BRANDYWINE HEIGHTS AREA SCHOOL DISTRICT
Subject:
Grade:
Content
Curriculum Map
AP Music Theory
9-12
August/September
October
November
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
Melody
Notation review: Pitch and rhythm/meter
Scales; Major and minor key signatures
Melody
Intervals and inversions; Triads, Roman numeral
analysis, figured bass; Seventh chords and inversions
Form
Review: Melodic structure, motives, cadences
Harmony: Voice leading primary chords root
position
Aural Skills:
Aural Skills:
Sight singing and dictation - Major, simple meter,
Sight singing and dictation –
Aural Skills:
stepwise and triadic motion
Melody: Aurally identify major and three forms of
the minor scale in melodies
Harmonic dictation: I, IV and V root position
major keys; scale line movement, intervals from
tonic triad; simple meter
Melody: aurally identify 2nds, 3rds, 4ths, 5ths
Sight singing and dictation: intervals from tonic
Harmony
 Aurally identify quality and position of triad
Harmonic dictation:
 Aurally identify triad factor in soprano and bass
voice
 Write I, ii, IV, V triads, root position, first
inversion
Skills and
Processes
Harmonic dictation:
 Write I, ii, IV, V triads, major/minor keys/root
position, first inversion and identify cadence
types
 Aurally identify quality and position of major
and minor triads in SATB
Written Skills:
Written Skills:
Written Skills:
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 Analyze, identify write concepts regarding
melodic structure
 Analyze, identify, write cadences
 Analyze, identify, write motivic variations
 Compose melodies using concepts re. melodic
structure, cadences, motivic variation
 Use part-writing procedures (1st, 2nd procedure) to
construct primary (I, IV, V) triads for SATB root
position
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FEB 2010
triad; major keys; simple meter
Melody:
Aurally identify intervals
Error detection in scalewise melodies
Rhythm: Error detection – dotted rhythm values
Harmony: Aurally identify quality of triad
Write, identify Pitches on staff and related
concepts
Identify, use Meter
Write, identify Major and minor scales
Write, identify Scale degree names
Write, identify Key signatures
Construct, identify Intervals
Construct, identify Triads
Construct, identify Seventh chords
Relate Roman numerals to triads, 7th chords
Define Figured bass, relate to Roman numerals,
triads, 7th chords
Aural Skills:
Aural Skills:
Sing and write Major, simple meter, stepwise and
Sing and write in major keys; scale line movement,
triadic motion
Melody: Aurally identify major, three forms of
minor scale in melodies
Harmonic Dictation: Hear chords in 4 parts and
write bass line I, IV and V root position
intervals from tonic triad; simple meter
Melody: Aurally identify intervals – 2, 3, 4, 5
Harmony: Aurally identify quality of triad
Aurally identify triad position
Harmonic dictation:
AP MUSIC THEORY
Aural Skills:
Sing and write intervals from tonic triad; major
keys; simple meter
Melody: Aurally identify intervals: 2, 3, 4, 5, 6
1/6
BRANDYWINE HEIGHTS AREA SCHOOL DISTRICT
Subject:
Grade:
Assessments
AP Music Theory
9-12
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Essential
Questions
FEB 2010
Curriculum Map
Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
How are concepts relating to pitch combined and
arranged to construct and identify scales and key
signatures?
How are rhythmic symbols and meters combined to
interpret and create rhythmic patterns?
How different types of modulations to closely
related keys be used in original compositions?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?
 Aurally identify triad factor (1, 3, 5) in the
soprano voice and in bass voice
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Hear 4-part chords and write soprano and bass
voices using I, ii, IV, V triads, root position, first
inversion
Detect pitch and rhythmic errors in melodies
Harmony: Aurally identify quality of triad in fourpart writing
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Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
How are concepts relating to pitch combined to
construct, identify intervals and triads?
How are Roman numerals and figured bass used in
the inversions of triads and seventh chords?
How are melodies used to interpret and identify
quality of intervals and triads?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?
AP MUSIC THEORY
Harmonic dictation:
 Aurally identify quality, position of major and
minor triads in SATB
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Hear 4-part chords, write soprano/bass voices
using I, ii, IV, V triads, major/minor keys/root
position, first inversion and identify cadence
Teacher observation: Questioning, guided
practice, worksheets
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Class reinforcement/assessment of aural skills
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Homework assignments
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Written assessments
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Melodic/rhythmic dictation assignments
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Weekly sight singing assessment
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computer software and online resources
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Composition assignment
How are concepts regarding melodic structure,
cadences combined to create original compositions?
How are concepts regarding triads, Roman
numerals, and figured bass combined to create
chords for SATB?
How different types of modulations to closely
related keys be used in original compositions?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?
2/6
BRANDYWINE HEIGHTS AREA SCHOOL DISTRICT
Subject:
Grade:
Content
AP Music Theory
9-12
Curriculum Map
December
January
February
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
Harmony
Harmonic progression
Nonharmonic tones: passing and neighbor tones
Large Forms: Binary, Ternary, Strophic, Rondo,
Theme & Variations
Harmony
Voice leading primary and secondary chords in first
inversion
Writing an effective bass line and melody
harmonization
Harmony
Voice leading second inversion
Transposition
Aural Skills:
Aural Skills:
Sight singing and dictation: intervals from tonic
Sight singing and dictation: minor keys; intervals
triad; major keys; compound meter
Melody:
Aurally identify intervals
Error detection outlining the I, IV, V triads
Rhythm: Error detection – compound meter
Harmony: Aurally identify quality of triad in fourpart writing
from tonic triad; simple/compound meter
Melody:
Aurally identify intervals: 2, 3, 4, 5, 6, tritone, 7
Error detection in excerpts from music literature
Rhythm: Error detection – simple and compound
meter, minor keys
Harmonic dictation: write I, ii, iii, IV, V, vi triads;
major and minor keys; root position and inverted
Harmonic dictation:
Aural Skills: Melody/Rhythm
Sight singing and dictation: intervals from
dominant triad and further use of diatonic intervals;
major and minor keys; simple & compound meter
Melody:
Aurally identify all diatonic intervals
Error detection in excerpts from music literature
Rhythm: Error detection – simple and compound
meter, major and minor keys
Harmonic Dictation: Write all diatonic triads,
major keys, root position and inverted
I, ii, IV, V, vi triads; root position and first inversion
with nonharmonic tones
Skills and
Processes
Written Skills:
 Identify and construct passing tones, neighbor
tones
 Identify concepts regarding harmonic
progression
 Create original compositions for SATB in binary
form and strophic form using proper guidelines
regarding musical form, harmonic progression,
and part-writing
Aural Skills:
Sing and write intervals from tonic triad; major
keys; compound meter
Aurally identify intervals: 2, 3, 4, 5, 6, tritone
Detect pitch, rhythmic errors in written melodies
FEB 2010
Written Skills
Written Skills:
 Construct primary and secondary triads for SATB
in first inversion
 Demonstrateguidelines for creating an effective
bass line in relation to soprano
 Construct primary and secondary triads for SATB
in second inversion
 Define, identify function of transposition for all
instruments
 Create original composition for instrumental
ensemble in ternary form using proper guidelines
regarding musical form, harmonic progression,
and part-writing and transposition
Aural Skills:
Sing and write minor keys; intervals from tonic
triad; simple/compound meter
Detect pitch, rhythmic errors in excerpts from
music literature
Aurally identify intervals: 2, 3, 4, 5, 6, tritone, 7
Harmonic dictation: Hear 4-part chords and write
soprano and bass voices using I, ii, iii, IV, V, vi
triads; major and minor keys; root position, first and
AP MUSIC THEORY
Aural Skills:
Sing and write intervals from dominant triad and
further use of diatonic intervals; major and minor
keys; simple & compound meter
Detect pitch, rhythmic errors in excerpts from
3/6
BRANDYWINE HEIGHTS AREA SCHOOL DISTRICT
Subject:
Grade:
Curriculum Map
AP Music Theory
9-12
Harmony:
second inversion
music literature
Aurally identify all diatonic intervals
Harmonic Dictation: Hear 4-part chords and write
soprano and bass voices for all diatonic triads in
major keys, root position, first inversion; six-four
progressions
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Aurally identify quality of triad in four-part writing
Harmonic dictation: Hear 4-part chords and write
soprano and bass voices using I, ii, IV, V, vi triads;
root position and first inversion with nonharmonic
tones
Assessments
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
Essential
Questions
FEB 2010
Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
Composition assignment
How are concepts relating to Roman numerals
combined to create harmonic progression?
How can nonharmonic tones be added to original
compositions?
How can concepts regarding melodic structure be
combined to form larger forms?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?
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




Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
How are concepts regarding triads, Roman
numerals, and figured bass combined to create
chords for SATB in first inversion?
Why is it important to write an effective bass line,
and how are concepts relating to motion and
harmonic progression used to create an effective
bass line?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?
AP MUSIC THEORY
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
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Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
Composition assignment
How are concepts regarding triads, Roman
numerals, and figured bass combined to create
chords for SATB in second inversion?
What is the role of transposition in composing for
instruments?
How are concepts regarding transposition combined
to write original composition for instruments of the
band and orchestra?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?
4/6
BRANDYWINE HEIGHTS AREA SCHOOL DISTRICT
Subject:
Grade:
Content
AP Music Theory
9-12
March
April
May/June
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
The student will learn about, reflect upon, and gain
reinforcement from the basic skills, concepts, and
application of:
Harmony
Voice leading dominant and supertonic 7th chords
Realize the figured bass
Advanced Nonharmonic tones: suspensions,
retardation, anticipation, appoggiatura, escaped
tone, pedal point
Modulation and secondary dominant
Harmony
Modulation to closely related keys
Phrase modulation/pivot chord modulation
Melody: Additional scales and modes
Aural Skills: Melody/Rhythm
Sight singing and dictation: further use of diatonic
intervals; subdivided beat in simple, compound
time; major/minor keys
Melody:
Aurally identify all diatonic intervals
Error detection in excerpts from music literature
Rhythm: Error detection – subdivided beat
Harmonic Dictation: Seventh chords root position
and inversions
Skills and
Processes
Curriculum Map
Aural Skills: Melody/Rhythm
Sight singing and dictation: intervals from
dominant 7th; divided and subdivided beat; simple,
compound meter; major/minor keys
Sight singing and dictation from AP exams
Melody/Rhythm:
Aurally identify all diatonic intervals
Error detection in excerpts from AP exam
Harmonic dictation: Secondary dominants and
excerpts from AP exam
Aural Skills: Melody/Rhythm
Sight singing and dictation: chromaticism; simple
and compound meter; major/minor keys
Sight singing and dictation from AP exams
Melody/Rhythm: Error detection in excerpts from
AP Exam
Harmonic dictation: excerpts from AP exam
Written Skills:
Written Skills:
Written Skills:
 Define function of and construct dominant,
supertonic 7th chords in four-part writing
 Demonstrate ability to realize the Figured Bass
 Define, identify, construct suspensions in fourpart writing
 Define identify, construct nonharmonic tones in
4 parts (retardation, anticipation, changing,
escaped tones, appoggiatura, pedal point)
 Create musical phrases in 4 parts using
nonharmonic tones, 7th chords, all triads
 Define, analyze, identify modulation to closely
related keys
 Define, analyze, identify the function of
secondary dominants in written music
 Create modulation in four-part writing using
secondary dominants
 Define, analyze, identify function of, create other
kinds of modulation
 Create original composition for SATB in rondo
form using proper guidelines regarding musical
form, harmonic progression, and part-writing
 Identify, analyze additional scales and modes
 Create and analyze original musical phrases using
scales and modes
 Final Exam: Create original composition for
instrumental ensemble in theme & variation
form using proper guidelines regarding musical
form, harmonic progression, part-writing, and
transposition
Aural Skills:
Sing and write with focus upon chromaticism;
Aural Skills:
FEB 2010
Practice for AP Exam: melodic/rhythmic dictation,
harmonic dictation, contextual listening, realize the
figured bass, compose effective bass lines, review
music theory rudiments (scales, intervals, triads,
part-writing procedures)
Sing and write further use of diatonic intervals;
Aural Skills:
subdivided beat in simple, compound time;
Sing and write intervals from dominant 7th; divided
AP MUSIC THEORY
simple and compound meter; major/minor keys
Sight singing and dictation from AP exams
5/6
BRANDYWINE HEIGHTS AREA SCHOOL DISTRICT
Subject:
Grade:
Assessments
AP Music Theory
9-12
major/minor keys
Detect pitch, rhythmic errors in excerpts from
music literature
Harmonic Dictation: Hear 4-part chords and write
soprano and bass voices for dominant seventh
chords in all inversions; diminished 7th chord all
inversions; all seventh chords, all inversions
and subdivided beat; simple, compound meter;
major/minor keys
Sight singing and dictation from AP exams
Melody/Rhythm:
Aurally identify all diatonic intervals
Error detection in excerpts from AP exam
Harmonic dictation: Hear 4-part chords and write
soprano and bass voices for secondary dominants
and excerpts from AP exam
Error detection in excerpts from AP Exam
Harmonic dictation: excerpts from AP exam
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




Essential
Questions
FEB 2010
Curriculum Map
Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
Composition assignment
How are concepts regarding triads, Roman
numerals, and figured bass combined to create
dominant/supertonic 7th chords for SATB
What is the importance of realizing the figured bass,
how are triads and Roman numerals used to realize
the figured bass in four-part writing?
How are suspensions and advanced nonharmonic
tones used to add color to original compositions?
What is the role of secondary dominants in original
compositions?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?







Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
Composition assignment
How different types of modulations to closely
related keys be used in original compositions?
How are aural skills combined to interpret, sing, and
write melodies and hear/write soprano and bass
voices in four-part writing?
AP MUSIC THEORY







Teacher observation during class: Questioning,
guided practice, worksheets
Class reinforcement/assessment of aural skills
Homework assignments
Written assessments
Melodic/rhythmic dictation assignments
Weekly sight singing assessment
computer software and online resources
Composition assignment
How are the skills acquired in this course applied to
successful completion of the AP exam?
How are the skills acquired in this course applied to
original composition of large-scale music?
6/6