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Band Curriculum for Beginners through High

School
Presented by Emily Clark, Music Teacher

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Table of Contents:
Vision and Mission Statement
3
Classroom Rules for all grades
4
Elementary Curriculum:
Goal, Course Description, Equipment Required, and Course Content
5
Tone Production and Posture Guide
6-8
Attendance Policy and Expectations
9
Rubric for Grading
9
Middle School Curriculum:
Goal, Course Description, Equipment Required, and Course Content
10
Attendance Policy and Expectations
11
Rubric for Grading
12
High School Curriculum:
Goal, Course Description, Expectations, Equipment Required, and Course
Content 13
Attendance Policy and Grading
14
Additional opportunities outside of Band
14

Vision Statement:
The music department will provide students with creative opportunities that will
allow them to express themselves in a positive way, expose them to a wide range of
cultures and musical practices, and teach them the important skill of improvising.
Students will learn a deeper appreciation for life and all the beauties it beholds.
They will leave more prepared to be successful citizens that can positively
contribute to society.

Mission Statement:
Our mission is to provide a safe, welcoming, and nurturing environment where
students will have ample opportunity to achieve their highest potential. We will
provide a sequential band program starting in the 4 th grade and continuing through
high school. The program will develop students skills of understanding,
interpreting, composing, and performing music. Their progress will be marked with
fair assessments that will gradually become harder as their skills and knowledge
progresses. Finally, the skills learned in the band program will assist students in
their learning in other subjects and their growth in the community.

Contact Info:
Emily Clark
Email: clarinetsrock.clark@gmail.com
Phone: (603) xxx-xxxx

RESPECT! Yourself and

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Elementary Band Curriculum
Goal: To introduce students to music in a fun and creative way so that they will
develop a love and passion for music and learning at a young age, and make a
memorable impact.
Course Description: Band is a course that is designed for 5 th grade students who are
interested in becoming musicians. It will teach them a wide range of skills from
learning how to play an instrument, to learning how to read music, and then
learning how to play together as a band. It is a course that requires a lot of personal
motivation and dedication to practice on your free time outside of school. There will
also be concerts that will be chosen at a different date but will be required of all
students to attend for full credit of band. Concerts are a wonderful opportunity for
me to show off my gifted students, for parents to hear their children perform, and
for students to show off what they have learned. Class time will be split up so that
students will have private lessons on their instruments twice a week for a half hour,
and full band rehearsal twice a week for an hour.
Equipment Required: Instrument, standards of Excellence Book 1 (red), pencil
Course Context:
I.

Learn how to assemble and disassemble instruments

II.

Instrument Maintenance: will learn how to properly care for instruments

a. Woodwinds swab instrument after playing
b. Clarinets: use cork grease
c. Brass, empty spit valve after playing and clean horn with water
occasionally to get dirt out of the valves, oil valves or slide

III.
IV.

Tone Production and Posture

Proper Breathing from Diaphragm, hot air vs. cold air

V.

Instrument Range:
Flute: F-F
Clarinet: G-Bb
Saxophone: D-G
Trumpet: C-C
Trombone: Bb-F

VI.

Rhythms played in the time signatures of: common time (4/4); 2/4, and
Rhythms learned are whole note, half note, quarter note, eighth note, and
dotted quarter

VII.

Learn music terms: legato, staccato, ritardando, fermata

Tempo markings: adagio, andante, moderato, allegro

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Tempo Cats:

VIII.

Dynamics: piano, mezzo piano, mezzo forte, forte (p, mp, mf, f) crescendo
and decrescendo

IX.

Music Literacy: students will learn how to read music on a 5-line staff in
treble clef
Learn acronym: Good Boys Deserve Fudge Always (GBDFA) for the lines
and FACE for the spaces

Tone Production and Posture Guide:

Proper playing position: Sit in chair with both feet firmly on the ground at shoulders
width apart, legs should not be crossed. Sit up away from back of chair with your
back straight so that you can properly support your air.
Flute
Equipment needed: instrument, cleaning swab, cleaning rod
Position: Sit in proper playing position, but sit slightly off center in chair so that
when playing in band you give the person playing next to you room to hold up their
flute as well. To hold the flute, place the left hand first, closest to head joint, palm
facing towards you, right hand is placed second so that the palm is facing away
from you. Hold the flute up and to your right side, at about shoulder length.
Tone Production: To make sound out of a flute, place your bottom lip gently over the
mouthpiece, and blow fast warm air across the mouthpiece. You do not want to blow
air directly into the mouthpiece as this will stop the air flow and result in no sound.

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*Tempo Cats: I found this in one of the schools we visited this week with my
National Guard Band

Clarinet
Equipment needed: instrument, cleaning swab, cork grease, size 2 Rico reeds
Position: Sit in proper playing position, with clarinet held in-between legs. To hold
the clarinet, place your left hand on top, and right hand on bottom, always place
your right thumb underneath the thumb rest as it stabilizes the instrument.
Tone Production: Soak the reed in water or with mouth and place it properly lined up
on the mouthpiece, making sure that no reed is showing over the mouthpiece, and
secure with ligature. To make sound, place the tip of the mouth piece into your
mouth, your top teeth will gently rest on top of the mouthpiece, and your bottom lip
will cover your bottom teeth and be placed underneath to secure the mouthpiece.
Blow through the mouthpiece with a nice supported breathe, being careful not to
puff cheeks while playing. For proper clarinet embouchure, keep the corners of your
lips tight together, think about smiling with the clarinet in your mouth. Make sure
your chin is flat and pointed downwards. View diagram for correct and incorrect
clarinet embouchure.

Saxophone
Equipment needed: instrument, cleaning swab, neck strap, size 2 Rico reeds
Position: Have proper playing position, hold saxophone tilted a little to the right
side, adjust mouthpiece joint so that it is at an angle that will allow you to keep your
head straight and looking forward.
Tone Production: Soak reed and place it properly lined up on mouthpiece, secured
with ligature. Place mouthpiece in mouth so that your top teeth are on the front side
of the mouthpiece and keep bottom lip over your bottom teeth to gently secure the
bottom of the mouthpiece. Only the first third of the mouthpiece should be used.
Blow through mouthpiece, with a nice supported breathe, being careful not to puff
cheeks. Keep a nice, relaxed embouchure while playing.

Trumpet
Equipment needed: trumpet, valve oil
Position: Sit with proper playing position, and hold the trumpet with your left hand
so that your thumb is placed on the first valve slide handle, and your ring finger is
placed through the ring at the end of the valves and supports most of the weight of
the instrument. The right hand is only used for playing the valves and does not help
hold the instrument. The trumpet should be held straight in front of you so that your
forearms make a right angle. Elbows should be kept away from the body and should
not be tight up against your sides.
Tone Production: To make sound out of the trumpet, buzz into the mouthpiece. To
buzz you press your lips tight together and allow them to vibrate together as you
push air through. There should be a small opening for air to go through at the center
of where your lips are pressed together. Think blowing raspberries. Try to get
mouthpiece centered on lips as best as you can, usually the top lip covers a little
more of the mouthpiece than the bottom lip.

Trombone
Equipment needed: instrument, slide oil
Position: Sit in proper playing position, hold the trombone in your left hand; place
your left thumb around the bell brace and your index finger on top of the
mouthpiece holder. Hold the slide in your right hand so that your right thumb and
first two fingers are gently placed on the second slide brace.

Tone Production: To make sound with the trombone buzz into the mouthpiece. To
buzz you press your lips tight together and allow them to vibrate together as you
push air through. There should be a small opening for air to go through at the center
of where your lips are pressed together. Think blowing raspberries. Try to get
mouthpiece centered on lips as best as you can, usually the top lip covers a little
more of the mouthpiece than the bottom lip.

Expectations: Students are expected to arrive to class on time, prepared with the
proper equipment, and ready to work hard. They are expected to follow classroom
rules, especially in regards to respect for the teacher and everyone in the
classroom. Instruments are also expected to be maintained and taken care of
properly.
Attendance Policy: Students are required to attend Band class every day, and will
only be excused for a reasonable excuse such as an illness or family emergency, it
will be the students responsibility to inform the teacher of missing class. Concerts
are also a requirement and are only excused if informed ahead of time.
Rubric:
Equipment

Posture

Tone
production

1
Always have
proper
equipment
with you
Sits up
straight in
chair with
proper playing
position, holds
instrument
properly
Plays with
supported
warm air from
diaphragm
and produces

2
Sometimes
have
equipment

3
Mostly forgets
instrument

4
Never has
equipment

Sometimes
sits up
straight/holds
instrument
properly

Mostly
slouches in
chair, and fails
to hold
instrument
properly

Always
slouches and
never holds
instrument
properly

Sometimes
lacks air
support but
still produces
decent sound

Lacks air
support
resulting in a
poor sound

No air support
and/or unable
to produce
sound on
instrument

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Behavior

rich sound in
typical
instrumental
timbre
Always follows
classroom
rules and is
respectful to
teacher and
other students

Mostly follows
classroom
rules but
sometimes
has to be
corrected

Often disrupts
the class and
needs
reminders of
classroom
rules

Always
disrespectful
and breaking
rules, has to
be sent to
principals
office

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Middle School Band Curriculum
Goal: To help students develop their individual musicality so that they will be able to
express themselves through music. To build off of the skills that students learned in
5th grade band so that students mature musically and professionally.
Course Description: Middle School Band is a course designed for students in grades
6-8 and is designed to help them strengthen the skills they learned in 5 th grade, and
prepare them for high school. This is a vital time for progress and growth as
students will really develop their sound and musicality during this course. Students
are already expected to know how to play instruments and read music, but these
skills will be developed further and students will be challenged to push their
boundaries to grow. More advanced instruments such as French horn, bass clarinet,
oboe, bassoon, and tuba as well as mallet percussion instruments will available and
are encouraged for students to learn. There will be four concerts a year (dates
chosen at a different time) that will be required of all band students to attend. A
Christmas Parade will also be required as an outside school activity and will be
required for students to attend. Sixth grade band will rehearse separately from the
7-8th grade band and have their own concerts, but both groups will participate in the
Christmas parade together.
Expectations: The Middle School band, grades 6-8 will learn how to properly tune
their instruments, how to breathe properly from the diaphragm so that they can
play with well supported air, they will learn selected major scales, and will take their
instruments home to practice at least three times a week.
Equipment Required: Instrument, Standards of Excellence Book 2 (blue book) pencil
Course Content:
I.

Learn proper breathing:

As a general rule a proper breathe comes from the diaphragm (stomach)
and not the chest. To know that you are doing this correctly, watch
yourself in a mirror and make sure that your shoulders are not moving up
and down. Blow warm, fast air through your instruments not cold slow air.

II.

Learn how to tune instruments

Tuning: In warm weather brass and woodwind instruments will become
sharp, and in cold weather instruments will become flat. General rule for
tuning: if sharp pull out, if flat push in.

III.

Instrument warm ups:

a. Intonation warmups
Woodwinds: Long tones
Brass: 1. Lip slurs 2. buzz on mouthpiece
b. Scales

IV.

Students will learn scales in the concert keys of Bb, A, C, G, Eb, Ab, and D

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V.

Rhythm: students will be introduced to syncopation and compound meter,

but will mostly play in simple meter. 16th notes will added to the repertoire
of rhythms.

VI.

Sight Reading twice a week from Standards of Excellence Book 2 (blue

book)

VII.

Learn 5-6 band pieces for each of the 4 concerts from a range of
repertoire to include marches, pop, movie soundtracks, classical, and
cultural music. We will play Level 2-3 music and music will become more
challenging as the year progresses in order to challenge students.

Attendance: Students will be required to attend band rehearsals, concerts, and

parades. Absences will be dismissed for illness or family emergencies as long as the
student informs me ahead of time.
Grading: Attendance/participation 20%
Practice Logs 15%
Concerts 25%
Parade 10%
Musicality 30%

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Middle School Rubric:
1
Equipment
Always has
proper
equipment
with you
Posture
Sits up
straight in
chair with
proper playing
position, holds
instrument
properly
Tone
Plays with
production
supported
warm air from
diaphragm
and produces
rich sound in
typical
instrumental
timbre
Practice Logs
Meets
expectations
of practicing
3x week
Breathing
Takes proper
breathe from
diaphragm
and supports
sound with
warm fast air
Intonation
(Tuning)

Understands
how to tune
instrument,
knows climate
considerations
, always plays
in tune

2
Sometimes
has equipment

3
Mostly forgets
instrument

4
Never has
equipment

Sometimes
sits up
straight/holds
instrument
properly

Mostly
slouches in
chair, and fails
to hold
instrument
properly

Always
slouches and
never holds
instrument
properly

Sometimes
lacks air
support but
still produces
suitable sound

Lacks air
support
resulting in a
poor sound

No air support
and/or unable
to produce
sound on
instrument

Only practices
2x a week

Only practices
1x a week

Never takes
instrument to
practice

Doesnt
always
breathe
properly, but
generally has
good air
support
Understands
tuning but not
always in tune

Air Support is
lacking and
sound is weak

Doesnt
breathe from
diaphragm,
shoulders rise
when breathe,
no air support

Consistently
out of tune

Doesnt know
how to tune
and needs
teacher to
help tune
instrument

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High School Band Curriculum
Goal: To promote healthy, confident, professional musicians who will be able to use
their skills outside of band to enhance the world around them. Also to prepare
students for college, help guide students who want to seek a music career after
high school, or provide a strong love for music that will be instilled in them beyond
high school.
Course Description: High School Band is a course designed for students in grades 912. As this is a big range of students at different skill levels, this course will do the
best to accommodate and challenge everyone. Music skills learned in middle school
and 5th grade will be used and serve as a basis for acquiring new skills.. It is a
course that requires a lot of personal motivation and dedication to practice on your
free time outside of school. There will also be concerts that will be chosen at a
different date but will be required of all students to attend for full credit of band.
Class time will be split between full band rehearsal and sectionals.
Expectations: Students are expected to show up on time for rehearsals with the
proper equipment and ready and engaged to learn. Students will obey classroom
rules as posted and will have respect for the teacher and each other. Students will
work together as we are a team in band and will help each other to progress and
take pride in the music played together. Students will attend all concerts, parades,
and music festivals.
Equipment required: Instrument, band music in band folder, pencil, Standards of
Excellence Level 3 (green book)
Course Content:
I.

Scales: Students will learn all major scales

II.

Rhythm: Students will learn how to play in compound meter (6/8, 12/8)
Syncopation and harder rhythms will be practiced

III.

Sight Reading from Standards of Excellence Level 3 (green book)

IV.

Dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo

(pp, mp, mf, f, ff)
Students will learn complete dynamic control of their instruments and be
able to change dynamics without effecting intonation

V.

Musicality: students will not only learn how to read notes on the page but
how to make music with notes on the page through personal
interpretation and dynamic expression

VI.

Learn 5-6 band pieces for each of the 4 concerts from a range of
repertoire to include marches, pop, movie soundtracks, classical, and
cultural music. We will play Level 3-5 music and music will become more
challenging as the year progresses in order to challenge students.

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VII.

Music Theory/ Analysis: students will learn basic music theory: circle of
5ths, minor keys and the differences between parallel, harmonic, and
natural minor. Students will learn the basics of how to analyze music such
as what form it is in, what key it is in, places it modulates, and composer
and brief history of piece.

VIII.

Senior/Freshman study teams: A senior student will be assigned to a

freshman student of the same instrument or same instrument family. The
job of the senior student is to mentor the younger student and familiarize
them with the expectations of band. This should be a mutually beneficial
relationship, the senior student will gain leadership experience and
responsibility, while the younger student is provided with someone to help
guide them and answer questions. Time will be given to study teams to
work together for 20 minutes once a week.

Attendance: Students will be required to attend band rehearsals, concerts, and

parades. Absences will be dismissed for illness or family emergencies as long as the
student informs me ahead of time.
Grading:
Attendance: 15%
Concerts: 30%
Theory: 10%
Practice Logs: 10%
Study Teams: 10%
Musicality: 25%
Further Opportunities:
Jazz Band will be offered as an after school program. This will provide students with
a fun learning environment where students will learn how to play in a different style,
be exposed to classic jazz repertoire, and learn how to improvise.
All-State: students in High School will be offered the opportunity to audition for the
all-state music festival. All-state is a highly competitive competition that is meant to
acknowledge and reward talented students who go above and beyond on their
instruments. Music for all-state auditions is available in the summer to take home
and practice. All-state auditions are held in November, and the festival is held in
April. Students interested should contact me, and some private lessons will be
offered to individuals who seek help.

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Marching Band: students will be offered the opportunity to join the marching band
which requires a great deal of commitment. All students will be required to attend a
summer band camp, and rehearsals will be held after school once a week for 3
hours on the football field. Students will be expected to memorize the music and
drill, and buy uniform rentals. The marching band will play at all home football
games, and will travel on select weekends to play for other schools or compete in
marching band shows/competitions.