Course Description s22

IB Music HL 2009-2011 2010-2012

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 Art music theory, students will be able to analyze any work and make musical connections between different genres of music.

The class is comprised of students who have started the course last year and those students who are starting this course this year. The following course description is designed for students who will be writing their final exams in 2011 and 2012. It is based on the syllabus published in 2009.

Objectives (International Baccalaureate Organzation or IBO Music Guide 2009)

Candidates who have completed the Higher Level (HL) program will be expected to demonstrate:

1. knowledge, understanding and perception of music in relation to time, place and cultures 2. appropriate musical terminology to describe and reflect their critical understanding of music 3. comparative analysis of music in relation to time, place, and cultures 4. creative skills through exploration, control and development of musical elements 5. performance skills through solo music making 6. critical-thinking skills through reflective thought

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 a - Musical Perception and Analysis -30%

Listening 3 Hours Brief Description Paper Section A Question 1 or 2 Analyse and examine question: prescribed works* Prescribed Work – In addition to studying music from different eras, and a wide variety of musical genres, students will also analyze one work in detail as prescribed by the IBO. Question 3 Compare and contrast question: prescribed works Section B Question 4 Analyse and examine questions: Western Art music Question 5 Students will be given a cd with excerpts of music that they have not studied before in class and will be asked to comment on various aspects of the piece i.e. style, structure, harmony, historical context, etc. Question 6 Analyse and examine questions: jazz/pop, world music Question 7 Section C Question 8 Compare and contrast question: two extracts from section B Component #1 b – Musical Links Investigation – 20%

Musical Links Investigation Students will be asked to undertake an independent comparative exploration and analysis of pieces from two different musical cultures. Students will present their findings in the form of a media script of no more than 2000 words.

Component #2 – Solo Performance – 25%

Components Brief Description Solo Students are expected to prepare and perform at least one or more recitals Performance of music that reflect 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 25%

Components Brief Description Composition The candidate must present final versions of the scores of three compositions, with recordings and reflections outlining the intention and compositional process for each piece. The compositions should demonstrate contrasts in content, nature, and intent. Each piece should be 3-6 minutes in length. There are several compositional options that students can explore: Composition 1,2, or 3 Pieces Music Technology 1,2, or 3 Pieces Composing Arranging Only 1 of the 3 required pieces can be an arrangement. Improvising Only 1 of the 3 required pieces can be an improvisation. Stylistic Exercises Only 1 of the 3 required pieces can be in the form of stylistic exercises. There are 6 stylistic exercises to choose from. Students who would like to try this option must choose 2 contrasting exercises. This will count as 1 composition.

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 papers. 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.

Other ways students can prepare for this portion of the program include:

- participating in large group ensembles as this increases students’ exposure to various musical styles, instrumental timbres, aural perception. This is strongly recommended. - attending various recitals/concerts in Halifax. The Dalhousie music faculty offers free student recitals throughout the year. http://music.dal.ca/index.php Symphony Nova Scotia and the Nova Scotia Youth Orchestra offer a number of concerts throughout the year as well. - Listening to Vinyl Tap, hosted by Randy Bachman. This is an excellent source for finding out more about popular music. http://www.cbc.ca/radio/ - listening to the series 20 Pieces That Changed the World as heard on the Sunday Edition hosted by Michael Enright. http://www.cbc.ca/thesundayedition/ - listening to Weekend Mornings hosted by Stan Carew. http://www.cbc.ca/weekendmornings/ - watching or listening to performances of the works studied on Youtube.

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 public recital at the end of this semester. Students should also be expected to perform for each other (in-class recitals) on a regular basis.

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 or portions thereof in front of the other music IB HL students. I would also like to meet with students on a one-to-one basis in order to give more targeted feedback than a master class session may allow for.

Assessment Students will be given marks during the regular marking periods based on the assessment criteria outlined in the IB Music HL syllabus 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 students’ final marks. 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 compositions. Given that the final mark is only truly assessed at the end of this course, there is sometimes a temptation to take a relaxed approach to the assignments and tests given throughout the year. I would strongly discourage this approach for two reasons: 1) I will not be able to render an accurate assessment of students’ work and 2) if students do not hand in assignments, they will not be able to benefit from receiving feedback. So, consequently, they may not receive an accurate idea of their strengths are areas of study that need improvement

If you have any questions or concerns, please do not hesitate to contact me by e- mail [email protected]. I look forward to working with you this year!

Ms. Farrell