Concert Contest
UIL Sight Reading Contest
UIL in Review
Spring Concert
Band Placement & Auditions
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Concert Etiquette
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
select music that is appropriate for the Spring Concert
explain to students the importance of attending a band
festival(s)
explain the TMEA State Honor Band process (Optional: If Honor
Band Year)
explain the importance of the upcoming auditions for band
placement
so that the student will:
understand the expectations for the final performance of the
school year.
continue focusing on the basic fundamentals of ensemble
performance.
recognize the level of expectation in order to compete at this
level.
be aware of the expectation levels of the various performance
ensembles.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the Honor Band process?
3. Why is a uniform counting system imperative to the success of
the band program
4. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the
Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL/Spring Concert music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will successfully perform the audition material for the
various performance ensembles.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write
Week 7music phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
4 A Create a variety of simple musical phrases
4 B Arrange a variety of simple musical phrases
5.B define uses of music in society and culture
5.C identify music related vocations and avocations within the
community
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
The student is expected to read music that uses simple, compound
and asymmetric meters
The student is expected to arrange a variety of musical
phrases.
The student is expected to understand the role of music in the
community and in society as a whole.
The student is expected to know of various musical vocations and
avocations.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
Band Festivals
UIL Concert Contest
UIL Sight Reading Contest
UIL in Review
Spring Concert
Band Placement & Auditions
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Concert Etiquette
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
distribute marching band music to students
explain to students the importance of attending a band
festival(s)
explain the TMEA State Honor Band process (Optional: If Honor
Band Year)
explain the importance of the upcoming auditions for band
placement
so that the student will:
successfully sight read music that may be a part of the marching
band show for the following school year.
continue focusing on the basic fundamentals of ensemble
performance.
recognize the level of expectation in order to compete at this
level.
be aware of the expectation levels of the various performance
ensembles.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the Honor Band process?
3. Why is a uniform counting system imperative to the success of
the band program
4. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the
Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL/Spring Concert music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will successfully perform the audition material for the
various performance ensembles.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write
Week 8music phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2.A exhibit accurate intonation, rhythm, fundamental skills and
basic performance techniques while performing moderately difficult
literature independently, and in ensembles.
2.B; Perform expressively, from memory and notation, a varied
repertoire of music representing genres and styles from diverse
cultures.
4 A Create a variety of simple musical phrases
4 B Arrange a variety of simple musical phrases
5.B define uses of music in society and culture
5.C identify music related vocations and avocations within the
community
6 A design and apply criteria for making informed judgments
regarding the quality and effectiveness of musical
performances.
6 C exhibit concert etiquette during live performances in a
variety of settings.
TEKS Band Level II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read expressively music of diverse
cultures.
Student is expected to evaluate musical performance and compare
it to an established model
The student is expected to understand the role of music in the
community and in society as a whole.
The student is expected to know of various musical vocations and
avocations.
The student is expected to be informed of small/large ensemble
performance techniques.
The student is expected to be informed of proper behavior during
formal and informal concerts
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
Band Festivals
UIL Concert Contest
UIL Sight Reading Contest
UIL in Review
Spring Concert
Band Placement & Auditions
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Concert Etiquette
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
distribute marching band music to students
explain to students the importance of attending a band
festival(s)
explain the TMEA State Honor Band process (Optional: If Honor
Band Year)
explain the importance of the upcoming auditions for band
placement
so that the student will:
successfully sight read music that may be a part of the marching
band show for the following school year.
continue focusing on the basic fundamentals of ensemble
performance.
recognize the level of expectation in order to compete at this
level.
be aware of the expectation levels of the various performance
ensembles.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the Honor Band process?
3. Why is a uniform counting system imperative to the success of
the band program
4. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the
Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL/Spring Concert music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will successfully perform the audition material for the
various performance ensembles.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write
Week 9music phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2 A Demonstrate independently and in ensembles accurate
intonation and rhythm, fundamental skills and basic performance
techniques.
2 C Explain appropriate small and large ensemble performance
techniques for formal and informal concerts.
3 C Interpret music symbols and terms relating to dynamics,
tempos and articulations.
5.B define uses of music in society and culture
5.C identify music related vocations and avocations within the
community
6 A Design and apply criteria for making informed judgments
regarding the quality and effectiveness of musical
performances.
6 C Practice informed concert behavior during live performances
in a variety of settings
TEKS Grade II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read and interpret expressively music
while performing etudes, solos and ensembles.
The student is expected to be informed of small/large ensemble
performance techniques.
The student is expected to be informed of proper behavior during
formal and informal concerts.
The student is expected to understand the role of music in the
community and in society as a whole.
The student is expected to know of various musical vocations and
avocations.
College Prep
Vocabulary
Resources
Instructional Guidelines
Word Wall
Band Festivals
UIL Concert Contest
UIL Sight Reading Contest
UIL in Review
Spring Concert
Band Placement & Auditions
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Concert Etiquette
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
distribute marching band music to students
explain to students the importance of attending a band
festival(s)
explain the TMEA State Honor Band process (Optional: If Honor
Band Year)
explain the importance of the upcoming auditions for band
placement
so that the student will:
successfully sight read music that may be a part of the marching
band show for the following school year.
continue focusing on the basic fundamentals of ensemble
performance.
recognize the level of expectation in order to compete at this
level.
be aware of the expectation levels of the various performance
ensembles.
A
Rigor
Relevance
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
1. Discuss the importance of ensemble concepts.
2. Describe the Honor Band process?
3. Why is a uniform counting system imperative to the success of
the band program
4. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL/Spring Concert music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will successfully perform the audition material for the
various performance ensembles.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
Band Level II High School
Unit of Study: Improving Sight-Reading skills, Music
interpretation, and performance skills; Read/write music
Week 10phrases; Concert and UIL Concert repertoire
preparationsFourth Grading Period
TEKS Band Level II (Content)
2 A Demonstrate independently and in ensembles accurate
intonation and rhythm, fundamental skills and basic performance
techniques.
2 C Explain appropriate small and large ensemble performance
techniques for formal and informal concerts.
3 C Interpret music symbols and terms relating to dynamics,
tempos and articulations.
5.B define uses of music in society and culture
5.C identify music related vocations and avocations within the
community
6 A Design and apply criteria for making informed judgments
regarding the quality and effectiveness of musical
performances.
6 C Practice informed concert behavior during live performances
in a variety of settings
TEKS Grade II (Skills and Processes)
The student is expected to exhibit accurate intonation and
rhythm, fundamental skills and basic performance techniques.
The student is expected to read and interpret expressively music
while performing etudes, solos and ensembles.
The student is expected to be informed of small/large ensemble
performance techniques.
The student is expected to be informed of proper behavior during
formal and informal concerts.
The student is expected to understand the role of music in the
community and in society as a whole.
The student is expected to know of various musical vocations and
avocations
College Prep
Vocabulary
Resources
Guidelines
Word Wall
Band Festivals
UIL Concert Contest
UIL Sight Reading Contest
UIL in Review
Spring Concert
Band Placement & Auditions
Rhythm Wall
Rhythm Tree
Intonation
It Is Not Volume But About Energy
Focused Intensity
Center Your Tone
Breathe Athletically
Matching Energy
Ensemble Concepts
Pulse/Metronome
Counting System
Concert Etiquette
Balance/Blend
Essential Musicianship for Band: Essential Concepts, Hal Leonard
Corporation, 2004, by Eddie Green, John Benzer, David Bertman,
& Percussion by Evelio Villarreal
Essential Musicianship for Band: Masterwork Studies, Hal
Leonnard Corporation, 2004, Paula Crider, Jack Saunders, &
Contributing Authors Charles Menghini and Garwood Whaley
Essential Technique 2000, Intermediate to Advanced Studies, Hal
Leonard Corporation, 2001, Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, Don Bierschenk, &
Percussion Consultant and Editor Will Rapp
Additional Resources:
Foundations for Superior Performance: Warm-ups & Techniques
for Band, Neil A. KJOS Music Company, Publisher, 1997, by Richard
Williams & Jeff King
Rehearsal Handbook for Band and Orchestra Students, Meredith
Music Publications, 1983, Robert Garofalo
Effective Performance for Band Music, Southern Music Company,
1972, W. Francis McBeth
Theory Time Books 1-4 by Karen Wallace & Heather Rathnau
The teacher will:
distribute marching band music to students
explain to students the importance of attending a band
festival(s)
explain the TMEA State Honor Band process (Optional: If Honor
Band Year)
explain the importance of the upcoming auditions for band
placement
so that the student will:
successfully sight read music that may be a part of the marching
band show for the following school year.
continue focusing on the basic fundamentals of ensemble
performance.
recognize the level of expectation in order to compete at this
level.
be aware of the expectation levels of the various performance
ensembles.
How to Teach
Key Questions
Student Behaviors
Getting the Big Ideas
Strategies
A
Rigor
Relevance
1. Discuss the importance of ensemble concepts.
2. Describe the Honor Band process?
3. Why is a uniform counting system imperative to the success of
the band program
4. Why is presentation so important?
Students will apply the essential concepts for band.
Students will understand and apply proper instrument posture and
hand position.
Students will successfully reproduce a mature/focused
tone-box.
Students will match tonal energy.
Students will successfully count and clap.
Director Demonstration
Drill & Practice
Rhythm Exercises on the Overhead
Counting/clapping/hissing/finger-play
Audio Taped Assessments
Video/Audio Tape Rehearsal
Guest Clinician
Director will provide students with the UIL Contest Selection as
well as provide all students with deadlines for play-offs on all
music
All students will be individually heard or recorded.
Rhythm sheet that is directly aligned with the contest music
Assessment
Students will demonstrate a full, rich, and dark tone quality on
all UIL/Spring Concert music.
Students will successfully sight read musical selections as
required in the sight reading criteria for band.
Students will apply the essential ensemble concepts to their
performance music.
Students will successfully perform the audition material for the
various performance ensembles.
Before: Have students review and demonstrate the essential
concepts for instrumental performance.
During: Have students demonstrate the ability to perform the
warm-up procedure in tune with a focused and centered sound.
Students will also demonstrate the importance of understanding a
uniform counting system and successfully perform various rhythms on
Concert F.
After: Evaluate students through performance as individuals or
sections (live/cassette tape/SMART Music Program). Some band
rehearsals may be audio/video taped for educational purposes.
Technology Connection: Technology Connection Technology
Connection: Texas Music Educators Association, Texas Bandmasters
Association, Ricci Adams' Musictheory.net, MENC: The National
Association for Music Education, UIL: Music - Band Performance
Requirements, University Interscholastic League
Special Education
Instructional Modifications/ Accommodations Determined by
ARD/IEP
During: Check for Understanding
Partner special needs students with other students
Partner bilingual students with Spanish speaking students
Individually/sections assess students
Teach students how to record themselves on the cassette tape
player
Individually assess students
Individually asses students utilizing the Smart Music
Program
SAISD 2007-08 Band Level II (Fourth Grading Period Week 1) Page
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