Fine Arts Curriculum
  Band - Advanced
 

The purpose of the Fine Arts Program, K-12, in Fairfax County Public Schools (FCPS) is to provide every child with a well-rounded, sequential, cumulative, and comprehensive arts education. Through studies in the arts, students will gain essential knowledge as defined by the National Standards for Education in the Arts and The Fine Arts Standards of Learning (SOL) for Virginia Public Schools.

An education in the arts benefits Fairfax County Public School students by helping them gain powerful tools for:

  • understanding human experiences, both past and present.
  • learning to adapt to and respect other ways of thinking and working.
  • learning to express artistic modes of problem solving that bring an array of analytical and technical tools to every human situation.
  • understanding the influences of the arts and their power to relate to and reflect different cultures.
  • understanding the impact of the arts on virtually all we use in daily life, and their interdependence with broader worlds of ideas and action.
  • making decisions in situations where there are no standard answers.
  • analyzing non-verbal communication and making informed judgments about cultural products and issues.
  • communicating their thoughts and feelings in a variety of modes, giving them a vastly more powerful repertoire for self-expression.

A comprehensive, articulated arts education program engages students in a process that helps them develop the self-esteem, self-discipline, cooperation, and self-motivation necessary for success in life. It is the goal of the Fine Arts Program to ensure that all students in FCPS have access to the rich education and understanding that the arts provide.

 Last Updated: 06/04/12 10:15 AM
 
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FA.B3
Standard 1
  DEMONSTRATE THE ABILITY TO SING AND PLAY INSTRUMENTS
 
Benchmark 1.a
Sing Accurately and with Appropriate Technique
 
Indicator 1.a.1
Vocalize part of corresponding sections in the ensemble
 
Indicator 1.a.2
Vocalize intervals
 
Indicator 1.a.3
Vocalize parts in chorales
 
Benchmark 1.b
Demonstrate Appropriate Fundamental Technique on Instrument
 
Indicator 1.b.1
Demonstrate correct embouchure
 
Indicator 1.b.2
Demonstrate correct playing position
 
Indicator 1.b.3
Demonstrate correct posture
 
Indicator 1.b.4
Demonstrate correct breathing techniques
 
Indicator 1.b.5
Demonstrate correct articulation
 
Indicator 1.b.6
Perform with a characteristic tone quality
 
Indicator 1.b.7
Demonstrate an understanding of the fundamentals of intonation
 
Benchmark 1.c
Demonstrate Accurate Instrumental Technqiue as an Individual
 
Indicator 1.c.1
Play all major scales across the full range of the instrument
 
Indicator 1.c.2
Play one-octave concert e, a, d, g, c, f, b flat & e flat minor scale
 
Indicator 1.c.3
Play the chromatic scale throughout full practical range of instrument
 
Indicator 1.c.4
Perform a variety of rhythms in materials being studied
 
Indicator 1.c.5
Perform a variety of dynamics in materials being studied
 
Indicator 1.c.6
Perform a variety of tempi in materials being studied
 
Indicator 1.c.7
Perform a variety of meters in materials being studied
 
Indicator 1.c.8
Demonstrate musical phrasing in materials being studied
 
Indicator 1.c.9
Sight-read accurately and expressively music 2 grade levels below
 
Indicator 1.c.10
Develop instrumental technique
 
Indicator 1.c.11
Participate in VMEA-sponsored events
 
Benchmark 1.d
Demonstrate Accurate Instrumental Technique in Ensembles
 
Indicator 1.d.1
Demonstrate appropriate dynamics while playing in ensembles
 
Indicator 1.d.2
Demonstrate appropriate blend and balance while playing in ensembles
 
Indicator 1.d.3
Demonstrate steady tempo while playing in ensembles
 
Indicator 1.d.4
Respond to and demonstrate basic conducting gestures
 
Indicator 1.d.5
Actively participate in curricular/co-curricular band performances
 
Indicator 1.d.6
Perform ensemble repertoire representing a variety of styles
 
Indicator 1.d.7
Demonstrate the ability to use a metronome while rehearsing
 
Indicator 1.d.8
Use appropriate equipment to interact with recorded accompaniment
 
Indicator 1.d.9
Actively participate in marching band performances and rehearsals
 
Indicator 1.d.10
Participate VMEA-sponsored events
 
Benchmark 1.e
Demonstrate Accurate Percussion Technique
 
Indicator 1.e.1
Demonstrate the ability to perform with 3- and 4-mallet technique
 
Indicator 1.e.2
Demonstrate techniques on three to four timapni
 
Indicator 1.e.3
Perform literature incorporating multiple percussion techniques
 
Indicator 1.e.4
Perform the 40 Percussive Arts Society International Drum Rudiments
 
Indicator 1.e.5
Demonstrate correct stick control
 
FA.B3
Standard 2
  DEMONSTRATE THE ABILITY TO COMPOSE AND IMPROVISE
 
Benchmark 2.a
Demonstrate the Ability to Compose and Improvise
 
Indicator 2.a.1
Improvise a melody to a I-IV-V-I chord progression
 
Indicator 2.a.2
Improvise answer phrases in the same style to given rhythmic phrases
 
Indicator 2.a.3
Improvise answer phrases in the same style to given melodic phrases
 
Indicator 2.a.4
Compose and read rhythmic patterns in complex meters
 
Indicator 2.a.5
Compose a 24-measure melody using traditional notation in ABA form
 
Indicator 2.a.6
Using a given melody, arrange a 16-measure trio
 
FA.B3
Standard 3
  DEMONSTRATE MUSIC LITERACY AND LISTENING SKILLS
 
Benchmark 3.a
Demonstrate Music Literacy Skills
 
Indicator 3.a.1
Count rhythms using the Cooley counting system
 
Indicator 3.a.2
Read and write rhythmic patterns in complex meters
 
Indicator 3.a.3
Read and write pitches in standard music notation
 
Indicator 3.a.4
Identify, define, and demonstrate standard notation symbols
 
Indicator 3.a.5
Identify pitches in treble, bass, and tenor clef as appropriate
 
Indicator 3.a.6
Identify, define, and apply musical terms in materials being studied
 
Indicator 3.a.7
Demonstrate basic proficiency with music notation software
 
Indicator 3.a.8
Identify key signatures in repertoire being studied
 
Indicator 3.a.9
Articulate/describe expressive qualities using terminology and symbols
 
Indicator 3.a.10
Demonstrate the ability to interact with instructional software
 
Benchmark 3.b
Demonstrate Appropriate Listening Skills
 
Indicator 3.b.1
Demonstrate ability to aurally tune to electronically generated pitch
 
Indicator 3.b.2
Demonstrate knowledge of pitch tendencies of individual instrument
 
Benchmark 3.c
Demonstrate the Ability to Constructively Evaluate
 
Indicator 3.c.1
Identify and repair minor problems of instrument being studied
 
Indicator 3.c.2
Evaluate individual and group performance
 
Indicator 3.c.3
Articulate personal preferences for specific musical works and styles
 
Indicator 3.c.4
Demonstrate an understanding of instrumental music genres and styles
 
Indicator 3.c.5
Use appropriate equipment to interact with recorded accompaniment
 
Indicator 3.c.6
Attend teacher-approved live instrumental music performance
 
FA.B3
Standard 4
  IDENTIFY AND COMPARE RELATIONSHIPS BETWEEN MUSIC AND OTHER DISCIPLINES
 
Benchmark 4.a
Understand Relationships Between Music and Other Disciplines
 
Indicator 4.a.1
Examine terminology/similarities using musical subject matter
 
Indicator 4.a.2
Identify how specific elements influence the arts
 
Benchmark 4.b
Understand Relationship Between Music & Historical/Cultural Events
 
Indicator 4.b.1
Compare/contrast materials studied in historical and cultural contexts
 
Indicator 4.b.2
Identify a master composer and one composition from historical period
 
Benchmark 4.c
Understand Place of Music Personal Life
 
Indicator 4.c.1
Demonstrate proper concert etiquette
 
Indicator 4.c.2
Contribute in a positive manner to the group effort of making music
 
Indicator 4.c.3
Monitor individual progress using journals or portfolios
 
Indicator 4.c.4
Describe musical elements in instrumental music
 
Indicator 4.c.5
Demonstrate musicianship skills by interacting with software
 
Indicator 4.c.6
Discuss musical performance and its value to the community
 
Indicator 4.c.7
Research career and avocational options in music

Essential - Standard, benchmark, or indicator from the VDOE Standards of Learning document. In the absence of VDOE standards for a given course, content subject to testing such as AP and IB can be labeled Essential.
Expected - Standard, benchmark, or indicator added by the FCPS Program of Studies to provide a context, a bridge, or an enhancement to the Essential SBIs.
Extended - Standard, benchmark, or indicator added by the FCPS Program of Studies generally used to differentiate instruction for advanced learners (Honors/GT)