Killeen High School Choral Dept.
Cody S. Parrott
Director of Choirs
I.B. Music Teacher
500 N. 38th Street
Killeen, TX 76543
Syllabus
International Baccalaureate – Music
HL (1), HL (2), and SL
(Office) 254.336.0447
(Cell) 979.319.6213
cody.parrott@killeenisd.org
Fall & Spring 2013-2014
7th Period – Rm. 307
Course Description
This course is designed for music students with varied backgrounds in music performance. The aim of
the IB music program is to give music students the opportunity to explore and enjoy the diversity of
music throughout the world by enabling them to creatively develop their knowledge, abilities and
understanding through performance and composition. Students will be expected to demonstrate their
understanding of music by performing, by using appropriate musical language and terminology in
analyzing musical works from many varied cultures and periods, and by exploring music through music
theory, aural skills, composition, and music history. All IB students must take this course in conjunction
with one of the school’s large ensembles (Band or Choir since no string orchestra is in place at KHS).
Students are expected to complete the IB Music Exam in May when applicable to their time line (HL (2)
and SL).
Prerequisites
 Grades 11 or 12
 Enrollment in one of the school’s large music ensembles
 Students must have a good working knowledge of classical music fundamentals and be able to
read music in at least one clef to enroll in the class.
 Supplemental private lessons are certainly recommended.
Course Requirements
 Students must keep a folder, which will be outlined in this syllabus. The folder will be turned in
along with the students’ other assignments and graded by the instructor at a local level before
being submitted to I.B. for testing.
 Students must be prepared in class: with notebook/folder, pencil (ink stinks!), and staff paper.
 Students may need to bring their respective instruments to class on specific performance days.
 Students will perform individually, as well as in a group.
 Students must plan ahead to effectively prepare themselves for the I.B. Exam in May (when
applicable). PLAN AHEAD – The end of the year is a VERY busy time for I.B. students.
Grading Criteria
30% Participation/Preparedness: Notebook/Folder and pencil must be in class everyday.
Students will also be graded on class participation, discussion, and comprehension.
20% Weekly Quizzes/Listening Assignments
40% Summative Exams
10% Special Topics/Projects – TBA
Notebook/Folder Setup
I.
II.
III.
IV.
V.
Section I: Reference
a. Syllabus
b. IB Music Subject Guide
c. Course Information
Section II: Music History – First Semester
a. Antiquity to Renaissance
b. The Baroque
c. The Classical Period
d. The Romantic Period
e. Post-Romantic/Neo-Classicism/20th Century
Section III: World Music & Jazz
a. Major Non-Western Art Culture
b. Notes & Handouts
Section IV: Music Theory – Second Semester
a. Elements of Music
b. Musical Terms and Symbols
c. Manuscript Paper (Staff Paper)
d. Blank Notebook Paper/Spiral
Section V: Compositions
a. Practice Exercises – See Guide
b. Original Compositions
c. Notes & Handouts
Music Theory, Composition, and History
The fundamentals of this course are those of a Music Theory course married with that of a Musicology
course. The ability to recognize, understand and describe the elements and processes of music that are
heard and presented in a musical score are crucial elements of the I.B. Music curriculum. It is designed
for students wanting an enriched understanding of their current musical activities as well as those
planning to major in music in college.
Basic compositional techniques will be addressed and class composition and arranging projects will be
mandatory. The I.B. Courses will cover the history of western music from the Antiquity of music to the
21st Century. Non-Western Music, American Jazz, Latin American, and folk music from various
countries will be covered in detail as well. The socio‐ economic influences of music in society will play
an important role in class discussions.
Other major attributes of the I.B. concept are creativity, wholistic or world-wide thought, connectivity,
and high-level critical thinking – not just memorization and regurgitation. The goal of the International
Baccalaureate Program is to teach you how to learn, and how to continue to learn.
Internal Assessment or IA
The Internal Assessment, valued at 50% of the total possible grade of 7, is assessed in late March by the
instructor at Killeen High School, and later moderated and scored by an examiner from the I.B. We will
discuss the Internal Assessment criteria at length. (Guide, pp. 39 – 51)
IA: Higher Level v. Standard Level
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There are three types of students in this course: HL (2) students who are in their 2nd year of the HL
course, HL (1) students who are in their 1st year of the HL course, and SL students who will only take
this course for one year. The I.B. prescribes different levels of assessment for each different level of
student in the Music – DP course. There are specific descriptions in the Music Subject Guide you have
been given (pp. 42 – 51). Here is an abridged version of those details, which we will discuss at length:



HL (1) Students:
 Will not submit IA’s or EA’s this school year to the I.B.
 Will submit a smaller version of the IA and the EA to the instructor
 This first year is designed to get you where you need to be to be successful
on the HL exam your senior year.
HL (2) Students:
 IA – Must submit IA to Instructor which will be submitted to the I.B. for
moderation:
o Creation & Reflection: Must submit three separate pieces
of coursework, each must meet the criteria spelled out in
the Music Subject Guide
o Solo Performance: Must submit recordings of solo
performance at the appropriate level for the aptitude of the
student. 20 – 25 minutes of music required.
SL Students:
 IA – Must submit IA to Instructor which will be submitted to the I.B. for
moderation: (Must choose a track)
o SLC – Creation only: Must submit two separate pieces of
coursework, each must meet the criteria spelled out in the
Music Subject Guide.
o SLG – Group Performance: Must submit recordings of
group performance at the appropriate level for the aptitude
of the group. 20 – 30 minutes of music is required.
o SLS – Solo Performance: Must submit recordings of solo
performance at the appropriate level for the aptitude of the
student. 15 – 20 minutes of music is required.
External Assessment or EA
The External Assessment consists of the other 50% of the total earnable mark of 7 for the course. The
External Assessment is not moderated by the instructor, it is submitted to the I.B. and moderated by two
separate examiners, a Junior Examiner, and a Senior Examiner. We will discuss the EA in detail (Guide
– pp. 26 – 38). The External Assessment consists of two major sections:
 The Listening Paper (Paper 1) – This is the “I.B. Exam” that each student, when
applicable, will take in May. It consists of two sections and is worth a total of
30% of the total earnable mark of 7 for the course.
 The MLI (Musical Links Investigation) – This is a project on which you will work
with my guidance during class this year. The Musical Links Investigation is worth
a total of 20% of the total earnable mark of 7 for the course.
Musical Links Investigation
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The Musical Links Investigation is an independent media script of no more than 2,000 words comparing
the relationship between two identifiable and distinct cultures. The student will analyze and report on
one, or more, musical pieces from each distinct culture/time period. In addition, these examples should
share one, or more, inherent link(s) that can be explored in sufficient musical depth. This component
offers the opportunity for the students to use contemporary methods of communication by presenting the
investigation as a media script or a research paper.
The most important key to the Musical Links Investigation is establishing links between the two
different musical cultures discussed in the assignment. This is NOT a compare and contrast paper, the
assignment is to LINK the two cultures by finding commonality and connectivity between the two very
distinct pieces.
A large factor in the grading of this project is ORIGINALITY and CREATIVITY. Discuss with your
peers, instructor(s), and other musical mentors and come up with something that will be memorable for
the IB examiner.
Musical Investigation Two Semester Plan
The Musical Investigation is 20% of the total IB Music Examination grade.
Descriptions and mark scheme in Music Guide (pp. 28 – 31).
This will also count as a portion of your regular classroom grade.
The following deadlines are set up in order to help the student complete the Musical Investigation by the
deadline, while also taking advantage of the instructor’s critiques:
First Monday in October
A one page typed abstract outlining which two musical cultures you
have chosen to use and why. Include the connecting links between the
two cultures/pieces and how you propose to show the links. Also
discuss your idea for the Media Script itself. When choosing your
musical cultures/pieces PLEASE keep the next deadline in mind.
Picking something completely obscure may come back to hurt you in
the end.
First Monday in November
At least 10 annotated bibliography index cards. These can be of
recordings, scores, sheet music, websites, books, etc. The plan for the
type of media to be used is due at this time. Remember, you must pick
music that is documented.
Second Monday in January
A rough draft of at least 600 words. Include citations when referencing
sources included in your bibliography.
First Monday in February
A rough draft of less than 2,000 words. The student should use the
type of media he or she intends to use for the Investigation they will
submit to I.B. This should be a rough draft, but in its final version. It
should be ready for the Instructor to edit and make suggestions for
final changes.
My Goals for YOU!
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It is my goal as your I.B. Music Instructor to teach you how to LISTEN to music, and how to
EVALUATE what you are hearing. My end goal is NOT to get you a score of 7 from the I.B. in this
course. It is to shape your minds, and to open your worlds to the world of music history and music
theory that is out there. If you learn the skills I teach in this class you WILL make a great final score
from the I.B. in this course.
More than anything, in this class, I want you all to learn to use your BRAIN as well as your fantastic
music education to evaluate and consider all the possible options when it comes to a piece of music.
Don’t think about the RIGHT answer versus the WRONG one... Think of an idea or an answer to the
question at hand, and be able to come up with SCHOLARLY words that back up your opinion/view
point. There are a million ways to explain anything, it’s just about finding good language, and justifying
your views. HAVE FUN!
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