Music Theory (Pre-IB and AP)
Melinda O’Neill
Course Syllabus 2015-2016
DeLand High School
Course Description
This course is designed for those students wanting a first-year collegiate music theory
education. Students will develop solid musical knowledge and fluency, develop a strong
musical ear, and become analytical consumers and creators of music. This course will
help the student develop the ability to recognize, understand, and describe the basic
materials and processes of music that are heard or presented in a score. Just like in a
first-year college course, AP Music Theory students will use listening, performance,
written, creative, and analytical exercises to develop their aural, sight- singing, written,
compositional, and analytical skills.
Course Objectives
 To learn basic musical language and grammar including note reading, musical
notation, harmonic analysis, and part writing which will lead to a thorough
understanding of music composition and music theory.
 To obtain and practice ear training skills and skills required for sight reading
musical literature.
 To recognize the development of music from an historical and cultural perspective
and extend musical awareness beyond music currently familiar to the student.
 To prepare for the AP Music Theory Exam taken upon completion of the course
and to prepare those interested in IB Music for that course while introducing
both parties to college-level music theory
Materials Required
 Sharp Pencils (or mechanical pencils)
 Manuscript (staff) Paper (can print free from online)
 Loose-leaf Paper
 Composition Notebook for journaling
 Notebook with section dividers
 Various prescribed scores for analysis
 Textbooks:
o Music in Theory and Practice, 7th ed. (Benward) – text and workbook for
theory and eartraining, The Norton Scores, Vol I and II (Norton)
o Barron's AP Music Theory with Audio Compact Discs (Scoggin)
Attendance and Tardy Policy
The policies on attendance will be actuated in accordance with the school’s policy. Make
up work for these incidents will be accepted up to five days late for excused absences
and not at all for unexcused absences.
Grading Policies
Evaluations will include:
Written exams – Four part harmony, figured bass and Roman realization, etc. This is
broken down further into major tests, minor quizzes, or daily participation work.
Aural exams – Singing, sight-singing, ear training
Final Exam - Developed heavily from prior AP exams, and issued before the AP exam is
taken
Grading scales will follow the Volusia County point breakdown and fit within the
diagnostic, formative, and summative model proposed.
Classroom Rules
Violation of any of the following may result in disciplinary action.
 Be prompt
 Be prepared
 Be productive
 Be polite
 Be positive
Other Information
 Those interested in the AP exam will be screened during the first semester.
 One of the most important skills that any music student can develop is the
training of the ear. Students will be expected to spend a considerable amount of
time on melodic and harmonic dictation exercises as well as singing and sightsinging assignments. We will do daily in class work on intervallic listening and
short sight singing examples to improve students’ musical skill. Listening
exercises may be developed from simple intervals and scales to “real-life”
literature examples.
 Projects and homework, once we begin composing, are integral to the
development of the understanding of theory. These assignments will include
various music notation, including but not limited to: Figured bass harmonic
notation (composed or arranged), acclimation to the Roman numeral system, and
in depth harmonic and melodic analysis.
 Frequent original composition exercises will be assigned later in the course, most
notably the end of semester productions. This will involve student creativity
from start to finish of writing their own music. It will be broken down over time
into multiple written exercises, composing and analyzing their compositions.
Steps will include melodic development, basic harmonization of their melody,
expounding upon their melody and accompaniment with non chord tones, and a
translation into multiple instrument textures.
 Please review the DHS Integrity Policy as an addendum to this individual
course syllabus. It can be located at www.delandhs.org/home.htm, under
“Important Links” -> Integrity Policy.
 Music to analyze (aurally or written) over the course of the year will include but
not be limited to the following:
o Examples from our textbook by major composers (Strauss, Bach,
Beethoven, Mozart, Liszt, Schubert, Chopin, Mussorgsky, Ravel, etc, etc.)
o Plainchant style cantus firmus and soprano line
o Four-part voice Bach chorales (The Great Eighteen)
o Mozart piano sonatas (esp. K541), and pieces of Symphony 41
o Beethoven Eroica Symphony (#3)
o Pieces of Berlioz Symphonie Fantastique
o Parts of Tchaikovsky Nutcracker Suite
o Debussy Preludes
o Clips of rows from Second Viennese School composers
o Works of modern composers, Reich, Adams, Cage
Course Outline
This is a rough sketch of the year ahead. This may be revised as necessary. Intervals
and chord structures will be introduced DAILY and progressed as students are able.
Ideally, we will add on a few intervals/chords/cadence/dictation each week so that by
the end of the first semester, students will at least be familiar with all possible AP exam
topics. We will sight sing intervals and examples from solfege at the beginning of every
single period. Written composition assignments will be assigned every couple weeks as
a creative display of topically learned material.
First 9 Weeks
1. Fundamentals of reading - notation of staff and notes, , clefs, symbols, signs
2. Fundamentals of rhythm - rhythmic notation, time, meter
3. Harmonic basics – scales, keys, intervals, chords, modes (church, pentatonic,
cultural, as well as synthetic like octatonic, whole tone, etc.)
4. Melodic shape, intervallic relations, motivic development, and development and
analysis of phrasal structure
5. Review of terminology, four part writing basic rules, cadences (PA, IA, H, P, D)
and cadence construct (melodically, harmonically, and rhythmically)
6. Triadic inversion, more four part writing. Introduction to Roman numeral
analysis of music as well as realization of a given progression in Romans.
7. 7th chords and inversions
8. Real-example analysis of Baroque/Classical era Western music.
9. Review
Second 9 Weeks
1. 4 part harmonic writing as it relates to ‘standard’ western harmonic
progressions
2. Western musical analysis with regard to common practice tonality tendencies
and harmonic function
3. Non chord tones, further music analysis
4. Harmonization of a melodic line with proper functioning Roman analysis
5. Introduction to figured bass as it relates to RN analysis
6. Writing four part harmonies from figured bass reductions
7. Review week
8. Sample AP exam
9. Go over AP exam together
Third 9 Weeks
1. Basic forms (simple and rounded binary) with original and real compositions
2. More forms (ternary, sonata), with analysis. Continued part writing practice
3. More forms (Theme and variation, strophic) with analysis. Continued part
writing practice
4. Catch up and review
5. Secondary dominant and leading tones
6. Part writing using all harmonic technique so far from Roman numeral
7. Part writing from figured bass using all of the above.
8. Modulation progressions and analysis of modulating works
9. Jazz notation and terminology
Fourth 9 Weeks
1. 20th century music and beyond (12 tone music)
2. Part write and listen, listen listen!
3. Sample AP exam, review exam
4. Review, review, review!
5. REAL EXAM
6. Through the end of the year – compositions and individual future preparation
Deland High School - Chorus Syllabi
Mrs. O’Neill
Men’s Ensemble, Women’s Chorale,
& General Chorus
2015 - 2016
Course Objectives:
 Students will demonstrate knowledge of healthy vocal techniques.
 Students will apply understanding of musical concepts to choral literature.
 Students will strengthen critical listening skills as a performer and listener.
 Students will demonstrate appropriate work habits befitting a musician.
 Students will strengthen leadership skills, teamwork and self-discipline.
Major Topics:
I. Vocal Techniques
1. Matches pitch.
2. Demonstrates proper breath control.
3. Demonstrates correct singing posture.
4. Demonstrates an acceptable singing tone.
II. Music Theory
1. Defines music terms and symbols found in music studied.
2. Defines note and rest values.
3. Identify the names of the lines and spaces on the grand staff.
4. Sight-read a simple eight bar melody.
III. Listening
1. Self-evaluate strengths and areas of improvement in own voice.
2. Develops criteria for evaluating vocal music preferences.
3. Describes music preferences in relation to established criteria.
Chamber Women & Concert Choir
2015 - 2016
Course Objectives:
 Students will demonstrate knowledge of healthy vocal techniques.
 Students will apply understanding of musical concepts to choral literature.
 Students will strengthen fundamental skills in music theory, sight-singing and
ear training.
 Students will strengthen critical listening skills as a performer and listener.
 Students will gain a basic understanding of music history and the role it plays
in music of all periods.
 Students will identify musical elements in varying styles and genres of choral
literature and express such style appropriately.
 Students will strengthen leadership skills, teamwork and self-discipline.
 Students will implement and develop a rewarding avenue for self expression.
 Students will experience the commitment and dedication necessary to develop
a high standard of performance.
 Students will become independent musicians.
Major Topics:
I. Vocal Techniques
1. Uses an appropriate singing tone and choral technique in performing music of
a variety of periods.
2. Consistently produces and independently evaluates appropriate singing tone in
various choral styles with expressive phrasing, dynamics, and tempo.
3. Consistently produces a tone quality that is compatible with the blend and
balance of ensemble singing.
4. Independently sight-sings a difficult level music example to include
accidentals, mixed meters and modulations.
II. Music Theory
1. Analyzes form of all music performed in class.
2. Writes a four bar dictated rhythm example.
3. Improvises melodies over a given harmonic progression.
III. Listening
1. Critiques music performances of self and others for purposes of improvements.
2. Consistently demonstrates ability to recognize and correct pitch discrepancies.
IV. Music History
1. Independently analyzes the relationship of music compositions to related
styles and historical periods.
2. Differentiates and discusses music forms and styles of music performed in class
from various historical periods.
Classroom Policies
Classroom Policies are the same for all choruses
In order for choir to meet their goals there must be a structured and safe environment
in the classroom. The following policies are merely a way to organize and discipline
ourselves so that we will accomplish our goals in an efficient manner. Working
together in this way will bring a sense of satisfaction, unity, and enjoyment to our
rehearsals.
1. Be On Time: Be in your section with your folder, and a pencil, ready to
rehearse when the bell rings. Use the restroom before or after class.
2. Be Prepared: Come to class prepared to work and learn. Turn in paperwork
on time. Take care of personal business before or after school or present it in a
written form. Have your folder, and a pencil, every day. No food, drink or
gum is allowed in the choir room; water, however, is allowed (and encouraged).
3. Be Attentive: Take responsibility for your own development as a musician.
Do not distract the director or those around you. Listen to the director and
others, speak only when called upon. Make a positive contribution.
4. Be Mature: Respect the rights and property of yourself and others. Respect
the effort of others. Be responsible for music, assignments, and attendance at
rehearsals and concerts. Practice concert etiquette at all times, especially
during rehearsals. Exhibit appropriate classroom behavior and positive
language at all times.
5. Be Excited: Participate daily with a positive attitude. Every time you sing
make it a quality experience. Enjoy experiencing and making beautiful music!
Consequences
Consequences of persistent failure to follow classroom policies: Warning,
individual reprimand, private conference, referral to parents, referral to dean,
behavior intervention program, permanent dismissal from chorus.
Daily Participation:
Discipline and commitment to a group are vital parts of being in chorus. Each
student will work daily to develop independent vocal and musical skills. Each
student is also a participating member of a larger group that is dependent upon each
other for success. Participation grade will be given daily as a 20 point assessment. If
a student has an excused absence they will be allowed to turn in a make-up
assignment within 2 days of the absence. If a student has more than 10 absences in a
9 week period, they will need to audition and demonstrate a knowledge of the concert
music in order to be able to participate in the performance for that quarter.
Performance Attendance:
Chorus is a class that requires extracurricular time for rehearsals and performances.
You will be assigned little or no homework; however, you will be expected to commit
your involvement in a minimum number of extra rehearsal and performances. Each
student is responsible to their colleagues and conductor to be present at all
performances and your attendance at these performances counts towards your final
chorus grade. The attendance policy is further outlined in the Chorus Handbook.
Assessment:
Formative Evaluations:
Weekly Assessment
Written Assessments
Summative Evaluations:
Performance Evaluation
Final Assessment
40%
60%
*Make-up work Policy: student should refer to the school policy as found in the
DeLand High School Handbook for acquiring and receiving credit for all make-up
work. Missed performances are treated the same as a missed final exam.
The county grading scale will be used:
90-100
A
80-89
B
70-79
C
60-69
D
Below 60
F
Textbooks:
Sheet music and other supplemental material
Other Materials Needed:
Pocket Folder
Pencils (at least 2) and eraser
Uniform as discussed in the Chorus Handbook
Chorus Fee:
All chorus students are asked to pay the $50/$75 chorus fee as explained in the Chorus
Handbook.