Music Theory 2

Course Proposal
Course Description:

In Music Theory 2, students will deepen their understanding of how melodies, harmonies, and
formal structures can be used to express ideas and emotions through music. Through
exploration of music from varied genres, students will listen, analyze, and compose as they
continue to develop practical musicianship skills. Music Theory 2 offers valuable preparation for
students considering music beyond high school, and it provides meaningful tools for anyone
interested in songwriting, composition, or informed performance.

Prerequisite: Music Theory 1 or consent of the instructor.

Rationale:

Interest in music theory at ARHS has grown steadily over the past decade. When I began
teaching here, enrollment typically ranged from 10–20 students per year; I now teach
approximately 30 students each year across two quarters, and music theory has become the
fourth most-requested course in the department (when factoring in alternate requests). Student
demand clearly exceeds what our single introductory course can provide, and those who
complete Music Theory 1 currently have no opportunity for continued study within our
curriculum. On several occasions, I have used my prep period to offer small-group instruction on
advanced concepts for students seeking more challenge, which serves as proof-of-concept of
the need for a second-level course.

A second course in the sequence would allow interested students to develop essential
musicianship skills at a deeper level. Music Theory 2 would engage students in listening,
analysis, singing, playing, and composition, helping them understand how music works, and the
origins of its emotional and expressive impact. This type of study strengthens critical thinking,
pattern recognition, creative decision-making, and overall musical literacy. These skills benefit
all students, whether or not they pursue music beyond high school.

For those who do intend to study music in college, a more comprehensive theory curriculum
would better prepare students for entrance exams, placement assessments, and the
expectations of collegiate music programs. Adding Music Theory 2 would support the school’s
commitment to college and career readiness, and it would provide an equitable pathway for
motivated students to pursue advanced coursework without needing external instruction.

(An example of a recent student

These course objectives are tied to standards created in 2014 by the National Association for
Music Education.

Creating

Students will:
●​ Generate melodic and harmonic ideas using diatonic harmony, characteristic chord
progressions, and contour principles.
●​ Develop short compositions or arrangements that demonstrate logical phrase structure,
expressive intent, and effective use of harmony.
●​ Refine original work by revising harmony, melody, or form based on peer and teacher
feedback.
●​ Apply theoretical concepts creatively by adapting progressions or melodic motives into
different styles or textures.

Performing

Students will:
●​ Sight-sing melodies using major and minor tonal patterns with increasing independence
and accuracy.
●​ Perform chord progressions and melodic examples on piano keyboards to demonstrate
understanding of functional harmony.
●​ Interpret written musical examples by explaining how theoretical elements influence
expressive performance choices.

Responding

Students will:
●​ Analyze chord progressions and phrase structures in repertoire from several genres,
using appropriate theoretical vocabulary.
●​ Identify and evaluate harmonic function, cadences, and formal elements in musical
excerpts through both written and aural means.
●​ Demonstrate improved aural discrimination by accurately completing melodic, rhythmic,
and harmonic dictation exercises.
●​ Evaluate the effectiveness of a composition or arrangement by discussing harmony,
form, and motivic development.

Connecting

Students will:
●​ Relate theoretical concepts to real-world musical contexts, including ensemble
repertoire, popular music, and personal musical interests.
●​ Explain how music theory supports artistic goals in composition, performance, and
interpretation.
●​ Connect historical or stylistic practices to contemporary music-making.
Units:

Unit 1 (Week 1): Fundamentals Review and Skills Check

Key Topics
●​ Quick review of intervals, major/minor scales, key signatures, and triads

Aural Skills
●​ Interval recognition
●​ Short melodic dictation
●​ Sight-singing introduction

Assessment
●​ Informal skills tune-up assignments on [Link]

Unit 2 (Weeks 2-4): Functional Harmony and Voice-Leading

Topics
●​ Roman numerals and functional harmony
●​ Cadences and phrase endings
●​ Analyzing chord progressions used in classical, jazz, and popular music
●​ Building chord progressions with a sense of tension and release
●​ Seventh chords and chord inversions
●​ Non-chord tones

Aural Skills
●​ Harmonic dictation of “four chord” songs
●​ Bass line dictation
●​ Two measure melodic dictation with more leaps; minor dictations

Creative Work
●​ Harmonize a melody to create different emotions
●​ Write an 8-measure melody and chord progression and revise it based on feedback

Unit 3 (Weeks 5-7): Melodies, Arranging, and Listening Like a Musician

Topics
●​ Melodic writing: crafting strong motives
●​ Harmonizing melodies in two-part and four-part vocal textures
●​ Arranging basics
●​ Introduction to modulation
●​ Form at the phrase level

Aural Skills
●​ Singing bass lines while hearing implied harmony
 ●​ Sight-singing with bigger leaps
●​ Compound meter melodic dictation
●​ Harmonic dictation of cadences

Creative Work
●​ Mini-arrangement for small ensemble or choir
●​ Rewrite a melody to improve contour and expressiveness

Unit 4 (Weeks 8-9): Form, Synthesis and Final Project

Topics
●​ Phrase structure, periods, and larger musical forms
●​ How harmony supports musical form
●​ Analyzing form and harmony in classical and popular excerpts

Aural Skills
●​ Four measure melodic dictation
●​ Harmonic dictation of full phrases

Final Project Options

Materials:

We would not require any additional materials for this course, beyond replacing hardware as it
ages or needs repair. We would primarily be using these materials:

●​ Logic Pro (for playing piano and composition)

We would benefit from increased funding lines for equipment funding lines, as the cost of some
software (such as [Link]) has nearly doubled since we first started using it.

While not necessary for the course to run, we would benefit from Barron’s AP Music Theory
workbooks–about $30 apiece, with new books needed for each class.
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