ARTICULATION DOCUMENT
T215 Music Theory and Practice
MODULE STRUCTURE
Module Category: Specialisation
Level (year of study): Year 2
Credit Units: 4 Modular Credits
Curriculum Hours: 60
Contact Hours: 60 over 15 weeks (4 hours per week)
Module Assessment: Continuous Assessment: 60%
- 15 Daily Grades
Summative Assessment: 40%
Understanding Test 1: 10% (written, closed book)
Understanding Test 2: 10% (written, closed book)
Understanding Test 3: 20% (written, closed book)
SECTION 2: MODULE OVERVIEW
1. Acquire a working knowledge of music theory, covering all aspects of harmony,
melody, rhythm and bass-lines up to the equivalent of ABRSM Grade 5.
2. Students able to relate music theory to practical applications like Pro Tools for Music
Production/ Music Sequencing, in other to produce basic transcriptions of songs and
arrangements.
3. Create and formulate basic original compositions, with all elements of music being
considered, in preparation for modules running in year two and three
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4. Students understand the terms musicians use in performance and recorded music
production, in order to communicate and work in professional environments
together.
Duration Mode
30 min
Revision
Annotations
Revision on previous lesson /return graded
worksheets (by lecturer) to students for
corrections/further clarifications
30 min Module briefing and Facilitator introduction to
class on lesson 1
30 min
Aural Training
Students to transcript on manuscript paper and
exchange with buddy for immediate grading and
reflection once the Facilitator releases the answers in
the weekly PowerPoint slides
Exercises includes
rhythmic/melodic/interval/harmony/music analysis
1 hour
Interactive Seminar
Lecture on assigned topic of the day using piano/white
board/Sibelius whilst getting students responses on
the topics discussed
Facilitators are encouraged to facilitate responses
from students where appropriate/ indicated on the
slides
2 hours
Practice
Time allocated for each individual student to work on
Worksheet 1 and submit before class ends. Facilitator
to constantly engage student on their progress and to
offer extra help in his/her walkabout or hold small
group training for students who needed more
assistance.
Worksheet 2 is for students to relate music theory
awareness to music technology practice under two
main components:
 Enhances music theory knowledge by
translating theoretical skills to soft based skills
in
typesetting
professional
musical
scores/notation
 Putting music theory knowledge into practice
via building essential music sequencing skills
with the use of Pro Tools, digital audio
workstation
Worksheet 2 is employed by student upon finishing
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Worksheet 1. Worksheet 2 also addresses the need to
challenge students with higher music theory
background during the course of the day.
Lecturer to grade all worksheets and assign grades to individual student based on
Worksheet 1 and RJ responses.
Important: Worksheet 1 must be returned to student on the next lesson therefore
mistakes must be highlighted for student to review on for progress.
MODULE OUTCOMES AND LEARNING OUTCOMES
Allocated time per day
Resource
gathering
and team
work
Skills
acquisition and
practice
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2
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Module Coverage
Discussions in
Study Cluster
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Revision of Music Theory and
Keyboard Skills module covering
the following topics: beats, rests,
clefs, key signature, time
signature, dotted rhythm, meter,
scales as such
Performance Directions:
Phrases, slurs & articulation
marks (tremolos)
Tempo Directions (Rit.)
Dynamics
Double flats and sharps
Slur & Phrase, Tenuto &
Staccato, Variety of Accents
Articulation on Stringed
Instruments
Pedaling on the Piano, Table of
Dynamic Markings, Table of
General Musical Markings
Ornamentation
Translating music theory
awareness to music technology
practice
Understand the use of Irregular
Time Signatures and Irregular
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Time Divisions
Translating music theory
awareness to music technology
practice
Construct Major & Minor scales
with key signatures up to 6
sharps and 6 flats
Extending the scales to realize its
Diatonic harmony
Melodic & Harmonic Interval,
Compound Interval, Chromatic
Interval, Diatonic Interval
Student to learn how to
transpose a melody up or down
any one of the following
intervals: an octave; a major 2nd;
a minor 3rd; a perfect 5th
Concepts on Transposing
Instruments
Translating music theory
awareness to music technology
practice
Student to be able to identify
chords which relies on their
knowledge on scales and key
signatures
Constructing chords based on
intervals (major, minor,
diminished, augmented)
Relating to Chord Symbols in
Popular/Jazz Music Theory
Understanding the various
Cadences and how to use them
with the support of listening
examples
Perfect; Imperfect; Plagal,
Interrupted
Students to create chord
progression and explore the
application of inversions relating
to voice leading
Comparing block chords to the
usage of inversions with the use
of voice leading
Translating music theory
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awareness to music technology
practice
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Students to share their research
findings of a chosen instrument
Images of instrument
Topics to cover relating Clefs
Transposing Instrument (written
vs actual sounding)
Family Grouping
(String/Woodwind/Brass/Percuss
ion)
Special techniques unique to
instrument (written vs actual
sounding)
Facilitator to show various
instrument from STA store
Students to acquire the
understanding of definitive tones
within a diatonic system;
Students to be introduce to 4
part chord structure;
To use the definitive tones to
classify diatonic 7th chord into
various chord family.
Students to draw on prior
knowledge on cadence and
chord classification;
Students to acquire
understanding on commonly
used chord progression;
Students to understand the
effect of chord classification on
the sequencing of harmonic
materials.
Students will acquire different
approaches to modulation in
tonal music;
Students will draw on prior
knowledge on cadence and
chord classification to determine
various approaches to
modulation;
Students will inquire the
effectiveness modulation
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presented in scores provided and
present workable alternatives;
 Students will acquire the
understanding on plurality in
contemporary music;
 Students will acquire the
understanding on harmonic
interchangeability drawing from
the understanding of chord
classification.
 Students will draw from
understanding of definitive tones
and cadence to understand the
concept of voice leading;
 Students will review and
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strengthen the concepts of
harmonic inversions with
application to 7th chords;
 Student will study classical voice
leading through study of Bach
Chorales.
 Students will draw from
understanding of definitive tones
and cadence to understand the
concept of voice leading;
 Students will review and
strengthen the concepts of
harmonic inversions with
application to 7th chords;
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 Student will explore more
classical voice leading through
further study of Bach Chorales;
 Students to acquire
understanding on melodic and
harmonic suspension and its
implication on voice leading.
Total = 15 Problems = 60 hours
15
1
2
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15
30
TEACHING AND LEARNING
This module equips students who wish to pursue a career in the Creative Industries with
necessary creative, critical, and aural skills. The module emphasise traditional intellectual
skills in terms of answering worksheets, and conducting appropriate research when
preparing for projects. Students are routinely required to relate music theory to practical
Digital Audio Workstation applications. The Module inspires and nurtures creative
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expression, in terms of both form and content, and in the context of both individual and
group productions. Students are encouraged to analyse contemporary culture to develop
their area of expertise. Throughout the module, engagement with new, digital technologies
is emphasised.
The module is predominantly delivered via an interactive seminar style curriculum. However,
up to 15% of the module uses a technical hands-on tutorials style curriculum with aural
training activities relating to music theory. The module is predominantly taught in a
classroom.
LEARNING RESOURCES
Notation software Sibelius in Vista C, Vista D & Synthesis Lab
Pro Tools LE8 on student’s laptop and Pro Tools v9 v10 in Vista C & D
Free notation software, MuseScore http://musescore.org/ or Noteflight
http://www.noteflight.com/login
MIDI Controllers (Keyboard interface) M Audio 88keys & Axiom 25 available in Vista C & D
suites
Online resources:
 Ricci Adams Music theory.net http://www.musictheory.net/
 Free lessons and resources in Music Theory http://musictheory.ascensionsounds.com/
 Chord House http://www.looknohands.com/
 Music Theory Online 1000+ Scales http://www.dolmetsch.com/pianochords.htm
 Virtual Keyboard
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/index.h
tm
 Vienna Symphonic Library Instruments Online
http://www.vsl.co.at/en/70/149/150/46.vsl
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