| Module Title |
Solfege & Music Theory |
| Module Code |
MPA1009 (ITS: MC111) |
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Faculty |
Theology, Philosophy & Music |
School |
Humanities & Social Sciences |
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NFQ level |
8 |
Credit Rating |
5 |
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Description
This module consists of two complementary and closely aligned areas: Solfège and Music Theory. The Solfège section of the module facilitates an experiential and pedagogy-focused exploration of fundamental musical concepts following the Kodály principles of music learning. The Music Theory section of the module equips students with a sound theoretical knowledge of core musical elements. The module aims to establish a firm understanding of tonal relationships in music, and to enhance students’ analytical and critical abilities in engaging with music aurally, through notation, and via performance.
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Learning Outcomes
1. Sing, analyse, understand and notate music using relative solfa.
2. Demonstrate the skills of singing and playing polyphonic material including rounds/canons, and show a keen sense of vocal tuning and balance in both individual and group music-making.
3. Draw on both a practical and theoretical understanding of musical elements including scales, intervals, key signatures, time signatures, rhythmic and melodic notation, triads and inversions, and harmonic functions, as well as a range of musical terms and articulations, and principles of transposition.
4. Understand and apply the Kodály concept of teaching and learning the elements of music through singing and practical engagement, in a step-by-step manner from appropriate real-music examples.
5. Draw on and adapt the foundational skills and concepts learned in the module for use in teaching as well as in the other music modules of the programme and/or in further study.
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| Workload | Full time hours per semester | | Type | Hours | Description |
|---|
| Lecture | 22 | Lectures in Music Theory and in Solfege | | Independent Study | 103 | Practice of individual solfege tasks: polyphonic skills development tasks, sight-singing practice, and other skill-building exercises as assigned, Research and practice in elements of Music Theory using text-based and online resources. |
| Total Workload: 125 |
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| Section Breakdown | | CRN | 11132 | Part of Term | Semester 1 | | Coursework | 0% | Examination Weight | 0% | | Grade Scale | 40PASS | Pass Both Elements | Y | | Resit Category | RC1 | Best Mark | N | | Module Co-ordinator | Roisin Blunnie | Module Teacher | |
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| Assessment Breakdown |
| Type | Description | % of total | Assessment Date |
|---|
| Short Answer Questions | Music Theory and Analysis Quiz | 50% | Sem 1 End | | Practical/skills evaluation | Practical assessment in Solfege (video recording) | 50% | Sem 1 End |
| Reassessment Requirement Type |
Resit arrangements are explained by the following categories;
RC1: A resit is available for both* components of the module.
RC2: No resit is available for a 100% coursework module.
RC3: No resit is available for the coursework component where there is a coursework and summative examination element.
* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment
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Pre-requisite |
None
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Co-requisite |
None |
| Compatibles |
None |
| Incompatibles |
None |
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All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml
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Indicative Content and Learning Activities
Solfège
This section explores an experience-based, practical engagement with musical elements, using the Kodály concept of music education. Content includes relative solfa; tonal perception; polyphonic singing and playing; music literacy development; step-by-step teaching and learning processes; pedagogical issues; approaches to dictation; vocal tuning in individual and ensemble performance.
Music Theory
This section guides students through the fundamentals of music theory, including scales, intervals, key signatures, time signatures, notation, triads and inversions, musical terms, harmonic relationships, articulations, principles of transposition, and engages with appropriate musical repertoire for the teaching of these elements.
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Indicative Reading List
Books:
- Bolkovac, Edward & Judith Johnson: 2000, 150 Rounds for Singing and Teaching, Boosey & Hawkes, London,
- Christensen, Thomas,: 2004, The Cambridge History of Western Music Theory, Cambridge University Press, Cambridge,
- Kodály, Zoltán: 0, 333 Reading Exercises, Editio Musica Budapest, Budapest,
- Kodály, Zoltán: 0, Pentatonic Reading Exercises, Book I, Editio Musica Budapest, Budapest,
- Molnár, Antal: 1983, Klasszikus Kánonok (Classical Canons): 230 polyphonic singing exercises, Editio Musica Budapest (EMB), Budapest,
- Németh, R., Nógrádi L., Puster J.: 1984, Szolfézs Antológia (Solfege Anthology), Editio Musica Budapest (EMB), Budapest,
- Peters, Jonathan: 2014, Music Theory: An in-depth and straight forward approach to understanding music, CreateSpace Publishing,
- Taylor, Eric: 1999, The AB Guide to Music Theory, Parts 1 and 2, Associated Board of the Royal Schools of Music, London,
- Taylor, Eric: 2008, Music Theory in Practice, Associated Board of the Royal Schools of Music, London,
- Xiques, David J.: 2014, Solfege and Sonority, Oxford University Press, USA, 9780199944354
Articles:
None |
Other Resources
- Digital Resources: Module Lecturers, Tailored Resources created by module lecturers, Available on Module Loop Page
- Website: Kodály Society of Ireland, Educational Principles of the Kodály Concept, Dublin, KSI, http://www.kodalyireland.com/Aboutus_html/educational.html
- Website: Kodály Institute, Zoltán Kodály: The Educator, Kecskemét, Zoltán Kodály Pedagogical Institute of Music, http://www.kodaly.hu/kodaly/concept.htm
- Website: International Kodály Society, Zoltán Kodály: Educational Activities, Budapest, IKS, http://www.iks.hu/Summary-Kodaly-s-Life-and-Work/education.html
- Website: Gábor, Lilla, 2021, Kodály’s Principles in the Perspective of the 21st Century, Budapest, www.kodalyhub.com
- Website: My Music Theory Grade 1 -, Music Theory Digital Resources, https://www.mymusictheory.com/grade-1-course
- Website: My Music Theory Grade 2 -, Music Theory Digital Resources, https://www.mymusictheory.com/grade-2-music-theory-resources/35-grade-2-online-course
- Website: My Music Theory Grade 3 -, Music Theory Digital Resources, https://www.mymusictheory.com/grade-3-music-theory-resources/54-grade-3-online-course
- Website: My Music Theory Grade 4 -, Music Theory Digital Resources, https://www.mymusictheory.com/grade-4-music-theory-resources/19-grade-4-online-course
- Website: My Music Theory Grade 5 -, Music Theory Digital Resources, https://www.mymusictheory.com/grade-5-music-theory-resources/14-grade-5-online-course
- Website: TEORIA Digital resources, Ear training exercises: intervals and chords, https://www.teoria.com/en/exercises/
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