course description

Fundamentals of Music-Course Syllabus
Teacher: Mrs. Galardy
Room: 103
Blocks: 5 & 7
This course is designed to teach you the fundamentals of music, while learning musical instruments, voice skills and exploring a variety of musical
genres. Music notation and reading instruction in rhythm, note reading, scales, key signatures, intervals, triads and listening analysis are
addressed. The course is divided into four components: Music Theory, Instrument Skills, Vocal Skills and Performance. Although the focus for
each component varies, all topics address certain fundamentals of music: listening skills, cultural context, historical development, musical
vocabulary, musical structure, and style.
In addition to the California Visual and Performing Arts Standards, this course content will align with Common Core Literacy Standards. Students
WILL BE PERFORMING in front of their peers as part of their grade. Grades will be based on written as well as performance assessments.
All students must have a separate binder for this class
ONLY PENCIL is used to edit/write music
Loose lined paper
*Please refer to The SAE Student Handbook for official rules & regulations.
Come prepared. You will need a 1’’ binder for all of your materials and information. 3 Dividers will be necessary for theory notes, written
assignments and repertoire.
Be on time
Be polite
Assume personal responsibility
Everyone must participate
Respect and support others
Be open to constructive criticism
No Food/Gum in class
No Cell Phones and/or IPods allowed in class. Unless we are working on an assignment where I have asked you to bring in other media, you
may not have/use these items in the classroom
Observe all policies detailed in The SAE Student-Parent Handbook
10% Unlock Skills
40% Participation (To Include Rehearsal Etiquette, Materials and Usage of Rehearsal Time)
50% Performances (to include quality, effort and overall product)
The SAE has adopted the Mastery Learning model of standards-based grading. Students are evaluated based solely on specific academic
standards and learning goals. Students will no longer be given “points” for simply completing work or participating. Student must demonstrate their
knowledge and abilities on a variety of assessment types (quizzes, oral quizzes, discussions, tests, essays, reports, speeches, projects,
presentations, portfolios).
*Students will be graded on a 4-points Rubric
4 or 3.5=Advanced
2.5=Approaching Proficient
1.5 or 1=Below Basic
Mastery Learning is an instructional approach that is designed to help all students (Make sure all approved updates are included) improve their
learning. Some key aspects of mastery learning include:
• Learning objectives will be transparent from the first day of a unit and on each assignment.
• Students will have opportunities to track and reflect on their progress on the standards.
• Formative assessments are opportunities for students to practice the standards.
• Summative assessments are the primary factor in academic grades.
• Multiple summative assessments that address various learning styles will be used.
• Grades are based solely on academic achievement.
Standards-based Grading
The SAE has adopted the Mastery Learning model of standards-based grading. Students are evaluated based solely on specific academic
standards and learning goals. Students will no longer be given “points” for simply completing work or participating. Student must demonstrate their
knowledge and abilities on a variety of assessment types (quizzes, oral quizzes, discussions, tests, essays, reports, speeches, projects,
presentations, portfolios).This allows students to easily see which concepts they understand and can put to use, and on which they need more
practice and instruction.
For the purpose of Mastery Learning, it is important to recognize the difference between “summative” and “formative” assessments.
Formative Assessments are given during the instructional process and are usually less formal in nature: quizzes, oral quizzes, discussion
responses, exit tickets, and demonstrations are examples. These tell a teacher how students are progressing toward the learning goals and help
students understand and track their progress as well.
Summative Assessments are longer and more formal in nature: tests, presentations, essays, and performances are often used as summative
assessments. Summative assessments are given at the end of units to determine what a student knows and is able to do, after the main instruction
has concluded.
Final grades are determined by the amount of standards that are mastered, not by the average grade of assignments completed. Because each
assignment is evaluated using 4 points (possibly with .5 increments), the percentage scale for the final course mark then changes to more closely
match that students must be proficient in at least some standards in order to be prepared to move to the next level of the course or to be collegeready. This is why the percentage value for a C or better begins at 55%. In order for a student to get an average of 55% or better across all the
standards in the course, they must receive a 2.5 or 3 (Approaching Proficient or Proficient) on some of the standards. Students who score only 2
out of 4 on all standards in the course are at a Basic level, which means that they have not yet mastered enough of the skills or knowledge to move
on to the next level of course work and/or be successful in college. 21st century learning is a key part of student success and UNLOCK skills
assessment will also be a part of a student’s final grade.
Final Course Mark Percentage Bands
A 85-100%
B 70-84%
C 55-69%
No Credit (Fail) 0-54%
Unit 1: Musical terminology and notation (Continue).
Major/minor scales, triads and key signatures. Identify and construct major, minor and chromatic scales and key signatures. Accurately
analyze major and minor triads and intervals.
Unit 2: Rhythmic notation and performance (Continue).
Compound meters. Recognize and perform rhythmic patterns using a variety of note values and time signatures. Select individual
Unit 3: Music history (Continue).
Demonstrate an awareness and appreciation of the scope of musical works. Classical, Romantic and Modern music history. Aural
identification of major works, stylistic trends, historical elements. Influence of social, political, religious and cultural events on music.
Unit 5: Exploring Contexts to use musical skills.
Critically analyze the use of musical elements in a variety of musical works.
Unit 6: Ensemble practices.
Students will develop ensemble techniques trough instrumental and vocal skills.
Classroom Performance: Students are expected to play the instruments every class for individual practice and performance and group practice
and performance. Daily class work, use of instructional materials, class participation, and demonstration of appropriate audience behavior will be
Performance Test: Students will perform an assigned piece of music or skill for the instructor weekly and be individually assessed (see evaluation
rubrics for how you will be graded). At least one exam will be a written quiz. Make up exams are given for verified absences only. It is a student’s
responsibility to contact the teacher regarding make up exam appointments.
Final Exam: Students will take a written final exam as well as a performance final exam each semester. What is on each final exam is determined
by the rate of improvement, and amount of material that is covered within the time period. This changes each semester based on class size, skill,
work ethic, and motivation.
Homework: Research papers and/or individual practice. Students are expected to practice the instruments everyday in and out of class (if
possible). Class time will be designated for individual practice and individual help on a regular basis. A minimum of 30 minutes each day leads to
greater success.
Food and drink are completely forbidden in all instrument areas. This includes any open or closed containers of beverages of any kind, including
Please consult the SAE Intro to Music Class website for helpful links, assignment attachments, and much more.
After you and your parents have read this syllabus, please sign it and return it to me.
Print Name
Student’s Signature
Parent’s Name
Parent’s Signature
Majela Galardy
Music Teacher