MUS 115 - Aural Comprehension I

1. Notate, perform, and move named rhythmic patterns in simple and compound meter in common meter signatures, along with their augmentation and diminution.
2. Perform at sight and notate rhythms of up to eight measures in simple or compound meter with rhythm patterns that include subdivisions as the smallest note value.
3. Sing, identify, and transcribe major and all forms of minor scales using note names, solfège, and numbers in any key, while demonstrating the dichord sung (half step, whole step, augmented 2nd).
4. Sing and identify all simple intervals, melodically ascending.
5. Perform and notate mostly stepwise major or minor melodies of up to eight measures in simple or compound meter.
6. Sing and identify the suite of triads (major, minor, diminished, augmented).
7. Sing the standard cadence (I - IV6/4 - I - V6/5 - I) melodically, using scale degree numbers, letters, and solfège in keys up to 3 flats and sharps.
8. Identify the chords in a 6-8 chord major or minor progression that includes tonic, dominant, and subdominant triads. Transcribe the bass line.

• Beat, Division, Multiple in simple meter and in association in dissociation
• Simple meter half note pattern identification (Short short short short, Long short short, Short short long)
• Sing Major Scale using Dichords
• Interval Recognition: Dichords (m2, M2) and trichords (m3, M3)
• Exercises for distinguishing between Tonic and Dominant pitches

Week 2

• Simple meter half note patterns: (Long short, Short long)
• Conducting while moving and singing patterns
• Exercises for distinguishing between simple and compound meter
• Sing major scales on scale degree names, solfège, and note names ascending and descending
• Sing pentascale antecedent and consequent phrases
• Harmonic Dictation of I and V
• Open and Closed cadences

Week 3

• Rhythm Reading in simple meter using pattern names
• Rhythmic Dictation in simple meter using half note patterns
• Exercises identifying and moving in compound meter
• Sing and identify single scale degrees
• Interval Singing and Recognition: Tetrachords, Pentachords, Complete Scale (P4, P5, P8) F. Sing stepwise melodies with changes of direction in major keys
• Sing the suite of triads (Major, minor, diminished augmented)

Week 4

• Simple meter half note patterns (short-long-short, rest short short short)
• Simple meter rhythmic dictation exercises
• Sing melodies utilizing dichords and the tonic triad
• Melodic dictation of dichord melodies
• Exercises to identify chord quality
• Singing the standard cadence in major keys (I - IV6/4 - I - V6/5 - I)

Week 5

• Compound meter patterns (Beat, Division, multiple, Long short, Short long) in association and dissociation
• Sight-singing- major, conjunct, diatonic melodies using simple meters and level one rhythms
• Sing and identify two note tone rows
• Melodic dictation or dichord melodies with multiple changes of direction
• Exercises for identifying chord quality
• Chord function I.D.–I, IV, and V triads

Week 6

• Compound meter exercises with beat, division, multiple, and subdivisions in association and dissociation
• Minor scales on numbers and note names ascending and descending
• Melodic dictation of minor melodies
• Exercises to identify chord quality
• Singing the standard cadence in major keys (I - IV6/4 - I - V6/5 - I)

Week 7

• Rhythmic dictation exercises in compound meter
• Sing and identify minor scales
• Sing and identify three note tone rows
• Interval singing and recognition: Sing and identify diminished pentachord, hexachords, and heptachords, singing from So and Ti (Tritone, m6, M6, m7, M7)
• Improvise pentascale antecedent and consequent phrases in simple meter
• Chord function ID–I, ii, IV, and V triads
• Harmonic Dictation: Writing the bass line and roman numerals in a 6-chord progression

Week 8

• Exercises comparing notation of simple and compound meter
• Melodic dictation of dichord melodies melodies in simple and compound meter, major and minor keys
• Singing the standard cadence in minor keys (I - IV6/4 - I - V6/5 - I)
• Cadence Identification (Authentic, Plagal, Half in major and minor keys)
• Harmonic Dictation: Writing the bass line and roman numerals in a 6-chord progression

Week 9

• Exercises in simple meter using rhythm patterns in augmentation and diminution
• Rhythmic dictation in compound meter with beat, division, multiple, subdivision
• Melodic dictation exercises with tonic triad skips
• Improvise major and minor antecedent and consequent phrases in simple meter and compound meter
• Two-part Harmonic Dictation: Writing the bass line, soprano line, and roman numerals in a 6-chord progression

Week 10

• Simple meter rhythmic dictation exercises of greater length
• Compound meter exercises using selected dotted patterns
• Melodic dictation exercises with tonic triad skips

Week 11

• Rhythmic dictation exercises of greater length in simple and compound meter
• Melodic dictation exercises with tonic and dominant triad skips
• Improvise major and minor antecedent and consequent phrases in simple meter and compound meter

Week 12

• Rhythmic dictation exercises of greater length in simple and compound meter
• Melodic dictation exercises with tonic and dominant triad skips

Week 13: Review for final exams

Week 14: Final eurhythmics and solfège exams

Finals Week: Final Written Dictation Exam

Essential Abilities - Music

The Grand Rapids Community College Music Department faculty has specified essential abilities critical to the success of students in any GRCC Music Department program. Students must demonstrate these essential abilities and technical standards to succeed in their program of study. Qualified applicants are expected to meet all admission criteria and matriculating students are expected to meet all progression criteria, as well as these essential abilities and technical standards with or without reasonable accommodations.

1. Essential judgment skills to include:
   • Time management – Students are expected to schedule no less than two hours each day in applied music private practice. Additional hours of individual practice toward proficiency in piano, aural skills and theoretical concepts will require daily practice.
   • Respect for other music majors, faculty and staff – Students are expected to hold all members of the Music Department Community in the highest regard. Music majors are a unique cohort who must rely on the support and cooperation of all other members of the community.
   • Creative Problem Solving – Students are expected to resolve issues of practice room and lab scheduling, accompanist rehearsal schedule, additional sectional rehearsals and performances.

1. Essential physical/neurological functions to include: ability to use the senses of seeing, hearing, and touch to make correct judgments regarding performance. Behaviors that demonstrate essential neurological and physical functions include, but are not limited to observation, listening, understanding relationships, writing, and psychomotor abilities consistent with course and program expectations. Specifically this includes:
    
   • Keyboard competency.
   • Ability to hear the notes on the page
   • Hear, identify, and work conceptually with the elements of music such as rhythm, melody, harmony, structure, timbre, and texture
   • Ability to read (musical literacy) at sight with fluency demonstrating both general musicianship and, in the major performance area, a level of skill relevant to undergraduate standards appropriate for the particular concentration.
   • An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.

1. Essential communication skills to include: ability to communicate effectively with fellow students, and all members of the music department. Skills include verbal, written, and nonverbal abilities as well as information technology skills consistent with effective communication. Specifically this would include:
   • Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation and performance.
   • Knowledge and skills sufficient to work as a leader and in collaboration on matters of research and class presentation.

1. Essential emotional coping skills: ability to demonstrate the mental health necessary to safely and effectively engage in live musical performance. Specifically this would include:
   • Mental and emotional preparation for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
   • Mental and emotional stability to demonstrate an ability to perform at a level that is appropriate to performance class or department recital.

1. Essential intellectual/conceptual skills to include: ability to measure, analyze, synthesize, and evaluate competently in the study of music theory, music history and repertory. Specifically, students must demonstrate a basic knowledge of music history and repertories through the present time. Students must also demonstrate a rudimentary capacity to create original or derivative music. This may include but is not limited to:
   • An overview understanding of the repertory in their major performance area.
   • The creation of original compositions or improvisations and variations or improvisations on existing materials.
   • Imitation of musical styles, and manipulating common musical elements in non-traditional ways.
   • Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences
   • Ability to comprehend musical forms, processes, and structures. To use this knowledge and skill in compositional, performance, analytical, scholarly, andragogical and pedagogical applications.
   • The ability to place music in historical, cultural, and stylistic contexts.

1. Other essential behavioral attributes: ability to engage in group rehearsals and/or individual and small group practice without demonstrated behaviors of addiction to, abuse of, or dependence on alcohol or other drugs that may impair behavior or judgment. The student must demonstrate responsibility and accountability for actions as a student in the music department and as a developing professional in the music field consistent with accepted standards of practice.

Grand Rapids Community College strives to be more than ADA compliant. We strive to be accessible and welcoming to all students of all abilities. After reviewing the Essential Abilities/Technical Standards for this program; your responsibilities as a student entail determining if you can complete all associated coursework either:

1. With Accommodation. I am otherwise qualified to meet the same academic standards as any other student entering the program. However, based on a medically documented condition or diagnosis, I would qualify for reasonable accommodation under the Americans with Disabilities Act (1990). I will meet with Disability Support Services on campus to arrange those accommodations in an interactive process with the department of music.
    
2. Without Accommodation. I am able to complete the program without need for reasonable accommodation or modification. In the event my medical documentation reveals otherwise or a condition manifests that would necessitate an accommodation; it is my responsibility to inform a responsible authority figure within the department of music and work with Disability Support Services to see if a reasonable accommodation or modification can be made.

If you have a medically documented condition or diagnosis, please contact the (field of study) office, or contact Disability Support Services (DSS) at disability@grcc.edu or by phone at 616.234.4140 to arrange accommodations through our interactive process.