Course Syllabus

2020 - 2021 Syllabus

Faculty

Section Teacher
Mr. Rob Murray
Mr. Greg Passmore

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

  • Name: Mr. Rob Murray/Mr. Greg Passmore
  • Office: 225
  • Email: rmurray@stgeorges.bc.ca/gpassmore@stgeorges.bc.ca
  • Phone: 604-224-3632

We are available for contact during these times: phone/email: any time. Office hours are by appointment only this year due to COVID 19. Please contact by phone or email to setup an appointment.

Course Description

Intermediate Concert Band 9 is a full year elective for students who typically are experienced musical players. As a performance-based course, most of the time will be spent learning about music by playing it. Topics covered include tone, articulation, dynamics, blend, balance, intonation, rhythm, style, and interpretation. Boys will refine their ensemble skills, and spend time exploring and developing expression and improvisation.. In addition, students will be required to prepare: scales; etudes; solos; and participate in chamber ensembles during the year. A wide variety of methods to study these topics will be used including: listening to recordings; watching videos; score study; and making recordings in addition to playing instruments. Students will be introduced to a variety of pieces with contrasting styles and increasing technical demands throughout the year.   Improvement and success in this course is directly related to the amount of efficient practice.  Considerable time and effort will be spent developing a goal-oriented and reflective practice routine essential for success in Band 9.

* students who are new to Band will have an opportunity to choose an appropriate instrument and will work in a separate group for the first several months on an accelerated course of study. Students will integrate into the full ensemble as their skills develop

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Workload

The workload of this course is expected to be: daily playing in-class along with a consistent home practice routine focussed on concepts taught in class. Students will keep an online practice journal to track and reflect on their progress throughout the year. 

Submitting work

Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

Instructional Aims

Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:

  • Focus of term one (Minimester 1/2) is on the development and refinement of personal musicianship through performing on a wind or percussion instrument. Understanding of the role of individual preparation to the success of a large performing ensemble. Students will understand how to listen effectively in the concert band. Big Idea: Creative Growth requires patience, readiness to take risks, and willingness to try new approaches. 
  • Students will develop and keep an online practice journal to track and reflect on their progress throughout the term. 
  • Students will develop an apply their understanding of how to manipulate musical elements to create a mood or effect in music
  • The focus of Term 2 (Minimester 3/4) sees student building on the foundational work of the first term and applying it to the Big Idea of communicating music to an audience through a variety of musical experiences. 
  • Primary focus will be on developing refined ensemble performance skills applied to a set of contrasting pieces. Ensemble balance will be examined through the concept of “Foreground, Middle Ground, and Background.”
  • Though live performance will be a challenge during the pandemic, students will prepare a virtual concert or ideally, a concert that is pre-recorded without an audience to be viewed. 
  • Intonation and rhythm unity will be developed through understanding how to use a tuner and metronome effectively in the practice room. Students will apply these skills to small ensemble performances and/or recordings of chamber music
  • Students will study each piece of repertoire to learn about the composer, the cultural background or significance of the work, and how it may relate to broader cultural trends. 
  • The final term of the year (Minimester 5) will see students expanding their understanding of art in a broader sense through the development of a integrated arts project in collaboration with students from other disciplines. 
  • Students will develop technical facility on their instrument by preparing the following:
    • all twelve major scales in a variety of articulation patterns
    • concepts of beat/pulse; duration, rhythm, tempo, pitch, timbre, dynamics, form and texture
    • ensemble repertoire and solo studies specific to their instrument and level of development.

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills: 

  •  Exploring and Creating: 
    • 2.1.1: Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, and purposeful play
    • 2.1.4: Demonstrate an understanding of personal, social, historical, and environmental contexts in relation to music
  • Reasoning and Reflecting:
    • 2.2.2: Develop, refine, document, and critically appraise ideas, processes, and technical skills to improve the quality of musicianship. (Tone; technique; articulation, rhythmic accuracy; musical literacy)
    • 2.2.3: Reflect on works of arts to understand musicians motivation and meaning
  •  Communicating and Documenting
    • 2.3.1: Adapt and apply learned musical skills, understandings, and techniques for use in new contexts and for different purposes and audiences. 
    • 2.3.3: Take musical risks to experience feelings, ideas, and experiences among ensemble members and their audience 
    • 2.3.5: Experience, document, perform, and share creative works in a variety of ways
  • Content: 
    • 3.1: Manipulation of elements, principles, techniques, vocabulary, notation, and symbols to define style and convey ideas, including but not limited to beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form and texture.

Assessment and Evaluation

  • As a performance-based course, students are expected to reach a high level of technical achievement on assigned studies, technical assignments, and concert/festival repertoire. Students will be provided with multiple opportunities to demonstrate their understanding of each learning concept and skill using a variety of assessments. Assessment of student learning is divided into tools of assessment (what is used to evaluate student learning) and grades (the demonstrated level of student achievement of each learning concept or skill). 
  •  Students will be assessed in a variety of ways including but not limited to: 
    • in-class performance test or quiz: feedback by outcome by rubric in Canvas and/or oral comment
    • at-home performance video submitted via canvas. Feedback by outcome based rubric and written comments in Canvas
    • Written tests/assignments: feedback and mark in written form or via canvas
    • Online Practice Journal (portfolio): ongoing year-long project including regular reflections of learning. Feedback by outcome based rubric and written comments in Canvas
  • Tone quality (12.5%)
  • Articulation (12.5%)
  • Rhythmic Accuracy (12.5%)
  • Technique (Note accuracy and facility) (12.5%)
  • Expression (dynamics, phrasing) (12.5%
  • Musicianship (40%

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:

  • exploring the broad concept that Music communicates traditions, perspectives, worldviews, and stories.
  • examining the role of music in cultural ceremonies as well as observing and describing this music using specific musical vocabulary
  • examining the concept of generational roles and responsibilities being integral to learning in a First Peoples’ context. This traditional style of teaching and learning where learners would work side by side with more knowledgeable experts (Elders) to learn a new skill or develop needed knowledge in an authentic setting is also how we learn in the music classroom.

  • seeking to build a culture of mentorship throughout our program.

This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:

  • Literacy in music encompasses not only reading and writing music (rhythms, melodies and harmonies), but also learning the language of music to a degree where improvisation is possible at any level. By the very nature of learning and performing music, students develop comprehension of both the mechanical processes and functions of reading, writing and playing music. 

  • students develop their aural skills to both understand their role in the ensemble at any given time (e.g. melody versus harmony) and develop intonation (tuning) skills critical for success. 
  • Students will be asked to keep track of their progress towards musical literacy and reflect on performances using written and oral communication in both formal and informal settings (e.g. discussions, oral presentations, written journals).
  • Numeracy is embedded in every aspect of music making: students will count, subdivide, and relate their understanding of rhythmic pulse to its numeric formula. 

Learning Resources

Resources that will be used as part of this course include:

  • Rush, Scott and Rich Moon, Habits of a Successful Middle School Musician: A Comprehensive Method for Years Two, Three, and Beyond. Wilder, GIA Publications, 2015.
  • William, Richared and Jeff King, Foundations for Superior Performance: Warmups and Technique for Band. Neil A. Kjos Music Company, 1997.
  • Jagow, Shelley, Intonation for Wind Instruments: A Roadmap for Successful Intonation, GIA Publications, 2012
  • Cole, Aaron, 36 Chorales for Band, Decoygrape Productions, 201

Extension Resources

Helpful resources that students can use to extend their learning in this course include:

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

St. George's School Student Code of Conduct

St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.

The purpose of the Student Code of Conduct is to ensure that

  1. A safe, caring, and productive teaching and learning environment exists.
  2. We maintain appropriate balances among individual and collective interests and responsibilities.
  3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
  4. We encourage and practice environmental stewardship.

The core values which provide the foundation for the Student Code of Conduct are:

  • Empathy
  • Humility
  • Integrity
  • Respect
  • Responsibility
  • Resilience

Conduct Expectations

  1. I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
  2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
  3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
  4. I understand, accept, and will respect all of my school-related commitments and responsibilities.
    • I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
    • I will obtain necessary permission to leave class or school.
  5. I will take pride in my personal appearance.
    • I will be dressed appropriately at all times for all events as outlined by the School.
    • I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
  6. I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
    • I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
    • I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
    • I will care for all property, whether it is public or a peer’s personal possessions.
    • I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
    • I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
    • I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
  7. I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.

Academic Integrity

Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.

Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.

  • Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
    • Copying any part of an assessment;
    • Allowing others to copy any part of an assessment;
    • Improperly giving or receiving assessment information;
    • Using unauthorized resources for or during an assessment;
    • Submission of the same assessment more than once; and/or
    • Skipping classes to avoid an assessment.
  • Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include: 
    • Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
    • Alteration or falsification of academic reports or other academic records for any purpose;
    • Submission of false credentials;
    • Making false representation on an application for admission; and/or
    • Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
  • Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
    • Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
    • A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
  • Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
    • Unauthorized access to, use of, or alteration of computer data and information;
    • Gaining academic advantage by using technology that inhibits the use of the resources by others;
    • Damage to or destruction of library or laboratory resources; and/or
    • Willful or negligent damage to the academic work of a fellow student and/or teacher.

Academic Supports

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

Bullying

St. George’s School does not tolerate bullying. Students are prohibited from bullying.

Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:

  • Physical violence such as hitting, pushing or spitting at another student;
  • Interfering with another student’s property, such as by stealing, hiding, or damaging it;
  • Using offensive names when addressing another student;
  • Teasing or spreading rumours about another student or their family;
  • Belittling another student’s abilities and achievements;
  • Writing offensive notes or graffiti about another student;
  • Unreasonably excluding another student from a group activity;
  • Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
  • Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.

Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.

Students are required to:

  • Refrain from engaging in any kind of bullying;
  • Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
  • Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.