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Time Frame: 6 Weeks (June July) Teacher:

Crisostomo D. Aguda Jr.

STANDARDS

Listen and analyze aural examples of varied repertoire of music representing diverse genres and cultures by describing the uses of allelements of music and its expressive devices

Listen, identify, and explain compositional devices and techniques used in musical works and make use of similar devices in their owncompositions

Listen and analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive

Compare and contrast ways in which music materials are used in varied musical forms, styles and period

Compare the characteristics of two or more arts within a particular historical period or style and cite some examples

TOPICSENDURING

UNDERSTANDINGESSENTIALQUESTIONS

CONTENT BENCHMARKPERFORMANCE TASK

ANDOTHER EVIDENCES

KNOWLEDGE SKILLS

At the end of the session, the studentsshould...

Transition

fromClassicalMusic toRomanticEra

Ludwig VanBeethoven

Music of the

EarlyRomanticPeriod

HistoricalBackground

Characteristics

Student willunderstand that:

music of theRomantic Period wastypified by a

personal expressionof emotion andimagination.

Romantic artistsapproached the artswith extremesubjectivity, vividlyexpressing their mostintimate thoughts andpersonal experiences.

Is emotionimportant inmusic?

know:

1. influence of Beethoven in thedevelopment ofRomantic Music

2. characteristicsof Romantic Arts andMusic

be able to:

1. correlates thedistinguishingcharacteristics ofrepresentative music

from Romanticperiod in relation tohistory and culture.

2. analyze anexample of musicfrom theRenaissance anddescribe how theelements are used.

3. draw/paint

PERFORMANCE

TASK: 1. During mid-session, the studentswill draw thecharacteristics ofRomantic art. Students

need to explain whytheir work can beconsidered as anexample of Romanticart.

PERFORMANCE

TASK: 2. At the end ofthe session, eachstudent will singWiegenlied byJohannes Brahms. FOR

SAINT PEDRO POVEDA COLLEGEHigh School Department

S.Y. 2013 2014

Music IV Western Music (Romantic to 20th Century Style Music)Topic Plan No. 1 Early Romantic Period


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of RomanticArts

Characteristicsof Early Romantic Music

3. styles of earlyRomantic composers

using the ideals ofRomantic Arts andMusic

4. sing accuratelyalone and/or withothers

representativeexamples of songsof the Romanticperiod

EVALUATION referto attached rubricfor individualsinging.

Integration (Values/Content/Activities)

VALUES

Excellence and Creativity singing song from different period/era

Integrity originality and citing the sources of all journal entries

Responsive Freedom all journal entries will be checked on the end of each trimester and students are given freedom to do alljournal activities anytime they want as long as theyre able to submit all requirements complete and on-time

SKILLS

Research understanding the importance of citing resource to avoid plagiarism and other related violations

Music Appreciation understanding and appreciating the difference of each music

Materials/References:

Books/Magazines/ Pamphlets:Burkholder, Peter, Donald Jay Grout, Claude Palisca.A History of Western Music. 8th edition. W.W. Norton & Company. 2010.Ferris, Jean. Music the art of Listening. 7th edition. McGraw Hill. 2008.Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988.Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008.Afable, Vanessa. Keyboard-playing Made Easy. Saint Pedro Poveda College. 2013

Audio and Video:Wiegenlied (Johannes Brahms)Pathetique Sonata no. 8 (Ludwig Van Beethoven)Beethoven, Liszt, Chopin, Schubert and Mendelssohns Music from 10 Greatest Composer CD

Remarks:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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Time Frame: 4 Weeks (August) Teacher:


STANDARDS

Read and write scales in various tonality and basic chord progressions in piano



Evaluate personal participation in music classes or performances

TOPICSENDURING

UNDERSTANDINGESSENTIALQUESTIONS

CONTENT BENCHMARKPERFORMANCE TASK

ANDOTHER EVIDENCES

KNOWLEDGE SKILLS

At the end of the session, the studentsshould...

Elements of

Music

Review onScales and KeySignatures

HarmonicIntervals

ChordConstruction

Students willunderstand that:

different chordprogressions areimportant tools inenhancing onescomposition.

musicianship isdeveloped throughdiscriminative

listening, singing and

What makesmusic a pleasureto listen to?

Why is itimportant tolisten actively tomusic?

know:

1. scales and keysignatures

2. differencebetween melodicand harmonicintervals

be able to:

1. analyze anexample of musicfrom theRenaissance anddescribe how theelements are used.

2. apply harmonicintervals inconstructingdifferent kinds of

PERFORMANCE

TASK: At the end ofthe session, studentswill take an individualtest on musicalanalysis. Each studentwill be given 5 minutesto finish the activitycard assigned to herwhich consists of thefollowing:

Key signature (1)

Harmonic Intervals

SAINT PEDRO POVEDA COLLEGE

High School DepartmentS.Y. 2011 2012

Music IV Western Music Literature (Romantic to 20th Century Style Music)Topic Plan No. 2 Scales, Key Signature, Intervals and Triads/Chords


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comprehensiveanalysis. 3. how to

construction triadsand chords

triads and chords

3. differentiatethe triads/chords bylistening andanalyzing

(3)

Harmonic Analysis(1)

Chord Construction(2)


VALUES

Excellence and individualism activities in class encounter are all in groups but performing the performance task should bedone individually

Integrity originality and citing the sources of all journal entries

Responsive Freedom all journal entries will be checked on the end of each trimester and students are given freedom to do alljournal activities anytime they want as long as theyre able to submit all requirements complete and on-time

SKILLS

Research understanding the importance of citing resource to avoid plagiarism and other related violations

Music Appreciation understanding and appreciating the difference of each music

ACTIVITIES:

Buwan ng Wika integration of Filipino and Music Area during Buwan ng Wika through activities such as Kundiman Singing, etc.


Books/Magazines/ Pamphlets:

Baker, Kenneth. The Complete Keyboard Player. Omnibus Press. 1997.Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988.Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007.Afable, Vanessa. Keyboard-playing Made Easy. Saint Pedro Poveda College. 2013

Activity Materials

Nikolai Rimsky-Korsakov http://www.classicsforkids.com/activitysheets/April2011.pdf

Remarks:

_____________________________________________________________________________________________________________________________________________
http://www.classicsforkids.com/activitysheets/April2011.pdfhttp://www.classicsforkids.com/activitysheets/April2011.pdf


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______________________________________________________________________________________________________________________________________________.

Time Frame: 4 Weeks (July September) Teacher:


STANDARDS


Listen, analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive

Compose a short melodies unaccompanied within the specific guideline in style, meter and tonality

TOPICSENDURING

UNDERSTANDING

ESSENTIALQUESTIONS

CONTENT BENCHMARK

LEARNING PLAN

PERFORMANCETASKAND

OTHEREVIDENCES

KNOWLEDGE SKILLS

At the end of the session,

the students should...

Late

RomanticComposers

RichardWagner

Peter IllyichTchaikovsky

Students willunderstandthat:

composingmusic is oneway ofshowingnationalism,

but to

What does itmean to benationalistic?

How can weshow

nationalism in

know:

1. composers ofthe lateRomanticPeriod

2. basic chordprogressions

to able to:

1. enumeratethedistinctivedifferencesbetweenEarly andLateRomantic

DAY 1DAY 1

Motivation

Review let studentsreview the composers ofEarly Romantic Period

Discussion & Lecture -

PowerPoint Presentation:

Style of late Romantic

PERFORMANCE

TASK: At the endof the session,students willsubmit the lyricsof their graduationsong with thetheme, Lord youare the Way, the

Truth and the


S.Y. 2012 2013

Music IV Western Music Literature (Romantic to 20th Century Style Music)Topic Plan No. 3 Nationalism and the Late Romantic Composers


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Russian Five MilyBalakirev,Cesar Cui,AlexanderBorodin,NikolaiRimsky-Korsakov &

ModestMussorgsky

JohannesBrahms

Other LateRomanticComposers EdvargGrieg, JeanSibelius,BedrichSmetana &Antonin

Dvorak

Keyboard

II

ChordProgression

SongWritingTools

Elements ofLyrics andMelody

reinforce thetrue meaningof nationalismin music,proper wordsshould beincorporated

on the lyrics.

Romanticartistsapproachedthe arts withextremesubjectivity,vividlyexpressingtheir mostintimate

thoughts andpersonalexperiences.

compositionfacilitates thecommunication of ideas and

emotions.

music? Is itpossible?

What is the

importance ofknowing/studying thecomposers ofdifferentmusic eras?

How cancompositionbe used tocommunicateemotions andideas?

3. elements ofsong-writing

Music

2. identifywhether amusic is inRomanticstyle or not

3. createdifferentharmonicprogressionsin a givenmelody

Music Nationalism as the main

theme in Late RomanticMusic

Composers of LateRomantic Music:

1. Richard Wagner

2. Peter IllychTchaikovsky

3. Johannes Brahms

4. Russian Five - MilyBalakirev, Cesar Cui,Alexander Borodin,Nikolai Rimsky-Korsakov & ModestMussorgsky

5. Other Late RomanticComposers - EdvargGrieg, Jean Sibelius,Bedrich Smetana &Antonin Dvorak

Click and Think Game

Students play a game byclicking the name of thecomposer on the board andexplaining in their ownwords the meaning of thequotation inside.

Valuing: How does history

affect music or vice-versa?

DAY 2DAY 2

Motivation

Quiz no. 2 on LateRomantic Composers

Group Activity

Two groups will be assignedin each of the followingactivities:1. How can you promote

Life, followingthe rubrics given.

OTHEREVIDENCES: Active class

participation

Quiz output

Group workoutput


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nationalism in Philippinemusic?

2. Create a poster thatshows nationalism inmusic

3. Create a poem (twostanzas with four lines

each) about nationalismin music

4. Create an acrostic onhow to promotenationalism in musicusing the last name ofany Romanticcomposers.

Answers to the above-mentioned activities shouldbe in Filipino as part of the

celebration of Buwan ngWika.

Rubrics will be given as thebasis for their presentation.

Group Presentation

Let the groups present theirfinished output.

Valuing: Why is

nationalism important?How can nationalism be

shown in music?

DAY 3DAY 3

Motivation

Review Give somecommon chordprogressions

Discussions & Lectures :

Triad/Chord

How to construct a chord

Groupperformance

Active classparticipation

Homeworkoutput


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Different chordprogressions i.econventional four chord

Elements of lyrics andmelody

Parts of a song Song structure

Homework :

Group Work divide theclass into 8 groups.Students write the lyrics forthe graduation song-writingwith the theme, Lord, Youare the Way, the Truth andthe Life.

Valuing: What are thevalues you have learned

today?

DAY 4DAY 4

Song-Writing Activity Finalize the lyrics of their

graduation song Compose the melody of the

chorus part of their song Present the lyrics in class Class evaluation and

critiquing based on thecharacteristics of a songwith good lyrics.

Valuing: How was yourexperience in writing thelyrics of a song?

Lyrics writing

Creative Output melodymaking


VALUES

Integrity writing an original song


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Excellence and Creativity music composition

SKILLS

Life Skills composition is not just an ordinary talent but it can may become your future career ACTIVITIES

Buwan ng Wika answering the given activities on nationalism for Day 2 using the Filipino language



Baker, Kenneth. The Complete Keyboard Player. Omnibus Press. 1997.Burkholder, Peter, Donald Jay Grout, Claude Palisca.A History of Western Music. 8th edition. W.W. Norton & Company. 2010.Ferris, Jean. Music the Art of Listening. 7th edition. McGraw Hill. 2008.Hoffer, Charles R. The Understanding of Music. 5th edition. Wadsworth Publishing Co. 1985.Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988.Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008.Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007.Willoughby, David. The World of Music. 4th edition. McGraw Hill. 1996.

Audio/Video:

Morning Mood from Peer Gynt (Edvard Grieg)Hungarian Dance no. 5 (Johannes Brahms)

Remarks:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________.


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Time Frame: 5 Weeks (October - December) Teacher:Crisostomo D. Aguda Jr.

STANDARDS



Perform in groups, blending vocal and instrumental timbres, responding to the cues of the conductor/teacher/student-leader

Compose songs within specific guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension,release and balance

Use specific criteria for informed, critical evaluations of the quality and effectiveness of performances, compositions and arrangements

Evaluate personal participation in music classes or performances

TOPICSENDURING

UNDERSTANDING

ESSENTIALQUESTIONS

CONTENT BENCHMARK

LEARNING PLAN

PERFORMANCETASKAND

OTHEREVIDENCES

KNOWLEDGE SKILLS

At the end of the session,the students should...

Song-writing

Review onthe parts of

a song andelements oflyrics andmelody

Analysis ofsongstructure

Appliedharmonyand seventhchord

Graduation


originalcompositionsare groundedby priortechnicalknowledge inmusic andpersonalexperiences.

composingcan helppeople work

together and

Why dopeople havedifferentinterpretations of differentmusicalpieces?

What aresome of theadvantages of

composing

know:

1. elements oflyrics andmelody

2. songstructureand form

3. advancedharmony

to able to:

1. write lyricswithdifferentparts

2. analyze lyricand melodicstructure ofmusicthroughsinging

3.applycorrectharmonic

DAY 1DAY 1

Motivation

Review students review

the parts of a song andelements of lyrics andmelody.


PowerPoint Presentation: song structure different kinds of song

structures and form

Song analysis

Students will l isten to

PERFORMANCE

TASK: 1.Students willsubmit thecheckedcomposition oftheir graduationsong with thetheme, Lord youare the Way, theTruth and theLife.

OTHER

EVIDENCES: Active class

participation


S.Y. 2012 2013

Music IV Western Music Literature (Romantic to 20th Century Style Music)Topic Plan No. 4 Song-writing Techniques


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song-writingcompetition

learn torespect andappreciate theworks ofothers.

differentchordprogressionsare importanttools inenhancingonescomposition.

musicianshipis developedthrough

discriminativelistening,singing andcomprehensive analysis.

music withother people?

What makes

music apleasure tolisten to?

Why is itimportant tolisten activelyto music?

progressionsin theircompositions

examples of songs, andanalyze them according to:

1. parts of a song2. form of a song

Quiz no. 1 on parts and

forms of a song

Homework Song analysis search for

one pop song composedbetween 1980 2000.Write the lyrics on a shortbond paper and include thefollowing information: title,composer, parts, form andstructure of the song andshort description of whatthe song is all about.

Valuing: Why is it important to know thedifferent forms of music?

DAY 2DAY 2

Motivation

Review students reviewthe song structure andforms

Discussion & Lecture -PowerPoint Presentation: Solar Harmony Nashville system and the

traditional chord system different kinds of advance

chord progressions

Group Activity

Let the group analyze thechord progressions of thedifferent examples of music

played and shown.

Song analysis

Quiz output

Homeworkoutput



Groupperformance


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Song-writing activity

Using the differentadvanced chordprogressions discussed inclass, analyze the chordprogressions used in their

graduation composition.

Valuing: How can chordprogressions affect themusicality of acomposition?

DAY 3DAY 3

Motivation

Quiz no. 2 on chords andNashville system


PowerPoint Presentation: Introduction to seventh

chords Functions and uses of

seventh chords Construction of different

seventh chords

Group Activity

After finalizing the harmonyof the graduationcompositions duringprevious encounter, let thegroups enhance the chordprogressions of their workusing the seventh chord.

Each group will present thenew chord progressions.

Homework :

Using the same song that

students have chosen


Quiz output


Group work

output

Homeworkoutput


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during their previoushomework, let themidentify the chordprogressions used using thetraditional chord systemand Nashville numbersystem.

Valuing: In life, is it

important for us toenhance things fromsimple to complex just likefrom simple triad tocomplete seventh chords?Why? Why not?

DAY 4DAY 4

Motivation

AVP Presentation letstudents watch an audio-visual presentation aboutgraduation song-writingcontest.

Song-writing competition

Each section of thegraduating class of 2012-2013 will present the finalcomposition after theirprogressive discussionabout song-writing.

With the theme, Lord, youare the Way, the Truth andthe Life, each section willcompete for the bestcomposition that will beused for their graduation.

The competition will bejudged by 3 respectedpeople in the field of musiceducation. They will beevaluated using the

Active class

participation

PERFORMANCETASK:2. At the end ofthe session,students willperform/presentthe class finalgraduationcomposition in acompetition

format followingthe rubrics given.


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following criteria (seeattached rubrics):

1. Originality andCreativity

2. Lyrical Organization3. Melody and Harmony4. Musicality and

InstrumentalArrangement5. Over-all Performance

Valuing: How was theexperience in composingand performing yourgraduation song?

Writtenevaluation

Self-evaluationof the

graduation song Group

evaluation onparticipation


VALUES

Integrity writing an original song composition

Excellence and Creativity graduation song music composition

SKILLS

Life Skills music analysis and composition is not just an ordinary talent but it can may become your future career

ACTIVITIES

ICT Subject integration the song-writing contest will be integrated to ICT subject in which each class is going to create a MUSICVIDEO of their graduation song.



Baker, Kenneth. The Complete Keyboard Player. Omnibus Press. 1997.Burkholder, Peter, Donald Jay Grout, Claude Palisca.A History of Western Music. 8th edition. W.W. Norton & Company. 2010.Ferris, Jean. Music the Art of Listening. 7th edition. McGraw Hill. 2008.Hoffer, Charles R. The Understanding of Music. 5th edition. Wadsworth Publishing Co. 1985.Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988.Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008.Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007.Willoughby, David. The World of Music. 4th edition. McGraw Hill. 1996.

Audio/Video:


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We are one (Allen Pote)We are the world (Michael Jackson)Someone like you and Rolling in the deep (Adele)Soundtracks from Glee (Glee Artists)Let it be (Beatles)

Remarks:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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Time Frame: 3 Weeks (January - February) Teacher:Crisostomo D. Aguda Jr.

STANDARDS


Listen, analyze & describe the uses of elements of music in a given work that make it unique, interesting, & expressive

Interpret a particular style of music through actions and interpretative movements

TOPICSENDURING

UNDERSTANDI

NG

ESSENTIALQUESTIONS

CONTENT BENCHMARK

LEARNING PLAN

PERFORMANCETASKAND

OTHEREVIDENCES

KNOWLEDGE SKILLS

At the end of the session,the students should...

ProgramandAbsoluteMusic

DifferencebetweenProgramandAbsolute

Music

Nationalistic Music

Characteristics

Composers


the aim ofprogrammusic isexpressionmore thanmere

description.

throughnationalism,music canglorify love forones nationalheritage.

What makesprogrammusic special?

Why is it

important toshow ournationalisticfeelings inmusic?

know:

1. programandabsolutemusic

2. characteristics of

nationalisticmusic

3. famouscomposersofNationalisticmusic

be able to:

1. differentiateprogramandabsolutemusic

2. interpret a

programmusic usingtheir skills inlisteningand analysis

3. analyzedifferentexamples ofNationalisticmusic

DAY 1DAY 1

Motivation

Reminders about theirgraduation song-writingcontest:1. Criteria2. Important dates3. Recording4. AVP Materials

Discussion & Lecture -PowerPoint Presentation: Program and Absolute

Music

Differentiating Program

and Absolute musicthrough song analysis Students will l isten to

examples of songs, and

PERFORMANCE

TASK: 1. Eachgroup will create ashort videopresentationshowing theirinterpretation toassigned programmusic through

acting (withoutlines/voice). To besubmitted beforethe 3rd TrimestralExamination.

OTHEREVIDENCES: Active class

participation Song analysis


S.Y. 2012 2013

Music IV Western Music Literature (Romantic to 20th Century Style Music)Topic Plan No. 5 Program, Absolute, and Nationalistic Music


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analyze them whether it isa program or absolutemusic

Performance Task each

group will select one programmusic and create a short act

on how they will interpret themusic. The students willsubmit their activity in a videoformat a week before the 3rd

trimestral examination.

Valuing: Is it necessary for

music to evoke specificemotions? Why is there a

program and absolutemusic?

DAY 2DAY 2

Motivation

Review differencebetween program andabsolute music


PowerPoint Presentation: Nationalistic music Characteristic of

nationalistic music

Group Activity

Six groups will be assignedto do the following activitiesfor next meeting:1. How can you promote

nationalism in Philippinemusic?

2. Create a poster thatshows nationalism inmusic

3. Create a poem (two

Performancetask/ groupperformance


Groupperformance


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stanzas with four lineseach) about nationalismin music

Valuing: Is it necessary for

a composer to applynationalism in music?

Aside from composingnationalistic song, how canyou show nationalismthrough music?

DAY 3DAY 3

Motivation

Quiz no. 1 on program andabsolute music andnationalistic music

Group Activitypresentation


PowerPoint Presentation: Composers of Nationalistic

music

Listening Activity

New World Symphony Antonin Dvorak

Finlandia Jean Sibelius Die Walkure RichardWagner

QUESTION what did youfeel while listening to themusic? How did thecomposer show theirnationalism in theircomposition?

Valuing: What is your ideal

music? What are your

Groupperformance



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grounds for an ideal music? Is it fair to say thata particular music is thebest among the rest?


VALUES

Love patronizing Filipino music Excellence and Creativity interpretation of music through acting

ACTIVITY

National Arts Month presentation of projects this school year



Baker, Kenneth. The Complete Keyboard Player. Omnibus Press. 1997.Burkholder, Peter, Donald Jay Grout, Claude Palisca.A History of Western Music. 8th edition. W.W. Norton & Company. 2010.

Ferris, Jean. Music the Art of Listening. 7th

edition. McGraw Hill. 2008.Hoffer, Charles R. The Understanding of Music. 5th edition. Wadsworth Publishing Co. 1985.Kamien, Roger. Music An Appreciation. 4th edition. McGraw Hill. 1988.Miller, Michael. The Complete Idiots Guide to Music History. Penguin Group. 2008.Schonbrun, Marc. The Everything Music Theory Book. Adams Media, F+W Publications Company. MA USA. 2007.Willoughby, David. The World of Music. 4th edition. McGraw Hill. 1996.

Audio/Video:

Die Moldau (Bedrich Smetana)Finlandia (Jean Sibelius)New World Symphony (Antonin Dvorak)

Die Walkure (Richard Wagver)Mayon Fantasie (Francisco Buencamino)

Remarks:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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