Essential Questions

Overarching:

• How do musicians generate creative ideas?
• How does understanding the structure and context of music inform a response?
• What are the most basic foundations of musical notation that you should know as a musician?

Topical:

• What is pitch and how is it notated?
• What is simple meter and how is it used in music?

Target Standards

Core Arts Standards:

• Creating - Imagine - Generate musical ideas for various purposes and contexts
• Performing - Analyze - Analyze the structure and context of varied musical works and their implications for performance
• Responding - Analyze - Analyze how the structure and context of varied musical works inform the response

Learner Qualities:

• Self-Directed Learner: Learners take initiative and are active in the educational process.
• Quality Producer: Learners complete organized and focused products essential to the learning process.

Cross-Curricular Proficiencies:

• Problem Solving and Critical Thinking: Students will demonstrate problem solving and critical thinking by applying processes to define problems, evaluating possible outcomes, and persevering in solving complex problems.
• Research: Students will ask questions and gather and synthesize information in order to further their knowledge and support ideas.

Knowledge, Skills, and Understandings

Content Resources

Understandings: (Students will understand that…)

• Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music

Knowledge: (Students will know…)

• How to identify and apply the basic terminology of music theory related to notational markings, pitch, rhythm and simple meters

Skills: (Students will be able to…)

• Count and perform rhythms in simple time (2/4, 3/4, 4/4)
• Notate simple tonal and rhythmic patterns aurally
• Sing simple tonal patterns by sight

Common:

• The Musician’s Guide to Theory and Analysis, Third Ed. (Clendinning/Marvin)

• Textbook
• Workbook

Additional:

• Ear Training Practice - teoria.com
• Student chromebooks
• Keyboards and other classroom instruments
• Test 1 Review sheet

Instructional Planning and Delivery

Target Vocabulary - accidental, flat, sharp, natural, double flat, double sharp, clef, treble clef, bass clef, C-clef, alto clef, tenor clef, counting in thirds, dynamic markings, enharmonic pitch, grand staff, half step, interval, ledger line, musical alphabet, octave, octave equivalence, pitch, pitch class, staff, whole step, alla breve, anacrusis, bar line, beam, beat, common time, cut time, dot, downbeat, flag, hemiola, hypermeter, measure, meter, simple, compound, simple duple, simple triple, simple quadruple, meter signature, metric accent, note head, rest, rhythm, rhythmic value, eighth note, half note, quarter note, sixteenth note, whole note, slur, stem, syncopation, tempo, tie, time signature, upbeat

Common Learning Experiences

• Daily notation reading exercises - beginning of class
• Daily Aural Skills training exercises - end of class (use text)
• Class discussion and exploration of textbook content
• Various music games to review skills learned in chapters 1-2

Assessment(s)

• Quiz 1 - Note Identification in four clefs
• Quiz 2 - Octave registers, thirds, half steps, whole steps, dynamics
• Quiz 3 - Tempo, Conducting patterns, counting in simple meters
• Test 1 - Chapters 1-2

Essential Questions

Overarching:

• How do musicians generate creative ideas?
• How does understanding the structure and context of music inform a response?

Topical:

• What is tonality and how does it create order and organization in music?
• How are compound meters notated and performed?
• How are scales and modes used in musical compositions?

Target Standards

Core Arts Standards:

• Creating - Imagine - Generate musical ideas for various purposes and contexts
• Performing - Analyze - Analyze the structure and context of varied musical works and their implications for performance
• Responding - Analyze - Analyze how the structure and context of varied musical works inform the response

Learner Qualities:

• Self-Directed Learner: Learners take initiative and are active in the educational process.
• Quality Producer: Learners complete organized and focused products essential to the learning process.

Cross-Curricular Proficiencies:

• Problem Solving and Critical Thinking: Students will demonstrate problem solving and critical thinking by applying processes to define problems, evaluating possible outcomes, and persevering in solving complex problems.
• Research: Students will ask questions and gather and synthesize information in order to further their knowledge and support ideas.

Knowledge, Skills, and Understandings

Content Resources

Understandings: (Students will understand that…)

• Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music

Knowledge: (Students will know…)

• Major and minor scales and modes
• Compound meter signatures

Skills: (Students will be able to…)

• Identify and perform major scales
• Identify and perform the three forms of the minor scale
• Identify and count in compound meter

Common:

• The Musician’s Guide to Theory and Analysis, Third Ed. (Clendinning/Marvin)

• Textbook
• Workbook
• Aural Skills/Ear Training

Additional:

• Ear Training Practice - teoria.com
• Student chromebooks
• Keyboards and other classroom instruments
• Key Signature handout

Instructional Planning and Delivery

Target Vocabulary - chromatic, chromatic half step, circle of fifths, collection, diatonic half step, dominant, key signature, leading tone, major pentachord, mediant, pentatonic, scale, chromatic, diatonic, major, major pentatonic, scale degree, solfege syllables, subdominant, submediant, supertonic, tendency tone, tetrachord, tonic, anacrusis, compound duple, compound triple, compound quadruple, duplet, hemiola, metric accent, polyrhythm, quadruplet, rubato, triple, tuplet, diatonic modes (aeolian, dorian, ionian, locrian, lydian, mixolydian, phrygian), major pentachord, minor pentachord, minor scale (harmonic, melodic, natural) modal scale degree, mode, parallel major/minor, pentatonic scale, major pentatonic, minor pentatonic, relative major/minor, tetrachord (major, harmonic minor, natural minor)

Common Learning Experiences

• Daily notation reading exercises - beginning of class
• Daily Aural Skills training exercises - end of class (use text)
• Class discussion and exploration of textbook content
• Various music games to review skills learned in chapters 3-5
• Perform major and minor scales and modes on keyboard instruments

Assessment(s)

• Quiz 4 - Scale Degree Names, Major Key Signatures, pentatonic/chromatic scales, circle of 5ths (ch. 3)
• Quiz 5 - Compound meters (ch. 4)
• Quiz 6 - Minor keys and Diatonic Modes
• Test 2 - Chapters 3-5

Essential Questions

Overarching:

• How do musicians generate creative ideas?
• How does understanding the structure and context of music inform a response?

Topical:

• How are intervals and chords categorized by sound, size, quality and direction?
• How do triads and seventh chords function in both formal and non-formal music?
• What is functional harmony and how is it used as a harmonic structure in music?

Target Standards

Core Arts Standards:

• Creating - Imagine - Generate musical ideas for various purposes and contexts
• Performing - Analyze - Analyze the structure and context of varied musical works and their implications for performance
• Responding - Analyze - Analyze how the structure and context of varied musical works inform the response

Learner Qualities:

• Self-Directed Learner: Learners take initiative and are active in the educational process.
• Quality Producer: Learners complete organized and focused products essential to the learning process.

Cross-Curricular Proficiencies:

• Problem Solving and Critical Thinking: Students will demonstrate problem solving and critical thinking by applying processes to define problems, evaluating possible outcomes, and persevering in solving complex problems.
• Research: Students will ask questions and gather and synthesize information in order to further their knowledge and support ideas.

Knowledge, Skills, and Understandings

Content Resources

Understandings: (Students will understand that…)

• Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music

Knowledge: (Students will know…)

• Types and classifications of musical intervals
• Types and classifications of chords
• Chord inversions and figured bass
• Types and inversions of seventh chords

Skills: (Students will be able to…)

• Identify, decode, read and write all interval types
• Identify, decode, read and write all chord types
• Read and write in figured bass

Common:

• The Musician’s Guide to Theory and Analysis, Third Ed. (Clendinning/Marvin)

• Textbook
• Workbook
• Aural Skills/Ear Training

Additional:

• Ear Training Practice - teoria.com
• Student chromebooks
• Keyboards and other classroom instruments

Instructional Planning and Delivery

Target Vocabulary - compound interval, consonance (imperfect, perfect), dissonance, interval (harmonic, melodic), interval quality (major, minor, perfect, augmented, diminished), interval size, inversionally related intervals, tritone, unison, chord (root, third, fifth), figured bass, inversion (1st, 2nd), lead-sheet notation, triad (major, minor, augmented, diminished), Alberti bass, arpeggiated chords, arranging, transposing instruments (Bb instruments, Eb instruments, F instruments), concert pitch/C instruments, seventh chords (1st, 2nd and 3rd inversions), seventh-chord qualities (dominant, fully diminished, half diminished, major, minor), orchestration, transposed score

Common Learning Experiences

• Daily notation reading exercises - beginning of class
• Daily Aural Skills training exercises - end of class (use text)
• Class discussion and exploration of textbook content
• Various music games to review skills learned in chapters 6-8

Assessment(s)

• Quiz 7 - Intervals (ch. 6)
• Quiz 8 - Triads (ch. 7)
• Quiz 9 - Seventh Chords (ch. 8)
• Midterm Exam - Chapters 1-8, applied to a musical example

Essential Questions

Overarching:

• How do musicians generate creative ideas?
• How does understanding the structure and context of music inform a response?
• How have musical practices evolved, adapted and expanded over the course of history?
• How can learning the fundamentals of music help us compose and play with a listener’s expectations?

Topical:

• How have music and notational practices developed over the course of history?
• Who are the important composers and musicians to know about for each time period?
• What technological advances impacted life and music composition over the course of Western history?

Target Standards

Core Arts Standards:

• Creating - Imagine - Generate musical ideas for various purposes and contexts
• Performing - Analyze - Analyze the structure and context of varied musical works and their implications for performance
• Responding - Analyze - Analyze how the structure and context of varied musical works inform the response

Learner Qualities:

• Self-Directed Learner: Learners take initiative and are active in the educational process.
• Quality Producer: Learners complete organized and focused products essential to the learning process.

Cross-Curricular Proficiencies:

• Problem Solving and Critical Thinking: Students will demonstrate problem solving and critical thinking by applying processes to define problems, evaluating possible outcomes, and persevering in solving complex problems.
• Research: Students will ask questions and gather and synthesize information in order to further their knowledge and support ideas.

Knowledge, Skills, and Understandings

Content Resources

Understandings: (Students will understand that…)

• Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music

Knowledge: (Students will know…)

• The compositional practices, important composers, technological advances and similar trends in other art forms for each of the these periods:

• Ancient
• Medieval
• Renaissance
• Baroque
• Classical
• Romantic
• Modern

Skills: (Students will be able to…)

• Compose short pieces in the style of each time period

Common:

• Original curriculum in google slides

Additional:

• Fux's Gradus ad Parnassum book and photocopied excerpts

Instructional Planning and Delivery

Target Vocabulary - Ancient instruments, Music of the Spheres, tuning systems, Chant, Neumes, Organum, Polyphony, Secular, Sacred, Lute, Harpsichord, Word Painting, Madrigal, The Great Chain of Being, The Doctrine of Affections, Cadenza, Virtuosity, Oratorio, Fugue, Concerto, Enlightenment, Mood, Pianoforte, Texture, Formal Structure, Sonata Form, tone color, Programmatic music, Common Practice Period, Impressionism, Atonality, Jazz, Minimalism, 12-Tone Technique, Serialism, Tone Row,

Common Learning Experiences

• Class discussion and activities

Assessment(s)

• Chant Composition
• Mini Madrigal Composition
• Analysis of The Toccata and Fugue
• Rewrite the Melody of Mozart’s Sonata in C Major
• Romantic Composition - Leitmotifs or Programmatic Journey
• Compose your own Tone Row
• Final Composition in the style of your favorite time period