Advanced Concert Band
STANDARD	SKILLS and CONCEPTS	VOCABULARY
Standard 1- Singing alone or with others.	A.1.1- Sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.	enunciation, open throat, focused vowels
	A.1.2- Sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.
	A.1.3- Follow the cues of a conductor.
	A.1.4- Sing without accompaniment using solfiege syllables and half step syllables.	solfiege
Standard 2- Playing an instrument alone and with others.	A.2.1- Perform on an instrument with appropriate posture, playing positions, and control of breath, stick, or fingers.	embouchure, support, kinisthetics.
	A.2.2- Play accurately and in tune while maintaining a steady tempo and following the director.	intonation, tendencies
	A.2.3- Maintain an independent instrumental part while others play different parts.	aliatoric
	A.2.4- Play expressively, incorporating appropriate contrasts of dynamics, phrasing, and articulations in the style of the music being performed.	dolce, rubato,
	A.2.5- Students perform exemplary literature of a professional level. (Group I Indiana) College level	Group I
	A.2.6- Students perform 4-6 concerts during the year taking only a few weeks of preparation.
	A.2.7- Students run small ensemble rehearsals to prepare larger works of music.	pedagogy, rehearsal technique, classroom management.
Standard 3- Reading, Notating, and interpreting music.	A.3.1- Name and explain the meaning of symbols found on a music score.	staccato, legato, rests, tempo, etc.
	A.3.2- Demonstrate the correct use of musical terminology when discussing music.	balance, blend, clarity, timbre, pitch
	A.3.3- Accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details at a group I level.	Group I,
	A.3.4- Read and perform musical excerpts never before seen, in the necessary clefs, in major and minor keys. (at a group II or higher level)
	A.3.5- Notate rhythms and melodies in simple and compound meters.
	A.3.6- Read and accurately perform the contents of a full musical score of four or more staves, demonstrating accurate counting of rhythms, pitch identification, and symbols for articulation and expression. (Group I level)
	A.3.7- Accurately interpret nonstandard notation symbols used by some contemporary composers.	percussion symbols
Standard 4- Listening to, analyzing, and describing music.	A.4.1- Identify musical forms such as AB, ABA, rondo, fugue, or theme and variations when heard.
	A.4.2- Use the correct terms when describing events, musical devices, or instruments used within and example from a musical work.	programmatic, impressionist
	A.4.3- Compare and contrast music of different styles, genres, and time periods.	baroque, classical, modern,
	A.4.4- Compare two performances of a piece being learned and discuss differences in choices of tempo, dynamic variety, balance of instruments, and uses of expressive features.
	A.4.5- Describe the musical and compositional features of a piece being studied, including its orchestration, use of various instruments for effect, and use of melodic, rhythmic, and harmonic elements within the work.	tonal texture, counter-melody, accompaniment.
	A.4.6- Describe in musical terms the unique features of an instrumental work.
	A.4.7- Identify and describe similar formal devices as multiple examples of one genre such as string quartet, symphony, serenade, march, tone poem, or suite are heard.	form, timbre,
Standard 5- Understanding relationships between music, the other arts, and disciplines outside the arts.	A.5.1- Compare and contrast the processes of analysis, inquiry, and creativity used in the arts to their use in other subject areas such as mathmatics, literature, and the physical or social sciences.	Interdisciplinary
	A.5.2- Compare and contrast artistic processes and principles as they are used within two or more fine arts areas.
	A.5.3- List several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups.
	A.5.4- Explain how the roles of creators, performers, and others involved in the arts resemble and differ from one another in the various arts disciplines.
Standard 6- Understanding music in relation to history and culture.	A.6.1- Upon hearing works that have been studied, name the genre (such as opera), style (such as classical or jazz), and historical background (period in history, country, and culture) for each, including the composer.
	A.6.2- Describe the origins and development of American genres such as jazz, the Broadway musical, and rock music, including well-known composers and performers within each genre.
	A.6.3- Describe musical charactersitics that make certain works suitable for specific situations.
	A.6.4- Document times and places within a recent time period where you have heard music, and write down the function the music was serving, the type of performance and performance medium, and personal reactions to each.
Standard 7- Evaluating music and music performances.	A.7.1- Name specific criteria to be used in evaluating the quality of a musical work or performance.	Rubric
	A.7.2- Write or present a critique of a performance, composition, improvisation, or arrangement.
	A.7.3- Using the ISSMA judges sheets from the current manual, critique a performance as would a judge.	ISSMA state qualification judging sheets
	A.7.4- Take part in a class, or family, discussion of appropriate concert behavior, attend a concert, and evaluate your own behavior as well as that of the audience and family members.
	A.7.5- Write or note daily critiques of ensemble or individual performance and create practice strategies that will be used to improve musical quality.	pedagogy, rehearsal technique