“Winning is not a sometime thing; it’s an all time thing. You don’t win once in a while, you don’t do things right once in a while, you do them right all the time. Winning is habit. Unfortunately, so is losing.“
- Objective: Students will learn classroom procedures, expectations, daily class format and use of materials and resources
- Mastery – really shouldn’t be a problem.
The term “music theory” implies that there is a “science” of music, an all-encompassing set of truisms that, once understood, reveals the essence of music and establishes a set of rules that govern what composers can and cannot do as they create a piece of music.
As such, the term music theory is misleading. We do not grasp musical syntax the way we grasp facts.
- we first learn to distinguish different sonic and temporal phenomena.
- Then, we come to understand how those phenomena are interrelated.
- After that, we can begin to understand how and why we perceive structural integrity and expressive
- meaning in any given section of music.
- Learning musical syntax is much like learning a language: We start with rudiments and gradually
- accumulate understanding as we comprehend that language in ever more sophisticated ways.
- Music is an art, not a science.
- What constitutes the art of music is a syntax that is constantly changing, based on the time, place, and aesthetic taste of a particular composer and the expressive reason-to-be of a particular piece of music.
The instructor does not provide music paper after today. Manuscript paper can be printed from:
Students will learn/review rudimentary music and notation concepts to include:
- 5 aspects of sound
- Ledger lines
- Note values and corresponding rest durations
- Piano keyboard and Octave Identification
- Benward book Intro – Chapter 1, www.musictheory.net (There’s an app for that: http://www.musictheory.net/
The students will apply the new or “refreshed” concepts through an analysis of an actual piece of music, “Spring” by Vivaldi (handout) and compare and discuss findings with the class.
This review is integral to the remainder of the course as the students will utilize this information in every eventual assignment.
August 26/29, 2016:
Aural Proficiency – be sure you have a pencil!
- Students will learn/review whole and half step intervals and major scale construction and assign to each note a scale degree and solfege syllable.
- Students will begin rhythmic dictation using half, quarter and eighth notes.
- Tools/Resources: “Aural Proficiency” book, staff paper, pencil and eraser.
The students will construct simple conjunct melodies on scale degrees 1-5 in simple and compound meter using quarter and eighth notes and solfege syllables. Class will sight sing these as a group.
Copy and paste this form into an email, fill-out and send to email@example.com. The subject for the email will be your first and last name and your school’s initials.
John Smith, MHS, AP MUSIC THEORY
Instrument or vocal part:
Parent or guardian phone:
Parent or guardian email:
Benward Book #: