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Concert Band Syllabus

CHS Music Department

Contact Information: Parents may contact me by phone, email, or visiting the

school.
Teacher: Miss Michelle Carpenter
Email Address: michelle.carpenter@ccsd.us
Phone Number: (740) 702-2287 ext. 16313
Online: http://www.ccsd.us/1/Home
Teacher Contact Websites:
● Google Classroom
● RemindApp

CCSD Vision Statement: The Chillicothe City School District will provide
tomorrow’s leaders with a high quality education by developing high expectations
and positive personal relationships among students, staff, and community members.

CCSD Mission Statement: The Chillicothe City School District empowers students
to learn, to lead, and to serve.

Course Description and Prerequisite(s) from Course Handbook:

State Course #120500
Prerequisite: Audition / Director Approval
Elective Grade: 9-12
Graded Conventionally Credit: 1
Concert Band is a one year course, and serves as the flagship ensemble for high
school wind and percussion instruments. Students must undergo an audition for
chair placement to be placed in Concert Band. Students develop skills in rhythm,
intonation, articulation, and balance through the study of repertoire from various
eras and styles of composition.
The band will perform at least four concerts during the year, (one per nine
weeks) along with various school and community functions. Grades will be
determined by concert attendance, written concert reflections, scale tests, and
participation grades due every nine weeks. Students will also perform at OMEA
events. Uniform guidelines for concerts must be followed. Attendance at all events is
required.
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Learning Targets: Defined below for clarity are the Unit Titles, Big Ideas of every
Unit taught during this course, and the Essential Questions to be answered to better
understand the Big Ideas. A student’s ability to grasp and answer the Essential
Questions will define whether or not he or she adequately learns and can apply the
skills found in Big Ideas. This will ultimately define whether or not a student scores
well on assessments administered for this course.

● 1st Quarter
o Unit I: Fall Concert
▪ Big Idea #1: I can perform “Thunderer March” by John Philip
Sousa arr. Robert Foster (Grade 2)
● Essential Question #1: What are characteristics of a march
style?
● Essential Question #2: Why are dynamics so important to
marches?
● Essential Question #3: What are the major changes that
occur during a trio section?
▪ Big Idea #2: I can perform “Portrait of a Clown” by Frank
Ticheli (Grade 2)
● Essential Question #1: How do we maintain a light style?
● Essential Question #2: What is appropriate ensemble
balance?
● Essential Question #3: What does it mean to play in a
staccato style?
▪ Big Idea #3: I can perform “Der Erlkonig” by Scott Watson
● Essential Question #1: How do we make a difference between
articulations in this piece?
● Essential Question #2: Are we maintaining an even, steady
beat when performing successive 8th note sections?
● Essential Question #3: What is the “road map” of this piece
and are we performing it correctly without stopping?
▪ Big Idea #3: I can perform “Monster at the Drive-Thru
Window” by John Prescott (Grade 2)
● Essential Question #1: How do we layer differing articulation
styles yet still play together?
● Essential Question #2: What scale is used throughout this
piece?
● Essential Question #3: Can we read a piece in 4/4, but
perform it in cut time?

● 2nd Quarter
o Unit II: Holiday Concert
▪ Big Idea #1: I can perform “Happy Holidays/White Christmas”
by Ted Ricketts
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● Essential Question #1: How do we create warm tones on our

instruments?
● Essential Question #2: Are we performing with rhythmic
precision?
● Essential Question #3: Are we effectively playing with a light
jazz style?
▪ Big Idea #2: I can perform “Amen” by Frank Ticheli
● Essential Question #1: What is legato?
● Essential Question #2: How do we count rhythms in cut time?
● Essential Question #3: How can we perform with a gospel
style?
▪ Big Idea #3: I can perform “Carol of the Bells” by Peter
Wilhousky arr. Carl Strommen (Grade 2)
● Essential Question #1: What is an appropriate ensemble
crescendo?
● Essential Question #2: How do we add our own musical
shaping to every phrase, even when nothing is written?
● Essential Question #3: What articulations should we use
when performing the 8th note sections?
▪ Big Idea #4: I can perform “A Christmas Tale” by Randall
Standridge (Grade 2.5)
● Essential Question #1: Are we performing chromatic sections
with accuracy?
● Essential Question #2: Can we use extended techniques to
help illustrate imagery?
● Essential Question #3: Can we coordinate our playing with a
spoken narrator part?

● MID-TERM EXAM

● 3rd Quarter
o Unit III: Winter Concert
▪ Big Idea #1: I can perform “Darklands March” by Randall
Standridge (Grade 2)
● Essential Question #1: How can we use our performance of
“Thunderer March” to improve our playing of this piece?
● Essential Question #2: How can we show variety in repeated
sections?
● Essential Question #3: What are pitch tendencies for our
instruments?
▪ Big Idea #2: I can perform “Red Balloon” by Anne McGinty
● Essential Question #1: Are we performing with note
precision, especially since there is no key signature?
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● Essential Question #2: Are we using appropriate breath

support needed for phrasing in this piece?
● Essential Question #3: How can we make each section sound
effortless and smooth (play with a tonal center)?
▪ Big Idea #3: I can perform “Adrenaline Engines” by Randall
Standridge (Grade 2)
● Essential Question #1: What is an ostinato and how does it
function in this piece?
● Essential Question #2: Can I identify and blend with other
sections playing my same part?
● Essential Question #3: Are we moving together during fast
chorale sections?

● 4th Quarter
o Unit IV: Spring Concert
▪ Big Idea #1: I can perform “New Castle March” by Johnnie
Vinson (Grade 2)
● Essential Question #1: Are we performing fast notes
effortlessly and smoothly?
● Essential Question #2: How should dotted rhythms be played
in this piece?
● Essential Question #3: What is “call and response” and how is
it used in this piece?
▪ Big Idea #2: I can perform “...At Twilight” by Tyler S. Grant
● Essential Question #1: Are we breathing and phrasing
together?
● Essential Question #2: Are we maintaining steady pitch
through sustained notes?
● Essential Question #3: How do my personal anecdotes and
experiences create a focus needed to perform this piece?
▪ Big Idea #3: I can perform “Electricity” by Brian Balmages
● Essential Question #1: Are we creating quality tone on our
instruments?
● Essential Question #2: How can appropriate breathing
techniques help us during impactful sections?
● Essential Question #3: What is endurance in music and how
can I improve it?
▪ Big Idea #4: I can perform “Music from Beauty and the Beast”
by Paul Lavender
● Essential Question #1: Are we matching in note lengths?
● Essential Question #2: What is vertical alignment?
● Essential Question #3: Are we adjusting our intonation,
especially in upper registers?

o END OF COURSE EXAM

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Course Materials:
● Google Chromebook (as needed)
● Instrument/Materials (See Handbook for specific instrument requirements)
● Black Music Folder (assigned to each student)
● Pencil

Course Expectations:
● In this performance based curriculum, students are expected to follow the
appropriate behavior guidelines. In doing so, students will not only become
better musicians, but they will acquire skills that can be transferred to other
subjects and even their future lives. Students will be required to put forth
their best effort at all times as well as encouraging others to do their best as
well. Courtesy and respect towards themselves, others, and the teacher is
also required at all times. Along with musical skills and assessments,
students will be asked to complete written assignments to deepen their
understanding of the material, keep track of progress, and generate personal
goals for future performances.
● Students are expected to be prepared for and attend all rehearsals,
clinics, and performances. Students who need extra assistance can contact
the directors or fellow students for additional help. Students who wish to
further their music education will be encouraged to take advantage of extra
opportunities, including but not limited to, private lessons, jazz band and pep
band.
● Students will be issued a black music folder at the beginning of the year and
are expected to return it by the end of the year. Students will be charged
$25 if the folder is lost or damaged.

Performance Policy:
All performances are mandatory. Unexcused absences from performances will
result in the student receiving an “F” for that performance. Students with an
EXCUSED absence will have the opportunity to make-up this grade by playing their
concert music for the director within 1 week of the performance. This will need to
be scheduled by the student to take place outside of class. Students with excused
absences can receive up to full credit (A+) for making up the grade. If a student has
an UNEXCUSED absence from a performance, this student also has the opportunity
to make up the grade and needs to perform their concert music for the director
within a week of the performance. The highest grade the student will earn by doing
this is a B. Make-ups are graded on the quality of the performance. Exceptions may
be made on a case by case basis.
● School policy regarding excused/unexcused absences will be enforced.
● Work, scheduled appointments, sports, or other extra-curricular activities
are NOT excused.
● If there is a conflict or an absence, parents should contact the director at the
earliest available moment prior to the performance. This can be
accomplished via phone, email, or a handwritten note with a signature.
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● Emergency absences also necessitate a phone call to the band office (740-
702-2287, ext. 16313).
● Follow-up is the responsibility of the student.

Important Dates:
● October 25th- Halloween Concert, 7pm
● December 18th- Holiday Concert, 7pm
● March 12th- Winter Concert, 7pm
● April 1st-5th- Ensemble Auditions for 2019-2020, TBD
● May 22nd- Spring Band Concert, 7pm
● June 3rd- Spring Band Banquet, 6pm

Grading:
Unit Exams 50%
● Performances, Concert Reflections
Assessments 30%
● Scale Tests, Playing Tests
Classwork/Homework 20%
● Students should practice daily to prepare for rehearsals, concerts, and
playing tests.
● Students should have all class materials and be in their seats on time, and
actively participate in rehearsals.
● Bell Ringers, Exit Slips, and Participation. Excessive cell phone usage will
result in the lowering of the overall participation grade by a partial
grade letter. (Ex: A+ lowers to an A)
● Each nine week’s grade comprises 20% of a student’s final grade.
● The Mid-Term Exam and End of Course Exam each comprise 10% of a
student’s final grade.

Grading Scale:
The grading scale for Chillicothe High School can be found in the student handbook
or online at http://www.chillicothe.k12.oh.us/1/Content2/studenthandboook.

Late Work: Late work will be subject to the Board-adopted policy on assignments
that are submitted late (to be reviewed in class).
● Regardless of the absence type (excused or unexcused), students will be
expected to make up work and be held accountable for learning all material
they missed.
● Any student who is absent from school (excused or unexcused) will have one
(1) additional day for every day they missed, to make up his/her work for full
credit (100%).
● Any student who exceeds the allotted time to turn in an assignment for full
credit may still turn in late work for partial credit.
o Any student who turns in work up to 1 week late must at least be
given the opportunity to earn 75% on that assignment.
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o Any student who turns in work between 1 and 2 weeks late must at
least be given the opportunity to earn 60% on that assignment.
● The end of the 9 weeks is the cut off point for teachers to accept late work
from students for full or partial credit, unless the teacher decides to give the
student an incomplete for the 9 weeks due to extenuating circumstances.

Performance Based Section: Writing

Assignments/Exams/Presentations/Technology
One or more of the End of Unit Exams may be Performance Based. According to the
Ohio Department of Education, “Performance Based Assessments (PBA) provides
authentic ways for students to demonstrate and apply their understanding of the
content and skills within the standards. The performance based assessments will
provide formative and summative information to inform instructional decision-
making and help students move forward on their trajectory of learning.” Some
examples of Performance Based Assessments include but are not limited to
portfolios, experiments, group projects, demonstrations, essays, and presentations.
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CHS Concert Band Course Syllabus

After you have reviewed the preceding packet of information with your parent(s) or
guardian(s), please sign this sheet and return it to me so that I can verify you
understand what I expect out of each and every one of my students.

Student Name (please print): ______________________________________________________________

Student Signature: __________________________________________________________________________

Parent/Guardian Name (please print):

____________________________________________________

Parent/Guardian Signature:

________________________________________________________________

Date: ________________________________________________________________