8th Grade Music Syllabus

Spring 2024

Teacher: Mr. Randall

Email: [email protected]
Music Office: Room 205

OVERVIEW
Welcome to 8th Grade Music! The 8th Grade Music curriculum focuses on major compositions, compositional
style, musical writings and treatises from the Age of Antiquity, Middle Ages, and Renaissance periods, as well
as an introduction to the Baroque Era. Cross-references and commonalities with non-western and popular
music will be explored where appropriate. Concepts taught in this class include form, texture, intervals, tonal
and modal melodies, and simple tonal harmony. Theory concepts will be taught and reinforced through
composition projects.

I look forward to getting to know each of you and to learning and growing together throughout the semester.
There is a lot of information here, so please take time to review it closely!

SCHEDULE

8-3: Monday 2nd Period (8:52-9:32) 8-1: Tuesday 6th Period (12:38-1:18)
Tuesday 7th Period (1:22-2:02) Wednesday 6th Period (12:38-1:18) *Room B17
Wednesday 1st Period (8:08-8:48) Thursday 5th Period (11:54-12:34)
Thursday 2nd Period (8:52-9:32) Friday 5th Period (11:54-12:34)

OFFICE HOURS AND OPEN STUDIO

I can usually be found in Room 205 or 333. You are always welcome to find me or email me to schedule a
specific time to meet. Additionally, Room 333 will be open on Fridays during 4th and Activities for music “open
studio.” You can practice, help each other, ask questions, and complete extra credit (more on that later!).

CLASS CONTENT
All instructional material for this year is organized into seven mini units that will contain readings from the
music textbook or other source as well as lessons from the music theory packet.

Music Textbook – The Enjoyment of Music, 11th Edition by Kristine Forney & Joseph Machlis
Excerpts will be printed and available at the beginning of each unit and the complete textbook is
available as a PDF document on the class website.

*You are expected to read the excerpt over the course of the unit and are responsible for knowing the
key points and terms in bold. We will likely not go over everything that’s in the book, so think of it as
an enrichment and expansion upon what we’re covering in class.

Music Theory Packet - The music theory packet is available as a PDF document on the class website.
Lessons are brief and are intended to summarize what we go over in class. All lessons come with a link
so you can practice on your own.

*You are expected to take advantage of the practice links and make sure that you understand all the
theory topics we are covering. Everything builds on everything else so it is very easy to fall behind. If
you find that you are struggling with a certain concept, ask for help!

WEBSITE
In addition to the above resources, there will be a topics page for each unit of the course. The topics page will
contain all slides, class notes (discussed later), handouts, videos, music examples, and anything else addressed
in class. Also, homework assignments, grades, and helpful announcements will all be posted on the website. In
other words—keep a close eye on the website!
 ATTENDANCE AND PARTICIPATION

Regular attendance and full participation is essential to your success in the class. If you know you will be out,
please let me know in advance – especially for a quiz. For an excused absence (illness, school trip, etc.) you will
have the opportunity to make up what you missed. Always check the website and take any necessary steps you
need to stay caught up.

GENERAL EXPECTATIONS
• Always show respect for yourself, the teacher, and each other.
• Please communicate with me if you are ever having concerns or difficulty of any kind.
• Try to always do your best and take pride in your work.

SPECIFIC EXPECTATIONS
• Be on time! Tardiness will result in a one-point deduction from your weekly participation grade.
• As soon as you arrive, you should take out your notes, something to write with, and be ready to learn.
• Always have a sharpened pencil or good erasable pen for music notation (anything written on the staff).
• You need to have an organized notebook where you keep all notes and handouts from class.
• Cell phones must be put fully away the moment class begins; I recommend your backpack.
• There is absolutely no food or drink in the classroom with the exception of water.
• Please participate! Don’t be afraid to volunteer and ask questions.

NOTETAKING
You will be given a template to take notes at the beginning of each week. One side has room to take daily notes
while the other side has staff paper to write down any music notation that is done. You are expected to take
clear notes every day. Sometimes we won’t be going over anything new in class. In this case, you should
simply write down what happened that day to keep a clear record for yourself. These sheets may be collected
as part of your participation grade at the end of the week. Every week, I will designate two students whose
notes will be posted for the entire class to see on the website.

You will receive a weekly attendance and participation grade of up to 10 points contingent on the following:

(é) You are a model of perfection in every way! There is always room for improvement, so think
10 points of a perfect score as something to aspire to. This score is rare.

(ü+) This score will be awarded for always being on time and ready for class, following all
9 points classroom expectations as detailed above, being fully attentive during class, always
participating and volunteering, and presenting clean and clear notes from the week.
Overall great participation—this is the default score for doing everything correctly!

(ü) or (ü-) Lesser points will be awarded for arriving late, not being ready for class, having your cell
8 or 7points phone out, off task behavior, excessive talking, not participating or volunteering, and
presenting incomplete or inadequate weekly notes. This score may indicate that better class
participation is needed.

(x) Your class participation needs a lot of improvement; see Mr. Randall.
Under 7
points.
 COMPOSITIONS

During each of our seven units, you will be composing a piece of music using some of the skills and musical
characteristics that we are learning about. Some pieces will be written by hand while others will require the use
of a notation program called Noteflight.

For Compositions written by hand:

• Compositions should always be written on a fresh sheet of staff paper. I will provide staff paper in
class, and you can also print your own from a number of sites including: blanksheetmusic.net.
• Always use a sharpened pencil or good erasable pen. Mistakes should be fully erased, not crossed out.
Whatever you turn in should be clean, clear, and legible.
• Turn in a hard copy of your composition in class on the day that it’s due.

For Compositions using Noteflight:

• Visit Noteflight.com and signup by creating a free personal account. You do not need to pay for
anything. This program allows you to compose and save music online.
• If you are already familiar with another program (including MuseScore, Flat, or Sibelius), that’s fine.
Feel free to use one of those programs instead.
• Turn in these compositions by copying and pasting the Noteflight link on the assignment page. You
may upload the link at any point on the day it’s due.

Sometimes compositions will simply be handed back with corrections, sometimes I’ll share select compositions
with the entire class, and sometimes we’ll listen to everybody’s composition. Regardless of what may happen,
always take pride in your work! Being willing to confidently share your work with the class and being able to
learn from each other is just as important as the writing process itself.

Compositions will be graded accordingly:

(é) You demonstrate musical creativity while staying within the parameters of the assignment.
20 points There are zero notation or formatting errors; if hand written, it is exceedingly clear.
The piece is singable, playable, and logically able to be performed.
This is a flawless work that’s ready for publication!

(ü+) You stay perfectly within the parameters of the assignment.

18-19 points There are only one or two notation or formatting errors; if hand written, it is clear and legible.
The piece is singable, playable, and logically able to be performed.
Overall great work—this is the default score for a job well done!

(ü) You do not fully stay within the parameters of the assignment.
16-17 points There are several notation or formatting errors; if hand written, it is not always clear.
The piece may be too difficult or complicated to be performed.
There is nothing wrong with this grade. It just means there is still room to grow.

(ü-) Your piece does not align with the parameters of the assignment.
14-15 points There are numerous notation or formatting errors; if handwritten, it is very unclear.
The piece is much too difficult or complicated to be performed.
More attention should have been given to this composition.

(x) Your composition needs a lot of improvement; see Mr. Randall.

Under 14
points.
 QUIZZES AND FINAL EXAM

With rare exception, the high score for participation and compositions is an “A.” That means that the quizzes
and final exam are one area where you can study hard, do really well, and improve your grade even further.

There will be three quizzes throughout the course of the semester. Quizzes are intended to be only 20 minutes,
meaning that if you are allowed extra time, you may finish outside in the hallway during that class period.
Quiz dates are already published, and a review sheet will always be posted on the website at least one week
ahead of time.

Quiz 1: Thursday, March 7

Quiz 2: Thursday, April 11
Quiz 3: Thursday, May 23 (8-3)/Friday, May 24 (8-1)
Final Exam: June TBD; it will be given before the final exam week.

While quizzes are designed to ensure that you are keeping up with the material we are currently covering in
class, there will also be a cumulative final exam at the end of the semester. This exam will count the same as a
regular quiz, unless it helps your final grade, in which case it will count as double a regular quiz.

SEMESTER GRADE

Your grade for the semester will be based on the following:

Attendance and Participation 14 weeks @ 10 points 140 points (approximately; weekly grades
may not be given during shorter weeks)

Compositions 7 @ 20 points each 140 points (approximately; smaller homework

assignments may occasionally be posted)

Quizzes 3 @ 50 points each 150 points

Final Exam 50 or 100 points 50 or 100 points (final exam will count for two
quizzes if it helps your final grade; see below)

Consider the following scenarios:

Student 1 Student 2
Attendance and Participation 114/140 Attendance and Participation 130/140
Compositions 100/140 Compositions 130/140
Quizzes 110/150 Quizzes 138/150

` Current Score: 324/430 = 75% Current Score: 398/430 = 92%

Final Exam: 50/50 = 100% Final exam: 35/50 = 70%

Final Exam as 1 Quiz: 374/480 = 78% *Final Exam as 1 Quiz: 433/480 = 90%
*Final Exam as 2 Quizzes: 424/530 = 80% Final Exam as 2 Quizzes: 468/530 = 88%
 EXTRA CREDIT!

There are numerous opportunities to receive extra credit through bonus assignments and unit challenges.
Please read below for details.

BONUS ASSIGNMENTS
Each assignment is worth up to 5 points; you may complete any two, for a possible 10 points maximum.
Due Date for Bonus Assignments is Friday, May 31.

1. Name: Beautify the Music Room!

Description: The walls of Room 333 are pretty bleak. Put the skills you learned in art class to good use by
making a music themed poster to hang on the wall. Your poster should contain either something educational
(perhaps a famous musician with notable works) or something inspirational (perhaps an uplifting quote about
the power of music). Either way, it should be attention grabbing and aesthetically pleasing. Use a flat sheet of
poster board and take advantage of colors, construction paper, glue sticks, computer print outs, etc. Materials
not provided.
How to Turn In: Bring your completed board to class or turn it in to Mr. Randall in the music office (Room 205).

2. Name: Go to the Museum!

Description: Visit the Metropolitan Museum of Art and head to the Musical Instruments wing on the second
floor. Stroll through the gallery and find an instrument or collection that interests you. Document your trip by
taking a selfie of you in front of the instrument. Read the information on display and take some time to dig a
little deeper on your own. Write a brief summary describing what you chose, what you learned about it, and
most importantly, try to relate it to something you learned about in music class. Your summary should be at
least one-page, double spaced.
How to Turn In: Email your summary as a PDF or Google Doc and your selfie pic directly to Mr. Randall.

3. Name: Attend a Concert!

Description: Attend a live concert or musical performance by a professional, semi-professional, or otherwise
reputable organization. You may instinctively think Lincoln Center, Broadway, or Madison Square Garden, but
this is New York City—there are dozens and dozens of community music groups, ensembles affiliated with
churches, and performances of every variety here in the city, many of which are free of charge! Document your
attendance by saving the ticket stub or program and write brief summary describing the event. Put yourself in
the mindset of an art, music, and culture critic for the New York Times. Your summary should be at least one-
page, double spaced.
How to Turn In: Turn in your summary and documentation in person, or email your summary along with a
photo of your documentation to Mr. Randall.

UNIT CHALLENGES
Each challenge is worth up to 2 points; you may complete any five, for a possible 10 points maximum.
Unit Challenges must be completed in person during open studio time (Friday 4th and Activities) on the
announced days. As your teacher is also the high school choral director, it should come as no surprise that most
involve singing! *Note: You will more than likely be completing these with others present in the room.

Unit 1: Sightreading Fun

We will be learning and singing melodies using solfege throughout the semester. You will be asked to sight
sing a randomly generated Level 1 melody (in C Major; simple meter) using solfege.
When: February 9 and February 16

Unit 2: Epitaph Performance

One of the first pieces we will be learning about comes to us from Ancient Greece called the Epitaph of Seikilos.
You will be asked to sing the entire song a cappella and from memory. Don’t worry—it’s short!
When: March 1 and March 8
Unit 3: Solo Chant
Although she was born almost a thousand years ago, the music of Hildegard von Bingen is still performed to
this day. You will be asked to sing the first two lines of Alleluia, O Virga Mediatrix a cappella. Music allowed!
When: March 15 and March 22

Unit 4: Baseball Challenge

We will be working extensively with text and music and discussing how to find the most natural inflection.
This challenge is an example of what not to do—sing Take Me Out to The Ballgame one syllable displaced.
We’ll practice this in class as we celebrate the start of the season of our favorite national pastime.
When: April 5 and April 12

Unit 5: Tallis Round

This is one of two challenges that requires a friend! One of the hallmarks of Renaissance writing is the use of
imitation. You and a friend will be asked to sing the Thomas Tallis round on solfege as a 2-part round.
When: April 19, May 3, and May 10

Unit 6: Partner Up
Dance music became a popular genre during the Renaissance. You and a friend should choreograph simple
movement to an excerpt of Susato’s Three Dances and perform it along with the recording. Arrive with your
dance already choreographed and ready to perform. Does not have to be stylistically correct.
When: May 17 and May 24

Unit 7: Sightreading Showoff

We’ll end where we began. You will be asked to sight sing a randomly generated Level 3 melody (any major
key; simple meter) using solfege. Good luck!
When: May 31 and June 7

If you take advantage of every available opportunity, you could receive up to 20 points extra credit—think of
that as an entire composition or almost half of a quiz!
 8th Grade Music Schedule
This is the anticipated content we will cover.

Unit 1 – Materials of Music January 31-February 16

Textbook: Chapters 1-7: Pg. 9-38 (Materials of Music)
Music Theory Packet: The Piano Keyboard, Grand Staff and Note Names, Accidentals, The Major Scale
Composition 1: Pentatonic Phrase

Unit 2 – Music of Antiquity February 26-March 8

Textbook: PDF Packet (Music of Antiquity)
Music Theory Packet: Sharp Key Signatures & Flat Key Signatures
Composition 2: Mystery Melody

Quiz 1: Thursday, March 7

Unit 3 – Sacred Music in the Middle Ages March 11-22

Textbook: Prelude 2 and Chapter 12: Pg. 70-80 (Sacred Music in the Middle Ages)
Music Theory Packet: Minor Keys, Circle of Fifths, and Harmonic and Melodic Minor
Composition 3: Gregorian Chant

Unit 4 – Secular Music in the Middle Ages March 25-April 12

Textbook: Chapter 13: Pg. 82-88 (Secular Music in the Middle Ages)
Music Theory Packet: Modes
Composition 4: Troubadour Song
*End of Third Quarter on Friday, April 5
Quiz 2: Thursday, April 11

Unit 5 – Sacred Music in the Renaissance April 15-May 10

Textbook: Chapter 14: Pg. 89-95 (Renaissance Sacred Music)
Music Theory Packet: Diatonic Intervals
Composition 5: Two Part Counterpoint

Unit 6 – Secular Music in the Renaissance May 13-24

Reading: Textbook Pg. 96-103 (Renaissance Secular Music)
Music Theory Packet: Chromatic Intervals
Composition 6: Word Painting

Quiz 3: Thursday, May 23 (8-3)/Friday, May 24 (8-1)

Unit 7 – The Baroque Era May 28-June 13

Textbook: Prelude 3: Pg. 106-112 (The Baroque Spirit) and Chapter 19: Pg. 136-139 (The Baroque Concerto)
Music Theory Packet: Chord Progressions
Composition 7: Final Composition