CURRICULUM FOR ADVANCED PLACEMENT MUSIC THEORY GRADES 10-12

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1 CURRICULUM FOR ADVANCED PLACEMENT MUSIC THEORY GRADES 10-12

2 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Frank G. Mauriello, Interim Assistant Superintendent for Curriculum & Instruction Raymond Candiloro, Supervisor of Fine, and Performing Arts The Board acknowledges the following who contributed to the preparation of this curriculum. Miquel Bolivar Meagen Spatz Christine H. Salcito, Interim Superintendent of Schools Subject/Course Title: Date of Board Adoptions: Advanced Placement Music Theory April 21, 2015 Grades 10-12

3 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Intermediate - Advanced Music Theory Title: Advanced Placement Music Theory Target Course/Grade Level: Intermediate-advanced skill level, upon recommendation of Music Theory I teacher. Unit Summary: Higher level skills and knowledge necessary for completion of the AP Music Theory Test and/or readiness for College Placement exams. Approximate Length of Unit: Full Year, 5.0 Credits Primary interdisciplinary connections: History, Literature, Mathematics, and Technology LEARNING TARGETS Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in music. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating works of art in music. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of music. Content Strand: 1.1 B Music 1.2 A History of the Arts & Culture 1.3 B Music 1.4 A & B Aesthetic Response and Critique Methodologies CPI# B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of musical compositions.

4 B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. 21st Century Life and Career Skills: A D F F.3 Apply critical thinking and problem-solving strategies during structured learning experiences. Interpret spoken and written communication within the appropriate cultural context. Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences Defend the need for intellectual property rights, workers rights, and workplace safety regulations in the United States A.16 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions A.17 Employ critical thinking and interpersonal skills to resolve conflicts A.45 Employ leadership skills to accomplish goals and objectives A.46 Employ organizational skills to foster positive working relationships and accomplish organizational goals. Unit Understandings B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance B.2 Analyze how the elements of music are manipulated in original or prepared musical scores. Unit Essential Questions How does a deeper understanding for the elements of music help you provide a more profound understanding behind the craft of music making? What historical, theoretical, and extra musical aspects of music can also be derived from performance and song selection? Can I speak about music on a deeper level? Can I comment on construction and use it to form a more educated opinion of the music I am listening to? Knowledge and Skills The elements of music- rhythm, pitch, melody, harmony, dynamics. Knowledge of available technology to enhance music making and listening. Skills involved in composing and arranging music. An increased ability to discuss music intelligently, and to justify one s own personal aesthetic. A broader awareness of the music s available in today s society.

5 Unit 1: Review of Basic Notation The Staff, measures, bar lines etc. Treble and Bass Clef The Grand Staff and Ledger Lines The anatomy of a note and the Stem Rule Unit 2: Review of Basic Rhythm/Counting Time Signature and Common times Hierarchy of notes/rests Ear-training for basic rhythmic dictation Eastman syllabic counting system Ties and slurs Unit 3: Basic Subdivision Eighth notes The Dot Rule/dotted rhythms Notation for dynamics, articulations, & tempo marking Unit 4: Basic Chromatics Accidentals Whole, half steps Enharmonics Ear-training for whole and half steps Unit 5: The Major Scale Major Scale formula Tetra Chord Key Signature Circle of 5ths Ear-training for major, sound of major Unit 6: The Chromatic Scale Review of enharmonics Ear-training for half steps Intervals - melodic vs harmonic Unit. 7: Intervals Major & Perfect, minor Augmented & Diminished Intervals Ear-training for intervals

6 Unit. 8: More advanced rhythms 6th notes dotted 8th rhythms 8th/16th combination Ear-training for rhythmic dictation Cut time & compound meter Ear-training for meter Triplets & syncopation Unit 9: Mini Unit on Jazz Ken Burns Jazz Listening for Jazz - presentations on jazz topics Unit 10: Triads & V7 chords Primary and Major Triads Scale Degree Names V7 chords Ear training for Major Triads and V7 chords Unit. 11: Inversions Triad Inversion V7 inversions Figured bass notation Unit. 12: Chord Progression Tonic-Dominant relationship Cadences Roman Numeral Analysis Ear-training for Tonic-Dominant relationship Unit 13: Minor Triads Minor Scales Three forms Minor triads and inversions Augmented and Diminished triads Ear-training for minor, aug, & dim Unit. 14: Modes Brief history of modes Fun with Nuemes! - projects composing with nuemes Modes related to major keys Modes related to minor keys

7 Unit. 15: Melody Writing What makes a good melody Step, skip, leap, stay-the-same Grounding the melody in a key- composition project #1 Unit. 16: Harmonizing a melody Using primary triads Using other chords Cadences - composition project #2 Unit 16: Non Chord tones Passing tones Neighbor tones Appogiatura Suspensions Pedal Point - composition project #3 (Final Exam) Unit 17: Form Binary Rondo ABA Assessment The AP Music Theory Class will be evaluated regularly using both formative and summative assessments. Homework is given from time to time and will be checked for completion. A written mid-term exam will cover the material learned in the first semester and the final exam will be a comprehensive composition project. Various other projects are given throughout the year, which are all graded. Students will sit for the Advanced Placement Exam. Learning Activities A variety of strategies will be utilized in class, including, but not limited to the following: Lecture Listening exercises Visual (use of white board or handouts) Eastman counting system group exercises Ear-training activities in pitch and rhythm. Student presentations/projects Group discussion Occassional videos

8 Participation (50%): Preparedness for class which includes homework, assignments, listening, and out of classroom activities. Having the proper materials in class which include textbook, pencil, and manuscript paper. Constructive and active contribution to classroom discussion and discourse on subject matter. Attitude and behavior in class. Listening Assignments (25%): Regular listening assignments that students do on their own time to reinforce, identify, and apply the concepts covered in class. Listening assignments will range from score reading to worksheets with appropriate listening examples. Tests/Quizzes/Other Assessments (25%): The students will have a varying assortment of written assessments as well as presentations and projects. Teacher Resources: Tonal Harmony by Stephan Kostka, Elementary Harmony by Robert W. Ottman, Thinking By Ear by Verne Falby, The Elements of Harmony by Paul Turek, The Norton Manual of Music Notation, The Harvard Dictionary of Music by Willi Apel, various YouTube clips as needed, various analysis examples. Equipment Needed: Computers, Internet, Finale Notation Software, Sound System, White Board, Projector, Various Media, Keyboard and amplification equipment, Alfred s Essentials of Music Theory workbooks, Tonal Harmony textbooks, various recordings.

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