Music Theory Advanced - burlington-nj.net 7 through 12... · UNIT #3 – Composition & Arranging 50 UNIT #4 – Music History 35 Unit #1 Music Notation and Literacy Overview At-a-Glance

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Music Theory Advanced

Revision Date: 8/8/2018

Submitted by: David Thomas May

2

Table of Contents:

Contents Course Overview ........................................................................................................................................................................................................... 3

Pacing Chart ................................................................................................................................................................................................................... 5

Unit #1 Music Notation and Literacy Overview At-a-Glance ....................................................................................................................................... 5

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: ............................................................................................................... 8

Unit #2 Basic of Harmonic Structure Overview At-a-Glance ..................................................................................................................................... 10

Unit #2 Targeted Instructional Planning to Address Central Unit Standards: ............................................................................................................. 13

Unit #3 Composition & Arranging Overview At-a-Glance ......................................................................................................................................... 15


Unit #4 Music History Overview At-a-Glance ............................................................................................................................................................ 20


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Course Overview In this course, students will develop musical skills in the areas of music and notational and harmonic literacy, sight reading, and music history.

They will also develop a greater sensitivity to musical details such as the effect of harmony and rhythm on mood along with historical and cultural

integrity through listening and performing music. Students will master the vocabulary and cognitive skills to evaluate various musical works,

personal performance and the performances of others, as well as problem solving skills to address various musical questions. Through their

preparation and study the students will also engage historical and social information as it effected the compositions being studied.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and

parents/guardians know what they need to do to in their quest for mastery. The standards are designed to be comprehensive and relevant to the real

world, reflecting the knowledge and skills that our young people need for success in post high school studies and careers. With American students

fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The Burlington City High School Music department has adopted and implemented the New Jersey Student Learning Standards (NJSLS) in

coordination with the National Coalition of Core Arts Standards (NCCAS) for Performing Arts as the cornerstone of the music and performing arts

curriculum. Areas of study within the music department are designed to be challenging, high school and college preparatory courses in which

students will be exposed to a variety of musical styles, music literature, composing and creative techniques, performance styles, and artistic

evaluative and communication skills.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards (NJSLS) and National

Coalition of Core Arts Standards (NCCAS), but to ensure that students will be prepared for college and career opportunities following high school

graduation.

Primary Resource(s)

Textbooks

Music Theory for Everyone Frank Leanza & Leonard Gallo

Crystal Publishers, New Jersey Copyright: 1985 – 2008 revised

Software

Audacity

GarageBand

Sibelius Notation Software

LOGIC-Pro

4

Web-Sites

www.muscitheory.net

www.emusictheory.com

www.itunes.com

Supplemental Materials (including various level of texts at each grade level)

Backgrounds in Music Theory Maurice C. Whitney

Schirmer Books Division of MacMillan Publishing Co., Inc.

866 Third Avenue, New York, NY 10022

Master Theory Books I & II Charles S. Peters & Paul Yoder

Neil A Kkjos Music Company – San Diego Ca.

Sight and Sound Arpad Darazs & Stephen Jay Boosey & Hawkes, Inc. Oceanside, New York

The Concise Oxford Dictionary of Music – Percy A. Scholes Oxford University Press London, England

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Pacing Chart Unit # & Title Pacing

(must equal 165 days for full-year or 83

days for

half-year course)

UNIT #1 – Music/Notational Literacy 35

UNIT #2 – Harmonic Structure & Analysis 50

UNIT #3 – Composition & Arranging 50

UNIT #4 – Music History 35

Unit #1 Music Notation and Literacy Overview At-a-Glance Unit #1 – Music Notation and Literacy

Unit Description:

In this unit the students will be taught and exposed to Advanced Musical symbols and terminology.

(In order to use a language fluently one must be able to Read, Write and Speak the language).

Essential Skills:

Identify the advanced components and written/printed symbols for music notation in composition.

Interpret and understand in functional manner the presence of advanced time signature and notational elements.

Interpret and understand in functional manner notations of pitch on the advanced use musical staves.

Identify the visual indications / elements of harmony in written notation.

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Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on

learning goals aligned with the following standards:

NJ State Learning Standard(s)

1.1 The Creative Process

1.1.12.B.1

1.1.12.B.2

1.2 History of the Arts and Culture

1.1.12.A.1

1.1.12.A.2

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:


Literacy Mathematics

NJSLSA.R1 N-Q.A.1.3

NJSLSA.R7 MP4

RST.11-12.3 MP6

NJSLSA.W5

NJSLSA.SL2

NJSLSA.SL5

Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and

Gifted Students- Modify instructional approach and/or

assignments and evaluations as needed based for students

with IEPs, 504s, ELLs and gifted and talented students

including but not limited to:

Supplemental instruction and work will be made

available for modified learning in reference to the

student learning models described above.

Listening and visual aids can be provided as well

Integration of 21st century skills through NJSLS 9 and Career

Education:

9.2.12.C.1

9.2.12.C.2

9.2.12.C.3

Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness of musical notation.

Lessons integrate a focus on musical literacy so that students can

better understand the demands of performance

Assessments- including benchmarks, formative,

summative, and alternative assessments

Classroom participation

Classroom attendance

Following directions

Written Tests & Quizzes

Suggested Interdisciplinary Activities for this Unit

Career Education: Have students study various examples

(audio / video) and point out QUALITY or NON-QUALITY physical

demonstrations in musical scores & performances.

Health/PE: Identifying group dynamics / interaction in athletic and

physical education class activities.

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Oral Testing with effective communication skills

Completion of assignments on time and as

instructed

Individual performance activities and projects

Utilization of skills on compound levels

throughout the course

English Language Arts/Literacy: Have students reference literature as it

relates to mood and emotion of musical works.

Math: Hand out various measuring, graphing / mathematical and physics

based exercises or worksheets relating to notation duration.

Science: Hand out various measuring, graphing / mathematical and physics

based exercises or worksheets relating to notation duration.

Social Studies: Find various social and historical musical references to

correlate to the objective under study.

Technical Subjects: Objectives for these activities would include

compositions, creative or scientific explorations, and tech development of

the subject matter. This would be accomplished using the various software

that are available online, in the media center and in the music lab.

World Languages: Have students use vocabulary sheets and define the

vocabulary words used in advanced music expression texts. Vocabulary

may include Latin, Italian, French, German, Spanish and English terms.

Arts: Have students use comparison sheets to critique, compare and define

the presentations used in the music selections they expose themselves to and

then contrast them to the arts accompanying them in time and presence.

Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.

Leveled Supplemental Materials and Media/School Library Resources

Grade or experience level work sheets, practice videos and recordings available in our

music lab under the SIBELIUS SOFTWARE work pages and study files found on the

Music Lab Computers in F-189

Audacity Sound Software

Harvard Dictionary of Music

Groves Encyclopedia of Music / Music History

The Structure of Singing: System and Arts in Vocal Technique – Richard Miller

Integration of the Technology

Standard

8.1.12.A.1

8.1.12.F.1

8.2.12.A.2

Students will be able to access online

work assignments and supplemental

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Adventures in Singing: A Process for exploring, discovering & developing vocal

potential –Clifton Ware

150 Rounds for Singing & Teaching

Basic Music Theory – How to Read, Write & Understand written music – Jonathan

Harnum

ONLINE RESOURCE SITES:

http://vocalist.org.uk/ http://itunes.com/ http://www.apple.com/education/itunes-u/

http://www.jwpepper.com/

http://www.musictheory.net/

Ricci Adams – Music Theory mobile apps:

Theory

Tenuto

materials for support in the area of

notational literacy and thus increasing

their use and understanding of

technology usage and adaptation into

their learning experience.

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

1.1.12.B.1

Understanding nuanced

stylistic differences among

various genres of music is a

component of musical

fluency. Meter, rhythm,

tonality, and harmonics are

determining factors in the

categorization of musical

genres.

1.1.12.B.2

Introduce new and advanced

applied written symbols used in

music notation.

Refer students to

www.Musictheory.net for

supplemental explanations and

work on advanced notation

Provide examples (print and/or

electronic) of notational samples

Take notes and participate in

class discussion, Q & A

Generate individual questions

for and participate in

classroom learning

Respond to essential

notational questions using

written examples from around

the room and student

researched advance samples.

Student and teacher generated

rubrics

Student evaluation of online

technological examples for

creation and practice.

Assign student composed

examples for classroom

discussion and evaluations




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Musical proficiency is

characterized by the ability to

sight-read advanced notation.

Musical fluency is also

characterized by the ability to

classify and replicate the

stylistic differences in music

of varying traditions.

for student evaluation and

performance.www.jwpepper.com

Have students create their

own advanced notation

examples

Notebook/Music manuscript

creations

1.2.12.A.1

1.2.12.A.2

Students will be able to

identify the basic elements of

Basic and Advanced Musical

Notation as recognized in

Historical resources and

performances.

Introduce written octavos and

scores for review and

identification.

Lecture and teach on the

interaction of symbols and

written elements for composition

and performance.

Teach the identification of good

use of symbols for performance

definition in musical notation.

Teach basic interpretation and

use of notation symbols for

performance execution.

Teach elements of dynamics and

performance style in vocal

octavos

Student notetaking and

identification on musical

notational symbols

Note taking and listening

exercises to identify and

describe the proper use of

notation in live performance

Class projects in proper

execution and use of notation

symbols

Oral presentation of the

evolution of symbols in music

notation.

Notes on class participation in

and classroom discussion of

various performance elements

that can be used in music

notation.


rubrics.

Student evaluation of in class,

and online visual

presentations examples for

notation.

Assign student assignments to

provide examples for

classroom practice and

evaluations of well-defined

notation.

Assign student assignments to

provide quiz questions for

fellow classmates to practice

identification of music

notation symbols.


creations

Exit ticket


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Unit #2 Basic of Harmonic Structure Overview At-a-Glance Unit #2 – Basics of Harmonic Structure

Unit Description:

In this unit the students will learn the elements used in creating/analyzing harmony in musical works.

Essential Skills:

Define the elements of harmony between pitches in a given scale structure or staff.

Define the proper notations that are designated within a given scale and staff.

Define proper understanding and presentation of harmony notations within a given key signature.





1.1 – The Creative Process

1.1.12.C.3

1.4 Aesthetic Responses & Critique Methodologies

1.4.12.B.1

1.4.12.B.2

1.4.12.B.3




Literacy Mathematics

NJSLSA.R1 N-Q.A.1.3

NJSLSA.R7 MP4

RST.11-12.3 MP6

NJSLSA.W5

NJSLSA.SL2

NJSLSA.SL5

Unit Details








Education:

9.2.12.C.1

9.2.12.C.2

9.2.12.C.3

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Appropriate composition exercises for harmony

notation, will be explained and demonstrated to assist

students with varied composition techniques and

demonstration.

Use of recorded videos or student compositions to

help demonstrate / illustrate the target behavior.

Activities where appropriate, can reference composing elements

associated with accurate notation usage.

Lessons integrate a focus on musical competency in composition

and analysis of notation so that students can better understand the

demands and preparation of good arranging and notation.








Completion of assignments on time and as instructed


Utilization of skills on compound levels throughout

the course



(audio / video) and point out QUALITY or NON-QUALITY notational

exhibitions in musical scores.

Health/PE: Identifying physical movement and postures in athletic and

physical workout activities set to various key signatures or musical

modes.

English Language Arts/Literacy: Have student reference literature as it

relates to describing harmonic mood in music.

Math: Compare frequency measurements in various music intervals

Science: Discuss frequency differences in scale steps.

Social Studies: Discuss music moods in different cultures.

Technical Subjects: Discuss or apply technical application for

evaluating interval relations in harmony.

World Languages: Have students search multi lingual terms in

traditional music expression texts. These terms may include vocabulary

in Latin, Italian, French, German, Spanish and English.

Arts: Have students use comparison sheets to critique, compare and

define the musical used in the music selections they are learning.

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Unit Resources






Grade or experience level work sheets, practice videos and recordings available in our

music lab under the SIBELIUS SOFTWARE work pages and study files found on the

Music Lab Computers in F-189




The Structure of Singing: System and Arts in Vocal Technique – Richard Miller

Adventures in Singing: A Process for exploring, discovering & developing vocal

potential –Clifton Ware


Basic Music Theory – How to Read, Write & Understand written music – Jonathan

Harnum






Theory

Tenuto

Integration of the Technology

Standard

8.1..12.C.1

8.1.12.F.1

8.2.12.A.2

8.2.12.B.4

PODCAST lectures

You Tube Singing Master

classes



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Activities




1.1.12.C.3

Students will be able to

identify and create the basic

elements of harmonic

foundation for composing

along with proper use of key

signature and modes.

Introduce the inter-active

elements of the harmonic

structure and scale systems.

Lecture and teach on the

interaction of the notational

frequency relationships and

elements of pitch.

Teach the coordination of

interval construction and

structure.

Teach basic intervals that exist

in major and minor scales.

Teach elements of altered

Interval structure.

Student notetaking and

identification of intervals.

Informative / explanatory

notation writing to

demonstrate the proper

understanding and command

of interval elements and

construction.

Class projects in constructing

intervals within scales and

activities for manipulating the

standard intervals of a scale.

Oral presentation of scale

evaluations.

Notes on class participation in

and classroom discussion of

various interval elements in

contemporary music, video,

audio.


rubrics

Student evaluation of in class,

and online visual presentations

examples for scales and

intervals.

Present student assignments to

compose examples for

classroom discussion and

evaluations of GOOD and

POOR interval structure


creations.

1.4.12.B.1

Archetypal subject matter

exists in all cultures and is

Review and discuss a timeline

of music composition over the

past 1,000 years

Collaborative notetaking and

think/pair/share evaluation


rubrics

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embodied in the formal and

informal aspects of art.

1.4.12.B.2

The cohesiveness of a work of

art and its ability to

communicate a theme or

narrative can be directly

affected by the artist’s

technical proficiency as well

as by the manner and physical

context in which it is

performed or show.

1.4.12.B.3

Art and art-making reflect and

affect the role of technology in

a global society

Teach and discuss how the

social development over this

time period may have had an

effect on the musical tone &

presentation and styles.

Review the eventual

incorporation of frequency

identification and electronics

into the timeline.

Teach basic musical style

periods that fall along the

timeline.

Teach elements of cultural

influence from around the

world as they would affect the

timeline development

elements.

Informative /explanatory

discussion on the topic.

Oral presentations on modern

day tonality.

Notebook entries based on

participation in and discussion

of various modes (e.g. Major,

minor, Ionic, Diatonic, ,

Mixolydian, Lydian etc.)

Social/Cultural analysis and

reviews from historical

changes around the globe in

music tonality.

Teacher will offer open-ended

questions for students to

develop discussion and debate.

Independent study project on

an artist of the student choice

for presentation in oral format

for the rest of the class.

Exit ticket

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Unit #3 Composition & Arranging Overview At-a-Glance Unit #3 – Composition & Arranging

Unit Description:

In this unit the students will learn how to combine the elements of the first two units (Notation and Harmonic Structure) and apply them

in live application by creating and or analyzing examples and moving forward into full blown published musical works for individual

and ensemble performance.

Essential Skills:

A working understanding of interpreting rhythmic and melodic notation.

A functional comfort level of reading and vocalizing particular vowel and consonant sounds in singing.

Comfortable understanding and control of breath support in the vocalization process.

A trained ear for pitch control and differentiation.





1.3 – Performance

1.3.12.B.1

1.3.12.B.2

1.3.12.B.3

1.3.12.B.4

1.4 Aesthetic Responses & Critique Methodologies

1.4.12.B.1

1.4.12.B.2

1.4.12.B.3




Literacy Mathematics Science

NJSLSA.R1 MP4 HS-LS1-2

NJSLSA.R7 MP6 HS-LS1-4

RST.11-12.3

NJSLSA.W5

NJSLSA.SL2

NJSLSA.SL5

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Unit Details


Language Learners, Students at Risk of Failure, and Gifted

Students- Modify instructional approach and/or assignments and

evaluations as needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not limited to:

Students can pursue a variety of levels of sight reading

materials to work on their sight reading skills.

Simplified or personalized examples can be prepared for

students in need of special formatting.


Education:

9.2.12.C.1

9.2.12.C.2

9.2.12.C.3

Skills for real time processing and computing.

Learning incorporates skills focusing on accuracy that can

be related to accuracy in financial, economic, business, and

entrepreneurial literacy.

Assessments- including benchmarks, formative, summative,

and alternative assessments






Completion of assignments on time and as instructed


Utilization of skills on compound levels throughout the

course



Of modern and historical music notation for vocal performance.

Health/PE: Identifying signs and symbols for instant processing /

reading in physical education class activities.

English Language Arts/Literacy: Have students read aloud from

never before seen literature to practice instant processing and

“sight reading”

Math: Have students work out math problems un announced for

practice in working on new materials and problems.

Science: Design science activities or experiments to instill on the

spot processing and decision making for the students

Social Studies: Have students read aloud from never before seen

literature to practice instant processing and “sight reading”.

Technical Subjects: Students may be given web search projects or

scavenger hunt type activities involving reading at sight.

World Languages: Have students read text aloud in their

language of study.

Arts: Students can perform and/or evaluate on the spot

performance of artistic skills and creativity following simple

instruction sheets.

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Unit Resources






Supplemental exercises can be made available from the music library at

varying levels of difficulty to meet the student level of experience.

Large print copy can be requested or assigned.

School media center computers can allow students to do supplemental

listening and reading work on their own.

Grade or experience level work sheets, practice videos and recordings

available in our music lab under the SIBELIUS SOFTWARE work pages

and study files found on the Music Lab Computers in F-189




The Structure of Singing: System and Arts in Vocal Technique – Richard

Miller

Adventures in Singing: A Process for exploring, discovering & developing

vocal potential –Clifton Ware


Basic Music Theory – How to Read, Write & Understand written music –

Jonathan Harnum






Theory

Tenuto

Integration of the Technology Standard

8.12.1.A.1

8.1.12.D.1

8.1.12.D.5

8.2.12.A.3

Use of sight reading music examples from

SIBELIUS SOFTWARE

Musictheory.net samples are available for

assignment in the music lab.

www.jwpepper.com sing-a-long mp3 files




18




Activities




1.3.12.B.1

Technical accuracy,

musicality, and stylistic

considerations vary according

to genre, culture and historical

era.

1.3.12.B.2

The ability to read and

interpret music impact musical

fluency.

1.3.12.B.3

Understanding of how to

manipulate the elements of

music is a contributing factor

to musical artistry.

1.3.12.B.4

Basic vocal and instrumental

arranging skills require

theoretical and understanding

of music composition

Teach the composing process:

Key Signature, Time

Signature, idea or motif.

Teach how to arrange

harmonic and rhythmic

repetition as well as contrasts.

Provide examples (print

and/or electronic) of various

musical samples for review of

composition and arranging

techniques.

Have students explore the

music library for examples

that would make good

arranging projects.

Take notes on the composing

process

Create question sheets about

selected composition samples.

Make suggestions for creative

markings to assist with live

performance of composition

or arrangement.

Individual and group attempts

at performing the

compositions.


rubrics

Error evaluation of subjective

elements: notational, timing

and harmonic accuracy.

Objective evaluation of

classmates on styling and

mode determination.

Notebook checks

Exit ticket

1.4.12.B.1

Archetypal subject matter

exists in all cultures and is

embodied in the formal and

informal aspects of art.

Review the sight-reading

process: Titles, Times, Tones,

Texts, and the Track.

Students will participate in

lecture presentations and take

notes on the compositional

aspects of student composed

selections.


rubrics

19

1.4.12.B.2

The cohesiveness of a work of

art and its ability to

communicate a theme or

narrative can be directly

affected by the artist’s

technical proficiency as well

as by the manner and physical

context in which it is

performed or show.

1.4.12.B.3

Art and art-making reflect and

affect the role of technology in

a global society

- Reference time and date of

compositions and

Composers/Lyricists.

-

- Provide examples (print

and/or electronic) of mixed

historical musical samples.

-




references for historical and

compositional comparison.


selected samples.

Reference modes or rhythmic

feels within music content of

original compositions.

Study content messages to

further establish historical

placement of compositions.

Use of historic and subjective

elements: timing and

scale/mode content.

Notebook checks

Exit ticket

20

Unit #4 Music History Overview At-a-Glance Unit #4 – Music History

Unit Description:

In this unit the class will get exposure and information on the historical elements and details of compositions for music compositions and

music arrangements. The impacts of cultural, religious and social developments over the course of time will afford the students the

opportunity to understand how these things changed the elements of the musical creations through time.

Essential Skills:

Listening and analytic skills for tone, pitch, lyric content, rhythm and stylistic feel.

Understanding of the time period as far as the average socio-economic population and political social design.

Basic development of the skills regarding Notation – Performance – Music Literacy and Reading





1.1 – The Creative Process

1.3.12.B.1

1.3.12.B.2

1.3.12.B.3

1.3.12.B.4

1.2 History of the Arts and Culture

1.1.12.A.1

1.1.12.A.2




Literacy

NJSLSA.R1

NJSLSA.R7

RST.11-12.3

RH.11-12.1

RH.11-12.7

NJSLSA.W5

NJSLSA.SL2

NJSLSA.SL

21

Unit Details







Adjustments can be made for learning needs including

resource materials and revised texts as well as grade

level presentation for reading and listening skills.

Variations will be made to lesson presentations that

may present cultural challenges for student

comprehension and identification.


Education:

9.1.12.A.5

9.1.12.F.1

9.1.12.F.2

Lessons, where appropriate, incorporate multiple perspectives to

infuse cultural and global awareness.

Learning incorporates skills focusing on financial, economic,

business, and entrepreneurial literacy.

Lessons integrate a focus on civic literacy so that students can better

understand the elements that may have effected historical evolution

and the human condition.








Completion of assignments on time and as

instructed


Utilization of skills on compound levels

throughout the course


Career Education: Have students encounter examples

of music for vocal performance throughout history.

Health/PE: Experience classic styles of dance throughout history that

would pertain to the studied music styles.

English Language Arts/Literacy: Have students read literature to that

would coordinate with the time periods associated with the musical

selections under study.

Math: Have students work out math timelines.

Science: Create science experiments to evaluate historical instruments and

their material composition.

Social Studies: Investigate the social impacts upon composers and cultural

music development throughout history.

Technical Subjects: Create and explore data bases set up for historic music

collections as well as new applications like iTunes and Spotify.

World Languages: Discuss musical styles from other languages and the

difficulties with translating lyrics and maintaining meaning in the lyric

content.

22

Arts: Students can evaluate styles and instrumentations that are associated

with historical styles throughout time.

Unit Resources





Leveled Supplemental Materials and Media/School Library

Resources

Review music of varying historic periods

Various resource books on musical history and periods in

entertainment.

Integration of the Technology Standard

1) Use of music data bases and apps including:

iTunes – Spotify – Rhapsody jwpepper




Activities




1.3.12.B.1

Technical accuracy,

musicality, and stylistic

considerations vary according

to genre, culture and historical

era.

1.3.12.B.2

The ability to read and

interpret music impact musical

Review chronological

progressions of composition

- Reference compositions by

their composer or lyricist.

-

- Reference music examples

(print and/or electronic)

(recorded or live performance)

Students will participate in

lecture presentations and take

notes on the historical and

compositional aspects of

listening selections over time.


selected period samples.


rubrics


elements: Instrumentations,

styles, arrangement, vocal

configurations (SATB-SSA-

TTBBetc.)

Notebook checks

23

fluency.

1.3.12.B.3

Understanding of how to

manipulate the elements of

music is a contributing factor

to musical artistry.

1.3.12.B.4

Basic vocal and instrumental

arranging skills require

theoretical and understanding

of music composition

of mixed historical time

periods.

-

- Have students explore the



references for historical and

compositional arrangement

comparison.

Reference time periods within

harmonic content and their use

of various styles or mode

selection.

Identify cultures, countries

and century of origins.

Study content

instrumentations to further

establish historical placement

of compositions.

Exit ticket

1.2.12.A.1

Cultural and historical events

impact art-making as well as

how audiences respond to

works of art.

1.2.12.A.2

Access to the arts has a

positive influence on the

quality of an individual’s

lifelong learning, personal

expression, and contributions

to community and global

citizenship.

Analyze compositions for

rhythmic, melodic and chord

or harmony structure

indications that would help to

categorize time period.

- Identify chronologic time

period of compositions by

their composer or lyricist and

their lifetimes.

-

- Reference music examples

(print and/or electronic)

(recorded or live performance)

of mixed historical time

periods.

-

Take notes on the historical

elements associated with

carious time periods and the

compositions of the day.


selected centuries and the

styles associated with those

times.

Make a personal time line for

reference to help them with

proper time period placement

of compositions under study.


internet to find reference

examples for historical and

compositional comparison.


rubrics

Listening activities and

quizzes for evaluation of

historical placement of

musical compositions.


elements: Instrumentations,

styles, arrangement, vocal

configurations (SATB-SSA-

TTBBetc.)

Notebook checks

Exit ticket

Music Theory Advanced - burlington-nj.net 7 through 12... · UNIT #3 – Composition & Arranging 50 UNIT #4 – Music History 35 Unit #1 Music Notation and Literacy Overview At-a-Glance

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