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Class Piano Course Syllabus

CHS Music Department

Contact Information: Parents may contact me by phone, email or visiting the

school.
Teacher: Mr. Luke Furniss
Email Address: luke.furniss@ccsd.us or luke.furniss@students.ccsd.us
Phone Number: (740) 702-2287 ext. 16312
Online: http://www.ccsd.us/1/Home
Teacher Contact Websites/Social Media:
 Google Classroom

CHS Vision Statement: Our vision is to be a caring learning center respected for its
comprehensive excellence.

CHS Mission Statement: Our mission is to prepare our students to serve their
communities and to commit to life-long learning

Course Description and Prerequisite(s) from Course Handbook:

Class Piano – 690 (semester)
State Course #120500
Prerequisite: None
Elective Grade: 9-12
Graded Conventionally Credit: 1
This course is for students who wish to learn to play piano in a group setting. Little
to no experience is required as the course starts with training in basic skills.
Students should be able to play simple melodies with a left hand chorded
accompaniment by the end of the first nine weeks of the course and continue their
studies with intermediate level music on the piano by the end of the second nine
weeks.

Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas
of every Unit taught during this course, and the Essential Questions to be answered
to better understand the Big Ideas. A student’s ability to grasp and answer the
Essential Questions will define whether or not he or she adequately learns and can
apply the skills found in Big Ideas. This will ultimately define whether or not a
student scores well on assessments given for this course. The Common Core
Standards can be found at http://www.corestandards.org/the-standards. (Teacher
Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential
questions per Big Idea. Each Unit will vary.)
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 1st or 3rd Quarter

o Unit I Title: Placement & Arrangement
 Big Idea #1: Piano students must know the placement of the body
in relation to the keyboard.
 Essential Question #1: Describe and demonstrate the proper
body posture of a musician when sitting at the piano?
 Essential Question #2: Explain and demonstrate the proper
hand position?
 Essential Question #3: Explain why finger numbers are used
to aid in smoother action at the keyboard?
 Big Idea #2: Musical notes, rests and symbols form a distinct
language that must be mastered.
 Essential Question #1: Describe how the musical alphabet
“fits” on the keyboard?
 Essential Question #2: Recognize and name the basic parts
of a musical staff, clefs, note, and rest values?
 Big Idea #3: The piano keyboard is set up in a logical and
theoretical manner.
 Essential Question #1: Identify the arrangement of a piano
keyboard using whole and half steps?
 Essential Question #2: Explain the concept of Pitch Class
and find them for each note on the piano keyboard?
o Unit II Title: Performance Guides
 Big Idea #1: Rhythm is the time element that must be mastered
for successful performances.
 Essential Question #1: What is the function of each of the
two numbers in a time signature?
 Essential Question #2: How do you count the correct meter
numbers while clapping or playing notes or rests?
 Essential Question #3: Explain the concept of steady beat
and why playing in tempo is important for a successful
performance?
 Big Idea #2: Dynamics mean the use of volume in music.
 Essential Question #1: Define the Italian terms and symbols
for changing volume?
 Essential Question #2: Define the Italian terms and symbols
used for changing tempo?
 Big Idea #3: Practice makes perfect – learning a systematic
practice procedure.
 Essential Question #1: Explain how the steps in sight-
reading a new piece of music.
 Essential Question #2: What is the procedure for correcting
a problem measure?
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 Essential Question #3: How does changing the touch on the

keyboard change the dynamic level?
o Unit III Title: Accidentals and Chordal Accompaniment
 Big Idea #1: Understanding key signatures and how they are built
aids a pianist in becoming a better music reader.
 Essential Question #1: Explain what are intervals are and
demonstrate finding them on the piano keyboard?
 Essential Question #2: What are flats, sharps and naturals?
 Essential Question #3: What is a Circle of Fifths is and how
does it relates to playing outside of a 5 finger piano
position?
 Big Idea #2: The “I” Chord and the use of the Tonic.
 Essential Question #1: What constitutes a triad or chord?
 Essential Question #2: What is a chord progression?
 Essential Question #3: What type of numbering system is
used to name scale degrees?
 Big Idea #3: The V chord and the use of the Dominant
 Essential Question #1: Name the chord symbols used to
identify the three primary chords in a major key?
 Essential Question #2: What scale degree names identify the
three primary chords?
 Essential Question #3: Explain how the major and minor
qualities are expressed in both chord symbols and scale
degrees?

 2nd or 4th Quarter

o Unit IV Title: Interpretation Markings
 Big Idea #1: Tempo can be expressed in either a numerical form
or through musical terminology.
 Essential Question #1: What is a metronome marking and
how do the numbers affect your tempo?
 Essential Question #2: How are tempo markings translated
into numerical form so that the metronome can be used?
 Big Idea #2: Dynamic and articulations terms to change the
volume during a piece should be learned and mastered.
 Essential Question #1: What are the Italian terms that
signify changes in volume?
 Essential Question #2: What is the difference between the
legato or staccato touch?
 Essential Question #3: What are the Italian articulation
markings in music?
 Big Idea #3: Navigation markings help a pianist play the measures
in the correct order.
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 Essential Question #1: What are the rules that define how
repeat signs are used?
 Essential Question #2: What is the difference between Da
Capo and Da Segno?
o Unit V Title: Subdivision of Rhythmic Figures
 Big Idea #1: Subdividing the beat adds new notes to the musical
vernacular.
 Essential Question #1: How do you count a rhythm with
subdivided notes and demonstrate a steady beat at the
same time?
 Essential Question #2: What is the concept of syncopation?
 Big Idea #2: Understanding the use of simple meter and time
signatures.
 Essential Question #1: What are the differences between
simple and compound meter?
 Essential Question #2: How do you write on paper the
rhythm counts in various time signatures?
 Essential Question #3: What is the difference between cut
and common time?
 Big Idea #3: The use of a dotted rhythm with half and quarter
notes.
 Essential Question #1: What is the formula for determining
the value of any dotted note?
 Essential Question #2: Demonstrate clapping and counting a
dotted rhythm?
o Unit VI Title: Popular Music and the Use of Chord Progressions
 Big Idea #1: Major and Minor are the two tonalities that are used
in beginning piano music.
 Essential Question #1: How do you determine if a chord is
major or minor?
 Essential Question #2: How do you build a major or minor
chord starting from any key on the piano keyboard?
 Essential Question #3: What is the intervallic relationships
that form major and minor chords?
 Big Idea #2: Chord progressions are an arrangement of chords
that build the accompaniment to a song.
 Essential Question #1: What is the concept of a chord
progression?
 Essential Question #2: How do you identify by ear the
quality of each chord in a major or minor key?
 Essential Question #3: Listen and identify the quality of each
chord in a composition?
 Big Idea #3: Progressions are built in a certain order which helps
the music have a beginning, middle and an ending.
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
Essential Question #1: What is the progression pattern for
major keys?
 Essential Question #2: What is the progression pattern for
minor keys?
 Essential Question #3: Compose a musical piece containing
a logical major chord progression and a melody?
 END OF COURSE EXAM

Course Material:
Google Chromebook
Textbook:
Piano Pronto Method Books
Supplemental Textbook(s):
Notebusters!
Rhythm Workshop

Electronic Resources:
 https://classroom.google.com
 https://www.noteflight.com/login
 http://www.musictheory.net/
 http://www.musictechteacher.com/
 http://www.teoria.com/
 https://www.pianopronto.com

Grading:
Unit Exams 50%
Assessments (Including: Quizzes, Essays, Labs, and Projects) 30%
Class work/Homework 20%
 End of Course Exam is 20% of a student’s final grade.

Grading Scale:
The grading scale for Chillicothe High School can be found in the student handbook
or online at http://www.ccsd.us/1/Content2/studenthandboook

Course Expectations:
Students are to come to class with their Chromebook and pencil. All music will be
assigned to them based upon their prior knowledge of music reading and ability to
read the songs assigned to them. Students should expect to work not only upon
their music theory assignments on the Chromebook but to put in a twenty minute
practice session on either the electronic piano lab or on an acoustic piano in a
practice room with specific goals to reach each day. Each week, students will meet
with Mr. Furniss to play their song packet individually for a performance grade.
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Late Work: Late work will be subject to the board adopted policy on assignments
that are turned in late (to be reviewed in class). Information can be viewed on-line
at http://www.ccsd.us/1/Content2/studenthandboook

CHS TENTATIVE Class Piano Course Schedule

This is an overview of what will be covered in this course at CHS for this school year.
Although, I would like to follow this plan verbatim this years’ tentative schedule is
subject to change (at the teachers’ discretion).
1st or 3rd 9 Weeks:
Week 1: Beginning of the Year Pre-Assessment Exam
Unit I Title: Placement & Arrangement
Week 1:
 Song Packet #1 (Individual Exam)
 Notebusters Packet #1
Week 2:
 Song Packet #2 (Individual Exam)
 Notebusters Packet #2
Week 3:
 Unit I Summative Assessment
Unit II Title: Performance Guides
Week 3:
 Song Packet #3 (Individual Exam)
 Rhythm Workshop Packet #1
Week 4:
 Song Packet #4 (Individual Exam)
 Rhythm Workshop Packet #2
Weeks 5-6:
 Unit II Summative Assessment
 Performance Project: Rock Around the Clock
Unit III Title: Accidentals and Chordal Accompaniment
Week 7:
 Song Packet #5 (Individual Exam)
 Circle of Fifths Packet
Weeks 7-8:
 Song Packet #6 (Individual Exam)
 Chordal Packet #1
Weeks 8-9:
 Unit III Summative Assessment
2nd or 4th 9 Weeks:
Unit IV Title: Interpretation Markings
Week 1: Performance Project: Heart & Soul
Week 1-2:
 Song Packet #7 (Individual Exam)
 Noteflight Project #1
Week 2-3:
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 Song Packet #8 (Individual Exam)

 Noteflight Project #2
Week 4
 Unit IV Summative Assessment
Unit V Title: Subdivision of Rhythmic Figures
Week 4:
 Song Packet #9 (Individual Exam)
 Rhythm Workshop #3
Week 5:
 Song Packet #10 (Individual Exam)
 Rhythm Workshop #4
Week 6:
 Unit V Summative Assessment
Unit VI Title: Popular Music and the Use of Chord Progressions
Week 7:
 Song Packet #11 (Individual Exam)
 Song Discussion: Lean On Me
Week 8:
 Song Discussion: Hallelujah
 Performance Project: Original Composition
Week 9:
 Unit VI Summative Assessment
END OF COURSE EXAM

Performance Based Section: Writing

Assignments/Exams/Presentations/Technology
One or more of the End of Unit Exams may be Performance Based. According to the
Ohio Department of Education, “Performance Based Assessments (PBA) provides
authentic ways for students to demonstrate and apply their understanding of the
content and skills within the standards. The performance based assessments will
provide formative and summative information to inform instructional decision-
making and help students move forward on their trajectory of learning.” Some
examples of Performance Based Assessments include but are not limited to
portfolios, experiments, group projects, demonstrations, essays, and presentations.
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CHS Class Piano Course Syllabus

After you have reviewed the preceding packet of information with your parent(s) or
guardian(s), please sign this sheet and return it to me so that I can verify you
understand what I expect out of each and every one of my students.

Student Name (please print): ______________________________________________

Student Signature: ______________________________________________________

Parent/Guardian Name (please print): _______________________________________

Parent/Guardian Signature: _______________________________________________

Date: ________________________________________________________________