Block 6 - 2015 - AMU10 - Introduction to Music.

Coming....    This May!

 

AN OVERVIEW OF COURSE STRUCTURE AND CONTENT

 

Unlike most high school courses, which run through units in a linear fashion, this course will use a day cycle to  progress through all five units, simultaneously!! As many aspects of each unit intertwine, the day cycle approach will allow us the opportunity to explore all aspects of music appreciation, production and creation, harmoniously! (yes, pun intended) .

 

The Course Curriculum for AMU10, is structured into three strands, Theory, Creation, and Analysis. (expectations are coded as such, below:.  i.e. T1 is the Overall Expectation #1, fro the Theory strand) The course itself will be broken into FIVE Units, each containing a blend of expectations from each strand.   Each unit ends with a summative task, which will be compiled in a 'digital portfoilio" (webpage) in the final summative project.

 

The day cycle is as follows:

 

DAY 1 - MUSIC THEORY  - 20 hours -

We will learn about the evolution of music throughout history, as well a professional music theory and terminology, musical structures, etc.

Summative task: Analysis: Create a written analysis of a piece of music and identify, the usage of specific musical styles, using correct terminology.

 

DAY 2 - MUSIC NOTATION - 15 hours -  

We will learn to read and write in notation (sheet music).

Summative Task: compose a sheet of original notated music.

 

DAY 3 - INSTRUMENTATION -25 hours-  

We will learn to play instruments (piano, guitar) from sheet music.

Summative Task: perform (as a class), a 'cover song'  at the years end assembly.

 

DAY 4 - MUSIC PRODUCTION -25 hours-  

We will learn introductory computer sound engineering, editing, and mixing techniques, using recording and production software's

Summative Task: Modify tracks and sound to remix  a song, or compose an original using digital mixing software's.

 

DAY 5 - MUSIC ANALISIS  -15 hours -

We will watch programs and learn about music in a larger, sociological context.

Summative Task: A powerpoint summary of the history and styling's of a specific music genre

 

FINAL TASK - 10 hours -

Students  will create a webpage to share on the school website, featuring all of your summative unit task, in a portfolio style.

 

 

 

Music Theory

EXPECTATIONS:

A1 -  demonstrate an understanding of music history and its cultural context;                                               
A4 -  demonstrate an understanding of the function of music in society;
A5 - identify connections between music education and various careers;

 Music Notation

EXPECTATIONS:

T1 - identify and define in simple terms the elements of music (i.e., rhythm, melody, timbre, dynamics, harmony, texture, and form);                                                                                                   

T2 - demonstrate the ability to read and understand musical notation;

 C4 -  demonstrate an understanding of music literacy, at a level appropriate for the grade, using the creative process (perception, production, and reflection).

Instrumentation

EXPECTATIONS:
C1 -  play or sing technical exercises and diverse repertoire (including their own creations when appropriate) that reflect the theory expectations;
C2 -  make artistic decisions that affect the stylistic accuracy of their playing or singing (e.g., articulation, phrasing, posture, dynamics, tone quality, intonation, rhythm, balance, blend);
C4 -  demonstrate an understanding of music literacy, at a level appropriate for the grade, using the creative process (perception, production, and reflection).                                                                              
A3 - demonstrate an understanding of the effects of music education on themselves and their peers;

 

Music Production

EXPECTATIONS:

T4 -  explain methods of production and editing of musical recording (e.g., analog or MIDI)
C2 -  make artistic decisions that affect the stylistic accuracy of their playing or singing (e.g., articulation, phrasing, posture, dynamics, tone quality, intonation, rhythm, balance, blend);
C3 -  demonstrate the effective use of analog and/or digital technology in music applications;
C4 -  demonstrate an understanding of music literacy, at a level appropriate for the grade, using the creative process (perception, production, and reflection).
A2 -  demonstrate the ability to listen attentively and with discernment to live and recorded music, using the stages of critical analysis (initial reaction, description, analysis, interpretation, and judgement);

 

Music Analisis

EXPECTATIONS:
T3 - demonstrate an understanding of a broad overview of the historical and stylistic context of music;
C4 -  demonstrate an understanding of music literacy, at a level appropriate for the grade, using the creative process (perception, production, and reflection).
A1 -  demonstrate an understanding of music history and its cultural context                                                
A2 -  demonstrate the ability to listen attentively and with discernment to live and recorded music, using the stages of critical analysis (initial reaction, description, analysis, interpretation, and judgement);
A4 -  demonstrate an understanding of the function of music in society;
A5 - identify connections between music education and various careers.

 

Course Timetable