Curriculum
written by
James Egan, Band DirectorAugust
2005
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Band
and Honors Band North Brunswick Township Public Schools |
Acknowledgements Martin Egan 911 |
| James Egan NBTHS Band Director North Brunswick NJ 08902 732 289 3737 |
jamZegan Music Co.everything
for the music enthusiasts from recorded performances, |
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| Site Map | Appendixs |
| Course Descriptions |
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| Useful Links: Need Sheet Music? Articulation | Woodwind Fingerings for all woodwind intruments | |
| Drum Lessons NPR Finale Note Pad Brass Help | Music Theory and Ear Training Musical Definitions |
COURSE
DESCRIPTION
MUSIC DEPARTMENT COURSE DESCRIPTIONS
The goals of the band program include individual development, ensemble development, aesthetic awareness, and public performance. The various Band and Honors Band events include marching band, small group lessons, band or Honors Band class, and individual auditions, which satisfy the Visual and Performing Arts requirements. Students registering for Honors Band classes must perform a placement audition prior to registration. Calendars of rehearsals, performances and special events are published prior to each semester. The student accepts the in-school and out-of-school obligations of participation as integral components of his/her cohesive experience in the study of music. Students who contemplate continuing the study of music in college are encouraged to register for Music Theory and AP Music Theory. There are numerous co-curricular opportunities open to students registered in music performance including vocal and instrumental chamber music ensembles, orchestra, pit orchestra for musical productions, as well as selected outside ensembles, and educational travel. All instrumental students will be made aware of NJMEA regional events including audition information for all Central Jersey Regions ensembles. All members of the Band program must participate in Marching Band as an important part of the total Band experience. Upon graduation, students are prepared for membership in college level ensembles.
CONCERT BAND is a full year course opened to students in grades 9, 10, 11, and 12 Possessing intermediate skills on woodwind, brass, and percussion instruments. Concert Band primarily focuses on developing skills in rhythm, pitch, tone and intonation. Students study music through the use of method books, exercises and appropriate concert selections. Students in Concert Band study and perform music of an intermediate level (Grade III and IV) with emphasis on developing technical ability, characteristic tonality, and knowledge of phrasing. Members of the Concert Band may audition for woodwind, brass and percussion parts in the Honors Band. Performances are culminating experiences without equivalent substitutes. Students accept the performance calendar as a condition of participation and as part of the course requirement
HONORS BAND is a full year course. This band is designed for woodwind, brass, and percussion students with advanced technical abilities who wish to broaden their musical knowledge and improve their performance level. Membership in the Honors Band is based upon auditions and/or by recommendation of the instructor. The Honors Band studies and performs music on an advanced level (Grades IV, V and VI) with emphasis on developing musical maturity appropriate to college and professional level music literature. Members of the Wind Ensemble may audition for woodwind, brass, and percussion parts in the Chamber Orchestra. Performances are culminating experiences without equivalent substitutes. Students accept the performance calendar as a condition of participation and as part of the course requirement.
District policy requires that all Band and Honors Band students participate in Marching Band.
Posture, Embouchure, Breathing, and Sticking:
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ CORE CURRICULUM STANDARD |
| The instrumentalists will demonstrate proper posture will sitting and playing. The instrumentalists will demonstrate proper posture will standing and playing. |
Instrument Posture chair Marching Band guide to attention and instrument carriage |
Teacher demonstration Advanced student demonstration Marching band rehearsal “basics” addresses all issues pertaining to playing while standing and instrument carriage |
USSBA completion rubrics. Sept.-Nov. Teacher evaluation. Section leaders evaluation Audition form. Biyearly. |
9th grade first month Improving thru 12th grade
|
1.1,a, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate proper embouchure in order to produce good tone inherent of their individual instrument. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Projector Laptop |
Teacher demonstration Advanced student demonstration Audio and video demonstrations by professional musicians |
USSBA completion rubrics. Sept.-Nov. Teacher evaluation. Section leaders evaluation Audition form. Biyearly. |
9th grade and on going throughout 12th grade as ranges and musical repertoire advance. Progress noted in biyearly written auditions. |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalist will demonstrate proper grip when sticking, matched or traditional when applicable, in order to produce good tone inherent of their individual instrument.
|
Working well maintained instrument Working well maintained harness Proper sticks or mallets Projector Laptop |
Teacher demonstration Advanced student demonstration Audio and video demonstrations by professional musicians Playing with both grips on snare. Holding multiple mallets on vibes, marimba, bells, and xylophone. |
USSBA completion rubrics. Sept.-Nov. Teacher evaluation. Section leaders evaluation Audition form. Biyearly. |
9th grade and on going throughout 12th grade as ranges and musical repertoire advance. Progress noted in biyearly written auditions. |
1.1,a, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate proper breathing technique in order to produce good tone inherent of their individual instrument. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Posture Chair Breathing tube when applicable |
Descriptive language using analogies to water flow etc. Demonstrations of proper air placement through air expulsion. Demonstration of proper glottis carriage by opening and closing glottis. Singing proper phonetics in order to produce the proper oral cavity for unrestricted air release. |
USSBA completion rubrics. Sept.-Nov. Teacher evaluation. Section leaders evaluation Audition form. Biyearly.
|
9th grade and on going throughout 12th grade as ranges and musical repertoire advance. Progress noted in biyearly written auditions. |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
Intonation and Stroke
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ
CORE CURRICULUM STANDARD |
| The instrumentalist will demonstrate proper tuning of drums in order to produce proper tone and pitch.
|
Working well maintained instrument Working well maintained harness Proper sticks or mallets Projector Laptop http://www.drummingweb.com/lessons/lesson1.htm |
Visual and audio demonstrations done by instructor, advanced students, or video presentation of professionals give aspiring students Teacher led student activity |
Teacher evaluation. Section leaders |
September -January |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalist will demonstrate proper stroke while sticking, matched or traditional when applicable, in order to produce proper dynamics and articulation as required by the repertoire. |
Working well maintained instrument Working well maintained harness Proper sticks or mallets Projector Laptop http://www.drummingweb.com/lessons/lesson1.htm |
Visual and audio demonstrations done by instructor, advanced students, or video presentation of professionals give aspiring students Teacher led student activity |
USSBA completion rubrics. Sept.-Nov. Teacher evaluation. Section leaders evaluation Audition form. Biyearly. |
Ongoing from students prior knowledge
|
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| The instrumentalists will demonstrate the ability to match a pitch by singing back a reference pitch.
|
Working well maintained instrument Proper mouthpiece Proper reed when applicable Projector Laptop |
Instructor plays reference pitch while instrumentalists listen. The instrumentalists sing back reference pitch without transposing octaves. The instrumentalists move to range of their own instrument. |
Teacher evaluation. Section leaders evaluation |
September |
1.1,a, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to discern whether a pitch is higher or lower than a given reference pitch.
|
Working well maintained instrument Proper mouthpiece Proper reed when applicable Projector Laptop |
Instructor plays reference pitch while instrumentalists listen. The instrumentalists sing back reference pitch without transposing octaves. The instrumentalists move to range of their own instrument. |
Teacher evaluation. Section leaders evaluation |
September October |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
Intonation and Stroke continued
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ CORE CURRICULUM STANDARD |
| The instrumentalists will demonstrate the ability to discern whether a pitch is higher or lower than a given reference pitch within a half step. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable |
Instructor plays reference pitch while instrumentalists listen. The instrumentalists sing back reference pitch without transposing octaves. The instrumentalists move to range of their own instrument. |
Teacher evaluation. Section leaders |
September -January |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to discern whether a pitch is higher or lower than a given reference pitch within several cents. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Projector Laptop Tuner |
Instructor plays reference pitch while instrumentalists listen. The instrumentalists sing back reference pitch without transposing octaves. The instrumentalists move to range of their own instrument. |
Teacher evaluation. Section leaders |
September -January
|
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to match a pitch by singing back a reference pitch in different ranges.
|
Working well maintained instrument Proper mouthpiece Proper reed when applicable Projector Laptop Tuner |
Instructor plays reference pitch while instrumentalists listen. The instrumentalists sing back reference pitch without transposing octaves. Using oscilloscope and black board Instructor demonstrates colliding waves to explain beats as they refer to pitch |
Teacher evaluation. Section leaders evaluation |
November-February |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will notate in cents exact intonation of their instrument throughout its range.
|
Working well maintained instrument Proper mouthpiece Proper reed when applicable Tuner Follow musician |
Instrumentalist tunes instrument to tuner. Fellow musician records each pitch on intonation chart as performer plays whole notes chromatically throughout range. The instrumentalists review results to increase understanding of their instruments idiosyncrasies and embouchure issues. |
Teacher consultation. Section leaders consultation Written intonation guide |
10th, 11th and 12th grades March-June |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
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Rhythm and Meter:
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED
STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ
CORE CURRICULUM STANDARD |
| The instrumentalists will demonstrate the ability to match a pulse by tapping back a pulse based on a musical selection. |
Laptop Projector Stereo Sight-reading examples Current repertoire examples |
Instructor plays several musical examples of different tempos. Students clap what they feel is the pulse.
|
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric |
September- October
|
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to match a pulse to a meter by creating a time signature based on musical example.
|
Laptop Projector Stereo Sight-reading examples Current repertoire examples |
Instructor asks for instrumentalists to list different meters. Selected Instrumentalists writes list on board Using selected repertoire different meters selected and performed. Instrumentalists discuss how meter selection effects written notation. |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric |
September-October
|
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability effect meter by adjusting its reference pulse note.
|
Laptop Projector Stereo Sight-reading examples Current repertoire examples |
Instructor asks for instrumentalists to list note names for duration. Selected Instrumentalists writes list on board Through class discussion bottom number of time signature is changed creating different ways to read the same rhythm. |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric |
October-December |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The Instrumentalists will demonstrate the ability effect meter by adjusting its reference to the amount of beats per measure.
|
Laptop Projector Stereo Sight reading examples Current repertoire examples |
Instructor asks for instrumentalists to list note names for duration. Selected Instrumentalists writes list on board Through class discussion top number of time signature is changed creating different ways to read the same passage. |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric |
September-February |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ
CORE CURRICULUM STANDARD |
| The instrumentalists will demonstrate the ability to read eighth note rhythm and rest patterns when the meter suggests a quarter note pulse. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight reading examples Current repertoire |
Instructor plays several musical examples of different tempos. Students clap what they feel is the pulse.
|
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
September- October 9th quarter =72 10th quarter =88 11th quarter =92 12th quarter =120
|
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to read sixteenth note rhythm and rest patterns when the meter suggests a quarter note pulse. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight-reading examples Current repertoire examples |
Instructor asks for instrumentalists to list different meters. Selected Instrumentalists writes list on board Using selected repertoire different meters selected and performed. Instrumentalists discuss how meter selection effects written notation. |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
November-January 9th quarter =72 10th quarter =88 11th quarter =92 12th quarter =120 |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to read eighth and sixteenth note rhythm and rest patterns when the meter suggests a eighth note pulse.
|
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight reading examples Current repertoire examples |
Instructor asks for instrumentalists to list note names for duration. Selected Instrumentalists writes list on board Through class discussion bottom number of time signature is changed creating different ways to read the same rhythm. |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
February-March 9th .quarter =72 10th .quarter =88 11th .quarter =92 12th.quarter =120 |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to read quarter and eighth note rhythm and rest patterns when the meter suggests a half note pulse.
|
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight reading examples Current repertoire examples |
Instructor asks for instrumentalists to list note names for duration. Selected Instrumentalists writes list on board Through class discussion top number of time signature is changed creating different ways to read the same passage. |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
April-June 9th quarter =72 10th quarter =88 11th quarter =92 12th quarter =120 |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ
CORE CURRICULUM STANDARD |
| The instrumentalist will perform varying dynamics bases on conducting gestures and written markings. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight reading examples Current repertoire examples |
Instructor explains each dynamic and accompanies each explanation with a visual demonstration of how the dynamic will be conducted. Instrumentalists play whole notes at conducted dynamic levels. Instrumentalists perform repertoire with heightened dynamic sensitivity |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
September-March 9th 50% of listed terms 10th 75% of listed terms 11th 90% of listed terms 12th 100% of listed terms
|
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| The instrumentalist will perform varying articulations bases on conducting gestures and written markings. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight reading examples Current repertoire examples |
Instructor explains each articulation and accompanies each explanation with a visual demonstration of how the dynamic will be conducted. Instrumentalists plays quarter notes using conductors cues for articulation Instrumentalists perform repertoire with heightened sensitivity to articulation |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
September-March 9th 50% of listed terms 10th 75% of listed terms 11th 90% of listed terms 12th 100% of listed terms |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| The instrumentalist will perform varying tempos bases on conducting gestures and written markings.
|
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight reading examples Current repertoire examples |
Instructor explains various tempo markings and accompanies each explanation with a visual demonstration of how each tempo might be conducted. Instrumentalists play quarter notes at the conducted tempos. Instrumentalists perform repertoire with increased accuracy in regards to tempo |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
January-June 9th 50% of listed terms 10th 75% of listed terms 11th 90% of listed terms 12th 100% of listed terms |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12 |
| The instrumentalist will demonstrate knowledge of musical signs by performing varied repertoire containing repeats, multiple endings, codas, etc. |
Working well maintained instrument Proper mouthpiece Proper reed when applicable Proper sticks or mallets Sight reading examples Current repertoire examples |
Throughout the yearrs repertoire there are a myriad of terms and roadmaps the will be explained by the instructor as needed. These terms are listed in the glossary Instrumentalists perform repertoire following proper song structure as repeats and signs indicate. |
Teacher evaluation. Section leaders evaluation Biyearly auditions |
September-June 9th 50% of listed terms 10th 75% of listed terms 11th 90% of listed terms 12th 100% of listed terms |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ
CORE CURRICULUM STANDARD |
| Percussionists will demonstrate an understanding of the NARD rudiments by performing them. |
Working well maintained instrument Working well maintained harness Proper sticks or mallets Rudiment Sheet |
Instructor Demonstration Advanced student demonstration Audio video examples of professional performances Instructor and student led practice
|
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
September-January 9th 5 of 26 10th 10 of 26 11th 18 of 26 12th 26 of 26 |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| The instrumentalists will demonstrate the ability to play basic patterns by playing major scales.
|
Working well maintained instrument Proper mallets Projector Laptop |
Instructor draws circle of fifths on board listing scales and explaining the order of sharps and flats. Instrumentalists play “C” scale. Instrumentalists say the gnomonic for the order of sharps Instrumentalists write the gnomonic backwards to see the order of flats Instrumentalists write their own circle of 5ths complete with key signatures Instrumentalists perform more scales based on the circle of fifths |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
September-January 9th 5 of 12 10th 7 of 12 11th 10 of 12 12th 12 of 12 |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to play basic patterns by playing natural minor scale.
|
Working well maintained instrument Proper mallets Projector Laptop |
Instructor draws circle of fifths on board listing scales and explaining the order of sharps and flats..
Instrumentalists play “a” scale. Instrumentalists say the gnomonic for the order of sharps Instrumentalists write the nomadic backwards to see the order of flats Instrumentalists write their own circle of 5ths complete with key signatures Instrumentalists perform more minor scales based on the circle of fifths |
Teacher evaluation. Section leaders evaluation USSBA rubric CJMENC rubric Biyearly auditions |
January-June 9th 1 of 12 10th 3 of 12 11th 5 of 12 12th 6 of 12 |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12
|
| The instrumentalists will demonstrate the ability to play basic patterns by playing melodic and harmonic minor scales. |
Working well maintained instrument Proper mallets Projector Laptop |
Based on the natural minor scale the instructor explains which scale degrees to raise or leave alone to change a natural minor scale to melodic or harmonic minor scales. Instrumentalists play “a” in three forms |
Teacher evaluation. Section leaders evaluation Biyearly auditions |
January-June 9th 0 of 12 10th 1 of 12 11th 2 of 12 12th 4 of 12 |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
Marching
Band:
| OBJECTIVES |
MATERIALS/ MANIPULATIVES |
SUGGESTED STRATEGIES |
ASSESSMENT State, Teacher made, District |
PACING |
NJ
CORE CURRICULUM STANDARD |
| The performers will demonstrate an understanding of pulse by performing with the pulse in their feet throughout the program
|
Working well maintained instrument Working well maintained harness Proper sticks or mallets Projector Laptop |
Instructor led drill and repetition of program at varying intervals at selected sections Section leader led practice Watch video of former performances Watch video of near perfect performances |
USSBA competition Instructor Evaluation Section leader evaluation |
July-November Increase proficiency week by week |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| The performers will demonstrate an understanding of visual impact points by moving from set to set hitting spots in the exact amount of counts. |
Working well maintained instrument Working well maintained harness Proper sticks or mallets Projector Laptop Video camera |
Instructor led drill and repetition of program at varying intervals at selected sections Section leader led practice Watch video of former performances Watch video of near perfect performances
|
USSBA competition Instructor Evaluation Section leader evaluation |
July-November Increase proficiency week by week |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| The performers will demonstrate an understanding of musical impact points by playing proper dynamic levels at the proper places in the program. |
Working well maintained instrument Working well maintained harness Proper sticks or mallets Projector Laptop Video camera |
Instructor led drill and repetition of program at varying intervals at selected sections Section leader led practice Watch video of former performances Watch video of near perfect performances
|
USSBA competition Instructor Evaluation Section leader evaluation |
July-November Increase proficiency week by week |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|
| The performers will demonstrate knowledge of basics by holding instruments properly, roll stepping, crab stepping, standing at attention, and keeping forms throughout show. |
Working well maintained instrument Working well maintained harness Proper sticks or mallets Projector Laptop Video camera
|
Instructor led drill and repetition of program at varying intervals at selected sections Section leader led practice Watch video of former performances Watch video of near perfect performances
|
USSBA competition Instructor Evaluation Section leader evaluation |
July-November Increase proficiency week by week |
1.1,a, b, 9-12 1.2, b, 9-12 1.3, b, 9-12 1.4,a, b, 9-12 1.5a, b, 9-12
|