AP Music Theory Syllabus Emily Donaldson Primary Textbooks: Benward, Bruce and Gary White. 2003. Music in Theory and Practice Vol. I, 7th edition. New York: McGrawHill. Benward, Bruce and Marilyn Saker. 2003. Workbook to Accompany Music in Theory and Practice Vol. I, 7th edition. New York: McGrawHill. Benward, Bruce and J. Timothy Kolosick. 1991. Ear Training: A Technique for Listening, 4th edition. Dubuque: Wm. C. Brown Publishers. Kostka, Stefan and Dorothy Payne. 2000. Tonal Harmony with an Introduction to Twentieth Century Music, 4th edition. New York: McGrawHill. Ottman, Robert W. 2004. Music for SightSinging, 6th edition. Upper Saddle River, N.J.: PrenticeHall. Zinn, Michael and Robert Hogenson. 1987. Basics of Music, Opus I. New York: Schirmer Books. Additional Resources: Harrison, Mark. 1994. Contemporary Eartraining, Level 1. Milwaukee Hal Leonard. Harrison, Mark. 1994. Contemporary Eartraining, Level 2. Milwaukee: Hal Leonard. Reed, H. Owen. 1985. Basic Music Workbook. New York: Alfred Music. Roig-Francoli, Miguel A. 2003. Workbook and Anthology for use with Harmony in Context. New York: McGrawHill.
Course Planner: Unit 1: The ABC s of Music By the end of this unit, the students will have: 1. reinforced prior knowledge of music notation. 2. reinforced prior knowledge of singing and matching pitch. 3. understood the scientific concept of sound production and how it has been notated musically throughout history. 4. investigated the ranges and sound production of various instruments and objects. 5. practiced standard notation of melody and rhythm. 6. learned to notate what they experience aurally. 7. developed an understanding and a consistent practice of tonality and its notation through scales and diatonic motion. 8. composed both a rhythmic and a found sound composition. 9. practiced sightsinging in diatonic motion. 10. identified intervals both aurally and through notation. Weeks 1&2: Benward, Preface and Chapter 1 Sound & Notation Zinn, Chapters 13 Properties of Sound-Basic Notation, Rhythm, Meter and Meter Signatures Weeks 3-5: Benward, Chapter 2 Scales, Tonality, Key, Modes Zinn, Chapters 4-5, 7-8 Scales I, II & III ; Key Signatures Weeks 6&7: Benward, Chapter 3 Intervals and Transposition Zinn, Chapter 6 Intervals Regular Sightsinging: Ottman, Chapters 14 EarTraining: Teacher-created rhythmic dictation, diatonic melodic dictation, interval identification, error detection Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, rhythmic dictation, melodic dictation, ear training exercises, short compositions, and sight singing in a group setting.
Unit 2: Becoming Creators of Music By the end of this unit, the student will have: 1. been introduced to the history of music. 2. compared and contrasted the music of different historical time periods. 3. aurally identified the time period of various musical compositions. 4. analyzed and identified phrase structures and melodic form. 5. been introduced to the elements of first species counterpoint. 6. composed a bass line for a given melody 7. practiced the notation of chords and cadences. 8. composed melodies and harmonies using various motivic manipulations and contrapuntal techniques, including 2 part compositions of melody with bass line and implied harmony. 8. practiced sight-singing in major keys. 9. notated melodies and chordal progressions experienced aurally. 10. correctly identified cadences experienced aurally. 11. correctly identified phrase structures experienced aurally. 12. analyzed and identified music of a variety of textures. 13. identified non-harmonic tones visually and aurally. 14. practiced sight-singing in major keys. Week 8: Music History Unit, Week 9: Practice AP Test as a Benchmark; Discussion and clarification of AP Music Theory expectations (End of first marking period) Week 10-11: Benward, Chapter 4 Chords Zinn, Chapter 9&10 Triads and Diatonic Triads Week 12: Benward, Chapter 5 Cadences and Nonharmonic Tones Zinn, Chapter 11 Cadence Structures Week 13-14: Benward, Chapter 6 Melodic Organization which includes phrase structure Zinn, Chapter 13 Motive and Motivic Structure which includes Week 15: phrase structure Benward, Chapter 7 Texture & Textural Reduction Zinn, Chapter12 Harmonization Week 16-17: Benward, Chapter 8 Voice Leading in Two Voices Week 18: Composition Practice & Semester Exam (End of second marking period) Regular Sightsinging: Ottman, Chapters 59 Ear Training: Benward, Unit 13, teacher-created rhythmic and melodic dictation Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, short quizzes, rhythmic dictation, melodic dictation, eartraining exercises from Benward text, short compositions, sightsinging in a group setting and alone, partwriting exercises, and a semester exam.
Unit 3: Learning From The Masters By the end of this unit, the students will have: 1. learned and practiced the rules of 4-part writing. 2. learned and practiced figured bass analysis and realization. 3. practiced bass line writing techniques 4. identified non-harmonic tones in analytical context. 5. identified seventh chords visually and aurally. 6. understood the principles and practices of modulation. 7. analyzed music from a tonal perspective. 8. learned the basics of form in composition (small forms) which includes a review and extension of phrase structure. 9. analyzed various compositions for form including phrase structure. 10. practiced sightsinging in minor keys. 11. composed a bass line with implied harmonies. 12. practiced realization of harmonic progressions from roman and arabic numerals and contemporary chord symbols. 13. been introduced to the secondary dominant chord. 14. notated harmonies experienced aurally. Week 19 : Benward, Chapter 9 Voice Leading in 4 voices Kostka, Chapter 5 & 6 Principles of Voice Leading and Root Position PartWriting Week 20: Benward, Chapter 10 Harmonic Progression & Harmonic Rhythm Kostka, Chapter 7-9 Harmonic Progression, Triads in 1st and 2nd inversions Week 21-22: Benward, Chapter 11-13 Seventh Chords Kostka, Part III Diatonic Seventh Chords Week 23: Benward, Chapter 14 Modulation Roig-Francoli, Chapter 19 Modulation to Closely Related Keys Kostka, Chapters 18 & 19 Modulations using Diatonic Common Chords and Some Other Modulatory Techniques Week 24: Benward, Chapter 15 Secondary Dominants and LeadingTone Chords Roig-Francoli, Chapter 16 & 17 Secondary Dominants Kostka, Chapters 16 & 17 Secondary Functions I & II Week 25: Harmonic Dictation Practice Week Week 26 27: Benward, Chapter 16 & 17 TwoPart & ThreePart Forms Roig-Francoli, Chapter 20 Small Forms Kostka, Chapter 20 Binary and Ternary Forms (end of the third marking period) Regular Sightsinging: Ottman, Chapters 10-15 Ear Training: Benward, Units 4-11 Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, melodic dictation, eartraining exercises, moderate length compositions, sightsinging in a group setting and alone, partwriting and analysis exercises, free response AP questions including bass line with implied harmonies.
Unit 4: Talking the Talk and Walking the Walk By the end of this unit, the students will have: 1. reviewed and practiced all aspects of analysis and partwriting as learned in unit 3. 2. composed musical pieces that use the theoretical premises previously learned. 3. practiced and tested eartraining skills including melodic dictation and harmonic dictation. 4. practiced and tested sightsinging skills. 5. prepared for the AP Music Theory examination. 6. identified the Neapolitan, French, German, and Italian 6 chords. 7. explored the chromaticism of the 19th century composers. 8. explored the serialism, electronic music, and blues scales of the 20th century. Week 28: Week 29: Week 30: Week 31: Week 32: Week 33: Week 34: Week 35: Week 36: Take practice AP exam, correct and review concepts Composition of 4 part chorales using modulation and secondary dominants Take practice AP exam, correct and review concepts AP examination week Roig-Francoli, Chapter 23 Neapolitan and Augmented 6 Chords Kostka, Chapters 22-24 Neapolitan, Augmented 6 Chords Roig- Francoli,Chapter 24 Chromatic Modulatory Techniques Kostka, Chapters 21 & 25 Mode Mixture; Enharmonic Spellings and Enharmonic Modulations Kostka, Chapter 27 Tonal Harmony in the Late 19th Century Kostka, Chapter 28 Introduction to Twentieth CenturyPractices Final examination week composition project (end of 4th marking period) Regular Sightsinging: EarTraining: teacher created melodies, released AP free response samples Benward, Units 12-16, teacher created harmonic and melodic dictation, released AP free response samples Classroom activities will consist of teacher lecture, student work from workbooks and teachercreated worksheets, melodic dictation, eartraining exercises, moderate length compositions, sightsinging in a group setting and alone, partwriting and analysis exercises, and AP practice tests. Throughout the year the students are encouraged to visit the following websites for additional practice and resources: http://www.good-ear.com http://www.codamusic.com http://www.musictheory.net http://www.emusictheory.com
Jazz Band/IB Music 2 nd Semester Springbrook High School Course Information: 2015-2016 Name Room Email: Wyman_O_Jones@mcpsmd.org Wyman Jones D-108 Available During Lunch: Monday, Wednesday & Friday Course Description This course is designed to provide students with advanced level jazz band instruction. Course Goals The primary goal and focus of instruction is to develop and refine orchestra technical skills. Expected Student Learning Outcomes The expected outcome will enable students to perform in jazz band, jazz combo and as a jazz soloist of music from various jazz styles, cultures and historical periods. Required Texts Alfred s Basic Adult Music Theory Course Jazz band sheet music Required Supplies Brass, woodwind, string & percussion instruments Guidelines for Grading Grading will take place weekly and at the end of each assigned unit. Category Percentage Types of Assignments Formative 50% Instrument performance exams, music, major and minor scales, rhythm studies HW/Practice 5% Daily class practice/home Work & practice logs Summative 45% All concert performances including MCPS County Jazz Band festivals Z s and 0 s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(mcps Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process.
Retake/Reassessment Policy Students have the opportunity to retake and be reassessed on any assignment within a course unit as established by MCPS policy Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) IB Music The IB Music program is designed and focused on the practical work of students. It is suitable for student with a wide range of musical taste and interest. It allows students to be global learners and enables them to find creative ways to problem solve as well as provides an outlet for the expression of musical ideas and through the artistic process, it expands and develops their performance skill level. IB Music has 2 levels: Higher Level (HL) and Standard Level (SL). Higher Level is designed to be a two-year curriculum. (It may be accomplished in one year but it is strenuous.) Standard Level is a one-year curriculum. High Level This is designed for the specialist music student who has a background or major interest in music performance and who may pursue music at the university or conservatory level. It consists of 3 compulsory parts: 1. Musical Perception and Analysis 2. Performance 3. Composition Standard Level This is designed for the student who has a background in musical performance or composition, or those with a general musical interest. It consists of a compulsory part and an optional part. 1. Every student studies Musical Perception and Analysis as the compulsory part Students can then choose one of 3 options: Solo Performance Group Performance Composition
Musical Links Investigation Project The musical links investigation project is 20% of your overall IB grade of 7. This project will also count as a portion of your class grade as well. The project should be in the form of a written media script of no more than 2000 typed written words investigating the significant musical links between two or more pieces of music from distinct musical cultures. The following timeline for a successful completion will be followed: First Monday in February: A rough draft of approximately 1000 words in the form of the media script you have selected to use, whether print or electronic. First Monday in March: The completed project of no more than 2000 words typed is due. No Exceptions or Extensions!!! IB Music Performance Project Higher Level: Internal Assessment Performance 25% of your total grade You will present a solo recital approximately 20 minutes long. The recital can include at least one group piece. Standard Level: Internal Assessment The student has a choice of 2 performance options, each option carry 50% of your total grade Option 1: Solo Performance You will present a solo recital approximately 15 minutes long. The recital can include at least one group piece. Option 2: Group Performance All candidates who play in the same group are given the same grade. A candidate can only play in one group. Recital Timeline The first recital will take place during the month of November. Students should select and prepare music repertoire according to skill level. The second recital will take place during the month of February. All recitals will be recorded and cataloged until student has completed the required amount of time for the assessment.
IB Musical Perceptions and Analysis January: The Romantic period: the art song, program music, nationalism in 19th century music, the music of Tchaikovsky, Dvorak, Chopin, Schumann, Verdi and Wagner February & March: The 20th Century: Impressionism, atonality, Neoclassicism, Expressionism, the music of Debussy, Ravel Stravinsky, Schoenberg Bartok, Gershwin and Copland April: The Prescribed Work May: Jazz, Pop, country western, rhythm & blues, gospel, rock & roll, hip-hop Course Texts: Music An Appreciation by Roger Kamien Tonal Harmony With An Introduction To Twentieth-Century Music by Kostka/Payne
Piano 1A 2 nd Semester Springbrook High School Course Information: 2015-2016 Name Room Email: Wyman_O_Jones@mcpsmd.org Wyman Jones D-108 Available During Lunch: Monday, Wednesday & Friday Course Description This course is designed to provide students with beginning piano instruction. The primary focus of the instruction is to develop basic piano techniques as well as fundamental music reading and notation. Course Goals The course goal is to develop within each student an appreciation of music and the arts through the study of the piano. Expected Student Learning Outcomes Students will learn to perform basic piano repertoire of gradual technical difficulty. Aspects of music history and theory are also included. Required Texts Alfred s Basic Adult Piano Course Required Supplies Piano keyboard, headphones, textbook, piano sheet music Guidelines for Grading Grading will take place weekly and at the end of each assigned unit. Category Percentage Types of Assignments Formative 50% Weekly performance assignments, test and quizzes HW/Practice 5% Daily class practice/home Work Summative 45% Unit exams, semester recitals and final exams Z s and 0 s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(mcps Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process.
Retake/Reassessment Policy Students have the opportunity to retake and be reassessed on any assignment within a course unit as established by MCPS policy Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) 9 th & 10 th Grade MYP Grading Criteria A, B, C & D Criteria A Using Knowledge Analyzing and expressing the aesthetics of music (used to assess: performance, theory books, oral, written presentations and documentation, informal anecdotes) Criteria B Developing skills---active participation in music and the process in which we create music (used to assess finished music work, developmental workbook, classroom observation, rehearsal and performance) Criteria C Thinking Creatively Innovative ways to develop the artistic intentions, processes and work (used to assess oral and written presentations, developmental workbook and discussions) Criteria D Responding Creating meaningful connections to your world, your music and its audience and the music of others (used to assess holistic judgments based on observation of process, product, realization, reflection and developmental workbook)
String Orchestra 2 nd Semester Springbrook High School Course Information: 2015-2016 Name Room Email: Wyman_O_Jones@mcpsmd.org Wyman Jones D-108 Available During Lunch: Monday, Wednesday & Friday Course Description This course is designed to provide students with advanced level string orchestra instruction. Course Goals The primary goal and focus of instruction is to develop and refine orchestra technical skills. Expected Student Learning Outcomes The expected outcome will enable students to perform string orchestra and symphonic orchestra music from various cultures and historical periods. Required Texts Alfred s Basic Adult Music Theory Course String Orchestra and Symphonic Orchestra sheet music Required Supplies String Instruments, bows, rosen Guidelines for Grading Grading will take place weekly and at the end of each assigned unit. Category Percentage Types of Assignments Formative 50% Instrument performance exams, music, major and minor scales, rhythm studies HW/Practice 5% Daily class practice/home Work & practice logs Summative 45% All concert performances including MCPS County Band/Orchestra festivals Z s and 0 s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(mcps Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process.
Retake/Reassessment Policy Students have the opportunity to retake and be reassessed on any assignment within a course unit as established by MCPS policy Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) 9 th & 10 th Grade MYP Grading Criteria A, B, C & D Criteria A Using Knowledge Analyzing and expressing the aesthetics of music (used to assess: performance, theory books, oral, written presentations and documentation, informal anecdotes) Criteria B Developing skills---active participation in music and the process in which we create music (used to assess finished music work, developmental workbook, classroom observation, rehearsal and performance) Criteria C Thinking Creatively Innovative ways to develop the artistic intentions, processes and work (used to assess oral and written presentations, developmental workbook and discussions) Criteria D Responding Creating meaningful connections to your world, your music and its audience and the music of others (used to assess holistic judgments based on observation of process, product, realization, reflection and developmental workbook)
Symphonic Band 2 nd Semester Springbrook High School Course Information: 2015-2016 Name Room Email: Wyman_O_Jones@mcpsmd.org Wyman Jones D-108 Available During Lunch: Monday, Wednesday & Friday Course Description This course is designed to provide students with advanced level ensemble, marching band and symphonic band instruction. Course Goals The primary goal and focus of instruction is to develop and refine technical performance skills that will enable students to perform symphonic band and marching band music from various cultures and historical periods as well as performance of basic marching band field and parade maneuvers. Expected Student Learning Outcomes The expected outcome will enable students to perform symphonic band and marching band music from various cultures and historical periods as well as performance of basic marching band field and parade maneuvers. Required Texts Alfred s Basic Adult Music Theory Course Symphonic Band & Marching Band sheet music Required Supplies Instrument, mouthpiece, reeds, neck strap, drum sticks, etc. Guidelines for Grading Grading will take place weekly and at the end of each assigned unit. Category Percentage Types of Assignments Formative 50% Instrument performance exams, music, major and minor scales, rhythm studies HW/Practice 5% Daily class practice/home Work & practice logs Summative 45% All concert and marching band performances including MCPS County Band/Orchestra festivals Z s and 0 s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(mcps Policy) Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process.
Retake/Reassessment Policy Students have the opportunity to retake and be reassessed on any assignment within a course unit as established by MCPS policy Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an extension on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook) 9 th & 10 th Grade MYP Grading Criteria A, B, C & D Criteria A Using Knowledge Analyzing and expressing the aesthetics of music (used to assess: performance, theory books, oral, written presentations and documentation, informal anecdotes) Criteria B Developing skills---active participation in music and the process in which we create music (used to assess finished music work, developmental workbook, classroom observation, rehearsal and performance) Criteria C Thinking Creatively Innovative ways to develop the artistic intentions, processes and work (used to assess oral and written presentations, developmental workbook and discussions) Criteria D Responding Creating meaningful connections to your world, your music and its audience and the music of others (used to assess holistic judgments based on observation of process, product, realization, reflection and developmental workbook)
Springbrook High School Guitar 2 Mrs. Donaldson, Instructor Course Overview: Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to advance his or her guitar playing ability. The class will cover a variety of styles and genres. Each student will be given exposed to: Proper Technique Study of posture, hand, and finger positioning Chords Study of simple first position chords Melody Study of individual notes and melodic passages Basic Improvisation Study of spontaneously creating music while it is being performed Basic Music Theory Study of rhythmic notation Music History/Culture Study the background of the instrument and repertoire played in class. Key Messages Differentiation: Accommodations/Enrichment will be provided for students based on skill level. 1. This is important. 2. You can do it. 3. I won t give up on you. 4. Effective effort leads to achievement. Expectations: 1. Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home) 2. Be in assigned seat with all necessary materials when the bell rings. 3. Be a positive influence in the classroom. 4. Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain. 5. Give 100% effort! Behavior: 1. Listen attentively. 2. Limit talking and interaction that would be distracting to others. 3. Be respectful and cooperative with other students and teachers. 4. Follow instructions immediately. 5. Follow rehearsal techniques taught in class. 6. Remain seated until you are dismissed from class by the teacher. Communication: 1. All students will receive an interim report at the midpoint of each quarter. 2. Report cards will be distributed at the end of each quarter. 3. Teacher E-Mail: Emily_E_DeTroye@mcpsmd.org Materials Needed for Class ***Students are required to bring the following materials to class every day: 1. 2 Pencils 2. Folder for guitar class containing all packets, warm-ups, and handouts 3. Student Handbook
Policy on Late Work Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same. Failure to present an assignment by the deadline will result in a 0% grade for the assignment. Policy on Re-Assessment Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the teacher and will be based on class-wide performance/needs. Policy on Attendance Attendance indirectly affects a student s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in a timely manner, the student must be present in class. Formative Assessments 60% Types of Assessments and Methods of Grading 1. Performance Assessment Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 2. Music Notation/History/Culture Written assessments will be given. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full credit, these packets must be completed accurately. Assessments will reflect accuracy and knowledge of topics emphasized in instruction. Homework for Practice 5% Students will have a small number of graded homework assignments. Summative Assessments 35% 1. Written Assessments Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets, and notes taken in class may all be useful in preparing for these assessments. Tests will be announced, providing ample time to study. 2. Composition Students will use knowledge of music and instruments gained in class to compose and perform original group compositions. Students will present an in-class performance of compositions as a member of a group. Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 3. Performance Assessment Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual grades. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
Special Note about Grades on Edline Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments. X means the student is excused from completing the assignment (X is not calculated into the student's grade); 0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has not been completed and it may not still be turned in (the deadline has passed). A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not graded the assignments yet but has entered the assignment into the grade book in advance. Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4 th, 2015 We have read this policy sheet concerning the Springbrook High School Guitar 2 Class. Student Name (Printed) Name of Parent(s) or Guardian to be contacted (Printed) Parent Signature Parent s email: Parent s preferred phone number for contact during school hours:
Springbrook High School Guitar Mrs. Donaldson, Instructor Course Overview: Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the basics of playing the guitar. The class will cover a variety of styles and genres. Each student will be given an introduction to: Proper Technique Study of posture, hand, and finger positioning Chords Study of simple first position chords Melody Study of individual notes and melodic passages Basic Improvisation Study of spontaneously creating music while it is being performed Basic Music Theory Study of rhythmic notation Music History/Culture Study the background of the instrument and repertoire played in class. Key Messages Differentiation: Accommodations/Enrichment will be provided for students based on skill level. 1. This is important. 2. You can do it. 3. I won t give up on you. 4. Effective effort leads to achievement. Expectations: 1. Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home) 2. Be in assigned seat with all necessary materials when the bell rings. 3. Be a positive influence in the classroom. 4. Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain. 5. Give 100% effort! Behavior: 1. Listen attentively. 2. Limit talking and interaction that would be distracting to others. 3. Be respectful and cooperative with other students and teachers. 4. Follow instructions immediately. 5. Follow rehearsal techniques taught in class. 6. Remain seated until you are dismissed from class by the teacher. Communication: 1. All students will receive an interim report at the midpoint of each quarter. 2. Report cards will be distributed at the end of each quarter. 3. Teacher E-Mail: Emily_E_DeTroye@mcpsmd.org Materials Needed for Class ***Students are required to bring the following materials to class every day: 1. 2 Pencils 2. Folder for guitar class containing all packets, warm-ups, and handouts 3. Student Handbook
Policy on Late Work Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same. Failure to present an assignment by the deadline will result in a 0% grade for the assignment. Policy on Re-Assessment Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the teacher and will be based on class-wide performance/needs. Policy on Attendance Attendance indirectly affects a student s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in a timely manner, the student must be present in class. Formative Assessments 60% Types of Assessments and Methods of Grading 1. Performance Assessment Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 2. Music Notation/History/Culture Written assessments will be given. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full credit, these packets must be completed accurately. Assessments will reflect accuracy and knowledge of topics emphasized in instruction. Homework for Practice 5% Students will have a small number of graded homework assignments. Summative Assessments 35% 1. Written Assessments Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets, and notes taken in class may all be useful in preparing for these assessments. Tests will be announced, providing ample time to study. 2. Composition Students will use knowledge of music and instruments gained in class to compose and perform original group compositions. Students will present an in-class performance of compositions as a member of a group. Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 3. Performance Assessment Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual grades. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
Special Note about Grades on Edline Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments. X means the student is excused from completing the assignment (X is not calculated into the student's grade); 0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has not been completed and it may not still be turned in (the deadline has passed). A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not graded the assignments yet but has entered the assignment into the grade book in advance. Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4 th, 2015 We have read this policy sheet concerning the Springbrook High School Guitar Class. Student Name (Printed) Name of Parent(s) or Guardian to be contacted (Printed) Parent Signature Parent s email: Parent s preferred phone number for contact during school hours:
Springbrook High School Piano 2 Mrs. Donaldson, Instructor Course Overview: Piano 2 is a year-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the basics of playing the piano. The class will cover a variety of styles and genres. Each student will be given an introduction to: Proper Technique Study of posture, hand, and finger positioning Chords Study of triads in multiple keys and positions Melody Study of melodic passages and musical structure Music Theory Study of rhythmic notation and chord progressions Music History/Culture Study the background of the instrument and repertoire played in class. Key Messages Differentiation: Accommodations/Enrichment will be provided for students based on skill level. 1. This is important. 2. You can do it. 3. I won t give up on you. 4. Effective effort leads to achievement. Expectations: 1. Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home) 2. Be in assigned seat with all necessary materials when the bell rings. 3. Be a positive influence in the classroom. 4. Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain. 5. Give 100% effort! Behavior: 1. Listen attentively. 2. Limit talking and interaction that would be distracting to others. 3. Be respectful and cooperative with other students and teachers. 4. Follow instructions immediately. 5. Follow rehearsal techniques taught in class. 6. Remain seated until you are dismissed from class by the teacher. Communication: 1. All students will receive an interim report at the midpoint of each quarter. 2. Report cards will be distributed at the end of each quarter. 3. Teacher E-Mail: Emily_E_DeTroye@mcpsmd.org Materials Needed for Class ***Students are required to bring the following materials to class every day: 1. 2 Pencils 2. Folder for piano class containing all packets and handouts 3. Student Handbook
Policy on Late Work Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same. Failure to present an assignment by the deadline will result in a 0% grade for the assignment. Policy on Re-Assessment Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the teacher and will be based on class-wide performance/needs. Policy on Attendance Attendance indirectly affects a student s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in a timely manner, the student must be present in class. Formative Assessments 60% Types of Assessments and Methods of Grading 1. Performance Assessment Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 2. Music Notation/History/Culture Written assessments will be given. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full credit, these packets must be completed accurately. Assessments will reflect accuracy and knowledge of topics emphasized in instruction. Homework for Practice 5% Students will have a small number of graded homework assignments. Summative Assessments 35% 1. Written Assessments Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets, and notes taken in class may all be useful in preparing for these assessments. Tests will be announced, providing ample time to study. 2. Composition Students will use knowledge of music and instruments gained in class to compose and perform original group compositions. Students will present an in-class performance of compositions as a member of a group. Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 3. Performance Assessment Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual grades. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.
Special Note about Grades on Edline Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments. X means the student is excused from completing the assignment (X is not calculated into the student's grade); 0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has not been completed and it may not still be turned in (the deadline has passed). A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not graded the assignments yet but has entered the assignment into the grade book in advance. Please return this portion to Mrs. Donaldson by Friday, September 4 th, 2015 We have read this policy sheet concerning the Springbrook High School Piano 2 Class. Student Name (Printed) Name of Parent(s) or Guardian to be contacted (Printed) Parent Signature Parent s email: Parent s preferred phone number for contact during school hours:
Springbrook High School Choral Music Program Handbook for Students and Parents Mrs. Emily Donaldson, Director of Choral Music Emily_E_DeTroye@mcpsmd.org
Welcome to the Springbrook High School Choral Music Program! This handbook has been prepared to provide you and your parents with information about our choral program. It includes the grading policy, musical objectives, rehearsal concert procedures, supply lists and the comprehensive calendar of music events at Springbrook and in MCPS for this year. Choral Music Objectives The student should be able to: 1. Sing within an expanding range with proper vocal production with an emphasis on posture, breath management, register flexibility, and facial expression appropriate to the style and meaning of the music 2. Describe and demonstrate the physiology of singing 3. Perform music in a variety of textures including unison, two, three and four-part harmony utilizing mixed voicing, accompanied and a cappella 4. Perform increasingly difficult selections demonstrating an ability to achieve balance across sections and stylistically appropriate interpretations 5. Perform level IV and V selections from approved MMEA festival list, or pieces of comparable difficulty, including some selections performed from memory 6. Sight-read melodic and rhythmic examples that meet MMEA guidelines for level 3 and 4 7. Apply knowledge of tonality and key signature to reading performance repertoire 8. Sing from a three- or four-part choral octavo, 9. interpreting musical symbols and expressive markings while performing 10. Notate complex rhythmic and melodic phrases from dictation 11. Identify musical phrases and form of performance repertoire 12. Use an expanded musical vocabulary to describe music 13. Perform and analyze music representative of diverse cultures, styles and historical periods 14. Describe and compare the ways in which musical elements are used in various cultures and historical periods 15. Evaluate a choral composition, discussing the composer s use of the elements of music, expressive qualities, and listeners reactions 16. Explain personal preferences for specific musical works and styles 17. Evaluate recorded and live choral performances based on established criteria *Taken from Montgomery County Public School s High School Choral Music Curriculum Framework PLEASE NOTE: The exceptional musical ability of some of our students does not give any student the right to misbehave and does not guarantee their right to perform at our concerts. Our choirs are a joint effort and a sum of all of our talents; each student must lend his/her talents equally and appropriately.
Classroom Rehearsal Procedures The student will: 1. Arrive to class on time, listen, and be respectful of others. 2. Be prepared for class with a binder, music, pencil, daily warm-up, & necessary supplies 3. Raise his/her hand to be recognized to ask a question and not talk when others are talking or playing. 4. Do not chew gum, candy, food or drinks in the music room during class or performances. 5. Be supportive of classmates, never criticizing another individual s performance. It is certainly expected that all students are quiet and respectful so that rehearsals can proceed concretely. Any student who grossly misbehaves or is disrespectful to me or any other student in the classroom will be asked to leave immediately and may not return to class that day. Administrative actions will follow. KNOWLEDGE, UNDERSTANDING, AND APPLICATION It is expected and necessary that all students learn their music and are able to perform it without music at all concerts and adjudications. We expect our group to be talented and competent, and the level of music is not easy. However, it is fun and we all enjoy what we sing and what we accomplish together! As all of us know well, a group is only as strong as its weakest link; it is imperative that all students know his or her own music well so that we can blend and balance the voices, and so that all students "carry their own weight" in each ensemble. I will hold a Vocal part test after each repertoire piece is taught, in which each student will have to sing their part in an octet (a group of 8 or more singers). This insures that each member knows his/her part and is a responsible member of our ensemble. There will also be regular Assessment checks of all of our students throughout the course of rehearsals. This will address musical concepts such as posture, breath support, diction, pitch style, theory, and finally memorization. This will ensure that the students are aware of what they know or need to learn on a regular basis, and should help them in the learning process. Although sight-singing, rhythm clapping, and reading music are all concepts taught during class, I will be offering additional help after school for any/all students who wish to progress at a faster rate. These sessions will be taught like private voice lessons and they are a great resource for all developing singers! I strongly encourage any student who wishes to receive individualized vocal instruction to attend as many of these sessions as possible. They will be held during lunch. If you would like extra help, simply ask to come in during lunch at least 2 hours before!