Arts Education - Band 10, 20, 30

Model Unit

The following description of a unit of study is provided to:

• illustrate how the three components can be integrated in a unit of study
• demonstrate ways in which objectives may be achieved
• provide samples of materials for assessment and evaluation
• offer a model for teachers to see how the suggested instructional guidelines may be applied.

• reusing a given melody as a basis for a new composition
• arranging or transcribing
• improvising on a theme
• reusing and developing a motivic idea throughout an entire work
• drawing inspiration from the musical resources of a particular culture or historical period.

The purpose of using this particular theme is to:

• explore the various methods by which given musical resources (original or borrowed) may serve as a springboard for further creative musical activity
• examine the role of repetition and repetition with variation as a central unifying factor in music.

The scores selected for this unit span various levels of difficulty. This has been done to maximize learning opportunities (to extend technical limits, to develop musicianship, to have students encounter significant musical works, to develop sight reading skills, etc.) and to accommodate the abilities of various bands throughout the province. The option exists to use some selections for study only, while others may be programmed for public performance.

Unit Format

• activities and learning objectives for the model unit (pages 52 to 77)
• student study guides for various activities and compositions studied in the model unit (pages 81 to 99)
• teacher's guide to "Fantasia on the `Dargason'" from Second Suite in F by Gustav Holst (pages 101 to 103)
• model unit evaluation forms (pages 107 to 123).

Resources

Technique Materials: Fourteen Weeks to a Better Band (book 2), Maxwell, Barnhouse Co. Symphonic Warm-ups for Band, Smith, Jenson Publications Scores: Variations on a Korean Folk Song, Chance, Boosey & Hawkes, Inc. Ahrirang (Korean Folksong), Garofalo and Whaley, Meredith Music Publications Creed, Himes, Kjos Music Co. Second Suite in F, Holst, Boosey & Hawkes Roanoke Island, Kinyon, Alfred Publishing Co. Three Folk Miniatures, Jutras, Barnhouse Co.

Discography: Second Suite in F, Holst, from Frederick Fennell: Cleveland Symphonic Winds, Telarc Recordings English Folk Song Suite, Vaughn Williams, from English Folk Songs: Tokyo Kosei Wind Orchestra, Kosei Publishing Variations on a Korean Folk Song, Chance, from Concert in the Park: Edmonton Wind Ensemble, C.B.C. Recording, Order No. SMCE 5079 Creed, Himes, from Winnipeg Wind Ensemble, (distributor -- St. John's Music) Folk and Classical Music of Korea, Folkways Records Video: Evolution: A Theme With Variations, Raum, available through Media House Productions Other Resources: The Waterloo Folk Songs of Canada Vol. I & II, Folk and Johnson, Waterloo Music Co. (recording and songbooks)

Foundational Objectives for the Unit

• demonstrate aural perception of the expressive and structural elements at work within a composition
• develop an understanding of the fundamentals of music theory and its application to the structural elements of music
• use appropriate musical terminology
• understand and appreciate musical expressions from a wide variety of cultural/historical contexts, including contemporary societies
• apply technical abilities as a means of musical expression
• become discerning consumers and producers of music.

Common Essential Learnings for the Unit

• use descriptive, metaphoric language to articulate interpretive ideas (C)
• use numerical concepts as they relate to duration, pitch and form in music (N)
• respect the uniqueness and contributions of various cultures (PSVS)
• solve both technical and interpretive problems (CCT).

Suggestions for assessing student learning have been included throughout the various lessons of this model unit. As well, a series of suggested evaluation forms have been developed for this unit. Listed as Evaluation Forms 1 through 9, they can be found on pages 107 to 123. More suggestions can also be found in the Evaluation section located earlier in this document.

Other Themes

Other themes for units might include:

• "Imagination and Beyond" -- fantasy in music
• "Made in Canada" -- a study of the music of Canada
• "A Tribute to..." (any significant composer of musician)
• "A Kaleidoscope of Music from Around the World"
• "The Musical Time Machine" -- a survey of music from various historical periods
• "The Changing Winds" -- a survey of influential composers or works of wind music
• a unit based on contrasting styles or types of music
• a unit based on an in-depth study of a particular significant piece of repertoire.

Foundational Objectives

• demonstrate aural perception of the expressive and structural elements at work within a composition (questions 10 and 11)
• develop an understanding of the fundamentals of music theory and its application to the structural elements of music (questions la, lb, 8 and 9)
• understand and use musical terms and vocabulary (questions 7 and 9)
• understand and appreciate musical expressions from a wide variety of cultural and historical contexts, including contemporary societies (questions la, lb, 2, 3, 4, 5 and 6)

Common Essential Learnings

• use numerical concepts as they relate to music (N) (questions 8 and 9)
• make informed musical evaluations and support those decisions (CCT) (question 1b)
• respect the uniqueness and contributions of various cultures (PSVS) (question 2)
• value quality and excellence (PSVS) (question 5)