Ridgeland Hardeeville High School

Ridgeland Hardeeville High School Music Appreciation Course Syllabus 2017 (2nd Semester)

Course Title: Music Appreciation Instructor: Dr. Sylathea Prescott-Hutchins

Course Number: 354312CW.5 Email: [email protected] 354400HW.1

Room: H.42 Phone: (843) 489-8844, Ext. 4042

COURSE DESCRIPTION: 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 discuss a variety of musical genres, including classical, jazz, rock, opera, musicals, etc.

CREDIT: 1 Unit

Essential Questions: 1. What is music? 2. What are the basic elements of music? 3. What distinguishes musical styles? 4. What is music’s place in society and culture? 5. What is active listening? 6. How can we discuss and critique music using the appropriate terminology? Course Objectives:

Students will be able to: 1. Define the elements of music. 2. Use basic music vocabulary. 3. Identify and distinguish among a variety of musical styles. 4. Identify music’s connection to society and culture. 5. Develop an understanding and appreciation for classical and popular music of the Western World. 1. ELEMENTS OF MUSIC , VOICES ,  Eine Kleine Nachtmusic, I - allegro INSTRUMENTS  Symphony #40 in G minor, I - molto allegro  Piano Concerto #20 in D minor, I - allegro Sound, Performing Media, Rhythm, Music Notation,  Flute and Harp Concerto, II - andantino Melody, Harmony, Key, Musical Texture, Musical  Requiem in D minor (Dies Irae, Confutatis, Form Lacrymosa)  Amadeus – 1984 film  OPERAS: Magic Flute, Don Giovanni, 2. BAROQUE PERIOD (1600-1750) Marriage of Figaro, Abduction from Characteristics and Forms Seraglio C. Monteverdi (1560-1640)  Orfeo - first opera (1607) 4. BRIDGE/TRANSITION TO Performance practice: castrati ROMANTICISM  "Farinelli" (Carlo Broschi) and A. Moreschi Characteristics and Forms J. Pachelbel (1653-1706)  Canon in D L.V. Beethoven (1770-1827) A. Marcello (1673-1747)  Für Elise in A minor  Oboe Concerto in D minor, II - Adagio  Piano Sonata #14 “Moonlight”, I - adagio A. Vivaldi (1678-1741) sostenuto  “Spring” from Four Seasons, I - Allegro  Symphony #5, I - allegro con brio  “Summer” from Four Seasons, III - Presto  Symphony #6 “Pastoral,” III - allegro, IV - allegro, V - allegretto  “Winter” from Four Seasons, III – Allegro  Symphony #7, II - allegretto non molto Symphony #9 “Choral”, IV - Presto; Allegro molto J. S. Bach (1685-1750) assai ...  “Little” Fugue in G minor  Toccata & Fugue in D minor 5. ROMANTICISM (1825-1900)  Air” from Orchestral Suite #3in D Major “ Characteristics and Forms  Brandenburg Concerto #5 in D major, I -

Allegro F. Schubert (1797-1828)  “Final Chorus” from The St. Matthew  Symphony #8 “Unfinished”, I - allegro Passion moderato G.F. Handel (1685-1759)  The Erlking  “Hallelujah” Chorus from The Messiah  The Trout  “Alla Hornpipe” from Water Music Suite  Piano Quintet in A major “Trout”, IV - andantino-allegretto 3. CLASSICAL PERIOD (1750-1825) J. Brahms (1833-1897) Characteristics and Forms  Symphony #3, III - poco allegretto  Piano Quintet in F minor, III - allegro First Viennese School (Haydn, Mozart, Beethoven,  Ein Deutsches Requiem, IV - "Wie Schubert) lieblich…” J. Haydn (1732-1809)  Hungarian Dance #5 in G minor  String Quartets Op. 76 (#s 60-65) Robert and Clara Schumann (1810-1856; 1819-  Symphony #94 “Surprise”, II-andante 1896)  Trumpet Concerto in E-flat Major, III-  Piano Concerto in A minor allegro  “Chiarina” from Carnaval W.A. Mozart (1756-1791) F. Mendelssohn (1809-1847)  Sonata No. 11 in A major, III – rondo alla  Violin Concerto in E minor, I - allegro Turka molto appassionato  Symphony #4 in A major “Italian”, I -  Turandot - “Nessun Dorma” allegro vivace, IV - presto  A Midsummer Night’s Dream - Scherzo, Wedding March 7. FRENCH IMPRESSIONISM (1890- H. Berlioz (1803-1869) 1915)  Symphonie Fantastique, IV “March to the C. Debussy (1862-1918) Scaffold”, V "Dream..."  Claire de lune B. Smetana (1824-1884) - Czech/ Bohemian  Prelude to the Afternoon of a Faun  “Moldau” from Ma Vlast M. Ravel (1875-1937) A. Dvořák (1841-1904) – Czech/ Bohemian  Mother Goose Suite - III-Impératrice des  Symphony #9 in E minor “New World”, II – pagodes, IV-Les entretien... Largo; III – Scherzo  Boléro F. Chopin (1810-1849) - Polish  “Revolutionary” Etude Opus 10, no.12 in C minor,  Nocturnes in E-flat major (Op. 9 #2);  Nocturne in C-sharp minor (#20) 8. 20 TH CENTURY European Styles  Fantasie-Impromptu in C-sharp minor Characteristics and Forms N. Paganini (1782 –1840) – Italian  Caprice No. 24 in a minor I. Stravinsky (1882-1971) F. Liszt (1811-1886) – Hungarian  Rite of Spring - Introduction, Augurs of Spring,  Hungarian Rhapsody #2 Sacrificial Dance  Mephisto Waltz 2nd Viennese School (Schoenberg, Berg, Webern) M. Mussorgsky (1839-1881) – Russian, “Mighty A. Schoenberg (1874-1951) Five”  Five Pieces for Orchestra, Op. 16 (atonal)  Pictures at an Exhibition A. Webern (1883-1945) N. Rimsky-Korsakov (1844-1908) – Russian,  Five Pieces for Orchestra, Op. 10 (atonal) “Mighty Five”  “Festival at Baghdad. The Sea. ” from 9. 20 TH CENTURY American Styles Scheherazade Characteristics and Forms P. Tchaikovsky (1840-1893) – Russian  Festival Overture "The Year 1812" S. Joplin (1868-1917)  Piano Concerto #1 in B-flat minor  Piano Rags - "The Entertainer", "Maple Leaf  Symphony No. 6 "Pathetique", IV - adagio Rag" lamentoso-andante G. Gershwin (1898-1937)  Nutcracker Ballet  Rhapsody in Blue S. Rachmaninoff (1873-1943) – Russian  “Summertime” from Porgy and Bess Piano Concerto # 2 A. Copland (1900-1990)  Fanfare for the Common Man  Appalachian Spring Ballet - "Simple Gifts" 6. ROMANTIC OPERA COMPOSERS S. Barber (1910-1981) R. Wagner (1813-1883)  Adagio for Strings  Ride of the Valkyries” from The Valkyrie “ L. Bernstein (1918-1990) from “Ring Cycle”  “Tonight” from West Side Story  Bridal Chorus” from Lohengrin “ P. Glass (b. 1937) G. Verdi (1813-1901)  The Photographer  Il Trovatore - "Miserere”; J. Adams (b. 1947)  La Traviata - " Libiamo ne' lieti calici"  Short Ride in a Fast Machine (minimalism)  Rigoletto - "La donna e mobile", "Caro Jazz – Roots of Jazz, Ragtime, Dixieland, Swing, nome" Bebop  Messa da Requiem (Dies Irae, Tuba Mirum, L. Armstrong (1901-1971) Lacrymosa)  When the Saints Go Marching In G. Puccini (1858-1924)  What a Wonderful World  Tosca - “Vissi d’arte”and "E lucevan le  Ain’t Misbehaving stelle"  Dinah M. Davis (1926-1991)  Freddie Freeloader  Stella by Starlight C. Parker (1920-1955)  Billie’s Bounce  April in Paris

MATERIALS & RESOURCES: Sheet music, computer, Tandberg Director smart board, CD player, tape player/recorder, keyboard, microphones, drum set, video recorder, whiteboard, various music websites as needed, and music CD’s and DVD’s as needed

STUDENT NEEDS:  Loose-leaf notebook paper  Pencils/Pens/Flash Drive  Textbook  3-Ring Binder (1 inch or 1 ½ inch) with divider

GRADING PROCEDURES:

GRADING SCALE A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = Below 60

Test/Quizzes 30% Homework 10% Projects 30% Class Participation 30%

Final Grade  1st Nine Weeks 45%  2nd Nine Weeks 45%  Final Exam 10% MAKE-UP POLICY: Students will be allowed to make-up missed assigned tasks in a timely manner (homework/projects are expected to be submitted upon return to school following the absence).

 MISSED TEST: Students will be allowed to make-up any missed test upon the return to school following the absence.

 MISSED QUIZ: Students will be allowed to make-up any missed quiz upon their return to school following the absence.

 MISSED HOMEWORK: Students will be allowed to make-up any homework assignment upon their return to school following the absence.

CLASSROOM GUIDELINES: . Students must be on time to class and be in their seat with proper materials at the beginning of class. . Report any inability to sing, due to illness or injury, before class begins on that day. . Students must respect the teacher, fellow students and classroom materials.

. Take any necessary breaks at the restrooms or water fountains BEFORE class begins. . Keep a pencil in your choir folder for use in marking music. . Do not use class time for grooming (brushing/styling hair, applying lotions or other cosmetics) . Do not chew gum, eat candy/food or have drinks during class. . Do not leave your seat or talk without permission-raise your hand & ask! . Do not play piano, stereo or use other equipment without permission. . Do not talk or disrupt class. Discipline:

Students will be given every opportunity to succeed during class. I don’t anticipate any major behavior problems but occasionally they do arise. Parent support is crucial to the success of our program. I will send and e-mail or make a phone call to you should there be behavioral concerns that arise. My hope is to prevent your child from being assigned detention or receiving an office referral. Subsequent problems could result in a referral to the office.

Students must follow the Jasper County School District Code of Conduct. There will be no exceptions.

ATTENDANCE/TARDY POLICY: Parents/guardians must ensure that all school-age children in their care are in school and on time every day. All absences require a written explanation from the parent/guardian’s full name, address and telephone number(s), dates of absence(s), and documentation of the reason for the absences(s). Absences in excess of ten days year will not be considered excused with a parent/guardian note unless they are accompanied by official medical or legal documentation. It is very important that students be on time at the beginning of the school day. Schools are required to admit students regardless of their arrival time. However, students who report late are required to report to the appropriate administrative office to obtain a late pass before being admitted to any classroom or other school area. Reporting to the office is very important in making sure that the student is recorded as present. Students are required to follow their school’s tardy policy. Excessive tardiness will result in disciplinary action.

REQUIRED AND RECOMMENDED READING: Students will be asked to read articles, magazines, and websites as we discuss current events and trends in music.

STUDENT INCENTIVES: In keeping with my endeavor to promote PBIS, my students will be allowed to creatively “display” their talents on designated days. They may sing, dance, act, and possibly incorporate all three. These days will be earned, there will be guidelines, and it will incorporate in the teacher’s lesson plans.

EXTRA HELP/INTERVENTION: Tutorials will be held on Wednesdays from 3:00PM – 4:00PM (Please let me know if you plan to stay at least one day in advance) Parents: I look forward to a very exciting and successful year and appreciate the opportunity of working with your child. Together we will build a strong choral program at RHHS. I need your help to achieve this goal- please volunteer to help if your schedule allows. Parent Student Understanding Agreement (Please download, sign, and return the next class section)

Please Print:

Last Name______First Name______Period______

I have read Dr. Sylathea Prescott-Hutchins’ course syllabus. I am fully aware of her policies concerning grading, work, make-up work, attendance, and academic integrity.

______Student’s Signature Date

______Parent’s Signature Date

The below portion is to be filled out by a parent. (Please Print)

Parent Name______and phone number______

For contact during school hours. Another good time to reach me is ______at phone number ______.

May I contact you through email? E-mail address ______.

Additional comments or concerns: Thanks!

Dr. Sylathea R. Prescott-Hutchins, Chorus Director