Thanks for all the comments. This is very helpful. As a side note..David... I have a prerequisite that only students in performing groups may take theory. Non-performing group members can (and should) take a course taught by our vocal teacher called Music in our Lives. This eliminates people who can't read a note of music from coming into this "upper division" class. So here is what I have so far: First few weeks will be a review of key sig's, circle of fifths, scale construction, modes, how to solfege, notation rules, clefs (treble, bass and C), major/minor identification (aural), listening to various excerpts and talking about them from a critical perspective. Moving to chord types, chord identification (aural), beginning part writing and voice-leading, use of solfege for sight-screaming and aural dictation. Then to roman numeral analysis, non-harmonic tones, modulation, secondary dominants in both major and minor. Composition projects applying those concepts will be assigned to assess student understanding. The last part is always where I tend to be a bit more open...I've done formal analysis before using Beethoven 5, conducting, arranging for the hs band, composition for solo instrument and piano. Alot of that depends on where I think they are at the end of the year and what they are capable of exploring. I like the end of the year to be a "stretching forward" and experimenting with what they've learned period, rather than looking back.