K-3 Music
This is a collaboration between parents and mentors in elementary music education. Discussion forum topics include ways to enhance and focus the natural inclinations of children toward music enjoyment. Developmentally appropriate musical games and songs are suggested to empower a child toward becoming a competent musician.
Musicamos offers K-12 students:
- a path toward college credit in by demonstrating competency on the Advanced Placement exam in Music Theory.
- a performance path to increase personal fulfillment and community pleasure.
- a life long appreciation of music by gaining a deep understanding of musical language.
- a variety of project based, collaborative, authentic assignments.
- parents may choose alternative assignments that emphasizes a biblical perspective.
- comprehensive courses designed and taught by a state endorsed k-12 music teacher.
Available courses
Music Appreciation
This general introduction to music surveys styles, instruments, and music history within a broad global context. Students make an instrument and use basic music theory terms to describe their composition.
Vocal Harmony
Students meet weekly via Zoom collectively and in sectionals to practice sight reading intervals and practicing proper singing techniques. Students select a solo to perform publicly at mid-semester and at semester end. Students compose a song that highlights their vocal range and demonstrates understanding of the underlying music theory.
Acapella Choir
Open to students who have completed Vocal Harmony or by audition. Students meet collectively once per week via Zoom to demonstrate their progress to the group. Students commit to daily study of vocal parts using sheet music. Acapella repertoire includes Jazz, Barbershop, Gospel, Blues, and Classical selections in languages other than English. Students upload their recorded vocal to be mixed into the choir.
Beginning Band
Students starting out on any band instrument are welcome to join. Students are provided individualized support during a 30 minute lesson at least once every two weeks via Zoom. Weekly tasks include watching instructional videos focused on student's band instrument, and uploading a practice log.
Pop (popular) Band
This band plays contemporary music. Student record their part(s) and upload it for mixing with the other tracks. Students upload weekly practice data and are held accountable for their progress. Resulting "concert" published for public enjoyment. Completion of Beginning Band or audition required to show proficiency on instrument(s).
Song Composition
Student's compose lyric based songs individually, and also a collaborative ballad. The language of music is used to enhance the message of the song. Students use notation software to demonstrate proficiency in prose and musical devices. Selected compositions will be recorded by Choir and/or Band members. Prerequisite: Music Appreciation or equivalent.
Music Production
Students experience how a musical idea goes from recording to mixing to mastering to distribution. Students will use their musical instrument and voice to record tracks into Audacity (free). Students learn about MIDI controllers, sequencers, and digital performance enhancers. Competent students are allowed to mix tracks from the Choir and Band classes. Suggested Prerequisite: Song Composition
History of Religious Music
Focusing mainly on the Judeo-Christian tradition, this course traces music history from the Jewish Torah up through contemporary Christian worship. The focus is on how lyrics arise from historical events (such as in the Psalms) and how the message is enhanced by harmonic progressions and rhythms. Music enhanced memory during the low-literate Middle Ages. Analysis of musical styles includes instrumental pieces (composed "Soli Deo Gloria" ~JS Bach), spirituals, gospel, and others with Bible based lyrics. Course content touches on the function of music in other cultures such as Sufi dance, Hindu chant, and Mongolian throat singing.
Focusing mainly on the Judeo-Christian tradition, this course traces music history from the Jewish Torah up through contemporary Christian worship. The focus is on how lyrics arise from historical events (such as in the Psalms) and how the message is enhanced by harmonic progressions and rhythms. Music enhanced memory during the low-literate Middle Ages. Analysis of musical styles includes instrumental pieces (composed "Soli Deo Gloria" ~JS Bach), spirituals, gospel, and others with Bible based lyrics. Course content touches on the function of music in other cultures such as Sufi dance, Hindu chant, and Mongolian throat singing.
Instrument Physics
Students design and construct woodwind, reed, string, and percussion instruments based on the physics of music. E.g., course content: physics.info/music/
Student's final presented project documents student's process and understanding of physics as related to their musical instruments demonstrated. Recommended prerequisite: Algebra I
AP Music Theory
Scope and sequenced as a first year college course in Music Theory, this year long course follows the College Board recommended syllabus towards increasing the likelihood of success on the AP Music Theory exam in May. ( apcentral.collegeboard.org/pdf/ap-music-theory-course-and-exam-description.pdf )
Required Prerequisite: Song Composition or equivalent demonstration of proficiency. Suggested Prerequisite: Instrument Physics
Música Latinoamericana
(This course is taught in Spanish. It is open to Spanish speakers at or above an intermediate level.)
"La música de América Latina comprende géneros autóctonos de la región como el bolero, la salsa, la bossa nova, la música tropical, el merengue, o la bachata, entre otros, y también los géneros que derivan de estilos más internacionales como el reggaeton, rock y jazz latino."
https://es.wikipedia.org/wiki/M%C3%BAsica_de_Am%C3%A9rica_Latina