Prerequisite: Grade 11 Music, Teacher: Mr. G. Smink

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AMV4M

Theory Resource and Text Book



Name:___________________________

Course Overview

Music: AMV4M, Grade 12, University/College Preparation.

Prerequisite: Grade 11 Music,

Teacher: Mr. G. Smink

School: Delta Secondary School

Credit: 1

Course Description


This course emphasizes the appreciation, analysis, and performance of music from the romantic period and the twentieth century, including art music, jazz, popular music, and Canadian and non-Western music. Students will concentrate on developing interpretive skills and the ability to work independently. They will also complete complex creative projects.

This course is designed to broaden students’ knowledge and skills in performance, composing and arranging, listening and analysis, music in society, and music and technology. Students concentrate on developing their skills through the performance of complex technical exercises and repertoire, composition and arrangement of their own music, listening and analysis of live and recorded music, and complex creative projects completed through the use of technology, as well as conventional methods. This course is performance-based, and although performance is a specific unit, it is expected that performance be infused in all units of study at this grade level, wherever possible. Teachers are encouraged to select activities from any unit in any order they deem appropriate

This course is designed to enhance and extend the performance skills of all students, through the acquisition of an advanced theoretical and practical musical education. Grade 12 students have the opportunity to accomplish the knowledge and skills necessary for acceptance into a postsecondary music program at a university or college.

Considerations for planning and effective implementation must include the availability of computer MIDI workstations. Although technology appears in this profile as a separate unit, each of the activities in this unit relates directly to the other four units and technology should therefore be appropriately utilized as a reinforcement activity and/or tool in the individual units. Some of the students in this course have Grade 11 Open as their prerequisite course. Additional theory and performance lessons may have to be taught before students can attempt the composition and arranging expectations for this course. The number of hours indicated for the performance unit constitutes classroom hours. Due to the nature of the Grade 12 Music course, students are expected to practise instrument-specific studies and pieces independently, using classroom hours for teacher consultation and assessment, as well as ensemble performance rehearsal.

Students in this course continue to gain experience working independently as well as in a group, respecting the rights, responsibilities, and contributions of self and others. This course enables students to become self-directed learners of music who can participate actively in, and make a contribution to, a musically literate society.

Units: Titles and Time


Unit 1

Performance

60 hours

Unit 2

Composing and Arranging

20 hours

Unit 3

Listening and Analysis


5 hours

Unit 4

Music in Society

10 hours

Unit 5

Music and Technology

5 hours


Term Work
Performance: 60%
Composing & Arranging: 20%
Listening and Analysis: 5%
Music in Society: 10%
Music and Technology: 5%
Term work = 70% of final mark
Exam = 30 % of final mark
Students are expected to have in class a binder, pencil and Resource book.

Music Theory


Review

Note Names and basic Musical symbols:

Treble Clef and Bass Clef: Copy out both clefs 5 times:



What instruments use Treble Clef?

What instruments use bass clef?

Note names in treble clef:

F A C E E G B D F

Note Names in the Bass Clef:



A C E G G B D F A

The use of leger lines:

Leger lines are used to add lines temporarily above or below the staff

Here are some examples in the treble clef:

Here are examples of leger lines in the bass clef:

B mc d e f g a b f e d c b a g f

Identify the following notes: Name:______________________

Watch out what clef you are in:

To be handed in



/44

Time Signatures and rhythm

Counting Rhythms:

  • All bars should equal the top number of the time signature


  • The notes that = the beat are counted 1,2,3,4,5,6,etc

  • Notes that get half a beat = 1,&,2,&,3,&,4,& etc

  • Notes that get quarter of a beat are counted 1,e,&,a,etc…

  • The note that = a beat is determined by the bottom number of the Time Sig.





Write in the proper counting for the following musical examples:

Symbols and semitones







Using a key signature:

A key signature tells us what notes are to be played either sharp or flat in a scale or a piece of music

Sharp (#) keys follow the following pattern:

F

C

G

D

A

E

B

And they look like this on a musical staff


Copy out the order of sharps 3 times on the following staff

Using the order of sharps to tell us how many sharps each key gets

Key Name # of Sharps

F#+
C+/C#+
G+
D+
A+
E+
B+

Flat Keys (Order of Sharps backwards)

B
E
A
D
G
C
F

The flat key signature looks like this on the musical staff:


Copy out the order of flats 3 times

Using the order of flats we can show how many flats each key name gets. (Remember C+ = 0)

Bb+

Eb+

Ab+

Db+

Gb+

C+/Cb+

F+

Scale Assignment

Write out the following scales on the musical staff

In treble and bass clef

Using key signatures and whole notes

C+

G+



D+

A+

E+

B+

F#+

C#+


Write out the following Flat scales using


  • Treble and bass clef

  • Whole notes

  • Flat key signatures

F+


Bb+

Eb+


Ab+


Db+


Gb+


Cb+


Tempo and Dynamics:

pp
mp


p
mf
f
ff
Cresc.

Dim.


Decresc.


Intervals:

The Space between two notes

P1 Unison

o2 Jaws

+2 Do – Re, Are You Sleeping…

-3 O Canada

+3 Oh When the Saints, O Blah Dee

P4 Here Comes the Bride

x 4 / o5 Simpson’s Theme Song

P 5 Star wars, Twinkle Twinkle…

-6 Love Story

+6 My Bonnie…

-7 Star Trek

+7 Superman Theme Song

P8 Somewhere Over the Rainbow
Major = +

Minor = -

Augmented = X

Diminished = o

P = Perfrect
Minor and Relative Major Scales
a. How Sharps and Flats appear in a key signature
Order of Sharps:

Father Charles Goes Down And Ends Battle
Order of Flats:

Battle Ends And Down Goes Charles Father


B. How to determine the number of sharps in each key using the order of Sharps and Flats

Order of Sharps: (#) Order of Flats: (b)

Major (+) Minor (-) Major (+) Minor (-)

F# 6 F# 3 Bb 2 Bb 5

C/C# 0/7 C# 4 Eb 3 Eb 6

G 1 G# 5 Ab 4 A/Ab 0/7

D 2 D# 6 Db 5 D 1

A 3 A/A# 0/7 Gb 6 G 2

E 4 E 1 C/Cb 0/7 C 3

B 5 B 2 F 1 F 4
Relative Scales
Look for the same amount of sharps or Flats and voila they are related
Eg, F#+ is related to D# - , G + is related to E - , E Major is related to C# minor,

D Major is related to _____ Minor, A Major is related to _____ Minor, B Major is related to _____ minor, C + is related to _____ minor, C# Major is related to _____minor.
Same for flat scales:

Bb + =

Eb +=

Ab +=

Db +=

Gb +=

Cb+ =

F+ =
Write out the following Minor Scales Ascending and descending

Using Key Signatures

Half Notes

Treble and bass clef

Raise the 7th note by one semitone with an accidental
A Min Harmonic


E Min Harmonic


B Min Har.


F# Min Harmonic


C# Minor H


G # Min H


D# Min H


A # Min H


D Min Harmonic



G Min Harmonic


C Min Harmonic


F Min Har.


Bb Min Harmonic

Eb Minor H


Ab Min H





Harmonic and Melodic Minior
Rules For Melodic Minor:
Write out a minor scale just like normal

Raise the 6th and 7th note ascending (with an accidental) and lower the 6th and 7th (with an accidental) descending

Write out all the minor scales in the melodic minor:





















Intervals:


The Space between two notes

P1 Unison

o2 Jaws

+2 Do – Re, Are You Sleeping…

-3 O Canada

+3 Oh When the Saints, O Blah Dee

P4 Here Comes the Bride

x 4 / o5 Simpson’s Theme Song

P 5 Star wars, Twinkle Twinkle…

-6 Love Story

+6 My Bonnie…

-7 Star Trek

+7 Superman Theme Song

P8 Somewhere Over the Rainbow
Major = +

Minor = -

Augmented = X

Diminished = o

P = Perfrect

Written intervals Types of intervals:
Chart





o1

P1

x1

o2

-2

+2

x1

o3

-3

+3

x3




o4

P4

x4




o5

P5

x5


o6

-6

+6

x6

o7

-7

+7

x7




o8

P8

x8
Diminished o Minor - /dim o Major/perfect +/p Augmented X

The above chart illustrates all the types of intervals you can have. The actual number refers to the number of note names between the bottom note (when going from bottom to top) to the top or top (when going from top to bottom) to bottom note.
You need to count note names starting with the “root” note as number 1. Count up to the next note. This will be your number (1 – 8)
Eg., C – G is a 5th: C1, D2, E3, F4, G5
The question remains: What type of 5th? o, P or x
Each type of interval has a number of semitones associated with it
The following chart can help:
P1/o2 = 0 semitones

-2/x1 = 1 semitone

+2/o3 = 2 semitones

-3/x2 = 3 semitones

+3/o4 = 4 semitones

P4/x3 = 5 semitones

X4/o5 = 6 semitones


P5/o6 = 7 semitones

-6/x5 = 8 semitones

+6/o7 = 9 semitones

-7/x6 = 10 semitones

+7/o8 = 11 semitones

P8/x7 = 12 Semitones
It is also useful to draw a keyboard to count semitones
From the root note to the second note this will then tell you the exact type of interval you have
C – G is a perfect 5th because the number C – G is 5 and the semitone count is 7
Exercises:
On the following page identify the following intervals:


Inverted intertvals:
Whatever note is on the top of the two intervals now goes to the bottom:
Eg E – G -3

G – E = +6
The combined numbers of the interval and the inverted intervals must equal 9
The signs will also change:
+ becomes –

- becomes +

X becomes o

o becomes x

P stays P
Invert the above intervals and name them





Triads:
What are they and how do the work?

Terminology: Root, third, fifth
Write out C major scale

I ii iii IV V vi viio VII (I)

Scale degree

Names:

I =

II =

III =

IV =

V =

VI =

VII =

VIII =
Write out the following scales in whole notes

With Key Signatures

Showing all the triads
E +



Ab+



Inversions of triads:
Explanation:

Terminology: 1st.inversion, 2nd inversion, 3rd. inversion



Exercise
Using C Major scale and triads show the following triad with its inversions:
I Chord iii Chord vi chord



Using Ab+ scale and triads show the following triads with there inversions
ii chord IV chord V chord





Using Gb+ scale and triads show the following triads with there inversions
V chord vii chord I chord




Writing chords in open score
Explanation:

Triads have 3 notes, chords have four so we need to double one.

Bottom note of triad is the bass note of the chord


Example:
C major I chord in all inversions & V chord in all inversions




Doubling notes Root: Double Bottom note

1st inv: Double top note

2nd inv: Double Top
Write chords from above open score using treble and bass clef





The seventh chord
Adding sevenths to a chord

Terminology: Root, Third, Fifth, seventh

Inversions: root, first, second, third

Don’t need to double any note because there are 4 notes in any seventh chord

The bottom note of the chord is the bass note of the chord


In C maj show a V7 Chord, and a vi7 Chord


Write out these chords in open score




Transposing: (Applying intervals)

Moving of entire musical passages to other keys without changing the way the passage sounds. Basically we are changing the Key, Notes and pitch.

The following is a musical passage the will be transposed up a Major 3rd


Here is what you need to think about


  1. What is the key? This example: D Maj (If there are a few accidentals it is probably in a minor key)

  2. What will be the new Key? Imagine D Maj as just the note D. What is a Maj third higher than D? D E F….F What? Check out the semitones for Maj 3rd: 4. So D- D#1, D# - E2, E – F3, F – F#4.

  3. The new Key is F# Major: 6 sharps

  4. Now that you have the correct new key, just move the notes up a 3rd (Remember the original note is counted as 1)

  5. Here is your transposed line:




Transpose the above line (in F# Major) up a P 5 and down a minor 2


Transposing Instruments:
Some instruments do not play “concert” pitch. That is: the note that they read is not the note that they sound. These are called transposing Instruments as opposed to concert pitch instruments (those that play the pitch of the written note)
Transposing Instruments are as follows:
Bb: Trumpet, Clarinet, Tenor and Soprano Sax, Treble Clef Baritone: They Transpose up a Major Second

Eb: Alto and Baritone Sax


They transpose up a major 6th
Tuba and String Bass sound an Octave lower than written.
Transpose the following for 1 clarinet, 1Alto Saxophone 1 tenor Sax and 1 Bari Sax

and have a students perform it at a lunch time concert it.



Use the following order:

Top notes Cl

Alto Notes: Alto Sax

Tenor Notes: Tenor Sax

Bass Notes: Bari Sax
Remember Tenor and Bari play in the treble clef so you need to move them into treble clef first
What is the original Key?

What is the new key for the clarinet and Tenor Sax?

What is the new key for the Alto and Bari Sax?










Harmony
Definitions:

Chord progression

Melody

Tonic, supertonic, mediant, subdominant, dominant, submediant, leading note, dominant

Scale based chords (Triads)

Using C Major scale show all the chords you may use



What are progressions?
Each note of a scale has a chord attached to it. The chord you use determines what the next chord can be. Also the note of the melody reduces your choices.

Here is a chord chart that will give you a good sounding musical work
These chords…. Lead to these

I Any Chord

ii IV, V, viio ,iii

iii ii, vi, iv

IV I, V, viio

V I

vi ii, IV

viio I, iii, vi


Melodies:
You need a melody in order to have a harmony. Here are some hints for a good melody

Start on either the first or the fifth note of the scale of whatever key you are in.

Make sure your melody has a shape

Don’t leap from note to note, move stepwise
On the following pages you will be given melodies to write harmonies to.












Composition assignment:
Students will write a musical composition for guitar and solo voice, using the Guitar Chord Chart.
Students will be required to either write lyrics, or find suitable lyrics for there song

(All lyrics must be approved be the teacher) /10
Students will write out a melody on staff paper and than notate it using Finale 2004.

Students need to use a key signature

Proper notation

Time signature

For melody writing use 4 bar phrases and chorus

Don’t make it too long

The Lyrics will also be included on Finale with the melody

(All network computers in the school use this program)

/20
Hand in Stage 1 (Check for completion and any suggestions)
Students will write chords that fit the melody using the chord chart.

Song will be notated in chords and tab. /30

Performance of Opus /30

Composition Check list Name: _______________
Found Lyrics: yes No

What are the verses?

What is the chorus?
Include a copy of lyrics

Melody writing


What Key am I in? ________________________

(Use one that has easier chords to play eg C+, G+, D Maj, A min, )

What is my time signature? __________________________

What note am I starting on? ____________

What note am I ending on? _____________

(Hint: begin on tonic I or dominant V, end on Tonic I)

What is the shape of my melody?

What is the shape of my chorus?

Did I write it out on score paper?

Did I notate it in Finale?


What chords did I use as harmony for my peice?

Did I notate it is Finale











DELTA SECONDARY SCHOOL


AMV2O/3M/4M: MUSIC VOCALIST PERFORMANCE PROJECT


Page 1

OBJECTIVE: Each student will gain experience in public speaking, presenting information and performing a piece using a variety of support aids and resources. Emphasis will be given to research skills and gathering information from hard-copy and electronic (web) resources and actual performance of a selected piece. Other computer applications will include the use of a scanner and power point slide shows. A written report of at least 500 words will summarize the content of the presentation.



FORMAT: Each student will conduct a 10 minute multi-media presentation on a vocalist or vocal composer. The student will confer with and receive approval from teacher
The presentation will consist of the following components:


  1. an oral component based on 40 points of information (minimum).

  2. a multi-media power point presentation with at least 5 graphic samples.

  3. a minimum of 2 audio samples.

  4. A performance of a selection by vocalist (Original composition) or by a

  5. Students will down load midi accompaniment of music or provide an

Accompanist, or use a Karaoke CD.

  1. other support materials which may include video excerpts, hand-outs, use of blackboard, overhead projector, bristol-board presentations (charts, posters, etc.), demonstrations/performances, media articles and other publications, and additional written material.
  2. a written report consisting of at least 500 words containing a title page, graphic examples, a bibliography listing all resources, and rough notes (40 points of information and rough draft).




EVALUATION: 1) 40 points of information in written form 20 marks


  1. 5 computer-scanned images 5
    marks




  1. 2 audio samples which include a brief description 10 marks of the sample and reason for selection




  1. Other support materials (see point 4 above) 10
    marks




  1. written report: content 5 marks 15 marks

Spelling and punctuation 5 marks

Grammar 5 marks




  1. public speaking/presenting/ information orally/

performance of music 40 marks
Total Marks 100 marks

A deduction of 10% a day will apply to late assignments and presentations up to and including 3 days. Assignments and presentations received after this period will result in a mark of 0.



DELTA SECONDARY SCHOOL

AMV2O/3M/4M: MUSIC VOCALIST PERFORMANCE PROJECT

Page 2

COMPONENT 1: Researching Factual Information (gathering information)
Using magazine articles and the Internet, gather 40 points of information based on the following: (You may use more than these)


  1. Date and place of birth including death, and cause of death, if applicable

  2. Level of education attained and specialized education (certificates/degrees)

  3. Early childhood/teenage experiences relating to music
  4. influences gleaned from other musicians and individuals


  5. Influences gleaned from other cultures

  6. Experiences with previous bands/Music groups

  7. Experiences with other musicians

  8. Style(s) of music played

  9. Choice of scales used in music

  10. Choice of chords used in music

  11. Strengths and weaknesses in song-writing ability

  12. Strengths and weaknesses in performance ability

  13. Strengths in music production

  14. Strengths in music recording-engineering

  15. Strengths in music business and promotion

16. Innovative ideas used in music composition

  1. Innovative methods used in music performance

  2. Related experience in music education (teaching)

  3. Related experience in music publications (writing magazine articles, music methods, etc.)

  4. Music equipment used (guitars, amplification, effects, computers, accessories - pick-ups, hardware, strings, etc.)

  5. Collaboration with music companies in developing music equipment

  6. Social impact and influences on youth behaviour

  7. Impact and influence on fashion

  8. Social contributions and donations (benefit concerts, awareness)

  9. Political contributions and donations (benefit concerts, awareness)

  10. Religious, spiritual or cultural beliefs if applicable

27, Musician's personal health awareness or behaviour (alcohol, drug abuse)

  1. Musician's life-style (family, friends, associates, use of leisure time)

  2. Other strengths and skills outside the area of music

  3. Future music projects, or collaborations

  4. Other


Find Music to perform:


  1. You must have a musical copy of the music you will perform
  2. Check with me, Library. Internet


  3. Obtain an accompanist, midi file or karaoke CS

  4. practice with accompanist

DELTA SECONDARY SCHOOL

AMV2O/3M/4M: MUSIC VOCALIST PERFORMANCE PROJECT
Page 3

COMPONENT 2: Computer Power Point Presentation (graphic manipulation)
Collect at least 5 graphic samples of Interesting subject matter which support some of the facts gathered from Component 1 (40 points of information).

Using power point, display these images and add any other type of media (Sound/Video) to enhance your presentation. Images may be saved from the internet and imported into the power point application.



COMPONENT 3: Audio Samples
Choose a minimum of 2 audio samples which will support statements made in your presentation. The excerpts could focus on:


  1. Influences gleaned from other musicians and individuals

  2. Influences gleaned from other cultures

  3. Style(s) of music played

  4. Choice of scales used in music

  5. Choice of chords used in music

  6. Strengths and weaknesses in song-writing ability

  7. Strengths and weaknesses in performance ability

  8. Strengths in music production

  9. Strengths in music recording-engineering

  10. Innovative ideas used in music composition

  11. Innovative methods used in music performance

  12. Music equipment used (guitars, amplification, effects, computers, accessories, etc.)

  13. Collaboration with music companies in developing music equipment
  14. Social impact and influences on youth behaviour


  15. Religious, spiritual or cultural beliefs if applicable

  16. Use of melody, harmony, rhythm, texture, and sound characteristics

  17. Other



COMPONENT 4: Other support materials
Select other presentation aids that will support the statements made in your presentation. These may include video excerpts, handouts, use of blackboard, overhead projector, bristol-board presentations (charts, posters, etc.), demonstrations/performances, media articles and other publications, and additional written material in hand-out form.

DELTA SECONDARY SCHOOL



AMV2O/3M/4M: MUSIC VOCALIST PERORMANCE PROJECT

Page 4

COMPONENT 5: Written Report
The content of your presentation will be captured in a written report consisting of at least 500 words. The finished product will contain a title page, graphic examples, a bibliography listing all resources, and all rough notes.
TITLE PAGE: Title of Project

Submitted by: (your name) Prepared for: (teacher's name) Course code: AMG4M

Due date:
WRITTEN REPORT: Name of Guitarist
Opening Paragraph: Reason for selection (do not refer to yourself, i.e. the selection of this guitarist was based on his/her ability as an out standing

Performer and soloist.)

The contents of the report (what is included in your report.)

Body of report:

Factual statements should be written with no personal opinions. All information should be written in chronological order, from birth to the present day.

Conclusion: Draw from information presented to validate your own conclusion or opinions.

COMPONENT 5:


Public Speaking performance(presenting information orally)




The evaluation of this component will be based on the following:




1.

Good introduction established

5 marks

2.

Knowledge of subject

5 marks

3.

Selection of resources

10 marks

4.

Wealth of Data/Content

10 marks

5.

Accuracy, relative and significant information

5 marks

6.

Completeness

10 marks

7.

Purpose, point of discussion

5 marks

8.

Main points highlighted

10 marks

9.

Ideas developed logically

5 marks

10.


Audibility/Clarity

5 marks

11.

Vocabulary

5 marks

12.

Creativity/Originality

10 marks

13.

Use of Audio/Visual Aids

5 marks

14.

Effect delivery

5 marks

15.


Good closing statement

5 marks





Total 100/4=

25 marks


Music performance
1. Pitch 5 marks

2. Diction 5 marks

3. Style 5 marks

4. Musical line 5 marks

5. Dynamics 5 marks

6. Performance 5 marks
30 marks =______/15

History of Music


Renaissance:

Baroque

Classical

Romantic

Modern






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