Course+Description-Targets

The AP Music Theory course is designed for the mature musician who is interested in enhancing their music ability through a rigorous study of music theory. The class will enable the student to understand theoretical and historical significance of harmonic structure as it relates to Western music. During the course of the class, students will develop necessary technical skills used in analysis of music both structurally and harmonically. In addition, students will devote a significant amount of time developing their aural capabilities. Among these “aural skills” will be, sightsinging, interval and chord recognition, melodic dictation, and harmonic dictation. Music (primarily of the Western culture) will be studied by both aural and written methods so as to develop both the “eye” and “ear” of the progressing student. Ultimately, the class will prepare students for the AP Music Theory examination given in the spring as well as entrance examinations given by Schools of Music for entering freshmen music majors/minors. All students enrolled are highly encouraged to take the AP Music Theory examination. Six (of the nine) MENC National Music Education Standards are addressed in the learning targets listed for this class:
 * AP Music Theory – Course Description /Learning Targets **
 * __ Overview __**
 * __ National Standards for Music Education __**
 * __ Singing, alone and with others (National Standard #1) __**
 * **__ Sightsinging __**
 * Sightsing short examples in both major and minor keys using fully moveable do. //(skill, product)//
 * // Sightsing short examples in various clefs including: treble, bass, and alto clefs. (skill, product) //
 * Sightsing more advanced examples of music containing non-diatonic tones. //(skill, product)//
 * // Sightsing duets. (skill, product) //
 * __ Composing and arranging music within specified guidelines. (National Standard #4) __**
 * ** Composition and its techniques **
 * Compose and harmonize melodies. //(skill, product)//
 * Realize figured bass notation. //(skill, product )**CR level**//
 * Identify chord functions and use. //(product, reasoning, skill)//
 * Identify non-diatonic triads and their function. (//knowledge, reasoning)//
 * Demonstrate knowledge of harmonic tendencies//. (knowledge)//
 * Compose short compositions that demonstrate knowledge of short musical forms. //(knowledge, reasoning, skill, product)**CR level**//
 * __ Reading and notating music (National Standard #5) __**
 * ** Music reading **
 * Demonstrate the ability to read music in four clefs: treble, alto, tenor, and bass. **//CR level//**
 * Demonstrate the ability to read piano scores.
 * Demonstrate the ability to read four part vocal scores. **//CR level//**
 * Demonstrate the ability to read full orchestral scores. **//CR level//**


 * ** Music notation and comprehension **
 * Demonstrate knowledge and proper usage of terms in musical notation. //(knowledge, reasoning, skill)//
 * Construct and identify major and all minor scales, modes, intervals, keys, and triads. //(product, knowledge)//
 * Construct and identify diatonic triads in major and minor keys. //(product, knowledge)//
 * Identify written authentic, perfect authentic, plagal, half, and deceptive cadences. //(product, knowledge)//
 * Construct and identify secondary dominants (sevenths) in major and minor keys. (knowledge, product) **//CR level//**
 * __ Listening to, analyzing, and describing music. (National Standard #6) __**
 * ** Aural Skill Development - //CR level// **
 * Identify aurally diatonic intervals. //(knowledge, skill)//
 * Take melodic dictation in major and minor keys. //(skill, product)//
 * Aurally identify cadences in diatonic and chromatic harmony . //(knowledge, skill)//
 * Aurally identify scales, triads, intervals, and modes. //(knowledge, skill)//
 * Aurally identify non-//harmonic tones. (knowledge, skill, reasoning)//
 * Aurally identify secondary dominants and borrowed chords. //(knowledge, skill)//
 * Aurally identify chord progressions. //(reasoning, skill)//
 * Notate the bass and soprano line as well as chord progression with inversions when given 4 part harmonic dictation. (//knowledge, reasoning, skill, product)//
 * Take melodic dictation with increasing rhythmic difficulty that contains non-diatonic tones. //(skill, product)//

All students: Students will be able to identify the main ideas or purpose of complex passages or their paragraphs found in their college level textbooks.
 * ** Analysis Development – //CR level// **
 * Identify non-harmonic tones both visually. //(knowledge, skill, reasoning)//Analyze music structurally and harmonically. //(reasoning)//
 * Identify cadences in diatonic and chromatic harmony visually. //(knowledge, skill)//
 * Identify secondary dominants and borrowed chords visually. //(knowledge, skill)//
 * Identify non-diatonic tones. //(knowledge, reasoning, skill, product//)
 * Analyze larger works both structurally and harmonically. //(knowledge, reasoning, skill//)
 * __ Understand relationships between music, the other arts, and disciplines outside the arts. (National Standard #8) __**
 * ** Genres, time periods, and relationships to the arts **
 * Explain the various musical time periods and similar developments in art and dance. (//knowledge)//
 * Explain the similarities in compositional strategies and relationships to literature and writing. (//knowledge, reasoning)//
 * ** Music and its relationship to other disciplines **
 * Explain the relationship between science and music (//knowledge, reasoning) **ACT science/sound**//
 * __ Understand music and its relations to history and culture. (National Standard #9) __**
 * ** Music history **
 * Identify historically significant composers, compositions, and techniques from the periods under discussion and study//. (knowledge)//
 * Demonstrate knowledge of terminology appropriate to time period of music. //(knowledge, skill)//
 * __ Social-Emotional Learning targets __**
 * Evaluate their individual personal musical strengths and weaknesses. They develop strategies to improve their weaknesses while continuing to develop their areas of strength. //(Self-awareness: h, i, k) (Self management: n, o, q)//
 * Actively participate in both individual and group class activities such as sightsinging, melodic dictation, and harmonic dictation to develop personal skills. (//Self-management: c,s,and t) (Relationship skills: e,g)//
 * Consciously choose behaviors that demonstrate their respect for classmates and teachers. (//Self Management: c ,d)// (//Relationship skills: a ,b)//
 * __ ACT Readiness Reading __**