Dutchtown Advanced Placement Music Theory Syllabus
Course Overview
Music Theory is for intermediate and advanced level musicians looking to gain an in-depth knowledge of music for performance purposes or with the intent to major in music in college. Course material is resented so students may expand their musical skills gained from their band, chorus or general music classes. Students will learn the theory concepts required for a proficient score on the Advanced Placement Music Theory exam. Music Theory meets every day for fifty-five minutes.
Course Objectives

At the conclusion of the course, all students should be confident in their abilities to:

Notate pitch and rhythm using basic notational devices

Define and understand basic musical terminology and theoretical concepts
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Read melodies in four-parts. (SATB)
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Write and notate melodies in the simple, compound, and duple meters
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Sing simple melodies at sight using a standard sight-singing system
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Recognize the basic intervals within an octave by ear and sight
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Sing and play the major, minor, and chromatic scales
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Analyze chords and harmonies in a four-part chorale setting using figured bass and Roman numeral progressions
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Understand and identify the musical forms and cadences
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Compose simple bass lines based on melodic line and implied figured bass/Roman Numeral chord structure demonstrating understanding of proper four part writing procedures
Instructional Strategies
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Students are given regular vocabulary quizzes and tests to maintain a working vocabulary throughout the course.
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Students will be required to do aural skills every day. This includes, but isn’t limited to, sight-singing, harmonic/melodic notation, rhythmic dictation, and chord/triad identification.
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Students must have a working knowledge and understanding of the vocabulary used on a daily basis.
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Students will analyze, play, and sing compositional work of their peers as part of the daily class period.
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Group activities are used to encourage positive feedback from peers.
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Sight singing examples are written for the voice parts included in the class, but will cover the range of an octave for preparation on the AP exam.
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Resource materials and technological devices, websites and applications will be used to supplement the text and aural skills books throughout the semester.
Class Materials and Texts
Kostka, Stefan, and Dorothy Payne. 2004. Tonal Harmony: With an Introduction to
Twentieth-Century-Music, Fifth Edition. New York: McGraw-Hill. Includes workbook.
Scoggin, Nancy. Barons AP Music Theory with Audio Compact Disc. Barons Educational
Series Hauppauge New York, 2010.
Ottman, Robert. Music for Sight Singing, Sixth Edition. Upper Saddle River, NJ: Prentice
Hall, 2004.

Teachers Supplemental Resources
Burkhart, Charles. Anthology for Musical Analysis , 6th ed. Belmont, CA: Schirmer, 2003.
Clough, John, and Joyce Conley. Basic Harmonic Progressions: A Self-Instruction Program ,
1st ed. New York: W. W. Norton, 1984
Required Class Materials
Students are required to purchase the following materials to be used for this course:
1.
Three-ringed notebook
2.
Staff Paper
3.
Finale Notepad (Free download)
Grading Weighting
Classwork (Includes Quizzes and Sight Singing)
Homework
Assessments
20%
20%
60%
Class Work/Homework – These items will consist of exercises completed in class or for homework. These assignments must be submitted on time for credit.
Sight Singing – Grades will be taken from individual sight singing performance. Sight singing is a major component of the AP exam and will be practiced frequently.
Quizzes – Quizzes will be given frequently. Quizzes may include vocabulary, written exercises, multiple-choice exercises, listening exercises, and evaluative exercises. These quizzes will prepare you for the AP Exam.
Tests – Tests over material covered will be given on a regular basis. Tests may include vocabulary, written exercises, multiple-choice exercises, listening exercises, and evaluative exercises. These tests will prepare you for the AP exam in May.
Absence Policy
If an absence is un-excused, the student receives no credit, but may make-up his/her assignment minus 15pts.
Each additional week late is minus 10pts per week. If an absence is excused, the student will have 3 days to makeup any missed class work.
Technology Expectations
Students will use technology in class at various times to develop their vocal techniques & receive musical instruction, however students must be respectful and only use technology at the designated times assigned by teacher. Lack of focus or disrespect in the use of technology can result in confiscation and release to parent during parent conference.

Course Outline
First Nine Weeks: Tonal Harmony ch. 1-4 / Barons ch. 1-4
Reading Skills: pitch, pitch Class, beat, simple meters, pitch collection, major key signatures, minor key signatures, major scales, minor scales, whole tone scale, pentatonic scale, and modal scales, diatonic modes, compound meters, pitch intervals, triads, seventh chords
Sight-singing Skills: Workbook materials, teacher generated exercises
Ear Training Skills : Simple rhythmic dictation, simple melodic dictation, simple meters
Written Skills: Compose simple rhythmic and melodic dictations in simple meters, scales based on key signature
Second Nine Weeks: Tonal Harmony ch. 6-10 / Barons ch. 6-11
Reading Skills : triad and chord inversions, figured bass, two-voice composition (counterpoint), melodic and rhythmic embellishments in twovoice composition, analysis of motivic treatment, notation and scoring, voicing of chords, tonic and dominant voice-leading, embellishing tones, chorale harmonization and figured bass
Sight-Singing Skills: workbook materials, teacher generated exercises, student generated exercises
Ear Training Skills: pitch and rhythm dictation, melody notation with larger skips, dotted rhythms, and ties, simple meters
Written Skills: Composition of two phrase melodies using recognizable melodic and rhythmic motive elements, student generated melodic dictation and sight singing exercises, four part writing introduction

Third Nine Weeks Tonal Harmony ch. 10-19, Barons ch. 12-15
(AMA Burkhart Part 1-3 / Basic Harmonic Progressions)
Reading Skills: leading tone, predominant, tonic expansions, root progressions, cadence, phrase, melody, diatonic sequences, secondary dominants and secondary leading-tone chords, new voice leading chords, tonicizing scale degrees other than V, modulation, change of key, binary, ternary forms
Sight-Singing Skills: workbook materials, teacher generated exercises, student generated exercises
Ear Training Skills: pitch and rhythm dictation, melody notation with large skips, leaps, dotted rhythms, compound rhythms, varying meters, ties, recognition of intervals, triads, seventh chords, soprano/bass lines, error detection
Written Skills: chorale harmonization using voice-leading rules, non-chord tones, and established chord progressions, student generated sight singing and dictation exercises,
Fourth Nine Weeks: Tonal Harmony ch. 20-26, Barons ch. 16
(AMA Burkhart Part 4-6)
Reading Skills: musical forms, musical interpretations, introduction to
20 th century composition, take practice AP exams for review and practice
Sight-Singing Skills: workbook materials, teacher generated exercises, student generated exercises
Ear Training Skills: pitch and rhythm dictation, melody notation with large skips, leaps, dotted rhythms, compound rhythms, varying meters, ties, recognition of intervals, triads, seventh chords, chord inversions, soprano/bass lines, error detection
Written Skills: composition project using skills learned throughout the year

AP Music Theory
Student Expectations Agreement
Student Name: _______________________ Parent/Guardian Name: _______________________
Taking an AP course and exam is a collaborative effort between the student, teacher, and parent/guardian(s). AP courses are college courses offered in high school, not simply honors level high school courses. They require students to be self-directed, responsible, and willing to spend an average of six hours a week doing work outside of class. The student, teacher, and parent/guardian(s) all play a role and must make the commitment to meet the expectations below:
Student: I have read the syllabus and agree to organize my time and effort to successfully meet the course requirements. I will notify the teacher immediately if I fall behind in class readings and/or assignments. I understand that I am expected to complete assignments, readings, and projects outside of class time. I will take the AP Exam on its scheduled date and time as outlined by the College Board: www.collegeboard/com/AP
The Parent/Guardian(s): I have read the syllabus, accept the AP course requirements, and will work with my child and teacher to ensure that my child successfully meets the requirements of the course. I will pay the exam fee as determined by the College Board. (A deposit is due in January and the balance is to be paid in April. The deposit is non-refundable.)
The Teacher: I agree to provide rigorous instruction and challenging course content as described in the
AP Course Description. I will provide the student with a copy of the Bulletin for AP Students and
Parents and agree to administer the AP Exam in a fair and secure environment as outlined in the AP
Coordinator’s Manual.
The required signatures must be obtained in the order listed within the first five days of the AP course.
Failure to have this form completed and returned to teacher within five days of the start of the course may result in removal from the course.
___________________________________ _________________
Student Signature Date
____________________________________ _________________
Parent/Guardian Signature Date
____________________________________ _________________
AP Teacher Signature Date