Guitar SYLLABUS / 2011 EDITION Contents About Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Register for an Assessment Why Choose the Music Development Program? . . . . . 4 Assessment Sessions and Registration Deadlines . . . 71 Getting Stared in the Music Development Program . . 5 Online Registration . . . . . . . . . . . . . . . . . . . . . . . . . 71 Recognition of Achievement . . . . . . . . . . . . . . . . . . . . 6 Repertoire List Format . . . . . . . . . . . . . . . . . . . . . . . . 7 Assessment Regulations Assessment Procedures . . . . . . . . . . . . . . . . . . . . . . .72 Quick Reference: Credits and Refunds for Missed Assessments . . . . . . 72 Students with Special Needs . . . . . . . . . . . . . . . . . . 73 Assessment Requirements Assessment Results . . . . . . . . . . . . . . . . . . . . . . . . . 73 The Music Development Program Overview . . . . . . . 8 Table of Marks . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Academic Assessments . . . . . . . . . . . . . . . . . . . . . . . . 8 Supplemental Assessments . . . . . . . . . . . . . . . . . . . . 75 Musicianship Assessments . . . . . . . . . . . . . . . . . . . . 75 Level-by-Level Requirements Performance Assessment Certifi cates . . . . . . . . . . . . 75 Technical Requirements . . . . . . . . . . . . . . . . . . . . . . 10 School Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Preparatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Certifi cates of Excellence . . . . . . . . . . . . . . . . . . . . . 76 Level 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Assessment Repertoire . . . . . . . . . . . . . . . . . . . . . . . 76 Level 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Substitutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Level 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Level 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Thematic Catalogs . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Level 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Level 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Resources Level 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 General Resources . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Level 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 General Reference Works . . . . . . . . . . . . . . . . . . . . . 82 Level 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Guitar Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Level 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Associate Diploma in Guitar Performance . . . . . . . . 63 Frequently Asked Questions Teacher’s Associate Diploma in Guitar . . . . . . . . . . 67 Performance Assessments . . . . . . . . . . . . . . . . . . . . 84 Academic Co-requisites . . . . . . . . . . . . . . . . . . . . . . 84 Performance Assessment Day Checklist for Students Before You Leave Home . . . . . . . . . . . . . . . . . . . . . . 85 Points to Remember . . . . . . . . . . . . . . . . . . . . . . . . . 85 What to Expect From a Guitar Assessment . . . . . . . 85 3 About Us Inspire the desire to aspire. Music has the power to change lives, build strong communities, and enrich societies. Ultimately, people turn to music to form a deep connection with others and to satisfy their abiding need for meaning. The Royal Conservatory Music Development Program provides a recognized national standard of success in music study through an eff ectively sequenced course from beginner to advanced levels. The program inspires excellence through individual student assessments and allows students to track their progress with others across the country. All students in the United States deserve the opportunity to celebrate their musical achievements nationally. Join the growing community of teachers, students, and families who are discovering the benefi ts of the Music Development Program as it enriches their lives! The Music Development Program off ers a fl exible program with comprehensive assessments that include: • Preparatory Levels • Levels 1–10 • Associate diplomas in performance and pedagogy • Licentiate diploma in performance for piano Student Certifi cates are awarded for the successful completion of each level. Certifi cates of Excellence are also awarded for outstanding achievement. The Music Development Program provides comprehensive publications and tools for music and arts educators and their students, including detailed syllabi, repertoire lists, and innovative teaching resources. These resources, published by Frederick Harris Music, support teachers and students in the study of piano, fl ute, guitar, violin, and voice, as well as the academic subjects of theory, harmony, analysis, history, and pedagogy. In addition, Frederick Harris Music publishes related resources for musicianship including aural skills, sight reading, and technique. With more than 100 years of experience in the industry, their publications are of the highest quality. Frederick Harris Music’s award-winning materials such as Celebration Series Perspectives® have earned a reputation as an internationally proven standard of excellence. Find out more at www.MusicDevelopmentProgram.org. About Us 4 Why Choose the Music Development Program? A Comprehensive Program of Musical Development The Music Development Program encompasses four main areas: Repertoire (cid:129) Each level includes a broad selection of pieces representing a variety of styles and periods. (cid:129) Repertoire selections are leveled progressively by diffi culty. (cid:129) Periodic reviews of the repertoire keep the selections fresh and innovative. (cid:129) Teachers and students can add favorite pieces through the Student’s Choice selections. Technique (cid:129) Each level of technique is designed to support the demands of the repertoire for that level. (cid:129) Technique includes scales, chords, arpeggios, patterns, and etudes. Musicianship (cid:129) A thoughtful and consistent approach to the development of reading and aural skills. (cid:129) Musicianship skills are developed in conjunction with repertoire goals and requirements. (cid:129) Musicianship skills give students a solid foundation for independent creative musical explorations. Musical Literacy (cid:129) The Music Development Program’s academic subjects support students in acquiring the theoretical and historical knowledge necessary for music literacy. (cid:129) Academic levels are tied to performance levels, reinforcing concepts encountered in repertoire, technique, and musicianship studies. (cid:129) At-the-keyboard assessments of keyboard harmony and musicianship present students with an opportunity to develop skills in improvisation and composition. Why Choose the Music Development Program? 5 Getting Started in the Music Development Program How Do I Submit Students For Assessment? Online Assessment Registration You can submit students for assessment by registering at www.MusicDevelopmentProgram.org. Online Assessment Results Students and teachers can access assessment results online within six weeks of the assessment at www.MusicDevelopmentProgram.org. Entering the Music Development Program How Do I Know What Level is Appropriate For My Student? Students can enter the Music Development Program at any level. They can move from level to level at their own pace. Students and teachers should consult the syllabus guide to determine the appropriate level. (cid:129) Many students and teachers start with the repertoire selections. The wide range of selections in the Music Development Program repertoire lists makes it easy to match each student to a level. (cid:129) Review the scale, chord, and arpeggio patterns required at that level, noticing keys, tempos, and formats. You may fi nd that your student is ahead in some areas, but requires further development in others. Consider those elements that are already fi rmly in your student’s grasp and decide which ones need additional review. (cid:129) Finally, look at the musicianship requirements. What if My Student’s Repertoire Level is Higher Than Their Technical and Musicianship Levels? (cid:129) If your student’s abilities in the areas of technique, aural skills, or reading skills are behind his or her current repertoire level, we generally advise that you opt for a lower level. (cid:129) At each level there is a range of challenge in the repertoire lists. Your student has the option of substituting a piece from the next higher level for one assessment selection. (cid:129) Planning your students’ progress in this way allows them to focus on the higher levels of music making, the fi nesse of their performance, and the pleasure of accomplishment. (cid:129) Your students will enjoy a high level of performance success while also securing necessary musicianship skills that will provide them with a stronger foundation. Who Will Assess My Students? (cid:129) The Music Development Program is adjudicated by a professional body of distinguished teachers and performers from across North America, each of whom is a specialist in one or more areas represented in the program. (cid:129) Adjudicators undergo a competitive admissions process and must meet a minimum qualifying standard before being accepted as apprentice adjudicators. (cid:129) Apprentices complete an intensive series of lectures, demonstrations, and a practicum, coupled with a full year of observation in the fi eld before promotion to full adjudicator. (cid:129) All adjudicators engage in yearly professional development and are subject to annual performance reviews. Getting Started in the Music Development Program 6 Recognition of Achievement The Assessment Experience The Music Development Program includes two different types of assessments: performance and academic. Both create an opportunity to recognize achievement and receive meaningful feedback. Performance Assessments • are a comprehensive evaluation of a student’s current abilities on a chosen instrument, including voice • are designed to be a warm and welcoming experience, one-on-one with a professional, program-certifi ed adjudicator • include a report from the adjudicator providing a breakdown of the numerical grade and constructive written comments • are held twice a year, with all scheduling and location arrangements made by the Music Development Program What Can My Student Expect in a Performance Assessment? Performance Assessments evaluate the following areas of your student’s musical development: • performance of three to fi ve pieces of repertoire depending on level • performance of one or two etudes that focus on an aspect of performance skill appropriate for the level • performance of technical skills such as scales, chords, and arpeggios, which progress in diffi culty from level to level in a manner consistent with the technical demands of the repertoire. An assessment includes a representative sampling from the published list of requirements. • an evaluation of musicianship skills, appropriate for the level, through aural identifi cation of intervals, chord qualities, cadences, and ear-to-hand playbacks of rhythms and melodies. A demonstration of rhythmic reading and sight playing ability further supports music literacy. Academic Assessments • Students complete a written assessment of their academic and/or historical knowledge in a classroom setting. • Academic assessments are held twice a year, with all scheduling and location arrangements made by the Music Development Program. Certifi cates of Achievement Certifi cates of Achievement are awarded to all students upon successful completion of any assessment. The Comprehensive Achievement Certifi cate is awarded to students who have completed both the performance and academic assessments for a specifi c level, beginning in Level 5. No application is necessary for the Comprehensive Achievement Certifi cate. Certifi cates of Excellence These certifi cates are awarded to students who earn the highest marks for their performance assessment level. No application is necessary. Recognition of Achievement 7 Repertoire List Format Preparatory to Associate Diploma Repertoire Lists composer source publisher Gerrits, Paul ● Prelude (no. 18 in Music for Solo Guitar, 1 DOM) selection title volume, book, or set number Giuliani, Mauro 12 Divertimenti, op. 37 title of complete work  ● Divertimento No. 3 part of complete work Coste, Napoléon  Berceuse et trio in Bridges™: A Comprehensive Guitar Series: Guitar Repertoire and Studies 7 Bach, Johann Sebastian Suite for Lute, BWV 996 Allemande part of complete work in Bridges™: A Comprehensive Guitar Series: Guitar Repertoire and Studies 8 For selections where no publisher is given, students should use any standard edition. Repertoire List Format 8 Quick Reference: Assessment Requirements Assessment Program Overview A progressive assessment program for every student Internationally recognized certifi cates and diplomas are awarded for successful completion of each performance assessment. Comprehensive certifi cates are awarded upon completion of each level and its co-requisites. Students may enter the Music Development Program at any level from Preparatory to Level 10. The following table summarizes the assessments required for each guitar certifi cate. Certifi cates Assessments Required Preparatory Guitar Preparatory Guitar Level 1 Guitar Level 1 Guitar Level 2 Guitar Level 2 Guitar Level 3 Guitar Level 3 Guitar Level 4 Guitar Level 4 Guitar Level 5 Guitar Level 5 Guitar; Basic Rudiments Level 6 Guitar Level 6 Guitar; Intermediate Rudiments Level 7 Guitar Level 7 Guitar; Advanced Rudiments Level 8 Guitar Level 8 Guitar; Advanced Rudiments Level 9 Guitar Level 9 Guitar; Advanced Rudiments; Basic Harmony or Basic Keyboard Harmony; History 1: An Overview Level 10 Guitar Level 10 Guitar; Advanced Rudiments; Intermediate Harmony or Intermediate Keyboard Harmony; History 1: An Overview; History 2: Middle Ages to Classical Diplomas Assessments Required Associate Diploma in Guitar Associate Diploma in Guitar Performance, Advanced Rudiments, Performance History 1: An Overview, History 2: Middle Ages to Classical, History 3: 19th Century to Present; any two of: Advanced Harmony/Advanced Keyboard Harmony, or Counterpoint, or Analysis; Level 6 Piano Teacher’s Associate Diploma Teacher’s Associate Diploma in Guitar (Parts 1, 2, and 3), in Guitar Advanced Rudiments, History 1: An Overview, History 2: Middle Ages to Classical, History 3: 19th Century to Present; any two of: Advanced Harmony/Advanced Keyboard Harmony, or Counterpoint, or Analysis; Level 8 Piano Academic Assessments Essential Tools for Musical Development (cid:129) Students are encouraged to begin academic studies as early as possible. (cid:129) Beginning in Level 5, students must complete the required academic assessments in order to receive Performance Assessment Certifi cates. See the current Theory Syllabus for detailed academic assessment requirements. Quick Reference: Assessment Requirements 9 Overview of Academic Subjects The following table lists all of the written academic assessments in music theory (including Rudiments, Harmony and Counterpoint, Analysis, and History) in the Music Development Program with brief details including the length of the assessment and a summary of the content. Subject Academic Assessment Title Preparatory Rudiments (1 hour) – Building blocks of music notation Basic Rudiments (1 hour) – Elements of music for the beginner Rudiments Intermediate Rudiments (2 hours) – Continuation of basic rudiments Advanced Rudiments (2 hours) – Continuation of intermediate rudiments and preparation for harmony Introductory Harmony (2 hours) – Chord symbols; non-chord tones; elementary four-part and melodic writing Basic Harmony (3 hours) – Four-part writing; melodic composition; harmonic and structural analysis in major and minor keys or Basic Keyboard Harmony (20 minutes) – Melodic improvisation; keyboard-style harmonization; accompaniment; melodic transposition; harmonic and structural analysis Intermediate Harmony (3 hours) – Four-part writing and melodic composition in major and minor keys; modulation; harmonic and structural analysis of musical forms Harmony and or Counterpoint Intermediate Keyboard Harmony (25 minutes) – Melodic improvisation; keyboard-style harmonization; modulation; accompaniment; melodic transposition; harmonic analysis; C-clef reading Counterpoint (3 hours) – Composition and analysis of simple counterpoint in Baroque style Advanced Harmony (3 hours) – Advanced harmonic and contrapuntal techniques or Advanced Keyboard Harmony (30 minutes) – Melodic improvisation; keyboard-style harmonization; fi gured bass; accompaniment; melodic and orchestral transposition; score reading Analysis (3 hours) Analysis – Advanced harmonic and structural analysis of musical forms History 1: An Overview (3 hours) – Introduction to styles, composers, and music from 1600 to the present History 2: Middle Ages to Classical (3 hours) History – Styles, composers, and music of the Medieval, Renaissance, Baroque, Rococo, and Classical eras History 3: 19th Century to Present (3 hours) – Styles, composers, and music of the Romantic era to the present Preparing for an Academic Assessment (cid:129) Academic assessments test music theory and knowledge of music history in a formal written setting. (cid:129) Each assessment requires preparation with a qualifi ed teacher. (cid:129) Offi cial Assessment Papers, available at music retailers, are published annually by Frederick Harris Music to aid with assessment preparation. Quick Reference: Assessment Requirements 10 Level-by-Level Requirements Technical Requirements Etudes Etudes need not be memorized, and no extra marks will be awarded for memory. For complete details on assessment requirements for etudes, please consult the listings for each level. A selection of etudes for Preparatory to Level 8 is published in Bridges™: A Comprehensive Guitar Series, Repertoire and Etudes (nine volumes) FHM. Technical Tests For complete information regarding technical tests, please refer to the charts for each level. Complete technical tests are published in Bridges™: A Comprehensive Guitar Series, Guitar Technique FHM. General Instructions (cid:129) All scales and arpeggios are to be played from memory, ascending and descending. (cid:129) Students must follow the fingering given in Bridges™: A Comprehensive Guitar Series, Guitar Technique FHM. (cid:129) Students should strive for a legato sound, evenness of tempo and volume, and quality of tone. (cid:129) Students should be prepared to play all technical tests at or beyond the minimum metronome markings given in the charts for each level. Please note that in Levels 6 to Associate Diploma, students who use a cutaway guitar will have two marks deducted from the Technical Tests section of the assessment. Scale Pattern Examples Slur Scales Single slurs Compound triplet slurs Tremolando Scales Scales in 3rds In sixteenth notes In solid form In triplet eighth notes Scales in 6ths In solid form Technical Requirements