| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Review : | Discussion and listening to important works of Bach, Handel, Vivaldi, Monteverdi, and other significant Baroque composers already studied in 8th grade. Discussion of the international aspects of music of this era, ability of composers to travel and be influenced by music and culture of other countries. |
To review the history and theory of the Baroque era (studied in 8th grade)in order to provide clear points of contrast and development as we begin the study of the Classical Era. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs. |
How did the changing cultural climate affect composers working in the late Baroque period? How did the establishment of major and minor tonality radically change musical composition? How did greater access to transportation promote cross-cultural musical influences? |
Test on the Baroque era in general and on the major composers, Bach, Handel, and Vivaldi. |
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs, watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music as well as composer biographies, etc; field trips to NYC cultural institutions, including open rehearsals and concerts. |
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| The Classical Era: History and Theory : | Readings and discussions about the historical and cultural background to the period, including art, architecture, politics, science, literature, supplemented by frequent listening activities. Presentation in theory of the concept of the circle of fifths and identification of various keys and key signatures. |
History: to develop the student's understanding and appreciation of music from the Classical Era (1750 - 1825) as well as the historical and cultural atmosphere that influenced the composition of this music. Theory: to explore the harmonic changes and compositional techniques that characterize music of this era as having developed from that of the previous period (Baroque). |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs, watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music as well as composer biographies. |
How did the historical, cultural, and political climate influence composers of the era? How does the music of the Classical Era sound different from that of the Baroque era? What is the circle of fifths and how does it relate to musical composition? |
weekly theory quizzes, classroom participation. |
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| Classical Music - Haydn : | Study of the life and works of Franz Joseph Haydn, often referred to as the "father of Classical Music" as well as the father of chamber music and the symphony. Discussion of the patronage system for artists as exhibited in the relationship between Haydn and his patron, Count Esterhazy. Expanding the students' musical vocabularies. Studying the concept of metre, including simple vs. compound metres, syncopation, and basic metric patterns. |
To understand and appreciate the groundbreaking work that Haydn was doing in the chamber music and symphonic genres, helping to create the "golden age of chamber music." To explore Haydn's relationship with the new instrument, the fortepiano, and how this new instrument radically changed keyboard writing. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs, watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music as well as composer biographies, etc. |
How did Haydn's music differ from that of his predecessors? How did his music influence composers to follow (such as Mozart)? How did the string quartet become the most important form of chamber music? How was the use of folk elements important in Haydn's string quartets? |
Quizzes, classroom discussion / participation |
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| Classical Music - Mozart : | Beginning a six-week exploration of the life and works of W. A. Mozart. In theory, study of the sonata-allegro form and its application and importance to the music of the Classical Era. Works to be studied will include piano sonatas, chamber music, Piano Concerto in G Major. |
To gain an understanding and appreciation of the work of Mozart, arguably the most popular composer in the history of Western music. To gain perspective on the cultural environment in which Mozart was working and the multicultural influences found in his music, especially Europe's growing relationship with the Near East and Middle East. To further expand students' understanding of musical form. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs; field trips to NYC cultural institutions, including open rehearsals and concerts. |
How was Mozart influenced by Haydn? How did his music differ from that of his predecessors and his contemporaries? How did the availability of the fortepiano influence Mozart's compositional style? How was Mozart influenced by his travels throughout Europe? How did the growing interest in the Near East (especially Turkey) find its way into Mozart's compositions? |
Weekly theory quizzes; classroom participation; concert report; performances (when applicable). |
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| Classical Music - Mozart : | Continuation of unit on Mozart begun in December. Works to be studied include Symphony No. 40; Eine Kleine Nachtmusik; the Requiem Mass; and the operas "The Marriage of Figaro" and "The Magic Flute." Continuation of study of sonata-allegro form. |
To continue the study of Mozart, his life, his works, and his environment. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs, watching films of the operas and the film, Amadeus. |
How did the scientific developments in instrument construction influence the Classical orchestra? How did Mozart's Italian opera trilogy (Marriage of Figaro, Don Giovanni, Cosi Fan Tutte) change the direction of the opera genre? How important was the use of German (native language) and singspiel (spoken dialogue)in "The Magic Flute?" |
Test on Mozart's life and works. Class participation. Weekly theory quizzes. |
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| Classical Music - Beethoven : | Beginning a 6-week exploration of the life and works of Ludwig van Beethoven. Works to be studied include: piano sonatas; string quartets; the Violin Concerto; and a thorough study and analysis of the 5th Symphony. Theory: study of intervals and triads. |
To gain an appreciation of Beethoven's monumental place in the history of Western music. To expand the students' understanding of the building blocks of Western music, especially harmony and form. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs, watching the film, Beethoven Lives Upstairs, watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music. Supplemental reading: Aaron Copland, "What to Listen for in Music," Chapter 3, "The Creative Process." |
How did Beethoven's deafness affect his compositions? How did it affect his life and relationships? How does Beethoven's music serve as the bridge between the Classical and Romantic Eras? |
Weekly theory quizzes; classroom participation; concert reports. |
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| Classical Music - Beethoven : | Continuing the study of Beethoven. Works to be studied: "Emperor" Piano Concerto; Triple Concerto for piano, violin, and cello; 9th Symphony. Theory: study of tonality and harmony; concerto form. |
To deepen the students' understanding and appreciation of Beethoven's life and works, including how Beethoven served as a bridge between the Classical and Romantic eras. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs, watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music. Supplemental reading: Aaron Copland, "What to Listen for in Music," Chapter 6, "Harmony." Field trips to NYC cultural institutions, including open rehearsals and concerts. |
How did the development of the fortepiano to the modern pianoforte affect Beethoven's compositional style? Did Beethoven's deafness influence his use of an expanded harmonic palette? |
Test on Beethoven's life and works, weekly theory quizzes, classroom participation, concert report. |
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| Elements of Music : | Study of the major musical elements: melody, rhythm, harmony, texture, form, expression (tempo and dynamics). |
To give students a greater understanding of the language of music and how the various musical elements have influenced compositional styles throughout history, and how the use of these elements differs from era to era. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs, watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music. Supplemental readings: Aaron Copland, "What to Listen for in Music," Chapter 4, "Rhythm," and Chapter 5, "Melody." Field trips to NYC cultural institutions, including open rehearsals and concerts. |
How is the concept of melody shared by most cultures? What are the specific characteristics of the melodies found frequently in different cultures? Are there specific rhythmic patterns that correspond to different cultures? |
weekly quizzes; classroom participation; concert report following field trip. |
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| Concert life in America : | Concert life in America then and know. America's Patriots-amateur musicians;G.Washington,T.Jefferson,P.Henry. Effect of the American Revolution on public concerts. Boston Handel and Haydn Society. |
To broaden students' understanding of internationalism in music. To learn about the cultural heritage of our country. |
Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney from The Juilliard School; listening to CDs; classroom visits from professional musicians of our time; watching documentary films. |
At what point did the music of American composers begin to be heard abroad? How did the ability of American composers to travel begin influencing their musical style? How did American music through history reflect the growing immigration movement in the U.S.? How did the growing number of African slaves in the southern U.S. influence American musical and cultural life? |
weekly theory quizzes; Final Exam. |
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