Course Syllabus

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2021 - 2022Syllabus

Faculty

Section Teacher
I/J Dr. D. Markel
I/J Mr. R. Murray

Contacting Us

As the teachers for this course, we can be contacted in the following ways:

  • Name: Dr. D. Markel
  • Office: 225C
  • Email: dmarkel@stgeorges.bc.ca
  • Phone: 604.221.3637

 

  • Name: Mr. R. Murray
  • Office: 225C
  • Email: rmurray@stgeorges.bc.ca
  • Phone: 604.221.3632

We are available for contact via phone or email anytime. Office hours are by appointment only at this time due to COVID 19. Please contact by phone or email to setup an appointment.

Course Description

 Senior Concert Band is for students in Grade 10, 11, & 12 who have a minimum of three years playing their instrument. This course builds on the foundational skills established in Band 8 and 9. Whatever your current level, you will find that this ensemble will challenge you as a musician. It is this challenge that will provide growth and development for each student and director as we explore a variety of repertoire for the concert band.

Each term will focus on a variety of repertoire for concert band and include several large ensemble performance opportunities such as the winter and spring concerts in addition to adjudicated festival performances. In this senior ensemble, there is an emphasis on student responsibility and leadership—you are expected to prepare your parts outside of class in order for us to be able to focus on the more important musical and ensemble issues during rehearsal time. Students will also be expected to meet for sectionals on a regular basis throughout the year.

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 in-class rehearsal along with a consistent home practice routine that addresses concepts covered in class. Students will have regular performance assessments on technique and repertoire in addition to keeping 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 is on the development and refinement of ensemble playing and becoming a unified ensemble. Through this we investigate the Big Idea of how aesthetic experiences have the power to transform how we think and feel.  Our preparation for the Remembrance Day Service in November and the Winter Concert, students will address the fundamentals of large ensemble performances.
    • Students will review tone, articulation, blend, balance, scale technique, and intonation as they prepare performance repertoire
    • Students will perform individually in small ensembles, sectionals and a large concert band and experience the roles and responsibilities required to do so.
  • The second term focuses on the Big Idea of communicating music to an audience through a variety of music experiences, namely an adjudicated music festival. Primary focus will be on developing refined ensemble performance skills applied to a set of contrasting pieces for adjudication. Students will encounter more challenging technical and expressive elements in repertoire this term.
    • Students will learn how to plan and run a sectional rehearsal while examining the concept of balance within their section
    • Students will continue to track their musical development by reflecting on the long and short term goals in their biweekly practice reflection
  • Students will prepare and refine a diverse set of repertoire for performance in festival, concert, and ceremonial settings. They will prepare for a comprehensive final playing exam that requires technical, rhythmic, and solo studies. This aligns with the Big Idea of how creative and technical proficiency is transferable across different aspects of our lives.
  • Students will track their progress through a variety of assessments and reflection exercises by keeping an online practice journal. This journal will serve as an opportunity to reflect on their short and long terms goals and utilize musical vocabulary to describe their successes and challenges.
  • As Senior Band is a three year journey including numerous concerts, performing tours, and adjudicated festivals, students will continuously reflect on the Big Idea that Growth as a musician requires perseverance, resilience, and risk taking.

Learning Outcomes

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

See Senior Band Core Competency Reference for specific links to BC Curriculum

  • Students will develop and hone their individual technical and musical skills including the following:
    • Technique (2.1.7; 3.2) (technical accuracy, fingering, posture, hand position)
    • Tone Quality (3.2; elaborations) (embouchure, breath support, posture)
    • Articulation (3.2; elaborations) (accents, slurs, etc)
    • Rhythmic Literacy (3.2; elaborations) (accuracy, pulse and metre)
    • Musical Literacy (3.1)
    • Expression (2.1.2; 2.4.3; 2.2.4; 2.1.3) (dynamics, phrasing, artistry, intent)
  • Students will examine and assess their role within their section and the ensemble at large (2.2.3; 3.6)
  • Students will investigate and develop the following qualities of Musicianship:
    • responding to music (2.2.2; 2.3.2; 2.4.1)
    • rehearsal and performance etiquette (2.1.1; 2.4.1; 2.4.7)
    • goal setting (practice journals) (2.4.3; 2.1.2)
    • reflection (2.2.2)

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 outcome using a variety of assessment tools including: In class performance tests and playing quizzes;  recorded video playtests submitted via Canvas; and major playing assessments done individually with a teacher.  All assessments will be recorded and provide students with feedback using outcome-based rubrics in Canvas.

Grades are generated based on a combination of teacher professional judgement and each student’s demonstrated understanding of the learning outcomes and skills on the tools of assessment. Gradebooks are organized by content and competency as opposed to the tools of assessment.

Assessment Breakdown:  

Performance Outcomes - 60%

(Articulation, dynamics, intonation, physical approach to instrument, pitch/technique/fluency, rhythm, style (phrasing, agogic weight and interpretation, pulse/tempo, tone quality)

Musicianship - 25%

(practice journals; reflections; listening exercises) 

Music Theory / Notation - 15%

 

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 visible in class by exploring the broad concept that Music communicates traditions, perspectives, worldviews, and stories.  We will examine the role of music in cultural ceremonies as well as observing and describing this music using specific musical vocabulary. We will also examine 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. We seek to build a culture of mentorship throughout our program.

Literacy/Numeracy

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. In addition, 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:

  • Smith, Leonard B. Treasury of Scales. Alfred Music, 1985.
  • Balmages, Brian. Tuned-in: A comprehensive Approach to Band Intonation. FJH Music, 2016.
  • Garner, Gary, Harry Haines, and JR McEntyre. Technique, Rhythm, Intonation for Band. Southern Music Company, 2001
  • Bach, Johann Sebastian. 371 Four-Part Chorales. DeHaske, 2000
  • Jagow, Shelley. Intonation for Wind Instruments: A Roadmap for Successful Intonation, GIA Publications, 2012

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.

 

Course Summary:

Date Details Due