Building a Curriculum Program Balance

1. Building a CurriculumProgram Balance The Instrumental Program Should offer a range of musical activities and ensembles to meet the musical needs of the students and the performance responsibilities of the program.

2. Building a CurriculumProgram Balance The Instrumental Program The Large Concert Ensemble -The larger concert ensembles provide teaching and learning opportunities not possible in other ensembles. -Focus: -Characteristic Tone on each instrument -Improving pitch consciousness -Developing individual and ensemble technique -Playing with appropriate musical phrasing -Playing with rhythmic accuracy -Developing personal and ensemble sight-reading skills -Learning to play in balance -Learning to match tone qualities and pitch, etc…… -Should be in large ensemble to participate in all other ensembles. -Other ensembles are important for the total music education of students, and encouraged but they should always be considered as additions to the primary instrumental performing ensembles. -Careful allowing extenuating circumstances in students wanting to participate only in the popular and showy groups.

3. Building a CurriculumProgram Balance The Instrumental Program The Total Secondary Music Program -For the sake of our art, and the complete music education of students, it is important that instrumental music teachers support the development of a string choral music program in the middle and high schools. Not every child will be involved in instrumental music, but all music educators should be concerned about providing musical opportunities for every student in a school. -The number one goal of middle and high school music teachers should be to add meaningful music experiences for the general students not now enrolled in band, choir or orchestra. -It is important that music teachers attempt to determine the most appropriate courses to offer at their school.

4. Building a CurriculumProgram Balance What to teach? Non-Performance Courses -When ever possible, high schools should offer courses in music theory and composition and in music history. -Some smaller schools won’t be able to offer these, but when possible try to fit it in to curriculum. -Others schools may offer guitar or piano classes. Concert Ensembles -Whenever enrollment reaches 100 or more, the middle school or high school band or orchestra should be divided into two ensembles. -Work with administration to achieve a successful change to two groups. -You can divide by grade level or ability. The naming game! Symphony Band (usually top band in a multiple band program) Symphonic Band ( also used for the top band) Concert Band (could be used for the top band at a one band school or for the second band in a multi band program) Varsity Band (could be a second or third band in a multiband program)

5. Building a CurriculumProgram Balance What to teach? The naming game! Symphony Band (usually top band in a multiple band program) Symphonic Band ( also used for the top band) Concert Band (could be used for the top band at a one band school or for the second band in a multi band program) Varsity Band (could be a second or third band in a multiband program) Freshman Band (seems obvious!) Wind Ensemble (often used for the top band in a multi band program. While the name implies a wind ensemble concept[primarily one to a part], it is sometimes used just to indicate a small band. - Symphonic Wind Ensemble ( same as wind ensemble) -Wind Symphony ( same use as wind ensemble) -Concert Winds ( same use as wind ensemble) -Wind Band ( same use as wind ensemble) -Chamber Winds ( same use as wind ensemble) The goal is to find the one that fits and not be overly pretentious about it!

6. Building a CurriculumProgram Balance What to teach? The naming game! Symphony Orchestra (usually top band in a multiple orchestra program) Symphonic Orchestra ( also used for the top orchestra) Philharmonic Orchestra ( same use as symphony orchestra) Concert Orchestra (usually used for second group in a multiple program) Orchestra (often used at a small one orchestra program) Chamber Orchestra (used to indicate a smaller orchestra) String Orchestra (often used in middle schools or high schools when winds and percussion are not added for performances) The goal is to find the one that fits and not be overly pretentious about it!

7. Building a CurriculumProgram Balance What to teach? Other Ensembles……….. -Adds diversity to a program -Adds great strength to your program because of the unique skills musical understanding, musical maturity and variety of literature required in various ensembles. -The more ensembles a student is in the more they will connect to the program. Marching Band -Is a vital part to any program. -Seen and heard more than any other group in the program. -In the fall some times the concert band is the marching band and then changes over at semester or at holiday concert. -Some programs require participation for a more cohesive band program. -Or an after school activity, that’s not required. -This allows for immediate concert band at the beginning of the year. -Must be careful that Marching band does not dominate the program to ensure balance.

8. Building a CurriculumProgram Balance What to teach? Marching Band -Must be careful that Marching band does not dominate the program to ensure balance. -Can create director burnout if not handled properly. Jazz Ensemble -Either in the day or before or after school. -If you can get it in the curriculum, great. -Just remember to try and get these students in concert ensembles, also. -Offer as no credit to get it started and develop interest . -Instrumentation can always vary to fit your personnel. -Doublers and alternate instruments can get involved. -Learn how to improvise and be able to teach it also. Become educated if you must!

9. Building a CurriculumProgram Balance What to teach? Pep Band -Helps to support school athletics and create spirit! -Get well arranged music, contemporary! -Play it up! -Control your students time commitments!!!!! -Control the qualityof the group! How they dress How they act How they support athletics -Can be used to develop student musical leadership. Drum Major, future band dir., etc. -Use your jazz band -Use electric instruments if possible, guitar, bass, keyboards, etc……

10. Building a CurriculumProgram Balance What to teach? Chamber Ensembles -Learn to become individual players. -Musical growth improves -Learn to make mature musical decisions -Solo and ensemble festivals -You coach, but put an upperclassmen in charge of different groups -Find times and places for them to rehearse, outside of band time. String Ensembles -Strolling Strings -Fiddling groups -Quartets, trios Community Bands and Orchestras -Helps to continue music education after high school or college -Helps to continue interest in your program. Split concerts.

11. Building a CurriculumProgram Balance Course Descriptions -Important to be able to develop and write a concise but thorough course description. -Course descriptions are considered legal binding documents, so be accurate and complete. -Pre requisites -Special requirements -Permission? -Auditions??? -Lessons -Two semesters? -Waiver of other courses if taken? -Grade appropriate -Advanced Skills? -Dates to be remembered -Course descriptions provide students and parents with information about the content of courses and basic requirements. -Also, help administrators, counselors, and other teachers gain a better understanding of various courses.

12. Building a CurriculumProgram Balance Sequential Instruction -Sequence of content is vitally important if students are to learn effectively and efficiently. -”Good teachers think about more than what to teach and how to teach; they think about when and when not to teach particular lessons” -In band and orchestras the director chooses the curriculum through selection of literature and will plan the sequential development of skills, techniques, and musical understanding in students. -One factor to consider when choosing literature for ensembles is how that literature will contribute to the sequential development of your student musicians. Scheduling Issues -The issue of when courses are scheduled during the school day is a significant one for the band or orchestra director. -Do you get “prime time” or “left over time.” -Are prep classes offered the same time as band or scheduled some other time. -Talk to administrators and counselors for conflicts and schedule management.

13. Building a CurriculumProgram Balance Scheduling Issues -Finding the right period for the ensemble is not easy. It is usually best to avoid times around the lunch period, students are hungry just before and sleepy just after. -Some like the end of day, so students can change for marching rehearsal. -The down side of last period is they are mentally tired and there are many interuptions. -Pep Rallys -Field Trips -Athletic events -Announcements Intense Block Scheduling

14. Building a CurriculumProgram Balance Scheduling Issues, cont. -Scheduling in the morning, mentally more alert! Modified Block Scheduling – Modular Schedule

15. Building a CurriculumProgram Balance Scheduling Issues, cont. Traditional Schedule