This Advanced Placement Music Theory course is equivalent to a first semester introductory music theory college-level course. The rigor of this course is consistent with colleges and universities and will prepare students for the Advanced Placement exam in May. Upon successful completion of the exam, students may receive college credit and will be well-prepared for advanced music theory coursework. Additional details on this course from College Board can be found here: AP Music Theory.
In this course, students will explore four big ideas:
(1) Pitch: Specific frequencies of sound, known as pitches, are basic units of music. Pitches that are deliberately sequenced through time create melodies, and groups of pitches presented successively or simultaneously form chords. Within an established musical style, chords relate to one another in the context of harmony. Individual voices can also be imbued with a cohesive sense of motion and interaction through musical voice leading, which is rooted in historical traditions.
(2) Rhythm: Music exists in the dimension of time, where long and short sounds and silences can be combined in myriad ways. This temporal aspect, called rhythm, is often governed by a layered structure of interrelated pulses known as meter. Rhythms are typically grouped into distinctive rhythmic patterns, which help define the specific identity of a musical passage. Musicians use established rhythmic devices to expand expressive possibilities, often achieving their effect by challenging the regularity of the meter or transforming rhythmic patterns.
(3) Form: Music exhibits a structural aspect known as form, in which a musical composition is organized in a hierarchy of constituent parts. The specific ways these parts are related, contrasted, and/or developed produce the unique profile of an individual composition. Specific formal types and functions may be identified when parts of a composition follow established melodic-harmonic patterns or fulfill established roles within the overall hierarchical structure.
(4): Musical Design: Texture, timbre, and expression contribute to the overall design and character of a piece of music or musical performance. The texture of a musical passage arises from the way its layers are produced and distributed, and how they interact to form the totality of sound. Timbre refers to the distinct sounds of specific instruments and voices, arising from the physical manner in which those sounds are produced. Expressive elements are related to musical interpretation and include dynamics, articulation, and tempo.
Students will investigate topics such as the fundamentals of traditional melodic and harmonic composition through the early twentieth century; multiple techniques for melodic, harmonic, and formal analysis; an introduction to two- and four-voice counterpoint; and the basics of orchestration.
As students study these topics in written musical scores, students will also be trained to analyze music aurally through listening and sight-singing skills, empowering them to apply their learning in music reading, music performing, and music listening contexts. Students will be trained to sight-read melodies in major and minor keys, with limited chromatic alteration. They will also perform listening exercises for the purposes of memorizing and notating specific intervals, scales, chords, rhythms, melodies, and progressions. This course incorporates a variety of textbook and multimedia resources and includes access to digital platforms that meet College Board requirements.
This course may not be appropriate for students with specific accessibility limitations as written. Please refer to the VHS Learning Handbook policy on Special Education/Equity for more information on possible modifications. If you need additional assistance, please let us know at service.VHSLearning.org.
Students will be expected to enroll in My AP Classroom through their VHS Learning AP course and will be guided to complete review work in My AP Classroom throughout the course. My AP Classroom resources include AP Daily Videos and unit-based Personal Progress Checks, which include AP-style multiple choice and free response questions.
Students enrolled in VHS Learning Advanced Placement courses with a passing grade are expected to take the AP Exam. Students register for AP exams through their local school or testing site as “Exam Only” students. AP exam scores will be reported to VHS Learning through My AP Classroom; exam results will not affect the student’s VHS Learning grade or future enrollment in VHS Learning courses.
About the Self-Paced Course Model
Self-Paced courses are comprehensive and designed for students who need or desire more flexibility in their academic schedule. VHS Learning teachers will regularly interact with students in asynchronous discussions, will host weekly office hours, and will invite students to monthly 1-on-1 progress meetings. Teachers will support students, answer questions, and provide feedback on work. Students will work independently on course activities; the course does not include class discussion assignments or other collaborative work.
Students may start this course on any Wednesday from September through the first Monday in December. Students must maintain enrollment for a minimum of 20 weeks and have until mid-June to complete all assignments in the course. It is expected that students will work for approximately 330 hours to complete this course, though the amount of time may vary depending on a student’s work habits and comfort with the material.
Course Essential Questions:
- How do musicians manipulate pitch to develop melodic and harmonic ideas?
- How do musicians manipulate time to develop rhythmic ideas?
- How do musicians manipulate form to develop musical structure?
- How do musicians manipulate musical design elements to develop musical character?
Course Learning Objectives:
- Interpret fundamental pitch and rhythm ideas through reading, writing, performing, and listening.
- Apply fundamental form and design ideas through reading, writing, performing, and listening.
- Analyze triads and seventh chords through reading, writing, performing, and listening.
- Analyze chord function within the musical phrase through reading, writing, performing, and listening.
- Analyze chord progressions through reading, writing, performing, and listening. Analyze melodic ideas within the context of the chord progression through reading, writing, performing, and listening.
- Analyze secondary dominant functions through reading, writing, performing, and listening.
- Analyze modes and extended musical forms through reading, writing, performing, and listening.
- Synthesize music theory concepts in exam and project settings.