AMV4M

Theory Resource and Text Book

Name:___________________________

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Course OverviewMusic: AMV4M, Grade 12, University/College Preparation.Prerequisite: Grade 11 Music, Teacher: Mr. G. SminkSchool: Delta Secondary SchoolCredit: 1

Course DescriptionThis 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.

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Units: Titles and TimeUnit 1 Performance 60 hoursUnit 2 Composing and Arranging 20 hoursUnit 3 Listening and Analysis 5 hoursUnit 4 Music in Society 10 hoursUnit 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.

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Music Theory

Review

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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

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The use of leger lines:

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

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Identify the following notes: Name:______________________Watch out what clef you are in:To be handed in

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Time Signatures and rhythm

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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.

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Write in the proper counting for the following musical examples:

Symbols and semitones

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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:

FCGDAEB And they look like this on a musical staffCopy 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+

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Flat Keys (Order of Sharps backwards)

BEADGCF

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+

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Scale Assignment

Write out the following scales on the musical staff In treble and bass clefUsing key signatures and whole notes

C+

G+

D+

A+

E+

B+

F#+

C#+

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Write out the following Flat scales using Treble and bass clef Whole notes Flat key signatures

F+

Bb+

Eb+

Ab+

Db+

Gb+

Cb+

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Tempo and Dynamics:

pp

mp

p

mf

f

ff

Cresc.

Dim.

Decresc.

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Intervals: The Space between two notes

P1 Unisono2 Jaws+2 Do – Re, Are You Sleeping…-3 O Canada+3 Oh When the Saints, O Blah DeeP4 Here Comes the Bridex 4 / o5 Simpson’s Theme SongP 5 Star wars, Twinkle Twinkle…-6 Love Story+6 My Bonnie…-7 Star Trek+7 Superman Theme SongP8 Somewhere Over the Rainbow

Major = +Minor = -Augmented = XDiminished = oP = Perfrect

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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 5C/C# 0/7 C# 4 Eb 3 Eb 6G 1 G# 5 Ab 4 A/Ab 0/7D 2 D# 6 Db 5 D 1A 3 A/A# 0/7 Gb 6 G 2E 4 E 1 C/Cb 0/7 C 3

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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 descendingUsing Key SignaturesHalf NotesTreble and bass clefRaise the 7th note by one semitone with an accidental

A Min Harmonic

E Min Harmonic

B Min Har.

F# Min Harmonic

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C# Minor H

G # Min H

D# Min H

A # Min H

D Min Harmonic

G Min Harmonic

C Min Harmonic

F Min Har.

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Bb Min Harmonic

Eb Minor H

Ab Min H

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Harmonic and Melodic Minior

Rules For Melodic Minor:

Write out a minor scale just like normalRaise 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:

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Intervals: The Space between two notes

P1 Unisono2 Jaws+2 Do – Re, Are You Sleeping…-3 O Canada+3 Oh When the Saints, O Blah DeeP4 Here Comes the Bridex 4 / o5 Simpson’s Theme SongP 5 Star wars, Twinkle Twinkle…-6 Love Story+6 My Bonnie…-7 Star Trek+7 Superman Theme SongP8 Somewhere Over the Rainbow

Major = +Minor = -Augmented = XDiminished = oP = Perfrect

Written intervals Types of intervals:

Charto1 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

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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 semitonesP4/x3 = 5 semitonesX4/o5 = 6 semitonesP5/o6 = 7 semitones-6/x5 = 8 semitones+6/o7 = 9 semitones-7/x6 = 10 semitones+7/o8 = 11 semitonesP8/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:

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Inverted intertvals:

Whatever note is on the top of the two intervals now goes to the bottom:

Eg E – G -3G – E = +6

The combined numbers of the interval and the inverted intervals must equal 9

The signs will also change:

+ becomes –- becomes +X becomes oo becomes xP stays P

Invert the above intervals and name them

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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 degreeNames:I = II =III =IV =V =VI =VII =VIII =

Write out the following scales in whole notesWith Key SignaturesShowing all the triads

E +

Ab+

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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

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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 note1st inv: Double top note2nd inv: Double Top

Write chords from above open score using treble and bass clef

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The seventh chord

Adding sevenths to a chordTerminology: Root, Third, Fifth, seventhInversions: root, first, second, thirdDon’t need to double any note because there are 4 notes in any seventh chordThe 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

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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 about1. 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 sharps4. 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

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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 SaxThey 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 Saxand have a students perform it at a lunch time concert it.

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Use the following order:Top notes ClAlto Notes: Alto SaxTenor Notes: Tenor SaxBass 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?

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Harmony

Definitions:Chord progressionMelodyTonic, 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 theseI Any Chordii IV, V, viio ,iiiiii ii, vi, ivIV I, V, viio

V Ivi ii, IVviio I, iii, vi

Melodies:

You need a melody in order to have a harmony. Here are some hints for a good melodyStart on either the first or the fifth note of the scale of whatever key you are in.Make sure your melody has a shapeDon’t leap from note to note, move stepwise

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On the following pages you will be given melodies to write harmonies to.

Composition assignment:

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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 signatureProper notationTime signatureFor melody writing use 4 bar phrases and chorusDon’t make it too longThe Lyrics will also be included on Finale with the melody (All network computers in the school use this program)

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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

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Composition Check list Name: _______________

Found Lyrics: yes NoWhat are the verses?

What is the chorus?

Include a copy of lyrics

Melody writingWhat 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

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DELTA SECONDARY SCHOOLAMV2O/3M/4M: MUSIC VOCALIST PERFORMANCE PROJECT

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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.6) 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.

7) 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

2) 5 computer-scanned images 5 marks

3) 2 audio samples which include a brief description 10 marks of the sample and reason for selection

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

5) written report: content 5 marks 15 marksSpelling and punctuation 5 marksGrammar 5 marks

6) public speaking/presenting/ information orally/ performance of music 40 marks

Total Marks 100 marksA 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.

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DELTA SECONDARY SCHOOLAMV2O/3M/4M: MUSIC VOCALIST PERFORMANCE PROJECT

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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 applicable2. Level of education attained and specialized education (certificates/degrees)3. Early childhood/teenage experiences relating to music4. influences gleaned from other musicians and individuals5. Influences gleaned from other cultures6. Experiences with previous bands/Music groups7. Experiences with other musicians8. Style(s) of music played9. Choice of scales used in music10. Choice of chords used in music11. Strengths and weaknesses in song-writing ability12. Strengths and weaknesses in performance ability13. Strengths in music production14. Strengths in music recording-engineering15. Strengths in music business and promotion16. Innovative ideas used in music composition

17. Innovative methods used in music performance18. Related experience in music education (teaching)19. Related experience in music publications (writing magazine articles,

music methods, etc.)20. Music equipment used (guitars, amplification, effects, computers,

accessories - pick-ups, hardware, strings, etc.)21. Collaboration with music companies in developing music equipment22. Social impact and influences on youth behaviour23. Impact and influence on fashion24. Social contributions and donations (benefit concerts, awareness)25. Political contributions and donations (benefit concerts, awareness)26. Religious, spiritual or cultural beliefs if applicable27, Musician's personal health awareness or behaviour (alcohol, drug abuse)28. Musician's life-style (family, friends, associates, use of leisure time)29. Other strengths and skills outside the area of music30. Future music projects, or collaborations31. Other

Find Music to perform:

1. You must have a musical copy of the music you will perform2. Check with me, Library. Internet3. Obtain an accompanist, midi file or karaoke CS 4. practice with accompanist

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DELTA SECONDARY SCHOOLAMV2O/3M/4M: MUSIC VOCALIST PERFORMANCE PROJECT

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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 individuals2. Influences gleaned from other cultures3. Style(s) of music played4. Choice of scales used in music5. Choice of chords used in music6. Strengths and weaknesses in song-writing ability7. Strengths and weaknesses in performance ability8. Strengths in music production9. Strengths in music recording-engineering10. Innovative ideas used in music composition11. Innovative methods used in music performance12. Music equipment used (guitars, amplification, effects, computers,

accessories, etc.)13. Collaboration with music companies in developing music equipment14. Social impact and influences on youth behaviour15. Religious, spiritual or cultural beliefs if applicable16. Use of melody, harmony, rhythm, texture, and sound characteristics17. 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.

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DELTA SECONDARY SCHOOLAMV2O/3M/4M: MUSIC VOCALIST PERORMANCE PROJECT

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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 ProjectSubmitted by: (your name) Prepared for: (teacher's name) Course code: AMG4MDue date:

WRITTEN REPORT: Name of Guitarist

Opening Paragraph: Reason for selection (do not refer to yourself, i.e. the selectionof 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 marks2. Knowledge of subject 5 marks3. Selection of resources 10 marks4. Wealth of Data/Content 10 marks5. Accuracy, relative and significant information 5 marks6. Completeness 10 marks7. Purpose, point of discussion 5 marks8. Main points highlighted 10 marks9. Ideas developed logically 5 marks10. Audibility/Clarity 5 marks11. Vocabulary 5 marks12. Creativity/Originality 10 marks13. Use of Audio/Visual Aids 5 marks14. Effect delivery 5 marks15. Good closing statement 5 marks

Total 100/4= 25 marks

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Music performance

1. Pitch 5 marks2. Diction 5 marks3. Style 5 marks4. Musical line 5 marks5. Dynamics 5 marks6. Performance 5 marks

30 marks =______/15

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History of Music

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Renaissance:

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Baroque

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Classical

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Romantic

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Modern

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