Music Appreciation

Period 6 Room C15

Ms. Mallory Legman

Email: mlegman@branfordschools.org
Website: bhsid.weebly.com
BHS Mission Statement
The mission of Branford High School is to prepare students to be independent and collaborative
learners who are responsible, informed, and contributing members of society. In partnership with the
community, we strive to provide a learning environment that supports all students in embracing
diversity, acting with integrity, and achieving their personal and academic potential.
Instrumental Music Program Mission Statement
The mission of the Branford High School Instrumental Music Department is to stimulate an aesthetic
experience by immersing students in music and cultivating opportunities for them to create, perform,
respond, and connect. Music is a necessary part of a well-rounded education for every child. BHS music
courses promote students immediate and long-term musical development and prepare them for lifelong
musical engagement as contributing members of the community.
Course Description
Students will be immersed in a wide variety of musical topics and address how they exist in everyday
life. Students will leave this course with a basic musical vocabulary and knowledge of some of the great
musicians of past and present eras, from Baroque, to Classical, to Modern. They will be able to identify
and enjoy a wide range of musical styles and genres. A variety of materials will be used throughout the
course including recordings, DVDs, as well as possible live performances (based on availability). No
prior musical experience or skills are required.
Major course topics include instrument families, the evolution of music from ancient times to the
present, and using music terminology to discuss all types of music.
Device/Cell Phone Policy
Unless you have permission from the teacher to use these electronics for something specifically related
to the course, cell phones and other devices are not permitted in class. They should be set to silent and
put away.
Food & Drink
Water is the only beverage allowed. No food, gum, or other drinks are permitted. See Ms. Legman if you
need to eat a quick snack before class.
Assessment
Students will participate in a variety of individual and group assessments such as class discussions,
written responses, and oral presentations. Work will be graded on quality and completeness. The final
exam will consist of a project with essay and presentation components; students will choose a piece of
music from any genre and provide an in-depth explanation of the piece in writing and through an oral
presentation. See next page for the Final Project Rubric.
1 - Below Standard

2 - Developing

3 - Proficient

4 - Exc

Essay
Writing
Quality

Essay
Music
Terminology

PRE
Presentatio
n
Presentation
Skills

Presentatio
n
Listening
Excerpt(s)

Presentatio
n
Music
Terminology

Essay is poorly written and

includes many mechanical
errors in the areas of
grammar, punctuation,
capitalization, or spelling.
Essay is longer or shorter
than the required length.
Student explains few of the
musical elements of the
piece. Explanation may
lack musical terminology,
or student may use terms
incorrectly.

Essay is somewhat poorly

written and includes some
mechanical errors in the areas of
grammar, punctuation,
capitalization, or spelling. Essay
may longer or shorter than the
required length.
Student uses musical
terminology to explain some of
the following musical elements
of the piece: instrumentation,
form, mode, meter, tempo,
dynamics. Student uses some
terms correctly.

Essay is moderately well-written

and includes few or no
mechanical errors in the areas of
grammar, punctuation,
capitalization, or spelling. Essay
may be slightly longer or shorter
than the required length.
Student uses musical
terminology to explain the
instrumentation, form, mode,
meter, tempo, and dynamics of
the piece. Student uses all terms
correctly.

Essay i
include
the area
punctua
spelling
length.

Student demonstrations a
lack of preparation.
Presentation is disorganized
and lasts for longer or
shorter than the required
amount of time. Student is
difficult to hear or
understand and lacks eye
contact with audience.
Excerpts are not related to
the rest of the presentation.
Excerpts are too long or
short or missing from
presentation.

Student is somewhat prepared.

Presentation is organized
somewhat logically but may be
slightly longer or shorter than the
required amount of time. Student
may speak too quickly or make
minimal eye contact with
audience.

Student demonstrations
preparation. Presentation is
organized in a logical sequence
and lasts for the required amount
of time. Student projects voice
and speaks clearly, making eye
contact with audience.

Studen
excepti
Present
logical
require
project
making
audienc

Student plays an excerpt from the

piece to illustrate that is loosely
connected to the musical
elements being discussed.
Excerpt may be too long or short.

Student plays excerpts from the

piece to illustrate the musical
elements being discussed.
Excerpts are an appropriate
length and relate to the
presentation.

Student explains few of the

musical elements of the
piece. Terminology may be
used incorrectly.

Student uses musical

terminology to explain some of
the following musical elements
of the piece: instrumentation,
form, mode, meter, tempo,
dynamics. Student uses some
terms correctly.

Student uses musical

terminology to explain the
instrumentation, form, mode,
meter, tempo, and dynamics of
the piece. Terms are used
correctly.

In addi
from th
present
additio
include
related
arrange
persona
for our
Studen
termino
instrum
meter, t
other m
piece. T

Studen
termino
instrum
meter, t
other m
piece.
correct