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LONE STAR COLLEGE
MUSIC APPRECIATION

SPRING 2016

Instructor: Natalya Walker

Contact Info: 281-618-5648
832-330-4258

E-mail address: [email protected]

Classroom Location: Online Class

WELCOME!
Hello and Welcome to Music Appreciation! I am excited about the opportunity to
introduce one of the most powerful tools of communication MUSIC! My goal is to
introduce the fundamentals of music and then guide you through each era
highlighting events, forms, styles and practices from each century. If you don’t enjoy
all of what you hear, that’s ok, this is where MUSIC APPRECIATION begins! My hope is
that this class is enjoyable, stress free and informative!

DESCRIPTION
A nontechnical course designed to provide the layperson with the understanding
necessary for greater enjoyment of music. Understanding music through the study of
cultural periods, major composers, and musical elements. Illustrated with audio
recordings and live peformances. (Does not apply to a music major degree.

Student Learning Outcomes:

1. Determine how music defines American cultures, European cultures, and non-
western world cultures that have contributed to art and popular music.

2. Differentiate between various styles of world music by identifying specific
cultural elements and their relation to art and popular music.

3. Write on historical, technological, and cultural developments of musical styles.
4. Determine the impact of values, practices and beliefs of other cultures on music

in America.
5. Develop an understanding of the responsibility composers and performers have

for bringing cross-cultural understanding, empathy, and communication to our
multi-cultural world.
6. Assess historical influences of American music on world culture.
7. Develop skills of aesthetic judgment and critical thinking through listening to
American, European, and non-Western music.
8. Understand and identify instruments and composing techniques used in world
music.
9. Explore the materials from which all styles of music are built.
10. Master a common vocabulary for discussion of music of all styles.
11. Develop skills of aesthetic judgment and critical thinking through music listening.

GRADING PROCEDURES:

Attendance 20%

Quizzes 20%

Homework 10%

3 Class Assignment’s 20%

Playing Final 30%

Scale A
90-100 B
80-89 C
70-79 D
60-69

CALANDAR

Class 1
Introduce Book requirements and Book selections.
Posture/Hand Positioning
Keyboard Layout
Identify Notes/Rest and their values
Introduce 5-finger warm-up R.H. only

Class 2
Introduce Staff/Measures/Bar lines/Time Signature
Review Posture/Hand Positioning
Review Keyboard Layout
Review Notes/Rest and their values
Play warm-up
Introduce 5-finger warm-up L.H. only

Class 3
Review Staff/Measures/Barlines/Time Signature
Review Notes/Rest and their values
Begin clapping music out and playing simple rhythms
Introduce Sharps/Flats
5-finger warm-up hands together

Class 4
Quiz

Introduce Dynamic Signs
Introduce Warm-up Scale “C”

Class 5
Review Quiz
Select two Solo pieces and analyze them.
Class Assignment #1 R.H. only

Class 6
Review Class Assignment #1 R.H.
Introduce Warm-up Scale
Begin working on Class Assignment #1 L.H.
Discuss/Work on solo pieces with individual students

Class 7
Review Class Assignment #1 L.H.
Begin working on Class Assignment #1 hands together
Introduce Class Assignment #2 R.H. only
Discuss/Work on solo pieces with individual students

Class 8
Review Class Assignment #1 hands together
Continue working on Class Assignment #2 L. H. only
Discuss/Work on solo pieces with individual students

Class 9
Quiz on Class Assignment #1
Review Class Assignment #2 L.H.
Begin working on Class Assignment #2 hands together
Introduce Class Assignment #3 R.H. only
Discuss/Work on solo pieces with individual students

Class 10
Review Class Assignment #2 hands together
Begin working on Class Assignment #3 L.H. only
Begin working on Class Assignment #3 hands together
Discuss/Work on solo piece

Class 11
Quiz on Class Assignment #2

Continue working on class Assignment #3 hands together
Discuss/Work on solo pieces with individual students

Class 12
Quiz on Class Assignment #3
Work on solo pieces individual
Practice recital/performance requirements

Class 13
Class recital practice

Class 14
Recital/Final

Piano Class III and IV

As an advanced student you will be responsible for the following:

I. You must have a repertoire of 10 pieces. A list will follow of all
assigned pieces.

II. 1 Composition
III. Circle of fifths
IV. 2 pieces by memory for performance
V. Analyze several pieces
VI. Outside composition on the composer of your choice. You

should choose your 2 pieces for performance and the composer
of one of those two pieces should be the composer of your
choice.

1. Pg. 18
2. Pg. 152-153
3. Pg. 186
4. Pg. 252-253
5. Pg.304
6. Pg.352

7. Pg. 364

Student Prep Strategy

Students will be asked to select one of their most favorite songs. They will need to
download it and bring it to class to share. They should be able to discuss and identify
the following:
1. How does this piece make you feel?
2. What and where does the most exciting part of this piece occur
3. What music/Lyrics are repeated?
4. What Instrument/Voices is used.
These questions will be used to guide students thinking and to bring true relevance to
musical terminology that will be later introduced to analyze music.

BOPPPS LESSON PLAN

COURSE: Music Appreciation
Lesson Title: Let’s Analyze Music

Bridge: Students will be asked to think on their on favorite piece of music. They will be asked to
Describe what they are hearing
Explain why they enjoy the piece
Put Music Vocabulary/Terminology with what they are hearing

Estimated time: 90 minutes
Course Student Learning Outcome:
Learning Objectives:
1) By the end of this lesson, students will be able to listen to a musical selection and identify the musical form ABA/Binary Form
2) By the end of this lesson, a student will be able to explain, infer and analyze using musical terminology to explain the occurrences in the music

Blooms
1. Inferring
2. Analyzing

Pre-Assessment: Students will be asked to complete a graph indicating any musical background knowledge and vocabulary.

Estimated time:10 min
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

1. What musical terminology do you know?
2. How is this piece broken down?
3. What musical style is this?
4. What does this piece mean?

The technology instrument we will be using is Poll Everywhere
 At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

Post-assessment: Student will be asked to break down their on personal piece using the skills they have learned and the musical terminology they have been
introduced.
Estimated time: 45 minutes
Summary: I will close the lesson by letting them know regardless of the type of music R & B Hip Hop Spiritual or Classical, any and all types of music can be
analyzed.

Estimated time:5 min

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

4 Questions –Formal Assessment

As a remainder, the lesson objective:

Students will be able to Decipher, Identify and Communicate fundamental
characteristics about music.
Objective 1: By the end of the lesson students will be able to listen to a musical
selection and identify the musical form ABA.
Objective 2: By the end of the lesson, students will have an understanding of musical
terminology that can be utilized to analyze music.

1) What is the meaning of Pianissimo? Blooms- (Knowledge/Recall)
a) Loud
b) Soft
c) Piano
d) Orchestra
 Blooms-(Knowledge/Recall)

2) What musical style is this? Identify and explain why you concluded that this
was the best style
a) Motet
b) ABA
c) Opera
d) Aria

 Blooms-( Inferring)

3) Review the following piece of music and label the sections using as many of
the musical terms as possible.

ABA, forte, time signature, Aria, presto, adagio, basso continuo

 Blooms( analyze)

4) Listen to the following selection. Using music terminology, describe the
following characteristic.
 Blooms-(inferring)

a) Tempo
b) Volume
c) Mood
d) Form



STUDENT PREPARATION

WHAT DO YOU HEAR WHEN YOU LISTEN TO MUSIC?

Choose your favorite movie and play the sound track. Choose your favorite song and
listen to it. What do you hear, or better yet, what do you feel?

BOPPS B-BRIDGE IN

At this time I want you to think on your favorite piece and
answer the following questions. We will take a closer look at

your favorite piece in just a minute, but first take about 3
min to think on these questions.
1. What do you hear instruments, voices, other sounds?
2. Is there a theme that you hear throughout the piece?
Where does it happen?
3. What is the speed of the piece? What does it make you
want to do?
4. Choose one word that best describe this piece. (exciting,
sad, anxious, peaceful etc..)s

B-BRIDGE

Now take a moment and complete this chart

B-BRIDGE

BOPPS O- OBJECTIVE

Student Learning Outcome:

Students will be able to Decipher, Identify and Communicate
fundamental characteristics about music.

Objective 1: By the end of the lesson students will be able to
listen to a musical selection and identify the musical form
ABA.

Objective 2: By the end of the lesson, students will have an
understanding of musical terminology that can be utilized
to analyze music.

BOPPS 0- OBJECTIVE

Blooms Level: There are several levels of blooms that
will be utilized throughout this lesson.

In Objective 1 you will begin with evaluating a musical
selection by listening, recognizing and interpreting
what the music is indicating. Basically you are
analyzing the piece.

In Objective 2 students again are explaining, inferring,
and analyzing, using musical terminology to explain
the occurrences in the music.

VOCABULARY TERMS TO BECOME FAMILIAR WITH

Meter Dynamics Style
Duple pianissimo Vocal
Triple piano Instrumental
Syncopated forte Chorus
Tempo fortissimo Other sound
Allegro mezzo forte
Presto mezzo piano Form
Adagio Tone Color ABA
Moderato Rich Binary
Lento Dark Rondo
Grave Light

BOPPS P-PRE-ASSESSMENT
VOCABULARY YOU NEED TO KNOW

Form Tempo Tone/Mood Dynamics Type/Style

THE LANGUAGE OF MUSIC

It really does not matter, whether your listening to
classical music, spiritual music , RB, or any other kind
of music, understanding the structural integrity in
any music will identify the language of the music.

BOPPS PARTICIPATORY LESSON

LET’S TAKE A LOOK AT OUR FIRST SAMPLE

Introduce Franz Schubert and his piece “The Erlking”.
Introduce the lyrics of the song to students. Give an
example as to how students may link the words or
associate the words with the music vocabulary we
reviewed.

LET THE LYRICS TELL THE STORY!

Read the lyrics to the piece “The Erlking”. Practice identifying words
that describe the piece with music.

Who rides so late through night and wind?
It is the father with his child.
He has the little one well in the arm
He holds him secure, he holds him warm

"My son, why hide your face in fear?"
"See you not, Father, the Erlking?
The Erlking with crown and flowing cloak?"
"My son, it is a wisp of fog."

P-PARTICIPATORY LESSON

TECHNOLOGY

Through the use of Poll Everywhere, after students have
read through the lyrics, of The Erlkong, have them to
listen to the piece! WOW, did you hear what you read?
Place comments on the board.

P-POST ASSESSMENT

Review the following sheet music and label the sections using as
many of the musical terms as possible.

ABA, forte, time signature, Aria, presto, adagio, basso continuo
Blooms( analyze)

P-POST ASSESSMENT

Listen to the following selection. Using music terminology, describe
the following characteristic.

Blooms-(inferring)

Tempo
Volume
Mood
Form

S-SUMMARY

Students will have to present their sheet music identifying at least
10 measures correctly using music vocabulary.

REFLECTION

My experience has been very enlightening. I would say that it has open my outlook on
technology the most. I am not a technology person, and for that reason it is
sometimes very intimidating; However, the introduction of all of the support and
easy access has given me a different perspective.

It was also very refreshing to see many of the other available resources that are out
there and can be utilized for and with any age group.

I would recommend this class not only to the faculty and staff of Lone Star College,
but also as perhaps a separate section for those students that wish to become
teachers.

Hats off to the Instructor! Thank you for the experience.

REFLECTIVE ESSAY

It has been a great experience having had this opportunity to work and grow with
my counterparts. My goal going into this class was to leave out with more
knowledge about the college; to have a better understanding of he expectations
of the college; and to increase my overall awareness of instructional practices,
strategies and resources that are available. I would say that this goal has been
accomplished!

If someone asked me the purpose behind this class, I would tell them simply put,
to help you grow as an instructor, by also as a professional. This class has
enhanced my strengths as an educator and improved my instructional focus. We
as educators sometimes become complacent and habitual. This class reminds the
instructor of how essential lesson planning really is.

The Adjunct Certification Program provides a foundation for the novice educator
and a training and development to the experienced one. Throughout the class we
were introduced to a skeleton process, which outlines the key elements of a well
thought out lesson and provides the foundation for good instruction. It increases
your awareness in planning and preparation while employing effective strategies
that encourage higher level thinking.