Music for Grade 7
1 **Musicianship**
1-1 Sight-reading
1-2 Aural tests
1-3 General musicianship
2 **Performance**
2-1 Solo performance
2-1 1 One piece from List A
2-1 2 One piece from List B
2-1 3 One piece from List C
2-2 Ensemble performance
2-2 1 One piece from List A
2-2 2 One piece from List B
2-2 3 One piece from List C
3 **Theory of Music**
3-1 Harmony
3-1 1 Chord construction
3-1 2 Chord progressions
3-1 3 Cadences
3-2 Counterpoint
3-2 1 Two-part writing
3-2 2 Three-part writing
3-3 Form and Structure
3-3 1 Binary form
3-3 2 Ternary form
3-3 3 Rondo form
3-4 Analysis
3-4 1 Analyze a piece from List A
3-4 2 Analyze a piece from List B
3-4 3 Analyze a piece from List C
4 **History of Music**
4-1 Baroque Period
4-1 1 Key composers
4-1 2 Characteristics
4-1 3 Representative works
4-2 Classical Period
4-2 1 Key composers
4-2 2 Characteristics
4-2 3 Representative works
4-3 Romantic Period
4-3 1 Key composers
4-3 2 Characteristics
4-3 3 Representative works
4-4 Twentieth Century
4-4 1 Key composers
4-4 2 Characteristics
4-4 3 Representative works
5 **Composition**
5-1 Composition task
5-1 1 Compose a piece in a specified form
5-1 2 Compose a piece using given guidelines
5-2 Analysis of own composition
5-2 1 Discuss the form and structure
5-2 2 Discuss the use of harmony and melody
6 **Improvisation**
6-1 Improvisation task
6-1 1 Improvise a short piece in a given style
6-1 2 Improvise a piece using given chords
6-2 Analysis of improvisation
6-2 1 Discuss the use of scales and modes
6-2 2 Discuss the use of rhythm and dynamics
7 **Technology in Music**
7-1 Use of music technology
7-1 1 Recording techniques
7-1 2 Digital audio workstations (DAWs)
7-2 Music production
7-2 1 Mixing and mastering
7-2 2 Sound design
8 **Recital**
8-1 Preparation for recital
8-1 1 Repertoire selection
8-1 2 Practice and rehearsal techniques
8-2 Performance of recital
8-2 1 Solo performance
8-2 2 Ensemble performance
9 **Professional Development**
9-1 Career planning
9-1 1 Setting goals
9-1 2 Networking
9-2 Marketing oneself as a musician
9-2 1 Creating a portfolio
9-2 2 Social media presence
10 **Ethics in Music**
10-1 Copyright and intellectual property
10-1 1 Understanding copyright laws
10-1 2 Ethical use of music
10-2 Professional conduct
10-2 1 Respect for colleagues
10-2 2 Ethical behavior in performance
4-3-3 Representative Works Explained

4-3-3 Representative Works Explained

Key Concepts

  1. Representative Works
  2. Historical Context
  3. Musical Analysis
  4. Educational Value

Representative Works

Representative works are selected pieces of music that exemplify a particular style, period, or composer's oeuvre. These works are chosen for their pedagogical value, allowing students to understand and appreciate the broader musical context through specific examples.

Historical Context

Understanding the historical context of a representative work involves examining the time period, cultural influences, and the composer's life and times. This background information helps in appreciating the work's significance and how it reflects the era in which it was created.

Example: "Symphony No. 9" by Ludwig van Beethoven, composed during the Napoleonic Wars, reflects the political and social upheavals of the time, particularly in its final movement, which incorporates the "Ode to Joy."

Musical Analysis

Musical analysis involves breaking down the representative work to understand its structure, melody, harmony, rhythm, and dynamics. This process helps in identifying the composer's techniques and how they contribute to the overall musical narrative.

Example: In "Eine kleine Nachtmusik" by Wolfgang Amadeus Mozart, the analysis would focus on the sonata-allegro form, the use of major and minor keys, and the interplay between the string instruments to create a light, dance-like atmosphere.

Educational Value

The educational value of representative works lies in their ability to teach students about musical styles, historical periods, and compositional techniques. These works serve as models for understanding broader musical concepts and can inspire students to explore further.

Example: "The Four Seasons" by Antonio Vivaldi is an excellent educational tool for teaching about the Baroque period, the use of program music, and the development of musical themes through variation and contrast.

Examples and Analogies

Think of representative works as key landmarks in a city's history. Each landmark tells a story about the city's past, its culture, and its people. By visiting these landmarks, you gain a deeper understanding of the city's identity and significance.

Similarly, studying representative works allows students to explore the rich tapestry of musical history, understanding how different pieces reflect the times and cultures from which they emerged.