Music Theory Curriculum Guide 2007 Developed by: Debbi Permito Henry Hartman, Supervisor Table of Contents

Mission Statement………………………………………………………………………………………………………………………1

Pacing Chart ……………………………………………………………………………………………………………………………..2

Statement of Purpose …………………………………………………………………………………………………………………..5

District Fine & Performing Arts Goals …………………………………………………………………………………………………6

Charts:

Weeks 8 – 10……………………………………………………………………………………………………………... …….9

Weeks 12 – 16 ………………………………………………………………………………………………………………...10

Weeks 17 – 18 ………………………………………………………………………………………………………………...11

New Jersey Core Curriculum Content Standards …………………………………………………………………………………12

Curriculum Rating Form ………………………………………………………………………………………………………………18

Mission Statement

The mission of the Millville School District, in partnership with the community, is to assure that each and every student develops the skills, knowledge, and attitudes necessary to succeed in life. As partners in this mission, we will provide engaging and challenging curriculum, a safe and secure teaching and learning environment with an active commitment to ensure trust, mutual respect, communication, effective collaboration, and good citizenship.

1. 
   The Fine & Performing Arts curriculum will help students identify, solve and evaluate problems.
   

3. The Fine & Performing Arts curriculum will help students acquire skills in an understanding of art, music, literature and drama.

4. The Fine & Performing Arts curriculum will help students develop potential abilities to the fullest possible extent.

5. The Fine & Performing Arts curriculum will help students work and think independently and creatively.

6. The Fine & Performing Arts curriculum will help students develop a good self image.

7. The Fine & Performing Arts curriculum will help students develop goals and values in order to function as a productive citizen.

8. The Fine & Performing Arts curriculum will help students meet the individual needs of each child.

9. The Fine & Performing Arts curriculum will help students develop an appreciation of other people and their feelings.

10. The Fine & Performing Arts curriculum will help students learn how to use leisure time.

11. The Fine & Performing Arts curriculum will help students understand the humanities, social sciences and natural sciences at a level required to participate in an ever more complex world.

12. The Fine & Performing Arts curriculum will help students develop vocational competence and realization of economic responsibilities.

13. The Fine & Performing Arts curriculum will help students acquire knowledge of and appreciation for our cultural heritage and capacity for creativity, recreation and self-renewal.

14. The Fine & Performing Arts curriculum will help students appreciate beauty in all aspects of living.
MUSIC THEORY CURRICULUM GUIDE (Please see Implementation Strategies)
Weeks 1 – 7

Chapter Concept	Standard	Objective	Content	Choose from suggested Activities/Centers
Fundamentals of music	1.1, 1.3 1.4 1.4 1.5 1.3	Describe the various ways music enhances our lives.	Sec. 1.1-4 Ottman	Student Questionnaire Theory Concepts workbook lessons 1&2&5 Flash cards Binder notes/ Bulletin board Essentials of Music Theory lessons1-5 Assorted listening CDs –Madrigals Demonstrate knowledge of music vocabulary quiz
		.Converse in the “language” of music
		.Define specific terms and vocabulary of music
		Identify specific symbols of notation with music
		Discuss characteristics of Renaissance music
		Note naming exercises
Music as Math	1.4 1.4 1.2 1.3 1.3 1.3 1.1 1.2	Demonstrate understanding of Note values Demonstrate knowledge of rest values	Section 3 40-57 Ottman	Categorize and evaluate music, Perform rhythmic patterns by clapping Analyze and build measures (EMT) lessons 10-13 Workbook lessons 3&6 (TC) level 2 Take rhythmic dictation with technical accuracy using wipe boards Workbook lessons 7-8-9 (EMT) Workbook lessons 1-3-4 (TC) level 1 Workbook lessons 1 (A-C) level 2 Workbook lessons 14-17 (EMT) Workbook lessons 15-16 (TC) level 1 Bean-bags with calibration scale Various rhythm instruments
		Demonstrate measure building
		Discuss simple and compound meter
		Identify time signatures
		Identify metric patterns in music, and write these patterns in graphic notation.
		Explain differences among beat, rhythm, meter and accent with assorted listening examples
		Improvise rhythm patterns while coordinating performance with others in the class
Melodic notation And scales	1.5 & 1.1 1.2 1.3 1.4 1.4 1.3 1.3	Discuss characteristics of Baroque Music	Section 1 5-9 Ottman Chapter 1 Pgs 3-9 Piston	Assorted listening CDs Handel/Bach Analyze the musical mood or feeling, Analyze music of diverse cultures Time test- Keyboard/Notation match Perform all the intervals in the C to C octave, Identify the intervals aurally(trigger tunes) Workbook lesson 13 (TC) level1 Workbook lesson 47 (Master theory bk 2) Perform a C major scale on the keyboard (I hand) Perform a chromatic scale on the keyboard (both hands separately) Demonstrate knowledge of note naming Quiz
		Become familiar with piano keyboard
		Become familiar with G clef notation in respect to keyboard
		Identify the pattern found within a major scale.
		Identify perfect, major ,minor, diminished and augmented intervals
		Identify the pattern found within a chromatic scale
		Become familiar with scale degree names Identify Tetrachords
Key signatures	1.3 1.3 1.3 1.2	Identify all sharp key signatures	Section 1 9-18 Ottman	Workbook lessons 8-10 (TC) level 1 Workbook lessons 22-25 (EMT) Complete circle of 5ths template Perform C,F,&G major scales on the piano Workbook lesson 8 (TC) level 2
		Identify all flat key signatures
		Become familiar with the circle of 5ths
		Demonstrate knowledge of major scales
		Review rhythm and syncopation
Relative Minors	1.1 1.4 1.2	Discuss characteristics of Classical Period	Section 1 Pgs 10-14 Ottman	Assorted listening CDs (Mozart/ Haydn) Workbook lessons 56 & 57(EMT) Complete scale chart Identify major/minor auditorally Continue scales on keyboard Workbook theory master P-10
		Identify patterns found with Natural, Harmonic and Melodic scales
		Become aware of correlation between major and minor keys
		Demonstrate knowledge of all major keys and relative minors
Assessment/Comments Chapter Reviews on pages 16, and17 Alternative assessments. Games, Keyboard performance, manipulative
Vocabulary beat, pitch, , melody, form, Renaissance music, timbre, rhythm, ,meter, measure, accent, syncopation, Grand staff, Clef, Harmony, tempo, dynamics, polyphonic, Leger lines, bar line, accidental, chromatic, interval, phrase, tie, slur

Weeks 8 – 10
Chapter Concept	Standard	Objective	Content	Choose from suggested Activities/Centers
Scale degrees & Chord Building	1.3 1.2	Identify degrees of a major scale using numbers-(1-2-3-4-5-6-7) and Roman Numerals (I-ii-iii-IV-V-vi-vii )	Chapter 2 (H) Pgs 10-12 Piston Section 2 (EM) Pgs 28-29 Ottman	Workbook lesson 54 (EMT) Spelling major triads Ottman workbook Add major chords to scale chart
		Identify triad patterns for all scale degrees
		Create Primary chord triads (I-IV-V) Key of C major
Triads	1.2 1.4 1.5 1.1	Perform C major primary chord progression on keyboard	Section 4 pgs 59-63 (EH) Ottman	Workbook lessons 58 -61 (EMT) Workbook theory master H-1 & H-2 Add remaining (minor, dim. Aug.) triads to chart Workbook theory master H-3 thru 8 Assorted listening CDs (Beethoven/Tchaikovsky)
		Create remaining triads (minor & diminished)
		Auditory discrimination of triads (Major, minor Dim.)
		Discuss characteristics of Romantic Period
Seventh chords	1.3	Become aware of Dominant seventh chords	Section2 (EM) Pg 30 Ottman Pg 138 (H) Piston	Workbook theory master H-9 Workbook lesson 53 (EMT) Add dominant 7ths to chord chart
Inversions	1.3 1.2	Become familiar with chord inversions	Section II Pg 31(EM) Ottman Section 9 pg169-187 (EM) Ottman	Workbook lessons 51 & 52 (EMT) Assorted Teacher created drills Continued keyboard work
		Identify Triad positions (root, 1st and 2nd inversions)
		Identify Seventh position (1st inversion or root position)
		Insert the V7 chord into Primary progression (C major)
		Transpose all previous concepts to G major
		Perform G major primary chord progression on keyboard
		Transpose all previous concepts to F major
		Perform F major primary chord progression on keyboard
Simple chord progressions	1.3 1.2 1.4	Major chord progressions	Section 10 pgs 205-209 (EH) Ottman	Perform simple piano solos Perform primary chords of C-F & G
		Minor chord progressions
		Adding dominant sevenths
		Cumulative review
Vocabulary: Inversions, Transpose, Chord progressions, Triad, Seventh chord , Tone poem, programmatic music, absolute music

Weeks 12-16

Unit Concept	Standard		Objective	Content	Choose from suggested Activities/Centers
Figured Bass	1.2 1.3 1.4	Chord Analysis- Simple songs- chart letter names		Chapter 9 pg 87 (H) Piston	Assorted songs for analysis Assorted Hymns for analysis Workbook pgs 106 & 107 (EH)
		Chord analysis using figured bass (I-IV-V) root position
		Chord analysis using 1st and 2nd inversions
		V7 inversions
		Cumulative review
Modes	1.3 1.1 1.5	Relationship to major scales			Workbook lessons 62 & 63 (EMT) Assorted listening (Copeland, Williams, Stravinsky etc…)
		Relationship to minor scales
		Discuss characteristics of Contemporary Period
Melody Building	1.2 1.3	Creating a melody based on chords		Section 11 Pgs 236-241 (EM) Ottman Pgs 102-105(H) Piston	Workbook lessons 64-67(EMT) Assorted song passages
		Identifying Harmonic tones
		Identifying Non-Harmonic tones
		Passing tones & Neighbor tones
		Cumulative review
Form	1.4 1.3 1.5	Discuss melodic forms ( using simple repetitive tunes)		Pg 133 (EH) Ottman	Workbook lessons 72-75 (EMT) Assorted songs & hymns
		Analyze melodies using music language
		Discuss ABA and Rondo forms
Assessment/Comments: Teacher observation, Piano demonstrations, written tests & quizzes, Binder check, Assorted games and activities
Vocabulary: Call and response, sequence, phrase, motive (motif) Rondo, Sonata, Hymn, form, structure, texture, simple & complex harmonies

Weeks 17-18

Key skills necessary to an understanding of aesthetics include the abilities to identify arts elements within a work to articulate informed emotional responses to works of art, to engage in cultural reflection, and to communicate through the use of metaphor and critical evaluation. Aesthetics involves the following key understandings: appreciation and interpretation; stimulating imagination; the value and significance of the arts; art as object; the creation of art; developing a process of valuing; and acquaintance with aesthetic philosophies.

1. Examine works of art that communicate significant cultural beliefs or set of values.

2. Use domain-specific vocabulary relating to symbolism, genre, and performance technique in all arts areas.

3. Analyze how art is often defined by its originality.

1. Differentiate between the unique and common properties in all of the arts.

2. Distinguish among artistic styles, trends, and movements in various art forms.

3. Express how art is inspired by an individual's imagination.

4. Describe changes in meaning over time in the perception of a known work of art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Knowledge

1. Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form.

2. Discern the value of works of art, based on historical significance, craftsmanship, cultural context, and originality using appropriate domain specific terminology.

3. Determine how historical responses affect the evolution of various artistic styles, trends and movements in art forms from classicism to post-modernism.

1. Compose specific and metaphoric cultural messages in works of art, using contemporary methodologies.

2. Formulate a personal philosophy or individual statement on the meaning(s) of art.

STANDARD 1.2 (CREATION AND PERFORMANCE) ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART.

Descriptive Statement: Through developing products and performances in the arts, students enhance their perceptual, physical, and technical skills and learn that pertinent techniques and technologies apply to the successful completion of the tasks. The development of sensory acuity (perceptual skills) enables students to perceive and acknowledge various viewpoints. Appropriate physical movements, dexterity, and rhythm pertain to such activities as brush strokes in painting, dance movement, and fingering of musical instruments.

Active participation in the arts is essential to deep understanding of the imaginative and creative processes of the arts as they relate to the self and others. Involvement in the presentational aspects of art and art making also leads to awareness and understanding of arts-related careers.

1. Demonstrate a broad range of dynamics and movement qualities by manipulating aspects of time, space, and energy.

2. Choreograph and perform dance works based on social themes, using elements and production values that serve the selected theme.

3. Develop and perform movement sequences and dance phrases that demonstrate rhythmic acuity, and employ such choreographic structures as AB, ABA, canon, call and response, or the use of narratives.

4. Design a dance work that incorporates at least two other art forms to enhance the central idea.
B. Music

1. Perform compositions containing progressively complex notation and use standard notation to record musical ideas.

2. Perform independently and in groups a repertoire of diverse genres and cultures with appropriate expressive qualities.

3. Improvise original melodies and/or rhythms over given chordal progressions or rhythmic accompaniments in a consistent style, meter, and tonality.

4. Identify careers and lifelong opportunities for making music.
C. Theater

1. Analyze descriptions, dialogue, and actions to discover, articulate, and create and portray character behaviors and justify character motivation.

2. Participate in theatrical presentations individually and in ensemble, interacting as invented characters across a spectrum of social/historical contexts.

3. Create action within the context of a given situation using acting skills such as sensory recall, concentration, breath control, vocal projection, body alignment, and control of isolated body parts that suggest artistic choices, dramatic action within the context of a given situation, using acting skills that generate a sense of truth, focus, character, personal or emotional ownership, ensemble relationship, physical control, and vocal clarity.

4. Describe and analyze the components of theatrical design and production.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Dance

1. Demonstrate technical proficiency and artistic application of anatomical and kinesthetic principles in performance.

2. Craft dances with themes that have unity of form and content and demonstrate the ability to work alone and in small groups to create dances with coherence and aesthetic unity.

3. Collaborate in the design and production of a dance work.

4. Outline a variety of pathways and the requisite training for careers in dance.
B. Music

1. Sing or play musical works from different genres with expression and technical accuracy.

2. Analyze original or prepared musical scores and demonstrate how the elements of music are manipulated.

3. Improvise or compose melodies, stylistically appropriate harmonizing parts and rhythmic accompaniments using a chosen system of notation.

4. Arrange simple pieces for voices or instruments using a variety of traditional and nontraditional sound sources and electronic media.

5. Outline a variety of pathways and the requisite training for careers in music.

1. Create original interpretations of scripted roles demonstrating a range of various appropriate acting styles and methods.

2. Interpret a script by creating a production concept with informed, supported, and sustained directorial choices.

3. Collaborate in the design and production of a theatrical work.

4. Plan and rehearse improvised and scripted scenes.

5. Outline a variety of pathways and the requisite training for careers in theater.

1. Describe the principles of contrast and transition, the process of reordering and chance, and the structures of AB, ABA, canon, call and response, and narrative.

2. Observe and explain how different accompaniment such as sound, music, or spoken text can affect the meaning of a dance.
B. Music

1. Analyze the application of the elements of music in a diversity of musical works.

2. Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in musical compositions.

3. Describe various roles that musicians perform and identify representative individuals and their achievements that have functioned in each role.

1. Investigate the structural characteristic of plays.

2. Assess character motivations within the construct of scripted plays.

3. Explain the interdependent relationship between the performance, technical design, and management functions of production.

4. Analyze scenes with regard to, thematic and artistic intent, situation, character, and motivation.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Dance

1. Categorize the elements, principles, and choreographic structure of specific dance masterworks.

2. Articulate understanding of choreographic structures or forms such as palindrome, theme and variation, rondo, retrograde, inversion, narrative, and accumulation.

3. Analyze issues of ethnicity, gender, social/economic status, age, and physical conditioning in relation to dance.

1. Evaluate a diversity of musical works to discern similarities and differences in how the elements of music have been utilized.

2. Synthesize knowledge of the elements of music.

3. Identify how the elements of music are utilized in a variety of careers.

1. Describe the process of character analysis and identify physical, emotional, and social dimensions of characters from dramatic texts.

2. Analyze the structural components of plays from a variety of social, historical, and political contexts.

3. Interpret a script to develop a theatrical production concept.

4. Explain the basic physical physical and chemical properties inherent in components of technical theater such as light, color, pigment, scenic construction, costumes, electricity, paint, and makeup.

STANDARD 1.4 (CRITIQUE) ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE.

Descriptive Statement: Through the informed criticism of works of art, students will develop a process by which they will observe, describe, analyze, interpret and evaluate artistic expression and quality in both their own artistic creation and in the work of others. Through this critical process, students will arrive at informed judgments of the relative artistic and aesthetic merits of the work examined.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

A. Knowledge

1. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation.

2. Compare artistic content among contrasting art works in the same domain.
B. Skills

1. Evaluate the judgment of others based on the process of critique.

2. Compare and contrast the technical proficiency of artists.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Knowledge

1. Examine the artwork from a variety of historical periods in both western and non-western culture(s).

2. Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art.

3. Determine the influence of tradition on arts experience, as an arts creator, performer, and consumer.

1. Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one’s personal work and that of their peers, using positive commentary for critique.

2. Provide examples of how critique may affect the creation and/or modification of an existing or new work of art.

STANDARD 1.5 (HISTORY/CULTURE) ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY.

Descriptive Statement: In order to become culturally literate, students need to understand the historical, societal, and multicultural aspects and implications of dance, music, theater, and visual art. This includes understanding how the arts and cultures continue to influence each other.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

A. Knowledge

1. Analyze how technological changes have influenced the development of the arts.

2. Examine how the social and political environment influences artists in various social/historical/political contexts.
B. Skills

1. Identify the common artistic elements that help define a given historical period.

2. Discuss how cultural influences add to the understanding of works of art.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Knowledge

1. Parallel historical events and artistic development found in dance, music, theater, and visual art.

2. Summarize and reflect upon how various art forms and cultural resources preserve cultural heritage and influence contemporary art.
B. Skills

1. Evaluate the impact of innovations in the arts from various historical periods in works of dance, music, theater, and visual art stylistically representative of the times.

2. Compare and contrast the stylistic characteristics of a given historical period through dance, music, theater, and visual art.

MILLVILLE PUBLIC SCHOOLS

MILLVILLE, NEW JERSEY 08332
CURRICULUM RATING FORM

ANALYZING TEXTS, WORKSBOOKS, CURRICULUM GUIDES,

AUDIO-VISUAL MATERIALS, AND SUPPLEMENTARY MATERIALS

FOR SEX, RACE, RELIGION

Author Various Authors Today’s Date _June 2007__________

Page Good Fair Poor NA

patterns, personality traits based on races, sex

national origin, color, creed, religion, ancestry,

social/economic status. _____ X _____ _____ _____

roles for race, sex, national origin, color,

creed, religion, ancestry, social/economic status. _____ X _____ _____ _____
3. Conforms to language guidelines. _____ X _____ _____ _____
4. Contributions of all groups are considered of

the same degree. _____ X _____ _____ _____

categories _____ X _____ _____ _____

issues and problems affecting race, sex, national

origin, color, creed, religion, ancestry, social/

economic status. _____ X _____ _____ _____

military/political history of issues. _____ X _____ _____ _____

non-stereotyped way. _____ X _____ _____ _____

for both girls and boys of all races, color, creed,

etc. _____ X _____ _____ _____
10. There are no unchallenged, deregulatory

stereotyped characterizations. _____ X _____ _____ _____