District OverviewThe goal of the Brandywine Heights Area School District Music Department is to enable students to become lifelong participants in music, to learn the skills necessary for continued enjoyment in music, and to see the many connections between music and other subjects. Music, an important subject in itself, brings all subjects together in a united whole.

The study of music encourages critical thinking in our students, fosters participation in groups, broadens students’ education by encouraging the artistic proponent of development, and promotes problem solving skills which will carry with students throughout their lives and further education. Music curriculum scaffolds to build skills from Kindergarten through high school, with students constantly building on prior knowledge. More than a “special” subject, the study of music allows students discover what it means to be human by allowing expression of their artistic nature. The study of music should be thorough, rigorous, and comprehensive.

Grade 9th-12th Units:The units should equate to a full course (full-year/semester) of instruction.

Unit 1: Music Fundamentals: Melody and Rhythm Unit 2: Major Scales and Keys Unit 3: Major Triads Unit 4: Minor Scales, Keys, and Primary Triads Unit 5: Composition : Structure and Flavor Unit 6: Transposition and Modes Unit 7: Final Composition Project

Subject: Music Theory Grade: 9-12Unit Title: Music Fundamentals: Melody and Rhythm

Unit Overview/Essential Understanding: How is sound organized to make music? How does the structure of a musical piece create its order and clarity? How is melody created?

Unit Objectives: Notate the elements of music using F, G and moveable C, clefs, including noteheads, stems, flags, beams, and rests, using correct vertical alignment and stem direction, barlines, brackets, braces, repeat signs, endings, and accidentals. Notate and recognize simple rhythmic patterns (beats and subdivisions), notate and recognize simple, compound, and complex meters, and organize rhythms into appropriate groupings (beaming and barring).

Focus Standards Addressed in this Unit: National Standards for Music Education: 1,2,5,6,7,8,9

Concepts/Content:Students will…

Identify parts of a noteIdentify and write rhythmic symbolsInterpret relationships among rhythmic symbolsIdentify and interpret rhythmic concepts in written musicInterpret time signatureApply time signature and counts to rhythmic patternsCreate rhythmic patterns using time signature and rhythmic symbolsHear rhythmic patterns and transfer to written format

Competencies/Skills:Students will be able to… (identify)

RhythmParts of a note- stem, flag, beamRhythmic symbols- whole note, half note, quarter note, restsRhythmic relationshipsRhythmic terms: beat, measure, bar line, double bar lineTime signature- top number, bottom numberCounting rhythmsComposition of original rhythmic patternsRhythmic dictation: hear rhythmic pattern and transfer to written form

Description of Activities:Basic music dictationLooking at piano music and identifying notes in both clefsUse mnemonic devices to tell what interval two notes are

Musical AlphabetList the letters in the musical alphabetVisually and aurally identify an octaveVisually and aurally identify conjunct motionHear conjunct patterns of pitches and transfer to written form

Pitch on the StaffVisually identify and draw the treble clef and bass clefDiscuss the purpose of the treble and bass clefConstruct pitches in treble and bass clef on the staffIdentify pitches in treble and bass clef on the staffDefine ledger linesIdentify and construct pitches on the staff using ledger lines

PianoIdentify names of white keys on the pianoPlay simple melodies on the piano using white keysComposition: Create original melodies using white keys on the pianoDefine half step and whole step and identify on the pianoDefine accidentals, including sharp, flat, double sharp, double flat, natural Identify names of black keys on the piano using accidentalsDefine enharmonic

MelodyPitchMusical alphabetOctaveConjunct motion

Pitch on the StaffTreble clef pitchesBass clef pitchesStem directionLedger linesGrand staffOctave registers

PianoWhite keys on the pianoHalf steps, whole stepsAccidentals- sharp, flat, double sharp, double flat, naturalEnharmonic

Identify enharmonic pitches on the pianoIdentify and construct pitches on the staff using accidentalsPlay black and white key melodies on the piano with proper rhythm, tempo, hand/finger positionComposition: Create original pitch and rhythmic patterns using conjunct motionDictation: Hear patterns of conjunct pitch and rhythmic symbols and transfer to written formsAssessments:

In class assignmentsWeekly quizzesUnit exam

Additional Resources:Robert Ottman: Music for Sight Singing Robert Ottman: RudimentsPiano book

Subject: Music Theory Grade: 9-12Unit Title: Major Scales and Keys

Unit Overview/Essential Understanding: How does the Circle of Fifths help to establish key signatures?

Unit Objectives: Demonstrate the ability to write major and minor key signatures on the staff (circle of fifths). Demonstrate the ability to notate simple rhythmic patterns from dictated examples and identify simple rhythmic motives and meters from aural examples.

Focus Standards Addressed in this Unit: National Standards for Music Education: 1,2,5,6,7,8,9

Concepts/Content:Students will…Major ScalesDefine scale, major scale, chromatic scaleConstruct major scales on the staff in treble and bass clefPlay major scales on the piano

Key SignaturesDefine the purpose and identify the location of a keyList the order of sharps and flats in a key signatureWrite key signatures on the staffGiven the key signature, identify the key nameUse the Circle of Fifths/Fourths to identify the key nameCompose an original melody that demonstrates understanding of:

Competencies/Skills:Students will be able to… (identify)Major ScalesScaleChromatic scaleMajor scale construction-location of half steps and whole steps

Key SignaturesPurpose and location of key signaturesOrder of sharps and flats in key signatureWriting key signatures on the staff in treble and bass clefIdentifying key nameCircle of fifths

Description of Activities:Theory textbook and workbookMusic dictationPiano workbook

-rhythmic symbols and relationships-time signature-key signaturePlay melodies on the piano in treble and bass clef, demonstrating appropriate pitch, rhythm, tempo, fingers, hand positionAssessments:

In class assignmentsWeekly quizzes

Unit exam Additional Resources:

Robert Ottman: Music for Sight Singing Robert Ottman: RudimentsFinale-Music Notation softwareDVD Player

Subject: Music Theory Grade: 9-12Unit Title: Major Triads

Unit Overview/Essential Understanding: Why is it necessary to be able to sing intervals and melodies?Why is it important to be able to transcribe single note melodies by keyboard dictation?Unit Objectives: All simple intervals and their inversion, and compound intervals to the interval of a 15th The student will be able to relate this knowledge to the keyboard.

Focus Standards Addressed in this Unit: National Standards for Music Education: 1,2,5,6,7,8,9

Concepts/Content:Students will…

Define chord, triadIdentify the parts of a triadConstruct major, minor, diminished, and augmented triads on the staffIdentify triads visually and aurallyPlay major triads on the pianoList the scale degree names for pitch in a scaleIdentify the three primary triads according to scaleDiscuss the use of harmonic minor scale in music composition.Identify the Roman numerals representing both major and minor primary triadsHarmonize a melody in minor key, using primary triads

Competencies/Skills:Students will be able to… (identify)

ChordTriadParts of a triad- root, third, fifthKinds of triads- major, minor, diminished, augmented

Three primary triadsScale degree names

Description of Activities:

Theory textbook and workbookMusic dictationPiano workbook

Assessments:

In class assignmentsWeekly quizzes

Unit exam Additional Resources:

Robert Ottman: Music for Sight Singing Robert Ottman: RudimentsFinale-Music Notation softwareDVD Player

Subject: Music Theory Grade: 9-12Unit Title: Minor Scales, Keys, and Primary Triads

Unit Overview/Essential Understanding: Why is it important to play or sing scales? How is music built upon patterns found in major and minor scales? How did prolific composers in history adjust the use of scale structure to develop new genres and styles of music?Unit Objectives: All major, minor, diminished, and augmented triads (In open and closed position, In root position, first inversion and second inversion)The student will use figured bass symbols, and provide roman numeral analysis of chords within a given tonalityFocus Standards Addressed in this Unit: National Standards for Music Education: 1,2,5,6,7,8,9

Concepts/Content:

Students will… Construct the natural minor scale on the staffPlay the natural minor scale on the pianoDiscuss the role of relative scales with relation to major scalesDiscuss the relationship between relative scales and major/minor key signaturesGiven the major key name, identify the relative minor key nameGiven the minor key name, identify the relative major key nameIdentify and construct major and relative minor key signaturesConstruct the harmonic minor scale on the staffCompare and contrast the harmonic minor scale in relation to the relative

Competencies/Skills:

Students will be able to…(identify)Natural minor scalesRelative scalesKey signatures in minorHarmonic minor scaleMelodic minor scalePrimary triads for minor keysTernary formRondo formJump Bass accompaniment

Description of Activities:

Theory textbook and workbookMusic dictationPiano workbook

minor scalePlay harmonic minor scales on the pianoDiscuss the relationship between the harmonic minor scale and minor key signatures

CompositionCompose two original melodies, one base on the natural minor scale and one based on the harmonic minor scaleConstruct the melodic minor scale on the staffCompare and contrast all three forms of the minor scale- natural, harmonic, and melodicConstruct minor triads on the staffIdentify Roman numerals for the three primary triads in minorConstruct the three primary triads on the staff in minor keysDefine ternary form and rondo formAnalyze ternary form and rondo form in written musicDefine jump bass accompaniment in written musicAnalyze jump bass accompaniment in written musicCreate an original composition that demonstrates the following concepts:-minor keys-ternary or rondo form-jump bass accompaniment-repetition and variationAssessments:

In class assignments

Weekly quizzes Unit exam

Additional Resources:Robert Ottman: Music for Sight Singing Robert Ottman: Rudiments

Finale-Music Notation softwareDVD Player

Subject: Music Theory Grade: 9-12

Unit Title: Composition - Structure and Flavor

Unit Overview/Essential Understanding: Is there good harmony and bad harmony? What does harmony add to music? Can you have rhythm without beat? Why does each voice and instrument have its own timbre?

Unit Objectives: To exercise creative imagination for sound.To learn and utilize new compositional techniques.To develop compositional skills through regular and focused practice.To expand awareness of the richness and diversity of contemporary music.To foster an environment for creative exchange and constructive criticism.To move toward the acquisition of a personal musical language.To develop skills in effective notation.To develop skills working with specific instruments and voices.To prepare scores and parts for performance.To produce a substantial portfolio of compositions.

Focus Standards Addressed in this Unit: National Standards for Music Education: 1,2,5,6,7,8,9

Concepts/Content:

Students will…

Review:Proper interaction between melody and harmonyConjunt and disjunct melodiesPhrases and periodsChord progressions and role of primary triads

Competencies/Skills:

Students will be able to…(identify)

CandencesWriting effective melodies: phrase, period, climax note, conjunct/disjunct tension and releaseAccompaniments- piano accompaniment, glissando, arpeggiationBinary form

Description of Activities:

Theory textbook and workbookMusic dictationPiano workbookFinaleNoteflight

Define cadence in terms of:PurposeLocation in relation to phrase and periodDefine half cadence and identify location and role in relation to phrases/periodsDefine authentic cadence and identify role and location in relation to phrases/periodsAnalyze written music and identify half and authentic cadencesDiscuss the role of the following concepts in music composition:Tension and releaseClimax noteRepetition and variationCreate an original composition that demonstrates:Interpretive markingsPrimary triadsMusical rulesDefine the following terms:AccompanimentsGlissando accompaniment triad accompaniment in a melodyArpeggiationCreate original compositions that demonstrate triad accompaniment, glissando, accompaniments, and arpeggiationDefine the following terms with relation to form:FormThemeBinary form- definition, letters, length,

Noteflight TutorialLocationNote inputEditing a scoreEmail a fileSave as MIDI and open in FinaleExpression markings and articulationsKey signature and time signature

characteristicsCompare and contrast simple binary form and rounded binary formCreate an original composition in simple binary form and convent to rounded binary formDemonstrate the ability to locate Noteflight on the internet and loginCreate a new score, assign it as “private” and input pitches and rhythms to create a short melody.Use the editor to change individual notes, edit a full measure, select measures, staves, notes, chords, or multiple measures, move or copy measures, and add new measures.Demonstrate methods for exporting and emailing music files including saving as a MIDI file and opening in FinaleAdd expression markings and articulations to melodies

Assessments:In class assignmentsWeekly quizzes

Unit examAdditional Resources:Robert Ottman: Music for Sight Singing Robert Ottman: Rudiments

Finale-Music Notation softwareDVD Player

Subject: Music Theory Grade: 9-12Unit Title: Transposition and Modes

Unit Overview/Essential Understanding: What is transposition? Transposition is used when attempting to write music for various instruments not in concert key, i.e. clarinet, trumpet, saxophone, French horn, etc. What is orchestration? Orchestration is used when arranging a piece of music for various instruments i.e. taking a choral work and writing it for band.

Unit Objectives: Play selected compositions, scales and chord progressions, sight-read pieces, begin transposition and harmonization.Focus Standards Addressed in this Unit: National Standards for Music Education: 1,2,5,6,7,8,9

Concepts/Content:

Students will…

Define orchestration and arrangementsDefine terms relating to instruments including: instrumentation, range, register, technical ability, mood, transposition, balanceIdentify the instrumental families and the common instruments including:Strings, woodwinds, brass, pitched and non-pitched percussion, keyboardsDefine transposition and discuss the purpose of transposition in compositionDefine the term “interval”Construct major, minor, and diminished intervals on the staff.Discuss the relationship between intervals and transpositionDefine the following terms with relation to transposition:

Competencies/Skills:

Students will be able to…(identify)

Orchestration, arrangement, range, register, technical ability, mood, balance, transpositionInstrumental families: strings, woodwinds, brass, pitched and non-pitched percussion, keyboardsTerms relating to transposition:Intervals, concert pitch, concert instruments, transposing instruments, transposing key signaturesConcepts relating to modes:Modes, type of modes, key signature and mode

Description of Activities:

Theory textbook and workbookMusic dictationPiano workbookFinaleNoteflight

Concert pitch, concert instruments, transposing instrumentsIdentify the transposition characteristics of the most common instruments in the band and orchestraDemonstrate how to transpose key signature for different instruments in the band and orchestraComposition: Given a vocal score, transpose for four different instrumentsDefine a modeConstruct the following modes on the staff:Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, LocrianGiven the key signature, identify the modeComposition:Create original music that demonstrate the following concepts:Range, register, technique, mood, transposition, balance, modes

Assessments:In class assignmentsWeekly quizzes

Unit examAdditional Resources:Robert Ottman: Music for Sight Singing Robert Ottman: RudimentsFinale-Music Notation softwareDVD Player

Subject: Music Theory Grade: 9-12Unit Title: Composition Project

Unit Overview/Essential Understanding: How do composers translate external influential elements into music?

Unit Objectives: Students will experience the development of skills needed to analyze and evaluate music. Students will continue to explore music’s relationship with other disciplines and its impact on culture, and development of ability to perform/record/present/discuss original compositions.Focus Standards Addressed in this Unit: National Standards for Music Education: 1,2,5,6,7,8,9

Concepts/Content:

Students will…

Create an original composition that demonstrates student achievement in:Major/minor keysKey signaturesModesChords and chord progressionsTranspositionOrchestrationForm

Competencies/Skills:

Students will be able to…(identify)

Major/minor keysKey signaturesModesChords and chord progressionsTranspositionOrchestrationForm

Description of Activities:

Theory textbook and workbookMusic dictationPiano workbookFinaleNoteflight

Assessments:In class assignmentsWeekly quizzes

Unit exam

Additional Resources:Robert Ottman: Music for Sight Singing Robert Ottman: RudimentsFinale-Music Notation softwareDVD Player