Department Overview

In its music courses the Performing Arts Department presents a variety of approaches to the study of music, designed to teach both music literacy and a perception of the expressiveness and uniqueness of music.

A student may choose to study and experience music through instrumental and/or vocal performance. In addition, a music theory course (Introduction to Music Writing) is available to explore the structure of music. The performance courses (Band and Chorus) are sequential. Music literacy skills (music reading, sight singing, instrumental technique, tone production) are developed and refined each year.

In all these courses the performing arts engage the imagination, foster flexible ways of thinking and problem solving, develop disciplined effort, and build self-confidence. These are lifetime activities that should enhance the quality of students' lives long after high school.

The MSAD 75 instrumental music program is a vertically structured, sequential system that is predicated on individual skill development. Band is an academic, co-curricular course offering, the foundation of which is the instrumental music lessons provided for all students in the program in grades 5-8. The following is a philosophical overview of the program as it pertains to the high school, along with specific scope and sequence information.

At each of the three levels (elementary, middle school, and high school), there are specific "points of emphasis" that are the most important areas of instruction. At each level, these points of emphasis are slightly different. At the elementary level, students must be taught basic fundamentals (breathing, embrochure formation, stick technique) and basic music literacy, care, and maintenance of the instrument, and given an introduction to ensemble development (i.e. knowing how to play in a band). At the middle school level, the primary focus is on individual technique development, meeting instrumentation goals, and continuing ensemble development. In high school, the focus is on refining both individual musicianship and ensemble development.

High school (grades 9-12) - general philosophy

By the time students get to the high school band, they should have individual skills, fundamental technique, and music literacy to be able to perform advanced quality band literature (Grades lV-V). Music will be chosen that is educationally and artistically challenging and represents a broad historical and stylistic range. The main focus at this level is refining individual and ensemble musicianship and putting all the training into practice. The high school bands will perform regularly at school concerts, festivals, and competitions. As stated in the Mt. Ararat Performing Arts Curriculum, the high school band "does not exist to be a public service organization or a school spirit organization. Performances will be scheduled only if there is solid educational justification for the students involved in the performance. The band director will always justify a performance first and foremost by the educational benefits derived by the students from performing." Goals are to:

Refine individual musicianship and technique through the use of quality band literature and refine individual technique and style;
Refine understanding and performance of ensemble balance and blend;
Refine sight reading ability.

Instructional methods - The primary instruction method is the band music. Quality band music from a variety of styles and time periods will be chosen in order to be challenging both technically and musically. Students will also be encouraged to audition and participate in various honors festivals (i.e. All-District, All-State, All-Eastern), outside musical ensembles (i.e. Brunswick Regional Youth Orchestra, USM Youth Ensembles), and extra ensembles at school as time allows (i.e. Brass Choir, Woodwind Choir, Percussion Ensemble).

Instructional setting - The primary setting is the band rehearsal. There are no lessons at the high school level. Students are assessed on the band music through individual playing exams twice per quarter. Grades for high school band are based on: Playing exams (40%), attendance at required performances (30%), and rehearsal behavior and attitude (30%).

The major emphasis of the high school band program is on the performance of challenging and quality concert band literature. Students may elect to take any high school band course and have an Honors designation on their transcript (i.e. Honors Concert Band) by meeting requirements that go beyond the scope of the course components, such as taking private music lessons; auditioning and participating in district, state and regional festivals; and performing in outside musical organizations.

Another way of challenging the more advanced and more motivated high school instrumental musician is the Independent Study Applied Music Performance course, where students take intensive applied music (private lessons). Students demonstrate their yearly progress in a recital performance or a recording.

There are two high school bands -- Concert Band and Wind Ensemble -- a regularly scheduled course. Concert Band includes everyone who wishes to be in band (primarily Grades 9 and 10). The only prerequisite to being in Concert Band is that the student receive a B- or better grade in band the previous year. In the fall and spring, the Concert Band and Wind Ensemble combine to march in parades and/or marching competitions, such as the Memorial Day Parade, the Maine State Parade, and the Maine State Fire Fighters Convention Parade. Entrance into the Wind Ensemble, which is primarily for students in Grades 11 and 12, is by audition. The Wind Ensemble and Concert Band combine for concerts to form the Symphonic Band. In addition, the Wind Ensemble performs its own separate and more challenging music.

Students also have the opportunity to play in the Jazz Band, which meets once a week for two hours in the evening.

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Curriculum Guides

Concert Choir

1. Course description - Grades 9-12; a one-credit elective course that meets five periods per week.

Goals:

1. To increase individual performing ability;
2. To increase music reading ability;
3. To increase knowledge and appreciation of the repertoire performed;
4. To perform quality choral literature (in four or more parts) of various styles, grades IV-VI;
5. To afford an opportunity for students to perform and compete at the district, state, and regional level.

In this course, students perform standard choral literature, ranging in difficulty from grade IV to grade VI. The Concert Choir performs at school concerts and festivals. Students need not audition to get into this group but must maintain a level of music proficiency that would enable the student to be a contributing member of the ensemble.

Concert Choir is part of a vertical sequence that begins in elementary school and continues through middle school and high school.

2. Course components - Using a balanced variety of music, the program trains each student in the following vocal skills
:

1. Tone production
2. Music literacy
3. Auditory perception
4. Expression
5. Ensemble
6. Communication
7. Critical listening

Students will have the opportunity to perform and compete at the district, state, regional, and national levels. Students will also be exposed to professional performers, including live performances by guest artists and ensembles and audio and video recordings. Gifted and talented students will have the opportunity to audition for district, state, regional, and national honor groups such as All-District, All-State, All-New England, and All-Eastern.

3. Course materials

A variety of music from many historical and stylistic periods
Professional performers, artists-in-residence, guest clinicians
Audio and video recordings
Two upright pianos (rehearsal room and private lesson room)
Grand piano (for performance in the Commons)
Music folders
Storage cabinet
Stereo recording and playback equipment
Robes and stoles
Macintosh computers, hardware, and software
Pitchpipes

4. Student expectations

Be present and on time for rehearsals
Come prepared with music and pencil
Respect others and the facilities
Participate in and contribute to rehearsals
Learn to perform individual vocal part capably
Attend all required performances.

5. Evaluation - A student's grade is based on the following:

1. The student's performance in the individual vocal exam;
2. The student's adherence to the stated Student Expectations and High School Choral Policies;
3. Attendance at all required performances;
4. Extra credit.

High school choral policies

1. Student expectations - Students are expected to:

be present and on time for all rehearsals and performances;
bring their instruments, music, and a pencil to all rehearsals;
act with courtesy toward teachers and other students;.
keep school property (robes, stoles, folders, equipment, etc.) in good condition;
be prepared to participate in rehearsals and performances;
learn their individual music and be a contributing member of the choir.

2. Rehearsal behavior - Students are expected to exhibit proper rehearsal behavior, which includes:

listening (no talking) when the teacher or another student is talking;
exhibiting appropriate posture for good singing;
no gum-chewing during rehearsal;
no eating during rehearsal;
when in choral rehearsal, a student will do chorus work (not work from another class).

3. Grading - Grades will be based on exams, and observation of student attitude and behavior during rehearsals and performances. Students may earn extra credit for extra work.

4. Performances - A student is expected to be at all performances of the ensemble. An unexcused absence will cause their rank to be lowered by one whole letter grade.

5. Performance dress - For performances, students will wear their robe and stole or concert black and whites.

6. Discipline - The following steps will be followed in dealing with disciplinary situations:

Student warning
After-class discussion
Formal teacher-student conference
Parent phone contact
Administrative referral
Parent-student-teacher-administrator conference

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Treble Choir

1. Course description - Grades 9-12; a one-credit course that meets five periods per week. Students are selected for the course on the basis of an audition.

Goals:

1. To increase individual performing ability
2. To increase music reading ability
3. To increase knowledge and appreciation of the repertoire performed
4. To perform quality treble choral literature of various styles, grades IV-VI
5. To afford students the opportunity to perform and compete at district, regional, and state levels

This course is offered to female singers who wish to explore treble (upper) voice choral literature, grades IV-VI. The Treble Choir performs at school concerts and at festivals.

2. Course components - Using a balanced variety of music, the program trains each student in the following vocal skills:

1. Tone production
2. Music literacy
3. Critical listening
4. Expression
5. Ensemble
6. Communication
7. Auditory perception

Students will have the opportunity to perform in school concerts and to perform and compete at regional, state, and district festivals. Students will also be exposed to professional performers, including live performances by guest artists and ensembles and audio and video recordings. Gifted and talented students will have the opportunity to audition for district, state, regional, and national honor groups such as All-District, All-State, All-New England, and All-Eastern.

3. Course materials

4. Student expectations

Be present and on time for rehearsals
Come prepared with music and pencil
Respect others and the facilities
Participate and contribute in rehearsals
Learn to perform individual vocal part capably
Attend all required performances

5. Evaluation - A student's grade will be based on the following:

A. The student's performance in the individual vocal exam

All students will be required to sing for a grade at least once per grading period.
If a student is not satisfied with the grade received for a singing exam, he/she may schedule another exam time in order to improve the grade.
If a student performs unsatisfactorily, that student may be required to have one or more lessons and/or practice sessions.

B. The student's adherence to the stated Student Expectations and High School Choral Policies

C. Attendance at all required performances

D. Extra credit

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Chamber Singers

1. Course description - Grades 9-12; a one-credit course that meets 5 periods per week. Students are selected for this course on the basis of an audition.

Goals:

To increase individual performing ability
To increase music reading ability
To increase knowledge and appreciation of the repertoire performed
To perform quality choral literature of various styles, grade V-VI
To afford students the opportunity to perform and compete at district, state, and regional levels

This course is offered to instruct singers, both male and female, who wish to explore more difficult choral literature for smaller groups, grade level VI. The ensemble has an extensive performance schedule throughout the year. Vocal lessons and music literacy instruction are offered to all members of the group.

2. Course components - Using a balanced variety of music, the program trains each student in the following vocal skills:

Tone production
Music literacy
Auditory perception
Expression
Ensemble
Communication
Critical listening

Students will have the opportunity to perform in school concerts and to perform and compete at regional, state, and district festivals. Students will also be exposed to professional performers, including live performances by guest artists and ensembles, and audio and video recordings. Gifted and talented students will have the opportunity to audition for district, state, regional, and national honor groups such as All-District, All-State, All-New England, and All-Eastern.

3. Course materials

A variety of music from many historical and stylistic periods
Professional performers, artists-in-residence, guest clinicians
Two upright pianos (rehearsal room and private lesson room)
Grand piano (for performance in the Commons)
Music folders
Storage cabinets
Stereo recording and playback equipment
Audio and video recordings
Robes and stoles
Macintosh computers, hardware, and software
Pitchpipes

4. Student expectations

Be present and on time for rehearsals
Come to all rehearsals prepared with music and pencil
Respect others and the facilities
Participate and contribute in rehearsals
Learn to perform individual vocal part capably Attend all required performances

5. Evaluation - A student's grade will be based on the following:

A. The student's performance in the individual vocal exam

All students will be required to sing for a grade at least once per grading period
If a student is not satisfied with the grade received for a vocal exam, the student may schedule another exam time in order to improve the grade.
If a student performs unsatisfactorily, he/she may be required to have one or more lessons and/or practice sessions.

B. The student's adherence to the stated Student Expectations and High School Choral Policies

C. Attendance at all required performances

D. Extra credit

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Concert Band

1. Course description - Grades 9-12; a one-credit elective course that meets every day.

Goals:

1. To increase individual performing ability
2. To increase music reading ability
3. To increase knowledge and appreciation of the repertoire performed
4. To perform quality band literature of various styles - grades IV-VI
5. To afford students the opportunity to perform and compete at district, state and regional levels

In this course, students perform standard concert band literature ranging in difficulty from grade IV to grade VI. For part of the year (4-8 weeks total), the band (combined with the Wind Ensemble) marches in parades (Memorial Day) and parade competitions (such as the Maine State Parade, Maine Firefighters Convention Parade). The rest of the year is spent on concert band literature with performances at school concerts and music festivals. At times during the year, the group breaks into small ensembles, such as Jazz Band, Brass Ensemble, Flute Ensemble, etc. In order to be in the band, a student must demonstrate a proficiency level that would enable that student to be a contributing member of the band.

Concert Band is part of a sequence that begins in elementary school and continues through middle school and high school.

2. Course components - The Concert Band experience, as part a sequential program, includes full band performance, small ensembles, and marching band. The course offers the student the opportunity to continue development in the following areas:

1. Tone production
2. Music literacy
3. Critical listening
4. Expression
5. Ensemble
6. Communication
7. Auditory perception
8. Self-discipline

Students will have the opportunity to perform high-quality band literature in school concerts and to perform and compete at regional, state, and district festivals. Students will also be exposed to professional performers, including live performances by guest artists and ensembles and audio and video recordings. Gifted and talented students will have the opportunity to audition for district, state, regional, and national honor groups such as All-District, All-State, All-New England, and All-Eastern.

3. Course materials

A variety of music from many historical and stylistic periods
Professional performers, artists-in-residence, guest clinicians
Audio and video recordings
School-owned band instruments
Stereo recording and playback equipment
Band uniforms
Macintosh computers, hardware, and software
Music stands

4. Student expectations

Be present and on time for all rehearsals
Come to all rehearsals prepared with instrument, music, and equipment
Respect others and the facilities
Participate and contribute in rehearsals and performances
Attend all required performances

5. Evaluation - A student's grade will be based on the following:

A. The student's grade for the playing exams (40%)

1. All students will audition individually for a grade during each grading period.
2. All students will be required to play for a grade at least once per grading period.
3. Students must do the playing exam by the posted deadline.
4. Students may earn extra credit points.
5. If a student performs unsatisfactorily, that student may be required to play again at another exam scheduled at a later date, or be required to have one or more lessons and/or practice sessions.

B. The student's class participation and attitude (30%).

C. Attendance at all required performances (30%).

High school band policies

1. Student expectations - Students are expected to:

be present and on time for all rehearsals and performances;
bring their instruments, music, and a pencil to all rehearsals;
use their own instruments or a school instrument that has been assigned to him/her;
act with courtesy toward teachers and other students;
keep school property (uniform, books, music, instruments, equipment, etc.) in good condition;
be prepared to participate in rehearsals and performances;
learn their individual music and be a contributing member of the band.

2. Rehearsal behavior - Students are expected to exhibit proper rehearsal behavior, which includes:

a. listening (no talking) when the teacher or another student is talking.
b. feet on the floor (no legs crossed) when playing.
c. no gum-chewing during rehearsal.
d. no eating during rehearsal.
e. when in band rehearsal, a student will do band work (not work from another class)

3. Grading - Grades will be based on playing exams, attendance at required perfor mances and rehearsals, and observation of student attitude and behavior during rehearsals and performances. Students may earn extra credit for extra work.

4. Performances - A student is expected to be at all performances of the ensemble. An unexcused absence will cause their rank to be lowered by one whole letter grade.

5. Performance dress - For performances, students will wear their band uniform (as provided by the school) with white shoes and socks.

Students are responsible for obtaining white shoes to wear with the band uniform. Students who cannot afford these shoes should talk to the director of the group about alternative solutions.

6. Discipline - The following steps will be followed in dealing with disciplinary situations:

Student warning
After-class discussion
Formal teacher-student conference
Parent phone contact
Administrative referral
Parent-student-teacher-administrator conference

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Wind Ensemble

1. Course description - Grades 9-12; a one-credit elective course that meets every day. Students are selected for this course on the basis of an audition.

Goals:

This course is an opportunity for instrumental musicians who wish to explore more difficult band literature for smaller groups, grade level V-VI. The ensemble has an extensive performance schedule throughout the year. Seniors may elect to be in Wind Ensemble only, but students in all other grade levels must be in Concert Band to be eligible for Wind Ensemble..

2. Course components - The Wind Ensemble experience, as part a sequential program, includes full band performance and small ensembles. The course offers the student the opportunity to continue development in the following areas:

Tone production
Music literacy
Critical listening
Expression
Ensemble
Communication
Auditory perception
Self-discipline

A variety of music from many historical and stylistic periods
Professional performers, artists-in-residence, guest clinicians
Audio and video recordings
Mt. Ararat Music Fundamentals Workbook
School-owned band instruments
Stereo recording and playback equipment
Band uniforms
Macintosh computers, hardware, and software
Music stands

4. Student expectations

Be present and on time for all rehearsals.
Come to all rehearsals prepared with instrument, music, and equipment
Respect others and the facilities
Participate and contribute in rehearsals and performances
Attend all required performances

5. Evaluation - A student's grade will be based on the following:

A. The student's grade for the playing exams (40%).

1. All students will audition individually for a grade during each grading period.
2. All students will be required to play for a grade at least once per grading period.
3. Students must do the playing exam by the posted deadline.
4. Students may earn extra credit points.
5. If a student performs unsatisfactorily, he/she may be required to play again at another exam scheduled at a later date, or be required to have one or more lessons and/or practice sessions.

B. The student's class participation and attitude (30%).

C. Attendance at all required performances (30%).

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Introduction to Music Writing

1. Course description - Grades 9-12; a full-year, one-credit elective course that meets five periods per week

Goals:

To develop an understanding of the structure of music, including rhythmic and melodic dictation, major and minor scales, chords, harmonization, and composition
To be able to compose a song with a melody and harmony
To be able to perform simple compositions on a keyboard
To be able to take musical dictation
To be able to hear and identify basic intervals, chords, and scales
To increase the student's understanding and appreciation of music from a wide range of musical styles
To increase the student's understanding of the elements of music

This course teaches the structure of music, including scales, chords, notation, harmony, and melody. Students learn to use computers, MIDI keyboards, and pianos to compose and perform original compositions. Students will also learn to listen critically to music from a wide range of styles. Music listening will be geared toward understanding why music sounds the way it does. Compositional and historical styles, techniques, and instrumentation will be explored.

2. Course components - Using a variety of instructional strategies and learning tools, the student will learn to write music. The course blends a minimum of lecture instruction with ear-training, musical dictation, and hands-on experience using MacIntosh computers and soft ware, MIDI keyboards, and pianos. The course uses the Mt. Ararat Music Fundamentals text/workbook to develop music composition skills.

3. Course materials

Mt. Ararat Music Fundamentals Text/Workbook
Macintosh computers, hardware, and software
MIDI keyboards
Four pianos
Stereo playback equipment

4. Student expectations - Students are expected to:

Have a three-ring binder notebook for the text/workbook, and to keep all handouts in the order in the notebook;
Complete end-of-chapter assignments on time.

5. Evaluation - A student's grade will be primarily based on test scores, the timely completion of core assignments, and effort.

Introduction to Music Writing - core assignments

Students must satisfactorily complete one composition in each of the following styles:

1. ABA form
2. based on theme and variation form
3. in a major key
4. in a minor key
5. in a church mode
6. using text