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Would you like this course added to your child's academic packet? Send your request through Mavenlink. Be sure to mention the student, course number, and the quarter you wish to start the course.


Music and Moments with the Masters Year 1, from Cornerstone Curriculum.  Do this as a family, for one to two quarters per year.


NOTE: Music and Moments with the Masters Year 1 is to be used for multiple years.  See below for St. Thomas Aquinas Academy’s two suggested study plans.
The “Year 1” set comes with a study guide and all of the music you will need for that level.  The study guide covers five “years” and five sets of musical tapes, teaching an elegant music appreciation and music history course.  But we use only “Year 1” material specifically in the St. Thomas Aquinas Academy program, and we present only one quarter of work per year, over two to five years’ time.  Christian, but NOT Catholic, the material is mostly dependable.  This is a teacher-led course, so you can present as much or as little of the book’s scripts and comments as you are comfortable with, making the program very appropriate for Catholic students.  “Year 1” set also comes with a book of biographical sketches about the composers, but we prefer simple internet or library research to this decidedly Protestant text (which we think needs a good editing job to sharpen up its sequencing!).  This is a family course; bring in the littlest of children and oldest of parents to enjoy this together.  The point of this course is to attach the student to those things that are beautiful and worthy of admiration, so keep enjoyment and discovery as the central goal for this course rather than strict analysis.
Before starting the program, Mom, read through Pages 1 – 8.  Then read Page 25, then Page 26, then Pages 19 – 22.  Make copies of the music vocabulary list following these notes for each of your students (preferably on card stock for durability).  Make copies of all of the worksheets between Pages 16 – 26 for each student.  Now you are ready to begin teaching the program.
Lessons should be once or twice weekly, lasting about 30 to 45 minutes, as a family.  Cover as much of a lesson as you can comfortably in that amount of time, then pick up where you left off the next week, to keep lessons to a manageable length. Informally play the music selections often during the rest of the week.  Have the older student do reading and research outside of these class times.  
(1)  Read each of the page selections given above, Mom, to your students, one section at a time over a few weeks’ time, to introduce the program to your children.  (2)  Then “teach” Page 26 as your first formal lesson.  (3)  Then start with the study guide lesson plan’s Week 1 with “Peter and the Wolf” and the work sheets from Pages 16 – 18.  (4)  Then teach the lesson plan’s Week 2 with “Children’s Guide to the Orchestra,” their work sheets from Pages 19 – 21 and our music vocabulary list.  The Dover coloring book Musical Instruments by Ellen J. McHenry makes a great companion text to this lesson, available from Rainbow Resource or retail outlets.  (5)  Then do Week 3 with Pages 22 – 24.  Continue with the program as outlined in the text from this point on.

Credit Information for Students in Grades 9 - 12: Any eight weeks of the course plan given in the study guide is worth 2.5 credits; .312 credits per week

Scheduling Suggestions: 2x/wk for 45min



Music and Moments with the Masters Year 1

  • Author: Cornerstone Curriculum
  • Publisher/Copyright: : Cornerstone Curriculum, . Printed Guide with CDs.
  • ISBN:        
  • Supplier: Cornerstone Curriculum

8 cassettes or CDs, 2 per composer; study guide for all four years included in Year I set.


Cornerstone Curriculum is very slow at delivery and correspondence -- they are a small company that writes well, but markets poorly. The summer is their convention/travel season, so be aware.  Order early in the year and teach late in the year because they are soooo slowww in delivering the program.  If you have already ordered Music & Moments with the Masters, our best idea is to write a letter and send a copy each week, AND email a note to them each week, AND to leave a message at their number each week, until you get a response of some kind.  Cornerstone has never cheated anyone in all the years we've used them (20 years), but they are slow.  Obtaining the Music & Moments program from them can be an exercise in patience,

Musical Instruments Coloring Book

  • Author: Ellen J. McHenry
  • ISBN: 0486287858        
  • Supplier: Rainbow Resource

48 pages; Dover Publications (October 19, 1995)



DOWNLOAD: Music Vocabulary List

  • Author: St. Thomas Aquinas Academy
  • Publisher/Copyright: Reno: St. Thomas Aquinas Academy, 2005. PDF document.
  • ISBN: n/a        
  • Supplier: St. Thomas Aquinas Academy

Log on to the Member Support Site at and search for "Music Vocabulary" or click on the "Courses & Downloads" link on the navigation menu.






Music & Moments…

1) Any eight weeks of the course plan laid out in the teacher’s notes found on page 9 of “Music and Moments with the Masters Year 1” is worth a full quarter’s credit.  This year you will only be doing one-fourth of “Music and Moments with the Masters Year 1.”  To spread out the work over a semester take two weeks to do each course plan week (that is the plan found here on the Weekly Assignment Sheets).  You can complete this year’s coursework in one quarter if you do two STAA course plan weeks each week.
2) Decide whether you will be doing Weeks 1 through 8, Weeks 9 through 16, Weeks 17 through 24, Weeks 25 through 32 of the course plan found on page 9 of “Music and Moments with the Masters Year 1.”



Preparatory Week B: Use this school week to complete Preparatory Week A and explore the materials for this course. Flip through all of this course’s materials. Make mental notes about the design and organization the resources for the course (editor’s notes, table of contents, maps, charts, forms, appendices, glossaries, bibliographies, end notes, internet supports, etc.).


Music & Moments…

Start the first week of your plan



Music & Moments…

Complete the first week of your plan



Music & Moments…

Start the second week of your plan



Music & Moments…

Complete the second week of your plan



Music & Moments…

Start the third week of your plan



Music & Moments…

Complete the third week of your plan



Music & Moments…

Start the fourth week of your plan



Music & Moments…

Complete the fourth week of your plan



Music & Moments…

Start the fifth week of your plan



Music & Moments…

Complete the fifth week of your plan



Music & Moments…

Start the sixth week of your plan



Music & Moments…

Complete the sixth week of your plan



Music & Moments…

Start the seventh week of your plan



Music & Moments…

Complete the seventh week of your plan



Music & Moments…

Start the eighth week of your plan



Music & Moments…

Complete the eighth week of your plan



Turn to Page 9’s “Recommended listening and teaching schedule for Year 1” lesson plan.  Consider the following presentation schedule, using this plan as your starting point.  This is a great schedule for Grades 3 through 8 (taking a year off for our Roman cycle which has a sketching and memorization schedule, and engineering and architecture aspect that fills the year up too much for a separate art or music appreciation course).


Weeks 1 through 4


For the junior and senior high student, consider the following schedule:


Weeks 1 through 8

The following is the vocabulary list taught in Weeks 1-4 of the course plan.  We have posted a version you may print, cut, and use as a bookmark on the Member Support Site (see your welcome/assessment letter for your login information).




TONE.  A musical sound of a definite pitch is called TONE.
As you listen to a piece of music, ask yourself...
...was the piece clear and concise or dreamlike and mysterious?
...does it make you sad or happy?
...does it make you reflective and somber or lighthearted and joyful?




RHYTHM.  The arrangement of notes in time and the accompanying accent is called RHYTHM.
As you listen to a musical selection, ask yourself…
...are the notes held for a long time or are the notes quick and short? the accent the same during the piece or does the accent change?




MELODY.  The combination of pitch and rhythm to create a tune is called MELODY.
As you listen to a musical selection, ask yourself... you hear a melody?  (Hum it.)
...was the melody short or long?
...was there more than one melody?
...does the melody repeat without change or does it repeat with variations or does the melody never repeat?




HARMONY.  Playing notes together at the same time is called HARMONY.
As you listen to a musical selection, ask yourself...
...does it have a harmony (layers of notes) or is there only one part (notes played in unison)?
...does it have a beautiful harmony or does it leave you with a foreboding, longing feeling?
...was it pleasant sounding or was it out of harmony and discordant?
...did it have soft, pleasing sounds (was it consonant) or did it have harsh, clanging sounds (was it dissonant)?




DYNAMICS.  As you listen to a piece of music, ask yourself...
...was the piece soft or loud?
...was there conflict? And was it resolved?
...did the selection create a sense of peace or confusion?
...was it calm or dramatic?
...was it peaceful or troublesome?
...was the piece as easy to follow or does it appear to wander?
...does the selection express grief or sadness yet with hope or grief with no sense of hope?