JUNIOR HIGH BAND

FULL YEAR
CURRICULUM
Westwood Junior High: Grades 6-8

Rachel Mallon

MUSIC 512 | Kansas State University

TABLE OF CONTENTS

Mission Statement ……………………………………………………………………………… 2

Program Goals …………………………………………………..……………………………… 2

Course Description ……………………………………………………………………….…….. 3

Course Goals ……………………………………………………………………………………. 3

Course Objectives …………………………………………………………………………….… 3

Scope and Sequence …………………………………………………………………………. 4–5

Alignment of Goals, Objectives, and Selections ………………………………………………. 6

Fall Concert …………………………………………………………………………………… 7–8

Winter Concert …………………………………………………………………………….. 9–10

Contest Concert …………………………………………………………………………… 11–12

Spring Concert …………………………………………………………………………….. 13–14

References …………………………………………………………………………………….. 15

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MISSION STATEMENT

The mission of WJH bands is to provide a quality and well-rounded music education to

all students by providing experiences to grow not only as musicians, but as leaders in the world

around us. They will accomplish this through pride, hard work, self-discipline and determination.

Being a part of the WJH band will be treated as an honor and members will serve as role models

at all times.

PROGRAM GOALS

Students will create a community that is welcoming to all.

Students will become musically adept through rehearsals and performances.

Students will develop a life-long appreciation for music and performing that will foster a

continuation of musical activities in the future.

Students will enjoy the music making process and creating a finished product.

Students will gain a further understanding of music through its cultural and historical

background and will appreciate it on a higher level.

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COURSE DESCRIPTION
This course is a 6th – 8th grade instrumental band ensemble. It is open to all students with
approval from their advisor as well as a parent’s signature on the WJH Band Agreement Form.
This classroom combines students from each grade to perform four concerts (Fall, Winter,
Contest, and Spring). This course will provide a well-rounded music education including but not
limited to: sight reading, music theory, music history, aural skills, and composition. Students will
further their knowledge of instrumental technique learned in prior years. Students will be
expected to be present and engaging in rehearsals, complete coursework in class, practice outside
of class, and attend all concerts.

COURSE GOALS
Students will demonstrate the uses of elements of music and expressive devices in
diverse repertoire.
Students will evaluate the quality and effectiveness of music performances, compositions,
and improvisations, and apply these criteria in their personal listening and performing.
Students will apply knowledge of the arts and cultural resources to the study of other
disciplines.
COURSE OBJECTIVES
Students will interpret rhythms through sight reading and knowledge of rhythmic
structures with 85% accuracy.
Students will demonstrate proper techniques needed to perform on the instrument
including but not limited to posture, breath support, and proper embouchure.
Students will produce a controlled and centered tone-quality at various dynamic levels
throughout his or her practical range.
Students will perform with expression and technical accuracy in literature with 90%
accuracy.

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 SCOPE AND SEQUENCE

Fall Concert Winter Concert Contest Spring Concert

Into the Clouds Four Shaker Toccata and Abracadabra
Rhythm Songs Chorale

Into the Clouds Four Shaker Rippling … and the

Melody Songs Watercolors antelope play

Sleep Salvation is Rippling Shenandoah

Harmony Created Watercolors

Clarinets Packing Rollo Takes a Toccata and … and the

Musical Texture Up Early Walk Chorale antelope play
Elements
Into the Clouds Salvation is Rippling Last Ride of the
Timbre Created Watercolors Pony Express

Clarinets Packing Four Shaker Toccata and Last Ride of the

Form Up Early Songs Chorale Pony Express

Sleep Salvation is Rippling Shenandoah

Musical Created Watercolors
Expression

Fall Concert Winter Concert Contest Spring Concert

Chorale, Novelty, Chorale, Suite, Overture, March, Novelty, Tone
Styles/Genres Overture Novelty Ballad Poem, Chorale,
Overture
Contemporary Romantic, Contemporary, Contemporary,
Historical Periods
Contemporary Postmodern Postmodern
Musical
American Russian, American Native American,
Topics Cultures
American American
MU:Cr1.1.E.5a MU:Cr1.1.E.5a MU:Cr2.1.E.5a MU:Cr1.1.E.5a
National MU:Pr4.3.E.5a MU:Pr6.1.E.5a MU:Pr4.2.E.5a MU:Pr5.3.E.5a
Standards MU:Re8.1.E.5a MU:Re8.1.E.5a MU:Re8.1.E.5a MU:Re7.2.E.5a

Improv rhythm Improv rhythm Rubric Project Composition

Lesson Activities/Sample warm up warm up Create your own History Lesson
Plans Lesson Plans History Lesson rhythm sheet

Each block Tools Rhythm Worksheet

This allows students to understand upcoming rhythms in the music, listen for
different/similar parts than their own, and allows the teacher to gauge where
students are on understanding these concepts. Students will be exposed to new
Assessments
rhythms each day which will make them more rhythmically literate.
(Minimum
of 1 per
Recorded Playing Assessment or Part Check
objective)
This assessment is a great tool to provide individual/small group feedback to
students that may not take private lessons and miss out on that type of feedback.
This would be a chance to address individual problems and/or see if student(s)
are struggling with the music.

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 Improv Warm Up
This tool allows students to learn to improvise (starting with rhythms on a tuning
note) that encourages individualistic playing as well as beginning the creative
thought process.
Exit Ticket Error Detection Rubric Composition
Assessments / The exit ticket This assessment This assessment This assignment
Tools + Rationale allows students to allows students to is based around would emphasize
summate what hear not only active listening the “creative”
they learned as when things are and being an aspect of music
well as let correct, but when active participant education.
teachers know if they are not. This in the music Students would
their lesson was is an often- classroom. This be prepared with
clear to the overlooked skill would also allow various
students. It also is in middle/high students to composition
a private activity school band and understand more activities and
so you can get could solve more of what is being would be using
quality individual issues later on in expected of them their prior
feedback from rehearsals. at a music knowledge and
students on how festival. experiences.
they are learning Build Your Own
in the course. R.W.
This tool allows
students to
analyze music in
a new light and
look for new
problem areas in
upcoming music.
This would
develop great
sight-reading
skills.

Fall Concert Winter Concert Contest Spring Concert

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ALIGNMENT OF GOALS, OBJECTIVES, AND SELECTIONS

Goal/Objective Selection

Students will demonstrate the uses of Providing an authentic music education

elements of music and expressive devices in experience by performing a variety of repertoire.
diverse repertoire.
Students will evaluate the quality and Rubric Assessments
effectiveness of music performances,
compositions, and improvisations, and apply
these criteria in their personal listening and
performing.
Students will apply knowledge of the arts and History Lesson on Native Americans
cultural resources to the study of other
disciplines.
Students will interpret rhythms through sight Rhythm work sheets
reading and knowledge of rhythmic structures
with 85% accuracy.
Students will demonstrate proper techniques Recorded Playing Assessments
needed to perform on the instrument including
but not limited to posture, breath support, and
proper embouchure.
Students will produce a controlled and Recorded playing assignments and improvised
centered tone-quality at various dynamic rhythm warm-ups.
levels throughout his or her practical range.

Students will perform with expression and
technical accuracy in literature with 90%
accuracy.
Error detection allows students to learn valuable
listening skills to play with more accuracy.
Playing tests gives students individual feedback
to grow. Rhythm worksheets allow students to be
more rhythmically accurate.

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CONCERT ONE – FALL

Musical
Rhythm Melody Harmony Texture Timbre Form
Expression
Into the Into the Sleep Clarinets Into the Clarinets Sleep
Clouds Clouds Packing Clouds Packing
Up Early Up Early

Description:
This will be the first concert to kickstart the year and will showcase a variety of different
songs. Our concert will feature Into the Clouds! By Richard Saucedo, a lively opener that
will be exciting not only to our students but our audience. The next piece will feature a
ballad titled Sleep by Eric Whitacre. This is a common piece is not only in the
instrumental band world but made its debut as a choral piece with its beautiful lines and
flowing melodies. The concert will close with Clarinets Packing Up Early by Gary
Fagan. This is a hilarious closer that truly shows how fun band can be!

National Standards:
MU: Cr1.1. E.5a: Compose and improvise melodic and rhythmic ideas or motives that
reflect characteristic(s) of music or text(s) studied in rehearsal.
MU: Pr4.3. E.5a: Identify expressive qualities in a varied repertoire of music that can be
demonstrated through prepared and improvised performances.
MU: Re8.1. E.5a: Identify interpretations of the expressive intent and meaning of musical
works, referring to the elements of music, contexts, and (when appropriate) the setting of
the text.

Student Learning Goals/Objectives addressed:

Students will demonstrate the uses of elements of music and expressive devices in
diverse
repertoire.
Students will interpret rhythms through sight reading and knowledge of rhythmic
structures with 85% accuracy.
Students will demonstrate proper techniques needed to perform on the instrument
including but not limited to posture, breath support, and proper embouchure.
Students will produce a controlled and centered tone-quality at various dynamic levels
throughout his or her practical range.
Students will perform with expression and technical accuracy in literature with 90%
accuracy.

Literature Selection Rationale:

I chose Into the Clouds! as the “challenging” piece for this concert block. I put
challenging in quotes as the piece sounds/looks difficult at first glance but uses the same
repeated rhythms with similar melodies throughout the piece. This would be a great way to
introduce the Rhythm Worksheets into the curriculum. Practicing these rhythms on a variety of
pitches will segue into improvising rhythms on a particular pitch, representing MU: Pr4.3. E.5a.
This piece would allow students to build rhythmic skills as well as enjoy this fast paced,

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interesting selection. This would build students self-efficacy for playing more complex pieces as
the year progresses. This would be a piece I would likely require recorded playing assessments
to give individual feedback often.
I chose Sleep for the ballad/chorale piece for this concert block. This piece is known for
being a favorite among younger musicians due to its simplistic beauty. The musicality is the
most challenging aspect of this piece and will challenge students in a new way with various
harmonies and soloistic playing. MU: Pr4.3. E.5a is represented in each piece but I feel that this
piece aligns the most. Students would develop a stronger passion for music as well as a stronger
understanding of music.
I chose Clarinets Packing Up Early as a closer for the fact it’s hilarious but also a great
way to teach call and response. I think this would be a fantastic middle school piece for a closer
that would be a hit with the band and audience. MU: Re8.1. E.5a is represented in this piece by
exploring the meaning behind various songs, even as simple as this one. I would hope this would
spark a passion in students as well as show that middle school band class can be enjoyable and a
positive learning environment.

Assessments:
Rhythm worksheet
o Assesses students understanding of rhythmic parts of each piece.
Recorded playing assessment
o Assesses students on an individual level and gives better feedback for all students.
Improv Warm Up
o Assesses students’ comfort with playing on their instrument by improvising
rhythms on the same note.
Exit Ticket
o The exit ticket allows students to summate what they learned as well as let
teachers know if their lesson was clear to the students. It also is a private activity
so you can get quality individual feedback from students on how they are learning
in the course

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CONCERT TWO – WINTER

Musical
Rhythm Melody Harmony Texture Timbre Form
Expression
Four Four Salvation Rollo Salvation Four Salvation
Shaker Shaker is Created Takes a is Created Shaker is Created
Songs Songs Walk Songs

Description:
For the Winter Concert, we will begin with Rollo Takes a Walk by David Maslanka. This
quirky tune will leave you laughing and wondering the question, “Who is Rollo?” Up
next will be Salvation is Created written by Pavel Chesnokov. This slow, lyrical piece
will be the perfect addition to a Winter concert. Finishing off with Four Shaker Songs by
Frank Ticheli. This multi-movement work features various melodies from The Shakers in
1700 and you’ll likely leave with the tune, “Simple Gifts,” stuck in your head.

National Standards:
MU: Cr1.1. E.5a: Compose and improvise melodic and rhythmic ideas or motives that
reflect characteristic(s) of music or text(s) studied in rehearsal.
MU: Pr6.1. E.5a: Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.
MU: Re8.1. E.5a: Identify interpretations of the expressive intent and meaning of musical
works, referring to the elements of music, contexts, and (when appropriate) the setting of
the text.

Student Learning Goals/Objectives addressed:

Students will demonstrate the uses of elements of music and expressive devices in
diverse repertoire.
Students will interpret rhythms through sight reading and knowledge of rhythmic
structures with 85% accuracy.
Students will demonstrate proper techniques needed to perform on the instrument
including but not limited to posture, breath support, and proper embouchure.
Students will produce a controlled and centered tone-quality at various dynamic levels
throughout his or her practical range.
Students will perform with expression and technical accuracy in literature with 90%
accuracy.
Students will apply knowledge of the arts and cultural resources to the study of other
disciplines.

Literature Selection Rationale:

I picked Rollo Takes a Walk due to the interesting yet laughable premise of the song. I
have loved playing many of Maslankas’ pieces but I’ve only heard this one performed. I believe
it would be a great tool to apply MU: Re8.1. E.5a due to the nature of how the song was written
and what it means. It utilizes a variety of compositional techniques, even outside of Maslanka,
that includes a wide variety of musical concepts in a small piece. I would hope that my students

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would have an enjoyable music experience and take away a curiosity of what the backstory is for
the music they play.
I chose Salvation is Created for this concert for the ballad. I personally have loved this
piece and have found it timeless. It would be a fantastic piece for a Winter concert that doesn’t
include any holiday themed songs. The melodies and harmonies are beautiful while it creates a
variety of timbres. I believe this is a piece that students could focus on their musicality and create
something beautiful. MU: Pr6.1. E.5a would be the standard addressed, although the whole
concert is this standard. I want my students to take away the importance of music in history and
an appreciation for new types of music.
I chose Four Shaker Songs for this concert as it is a personal favorite as well as the
musical benefits. The piece is four movements so it would contrast the previous two pieces
which are shorter in length. This piece represents a variety of musical elements for this concert.
One of the melodies, Simple Gifts, is included in our first series error detection. The piece
repeats a variety of rhythms so it would be a great opportunity to start the active listening of error
detection. When learning this piece, I would introduce notes of a scale into the improvised warm
up to reflect MU: Cr1.1. E.5a and keep students growing in these areas.

Assessments:
Rhythm Worksheet
o Assesses students understanding of rhythmic parts of each piece.
Recorded Playing Assignment
o Assesses students on an individual level and gives better feedback for all students.
Improv Warm Up
o Assesses students’ comfort with playing on their instrument by improvising
rhythms on the same notes of a particular scale.
Error Detection
o Assesses students’ aural skills development in the course to ensure that students
are active listeners and actively participating in the ensemble.

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CONCERT THREE – CONTEST

Musical
Rhythm Melody Harmony Texture Timbre Form
Expression
Toccata Rippling Rippling Toccata Rippling Toccata Rippling
and Watercolors Watercolors and Watercolors and Watercolors
Chorale Chorale Chorale

Description:
This is a shorter concert with the limitations of contest so only two pieces will be
performed. The first piece performed will be Rippling Watercolors by Brian Balmages, a
beautiful lyrical piece. The second piece will be Toccata and Chorale by James Curnow.
This overture features an intense toccata and beautiful chorale section.

National Standards:
MU: Cr1.1. E.5a: Compose and improvise melodic and rhythmic ideas or motives that
reflect characteristic(s) of music or text(s) studied in rehearsal.
MU: Pr5.3. E.5a: Use self-reflection and peer feedback to refine individual and ensemble
performances of a varied repertoire of music.
MU: Re7.2. E.5a: Identify how knowledge of context and the use of repetition,
similarities, and contrasts inform the response to music.

Student Learning Goals/Objectives addressed:

Students will demonstrate the uses of elements of music and expressive devices in
diverse repertoire.
Students will evaluate the quality and effectiveness of music performances, compositions,
and improvisations, and apply these criteria in their personal listening and performing.
Students will interpret rhythms through sight reading and knowledge of rhythmic
structures with 85% accuracy.
Students will demonstrate proper techniques needed to perform on the instrument
including but not limited to posture, breath support, and proper embouchure.
Students will produce a controlled and centered tone-quality at various dynamic levels
throughout his or her practical range.
Students will perform with expression and technical accuracy in literature with 90%
accuracy.

Literature Selection Rationale:

I chose Rippling Watercolors due to the beautiful peaks of this song. I feel that this piece
is technically easier than previous pieces so students can get the opportunity to have the musical
moments and work towards them. It has many understandable musical elements that we would
explore to prepare for next concerts composition assignment.
I chose Toccata and Chorale to provide a variety of music styles in a piece. It has a wide
variety of fun and fast paced lines that students would enjoy. It would be a fantastic opportunity
to showcase our student’s talent through different exposed parts and musical variety.

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Assessments:
Recorded Playing Assignment
o Assesses students on an individual level and gives better feedback for all students.
Improv Warm Up
o Assesses students’ comfort with playing on their instrument by improvising
rhythms and melodies on specific scales.
o MU: Cr1.1. E.5a
Rubric Assessment
o Assesses students active listening when watching/listening to a performance.
o MU: Pr5.3. E.5a
Create Your Own Rhythm Worksheet
o Assesses students’ music analyzing skills that would be used when sight reading
and their skills identifying problem areas in music.
o MU: Re7.2. E.5a

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CONCERT FOUR – SPRING

Musical
Rhythm Melody Harmony Texture Timbre Form
Expression
Abracadabra …and the Shenandoah …and the Last Ride Last Ride Shenandoah
antelope antelope of the of the
play play Pony Pony
Express Express

Description:
This concert is filled with a variety of pieces to finish off the year. The concert will open
with Last Ride of the Pony Express by David Shaffer. This piece sounds like it was taken
straight out of a Western film and features a variety of sounds, rhythms, and musical
effects. The next piece is Shenandoah by Frank Ticheli. This piece shows off the beauty
of nature and the horn section. Following by …and the antelope play by John Carnahan.
This piece takes you back to when nature hadn’t been touched by humans and how it’s
changed since then. To finish off the concert is Abracadabra by Frank Ticheli. This fun
piece is full of lively sounds and sends you off with a fantastic finish.

National Standards:
MU: Cr1.1. E.5a: Compose and improvise melodic and rhythmic ideas or motives that
reflect characteristic(s) of music or text(s) studied in rehearsal.
MU: Pr5.3. E.5a: Use self-reflection and peer feedback to refine individual and ensemble
performances of a varied repertoire of music.
MU: Re7.2. E.5a: Identify how knowledge of context and the use of repetition,
similarities, and contrasts inform the response to music.

Student Learning Goals/Objectives addressed:

Students will demonstrate the uses of elements of music and expressive devices in diverse
repertoire.
Students will evaluate the quality and effectiveness of music performances, compositions,
and improvisations, and apply these criteria in their personal listening and performing.
Students will apply knowledge of the arts and cultural resources to the study of other
disciplines.
Students will interpret rhythms through sight reading and knowledge of rhythmic
structures with 85% accuracy.
Students will demonstrate proper techniques needed to perform on the instrument
including but not limited to posture, breath support, and proper embouchure.
Students will produce a controlled and centered tone-quality at various dynamic levels
throughout his or her practical range.
Students will perform with expression and technical accuracy in literature with 90%
accuracy.

13
Literature Selection Rationale:
I chose Last Ride of the Pony Express as it would be a great opener and would be a class
and audience favorite. I love that it sounds like a movie soundtrack and has so many different
musical elements that are similar to sound effects. I chose Shenandoah due to the beauty of the
piece. This piece is extremely moving and would represent the work that the students have put in
over the course of the year. It has a variety of musical elements that would be a well
encompassing piece.
I chose …and the antelope play for a great historical and imagery piece. I believe this
would provide a great experience to possibly pair up with the history teacher and examine the
background of the piece. I would hope my students would walk away with a new compassion for
a variety of music. I chose Abracadabra as the concert closer because a year with this great
literature needs to go out with a bang! It features a variety of lively rhythms that anyone could
enjoy. It showcases our fantastic rhythm reading skills and would leave the year on a great note.

Assessments:
Rhythm Worksheet
o Assesses students understanding of rhythmic parts of each piece.
Recorded Playing Assignment
o Assesses students on an individual level and gives better feedback for all students.
Improv Warm Up
o Assesses students’ comfort with playing on their instrument by improvising
rhythms and melodies.
Composition Assessment
o Assess students’ improvisation (creativity) in composing melodies and rhythms.
o MU: Cr1.1. E.5a
o MU: Re7.2. E.5a
Exit Ticket Assessment
o The exit ticket allows students to summate what they learned as well as let
teachers know if their lesson was clear to the students. It also is a private activity
so you can get quality individual feedback from students on how they are learning
in the course.
o MU: Pr5.3. E.5a

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REFERENCES

Colon, L. (n.d.). De La Selle HS Band - Goals and Objectives. Retrieved from

https://www.dlshs.org/arts/band/band-goals-and-objectives.

Groon, J. (n.d.). Harrisburg Band - MS Band Learning Objectives. Retrieved from

http://harrisburgband.org/wp-content/uploads/2015/08/MS-Band-Learning-Objectives.pdf.

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