Middle School

Topics
VanderCook College MECA
Rachel Maxwell, Traughber JHS

Program Philosophy
Department

Content
Area

Individual
Teacher

Vision
Mission
Goals
Curriculum
Logistics
Communication

Department Vision
The perfect world

Vision
Music is universal, cultural, and individual.
It is with this understanding that the Music
Department of Traughber Junior High
School believes that every student should
have the opportunity to receive a high
quality musical training in school, regardless
of grade level, ability level, or background.

Vision continued

The vision of this musical training is to

help participants achieve a personal
level of understanding, appreciation,
and passion for music.

Vision continued
It is undeniable that music has always been
an integral part of human existence. Every
culture throughout history carries its own
musical traditions. In our culturally diverse
society, music is one of the few common
threads that links peoples and ideas
together. Music education uses the artistic
medium of musical sound to give insight
into the universal human experience.

Program Philosophy
Department

Content
Area

Individual
Teacher

Vision
Mission
Goals
Curriculum
Logistics
Communication

Department Mission
Includes our current state

Mission
The primary mission of all band classes at
Oswego Junior High Schools is to heighten
each students aesthetic awareness through
the musical art.
While there are many secondary objectives
that are also set for the students, using
sound as a means to communicate the
feelings embodied in a musical work is
always the ultimate focus.

Mission Continued
Dedication and maturity are required to
develop this uniquely human
ability. Dedication because the skills needed
to recreate music are both numerous and
complex. Maturity because, once the
technical skills are learned, a musician must
be patient and open minded in order to
understand and then communicate the
essence of a composers work.

Mission Continued
Many people go their entire lives without
being aware of the power that art has to
affect them. We believe that junior high
students are not too young to begin delving
into the meaning of music as art. We also
believe there is no better way to accomplish
that then to develop the ability to
perform and take the creation of an artist
and bring it to life.

Mission Continued
At the middle level we attempt to develop the
musical skills necessary to re-create meaningful
music and listen critically to both ourselves and
others as they perform. We emphasize the
inappropriateness of expressing a value judgment
on a particular work or performance unless one
can articulate the reasons for his or her opinion
and demonstrate an alternative. Criticism that is
unsupported and non-constructive will not and
should not be taken seriously by others.

Mission continued
It would be naive to suggest that such a lofty
goal can be fully realized at the junior high
level. We therefore strive to start young
people down a path that will eventually lead
to aesthetic awareness. We firmly believe
that a person who is aesthetically aware will
be better able to reap all that life has to offer
and to share with others the wealth of his or
her talent.

Program Philosophy
Department

Content
Area

Individual
Teacher

Vision
Mission
Goals
Curriculum
Logistics
Communication

Instrumental Music Goals

The How

Develop strong musicianship and cultivate

aesthetic awareness in the classroom through
the preparation and performance of quality
musical literature.

Provide curricular and extra-curricular

opportunities for all music students that
enhance their musical experience.
Facilitate opportunities for students seeking
musical self-enrichment.

Departmental Goals Continued

Create community on all levels: within our classrooms,
our department, our school buildings, and our local
population; as well as within the national and global
community.
Enrich students' appreciation of the musical arts by
attending fine cultural events.
Create the best possible learning environment for
students to pursue an education in the musical arts.

Departmental Goals Continued

Inspire students to become life-long learners
and intelligent consumers of music.
Address the needs of students seeking a
future career in the field of music.

Program Philosophy
Department

Content
Area

Individual
Teacher

Vision
Mission
Goals
Curriculum
Logistics
Communication

Curriculum

Course Descriptions
6th Grade
Introductory
Extension of Gen
Music
No experience
Summer class
required

7th Grade
Intermediate
Extension of Beg
Band
2nd year player or
equiv.
Summer Band
optional

8th Grade
Advanced
Extension of Int.
Band
3rd year player or
equiv.
Summer Band
optional

Course Description-Beginning Band

The Beginning Band is designed to provide students with
an introductory experience on band instruments.
Curriculum for this course is an extension of the skills
and concepts introduced in General Music classes.
Beginning Band is open to all Sixth Grade students. Prior
instrumental music experience is not required. Recruiting
and enrollment registration occur in the Spring of the
Fifth Grade year. Beginning classes are taught during the
summer following the Fifth Grade year in homogeneous
instrument groups.

Course Description-Concert Band

The Seventh Grade Band is designed to provide
students with an intermediate experience on band
instruments. Curriculum for this course is an
extension of the skills and concepts introduced in
Beginning Band. Band is open to all seventh Grade
students who have successfully completed
Beginning Band. Students are encouraged to
participate in the summer band program prior to
the start of the seventh grade year.

Course Description-Symphonic Band

The Eighth Grade Band is designed to provide
students with an advanced experience on band
instruments.
Curriculum for this course is an extension of the
skills and concepts introduced in Beginning
Band. This band is open to all eighth grade
students who have successfully completed seventh
grade band. Students are encouraged to
participate in the summer band program prior to
the start of the eighth grade year.

Course Goals

6th

Course
Goals
8th

7th

To heighten each
student's aesthetic
awareness through the
musical arts;

To introduce students
to the fundamental skills
involved in playing a musical
instrument;

To reinforce and develop the

fundamentals of music theory
and listening skills;

To provide students with

an ensemble performance
experience.

Course Objectives

6th

7th

8th

To produce a characteristic tone

on individual instruments;

To identify and demonstrate

a knowledge of musical
notation;

To demonstrate fingerings
and positions for the practical
range of individual
instruments;

To develop good individual

practice habits;

To demonstrate a basic
understanding of the elements
of music. These include: timbre,
dynamics, articulation, rhythm,
melody / pitch, harmony,
texture, form, expression and
style;

To demonstrate a basic
understanding of and ability
to perform ensemble playing
skills and techniques;

To develop problem-solving
and evaluation skills
applicable to music;

To develop an aesthetic
sensitivity to music;

To demonstrate knowledge of
music as a creative art form
of man in an historical
context.

Learner Outcomes

Tone Production
6th Gr Beg
Model specialist
demonstration of
posture, hand
position, breath
support and
embouchure
control

7th Gr Int
Same

8th Gr Adv
Same

Musical Notation

Musical Notation 1
6th Gr Beg

Recognize basic
fingering
patterns and note
names

7th Gr Int
Same

8th Gr Adv
Same

Musical Notation 2
6th Gr Beg

Speak note
names aloud
while reading
music

7th Gr Int
Same

8th Gr Adv
Same

Musical Notation 3
6th Gr Beg

Speak note
names aloud and
finger along

7th Gr Int
Same

8th Gr Adv
Same

Musical Notation 4
6th Gr Beg
Demonstrate
knowledge of the
fingering chart by
playing it in
quarter notes,
both ascending
and descending

7th Gr Int
Demonstrate
knowledge of the
fingering chart by
playing it in
eighth notes,
both ascending
and descending,
starting on any
pitch

8th Gr Adv
Same

Musical Notation 5
6th Gr Beg

Identify key
signatures and
the sharps and
flats contained
within the
concert keys of C,
F, G, Bb, D, Eb

7th Gr Int
Identify key
signatures and
the sharps and
flats contained
within the
concert keys of C,
F, Bb, Eb, Ab, Db,
Gb, Cb, E, A, D,
and G

8th Gr Adv
Same

Musical Notation 6
6th Gr Beg

Know and
perform all major
scales (tonic
through 5th) in
quarter notes at
the tempo
80bpm

7th Gr Int
Know and
perform all major
scales in quarter
notes at the
tempo 90 bpm.
Perform all
major, nat min,
and chromatic
scales one octave

8th Gr Adv
Know and
perform all
major scales in
quarter notes at
the tempo 100
bpm. Perform
major, nat.minor,
and chromatic
scales two octaves,
when appropriate

Practice Habits
6th Gr Beg

Develop and
document an
organized, weekly
practice routine;
Discuss
appropriate
practice methods
and technique

7th Gr Int
Same

8th Gr Adv
Same

Elements of Music

Timbre
6th Gr Beg

TimbreRecognize the
difference in
timbre of all
band instruments

7th Gr Int
Recognize the
difference in
timbre of all band
instruments, and
ensembles which
may
include: concert
band, marching
band, jazz band,
string orchestra,
full orchestra, and
choir

8th Gr Adv
Same

Dynamics
6th Gr Beg

Identify and
demonstrate the
dynamic marking
of pp, p, mp, mf,
f, and ff, cresc
and decresc.

7th Gr Int
Identify and
demonstrate the
dynamic marking
of pp, p, mp, mf,
f, and ff, cresc,
decresc.,
fp and sfzp

8th Gr Adv
Same

Articulation
6th Gr Beg

Identify and
demonstrate
connected and
detached
tonguing and
slurring

7th Gr Int
Identify and
demonstrate
connected,
accented, and
detached
tonguing and
slurring

8th Gr Adv
Same

Rhythm
Demonstrate an understanding of pulse and
beat division by:

6th Gr Beg

Tapping foot
down and up
during all lessons
and
performances

7th Gr Int
Same

8th Gr Adv
Same

Rhythm
6th Gr Beg
Counting and
playing whole,
half, quarter,
eighth, sixteenth
notes and rests,
dotted quarter
notes, dotted half
notes and dotted
eight notes

7th Gr Int
Counting and
playing whole,
half, quarter,
eighth, sixteenth
notes and rests,
dotted quarter
notes, dotted half
notes and dotted
eighth-sixteenth

8th Gr Adv
Counting and
playing whole,
half, quarter,
eighth, sixteenth
notes and rests,
dotted quarter
notes, dotted half
notes and dotted
eighth-sixteenth,
eighth and quarter
note triplets.

Rhythm
6th Gr Beg
Recognize
syncopation and
be able to
demonstrate
syncopated
rhythms using
quarter notes and
eighth-notes

7th Gr Int
Recognize
syncopation and
be able to
demonstrate
syncopated
rhythms using
quarter notes,
eighth-notes and
sixteenth notes

8th Gr Adv
Same

Rhythm
6th Gr Beg

Recognize and
play downbeats
and upbeats

7th Gr Int
Same

8th Gr Adv
Same

Rhythm
6th Gr Beg

Recognize and
play songs in 2/4,
& 4/4 time

7th Gr Int
Recognize and
play songs in 2/4,
& 4/4, cut
time, 3/8 and
6/8 time

8th Gr Adv
Recognize and
play songs in
2/4, & 4/4,
cut time, 3/8,
6/8, 9/8 and
12/8 time.

Melody, Pitch, Harmony

6th Gr Beg

Identify melody
and harmony in
the music
performed

7th Gr Int
Identify melody,
bass line,
countermelody,
and harmony in
the music they
perform

8th Gr Adv
Same

Melody, Pitch, Harmony

6th Gr Beg

Compare pitches
and identify pitch
inconsistencies

7th Gr Int
Compare pitches
and identify and
fix pitch
inconsistencies

8th Gr Adv
Same

Texture
6th Gr Beg

Perform music in
monophonic,
homophonic and
polyphonic
textures

7th Gr Int
Same

8th Gr Adv
Same

Texture
6th Gr Beg

Identify the
difference
between melody
and
accompaniment

7th Gr Int
Same

8th Gr Adv
Same

Texture
6th Gr Beg

Identify, describe
and evaluate the
pyramid of
sound

7th Gr Int
Same

8th Gr Adv
Same

Form
6th Gr Beg

Perform songs in
binary and
ternary form

7th Gr Int
Same

8th Gr Adv
Same

Form
6th Gr Beg
Perform a fugue
and recognize
canonic form and
theme and
variation

7th Gr Int
Perform and
recognize the
forms of march,
overture, canonic
form, theme and
variation

8th Gr Adv
Same

Form
6th Gr Beg
Perform music
that modulates
and uses
rhythmic
transformation

7th Gr Int
Same

8th Gr Adv
Same

Expressive Elements
6th Gr Beg
Discuss and
demonstrate the
musical affect of
the combined
musical elements

7th Gr Int
Same

8th Gr Adv
Same

Style
6th Gr Beg
Explore tempo,
interpretive and
articulation styles
standard to
specific genres

7th Gr Int
Same

8th Gr Adv
Same

Style
6th Gr Beg
Describe the
historical
background of a
composition and
biographical
information of
selected
composer

7th Gr Int
Same

8th Gr Adv
Same

Units of Instruction
6th Gr Beg
The band
program is set up
in a series of
concert cycles
that meet the
developmental
needs of the
student band
population.

7th Gr Int
Same

8th Gr Adv
Same

Units of Instruction
6th Gr Beg
The band
program is set up
in a series of
concert cycles
that meet the
developmental
needs of the
student band
population.

7th Gr Int
Same

8th Gr Adv
Same

Instructional Materials
6th Gr Beg
Developmentally
appropriate
workbooks,
rhythm sets,
Circle of Fourths,
Function Chorales,
Scale Sheets,
Music Theory
Worksheets,
Study guides for
individual pieces
of music

7th Gr Int
Same

8th Gr Adv
Same

Instructional Materials
6th Gr Beg
Developmentally
appropriate solo
literature

7th Gr Int
Same

8th Gr Adv
Same

Instructional Materials
6th Gr Beg
Developmentally
appropriate
concert band
literature to
include the genre
of: March,
Overture,
Ballad,
Folk Medley,
Fugue,
Jazz / Dixie

7th Gr Int
Same

8th Gr Adv
Same

Evaluation Methods
6th Gr Beg
Objective
performance tests
Subjective
performance tests
Objective written
worksheets and tests
Subjective written
responses
Portfolio assessment
(written and taped
work)
Oral responses

7th Gr Int
Same

8th Gr Adv
Same

Methods of Instruction
6th Gr Beg
Cooperative
learning in large
groups;
Cooperative
learning in small
groups;
Individual work;
Auditory, visual,
and kinesthetictactile experiences

7th Gr Int
Same

8th Gr Adv
Same

Program Philosophy
Department

Content
Area

Individual
Teacher

Vision
Mission
Goals
Curriculum
Logistics
Communication

Procedures for Success

What you accept is what you will get.

Daily Routines
Must be explained in detail
Must be practiced
Must be expected

When not followed, pack up and start class over

Daily Routines
Your commitment, persistence and consistency in holding
students to behavioral and musical expectations must be
stronger than your frustration, exhaustion, etc.
Dont show frustration. Just clearly state, step by step, what
is expected and correct students as needed.
Model behaviors and provide examples.
http://www.smartmusic.com/blog/six-music-classroommanagement-strategies/

Daily Routines
ENTERING A CLASSROOM
GETTING SET UP FOR REHEARSAL
STORING CASES
SETTING UP MUSIC STAND/STATION
PACKING UP

DISMISSAL

REHEARSAL ETIQUETTE
Determine how you want your rehearsals to look and sound
to determine your rehearsal rules.

Must Have

Active Participation
Silence
Start/Stop Together
Pencils

Traughber Model
A Typical Rehearsal

Rehearsal-what I expect

Students should demonstrate correct

rehearsal technique by actively
contributing to and collaborating
effectively on class activities. Students
must bring the necessary tools to class
in order to be a part of ensemble
development.

Rehearsal Expectations

Rules

Excellence in
all we do

Do things the
RIGHT way

Act in a way
which does not
cause problems

Room Set-up

4
rows

Wide
Aisles

Podium

4-6
chairs

Daily Routine
Students are expected to be
in the room when the bell
sounds.
Students are given 1
minute to assemble
instruments and find seats.
Countdown clock on the
large screen

At each seat student must have:

Assembled
Instruments
Black Three Ring
Binder

All Music in Sheet

Protectors
Workbook hole
punched
Pencil case with
Pencil, Reeds, Oil
Small Tuner on Stand
Name Tag

Warm-Ups
Nonverbal cue to start
Teacher models patterns for warm-up on
instrument
Teacher walking through rows
Rhythm Sets on LCD Projector/Screen
Scales/Technical Studies on LCD
Projector/Screen
10 minutes!

Buzzing
Include
1 Weak
Concept

Start
With
Strong
Concepts

Tapping

WarmUp

Isolate
Concepts

Around
the
Room

Hissing

Primary Literature Selection

Review
Past
Work

Intense
New
Work

16-32
Measure
Sect.

Primary Literature Selection

Indiv.
Measures
and build

Add small
groups
back in

Full
group

Subdivide to
eighth or
sixteenth

Tap rhythm

Say note names

Improvement
Techniques

Say notes &

finger

Measure=rhythm

Finger & hiss

BOP
Isolate
tech hot
spots

Accom
plays
rhythm
More
Improvement
Techniques

Slow
motion

Change
rhythm
Measure +
measure

Smartmusic in Large Ensemble

Rehearsal Ending

Music

Reminders
Perform
Large Sect.

Prep

Push
stands
down
Straighten
Chairs
Organize
binder

PackUp

Dismissed
by sect.
Return to
seats
Announce
ments
Leave at
the bell

Helpful Forms
Additional forms found on our website.

Rehearsal Detective

Chair Challenges

Meaningful Assessment
What is the Goal?

Student
Mastery

Ensemble
Growth

Assessment

Info for
Family

Teacher
Planning/
Insight

What is NOT graded

Behavior

Attendance

Tardy

Practice

Supplies

Signatures

Behavior is Classroom Management

Procedures
Classroom/School Behavior Plans
Communication

Individual Needs/ Circumstances

What is IS graded

Mastery

Performance

Active
Participation

Playing Tests

Demonstration

Reflections

Online/Written
Tests

Formative & Summative Assessments

Formative

On-going
Notes, Checklists, Reviews, Observations
Used to modify instruction
The Rehearsal Process!

At the end of instructional units

Compared to a standard benchmark
Used to determine student proficiency or
Summative mastery

Homework

Practice Reflections
The Practice Reflection grade will now be based
upon the quality of student's goals and answers.
Many weeks the reflection will have a weight of
zero even though we will review and record the
responses.
More in-depth forms will be used periodically
and carry a weight in the grade book.

Practice Reflections
Students may always do re-takes on their
playing tests until they reach a level of
mastery (95% or higher) but they must
complete a practice reflection and discuss
the goals of the retest during the week they
wish to retest.
If there is no Practice Reflection, there is
no re-test.

Practice Reflections
The amount of practice necessary for student success
is for students and parents to determine and will be
reflected in student's ability to perform quizes, tests
and concert music.
The number of sessions recorded will be visible in
eschool for parent review.
We recommend 3-5 times per week. It is important
for students to establish a practice routine and to
have specific goals each time they practice.

Practice Reflections
The Practice Reflection link will be
open and available for completion
each week from Thursday at 3pm until
Friday at 3pm.

It is time stamped so we can record

when it is submitted and will not be
accepted late.

Practice Reflection Sample

https://docs.google.com/spreadsheet/viewf
orm?formkey=dGxRLU5jSGVUQ3A0UnV6
NDVPRzM0cnc6MA

Practice Assignments
Each student will find Weekly Practice Assignments listed
on their class page of Smartmusic after they log in.
These are designed to help provide goals and focus to
their work outside of class each week.
Students should submit their completed work each week
for us to review and record.

Practice Assignments
The practice assignments will not be included in the final
quarter grade because they are practice but they are very
important.
Completing the practice assignments will help students
be successful in their development, playing tests and
performances.
These may be completed at home or at school.

Practice Assignments
These assignments will help you, the parent, know what
your child should be working on and how they are doing.
If your student says they have nothing to practice or do
not know what to practice, you may look at the program
and see what is listed each week.
The program will also show the correct and incorrect
notes of each exercise after a student works on it so you
will know if they mastered each assignment.

Performance Based Assessment

Weekly Playing Tests

Students will perform an individual
playing assessments each week in class.
In addition, students will periodically have
Smartmusic playing assessments which
will be completed on a computer.

Weekly Playing Tests

Students will take these assessments in class, use
a practice room during their own time or may
subscribe to Smartmusic and submit work from
home, depending upon the assessment.
Performance Assessments will be graded with
100 points per test and a weight of 0 through 5.

Weekly Playing Tests

Students may always do re-takes on their playing
tests until they reach a level of mastery (95% or
higher) but they must complete a practice
reflection and discuss the goals of the retest
during the week they wish to retest.
If there is no Practice Reflection, there is no retest.

Rubric
http://traughberband.weebly.com/grading.html

Performance
Concerts and performances are public
presentations of units of study and are an
authentic artistic experience.
Performances are assigned 600 points each and
are assessment opportunities for students to
demonstrate combined mastery of all concepts
studied throughout the year.

Performance
Any conflicts with performance dates must be
communicated three weeks in advance for
student to receive an alternate performance
based assignment.
In most cases the alternate assignment will be a
Smartmusic assignment which includes the
concert repertoire.

Alternate Assessments

RUBRIC

http://traughberband.weebly.com/cu
rricular-school-concerts.html

Rubric
http://traughberband.weebly.com/assessment-rubricsfor-student-performance.html

Written Work
Theory Tests
Self Reflections & Goals
Concert Reflections
https://docs.google.com/spreadsheet/viewform?formkey=
dE03T1RZVXVCeXNzckI0SFNWa2d5UWc6MA

Program Philosophy
Department

Content
Area

Individual
Teacher

Vision
Mission
Goals
Curriculum
Logistics
Communication

Communication
Program Marketing

Website

http://traughberband.weebly.com
http://murphyband.weebly.com/

Email
Sent each Thursday
Familes, Admin, Secretaries, Student
Teachers, etc.

This Week:
Big Events
Links, Reminders
Remaining Qtr Calendar

Text Alerts
Remind
https://www.remind.com/

Facebook

https://www.facebook.com/TraughberBand

https://www.facebook.com/murphyjhsband

Twitter
http://twitter.com/traughberband

Prezi at Concerts
http://prezi.com/cpborao2uhyq/?utm_campaign=share
&utm_medium=copy&rc=ex0share

Sharing Concerts
Live Stream Performances
Ustream.tv

Youtube Channel
https://www.youtube.com/channel/UCMPa6calRjY4Bk
Q3MgXerrw

Thank You!

Questions, ideas, want to borrow?

rmaxwell@sd308.org