High School Benchmark

Band

Jazz Band

Music Performance

1.  Perform with expression and technical accuracy a large and varied repertoire with a moderate degree of difficulty.

R

R

2.  Perform in large and small ensembles, demonstrating well-developed ensemble skills.

R

R

3.  Sight-Read accurately and expressively, music with an appropriate level of difficulty.

M – Establish a solid, systematical foundation of counting rhythms and playing scales with a review of these concepts each class period.  Reinforce overall technique by utilizing a method book to refine basic playing skills.  Sight-Read new music at least once a week.

M – SAME

Jazz

1.  Stylistically improvise appropriate harmonizing parts.

I

2.  Improvise rhythmic and melodic variations given pentatonic melodies and melodies in major and minor keys.

I

3.  Improvise original melodies over given chord progressions, each in a consistent style and meter.

I

Music Cognition

1.  Demonstrate an extensive knowledge and use of the technical vocabulary of music.

M – Give infrequent tests on musical terms.

M – SAME

2.  Analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing uses of elements of music and expressive devices.

M – Expose students to repertoire representing different styles, genres, and cultures for both concerts and sight-reading.  Students are expected to sight read these pieces in the intended compositional style.

M – SAME

3.  Identify and explain compositional devices and techniques and their purposes, giving examples of other works that make similar uses of these devices and techniques.

M – Analyze music in class as it is being prepared for performance.

M – SAME

4.  Evaluate the use of music in mixed media environments.

M – Exposure to music technology in movies, television, and computers.

M – SAME

5.  Make informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements and improvisations applying specific criteria.

M – Listen and analyze music performances in class.

M – SAME

6.  Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models

M – Give several examples of the same piece being performed by different bands, having students cite what makes these performances unique.

M - SAME

Career Application of Music

1.  Explain how elements, artistic process, and organizational principals are used in similar and distinctive ways in the various arts and cite examples.

M – Use examples of music students are already familiar with on television or radio and how they relate to what is being played in class.

M – SAME

2.  Compare characteristics of two or more arts within a historical period or style and cite examples from various cultures.

M – Use visual and dance arts in marching band to enhance performance and convey appropriate emotions in performance.

M – SAME

3.  Explain ways in which the principles and subject matter of various disciplines outside the arts interrelated with those of music.

M – Conceptualize a practice regimen that, when applied to other disciplines, can be utilized in much the same manner to achieve maximum results.

M – SAME

4.  Analyze and consider the use of music and media for the future.

I

M – Utilize, when possible, multi-media and technology in marching, jazz and concert performance.