Music for Grade 10
1 Introduction to Music Theory
1-1 Basic Musical Notation
1-1 1 Staff and Clefs
1-1 2 Notes and Rests
1-1 3 Time Signatures
1-1 4 Key Signatures
1-2 Scales and Modes
1-2 1 Major Scales
1-2 2 Minor Scales
1-2 3 Modes
1-3 Intervals
1-3 1 Definition and Identification
1-3 2 Consonance and Dissonance
1-4 Chords and Harmony
1-4 1 Triads
1-4 2 Seventh Chords
1-4 3 Chord Progressions
2 Music History and Styles
2-1 Baroque Period
2-1 1 Characteristics
2-1 2 Key Composers
2-2 Classical Period
2-2 1 Characteristics
2-2 2 Key Composers
2-3 Romantic Period
2-3 1 Characteristics
2-3 2 Key Composers
2-4 20th Century and Contemporary Music
2-4 1 Characteristics
2-4 2 Key Composers
3 Instrumental Techniques
3-1 Strings
3-1 1 Violin
3-1 2 Viola
3-1 3 Cello
3-1 4 Double Bass
3-2 Woodwinds
3-2 1 Flute
3-2 2 Clarinet
3-2 3 Oboe
3-2 4 Bassoon
3-3 Brass
3-3 1 Trumpet
3-3 2 French Horn
3-3 3 Trombone
3-3 4 Tuba
3-4 Percussion
3-4 1 Drums
3-4 2 Xylophone
3-4 3 Timpani
3-4 4 Cymbals
3-5 Keyboard
3-5 1 Piano
3-5 2 Organ
3-5 3 Harpsichord
4 Vocal Techniques
4-1 Breathing and Posture
4-1 1 Proper Breathing Techniques
4-1 2 Correct Posture
4-2 Vocal Registers
4-2 1 Chest Voice
4-2 2 Head Voice
4-2 3 Mixed Voice
4-3 Diction and Articulation
4-3 1 Clear Pronunciation
4-3 2 Articulation Techniques
4-4 Repertoire and Performance
4-4 1 Selecting Appropriate Repertoire
4-4 2 Performance Techniques
5 Composition and Arranging
5-1 Basic Composition Techniques
5-1 1 Melody Writing
5-1 2 Harmony and Chord Progressions
5-1 3 Rhythmic Patterns
5-2 Arranging for Different Ensembles
5-2 1 Instrumentation
5-2 2 Balancing Parts
5-2 3 Transcription Techniques
5-3 Notation Software
5-3 1 Introduction to Notation Software
5-3 2 Creating Scores
5-3 3 Exporting and Printing Scores
6 Music Analysis and Interpretation
6-1 Analyzing Musical Forms
6-1 1 Binary Form
6-1 2 Ternary Form
6-1 3 Sonata Form
6-2 Interpreting Musical Scores
6-2 1 Dynamics and Articulation
6-2 2 Tempo and Rhythm
6-2 3 Expression and Mood
6-3 Comparative Analysis
6-3 1 Comparing Different Versions of a Piece
6-3 2 Analyzing Influences and Styles
7 Performance and Repertoire
7-1 Preparing for Performance
7-1 1 Rehearsal Techniques
7-1 2 Stage Presence
7-1 3 Managing Performance Anxiety
7-2 Repertoire Selection
7-2 1 Choosing Suitable Pieces
7-2 2 Developing a Repertoire List
7-3 Recording and Evaluating Performances
7-3 1 Recording Techniques
7-3 2 Self-Evaluation
7-3 3 Peer Feedback
8 Music Technology and Production
8-1 Introduction to Digital Audio Workstations (DAWs)
8-1 1 Basic Functions
8-1 2 Recording and Editing
8-2 Sound Synthesis and Sampling
8-2 1 Basic Synthesis Techniques
8-2 2 Sampling and Looping
8-3 Mixing and Mastering
8-3 1 Balance and Panning
8-3 2 Equalization and Compression
8-3 3 Mastering Techniques
9 Music in Context
9-1 Music in Film and Media
9-1 1 Scoring Techniques
9-1 2 Soundtracks and Background Music
9-2 Music in Dance and Theatre
9-2 1 Synchronization with Movement
9-2 2 Musical Theatre Repertoire
9-3 Music in Education
9-3 1 Teaching Methods
9-3 2 Curriculum Development
9-4 Music Therapy
9-4 1 Principles and Techniques
9-4 2 Applications in Therapy
10 Final Project and Assessment
10-1 Project Proposal
10-1 1 Selecting a Topic
10-1 2 Outlining the Project
10-2 Execution and Presentation
10-2 1 Completing the Project
10-2 2 Preparing for Presentation
10-3 Peer and Instructor Review
10-3 1 Peer Evaluation
10-3 2 Instructor Feedback
10-4 Final Assessment
10-4 1 Grading Criteria
10-4 2 Final Submission
7-2 Repertoire Selection Explained

Understanding 7-2 Repertoire Selection

Key Concepts Related to 7-2 Repertoire Selection

Repertoire selection involves choosing pieces that showcase the performer's skills and are appropriate for the intended audience and occasion. Factors to consider include the difficulty level of the piece, the performer's strengths, and the stylistic preferences of the audience.

Explanation of Each Concept

1. Difficulty Level

The difficulty level of a piece refers to the technical and musical challenges it presents. Selecting a piece that is too easy may not fully showcase the performer's abilities, while a piece that is too difficult may result in a subpar performance. It's important to choose a piece that stretches the performer's skills without overwhelming them.

2. Performer's Strengths

Repertoire selection should highlight the performer's strengths, whether they are technical proficiency, expressive capabilities, or a particular style of music. Choosing pieces that align with the performer's strengths ensures a more confident and compelling performance.

3. Audience and Occasion

The audience and the occasion play a significant role in repertoire selection. Different audiences have varying musical tastes and expectations. For example, a classical concert audience may prefer traditional pieces, while a modern audience might enjoy contemporary compositions. The occasion, whether it's a formal recital or a casual gathering, also dictates the appropriate style and length of the pieces.

Examples and Analogies

1. Difficulty Level

Think of the difficulty level as choosing the right level of a video game. Just as you wouldn't start with the hardest level if you're a beginner, you shouldn't choose a piece that is far beyond your current skill level. For example, a beginner pianist should start with simple pieces like "Twinkle, Twinkle, Little Star," while an advanced pianist might tackle more complex works like Beethoven's "Moonlight Sonata."

2. Performer's Strengths

Consider the performer's strengths as the ingredients in a recipe. Just as a chef uses their best ingredients to create a delicious dish, a performer should use their strongest skills to create a memorable performance. For instance, a vocalist with a powerful voice might choose a piece like "Nessun Dorma" by Puccini, while a pianist with exceptional technical skills might select a piece like Chopin's "Etude Op. 10, No. 3."

3. Audience and Occasion

Think of the audience and occasion as the context for a story. Just as a storyteller tailors their tale to the audience and setting, a performer should select pieces that resonate with the audience and fit the occasion. For example, a classical piece like Bach's "Air on the G String" might be perfect for a formal event, while a pop song like "Shape of You" by Ed Sheeran could be ideal for a casual party.

Practical Application

To practice repertoire selection, start by assessing your current skills and identifying your strengths. Next, consider the audience and the occasion for your performance. Browse through different pieces and select a few that match your skill level and align with your strengths. Finally, practice these pieces and refine your performance to ensure it meets the expectations of your audience and occasion. This practice will help you develop a diverse and appropriate repertoire for various performances.