Ball State University / College of Fine Arts / School of Music / Spring 2005

MusEd 395 : Band Literature for School Ensembles

(classes meet Monday & Wednesday, 8:00-8:50 a.m.)

Dr. Frederick Burrack

MU409c; Office hours : Mon & Wed 9:00-10:00 or by appointment

Phone: 285-5405

Course Description:

This course includes a review of band literature appropriate from all difficulty levels and style for concert and jazz ensembles in elementary and secondary schools. Major publishers, composers, arrangers, and music selection practices will be considered. Score analysis will illustrate literature understanding. Seminar discussion will use sample scores and recordings.

Course Objectives: By the conclusion of this course, the student will:

1. demonstrate excellence as a professional music educator through regular class attendance, appropriate behavior, and consistent participation in class.

2. identify major band composers and their works from various periods in band history.

3. assemble a database of instrumental music literature for teaching and performance illustrating knowledge of genre, historical periods, stylistic categories, and difficulty.

4. analyze instrumental music literature focusing on compositional elements demonstrated through the development and presentation of a handout, an instructional unit plan, and Webquest useful for teaching through performance in band.

5. articulate issues pertaining to concert programming and create a model concert program for beginning, middle and high school levels according to these issues.

6. develop a full year literature curriculum for your first year of teaching.

7. locate and reflect upon three articles based on band literature that will be useful for your teaching.

8. describe the historical development of the concert band and its literature.

9. assemble a resource notebook on band literature for easy access while teaching.

Required Materials

1. Miles, R. et al (1996). Teaching Music through Performance in Band. Chicago, IL:GIA Publishing

This is the book that broke new ground with its theoretical, practical, and analytical information for band directors seeking to help their students. Divided into three sections, Part I examines the various theoretical aspects for the band director, including music selection, the student learning process in band, rehearsal design, and student assessment in band. Part II offers practical suggestions for the band director in teaching music during rehearsal, building a band curriculum, and structuring for teacher, student, and program success. Part III, the "nuts-and-bolts" Teacher Resource Guides, contains analysis of 100 best-known and respected band compositions, grades 2-6. Included for each musical selection is information about the composer, the composition, historical background, technical requirements, stylistic considerations, important musical elements including form and structure, suggestions for additional listening, and a guide to selected references. This book is an essential resource for band directors at all levels and a major contribution to the field.

2. Corporon, E. (1996). Teaching Music through Performance in Band: Resource Recordings Volume 1, Grades 2-3 & 3-4 CD sets

This three-CD set contains premier performances of 40 of the most significant works ever composed for band, grades 2 and 3, as selected by the world-renowned educators and conductors of the Teaching Music through Performance in Band series. The North Texas Wind Symphony under the direction of Eugene Corporon- internationally acknowledged as one of the premier ensembles of its kind-gives skillful performances of this essential, but often overlooked, repertoire. These recordings are the perfect place to start when selecting high-quality music for your ensemble, and are a great source for conducting ideas and models of sheer musicality possible with grade 2 and 3 band literature. All 40 selections are analyzed in Teaching Music through Performance in Band, Volume One.

3. 2” binder (suggest slant-ring) with index sheets/dividers for class notes and handouts.

4. Scores as needed self-purchased through http://www.peppermusic.com

Other Resources

Selected readings will be placed on reserve at Bracken Library, on the blackboard site, online resources at - http://www.bsu.edu/classes/bauer/mused395/, http://lrs.ed.uiuc.edu/students/heidel/analysis.html, http://musicweb.rutgers.edu/windband/bandlinks1.htm

and online catalogues -

Hal Leonard http://www.halleonard.com/

Queenwood http://www.queenwood.com/

Kendor http://www.kendormusic.com/

Boosey and Hawks http://www.boosey.com/

Ludwig http://www.ludwigmusic.com/printmusiccat.cfm?id=1

Kjos http://www.kjos.com/

Manhatten Music http://members.aol.com/mbmband/

Amstel http://www.euronet.nl/~amsmusic/

Alfred Music http://www.alfredmusic.com/

Note: If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible. My office location and hours are listed on the first page of this syllabus.

Expectations:

Attendance: Prompt attendance is expected as a demonstration of professional commitment. 1% off of grade for each absence. Two tardies = 1% off of grade. Significant absences will be reported to the Registrar’s Office.

Class Participation: You will be evaluated on the quality, quantity, and appropriateness of oral contributions to the class. Come to class prepared (read and listen to assignments), bringing questions and comments to stimulate discussions.

Academic Honesty: Academic dishonesty policies govern the formal procedures for handling cheating, plagiarism, destroying someone else’s work, or abetting any of these acts (see “Code of Student Rights and Responsibilities: Student Academic Ethics Policy”). You are expected to research and learn from existing material but also to give credit to it’s source.

Professional Development: Commitment to professional growth and development will be exhibited by completing 4 professional development hours through at least 2 different events. Events that can be used to fulfill this requirement include MENC, NBA, ASTA, and ACDA meetings, and Career Services workshops. You may also serve as a music education research participant and count this for one hour (even if your participation involves only 15 minutes of your time, for example). Other events may be discussed in class. To receive professional development credit for any event that has not been discussed in class, students should obtain the prior written permission of the instructor.

Please note:

· A music teaching experience (for example teaching a private lesson or directing a church choir) can be used for one of the four required professional development hours. A reflective essay on lesson content and how your teaching is evolving needs to be stapled to the professional development log.

· Fraternity or sorority events and meetings do not count toward this requirement.

· A BSU faculty member or the speaker of the event must sign the professional development log for you to receive credit for the event.

MENC and NBA: As part of INTASC Principle #10, every music education major is expected to be a member of MENC and will be 50% of the Professionalism Grade. It is strongly suggested that all students enrolled in this course become members of the NBA chapter. Student NBA members receive the Instrumentalist Magazine and MENC members receive the Music Educators Journal, Teaching Music and the Indiana Musicator.

Grading Policy/Percentage: Final grades will be the average of the following:

1. Class attendance and participation

2. Quality of class assignments

3. Written mid-term and comprehensive final exam

Grade letters are based on the following percentages and in accordance with the university + and - system.

A : 94-100% A- : 90-93.9% B+ : 87-89.9% B : 84-86.9% B- : 80-83.9%

C+ : 77-79.9% C : 74-76.9% C- : 70-73.9% D+ : 67-69.9% D : 64-66.9%

D- : 60-63.9% F : 0-59.9%

Satisfactory completion of all assignments is required for a passing grade. (C or higher)
10% off for each day late (including weekends). All assignments are due by class time on the date specified. (after class is late).
All INTASC expectations must be completed with 80% or higher.

Assignments:

Basic Band Repertory Projects

5% - Class presentation on a major band composer.

10% - Database of major band composers and their pieces (see assignment description). The categories must include: Title, Composer, Arranger, Publisher, Difficulty Level, Genre, Historical Period, Stylistic Category, and Interdisciplinary Connections. Please use Excel. You will turn this in, receive a receipt response, and completed grading rubic via email.

5% - Review of three articles from the Instrumentalist Magazine that review band pieces you may use in your teaching. These articles must include some form of analysis relating to stylistic and performance challenges.

5% - Basic Band Repetory and History of the Band quizzes

10% - Assessment of all pieces in Teaching Music Through Performance

Programming Projects

10% - Design three concert programs (one for beginning band, one for middle level or young high school, and one for advanced high school). The programs should consist of 4 –5 pieces and demonstrate your understanding of issues pertaining to concert programming. Provide the title, composer/arranger, grade level, publisher, and cost of each piece. Explain your rationale for programming choices. Also supply a program for each as it would be handed out at a concert providing programs notes exposing the educational value of the pieces.

5% - Create a full year curriculum of band literature for the developmental level of your choice (beginning band, young band, advanced band). This curriculum can include the concert program selections from the former assignment. Literature selections must include a variety of styles, historical periods, and music concepts. Provide a rationale supporting your educational intentions and outline student technical/conceptual developmental expectations.

Literature Projects and Presentations : Students will study and present two band compositions chosen by the student in consultation with the instructor.

15% - Develop a comprehensive unit study that illustrates an understanding of compositional elements through the skill of score analysis. Each unit study must expose teaching techniques to enhance student understanding. A detailed description of this assignment will be provided. (5% - initial score analysis, 5% - instructional unit, 5% - cross-disciplinary connections)

5% - 1-2 page handout for one of the compositions with a presentation to the class. (see assignment for details)

10% - Webquest teaching unit as an extension of you unit plan. More details regarding this assignment will be provided in class.

Professional Expectatations

5% - Consistent professionalism, preparation and participation in class.

5% - Professional Development : Turn in the professional development log form no later than the due date indicated on the course calendar.

10% - Notebook of materials : for use as a resource during student teaching and the early years of your teaching career. The notebook must be one with large rings to that pages can be easily turned. In the front of the notebook should be the ‘syllabus’ for this class followed by a typed ‘table of contents’. The notebook should be separated into appropriate content areas with divier pages that have index tabs. Sections should not contain too many topics. Possible sections for the notebook might include: History of the Wind Band; Literature handouts and assignments by grade level; a print out of your Literature Database; Articles dealing with band literature; and printed revision of the INTASC principle statements relating to this course. (this is just an example, you do not have to use these exact sections)

Schedule of classes and topics (this is subject to change)

January 10	Introduction, orientation; Syllabus content
January 12	Band literature and the school curriculum			Read: TM pp. 4-30
January 17	MLK day: No Class
January 19	How do you select quality band literature?			Read: Selecting Music for Beginning and Developing Bands & Aural Analysis of Compositions
January 24	Score study and analysis Select Pieces for Hand-out Assignment			Read: TM pp. 33-43
January 26	Developing a Unit Plan for Quality Band Literature			Examine Sample Units on Web-site
January 31	Grade 1 & 2 Literature			Read, Listen, & Assess: TM pp. 69-100 Read: Selecting Elementary Band Literature
February 2	Grade 2 Literature: Hand-out Presentations			Read, Listen, & Assess: TM pp. 101-130
February 7	Grade 2 Literature: Hand-out Presentations {Hand in Grade 2 Assessments}			Read, Listen, & Assess: TM pp. 131-152
February 9	Grade 3 Literature: Hand-out Presentations {Article Reflection #1 Due}			Read, Listen, & Assess: TM pp. 153-183 Read: Enrich the Repertoire of your Mid-level Band
February 14	Grade 3 Literature: Hand-out Presentations {Hand In Grade 3 Assessments}			Read, Listen, & Assess: TM pp. 184-216
February 16	Grade 4 Literature: Hand-out Presentations {Article Reflection #2 Due}			Read, Listen, & Assess: TM pp. 217-247 Read: Selecting Quality Band Literature
February 21	Grade 4 Literature: Hand-out Presentations			Read, Listen, & Assess: TM pp. 248-287
February 23	Grade 5 Literature {Hand In Grade 4 Assessments}			Read, Listen, & Assess: TM pp. 288-307
February 28	Grade 6 Literature {Article Reflection #3 Due}			Read, Listen, & Assess: TM pp. 308-490
March 2	Creating a Literature Database Review Grade level Qualifications	Print and review: (1) Lit by Type; (2) Lit by Period; (3) Lit by Chronology Read: World Music in the Instrumental Program
March 7	Spring Break: No Class
March 9	Spring Break: No Class
March 14	Curricular Selection of Literature Full Score Analysis section of Unit Due	Read: (1) TM pp. 44-56 (2) Standard of Excellent in Band Lit
March 16	Contemporary Composers and their Pieces	Read: The Last Decade of Composers
March 21	Curricular Programming	Read: (1) Leading the Way (2) Band Lit grades 1, 2, 3 (3) Picking and Programming Good Music
March 23	Transcriptions, Pop, Movie Themes, Broadway, Concert Marches, etc.
March 28	Sending your Kids on a WebQuest {3 Concert Programs Due} {Full Year Curriculum Due}		Read: Sending your Kids on a WebQuest the required reading: http://www.bsu.edu/classes/bauer/mused395/ http://webquest.sdsu.edu/ and other sample sites http://sesd.sk.ca/teacherresource/webquest/music.htm http://www.webquests.ips.k12.in.us/Communities/webquests/Assets/webquests/music/spring02/smith/WebQuest.htm
March 30	Jazz Literature: Historical Foundation
April 4	Jazz Literature: Selecting Music for your ensemble
April 6	Jazz Literature: Contemporary Composers
April 11	Choosing from newly published music, Publisher’s Websites Copyright issues
April 13	Marching Band Literature
April 18	Band Composer Presentations
April 20	Band Composer Presentations
April 25	Student Presentations of Literature Units (hardcopy due) {Composer Data Base Due in Notebook} {Notebooks Due}
April 27	Student Presentations of Literature Units (hardcopy due) {Professional Development Due}
May 2	7:30-9:30 return Final Exam Student Presentations of Literature Units (hardcopy due) {Unit Study Due: via drop box in Word format}

Additional readings or assignments may be added or deleted as needed

MusEd 395 : Band Literature for School Ensembles

Queenwood http://www.queenwood.com/

Schedule of classes and topics (this is subject to change)

Select Pieces for Hand-out Assignment

Full Score Analysis section of Unit Due

Band Composer Presentations

Student Presentations of Literature Units (hardcopy due)

Student Presentations of Literature Units (hardcopy due)