Music IB HL – September 2008 Citadel High School Fran Farrell [email protected], 491-4444 ext. 283-1222
Course Description:
Over the course of two years, IB Music participants at Citadel High School will develop a well-rounded base of musical knowledge for comparative analysis, performance, and composition. Students are expected to listen intelligently to a wide variety of music from around the world and draw logical conclusions about the form, stylistic features, and structural elements. By gaining the technical vocabulary associated with Western music theory, students will be able to analyze any work and make musical connections between different genres of music.
Objectives (Internation Baccalaureate Organzation or IBO Music Guide)
Candidates who have completed the Higher Level (HL) programme will be expected to demonstrate:
-Development of their performance skills through solo music making -Development of their compositional skills through exploration and investigation of musical elements -Use of appropriate musical language and terminology to describe and reflect their critical understanding of music -Development of perceptual skills in response to music -Knowledge and understanding of music in relation to time and place
Components of the Music IB HL Course
The Music IB HL course can be broken down into three components: musical perception and analysis, solo performance, and composition. Please note the value for each component below. In terms of assessment, external assessment means that the students’ work will be sent away and graded by trained International Baccalaureate markers. Internal assessment means the teacher will assign a grade to a student’s work. Components Value Method of Assessment Musical Perception 50% Externally Assessed and Analysis Solo Performance 25% *Internally Assessed
Composition 25% *Internally Assessed
*Both the Solo Performance and the Composition will be internally assessed by the teacher and externally moderated by the IBO Component #1 - Musical Perception and Analysis
Components Brief Description Value out of 50 Listening Paper Students will be given five musical excerpts during 20% this exam and will be asked to comment on various aspects of the piece i.e. style, structure, harmony. Four of the excerpts will be taken from music the students may or may not have heard before. Prescribed Work – In addition to studying music 10% from different eras, and a wide variety of musical genres, students will also analyze one work in detail as prescribed by the IBO. One of the five musical excerpts for the listening paper will be based on the prescribed work. Musical Students will be asked to submit a written media 20% Investigation script (very similar to an essay) of 2000 words investigating the relationships between two musical cultures.
Component #2 – Solo Performance
Components Brief Description Value out of 25 Solo Students are expected to prepare and perform at least 25% Performance one or more recitals of music that reflects technical skill, musical interpretation, and a variety of genres. The final recital should be approximately 20 minutes long. A recording will be made and submitted to the IBO.
Component #3 – Composition
Components Brief Description Value out of 25 Composition The candidate must present final versions of the 25% scores of three compositions, with recordings and statements. The compositions should demonstrate contrasts in content, nature, and intent. The total performance time of the compositions should be between 5 and 15 minutes long. Preparation for the Three Components
Musical Perception and Analysis- We will be spending a lot of time listening to music and learning how to describe it using appropriate vocabulary. Students will also be asked to present their findings about world music on a regular basis. This will also serve as part of their research for their musical investigation. Another area I would like to target is studying theory with an aim to cover up to at least grade 1 RCM and hopefully grade 2 RCM theory requirements. We will also be developing aural skills by means of solfege sight-singing and rhythmic and melodic dictation.
Solo Performance – While some time may be given to students to practice their instruments, it is also expected that they establish regular practice routines outside of the allotted class times. I am happy to coach students in the area of musical style, interpretation, and repertoire choice, but in terms of technical advice, mine is limited to voice, piano, and to a certain extent, the flute. With that in mind, it is highly recommended that students enrolled in the Music IB HL program study with a private teacher. Please note: Students should expect to perform in a recital at the end of this semester.
Composition – To some students this is one of the most exciting yet intimidating components of the program. Preparation for this part of the program will involve learning notation using Sibelius software. Students will also be given a number of composition assignments in order for them to become more familiar and comfortable with the composition process. As well, students will get a chance to workshop their pieces in front of the other music IB HL students.
Assessment
Students will be given marks during the regular marking periods i.e. mid-semester, and end of semester. However, these marks should only be considered as indicators of a student’s progress, as they are not factored into the final mark. This is different than grades for regular courses at Citadel High where term work is also considered when factoring the final grade. The final grade for this course will be based on the listening paper (exam), the musical investigation, the solo performance, and the composition. Grades that are given out at mid- term and the end of term will not be factored into the final grade. There is sometimes a temptation, then, to take a relaxed approach to the assignments and tests. I would strongly discourage this approach as the tests and assignments are designed to help students prepare for their final assessments.
I look forward to working with you this year! – Ms. Farrell