1 Music Appreciation Course Syllabus CHS Music Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mr. Luke Furniss Email Address: luke.furniss@ccsd.us or luke.furniss@students.ccsd.us Phone Number: (740) 702-2287 ext. 16312 Online: http://www.ccsd.us/1/home Teacher Contact Websites/Social Media: Google Classroom CHS Vision Statement:Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement:Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: Music Appreciation 695 State Course #120800 Prerequisite: None Elective Grade: 9-12 Graded Conventionally Credit: 1 Music Appreciation is open to all students. The purpose of this course is to increase students' musical awareness and give students the tools to actively listen to, discuss, and critique various styles of music. The first portion of the course will focus on learning the basic elements of music: Melody, Rhythm, Harmony, Form, Texture, Tempo, and Dynamics. Using appropriate music vocabulary, students will study and discuss a variety of musical genres, including Classical, Jazz, Rock, Musicals, and World Music. Learning Targets Per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at http://www.corestandards.org/the-standards.
2 1 st or 3 rd Quarter o Unit I Title: What is Music? Big Idea #1: Basic Foundations of Music Essential Question #1: What are the basic foundations of music? Essential Question #2: How do I describe music using a musician s terminology? Big Idea #2: World Music Essential Question #1: How does music affect our lives? Essential Question #2: How is music passed on when not written down? Essential Question #3: How does music differ throughout the world? o Unit II Title: Instruments Big Idea #1: Brass Essential Question #1: What are the qualities of brass Big Idea #2: Woodwinds Essential Question #1: What are the qualities of woodwind Big Idea #3: Percussion Essential Question #1: What are the qualities of percussion Big Idea #4: Strings Essential Question #1: What are the qualities of string o Unit III Title: Western Classical Music I Big Idea #1: Medieval Era Big Idea #2: Renaissance Era
3 Big Idea #3: Baroque Era 2 nd or 4 th Quarter o Unit IV Title: Western Classical Music II Big Idea #1: Classical Era Big Idea #2: Romantic Era Big Idea #3: 20 th Century o Unit V Title: American Music Big Idea #1: Jazz Essential Question #1: What are the major influences of jazz music? Essential Question #2: How has jazz changed over time? Essential Question #3: What influence has jazz had on other American music? Big Idea #2: Blues, Gospel, and Soul Essential Question #1: What is a description of the blues? Essential Question #2: What jazz styles helped created these genres (blues, gospel, and soul)? Essential Question #3: What are the major artists in these genres? Big Idea #3: Country Essential Question #1: What were the early beginnings of country music? Essential Question #2: What is bluegrass music?
4 o Unit VI Title: Rock and Roll and Hip-Hop Big Idea #1: Rock and roll Essential Question #1: Who were the major innovators of Rock and Roll music? Essential Question #2: How has it evolved over the decades? Big Idea #2: Hip Hop Essential Question #1: Who were the major innovators of Hip Hop music? Essential Question #2: What cultural influences developed this style of music? END OF COURSE EXAM Course Material: Google Chromebook Supplemental Materials Electronic Resources Grading: Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Class work/homework 20% End of Course Exam is 20% of a student s final grade. Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook or online at http://www.ccsd.us/1/content2/studenthandboook Course Expectations: Students will learn to identify and understand various genres of music and their history. Students will explore music and its influence on society. Late Work: Late work will be subject to the board-adopted policies on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at http://www.ccsd.us/1/content2/studenthandboook CHS TENTATIVE Music Appreciation Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years tentative schedule is subject to change (at the teachers discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: What is Music? Week 1: The Elements of Music
5 Week 2: Music and People Week 3: Review Unit I Summative Assessment Unit II Title: Instruments Week 3: Brass/Woodwind Instruments Week 4: Percussion/ String Instruments Week 5: Review Week 6: Unit II Summative Assessment Unit III Title: Western Classical Music 1 Week 6: Medieval/Renaissance Weeks 7: Renaissance/Baroque Weeks 8-9: Attend a concert performance of your choice and write a reflection Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Title: Western Classical Music 2 Week 1: Classical/Romantic Week 2: Romantic/ 20 th Century Week 3: Review Unit IV Summative Assessment Unit V Title: American Music Week 4: Jazz Week 5: Blues, Gospel and Soul Week 6: Country/Review Unit V Summative Assessment Unit VI Title: Rock and Roll and Hip Hop Week 7: Rock and Roll Week 8: Hip Hop Week 8-9: Attend a concert performance of your choice and write a reflection Unit VI Summative Assessment END OF COURSE EXAM
6 Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decisionmaking and help students move forward on their trajectory of learning. Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations. CHS Music Appreciation Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Date: