Download Music Theory II - Somers Public Schools

Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 1: Students will sing, alone and with others, a varied repertoire of music.
Overarching Idea: Ear training allows students to understand the structure of music both vertically and horizontally.
Guiding Question: What criteria do we use to evaluate sight singing? How can we train our minds to hear music without the assistance of an
instrument?
Component Statement
Grade Level Expectations
Students will:
a. Sing with expression and
technical accuracy a large and
varied repertoire of vocal
literature with a difficulty level
of 4, on a scale of 1 to 6,
including some songs
performed from memory.
Second
Quarter
Third
Quarter
Fourth
Quarter
1.
perform sight reading examples in simple and compound, duple and triple meters
with rhythmic and pitch accuracy.
x
x
2.
sing major and minor (melodic, natural, harmonic) scales
x
x
3.
sing major, minor, diminished and augmented intervals.
x
x
4.
sing major, minor, half diminished, diminished and augmented chords
x
x
b. Sing ensemble music for up to
four parts, with and without
accompaniment.
N/A
c. Demonstrate well-developed
ensemble skills.
N/A
6/2/2015
First
Quarter
1
Somers Public Schools
Somers, Connecticut 06071
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 2: Students will play, alone and with others, a varied repertoire of instrumental music.
Overarching Idea: Piano skills are necessary to support music structure through auditory and visual means.
Guiding Question: How is the piano related to scale and chord structures? Why are flats and sharps needed to delineate different keys?
What do the notes and chords sound like when they are played together?
Component Statement
Grade Level Expectations
Students will:
a. Perform with expression and
technical accuracy a large and
varied repertoire of
instrumental literature with a
difficulty level of 4, on a scale
of 1 to 6;
Second
Quarter
Third
Quarter
Fourth
Quarter
1.
perform functional piano skills including half steps, whole steps and skips in
simple, duple and triple meter from memory
x
x
2.
play major and minor (melodic, natural, harmonic) scales.
x
x
3.
play major, minor, diminished and augmented intervals.
x
x
4.
play major, minor, half diminished, diminished and augmented chords.
x
x
b. Perform an appropriate part in
an ensemble, demonstrating
well- developed ensemble
skills;
N/A
c. Perform in small ensembles
with one student on a part.
N/A
6/2/2015
First
Quarter
2
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 3: Students will improvise melodies, variations and accompaniments.
Overarching Idea: Melody is empty without harmony.
Guiding Question: What is music with harmony? How do arrangers take a melodic line and make it sound unique?
Component Statement
Grade Level Expectations
Third
Quarter
Fourth
Quarter
1. apply music theory to determine a variety of chords to support given melodies.
x
x
2. improvise variations on the chords.
x
x
Students will:
a. Improvise stylistically
appropriate harmonizing
parts.
First
Quarter
Second
Quarter
b. Improvise rhythmic and
N/A
melodic variations on
given pentatonic melodies
and melodies in major
and minor keys.
c. Improvise original
melodies over given
chord progressions, each
in a consistent style,
meter and tonality.
6/2/2015
N/A
3
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 4: Students will compose and arrange music.
Overarching Idea: Music is organized sound.
Guiding Question: Given the same theoretical rules, how can music be so unique and diverse?
Component Statement
a. Compose music in
several distinct styles,
demonstrating creativity
in using the elements of
music for expressive
effect.
Grade Level Expectations
First
Quarter
Second
Quarter
Third
Quarter
Fourth
Quarter
1.
compose arrangements of given melodies using a variety of harmonic progressions.
x
x
2.
compose melodies over a given harmony.
x
x
b. Arrange pieces for voices 1.
or instruments other than
those for which the pieces
were written in ways that
preserve or enhance the
expressive effect of the
music.
use music technology (ie Garage Band), to compose, then alter the instruments and
voicings to enhance the piece.
x
c. Compose and arrange
N/A
music for voices and
various acoustic and
electronic instruments,
demonstrating knowledge
of the ranges and
traditional use of the
sound sources.
6/2/2015
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Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 5: Students will read and notate music.
Overarching Idea: The main idea of most musical compositions is expressed through musical notation.
Guiding Question: What is the value in becoming musically literate? What would change if we used other systems of notating music?
Component Statement
Grade Level Expectations
Students will:
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
a. Demonstrate the ability to 1.
read a vocal score of up
to four staves by
describing how the
elements of music are
2.
used.
Identify and write rhythms, pitches, intervals, and chord structures to include at least
quarter, eighth, sixteenth, half, whole and dotted rhythms, all octaves, major, minor,
perfect, augmented and diminished intervals and chords as well as inversions and
seventh chords and their inversions.
x
x
Analyze musical notation using figured bass.
x
x
b. Sight-read, accurately and 3.
expressively, music with
a difficulty level of 3, on
a scale of 1 to 6.
Sight read 4-8 measure phrases, in major, using Solfege (syllables and hand signals),
with intervals of half steps, whole steps, major and minor thirds, and perfect fourths and
fifths.
x
x
c. Use standard and other
4.
notational systems to
record their musical ideas
and the musical ideas of
others.
Notate their own musical creations as well as develop aural skills, notating the melodic
structure of other compositions and harmonic examples.
x
x
6/2/2015
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Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 6: Students will listen to, analyze and describe music.
Overarching Idea: Music is an element of expression.
Guiding Question: How is music used to express different stories or emotions throughout a composition? How can words be used to describe an
abstract form such as music?
Component Statement
Grade Level Expectations
Students will:
a. Analyze aural examples
of a varied repertoire of
music representing
diverse genres and
cultures by describing
the uses of music
elements and expressive
devices.
1. analyze aural music in terms of form, e.g. ternary, binary, rondo.
b. Demonstrate extensive
knowledge of the
technical vocabulary of
music.
2. translate musical vocabulary and use it in their own compositions for dynamics, tempo,
and style.
c. Identify and explain
3. observe, both aurally and through notation, the use of dissonance and resolution in
compositional devices
composition.
and techniques used to
pro- vide unity and
variety and tension and
release in a musical
work, and give examples
of other works that make
similar uses of these
devices and techniques.
6/2/2015
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
x
x
x
x
x
6
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 7: Students will evaluate music and music performances.
Overarching Idea: Students will be able to critique their instrument and singing ensemble performances.
Guiding Question: How was our tempo? Were our rhythms and notes accurate? Are you using proper technique?
Component Statement
Grade Level Expectations
Students will:
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
a. Evolve specific criteria N/A
for making informed,
critical evaluations of
the quality and
effectiveness of
performances,
compositions,
arrangements and
improvisations and
apply the criteria in their
personal participation in
music.
b. Evaluate a performance, N/A
composition,
arrangement or
improvisation by
comparing it to similar
or exemplary models.
6/2/2015
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Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 8: Students will make connections between music, other disciplines and daily life.
Overarching Idea: Students will learn how music concepts relate to other disciplines.
Guiding Question: Can you make connections with music vocabulary and concepts to other subjects?
Component Statement
Grade Level Expectations
Students will:
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
a. Explain how elements,
N/A
artistic processes and
organizational principles
are used in similar and
distinctive ways in the
various arts, and cite
examples.
b. Compare characteristics N/A
of two or more arts
within a or style and cite
examples from various
cultures.
c. Explain ways in which
the principles and
subject matter of music
and various disciplines
outside the arts are
interrelated.
N/A
d. Apply music skills and
understandings to solve
problems relevant to a
variety of careers.
particular historical
period.
N/A
6/2/2015
8
Somers Public Schools
Somers, Connecticut 06071
Music Curriculum
Grade 9-12 Fundamentals of Music/Music Theory II
Standard 9: Students will understand music in relation to history and culture.
Overarching Idea: Music has been a source of communication in every culture throughout history.
Guiding Question: How has the creativity in music composition progressed through time?
Component Statement
Grade Level Expectations
a. Classify by genre or
style and by historical
period or culture
unfamiliar but
representative aural
examples of music, and
explain the reasoning
behind their
classifications.
1. identify monophonic and polyphonic music and have a basic understanding of how it has
adapted through history.
First
Second
Third
Fourth
Quarter Quarter Quarter Quarter
x
b. Identify sources of
N/A
American music genres,
trace the evolution of
those genres, and cite
well-known musicians
associated with them.
c. Identify various roles
musicians perform, cite
representative
individuals who have
functioned in each role,
and describe their
activities and
performances.
6/2/2015
N/A
9