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9th Grade Band


Practice Skills

Individual Skills

Ensemble Skills

Demonstrate knowledge of compound rhythms by counting, clapping, writing, and performing rhythms including:

  1. Dotted eighth sixteenth.

  2. Sixteenth dotted eighth

  3. Sixteenth-eighth-sixteenth

  4. Ties across bars and tying various rhythmic combinations

Demonstrate ability to identify passages that require individual practice.

Implement a routine that effectively manages practice time and the learning of difficult passages.

Practice and record using the Smartmusic program.  

Describe and show the proper embouchure for your instrument.

Demonstrate the proper carriage and hand position for your instrument

Identify proper and improper posture and show the effect it has  on playing

Demonstrate ensemble awareness by aurally adjusting pitch, tone, articulation, and dynamics to properly blend within the ensemble.  

Match the style of diction and attack throughout the group

Show ability to use the above to play contrasting styles.  

Performance Standards:


  • Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural). (Cr.1.4.a)

  • Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters. (Cr.1.4.b)

  • Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. (Cr.2.4.a)

  • Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas. (Cr.2.4.b)

  • Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback to show improvement over time. (Cr.3.4)

  • Present the final version of personal created music to others, and explain connection to expressive intent. (Cr.4.4)


  • Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill. (Pr.1.4)

  • Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, and form) in music selected for performance. (Pr.2.4.a)

  • When analyzing selected music, read and perform using iconic and/or standard notation. (Pr.2.4.b)

  • Explain how context (such as social and cultural) informs a performance. (Pr.2.4.c)

  • Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre). (Pr.3.4)

  • Apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances. (Pr.4.4.a)

  • Rehearse to refine technical accuracy and expressive qualities, and address performance challenges. (Pr.4.4.b)

  • Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation. (Pr.5.4.a)

  • Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre. (Pr.5.4.b)


  • Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts. (Re.1.4)

  • Demonstrate and explain how responses to music are informed by the structure, the use of the elements of music, and context (such as social and cultural). (Re.2.4)  

  • Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ and personal interpretations to reflect expressive intent. (Re.3.4)

  • Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context. (Re.4.4)