PACING GUIDE for FINE ARTS - Union County Schools



PACING GUIDE for BAND-PERCUSSION

Grade Level 9-12 Big Idea: To Further Percussion Education Prepared by: Union County Schools

|Time Frame |2 weeks |2 weeks |2 weeks |2 Weeks |

|Unit Topic |2 weeks |2 weeks |2 weeks |2 weeks |

|(Specify skills/information | | | | |

|that will be learned.) | | | | |

|Enduring Understandings |Basic Notes & Stickings |Staff and Time Signature Review and |Mixed Meter and Concert Instruments |Fundamentals of African Drumming |

|(Give and/or demonstrate |Review |Intervals | | |

|necessary information) | | | | |

|Essential Questions |Music must be in time to be music. |Time signatures are “key” to the musical|Notes are “key” to the success of a |Key signature is the way we know the |

|(Steps to check for student | |process. |piece of music. |notes to play. |

|understanding) | | | | |

|Standards |Why do we play different stickings? |How do we keep time in different time |Why do we have music in society? |How is music viewed in the nation’s |

| |Different notes? |signatures? | |eyes? |

|Integrations |I. Singing |I. Singing |I. Singing |I. Singing |

|(with other discipline areas)|II.Performing on instruments |II.Performing on instruments |II.Performing on instruments |II.Performing on instruments |

| |posing and Arranging |posing and Arranging |III.Improvising |III.Improvising |

| |V.Reading and notating |V.Reading and notating |V.Reading and notating |V.Reading and notating |

| | |VI.Analyzing | |IX.Relating History and Culture. |

|District Assessments |Math: |Math: |History: |Social Studies: |

|(culminating assessments) |Fractions & division of measures |Fractions and division of measures |History of “Bridges of London” |“My County ‘Tis of Thee” |

PACING GUIDE for BAND-PERCUSSION

Grade Level 9-12 Big Idea: To Further Percussion Education Prepared by: Union County Schools

|Time Frame |3 weeks |4 weeks |3 weeks | |

|Unit Topic |Review of 1st half |Different Instruments |Christmas Music | |

|(Specify skills/information | | | | |

|that will be learned.) | | | | |

|Enduring Understandings |Etudes are short musical selections to |Percussion is playing more than one |Christmas music is the spirit of the | |

|(Give and/or demonstrate |enhance music. |instrument. |holiday. | |

|necessary information) | | | | |

|Essential Questions |Why do we rehearse fundamentals in |How does percussion enhance music and |Why is music important during Christmas?| |

|(Steps to check for student |music? |support it? | | |

|understanding) | | | | |

|Standards |I. Singing |I. Singing |I. Singing | |

| |II.Performing on instruments |II.Performing on instruments |II.Performing on instruments | |

| |IV. |IV. |IV. | |

| |Composing and Arranging |Composing and Arranging |Composing and Arranging | |

| |V.Reading and notating |V.Reading and notating |V.Reading and notating | |

|Integrations |English: |History: |Social Studies: | |

|(with other discipline areas)|Speeches or papers on different |The importance of drums in wars |The importance of music in the holidays | |

| |compostrs | | | |

|District Assessments |n/a |n/a |n/a | |

|(culminating assessments) | | | | |

PACING GUIDE for BAND-PERCUSSION

Grade Level 9-12 Big Idea: To Further Percussion Education Prepared by: Union County Schools

|Time Frame |2 weeks |2 weeks |2 weeks |2 weeks |

|Unit Topic |Dynamics |Rolls and Scales |Timpani and Tambourine |World Percussion and Drumset |

|(Specify skills/information | | | | |

|that will be learned.) | | | | |

|Enduring Understandings |The degree of loud and soft is knows as |Rolls are the percussion way of |All percussion instruments need to be |Rhythm is important in all music and |

|(Give and/or demonstrate |dynamics. |sustaining a note. |used with each member. |instruments. |

|necessary information) | | | | |

|Essential Questions |How are dynamics important in music? |Why are sustains key in percussion |Why are different instruments needed to |Why are different rhythms important to|

|(Steps to check for student | |playing: |make music? |interest? |

|understanding) | | | | |

|Standards |I. Singing |I. Singing |I. Singing |I. Singing |

| |II.Performing on instruments |II.Performing on instruments |II.Performing on instruments |II.Performing on instruments |

| |posing and Arranging |posing and Arranging |III.Improvising |III.Improvising |

| |V.Reading and notating |V.Reading and notating |V.Reading and notating |V.Reading and notating |

| | |VI.Analyzing | |IX.Relating History and Culture. |

|Integrations |English: |Math: |Social Studies: |Math: |

|(with other discipline areas)|Mood, parody, satire |Fractions and counting |The history of different instruments |Division, counting, fractions |

|District Assessments |n/a |n/a |n/a |n/a |

|(culminating assessments) | | | | |

PACING GUIDE for BAND-PERCUSSION

Grade Level 9-12 Big Idea: To Further Percussion Education Prepared by: Union County Schools

|Time Frame |2 weeks |2 weeks |2 weeks |2 weeks |

|Unit Topic |Musicianship and composition |Concert Music |Marching Band | |

|(Specify skills/information | | | | |

|that will be learned.) | | | | |

|Enduring Understandings |Music is a result of our emotion. |Our audience is our community and family.|Uniformity, crispness, fullness, | |

|(Give and/or demonstrate | | |maturity. | |

|necessary information) | | | | |

|Essential Questions |How does musicianship apply to play |Why do we play music for an audience? |How is marching going to challenge us? | |

|(Steps to check for student |music well? | | | |

|understanding) | | | | |

|Standards |I. Singing |I. Singing |I. Singing | |

| |II.Performing on instruments |II.Performing on instruments |II.Performing on instruments | |

| |IV. |IV. |IV. | |

| |Composing and Arranging |Composing and Arranging |Composing and Arranging | |

| |V.Reading and notating |V.Reading and notating |V.Reading and notating | |

|Integrations |History: |Social Studies: |English: | |

|(with other discipline areas)|The importance of music in culture |Society views and culture |Leadership, maturity, communication | |

| |throughout history. | | | |

|District Assessments |n/a |n/a |n/a | |

|(culminating assessments) | | | | |

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