Student/Parent Guide to the Honors’ Option for Chorus and Band

 

Background: Few high schools around the state of Illinois offer Honors’ credit for Fine Arts performance classes.

 

What it is: an Honors’ credit option (with consequent grade-weighting) for Seniors within the Chamber Choir (Choral) and Wind Ensemble (Band).

 

Rationale & Objective for offering an Honors’ option:

-          to create new and increasing academic challenges for music students.

-          to assist music students in maintaining a high GPA.

-          to enable students in the arts to “write across the curriculum” and to develop higher-level thinking and critical/interpretive skills as applies to the fine arts.

-          to challenge students to be self-motivated to go “above and beyond” the workload of the regular class.

-          to help future music majors learn important music theory concepts.

 

Additional requirements for the students opting for Honors’ credit will be completed outside of the regular class period and fall into 3 categories:

1. Performance – emphasized during the 1st and 3rd quarters. Assessment based upon a performance rubric.

 

2. Writing and Research – emphasized during the 2nd and 4th quarters. Assessment based upon the MSHS English Dept. rubric.

 

3. Music Theory and Ear Training – to run throughout the course of the year. Student will work independently from an internet site of music theory concepts and skills at www.musictheory.net.

Students will be assessed following the completion of every two to four units of study as designated by the teacher. Written music theory and/or ear training will be assessed by written tests. Students may work on their own time, before or after school, or during a study hall. The teacher will act as a mentor and assessor.

 

Specific Objectives: Students must be enrolled in Chamber Choir/Wind Ensemble for the entire year to opt for Honors’ credit. Students who are in both Chorus and Band will determine under which class they would like to apply for Honors’ Credit. The following requirements are IN ADDITION TO all regular class work.

 

1st Quarter:          Prepare and perform the All-State audition material.

Consists of a comprehensive audition demonstrating a high level of individual pedagogical skill on the instrument, music-reading skills, & beauty of musical sound on State-level material.

 

2nd Quarter:          5-8 page Research Paper - Biographical, interpretive paper on a major composer of choral or band music, based

upon a piece of music being performed in the ensemble (to be determined by the director).

 

3rd Quarter:          District Solo & Ensemble Contest Preparation and Performance. (with a short planning guide giving historical, interpretive, formal and stylistic information about the song which is performed as a solo or an ensemble)

The culminating project of the 3rd Quarter Performance Requirement will be to perform a solo song or piece of solo music at the solo and ensemble contest in which the student will also give a short (5-8 minute) lecture/presentation about the piece using powerpoint. This gives the student an opportunity to interpret a piece of music, discover its historical significance within a period of music history, and to see interrelations between other disciplines such as foreign language, world history, art, science, and literature. Through this project synthesis and interpretive skills are used. 

 

4th Quarter:          5 – 8 page Research Paper - Value of Music in Society and/or Value of Music Education in Public Schools

 

Within each quarter, students will also complete the music theory lessons from the internet source and pass periodic written tests as determined by the schedule.

 

Grading/Credit: Assessment will be performance and rubric-based. The Honors’ portion of the students’ grade will be averaged with the regular class Chorus or Band grade. The final grade for students in both band and chorus Students will be determined by averaging the grades for Honors’ credit, band, and chorus—all counting equally.

 

Performance Guidelines

-          1st Quarter: perform all IMEA All-State required audition materials [scales, etudes (band), sight-reading, prepared pieces (choral)] for evaluation by the director  although actually auditioning for IMEA is not required.

-          3rd Quarter: perform all IHSA Solo and Ensemble materials [including scales, literature, and sight-reading (with a short accompanying planning guide) for band] [and literature (with a short accompanying planning guide) for chorus] in a public recital performance with accompanying lecture.

-          The performance will be based upon the standard performance rubrics (attached) used to assess choral and band performances.

Research Paper Specifications

 

Outline

-          A detailed outline will be due to the teacher at the end of the mid-term of the quarter, as per the schedule.

-          The final 5 – 8 page paper will be due toward the end of the quarter, as per the schedule.

-          Outline must include the following:

o        Introductory information: topic and general overview of the paper

o        Body of paper: identify major areas and present sub-points to each category

o        Conclusion: wrap-up of major points and final conclusion

o        Bibliography: minimum of 3 cited references.

-          Outline must be typed, double-spaced, using 12-point Times New Roman font

-          Late materials will be penalized ½ letter grade per day late.

-          Outline will be graded on spelling, format, accuracy, and thoroughness of information

 

Example: (this is only a portion of a proper outline format)

I. Introduction - Topic: composer George Frederic Handel – wrote Music Spread Thy Voice Around from the oratorio Solomon.

A. Biographical information

1. Birth date (death date)

2. Where he grew up and lived

3. Family background

B. Educational and Musical Background

1. Education/musical background

                                2. Where he wrote and why

II. Body of Paper

                A. Historical happenings of the times.

1. What else was happening in the secular world at the time of his writing?

2. Who were his artistic contemporaries (musical, visual art, literature)

B. Genres of music written by Handel

1. oratorio, opera, secular songs, instrumental music – give examples and explain each

                C. Specifics concerning Music Spread Thy Voice Around from the oratorio Solomon.

                D. Formal, interpretive analysis of the song.

III. Conclusion

 

This would continue through all major points of your research. Also, include proper citation of research sources through your bibliography.

 

Paper Specifications

 

2nd Quarter: 5-8 page Research Paper - Biographical, interpretive paper on a major composer of choral or band music, based upon a piece of music being performed in the ensemble (to be determined by the director).

4th Quarter: Value of Music in our Society and/or the Value of Music Education in Public Schools.

 

Format:

-          Title page (include title of paper, your name, year in school, for what class, teacher’s name)

-          Must be typed, using 12 point Times New Roman font (not bolded)

-          1 inch margins throughout the document (top, bottom, left, right)

-          Bibliography of at least 3 cited sources.

-          Footnotes for quotation or citation

 

Bibliography:

-          At least 3 cited sources.

 

Assessment:

-          Papers will be graded upon the following criteria: writing style, content, and research.

-          Papers will be assessed using the MSHS Writing Rubric (attached)

-          Students will be assessed deductions for papers that are late.

-          Plagiarism, failure to turn in a paper, failure to type the paper, failure to use footnotes/bibliography will result in an incomplete or failing grade for the semester.

 

 

 

Music Theory Curriculum

Lessons can be found at www.musictheory.net

Following are the descriptions, terms, music symbols, and musical concepts that will be mastered by students in written music theory. Ear training identification lessons are included where appropriate.

 

Staff, Clefs, Ledger lines

Description: Learn how to read notes on the staff and use ledger lines.

Music theory concepts/terms: staff, treble clef (G), bass clef (F), ledger lines, grand staff, Identify note names

USE ACCOMPANYING NOTE TRAINER FOR SPECIFIC APPLICATION.

Concepts Related to Duration (Rhythmic elements)

Note Duration: Learn about the different types of note values and how they relate to each other.

Music theory concepts/terms: whole note, half note, quarter note, eighth note, sixteenth note

Measures and Time Signature: Learn about measures and the different types of time signatures.

Music theory concepts/terms: bar lines, measure, time signatures of 4/4, ¾, 6/8, 3/2

Rest Duration: Learn about the different types of rest and how they relate to each other.

Music theory concepts/terms: whole rest, half rest, quarter rest, eighth rest, sixteenth rest

Dots and Ties: Learn about symbols that alter the duration of a note or rest.

Music theory concepts/terms: augmentation dot, tenuto tie

Simple and Compound Meter: Learn about the different types of standard meters

Music theory concepts/terms: simple meter, compound meter, duple meter, triple meter, quadruple meter, simple duple meter (2/4), simple triple meter (3/4), simple quadruple meter (4/4), compound duple meter (6/8), compound triple meter (9/8), compound quadruple meter (12/8)

Odd Meter: Learn about meters with different-sized beats – combinations or duple and triple meter

Music theory concepts/terms: odd meter, 5/8, 7/8, 8/8, 10/8, 11/8

 

Concepts Related to Pitch (Tonal elements):

Steps and Accidentals: Learn about the half steps, whole steps, and how to write them on the staff.

Music theory concepts/terms: half step, whole step, natural, sharp, flat, double sharp, double flat, accidental, enharmonic note

The Major Scale: Learn how to construct a major scale in the keys of C major, F major, A major

Music theory concepts/terms: major scale, pattern of whole and half steps: w-w-1/2-w-w-w-1/2

The Minor Scales: Learn how to construct the three types of minor scales: natural minor, harmonic minor, & melodic minor.

Music theory concepts/terms: minor scale, natural minor (w-1/2-w-w-1/2-w-w), harmonic minor, melodic minor

Scale Degrees: Learn about the special names for each notes of a scale.

Music theory concepts/terms: tonic, supertonic, mediant, subdominant, dominant, submediant, leading tone, subtonic. Chorus extension: corresponding solfege syllables: DO-RE-MI-FA-SOL-LA-TI-DO

Key Signatures: Learn about the symbols used to designate scales.

Music theory concepts/terms: key signature

USE KEY TRAINER FOR SPECIFIC APPLICATION

Key Signature calculation: Learn about a special method of figuring out key signatures.

Intervals: Learn how to measure the distance between two notes on the keyboard

Music theory concepts/terms: ascending and descending minor intervals, major intervals, augmented intervals, diminished intervals, tritone

Generic Intervals: Learn how to measure the distance between two notes on the staff.

Music theory concepts/terms: generic intervals (diatonic intervals)

Writing Intervals: Learn an easy method for writing intervals on the staff.

USE INTERVAL TRAINER AND INTERVAL EAR TRAINER FOR SPECIFIC APPLICATION

Interval Inversion: Learn how to figure out the inversion of any interval.

Music theory concepts/terms: inversion

Introduction to Chords: Learn about the first two basic chords – the major and minor triads

Music theory concepts/terms: major chord, major triad, minor chord, minor triad

Introduction to Chords II: A continuation of the first lesson, learn about augmented and diminished triads

Music theory concepts/terms: augmented chord (augmented triad), diminished chord (diminished triad)

USE TRIAD TRAINER AND CHORD EAR TRAINER FOR SPECIFIC APPLICATION

Triad Inversion: Learn how to invert triads

Music theory concepts/terms: first inversion, second inversion

Diatonic Triads: Learn about the natural triads of a scale.

Music theory concepts/terms: diatonic

Roman Numeral Analysis: Learn how to apply a roman numeral to any diatonic chord.

Music theory concepts/terms: I, I, ii, ii°, iii, III, III+, IV, iv, V, v, vi, VI, vii°, VII

Seventh Chords: Learn about the different types of seventh chords of a scale.

Music theory concepts/terms: I7, i7, ii7, ii°7, iii7, III7, III+7, IV7, iv7, V7, v7, vi7, VI7, vii°7, VII7

Seventh Chord Inversion: Learn how to invert seventh chords.

Composing with Minor Scales: Learn how composers use the different minor scales..

Music theory concepts/terms: merged minor

Introduction to Analysis: Learn how to analyze basic pieces of music.

Nonharmonic Tones: Learn about tones that don’t exactly fit into a given chord.

Phrases and Cadences: Learn about the division of a song into pieces and basic chord progressions.

Music theory concepts/terms: phrases, half cadence, authentic cadence, perfect authentic cadence, imperfect authentic cadence, deceptive cadence

Circle Progressions: Learn about the root of modern chord progressions – the circle progression.

Music theory concepts/terms: root motion, circle progression, circle of 5ths

Common Chord Progressions: Learn about the basic pattern of major and minor scale chord progressions.

Music theory concepts/terms: dominants, pre-dominants

Triads in First Inversion: Learn about the many uses of the first inversion triad.

Triads in Second Inversion: Learn about the many uses of the second inversion triad.

Chord Doublings: Learn about the proper way to double chords for four voices.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Vocal Performance Assessment Rubric

1st Quarter – IMEA All-State Audition Material

 

 

 

Name ________________________________________  Voice part ________________ Date               

 

 

           

 

Assessment Category             Points             Performance Descriptors                                                                  

                                                                                   

Tone Quality/Volume (9)       _______          Is the tone quality lovely, full and round? Does the singer sing                 out? Is there consistently enough space in the mouth?

 

Pitch/Intonation (8)                _______          Is the singing in tune? Are the notes accurately sung?                                                                             Does the singing have enough vocal energy?

 

Breathing (8)                          _______          Were breaths taken in the right places? Complete thoughts sung?                      

 

Phrasing/dynamics (8)            ______            Was the rise and fall of phrases with contrasting dynamics and

                                                                        crescendos/decrescendos demonstrated?

 

Diction (8)                               _______          Were good open vowels and clear, crisp consonants used?

                                                                        Were the correct words sung? Were the words understandable?

Was the correct foreign text pronunciation used?

                                                                                                                                                                       

Rhythm (8)                             _______          Was a steady pulse maintained? Correct rhythms sung? Was

                                                                        there obvious movement to the downbeat, stressing the meter?

 

Style (8)                                  _______          Was the style correctly sung for this song? (detached vs. legato)

 

Musicianship (8)                                            Was an integration of musical elements present?

Was the message of the song made clear? Were emotional elements present in the performance?

 

Skills (10)                                                       Were skills performed accurately?        

                                   

 

Total Points ________ (75)                            Grade ____

 

 

 

Grading Scale: 68-75 A           60-67 B           53-59 C           45-52 D           44 and below F

 

 

 

 

 

Instrumental Performance Assessment Rubric

1st Quarter - IMEA All-State Audition Material

 

 

 

Name_____________________________    Instrument_______________            Date________

 

 

 

 

Assessment Category                                     Points

 

 

- Tone Quality (20)                                         ______                       

 

 

- Rhythmic Accuracy (20)                              ______

           

 

- Technique (20)                                             ______

 

 

- Intonation (10)                                             ______

 

 

- Articulation (10)                                           ______

 

 

- Phrasing/Dynamics (10)                              ______

 

 

- Style/Musicianship (10)                              ______

 

 

Total Points                                        ______ (100)               Grade______

 

 

 

Grading Scale:  99-100 (A+)  93-98 (A)   90-92 (A-)   88-89 (B+)   83-87 (B)   80-82 (B-)   78-79 (C+)

                        73-77 ©   70-72 (C+)   68-69 (D+)   63-68 (D)   60-62 (D-)   59 and below (F)

           

 

  

 

 


Vocal Performance Assessment Rubric

3rd Quarter Contest Preparation

 

 

 

Name ________________________________________  Voice part ________________ Date               

 

Performance Assessment Song Title                                                                                                           

 

Composer                                                                                                                                                                  

 

Assessment Category             Points             Performance Descriptors                                                                  

                                                                                   

Tone Quality/Volume (10)     _______          Is the tone quality lovely, full and round? Does the singer sing                 out? Is there consistently enough space in the mouth?

 

Pitch/Intonation (10) _______          Is the singing in tune? Are the notes accurately sung?                                                                             Does the singing have enough vocal energy?

 

Breathing (10)                        _______          Were breaths taken in the right places?

Complete thoughts sung?                     

 

Phrasing/dynamics (10)          ______            Was the rise and fall of phrases with contrasting dynamics and

                                                                        crescendos/decrescendos demonstrated?

 

Diction (5)                               _______          Were good open vowels and clear, crisp consonants used?

                                                                        Were the correct words sung? Were the words understandable?

Was the correct foreign text pronunciation used?

                                                                                                                                                                       

Rhythm (5)                             _______          Was a steady pulse maintained? Correct rhythms sung?

Was there obvious movement to the downbeat, stressing the meter?

 

Style (10)                                _______          Was the style correctly sung for this song? (detached vs. legato)

 

Musicianship (10)                                          Was an integration of musical elements present?

Was the message of the song made clear? Were emotional elements present in the performance?

 

Memory (5)                                                    Was the song correctly sung from memory?                                          

 

Total Points ________ (75)                            Grade ____

 

Grading Scale: 68-75 A           60-67 B           53-59 C           45-52 D           44 and below F

 

 

 

 

Instrumental Performance Assessment Rubric

3rd Quarter Contest Preparation

 

 

 

Name_____________________________    Instrument_______________            Date________

 

Performance Assessment Song Title_______________________________________________

 

Composer______________________________________

 

 

 

Assessment Category                                     Points

 

 

- Tone Quality (20)                                         ______                       

 

 

- Rhythmic Accuracy (20)                              ______

           

 

- Technique (20)                                             ______

 

 

- Intonation (10)                                             ______

 

 

- Articulation (10)                                           ______

 

 

- Phrasing/Dynamics (10)                              ______

 

 

- Style/Musicianship (10)                              ______

 

 

Total Points                                        ______ (100)               Grade______

 

 

Grading Scale:  99-100 (A+)  93-98 (A)   90-92 (A-)   88-89 (B+)   83-87 (B)   80-82 (B-)   78-79 (C+)

                        73-77 (C)   70-72 (C+)   68-69 (D+)   63-68 (D)   60-62 (D-)   59 and below (F)

           

 

  

 

 

 

 

 

 


Music Theory Lessons and Schedule

 

Remember that you can print your own staff paper located under “Utilities – Staff Paper Generator” to practice writing music scales, intervals, and chords. Work hard to stay on schedule. You cannot be more than 1 week behind this schedule. If so, your grade will be lowered. If you get too far behind, it will be recommended that you drop the Honors’ component. Proficiency tests MUST be taken by the end of the week, as designated. However, you may work ahead of the schedule.

Theory Lessons can be found at www.musictheory.net.

 

1st Semester – 1st Quarter

 

Week 1 – Aug. 22                               Introduction/Organization

                                                               

Week 2 – Aug. 29                               Lesson #1: The Staff, Clefs, and Ledger Lines                            

                                                                Also use Note Trainer to practice recognizing notes in Treble Clef

 

Week 3 – Sept. 5                                 Lesson #2: Note Duration

                                                               

Week 4 – Sept. 12                               Lesson #3: Measures and Time Signature   

                               

Week 5 – Sept. 19                               Lesson #4: Rest Duration

                                                               

Week 6 – Sept. 26                               Lesson #5: Dots and Ties 

                                                               

Week 7 – Oct. 3                                  Lesson #6: Simple and Compound Meter

 

After Oct. 10                                        Evaluation of IMEA District audition material

 

Week 8 – Oct. 10                                Lesson #7: Odd Meter

                                                                               

Week 9 – Oct. 17                                Lesson #8: Steps and Accidentals  

 

October 21                                            End of First Quarter

                                               

 

1st Semester – 2nd Quarter

 

Weeks 10 & 11 – Oct. 24                 Lesson #9: The Major Scale                             Be able to write all 12 major scales

 

Weeks 12 & 13 – Nov. 7                    Lesson #10: The Minor Scales                        Be able to write all 36 minor scales

 

Week 14 – Nov. 14                              Lesson #10A: The Major and Minor Scales – Ear Training     

                                                                                Use Scale Ear Trainer: Will only be tested on the Major and the three Minor scales.

 

November 22 (Tues. before Thanksgiving)                                    Mid-term: Paper Outline Due

 

Week 15 – Nov. 28                              Lesson #11: Scale Degrees

                                                               

Week 16 – Dec. 5                                Lesson #12: Key Signatures                            Be able to identify and write all major and

                                                                                                                                                relative minor key signatures

Refer to Circle of Fifths (handout)                                  

                                                                                Also use Key Trainer to practice major and minor key signatures

 

Week 17 – Dec. 15-16                       Comprehensive semester theory final exam – taken in lieu of the band/chorus final exam

 

Tues., Jan. 3                                         Completed research paper – due

 

Jan. 12                                                   End of Semester 1

 

 

 

 

2nd Semester – 1st Quarter

 

Week 1 – Jan. 17                                Lesson #13: Generic Intervals

                                                               

Weeks 2 & 3 – Jan. 23-30                Lesson #14: Specific Intervals                         Choral students must also be able to relate

                                                                                                                                                intervals to solfege syllables in all keys.

Also use Interval Trainer. Only major and minor intervals will be tested.

 

Week 4 – Feb. 6                                   Lesson #14A: Specific Intervals – Ear Training                         

Use Interval Ear Trainer: Need to know ascending and descending intervals and be able to recognize them played both melodically (one after another) and harmonically (simultaneously). You will only be tested over harmonic intervals.

 

February 10                                          Midterm: Planning guide for Presentation Due

 

Week 5 & 6 – Feb. 13                        Lesson #15: Writing Intervals

                                                               

Week 7 – Feb. 27                                Powerpoint Due – sign up for a time to show Mrs. Manfredo/Mr. Stevens

 

Week 8 – Mar. 5                                 Lesson #16: Interval Inversion

 

Saturday, March 10                            Presentation and Performance at HS Contest

 

Mar. 16                                                  End of Third Quarter                                                                         

 

 

 

2nd Semester – 2nd Quarter

 

Weeks 10 – Mar. 26                           Lesson #17: Introduction to Chords

 

Week 11 - April 2                               Lesson #18: Triad Inversion

 

Week 12 – April 9                              Lesson #19: Diatonic Triads

                                                                Also use Triad Trainer. Root accidentals should be “off” and inversions should be “off”

        

Friday, April 13                                   Midterm: Outline for Research Paper due

 

Week 13 – April 16                            Lesson #20: Chord Ear Trainer

Inversions should be “off”. Will only be tested in harmonic mode using major, minor, augmented, and diminished triads (no sevenths)

 

Week 14 – April 23                            Lesson #21: Roman Numeral Analysis and Lesson #22: Analysis #1 (skip Voicing Chords)

 

Friday, May 11                                     Last day to pass All Theory tests

 

Friday, May 11                                Research paper due

 

May 15 (Senior final?)                       Comprehensive Theory Final Exam in lieu of chorus final exam or project (band TBA)

 

 

 

 

 

 

 

 

 

 

 

 

Music Theory Information and Procedures

  1. The theory text is located at www.musictheory.net. You may work independently at home or the directors can write you a pass to use a computer in the library. The Music Department does not have computers that have internet access. Do not ask to use directors’ office computers. The student teacher will offer theory sessions TBA.
  2. Each theory lesson is assigned over a period of time, either 1 week or 2.
  3. You may take the written test at any time during the assigned week in consultation with the directors; however, class time should not be used to take tests.
  4. You must complete the test with a score of 70% or higher. If you score under 70%, you must take the test again after reviewing the lesson. No more than one test may be taken in one day.
  5. If, after 3 attempts, you still do not achieve a 70% score, the best score of the 3 tests will be recorded and averaged into your grade.
  6. NOTE: IF YOU FAIL TO SCORE 70% OR BETTER SEVERAL TESTS IN A ROW, IT WILL BE RECOMMENDED THAT YOU DROP THE CLASS IN THE FIRST 9 WEEKS!
  7. Music Theory is cumulative, which means that if you do not fully understand that which comes first, you WILL NOT understand that which comes afterward. It gets more and more difficult.
  8. Each test is a fill-in the blank type of test. The same form of answer sheet will be used with most tests. Be sure to fill in all correct information on the answer sheet. Each test consists of 10 questions from that lesson; however, some questions have several parts. You must get at least 7/10 correct or you will re-take the test up to 3 attempts. Some tests will require you to write directly on it.
  9. Tests will be scored as soon as possible. You will only be given your score; you will not know which answers you missed. Therefore, you must study the entire lesson again if you did not pass.
  10. You may ONLY work ahead to the end of the quarter, but you may not get more than one week behind or your grade will be lowered. If you get more than 2 weeks behind, it will be recommended that you drop the class.
  11. For some lessons, it is suggested that you practice with the Trainers (Chords, Intervals, Scales, Keys). Tests will consist of a combination of information from the lesson and from the trainer.
  12. Some lessons are ear-training lessons (10A-Scales, 14A-Specific Intervals, 20-Chord Ear Trainer). For the tests, random aural examples from the website will be given.
  13. A tally sheet will be kept by the director for every student. Dates and scores of the tests will be recorded. Also, a percentage score will be given for the tests.

 

Grades

The Honors’ portion of your Band/Chorus grade will ONLY be reflected at the end of each quarter, not at midterm.

Here is the way in which the Honors’ portion of your Band/Chorus grade will be figured:

 

Quarter 1:               ½ of the Honors grade - Music Theory test scores added and averaged

                                ½ of the Honors grade – Preparation and Evaluation (using rubric) of IMEA District material

 

Quarter 2:               1/3 of the Honors grade - Music Theory test scores added and averaged, along with final exam grade.

                                1/3 of the Honors grade – outline and research paper (assessed using the English Dept rubric)

                                1/3 of the Honors grade - Comprehensive theory final

 

Quarter 3:               ½ of the Honors grade - Music Theory test scores added and averaged

                                ½ of the Honors grade – Preparation and Evaluation (using rubric) of solo/ensemble material

                                including a planner and lecture/demonstration recital

 

Quarter 4:               1/3 of the Honors grade - Music Theory test scores added & averaged, along with final exam grade.

                                1/3 of the Honors grade – outline and research paper (assessed using the English Dept rubric)

                                1/3 of the Honors grade - Comprehensive theory final

 

Here is the way quarter grades in Chorus and Band will be figured:

Students in Band and Chorus:                           1/3 Chorus, 1/3 Band, 1/3 Honors

Students in Chorus only:                                    1/3 Small Chorus, 1/3 Big Chorus, 1/3 Honors

Students in Band only:                                       ½ Band, ½ Honors

Honors’ Band and Chorus – Learner Objectives

 

Learning area: Honors’ Chorus and Band

Grade: Seniors in Chamber Choir or Wind Ensemble who choose this independent study option

 

 

 

Performance – emphasized during the 1st and 3rd quarters.

Assessment based upon a performance rubric.

 

The learner will be able to demonstrate a high level of individual pedagogical skill on their chosen instrument, including: beautiful tone, correct breathing, the rise and fall of phrases, correct articulation or diction, correct musical style, and understanding about the musical meaning of the piece on All-State level material.

 

The learner will be able to demonstrate a high level of individual music-reading skills at the All-State level including the playing of scales and etudes and the singing of scales, triads, and sight-singing.

 

The learner will be able to perform a solo song or piece of solo music at a high level of musical proficiency for a judge who will give a written and aural critique at the solo and ensemble contest.

 

The learner will be able to give a short (5-8 minute) lecture/presentation about the piece using powerpoint, stating the following: historical, interpretive, formal and stylistic information about the song.

 

 

Writing and Research – emphasized during the 2nd and 4th quarters.

Assessment based upon the MSHS English Dept. rubric.

 

The learner will be able to write a 5-8 page research paper, about a musical subject that will be determined by the director, demonstrating properly developed ideas, proper organization, voice, word choice, sentence fluency, conventions, and presentation.

 

The learner will be able to demonstrate correct citing of quotations and crediting the ideas of others.

 

 

Music Theory and Ear Training – Student will work independently from an internet site of music theory concepts and skills at www.musictheory.net.

Written music theory and/or ear training will be assessed by written tests. Students may work on their own time, before or after school, or during a study hall. The teacher will act as a mentor and assessor.

 

The learner will be able to demonstrate understanding of the basic symbols of music, including: staff, clefs, ledger lines, note names.

 

The learner will be able to demonstrate understanding of basic concepts of rhythm and meter, including:

note values (whole note, half note, quarter note, eighth note, sixteenth note); measures; time signature of 4/4, ¾, 6/8, 3/2; rests: whole rest, half rest, quarter rest, eighth rest, sixteenth rest; dots and ties: augmentation dot, tenuto tie; simple and compound meter: duple meter, triple meter, quadruple meter, simple duple meter (2/4), simple triple meter (3/4), simple quadruple meter (4/4), compound duple meter (6/8), compound triple meter (9/8), compound quadruple meter (12/8); odd meter: 5/8, 7/8, 8/8, 10/8, 11/8.

 

The learner will be able to demonstrate understanding of basic symbols of pitch, including: steps and accidentals: half steps, whole steps, natural, sharp, flat, double sharp, double flat, accidental, enharmonic note.

 

The learner will be able to demonstrate understanding of scales: major scale, natural minor, harmonic minor & melodic minor scales.

 

The learner will be able to demonstrate understanding of scale degrees: tonic, supertonic, mediant, subdominant, dominant, submediant, leading tone, subtonic.

 

The learner will be able to demonstrate understanding of key signatures.

 

The learner will be able to demonstrate understanding of intervals: minor intervals, major intervals, augmented intervals, diminished intervals, tritone.

 

The learner will be able to demonstrate understanding of interval inversion.

 

The learner will be able to demonstrate understanding of chords: major and minor triads, augmented and diminished triads.

 

The learner will be able to demonstrate understanding of triad inversion: first inversion, second inversion.

 

The learner will be able to demonstrate understanding of Roman Numeral Analysis using the I, I, ii, ii°, iii, III, III+, IV, iv, V, v, vi, VI, vii°, VII.