AP MUSIC THEORY 2019-2020 COURSE SYLLABUS Theresa Severin Washington-Liberty High School, Arlington VA [email protected] 703-228-6200 AP Music Theory National Exam – May 13, 2020 COURSE DESCRIPTION A major component oF ay college music curriculum is a course introducing the First-year student to musicianship, theory, musical materials and procedures. AP Music Theory integrates aspects oF melody, harmony, texture, rhythm, Form, music analysis, elementary composition and, to some extent, history and style. Musicianship sKills such as dictation and other other listening skills, sight-singing and Keyboard harmony are considered an important part oF the AP Music Theory Course. The student’s ability to read and write musical notation is Fundamental to such a course. It is also assumed that the student has acquired at least basic perFormance sKills in voice or on an instrument. The AP Music Theory class meets every other day For 90 minutes and will cover topics From basic Fundamentals oF music vocal and instrumental music From the Common Practice Period and other periods oF Western Music. GOALS The ultimate goal oF an AP Music Theory course is to develop a student’s ability to recognize, understand and describe the basic materials and processes oF music that are heard or presented in a score. The achievement oF this goal is best promoted by integrated approaches to the student’s development oF: Aural SKills Listening Exercises Sight-Singing Skills PerFormance Exercises THROUGH Written SKills Written Exercises Compositional SKills Creative Exercises Analytical SKills Analytical Exercises COURSE OBJECTIVES 1. IdentiFy, describe and notate: a. Pitches in treble, bass, and moveable cleFs. b. Simple and compound meters. c. Major and minor scales and their Key signatures. d. Including all Forms oF the minor scale, modal, pentatonic, and whole tone. 2. Hear, identiFy and notate: . Major, minor, perFect, augmented and diminished intervals within an octave. a. Major, minor augmented and diminished triads in root position and inversions. b. Authentic, plagal, deceptive and halF cadences. c. Functional triadic harmony in traditional Four-voice texture, including non-harmonic tones, seventh chords, and secondary dominants. 3. Realize a Figured bass with proper voice leading in the style oF eighteenth-century chorale part writing using diatonic triads in root position and inversions, non-harmonic tones, dominant sevenths, other diatonic sevenths and secondary dominant seventh chords. 4. Harmonize and complete the voicing oF a soprano line in the style oF eighteenth-century chorale part writing. 5. Analyze music excerpts using Roman and Arabic numerals to represent chords and their inversions. 6. IdentiFy pivot modulation in music excerpts. 7. Analyze and identiFy phrase structures oF music excerpts. 8. Analyze and identiFy binary, ternary, Fugue, rondo and sonata-allegro Forms. 9. Notate soprano and bass voices and supply Roman numeral Figuration For harmonic dictation including primary and secondary triads in root position and inversions. 10. Sing at sight melodies with steps and sKips in major and minor Keys using solFeggio syllables. 11. Listen to and describe major worKs From Western traditional style periods. UNITS OF STUDY AND QUARTER OUTLINES QUARTER 1 UNIT 1 - MUSIC FUNDAMENTALS I: • Pitch • Major Scales and Key Signatures • Rhythm • Meter • Expressive Elements UNIT 2 - MUSIC FUNDAMENTALS II: • Minor Scales and Key Signatures • Melody • Timbre • Textures QUARTER 2 UNIT 3 - MUSIC FUNDAMENTALS III: • Triads and Seventh Chords UNIT 4 - HARMONY AND VOICE LEADING I: • Chord Function • Cadences • Phrases UNIT 5 - HARMONY AND VOICE LEADING II: • Chord Progression • Predominant Function QUARTER 3 UNIT 5 - CONTINUED UNIT 6 - HARMONY AND VOICE LEADING III: • Embellishments • Motives • Melodic Devices UNIT 7 - HARMONY AND VOICE LEADING IV: • Secondary Function UNIT 8 - MODES AND FORM QUARTER 4 • Review For Exam • May 13, 2020 afternoon • Composition Assignment ASSIGNED TEXTBOOKS Music In Theory and Practice - 8th Edition, vol. 1 - by bruce benward and Marilyn Saker Workbook to Accompany Music – Music In Theory and Practice The Musician’s Guide to Aural Skills - Ear Training Secondary Texts: Theory Essentials, Volume 1 - Connie MayField Music for Sight-Singing, 5th Edition – benjamin, Horvit and Nelson REQUIRED MATERIALS • Assigned TextbooKs • Manuscript Paper (stafF paper) • Three Ring binder with dividers. • Pencils and erasers. • Access to computer, internet and a piano Keyboard. DETERMINATION OF GRADES – QUARTERLY AND FINAL Your quarterly grades will be calculated as Follows: 15% - HomeworK 30% - Unit Tests/Quizzes 30% - Compositions 25% - Class Participation* Your Final grade will be calculated as Follows: 20% - Quarter 1 Grade 20% - Quarter 2 Grade 20% - Quarter 3 Grade 20% - Quarter 4 Grade 20% - Final Composition Project* *Final Composition Project will count For 20% oF the Final grade. Students will “present” their composition to the class on the scheduled Final exam day For the course. Parameters For this project (including grading rubric) will be provided. Seniors participating in the Senior Experience must complete their project and present it to the class beFore the Senior Experience begins. There will not be a traditional written Final exam in this course. GRADING SCALE Letter Grade Percentages Quality Points AP & IB Quality Points A 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100 4.0 5.0 B+ 87, 88, 89 3.5 4.5 b 80, 81, 82, 83, 84, 85, 86 3.0 4.0 C+ 77, 78, 79 2.5 3.5 C 70, 71, 72, 73, 74, 75, 76 2.0 3.0 D+ 67, 68, 69 1.5 2.5 D 60, 61, 62, 63, 64, 65, 66 1.0 2.0 E 0 – 59 0.0 0.0 • “Student grades reFlect student achievement and not student behavior.” • “quarterly grades will round up when the percentage is .5 or higher” • “In addition to achievement, worK habits as noted in the report card comments will be evaluated For each course using the Following symbols: X - Surpasses Expectations Y - Meets Expectations Z - Approaching Expectations N - Needs Improvement” • “The Final grade is required to be calculated using the quality points and not percentages, letter grades, number or point systems” WASHINGTON-LIBERTY ATTENDANCE POLICY Three unexcused tardies during one quarter will result in a lunch detention assigned by the teacher. Parents will be notiFied. Each additional tardy will result in an after-school detention. Five unexcused tardies will result in a reFerral to your administrator and may result in Saturday School LATE WORK POLICY HomeworK assignments are due on the due date unless rescheduled by Ms. Severin. Late worK will be accepted only with an excused absence. WASHINGTON-LIBERTY HONOR PRINCIPLE PREAMBLE As mature individuals in the Washington-Liberty High School community, worthy and capable oF maintaining a bond based on honor, we declare our intent to learn, worK, and conduct ourselves at all times in accordance to the expectations set Forth by the principles oF our Generals’ Pride: • valuing education • Following the rules • maintaining selF-control • worKing to the best oF our abilities • respecting the properties oF others • being courteous to others • respecting the diversity oF all cultures, creeds, or sects • being responsible For our actions • preparing For our Future I agree that: • I expect the highest level oF social responsibility From myselF, my peers and other members oF this community. • I believe our community is capable oF maintaining an environment based on honor. • I accept the responsibility oF governing my own behavior through practices and procedures based on mutual trust and respect. To this end, as a student at Washington-Liberty High School: • I will not lie, cheat, or steal nor will I tolerate such behavior From any other member oF the Washington-Liberty community. • I will not disrespect, slander, injure or embarrass any member oF the Washington-Liberty community. • I understand that there are disciplinary consequences For the below-listed inFractions oF the Honor Code. HONOR PLEDGE Washington-Liberty students are expected to honor this principal. Failure to do so will result in disciplinary action. At the discretion oF individual teachers, students may be asKed to sign an honor pledge For certain assignments. by signing the pledge, students will acKnowledge they understand the Honor Policy and have not violated it. A sample pledge is shown. “On my honor, I pledge that this assignment reFlects my own eFForts and worK.” .