Scope and Sequence by Ben M

Creating
Performing
Improvise on a jazz standard

using digital patterns
Compose a 12-bar blues
Compose a 16-bar melody
on their instrument in a
given key with given
rhythms
Successfully perform all 12
Major Scales
Perform a given rhythm in a
compound meter
Produce a characteristic
tone on their instrument in a
given style
Responding
Connecting
Identify simple ternary form

Interpret the mood
portrayed in a given piece

Evaluate the rhythmic
Write weekly reflections

regarding weekly goals the
students will create

Write a descriptive essay
accuracy of a concert
describing what a specific
recording
piece in band means to the
student
Evaluate a specific genre of
music and its musical traits.
Scope and Sequence 12th Grade
Creating
Objective: The students will improvise on a Jazz Standard using digital

patterns
Criteria: Students will practice simple digital patterns such as; 1-2-35, 5-3-2-1, or 1-2-3 moving around the circle of fourths and
chromatically. They will then be required to record themselves using
this technique while playing on a jazz standard of their choice.
Level 1
Shows no sense
of style
Shows no sense
of steady tempo
Little to no use
of pitch
accuracy
Level 2
Shows sense of
style some of
the time
Shows sense of
steady tempo
some of the
time
Pitches are
accurate some
of the time
Level 3
Shows sense of
style most of
the time
Shows sense of
steady tempo
most of the
time
Pitches are
accurate most
of the time
Level 4
Shows a strong
sense of style
consistently
Shows strong
sense of steady
tempo
consistently
Pitches are
strongly
executed
throughout
Objective: Compose a 12-bar blues

Criteria: The teacher will explain, discuss, and demonstrate the 12bar blues form. The student will have hands on time with playing
famous blues tunes as well as standard blues forms. Once the students
have had the opportunity to study the form, they will be asked to
compose their own 12-bar blues within a certain key with use of
rhythms given by the teacher.
Level 1
Shows no
understanding
of 12-bar blues
form
Level 2
Shows some
understanding
of 12-bar blues
form
Does not stay

within the
assigned key
Stays within the

assigned key
some of the
time
Uses
appropriate
rhythms some
Does not use

appropriate
rhythms
Level 3
Shows
understanding
of 12-bar blues
form with few
errors
Stays within the
assigned key
most of the
time
Uses
appropriate
rhythms most of
Level 4
Shows strong
understanding
of 12-bar blues
form
Stays within the
assigned key
consistently
throughout
Uses
appropriate
rhythms
of the time
the time
consistently
throughout
Objective: Compose a 16-bar melody on their instrument on a given

key, with given rhythms.
Criteria: The teacher will give a key signature and five different
rhythms to the class. The students will be able to use the key signature
and rhythms however they like, e.g,. the relative minor of the given
key, to compose a single 16-bar melody.
Level 1
No use of given
rhythms
Level 2
Some use of
given rhythms
No use of
proper key
signature
Some pitch
accuracy within
the key
signature
Very little is
accessible on
their instrument
Not within the

instruments
capability
Level 3
Uses most of
the given
rhythms
Mostly accurate
pitches within
the key
signature
Mostly within
the instruments
capability
Level 4
Properly uses all
given rhythms
All pitches are
accurate within
the key
signature
Highly
accessible on
the instrument
Performing
Objective: Successfully perform all 12 Major Scales
Criteria: As a part of the students final each student will be asked to
perform all 12 of their major scales. This will help the student with an
individual assessment.
Level 1
Did not play any
pitches
accurately
No steady
tempo used
Level 2
Very little
accuracy of
pitches
Some steady
tempo used
No
characteristic
tone used
Some
characteristic
tone used
Level 3
Most pitches
were played
accurately
Mostly steady
tempo
throughout
Mostly played
with a
characteristic
tone
Level 4
All pitches were
played
accurately
All scales were
played at the
same tempo
Played with
characteristic
tone on all 12
major scales
Objective: Perform a given rhythm in a compound meter

Criteria: With the use of sight-reading factory the students will be
given 8 measures of rhythms that have been introduced over the
course of the year in compound meter.
Level 1
No accuracy of
rhythms
No pitches were
played
accurately
No
characteristic
tone used
Level 2
Played with
some accuracy
of rhythms
Some pitches
were played
accurately
Some
characteristic
tone used
Level 3
Mostly accurate
with given
rhythms
Most pitches
were played
accurately
Mostly played
with
characteristic
tone
Level 4
All rhythms
played
accurately
All pitches were
played
accurately
Played with a
characteristic
tone throughout
Objective: Produce a characteristic tone on their instrument in a given

style
Criteria: The students will be given one simple melody and will be
asked to play the melody with specific stylistic traits that portray
anywhere from a Renaissance style to a Classical style
Level 1
No accuracy of
rhythms
Level 2
Some accuracy
of rhythms
No use of
proper style
Some use of
proper style
No
characteristic
tone used
Some
characteristic
tone used
Level 3
Most rhythms
played
accurately
Mostly played
with proper
style
Mostly played
with
characteristic
tone
Level 4
All rhythms
played
accurately
Played with
proper style
consistently
Played with a
characteristic
tone throughout
Responding
Objective: Identify simple ternary form
Criteria: The teacher will explain and describe simple ternary form
through a piece being played in the concert band setting. The students
will then be shown three different pieces on the projector. One by one,
students will listen to the piece of music while identifying whether
sections are same or different. Once it is determined that the sections
are same, different, or same, the students will put in the letters that
correspond with each section: ABA. The same process will be used for
each piece of music.
Level 1
No identification
of form
Level 2
Identification
one section of
the form
Level 3
Identification of
two sections of
the form
Level 4
Identified all
sections
correctly
Objective: Interpret the mood portrayed in a given piece

Criteria: The students will be asked to type up a brief essay describing
what they feel to be the overall mood of a piece of music. They will be
asked to think of a past experience in their life that the music reminds
them of. They will need to use musical terminology in their essay.
Students will be asked to describe specifically what musical elements
(melody, harmony, texture, timbreetc) made them feel the way they
did about the piece.
Level 1
No reflection of
past
experiences
Level 2
Some reflection
of past
experiences
No description
of feeling
Some
description of
feeling
Some musical
terminology
No musical
terminology
Level 3
Level 4
Mostly reflective Strong use of
of past
reflection on
experiences
past
experiences
Mostly
Strong
describes
description of
feeling of piece
mood or feeling
Most musical
Strong use and
terminology
understanding
used
used
used
of musical
terminology
Objective: Evaluate the rhythmic accuracy of a concert recording

Criteria: Students will be given the opportunity to listen to a recording
of a concert performance, so they are able to evaluate their own
performance. Specifically, they will be asked to listen for the rhythmic
concepts that were studied throughout the course of learning that
piece of music. The piece that was studied will have a quarter-note
triplet figure that every part in the band will experience at some point
in the piece. Students will be asked to listen whether the performance
of this rhythm was accurate throughout the performance.
Level 1
Level 2
Level 3
Level 4
Connecting
Objective: Write weekly reflections regarding weekly goals the
students will create
Criteria: Students will asked to create weekly goals regarding weekly
practicing and what they plan to accomplish during their practice time.
These goals should be specific to pieces they are working on in band as
well as the material being covered in lessons. Then, students must
reflect on whether they were able to accomplish the goals they set that
week.
Level 1
Level 2
Level 3
Level 4
Objective: Write a descriptive essay describing what a specific piece

in band means to the student
Criteria: Students will be asked to pick one piece that is being studied
in band that they feel a particular emotional connection to. Students
will need to describe why they feel a connection to that particular
piece. Details must include specific musical vocabulary pertaining to
written dynamics and expressive marks.
Level 1
Level 2
Level 3
Level 4
Objective: Evaluate a genre of music and its specific musical traits

Criteria: Students will be given an opportunity to choose a genre of
music in which they will research for a project. Once they have
successfully researched the genre thoroughly, they will be asked to
write an opinion paper regarding what they see to be the important
musical advancements from that genre of music. They will be asked to
describe why they think that genre of music has influenced the way
music is written today.
Level 1
Level 2
Level 3
12th Grade Assessment

Creating
Level 4
Performing
Responding
Connecting

Scope and Sequence by Ben M

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Scope and Sequence by Ben M

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Creating

Improvise on a jazz standard

Successfully perform all 12

Identify simple ternary form

portrayed in a given piece

Write weekly reflections

students will create

describing what a specific

piece in band means to the

Scope and Sequence 12th Grade

Objective: The students will improvise on a Jazz Standard using digital

Objective: Compose a 12-bar blues

Does not stay

Stays within the

Does not use

Objective: Compose a 16-bar melody on their instrument on a given

Not within the

Objective: Perform a given rhythm in a compound meter

Objective: Produce a characteristic tone on their instrument in a given

Objective: Interpret the mood portrayed in a given piece

Objective: Evaluate the rhythmic accuracy of a concert recording

Objective: Write a descriptive essay describing what a specific piece

Objective: Evaluate a genre of music and its specific musical traits

12th Grade Assessment

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