• Created 8/31/2012

    Radnor High School                           

     

    Course Syllabus

     

    Percussion Honors

    0811

     

    Credits:     0.5                                   Grades:     9,10,11,12

    Weighted:                                          Prerequisite: Enrollment in Band

    Length:     Year

    Format:     Meets on Cycle Days

     

    Overall Description of  Course

     

    The Percussion Ensemble Honors course is designed for students who play pitched or non-pitched percussion instruments to gain the necessary skills for playing in multiple ensembles. Students are expected to be able to play music within the standard music level range of grade 3 to 5 in both a percussion and wind ensemble setting. Students will be taught individually and collectively, the proper technique for playing various pitched/non-pitched percussion instruments in preparation for ensemble performance. Students will rehearse and perform varied repertoire covering both the marching band, concert band and percussion ensemble idioms. Students are expected to attend a weeklong band camp before the start of school, march at football games, participate in two local parades and perform at up to four concerts and at graduation. In addition, students will be scheduled for one sectional per week during their non-scheduled class time. At home practice is an expected requirement of the course. This is an ensemble class and attendance is an important and vital part of assessment.  Elements of music fundamentals and musicianship are progressively taught and developed throughout the year.

     

    Common Core Standards (MENC National)

     MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6
    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

     

    Student Objectives:

     

    ·         To enable students to play in an ensemble setting.

    ·         To develop students’ listening skills in an ensemble setting.

    ·         To develop students’ performance skills in an ensemble setting.

    ·         To develop each student’s sense of intonation, rhythm, tone quality, balance, blend, dynamics and expression.

    ·         To develop each student’s individual percussion playing technique.

    ·         To develop sight-reading skills.

    ·         To develop a “discriminating ear.”

    ·         To reinforce basic music theory concepts through performance

     

     

     

     

     

    Materials & Texts

    MATERIALS

    ·         One pair of approved snare drum sticks.  All other equipment will be supplied by the school.

    ·         Drum Line Repertoire

    ·         Percussion Ensemble Repertoire

    ·         Various Worksheets

    TEXTS

    ·         Field Level by Mike Lynch and Scott Brown

    ·         Teaching Percussion by Gary Cook

     

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Band Camp

    ·         Band Class

    ·         Sectionals

    ·         Listening

    ·         Concerts

    ·         Marching Performances

    ASSIGNMENTS

    ·         Daily Practice

    ·         Performance Worksheets

    ·         Concert Music

    ·         Technique Exercises

    ·         Critical Listening

    ASSESSMENTS

    Grades will be based on:

    ·         Knowledge of Music

    ·         Instrumental Technique

    ·         Attendance

    ·         Classroom behavior

    ·         Home practice

    ·         Percussion Etudes

     

     

     

    Terminology

    ·         Snare Drum Technique

    ·         Concert Bass Drum

    ·         Cymbals

    ·         Triangle

    ·         Tambourine

    ·         Accessory Instruments

    ·         Marching Percussion

    ·         Two Mallet Technique

    ·         Xylophone

    ·         Glockenspiel

    ·         Vibraphone

    ·         Chimes

    ·         Timpani

    ·         Ensemble Basics

     

    Media, Technology, Web Resources

    ·         Dr. Beat

    ·         Beatnik

    ·         MP3

    ·         CD

    ·         DVD

    ·         Pyware Software

    ·         Smart Music Software

    ·         RHS Band Homepage

    ·         YouTube

     

    1st Quarter:

    Marching:  This unit represents a layered progression of skills which are reinforced throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.8.a-proficient: explain how elements, artistic processes 3, and organizational principles 4 are used in similar and distinctive ways in the various arts and cite examples
    MU.9-12.8.e-advanced: explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts 7 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    ·         Marching in a block, within a rank and file.

    ·         Basic marching commands: attention, mark time mark, forward march, band halt, roll off, parade rest.

    ·         Marching using a Field Show coordinate system. 

    SKILLS

    ·         Attention, Mark Time, Forward March, Back March, Side March, Left & Right Turns

    ·         8 to 5, spacial relationship, instrument carriage

    ·         Playing  music while marching.

    ·         Reading Pyware coordinate show positions. 

     

    Materials & Texts

    MATERIALS

    ·         Pyware 3D Software

    ·         Various Marching Band Music Arrangements

    TEXTS 

     

     

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Field Show 

    ·         Parades

     ASSIGNMENTS

    ·         Band Camp Attendance

    ·         Football Games

    ·         Local Parades

    ASSESSMENTS

    ·         Attendance

    ·         Execution of Music

    ·         Memorization of Music

    ·         Marching Fundamentals

    ·         Posture and Body Carriage

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         Video

     

    Year Long:

    Pitch, Rhythm and Meter: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.1.c-proficient: demonstrate well-developed ensemble skills

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6
    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers 

     

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    ·         Pitch

    ·         Rhythm

    ·         Meter

    SKILLS

    ·         The student can play the pitches of literature.

    ·         In performing music the student can play the rhythms accurately within different meters.  

     

     

    Materials & Texts

    MATERIALS

    ·         Concert Band Music Library

    ·         Scales and Arpeggios worksheets

    ·         Chorales

    TEXTS

    ·         Sectional Workbook

     

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Band Class

    ·         Sectionals

    ·         Concerts and Performances

    ASSIGNMENTS

    ·         Play various musical excerpts

    ·         Clap various rhythms

    ·         Sing short excerpts of music

    ASSESSMENTS

    ·         Smart Music assignments.

     

    Terminology

     

     

    Media, Technology, Web Resources

     

     

    Year Long:

    Interpersonal Skills: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

     

     

    Keystone Connections:

    9.4.12.A-Evaluate an individual's philosophical statement on a work in the arts and its relationship to one's own life based on knowledge and experience.
    9.4.12.B-Describe and analyze the effects that works in the arts have on groups, individuals and the culture.

     

    Student Objectives:

    KNOWLEDGE

    • Cooperation
    • Risk taking
    • Respectfulness
    • Responsible
    • Honor
    • Time Management
    • Integrity
    • Manners
    • Good communicator

    SKILLS

    • Cooperates and is willing to take risks within large group of varying age and ability
    • Is respectful and constructive of peers in successes and failures
    • Is resourceful and respectful in new surroundings and situations and of others
    • Attends lessons, follows policies for missed lessons
    • Is kind to others.  Is responsible in new settings, manages time, manages resources.

     

    Materials & Texts

    MATERIALS

    ·         Leadership Manual 

    TEXTS

    ·         Leadership Travel Guide by Scott Lang

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Leadership Workshop (optional)

    ·         Role Playing

    ASSIGNMENTS

    ·         Read Band Handbook

    ASSESSMENTS

    ·         Self Reflection Essay

     

    Terminology

     

     

    Media, Technology, Web Resources

     

     

    Year Long:

    Listening Skills: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.6.a-proficient: analyze aural examples of a varied repertoire of music, representing diverse *genres and cultures, by describing the uses of elements of music and expressive devices
    MU.9-12.6.b-proficient: demonstrate extensive knowledge of the technical vocabulary of music
    MU.9-12.6.c-proficient: identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques
    MU.9-12.6.d-advanced: demonstrate the ability to perceive and remember music events by describing in detail significant events 2 occurring in a given aural example
    MU.9-12.6.e-advanced: compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style
    MU.9-12.6.f-advanced: analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive
    MU.9-12.7.a-proficient: evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music
    MU.9-12.7.b-proficient: evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
    MU.9-12.7.c-advanced: evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    ·         Know and be able to perform basic musical vocabulary

    ·         Listen to self and others perform

    ·         Evaluate and adjust musical qualities

    ·         Evaluating music as the non-performer and as the performer

    SKILLS

    • Use appropriate musical vocabulary to describe what is heard
    • Make appropriate adjustments or recommendations to performance regarding pitch, rhythm, meter, notes, dynamics, articulations, etc.
    • Discern between what should be performed and what is actually heard or played
    • Write a summary of what was heard using appropriate musical vocabulary
    • Respond to discrepancies with appropriate corrective measures and suggestions
    • Base opinions on actual musical knowledge
    • Identify personal likes and dislikes using musical examples and references

     

     

     

    Materials & Texts

    MATERIALS

    ·         MP3’s, CD’s, DVD’s

    TEXTS

    ·         Tools for Powerful Student Evaluation by Susan R. Farrell

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Listening within the ensemble during a rehearsal.

    ·         Listening to a concert.

    ASSIGNMENTS

    ·         Rehearsal or Performance Critique

    ASSESSMENTS

    ·         Various

     

    Terminology

     

     

    Media, Technology, Web Resources

    ·         MP3’s, CD’s, DVD’s

    ·         YouTube

     

    Year Long:

    Musical Interpretation: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.5.a-proficient: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used
    MU.9-12.5.b-proficient: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6
    MU.9-12.5.c-advanced: demonstrate the ability to read a full instrumental or vocal score by describing how the elements of music are used and explaining all transpositions and clefs
    MU.9-12.5.d-advanced: interpret nonstandard notation symbols used by some 20th- century composers
    MU.9-12.5.e-advanced: Students who participate in a choral or instrumental ensemble or class: sightread, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    Musical symbols and vocabulary, command of chosen instrument, time period characteristics, cultural characteristics

     

    SKILLS

    • Student will not lose place on page, will play correct notes and rhythms in correct style as indicated in music.
    •  Student will follow articulation and dynamic markings indicated on piece.
    • Perform in basic styles of: march, lyrical, overture, ballad, symphonic, etc.
    • Apply known musical terms to music
    • Apply cultural and time period characteristics to written notes

     

    Materials & Texts

    MATERIALS

    ·         Music Literature

    ·         Music Recordings

     

    TEXTS

    ·         The Art of Expressive Playing for Winds and Percussion

     

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Sectionals

    ASSIGNMENTS

    ·         Verbal Questioning

    ·         Sight-reading

    ASSESSMENTS

     

     

    Terminology

     

     

    Media, Technology, Web Resources

     

     

     

    Year Long:

    Technique: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.2.a-proficient: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 4, on a scale of 1 to 6
    MU.9-12.2.b-proficient: perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills
    MU.9-12.2.c-proficient: perform in small ensembles with one student on a part
    MU.9-12.2.d-advanced: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 5, on a scale of 1 to 6 

     

    Keystone Connections:

    9.1.A: Elements – duration, intensity, pitch, timbre.

    9.1.A: Principles – form, genre, harmony, rhythm, texture

    9.1.B: Play an instrument, read and notate music

    9.1.C: Integrate and apply advanced vocabulary to the arts forms

    9.1.D: Demonstrate specific styles in combination through production or performance

     

    Student Objectives:

    KNOWLEDGE

    ·         Technical Facility Range and Flexibility

    ·         Entrance/Release 

    SKILLS

    ·         Students will perform a variety of scales, arpeggios, lip slurs and technical exercises.

    ·         Students will demonstrate different articulations and durations.

     

    Materials & Texts

    MATERIALS

     

    TEXTS 

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    • Practice will help performance through training of small motor coordination of finger positions and embouchure positions.
    • Fingers must work in sync with articulation for a clean performance.

    ASSIGNMENTS

    ·         Practice

    ASSESSMENTS

     

     

    Terminology

     

     

    Media, Technology, Web Resources

     

     

    Year Long:

    Musical Evaluation: This unit represents a layered progression of skills and runs throughout the school year.

    Common Core Standards (MENC National)

    MU.9-12.7.a-proficient: evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music
    MU.9-12.7.b-proficient: evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models
    MU.9-12.7.c-advanced: evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions 

     

    Keystone Connections:

    9.1.G: Analyze the effect of rehearsal and practice sessions

    9.3.A: Explain and apply the critical examination processes of works in the arts and humanities

     

    Student Objectives:

    KNOWLEDGE

    ·         Evaluating music as the non-performer and as the performer 

     

    SKILLS

    • Discern between what should be performed and what is actually heard or played.
    • Write a summary of what was heard using appropriate musical vocabulary.
    • Respond to discrepancies with appropriate corrective measures and suggestions.
    • Base opinions on actual musical knowledge.
    • Identify personal likes and dislikes using musical examples and references.

     

     

    Materials & Texts

    MATERIALS

    ·         Various music rubrics

    TEXTS 

     

     

    Activities, Assignments, & Assessments

    ACTIVITIES

    ·         Listening to music.

    ASSIGNMENTS

    ·         Writing a Music Critique.

    ASSESSMENTS

     

    Terminology

     

     

    Media, Technology, Web Resources