ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Music Theory: Fundamentals of Music
GRADE LEVEL: High School
CREATION DATE: November, 2003
Essential Question, Concept or Theme: I. Performing: Students will sing and play a varied repertoire of music. Approx. Time Allotment:
PA Standards: PA 9.1, 9.2, 9.3, 9.4; NS 1, 2, 3, 5, 6, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Students will:
 Teacher evaluation
 Theory text
 Performance in class
 Explore theoretical concepts by performing
Fundamentals of Music
 Peer evaluation
 Group instruction
excerpts on voice and piano.
Theory by Bruce Benward
 Self evaluation
 Individual instruction
Pitch
Music
in
Theory
and
Practice
and performance
 Written assignments/
Register
by
Bruce
Benward
and
Gary
compositions
 Teacher modeling
Key and Mode
White
 Independent projects
 Peer modeling and
Intonation
 Music notation software
coaching
Melodic organization
Finale
 Guest Lecturers
Duration
Finale Notepad
 Analysis of music
Meter
 Electronic keyboards
presented
Time signature
 Excerpts and examples from
 Critical listening
Note values
music literature
 Ear training
Articulation
Both aural and visual
 Basic piano
Intensity
Recordings of examples from
instruction
Dynamics and contrast
the common practice period
 Journaling
Timbre
included in the text.
Tone quality
Recordings of music of other
 Perform repertoire from a variety of cultures, styles,
cultures, styles and time
and time periods. Most musical excerpts will be
periods for comparison.
taken from the “common practice period” of 1680 Musical instruments
1880. However, musical examples from before and
Piano, voice, and student
after that time period will be used as appropriate to
owned instruments
facilitate learning. Other musical styles will be
 CD player, computer
incorporated such as jazz, rock, fusion, pop,
workstation, VCR
musicals, and new age. Cultural music that does
not adhere to Western rules of theory, such as
music from India, Africa, and the Far East, are also
introduced for comparison.
 Perform on multiple instruments and voice.
 Perform tonal patterns using moveable DO solfeg
syllables.
Music Theory: Fundamentals of Music
Page 1
-1-
November, 2003
Essential Question, Concept or Theme: I. Performing: Students will sing and play a varied repertoire of music.
PA Standards: PA 9.1, 9.2, 9.3, 9.4; NS 1, 2, 3, 5, 6, 7, 8, 9
Adaptations/Inclusion Techniques


Adaptations as stated in student’s IEP
Student input for independent projects.
Music Theory: Fundamentals of Music
Enrichment Strategies


AP Music Theory option 
Adaptation of projects

and assignments

Page 2
Remediation Strategies
One on one instruction
Peer coaching
Adaptation of projects and
assignments
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Music of different time
periods
 Music and nationalism
 Music from different cultures
 Music and its effects on
society
 Mathematical analysis of
rhythms in music
 Music as a language of
expression and emotion
-2-
November, 2003
Essential Question, Concept or Theme: II. Listening/Responding: Students will demonstrate knowledge
and evaluate concepts through listening and describing music.
PA Standards: PA 9.1, 9.2, 9.3, 9.4
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
 Teacher evaluation
 Theory text
Fundamentals of Music
 Listen to music from a variety of
 Peer evaluation
cultures, and historical stylistic periods.  Self evaluation
Theory by Bruce Benward
Most musical excerpts will be taken
Music in Theory and
 Written
from the “common practice period” of
Practice by Bruce
assignments/compositions
1680-1880. However, musical
Benward and Gary White
 Independent projects
examples from before and after that
 Music notation software
time period will be used as appropriate
Finale
to facilitate learning. Other musical
Finale Notepad
styles will be incorporated such as jazz,
 Electronic keyboards
rock, fusion, pop, musicals, and new
 Excerpts and examples
age. Cultural music that does not
from music literature
adhere to Western rules of theory, such
Both aural and visual
as music from India, Africa, and the Far
Recordings of examples
East, are also introduced for
from the common practice
comparison.
period included in the text.
 Recognize intervals and melodic
Recordings of music of
direction aurally.
other cultures, styles and
 Discern meter and mode aurally.
time periods for
comparison.
 Distinguish between major, minor,
augmented and diminished chords
 Musical instruments
aurally.
Piano, voice, and student
owned instruments
 Recognize familiar harmonic
progressions and cadences aurally.
 CD player, computer
 Recognize rhythm patterns aurally.
workstation, VCR
 Recognize the timbre of familiar
instruments upon hearing them.
 Listen and respond to one another’s
performances.
Music Theory: Fundamentals of Music
Page 3
Approx. Time Allotment:
Instructional Strategies











-3-
Performance in class
Group instruction
Individual instruction and
performance
Teacher modeling
Peer modeling and coaching
Guest Lecturers
Analysis of music presented
Critical listening
Ear training
Basic piano instruction
Journaling
November, 2003
Essential Question, Concept or Theme: II. Listening/Responding: Students will demonstrate knowledge and
evaluate concepts through listening and describing music.
PA Standards: PA 9.1, 9.2, 9.3, 9.4
Adaptations/Inclusion Techniques


Adaptations as stated in student’s IEP
Student input for independent projects.
Music Theory: Fundamentals of Music
Enrichment Strategies


AP Music Theory
option
Adaptation of projects
and assignments
Page 4
Remediation Strategies



One on one
instruction
Peer coaching
Adaptation of projects
and assignments
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Music of different time periods
 Music and nationalism
 Music from different cultures
 Music and its effects on society
 Mathematical analysis of
rhythms in music
 Music as a language of
expression and emotion
-4-
November, 2003
Essential Question, Concept or Theme: III. Creating: Students will compose music using a variety of
criteria and media.
PA Standards: PA 9.1, 9.3, 9.4; NS 2, 3, 4, 5, 6, 7
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
 Teacher evaluation
 Theory text
 Compose and create music based
Fundamentals of Music Theory
 Peer evaluation
on a variety of sequential criteria.
by Bruce Benward
 Self evaluation
Examples: tonal and rhythmic
Music in Theory and Practice
 Written
patterns, single melodic lines,
by Bruce Benward and Gary
assignments/compositions
melodies with block chord
White
 Independent projects
accompaniment, melodies with
 Music notation software
countermelodies, two and four part
Finale
writing, arranging of larger works.
Finale Notepad
 Demonstrate understanding of
 Electronic keyboards
theoretical principles behind
 Excerpts and examples from
composition.
music literature
Examples: diminution,
Both aural and visual
augmentation, sequence,
Recordings of examples from
repetition, variation, form and
the common practice period
other elements of melodic
included in the text.
organization.
Recordings of music of other
 Create melodies, countermelodies,
cultures, styles and time
harmonic accompaniments,
periods for comparison.
rhythmic accompaniments, and
 Musical instruments
bass lines based on the rules of
Piano, voice, and student
music theory from the common
owned instruments
practice period.
 CD player, computer
workstation, VCR
Music Theory: Fundamentals of Music
Page 5
Approx. Time Allotment:
Instructional Strategies











-5-
Performance in class
Group instruction
Individual instruction and
performance
Teacher modeling
Peer modeling and coaching
Guest Lecturers
Analysis of music presented
Critical listening
Ear training
Basic piano instruction
Journaling
November, 2003
Essential Question, Concept or Theme: III. Creating: Students will compose music using a variety of
criteria and media.
PA Standards: PA 9.1, 9.3, 9.4; NS 2, 3, 4, 5, 6, 7
Adaptations/Inclusion Techniques


Adaptations as stated in student’s IEP
Student input for independent projects.
Music Theory: Fundamentals of Music
Enrichment Strategies


AP Music Theory
option
Adaptation of projects
and assignments
Page 6
Remediation Strategies



One on one instruction
Peer coaching
Adaptation of projects
and assignments
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Music of different time periods
 Music and nationalism
 Music from different cultures
 Music and its effects on society
 Mathematical analysis of
rhythms in music
 Music as a language of
expression and emotion
-6-
November, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: Students will analyze, read and notate a
varied repertoire of music from different time periods, stylistic periods and cultures.
PA Standards: PA 9.1, 9.3, 9.4; NS 2, 3, 4, 5, 6, 7
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
 Teacher evaluation
 Theory text
Fundamentals of Music Theory
 Demonstrate understanding of the  Peer evaluation
musical symbols for pitch,
by Bruce Benward
 Self evaluation
duration, timbre and intensity.
Music in Theory and Practice
 Written
by Bruce Benward and Gary
 Recognize and notate intervals,
assignments/compositions
White
scales and keys, chords, metric
 Independent projects
organization and rhythmic
 Music notation software
patterns.
Finale
Finale Notepad
 Demonstrate understanding of
expressive music terminology.
 Electronic keyboards
 Read and notate music from a
 Excerpts and examples from
variety of cultures, and historical
music literature
stylistic periods.
Both aural and visual
Recordings of examples from
 Read and notate scales, chords,
the common practice period
melodies, bass lines, and rhythms.
included in the text.
 Create music on the computer
Recordings of music of other
using notation software.
cultures, styles and time
 Realize chord progressions using
periods for comparison.
both popular and Roman numeral
 Musical instruments
analysis.
Piano, voice, and student
owned instruments
 CD player, computer
workstation, VCR
Music Theory: Fundamentals of Music
Page 7
Approx. Time Allotment:
Instructional Strategies











-7-
Performance in class
Group instruction
Individual instruction and
performance
Teacher modeling
Peer modeling and coaching
Guest Lecturers
Analysis of music presented
Critical listening
Ear training
Basic piano instruction
Journaling
November, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: Students will analyze, read and notate a
varied repertoire of music from different time periods, stylistic periods and cultures.
PA Standards: PA 9.1, 9.3, 9.4; NS 2, 3, 4, 5, 6, 7
Adaptations/Inclusion Techniques


Adaptations as stated in student’s IEP
Student input for independent projects.
Music Theory: Fundamentals of Music
Enrichment Strategies


AP Music Theory option 
Adaptation of projects

and assignments

Page 8
Remediation Strategies
One on one instruction
Peer coaching
Adaptation of projects
and assignments
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Music of different time periods
 Music and nationalism
 Music from different cultures
 Music and its effects on society
 Mathematical analysis of
rhythms in music
 Music as a language of
expression and emotion
-8-
November, 2003