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Wildcat Creek High School

High School Band

Full-Year Curriculum

MUSIC 512

Fall 2013

Kelsey Scheuerman

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Table of Contents

Overview…………………………………………………………………………page 3

Concert #1……………………………………………………..……………… page 5

Contest……………………………………………………………………...... page 11

Concert #2……………………………………………..……………………..page 16

Concert #3………………………………………………..………………..…page 20

Bibliography…………………………………………………..…………….. page 26

Appendix……………………………………………..……………………… page 27

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OverviewWildcat Creek High School Band is a 4A band of one hundred students.

The band plays literature from Grades 3 and 4 and participates in a variety of ensembles, large and small. The ensemble meets every day for one hour in the morning. Students are expected to be in their seat, warmed up and ready to play when class starts. Rehearsals take place four days per week while one day is reserved for lectures and projects.

GoalsThe goal for the year is to:

a. Develop musically throughout the year through rehearsal, study and performance

b. Experience music aurally, kinesthetically, visually and tactilely. c. Discover how students individually enjoy music

ObjectivesThis year’s objectives include:

a) Master new technical skills on student’s individual instrumentsb) Improve previous technical skills from previous band experiencec) Perform music in a classroom and performance settingd) Compare and contrast music from other cultures to our owne) Identify characteristics of individual band instrumentsf) Demonstrate characteristics of all nine National Music Standards

Required MaterialsEach students is required to have the following at each rehearsal:

a) One (1) Folder of provided musicb) One (1) Folder for handoutsc) One (1) Notebook for Music Journald) Two (2) or more Sharpened pencilse) Properly functioning instrument including, but not limited to, the

following:a. Functioning Reedsb. Valve Oil/Slide Grease/Cork Greasec. Silk Swabsd. Marching Lyre (if applicable)e. Other as requested by the instructor

Schedule

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We will perform three (3) concerts and one (1) festival/contest as this ensemble. Performances include

a) December Holiday Concert, December 1, 2014. 7:00pm Performance, 6:30 Call Time. Wildcat Creek High School Auditorium.

b) March Band Festival, March 4, 2015. 3:30 Performance, Noon departure time. JHS Auditorium, Lawrence, Kansas.

c) March Festival Concert, March 8, 2015. 7:00 Performance, 6:30 Call Time. WCHS School Auditorium.

d) May “Pops” Concert, May 3, 2015. 7:00 Performance, 6:30 Call Time. WCHS Auditorium

Information about performances is available in the band handbook.

Concert #1Overview:

Our first concert of the year will start rehearsals in October to accommodate for marching band and pep band music and rehearsals. The band will read the music for the concert during the first few weeks of school then periodically rehearse each piece between marching pieces during the season. Once marching band is finished, rehearsals will be more directed to becoming performance ready for December.

Between rehearsals, the instructor will save one class period per week to assign projects, do labs and lecture on subjects pertaining to the music’s content.

The next few pages explicitly explain what projects, labs and lectures will be presented, for what pieces and how the learning will be assessed.

Performance:Prior to a performance, the instructor will create a lesson about proper

performance and audience etiquette, concert attire and other subjects pertaining to performance expectations. The lesson plan and unit information can be found in Appendix A.

Objectives:The objectives for the concert are listed here in alphabetical order. The

objectives are from each piece, just compiled here for convenience.

Associate different nationalities with different march stylesCompare motifs in the piece to jazz and Broadway musicCompile a collection of marchesCompose a Holiday song based on elements from Sleigh RideCreate a project based on the teachings of MariachiDeconstruct layers in a piece to figure out the melodyDemonstrate musical sensitivity through dynamics and stretching tempo in practice and performance.Demonstrate soloistic playing alone and in a group

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Demonstrate techniques learned from the mariachi, applicable to the piece.Describe the overarching idea of the piece in the student’s journal. (Appendix B)Evaluate student’s personal performance by filling out a survey (Appendix C)Experience a holiday classicExperiment with novelty instruments such as whip that students may not have been exposed to. Identify all of the instruments in a mariachi band by proper name.Identify differences in march stylesIllustrate the traditions of mariachi and Mexican Christmas traditions by participating in a project, highlighted below.Name characteristic mariachi techniques by listening to them being performed.Organize marches in geographical order on a compilation CDWrite program notes for a piece of music

December Holiday ConcertConcert #1

Song and DanceSaucedo

Exuberant and entertaining, this dynamic work is written all in one tempo and is perfect as a concert opener or festival number. The tongue-in-cheek style is combined with some jazzy elements while featuring brief solos for flute, clarinet and bassoon or tenor sax. Definitely not just some "song and dance."

Feliz NavidadJose Feliciano, arranged by Brown

“Feliz Navidad,” written in 1970 by Jose Feliciano, has now become a tradition worldwide during the holiday season. Jose Feliciano was born in Puerto Rico and is now one of the more influential composers of holiday mariachi music.

Lo, How A Rose E’er BloomingKerchner

Originally published in 1582 (or 1588) in Gebetbuchlein des Frater Conradus, this 19-stanza Catholic hymn's focus was Mary, who is compared to the mystical rose praised in the Song of Solomon 2:1: "I am a rose of Sharon, a lily of the valleys." The hymn is believed to have originated in Trier, and once source stated that on one Christmas Eve, a monk in Trier found a blooming rose while walking in

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the woods. He placed the rose in a vase, and placed it before the alter to the Virgin Mary. Some say the hymn might date back into the 14th Century.

SleighrideLeroy Anderson

"Sleigh Ride" is a popular light orchestral piece, composed by Leroy Anderson, about a person who would like to ride in a sleigh on a winter's day with another person. The composer had the original idea for the piece during a heat wave in July 1946; he finished the work in February 1948.

Galop from Moscow, CheryomushkiShostakovich, arranged by Hunsberger

Galop is representative of the light, humorous style of the operetta Moscow, Cheryomushki. With its fast moving and comical lines, Shostakovich captures the humor (and melancholy) of the libretto, expertly.-Program Note by the San Francisco Wind Ensemble

Song and DanceSaucedo

ObjectivesAt the end of this lesson, you will be able to:

Deconstruct layers in a piece to figure out the melodyDemonstrate soloistic playing alone and in a groupCompare motifs in the piece to jazz and Broadway music

CultureAmerican JazzBroadway styles of Leonard Bernstein a la Westside Story

Historical PerspectiveN/A

ActivitiesJazz Appreciation lecture (abridged, thanks to JazzInAmerica.org, Appendix D)Watch selections from West Side Story to identify style, costumes, culture, etc.

Skill Development

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Listening for individual parts in chaotic sections.Balance, blend and intonation within and between sectionsBalance when featuring a soloistSelect soloistic playingKeeping a steady beatRapidly changing styles and meter

ConceptsMusical Expression (Soloist)TextureStyle changeMeter Change/Mixed meterBroadway and Jazz Music

National Standards2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and Notating Music6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture.

AssessmentStudents will receive a KWL chart to compare recordings of “Song and

Dance” to recordings of motifs from jazz standards (from Jazz Appreciation lecture) and Broadway styles (from Broadway unit, specifically West Side Story). Charts will be graded based on completion and participation.

Suggested ListeningFanfare for the Third Planet- SaucedoWith Each Sunset (Comes a Promise of a New Day)- SaucedoMambo from West Side Story- Bernstein

Feliz NavidadJose Feliciano arranged by Brown


Identify all of the instruments in a mariachi band by proper name.Name characteristic mariachi techniques by listening to them being performed.Demonstrate techniques learned from the mariachi, applicable to the piece.Illustrate the traditions of mariachi and Mexican Christmas traditions by participating in a project, highlighted below.Create a project based on the teachings of Mariachi

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CultureMariachiChristmas in Mexico

Historical PerspectiveMexican Traditions

Activities and AssessmentInteractive lecture will be given about the history of mariachi. The

lesson plan is attached. Students will create a project based on their favorite topic of the mariachi lecture. The rubric and project outline for the project is attached in Appendix F.

Skill DevelopmentPlaying what is written on the page vs. what you hear everyday.Options for solos, within and outside the mariachi featureBalance between mariachi and ensemble

ConceptsMariachi styleMariachi performance practices (learned from visiting mariachi)


Special Equipment/Instruments NeededSmall Mariachi band at the front of the stage is needed for an

authentic performance. Students will be placed in an ensemble or a professional mariachi can be brought in for a feature performance.

Suggested ListeningFeliz Navidad- Jose FelicianoFeliz Navidad- Mariachi DivasFeliz Navidad- Los Lonely BoysMexico Vive- Sol de MexicoLas Isabeles- Sol de Mexico

Lo How a Rose E’er BloomingKerchner

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Demonstrate musical sensitivity through dynamics and stretching tempo in practice and performance.Describe the overarching idea of the piece in the student’s journal.Evaluate student’s personal performance by filling out a survey

CultureGermany

Historical Perspective1400s

ActivitiesConducting exercises will be utilized to demonstrate ebb and flow of

music, stretching important parts to highlight the importance of watching the conductor, etc.

Skill DevelopmentBalance and BlendPiano dynamic

ConceptsDynamicsStretching phrases, phrasing in generalBreath support Color shiftsMusical writing Performance critique


AssessmentStudents will describe the music by their means of choice (write a

paper, prose, drawing, etc.) in their journal. They will also fill out an evaluation in their journals about their participation in class, their struggles with music and other thoughts.

Writing Prompt: “In your own way, describe what the music looks like in your head. Feel free to use poetry, art, etc.”

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Sleigh RideLeroy Anderson


Experience a holiday classicExperiment with novelty instruments such as whip that students may not have been exposed to. Compose a Holiday song based on elements from Sleigh Ride

CultureAmerican popular music


Activities and AssessmentStudents will create and compose their own holiday song based on

elements from “Sleigh Ride.” The project information and rubric are attached in Appendix E.

Skill DevelopmentStaccato and Accented articulationSlursAuxiliary percussion

ConceptsNovelty music, what makes it noveltyHoliday music performance

National Standards2. Performing on instruments, alone and with others, a varied repertoire of music.3. Improvising melodies, variations and accompaniments4. Composing and arranging music within specific guidelines5. Reading and Notating Music6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture.

GalopShostakovich


Associate different nationalities with different march styles

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Identify differences in march stylesCompile a collection of marchesOrganize marches in geographical order on a compilation CD for classroom useWrite program notes for a piece of music

CultureRussian

Historical PerspectiveEarly 1900s

Activities and AssessmentStudents will bring in recordings of marches from around the world to create a “Marches Around the World” compilation CD complete with program notes. Songs will be arranged in geographical order. Project explanation is attached in Appendix H.

Skill Development Technique Fast tounging March style

Concepts March style Russian Opera Styles Writing program notes Compiling music/music selection

National Standards 2. Performing on instruments, alone and with others, a varied

repertoire of music. 5. Reading and Notating Music 6. Listening to, analyzing and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts and

disciplines outside the arts 9. Understanding music in relation to history and culture.

March Contest InformationWildcat Creek High School will be performing in the State Large Group

competition at Jayhawk High School in Lawrence, Kansas on March 17, 2014.

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Students will perform selections from the contest repertoire on the March concert.

Students will perform in a uniform of all-black, our normal performance attire. Before leaving, students will learn about how to behave at the performance site and on the bus.

Below is a compiled list of objectives for the quarter:

Compare and contrast this piece to previous piecesWrite about musical stylesIdentify musical forms with physical representationsRecall information about ballads from previously played literatureApply techniques of a ballad to current literatureDemonstrate musicality through dynamics and balanceCompose lyrics to a given melodyCompare American March style to British March StyleArrange popular band excerpts for small ensemblesPerform arranged ensembles for the classExplain the difference in march styles to the classCooperate in a group setting

March Contest

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Symphonic Dances No. 3 (Fiesta)Williams

“Fiesta is one of five Symphonic Dances commissioned by the San Antonio Symphony Orchestra to celebrate its 25th anniversary in 1964. Each of the five dances represents the spirit of a different time and place in the history of San Antonio. This dance reflects the excitement and color of the city's many Mexican celebrations, what Williams called "the pageantry of Latin American celebration – street bands, bull fights, bright costumes, the colorful legacy of a proud people." The introductory brass fanfare creates an atmosphere of tense anticipation, while the bells, solo trumpet, and woodwinds herald the arrival of an approaching festival. The brass announce the matador's arrival to the bullring, and the finale evokes a joyous climax to the festivities. Williams rescored this work for band, and it was first performed in 1967 by the University of Miami Band, where he was chairman of theory and composition.” (9)

Yorkshire BalladBarnes

“Yorkshire Ballad was composed in 1985 after a visit to the Yorkshire Dales in Northern England. The piece follows the traditional ballad phrasing of AABA in a three statement setting with a climax during the final phrase of the third statement. This setting imitates the compositional techniques of Percy Grainger.” (10) James Barnes is a professor at the University of Kansas in composition and wind band history.

Country GardensGrainger, arranged by Shissel

“Country Gardens Grainger obtained this catchy tune in 1908 from folk music specialist Cecil Sharp and first performed it on piano a decade later. An improvisation on an English morris “handkerchief” dance, the number became wildly popular. Grainger completed this band arrangement in 1953 using many fresh instrumental colors.

Percy Grainger (1882-1961) was an Australian-born composer, arranger and pianist. He began his career in London as a society pianist and concert performer. He served briefly as a bandsman in the US Army and took US citizenship in 1918. An early experimenter with music machines and recording, he is remembered as a composer and collector of original English and other folk melodies.”(11)

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Symphonic Dances No. 3, FiestaWilliams


Compare and contrast this piece to previous piecesWrite about musical stylesIdentify musical forms with physical representations

CultureSpanish, Texan

Historical Perspective1964 for San Antonio, TX Orchestra

Activities and AssessmentStudents will compare and contrast this piece with last semester’s

“Feliz Navidad” and mariachi unit to discover Spanish vs. Mexican music. Findings will be recorded in their music journals, in proper musical writing, using a Venn-Diagram.

Students will label reoccurring themes and motifs in their music with a colored pencil to show form.

Conductor will practice slowing down (towards the middle of the piece) together then students will have a chance to practice conducting the slow-down with the group.

Skill DevelopmentSolo playingTrumpet styleAccented tongingRepeated notesSlowing down together

ConceptsSpanish MusicVocabularyConducting techniques5/4 time signature, mixed meterBalance and blend among featured musicians

National Standards2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and Notating Music

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6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture.

Yorkshire BalladJames Barnes


Recall information about ballads from previously played literatureApply techniques of a ballad to current literatureDemonstrate musicality through dynamics and balanceCompose lyrics to a given melodyCooperate in a group setting

CultureMiddle Ages/European Ballad

Historical PerspectiveMiddle Ages

Activities and AssessmentStudents will work in groups to create their own lyrics to the melody of

“Yorkshire Ballad.” The lyrics should be about the feel and mental image of the music. A rubric and project description is attached in appendix G.

Skill DevelopmentMusical TerminologyBalladDynamics

ConceptsBallad PlayingWriting lyrics

National Standards2. Performing on instruments, alone and with others, a varied repertoire of music.3. Improvising melodies, variations and accompainments5. Reading and Notating Music6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture.

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Suggested ListeningIrish Tune for County Derry- GraingerAir for Band- Erikson

Country GardensGrainger


Compare American March style to British March StyleWrite about the life and compositions of Percy Grainger

CultureBritish

Historical PerspectiveTraditional British Brass Band

Activities and AssessmentStudents will write a 2-3 page informational paper on Percy Grainger.

Rubric is attached in Appendix H.

Skill DevelopmentBalanceMusical Technical writing

ConceptsBritish Brass BandsWriting about music using proper terminology


Suggested ListeningLincolnshire Posy- GraingerShepard’s Hey- Grainger

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Children’s March- Grainger

March Contest Selection Concert

Symphonic Dances No. 3 (Fiesta)Williams

“Fiesta is one of five Symphonic Dances commissioned by the San Antonio Symphony Orchestra to celebrate its 25th anniversary in 1964. Each of the five dances represents the spirit of a different time and place in the history of San Antonio. This dance reflects the excitement and color of the city's many Mexican celebrations, what Williams called "the pageantry of Latin American celebration – street bands, bull fights, bright costumes, the colorful legacy of a proud people." The introductory brass fanfare creates an atmosphere of tense anticipation, while the bells, solo trumpet, and woodwinds herald the arrival of an approaching festival. The brass announce the matador's arrival to the bullring, and the finale evokes a joyous climax to the festivities. Williams rescored this work for band, and it was first performed in 1967 by the University of Miami Band, where he was chairman of theory and composition.” (9)

Yorkshire BalladBarnes

Composed in the summer of 1984, James Barnes’s Yorkshire Ballad was premiered at the Kansas Bandmasters Association Convention in Hutchinson, Kansas, by the late Claude T. Smith, who was serving as the guest conductor for the Kansan Intercollegiate Band. Salute To American JazzNestico

The master of jazz arranging, Sammy Nestico, pays tribute to America's most notable art form with this montage for concert band. Four distinct styles in the history of American jazz are represented with Dizzy Gillespie's Night In Tunisia, W.C. Handy's St. Louis Blues, Duke Ellington's It Don't Mean A Thing, and "Weather Report's" Birdland. Treat your players to some of the greatest music of the jazz era.

Clarinet Candy

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Anderson“Leroy Anderson (1908-1975) is one of the most beloved of American

composers. His music has delighted audiences for almost a century with such tunes as The Typewriter Song, Sleigh Ride and Bugler’s Holiday.

Clarinet Candy brings the clarinet section to the front of the stage to feature their talent. As you hear this tune, imagine your own fingers truing to keep up! “(12)

The Rooters Lay Eggs in Kansas Sousa

“The Roosters Lay Eggs in Kansas is a ‘tongue-in-cheek’ ditty that Sousa often used as an encore. With its delightful and catchy melody, no one can deny the charm of “Sousa’s Favorite Encore."

Salute to American JazzNestico


Apply knowledge of jazz to performanceCompare other genres of music to jazz traditionsParticipate in a “jazz funeral processional”Discuss musical comparisons with other students, using proper musical terminology

CultureAmerican Jazz

Historical Perspective1920s-1950s

Activities and AssessmentStudents will participate in a group discussion comparing jazz elements

to today’s musical stylings. A Venn-Diagram will be drawn in the student’s journals.

Students will perform in a traditional “jazz funeral” after learning about the history of New Orleans Jazz. The students will learn the traditional “When the Saint’s Go Marching In” that is played all over New Orleans. They will play the piece while marching down the hallways of the school, like musicians in the streets of New Orleans.

Skill DevelopmentScoop

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Tone color changesbalance

ConceptsJazz techniqueJazz licksCompare and contrast musical stylesDiscuss music with other students using proper terminology

National Standards1. Singing, alone and with others, a varied repertoire of music2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and Notating Music6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture.

Clarinet CandyAnderson


Advocate for joining the band and continuing music educationConvince beginning band students to play a specific instrumentsHighlight a section of the band based on technique

CultureAmerican


Activities and AssessmentStudents will work in sections (smaller sections may elect to form an

alliance with another section, i.e. oboe and bassoon, euphonium and tuba) to create a project to persuade or advocate for a beginning band student to play their instrument. A project guide and assessment rubric is in appendix I. Students can also elect to propose other project ideas to the instructor.

Skill DevelopmentClarinet and Woodwind TechniquePlaying with (a) featured musician(s)

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ConceptsMusic AdvocacyPersuasive writingPublic speaking

National Standards1. Singing, alone and with others, a varied repertoire of music2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and Notating Music6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture

The Roosters Lay Eggs in KansasSousa


Create a visual representation of the lyrics of a songUnderstand relationships between music and other artsPerform on instruments and singing

CultureAmerican


Activities and AssessmentStudents will create a visual representation of their version story

accompanying the piece, based on the lyrics. Project ideas include a diorama, mural, etc. Students will be graded on participation and effort.

Skill DevelopmentLow Brass TechniqueVocal Technique

ConceptsAmerican MarchesNovelty MusicUnderstanding relationships between music and other art forms.

National Standards2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and Notating Music

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6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture.

Concert #3Concert #3 will be an outdoor concert after an All-American field day.

All departments in the school are encouraged to create an activity for the community to participate in on the football field before the concert. The FACS club will provide a chili cook-off and other organizations are encouraged to participate.

During the concert, students will participate in a Dixieland Jazz funeral before the Salute to Jazz piece. During the Sousa march, all children in the audience will be given American flags and asked to march throughout the performance space during the piece. They will come onto the stage during the last strain.

Below is a list of objectives for the final concert:

Apply gained knowledge about musicals to a journal entryApply knowledge of traditional Dixieland Funeral Processional

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Compare the American marches of Henry Fillmore to the marches of John Phillip SousaCreate a soundtrack to a silent movie clip to create a certain moodDemonstrate their knowledge of music technologyExplore American patriotic musicName the songs in the medley by name and what musical they are inParticipate in a mock processional throughout the schoolPerform a variety of traditional Louisianan piecesRelate traditional New Orleans traditions to traditions of other culturesSolve a given real-world problem using techniques from Broadway musicalsWrite a synopsis of a given musical

May “Pops” ConcertAlso Sprach ZarathustraStrauss, arranged by Longfield

“Richard Strauss is considered one of the foremost composers and conductors of the late nineteenth and early twentieth centuries. His tone poems (descriptive symphonies), including Till Eulenspiegel’s Merry Pranks, Don Juan, and Death and Transfiguration, and his operas, Der Rosenkavalier, Salome, etc., are staples of the repertoire.

The introductory segment, “Dawn,” entered popular culture when Stanley Kubrick chose to include it in the soundtrack of his 1968 science fiction film, 2001: A Space Odyssey. Instantly recognizable, the twenty-two measures of soaring, majestic music have been adapted to a variety of commercial purposes, today presented in its (nearly) original form.” (13)

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The Golden Age of BroadwayRogers and Hammerstein, arranged by Moss

Showcasing the grand musicals created by Rodgers and Hammerstein, here is a marvelous setting of some of the best-known songs ever to hit the Broadway stage. Includes: Bali Ha'i (South Pacific), Oklahoma (Oklahoma), Getting to Know You (The King and I), The Carousel Waltz (Carousel), and Climb Ev'ry Mountain (The Sound of Music). Relive this golden age of songwriting with this terrific arrangement.

Bayou BreakdownKarrick

Bayou Breakdown combines a fugue in the style of JS Bach with the melodies and rhythms of the mountainlands of Kentucky. While “breakdown” has special musical meaning in several genre, in bluegrass music it refers to a series of breaks (short instrumental solos playing variations on the song’s main melody) passed among a variety of instruments. The term and form were used by Bill Monroe in Bluegrass Breakdown and Earl Scruggs in Foggy Mountain Breakdown. In Bayou Breakdown, the main melody is introduced in a four-part fugue scored for woodwinds. A brief transition gives way to a second statement of the fugue by the brass. The next transition introduces a folk song-like lyrical theme based on a pentatonic scale. A brief transition takes the piece to its most dissonant section, evoking a poorly played waltz. The main melody attempts to reappear but is swept away by a progression of descending chromatic chords. After a complete stop, the initial fugue returns featuring solos by the clarinet, bassoon, alto saxophone, oboe, trumpet, and tuba. After a few short trio statements of the main tune, the piece ends with a polyphonic flurry from thefull band.

Lassus TromboneFillmore

Henry Fillmore was the most colorful bandman of his time. That era stretched across 50 vibrant years during which time he probably wrote, arranged and edited more band music than any other composer/bandmaster in history. A list of Henry Fillmore’s music covers 96 double-spaced pages! His background in his family’s publishing house in Cincinnati led him down a variety of productive paths as composer, including those of the hymn, popular overture, fox-trot, waltz and his particularly lucrative specialty (for his own instrument) – the trombone novelty, with titles such as "Lassus Trombone", "Bones Trombone" and "Shoutin’ Liza Trombone". This arrangement of "Lassus Trombone" was dedicated to Paul E. Bierley.

Also Sprach ZarathustraStrauss, arranged by Longfield


Demonstrate their knowledge of music technologyCreate a soundtrack to a silent movie clip to create a certain mood

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CultureGerman

Historical Perspective1896

Activities and AssessmentStudents will learn about sountracks and how music can affect the

emotion of a movie clip. A silent video clip will be assigned to each group of students and they will ‘score’ the clip using sound effects and other musical sounds. Grades will be determined on quality of the performance and group work.

Skill DevelopmentAntiphonal brass technique

ConceptsSountrack musicMusical emotionsRichard Strauss and German Music


The Golden Age of BroadwayRogers and Hammerstein, arranged by Moss


Write a synopsis of a given musicalSolve a given real-world problem using techniques from Broadway musicalsName the songs in the medley by name and what musical they are inApply gained knowledge about musicals to a journal entry

CultureAmerican

Historical PerspectiveVariety, 1900-2000

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Activities and AssessmentIn their journals, students will be given a real-world problem then will

be asked to solve it using techniques and experiences in Broadway musicals. The journal prompt and project guide is found here.

Skill DevelopmentChanging Meter and Style QuicklySoloistic PlayingApplying

ConceptsBroadway style


Bayou BreakdownKarrick


Apply knowledge of traditional Dixieland Funeral Processional Participate in a mock processional throughout the schoolRelate traditional New Orleans traditions to traditions of other culturesPerform a variety of traditional Louisianan pieces

CultureCajun/Louisiana/New Orleans

Historical PerspectivePresent

Activities and AssessmentStudents will participate in a traditional Dixieland funeral processional

throughout the school playing “When the Saints Go Marching In.” The processional will be repeated during the concert.

Students will create a project about their favorite aspect of Cajun culture learned during the lectures. Students will propose the project idea to the instructor and will be assessed individually based on effort.

Skill Development

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Woodwind Tonguing techniqueTongue 2, slur 2 techniquesBrass sound

ConceptsCajun music such a zydeco, swing, etc.Dixieland funeral processional

National Standards1. Singing, alone and with others, a varied repertoire of music2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and Notating Music6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture.

Lassus TromboneFillmore


Compare the American marches of Henry Fillmore to the marches of John Phillip Sousa

Explore American patriotic music

CultureAmerican


Activities and AssessmentStudents will participate in “March Wars” in two groups: the Sousas vs.

the Fillmores. The activity will take place before the May concert. A traditional American field day will take place throughout the school including sack races, egg-in-spoon races (“Easter Sunday on the White House Lawn”-Sousa). The underclassmen will be the Fillmores, the upperclassmen, the Sousas. Students will pick the field day games. There will be no formal assessment.

Skill DevelopmentMarch styleTrombone glissando

ConceptsAmerican Marches

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National Standards2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and Notating Music6. Listening to, analyzing and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts and disciplines outside the arts9. Understanding music in relation to history and culture

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ViewNotes.htm#ClarinetCandy13.http://ccsymphony.com/programnotes/120429programnotes.pdf 14.http://www.ebswe.org/program_notes.htm#Lassus%20Trombone 15.http://www.louisvilleorchestra.org/wp-content/uploads/audience-

etiquette-activity.pdf16.http://www.d131.org/database/teacherDownloads/%7BED8AAB5C-

A753-4DD8-A4EB-001E3E0201FD%7DAfter%20a%20Concert%20Reflection%20Paper.pdf

17.http://www.jazzinamerica.org/LessonPlan/11/1

All sources were found on November 1, 2013.

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http://www.jazzinamerica.org/LessonPlan/11/1

http://www.d131.org/database/teacherDownloads/%7BED8AAB5C-A753-4DD8-A4EB-001E3E0201FD%7DAfter%20a%20Concert%20Reflection%20Paper.pdf



http://www.louisvilleorchestra.org/wp-content/uploads/audience-etiquette-activity.pdf

http://www.louisvilleorchestra.org/wp-content/uploads/audience-etiquette-activity.pdf

http://www.ebswe.org/program_notes.htm#Lassus%20Trombone

http://ccsymphony.com/programnotes/120429programnotes.pdf

http://www.silverclefmusic.com/ProgramNotes/ViewNotes.htm#ClarinetCandy

http://www.silverclefmusic.com/ProgramNotes/ViewNotes.htm#ClarinetCandy

http://palatineconcertband.org/program-notes/c/country-gardens.html

http://www.k-state.edu/musiceducation/teachingunits/Yorkshire%20Ballad/yorkanalysis.htm

http://www.k-state.edu/musiceducation/teachingunits/Yorkshire%20Ballad/yorkanalysis.htm

http://programnotes.wikia.com/wiki/Symphonic_Dance_No._3_-_%22Fiesta%22

http://programnotes.wikia.com/wiki/Symphonic_Dance_No._3_-_%22Fiesta%22

http://www.8notes.com/biographies/anderson.asp

http://www.biographybase.com/biography/feliciano_jose.html

http://www.windrep.org/Richard_Saucedo

http://www.windrep.org/%22Galop%22_from_Cheryomushki

http://www.southvalleysymphony.org/programNotes.htm

http://www.hymnsandcarolsofchristmas.com/Hymns_and_Carols/Notes_On_Carols/lo_how_a_rose_eer_blooming.htm

http://www.hymnsandcarolsofchristmas.com/Hymns_and_Carols/Notes_On_Carols/lo_how_a_rose_eer_blooming.htm

http://www.jwpepper.com/sheet-music/welcome.jsp

http://www.alfred.com/samplepages/00-33672_Instrumentation.pdf

Appendix A: Concert and Performance Expectations

Goal: To understand the importance of concert and performance etiquette.Objectives:

Dress in proper concert attireExhibit the outlined concert and performance etiquette at all performances of themselves or others.

Materials:Concert Etiquette Guide from the Louisville Symphony Orchestra (15)

Lecture Topics: WCHS requires all black attire for all performances and contests.

(See the explanation on concert attire in the handbook) No cell phones No talking during the performance No clapping between movements Clean up after yourself No food, drinks or gum in the auditorium Come in or leave between songs

Assessment:See the worksheet in the Concert Etiquette Guide (above).

Appendix B: Student JournalsEach student will provide their own spiral-bound journal at the

beginning of the year. Each Friday, there will be a journal entry to promote writing skills. On occasion, there will be an extra journal entry for the week.

Appendix C: Student Performance Critique (graciously borrowed by East Aurora High School Band, Aurora, Colorado) (16)

Appendix D: Jazz Appreciation Lecture (17)

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Appendix E: Sleigh Ride Composition Assignment Rubric

Appendix F: Mariachi Lecture

Appendix G: Yorkshire Ballad Project Rubric

Appendix H: Grainger Paper Rubric

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Appendix I: Instrument Advocacy Project

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