Analysis of Louis Armstrong West and Blues 1928.docx
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This document provides instructions for analyzing the Louis Armstrong song "West End Blues" recorded in 1928. A writer is asked to write a 3 paragraph analysis of the song. The first paragraph should describe the ensemble, instruments, tempo, meter, and form of the song. The second paragraph should explain the form in more detail, focusing on the structure of choruses and how instrument roles change. The third paragraph should discuss what is interesting or meaningful about the recording from the writer's perspective and could provide historical context. The analysis should be 1-2 pages and follow Chicago citation style.
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Recommended
1.) Fill in the Chat2.) Write 1 page on this;After having list
1.) Fill in the Chat
2.) Write 1 page on this;
After having listened to Louis Armstrong's "West End Blues" on your own and with the Voice Thread lectures, write a short analysis of the recording. You can use the listening chart that you developed to guide your writing. In your analysis, use musical vocabulary and apply some of the listening skills you have worked on.
1. For the paper, write one paragraph that describes the ensemble, identifying all of the instruments of the ensemble. Use vocabulary of rhythm and tempo to describe the whole ensemble's performance. Identify the meter of the music and the song form.
2. In the next paragraph, explain, in detail, the form of the music. Describe which instrument "takes the lead" and which instruments are accompanying the lead for each chorus. In each new chorus, describe the change in lead instrument and which instruments leave the chorus. For example: "In the first chorus this instrument is the lead... Later in the third chorus, a new instrument takes the lead."
3. Last, explain what is interesting or meaningful to you about the recording and the experience of close listening. This paragraph can be subjective and from your perspective, but you may include historical information about Louis Armstrong or jazz to support your discussion.
(See Allen text for Louis Armstrong biography and jazz history).
Name: ____________________________
World Music
Listening Chart - “West End Blues”
“West End Blues” is in 12-bar blues form and strophic, meaning that a musical “chorus”
is repeated. Complete the listening chart for each “chorus” of music, filling in the 12-bar
blues form. Each box represents a measure of music. Describe what changes in each
stanza and what stays the same.
Begin by drawing four, evenly spaced dots in each box. This represents the meter of the
music (quadruple meter). The first box is done for you.
Instruments in recording: trumpet, trombone, piano, clarinet, banjo, cymbals, vocals
1st chorus 0:15-0:50 (after free rhythm introduction)
What instrument is “soloing” and playing the chorus (melody)? What instruments
accompany and back up the solo instrument? (Make sure to identify all instruments).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2nd chorus 0:51-1:20
What changes in this chorus and what stays the same? What instrument takes the lead
melody? What rhythmic instrument is added?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3rd chorus 1:23-1:56
What changes and what stays the same in this chorus? What instrument takes the lead
melody? And what happens between t ...
1.) Fill in the Chat2.) Write 1 page on this;After having list
1.) Fill in the Chat
2.) Write 1 page on this;
After having listened to Louis Armstrong's "West End Blues" on your own and with the Voice Thread lectures, write a short analysis of the recording. You can use the listening chart that you developed to guide your writing. In your analysis, use musical vocabulary and apply some of the listening skills you have worked on.
1. For the paper, write one paragraph that describes the ensemble, identifying all of the instruments of the ensemble. Use vocabulary of rhythm and tempo to describe the whole ensemble's performance. Identify the meter of the music and the song form.
2. In the next paragraph, explain, in detail, the form of the music. Describe which instrument "takes the lead" and which instruments are accompanying the lead for each chorus. In each new chorus, describe the change in lead instrument and which instruments leave the chorus. For example: "In the first chorus this instrument is the lead... Later in the third chorus, a new instrument takes the lead."
3. Last, explain what is interesting or meaningful to you about the recording and the experience of close listening. This paragraph can be subjective and from your perspective, but you may include historical information about Louis Armstrong or jazz to support your discussion.
(See Allen text for Louis Armstrong biography and jazz history).
Name: ____________________________
World Music
Listening Chart - “West End Blues”
“West End Blues” is in 12-bar blues form and strophic, meaning that a musical “chorus”
is repeated. Complete the listening chart for each “chorus” of music, filling in the 12-bar
blues form. Each box represents a measure of music. Describe what changes in each
stanza and what stays the same.
Begin by drawing four, evenly spaced dots in each box. This represents the meter of the
music (quadruple meter). The first box is done for you.
Instruments in recording: trumpet, trombone, piano, clarinet, banjo, cymbals, vocals
1st chorus 0:15-0:50 (after free rhythm introduction)
What instrument is “soloing” and playing the chorus (melody)? What instruments
accompany and back up the solo instrument? (Make sure to identify all instruments).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2nd chorus 0:51-1:20
What changes in this chorus and what stays the same? What instrument takes the lead
melody? What rhythmic instrument is added?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3rd chorus 1:23-1:56
What changes and what stays the same in this chorus? What instrument takes the lead
melody? And what happens between t ...
Investigate the development of popular” music genres. With the gro.docx
Investigate the development of “popular” music genres. With the growth of the blues and jazz came the harder-edged electric sound that developed into “rock” music. As part of your study, popular music and its derivatives should be explored from the roots of the western European tradition (classical-based music) to confluence with the blues and jazz. As you work through your discussion, focus on features that distinguish each style. Work to develop your “descriptive” analysis skills to better articulate musical elements of different types of popular music. Lastly, you should begin to formulate your understanding of the development of popular music styles from earlier music genres by citing specific instrumental or vocal features.
Instructions
Write a discussion of 800 words on the topic below. Use footnotes when citing sources and include a bibliography. Make sure to use the following naming convention
Provide a musical analysis and discussion of 3 of the works listed in the readings. What unique musical features are similar and/or different in these pieces? What is the role of instruments and vocals? How is the groove set up and sustained? What is the overall form of the piece, and how does it communicate its message? What can you say about how the instruments are used? In particular, how are the brass and bass (if present) used and do they have separate but unified purposes? Characterize the vocal delivery. What overall styles are used?
Book used
Crawford, Richard, and Larry Hamberlin. An Introduction to America’s Music. 3rd ed. New York: W.W. Norton & Co., 2018. ISBN: 9780393668285
.
Last Name 1 First Name Last Name Composition II .docx
Last Name 1
First Name Last Name
Composition II
Classification Essay
19 October 2015
The Three Categories of Orchestral Instruments
The orchestra is a large, organized group of musicians who perform a broad variety of
musical works, such as symphonies, concertos, or more recently, soundtracks. For someone who
is not well acquainted with orchestral instruments, it can be confusing to attend an orchestra
concert and see so many musicians playing on various instruments across the stage. Paul
Mathews, Associate Dean for Academic Affairs at Johns Hopkins’ Peabody Conservatory, writes
that the orchestra can be viewed as a “human organism,” so that “the strings form the nervous
system…the brass and woodwind form the blood system under its double classification of
arteries and veins, and finally the percussion instruments form the lymphatic system” (93). Of
the several ways orchestral instruments could be classified, arguably the clearest divisions fall
into three groups by evaluation of melodic importance and instrumental similarity: strings, brass
and woodwinds, and percussion.
Stringed instruments form the largest and most important instrument group within the
orchestra—“more than half,” according to David Ewen (381). The string sections are truly the
core of the orchestra and tend to carry the melodic line most frequently. In fact, some musical
pieces are written only for string orchestra, meaning only these instruments are used. A viewer
will recognize them surrounding the conductor in a semi-circle arrangement on stage, including
violins, violas, cellos, double basses, and harps. All of these instruments possess fine strings
stretched over or across wood to create sound, giving them a striking similarity to the range and
Commented [A1]: Good job explaining the source’s credentials.
Commented [A2]: Great claim that is narrow enough to support
in the body paragraphs.
Be sure to create a thesis with a narrowed claim and/or some type
of parameters, which can help set the stage for the essay’s
organization. In addition, your claim must be arguable/debatable;
otherwise, you won’t be able to support it/prove it true. For
instance, are your classifications the three most recognizable? Are
they the three worst kinds? Are they the only three in your opinion
within particular confines? Example 1: The three most recognizable
mothers are the perfectionist, best friend, and me-first. Example 2:
Regardless of location, any given baseball game will find among its
fans the following three types: the fair weather fan, the die-hard
fan, and the newbie.
Then, you could list them from most to least liked in the thesis and
in the body paragraphs. Remember, your topic sentences should
express a logical order for your subtopics. Each topic sentence does
not need to note the order, but at least the first body paragraph’s
topic sentence and every other one or every few should make that
clai ...
Programme music describing it
The document provides guidance on describing programme music through discussing how music can illustrate stories, dramas, or moods using elements like rhythm, melody, texture, instrumentation, and dynamics. It asks the reader to listen to a track from Romeo and Juliet and describe in 1-2 paragraphs how the music expresses the conflict or love in the story by referring to relevant musical elements. For homework, the reader is asked to write a paragraph analyzing how the extract illustrates Romeo and Juliet's love.
Dr. William Allan Kritsonis
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Session 2 song arrangement and track
1) Revision of last week
2) Starting points for Production Analysis - The Song, Arrangement and Track
3) Immanent Analysis -Analytical Priorities of the Elements of Music
Literary Looks at How The Beatles Harmonized
This document provides an analysis of the harmonic language used in songs by the Beatles. It examines the chord progressions and forms across their 210 songs. The analysis finds that the Beatles' music relies heavily on the I, IV, V, vi and ii chords in major keys. Common progressions include I-IV-V-I and variants involving the bVII chord. While functional harmony provided a foundation, the Beatles combined influences and exploited greater flexibility, referred to as "exploding functional harmony." Their approach had roots in 1960s popular music but was also distinctive. This document systematically examines the Beatles' corpus to understand their harmonic approach at both the micro and macro level.
Recommended
1.) Fill in the Chat2.) Write 1 page on this;After having list
1.) Fill in the Chat
2.) Write 1 page on this;
After having listened to Louis Armstrong's "West End Blues" on your own and with the Voice Thread lectures, write a short analysis of the recording. You can use the listening chart that you developed to guide your writing. In your analysis, use musical vocabulary and apply some of the listening skills you have worked on.
1. For the paper, write one paragraph that describes the ensemble, identifying all of the instruments of the ensemble. Use vocabulary of rhythm and tempo to describe the whole ensemble's performance. Identify the meter of the music and the song form.
2. In the next paragraph, explain, in detail, the form of the music. Describe which instrument "takes the lead" and which instruments are accompanying the lead for each chorus. In each new chorus, describe the change in lead instrument and which instruments leave the chorus. For example: "In the first chorus this instrument is the lead... Later in the third chorus, a new instrument takes the lead."
3. Last, explain what is interesting or meaningful to you about the recording and the experience of close listening. This paragraph can be subjective and from your perspective, but you may include historical information about Louis Armstrong or jazz to support your discussion.
(See Allen text for Louis Armstrong biography and jazz history).
Name: ____________________________
World Music
Listening Chart - “West End Blues”
“West End Blues” is in 12-bar blues form and strophic, meaning that a musical “chorus”
is repeated. Complete the listening chart for each “chorus” of music, filling in the 12-bar
blues form. Each box represents a measure of music. Describe what changes in each
stanza and what stays the same.
Begin by drawing four, evenly spaced dots in each box. This represents the meter of the
music (quadruple meter). The first box is done for you.
Instruments in recording: trumpet, trombone, piano, clarinet, banjo, cymbals, vocals
1st chorus 0:15-0:50 (after free rhythm introduction)
What instrument is “soloing” and playing the chorus (melody)? What instruments
accompany and back up the solo instrument? (Make sure to identify all instruments).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2nd chorus 0:51-1:20
What changes in this chorus and what stays the same? What instrument takes the lead
melody? What rhythmic instrument is added?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3rd chorus 1:23-1:56
What changes and what stays the same in this chorus? What instrument takes the lead
melody? And what happens between t ...
1.) Fill in the Chat2.) Write 1 page on this;After having list
1.) Fill in the Chat
2.) Write 1 page on this;
After having listened to Louis Armstrong's "West End Blues" on your own and with the Voice Thread lectures, write a short analysis of the recording. You can use the listening chart that you developed to guide your writing. In your analysis, use musical vocabulary and apply some of the listening skills you have worked on.
1. For the paper, write one paragraph that describes the ensemble, identifying all of the instruments of the ensemble. Use vocabulary of rhythm and tempo to describe the whole ensemble's performance. Identify the meter of the music and the song form.
2. In the next paragraph, explain, in detail, the form of the music. Describe which instrument "takes the lead" and which instruments are accompanying the lead for each chorus. In each new chorus, describe the change in lead instrument and which instruments leave the chorus. For example: "In the first chorus this instrument is the lead... Later in the third chorus, a new instrument takes the lead."
3. Last, explain what is interesting or meaningful to you about the recording and the experience of close listening. This paragraph can be subjective and from your perspective, but you may include historical information about Louis Armstrong or jazz to support your discussion.
(See Allen text for Louis Armstrong biography and jazz history).
Name: ____________________________
World Music
Listening Chart - “West End Blues”
“West End Blues” is in 12-bar blues form and strophic, meaning that a musical “chorus”
is repeated. Complete the listening chart for each “chorus” of music, filling in the 12-bar
blues form. Each box represents a measure of music. Describe what changes in each
stanza and what stays the same.
Begin by drawing four, evenly spaced dots in each box. This represents the meter of the
music (quadruple meter). The first box is done for you.
Instruments in recording: trumpet, trombone, piano, clarinet, banjo, cymbals, vocals
1st chorus 0:15-0:50 (after free rhythm introduction)
What instrument is “soloing” and playing the chorus (melody)? What instruments
accompany and back up the solo instrument? (Make sure to identify all instruments).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2nd chorus 0:51-1:20
What changes in this chorus and what stays the same? What instrument takes the lead
melody? What rhythmic instrument is added?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3rd chorus 1:23-1:56
What changes and what stays the same in this chorus? What instrument takes the lead
melody? And what happens between t ...
Investigate the development of popular” music genres. With the gro.docx
Investigate the development of “popular” music genres. With the growth of the blues and jazz came the harder-edged electric sound that developed into “rock” music. As part of your study, popular music and its derivatives should be explored from the roots of the western European tradition (classical-based music) to confluence with the blues and jazz. As you work through your discussion, focus on features that distinguish each style. Work to develop your “descriptive” analysis skills to better articulate musical elements of different types of popular music. Lastly, you should begin to formulate your understanding of the development of popular music styles from earlier music genres by citing specific instrumental or vocal features.
Instructions
Write a discussion of 800 words on the topic below. Use footnotes when citing sources and include a bibliography. Make sure to use the following naming convention
Provide a musical analysis and discussion of 3 of the works listed in the readings. What unique musical features are similar and/or different in these pieces? What is the role of instruments and vocals? How is the groove set up and sustained? What is the overall form of the piece, and how does it communicate its message? What can you say about how the instruments are used? In particular, how are the brass and bass (if present) used and do they have separate but unified purposes? Characterize the vocal delivery. What overall styles are used?
Book used
Crawford, Richard, and Larry Hamberlin. An Introduction to America’s Music. 3rd ed. New York: W.W. Norton & Co., 2018. ISBN: 9780393668285
.
Last Name 1 First Name Last Name Composition II .docx
Last Name 1
First Name Last Name
Composition II
Classification Essay
19 October 2015
The Three Categories of Orchestral Instruments
The orchestra is a large, organized group of musicians who perform a broad variety of
musical works, such as symphonies, concertos, or more recently, soundtracks. For someone who
is not well acquainted with orchestral instruments, it can be confusing to attend an orchestra
concert and see so many musicians playing on various instruments across the stage. Paul
Mathews, Associate Dean for Academic Affairs at Johns Hopkins’ Peabody Conservatory, writes
that the orchestra can be viewed as a “human organism,” so that “the strings form the nervous
system…the brass and woodwind form the blood system under its double classification of
arteries and veins, and finally the percussion instruments form the lymphatic system” (93). Of
the several ways orchestral instruments could be classified, arguably the clearest divisions fall
into three groups by evaluation of melodic importance and instrumental similarity: strings, brass
and woodwinds, and percussion.
Stringed instruments form the largest and most important instrument group within the
orchestra—“more than half,” according to David Ewen (381). The string sections are truly the
core of the orchestra and tend to carry the melodic line most frequently. In fact, some musical
pieces are written only for string orchestra, meaning only these instruments are used. A viewer
will recognize them surrounding the conductor in a semi-circle arrangement on stage, including
violins, violas, cellos, double basses, and harps. All of these instruments possess fine strings
stretched over or across wood to create sound, giving them a striking similarity to the range and
Commented [A1]: Good job explaining the source’s credentials.
Commented [A2]: Great claim that is narrow enough to support
in the body paragraphs.
Be sure to create a thesis with a narrowed claim and/or some type
of parameters, which can help set the stage for the essay’s
organization. In addition, your claim must be arguable/debatable;
otherwise, you won’t be able to support it/prove it true. For
instance, are your classifications the three most recognizable? Are
they the three worst kinds? Are they the only three in your opinion
within particular confines? Example 1: The three most recognizable
mothers are the perfectionist, best friend, and me-first. Example 2:
Regardless of location, any given baseball game will find among its
fans the following three types: the fair weather fan, the die-hard
fan, and the newbie.
Then, you could list them from most to least liked in the thesis and
in the body paragraphs. Remember, your topic sentences should
express a logical order for your subtopics. Each topic sentence does
not need to note the order, but at least the first body paragraph’s
topic sentence and every other one or every few should make that
clai ...
Programme music describing it
The document provides guidance on describing programme music through discussing how music can illustrate stories, dramas, or moods using elements like rhythm, melody, texture, instrumentation, and dynamics. It asks the reader to listen to a track from Romeo and Juliet and describe in 1-2 paragraphs how the music expresses the conflict or love in the story by referring to relevant musical elements. For homework, the reader is asked to write a paragraph analyzing how the extract illustrates Romeo and Juliet's love.
Dr. William Allan Kritsonis
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Session 2 song arrangement and track
1) Revision of last week
2) Starting points for Production Analysis - The Song, Arrangement and Track
3) Immanent Analysis -Analytical Priorities of the Elements of Music
Literary Looks at How The Beatles Harmonized
This document provides an analysis of the harmonic language used in songs by the Beatles. It examines the chord progressions and forms across their 210 songs. The analysis finds that the Beatles' music relies heavily on the I, IV, V, vi and ii chords in major keys. Common progressions include I-IV-V-I and variants involving the bVII chord. While functional harmony provided a foundation, the Beatles combined influences and exploited greater flexibility, referred to as "exploding functional harmony." Their approach had roots in 1960s popular music but was also distinctive. This document systematically examines the Beatles' corpus to understand their harmonic approach at both the micro and macro level.
Describe the reason why folk music became so popular on college camp
Describe the reason why folk music became so popular on college campuses in the 1960s. Is there anything occurring that might be similar on today’s college campuses?
~How did Joan Baez and Bob Dylan show their commitment to political and social activism?
2. Bob Dylan met with members of The Beatles in England, while he was on tour in the mid-1960s.
~Describe the concept of the “British Invasion”
~What other music groups came out of this phenomenon?
3. Describe what is meant by “teen identity” in the 1950s and 60s.
~In your opinion, is this still true today for teenagers?
~Why or why not?
4. List and describe five (5) musical elements or concepts associated with hip-hop culture and rap music.
Originally, rap music was party music…fun with witty lyrics. Later, other styles such as “gangsta rap” used obscenities, displayed racism, made violent remarks about homosexuality, women, police, and encouraged crime.
Critics felt the lyrics promoted violence, while defenders said it just stated the harsh realities of ghetto life or that lyrics were intended to be humorous.
~Do you think “gangsta rap” is potentially dangerous as a musical style? Why or why not?
5. Describe the origins, evolution, and development of Musical Theater in the United States, since the 1920s until today.
~Be sure to mention musical examples and characteristics.
6. Refer to Chapter 63 – Listening Guide 58:
-After listening to Bernstein’s West Side Story (excerpts), identify what best describes its rhythm/meter, texture and expression.
7. How would you describe Experimental music and John Cage’s “prepared piano”?
8. Refer to Chapter 62 – Listening Guide 56:
-After listening to John Cage’s Sonata V, from Sonatas and Interludes, identify what best describes its melody, rhythm/meter, and harmony.
9. List and describe five (5) musical characteristics or concepts associated with Postmodernism in the 20th century.
~Compare and contrast:
Neo-Romanticism and Minimalism
10. Refer to Chapter 67 – Listening Guide 61:
-After listening to Higdon’s blue cathedral (excerpts) identify what best describes its expression, timbre, and performing forces.
WSR:
~Research three (3) Websites related to any of the topics and/or concepts that you found interesting and that we have covered in Lesson 6.
~For proper credit, provide the URL and then compose a brief description and summary of the information you learn from each Website.
Listening Guide:
~Refer to Listening Guide (LG) numbers:
o LG 56 – Cage: Sonata V, from Sonatas and Interludes
o LG 57 – Crumb: Caballito Negro (“Little Black Horse”)
o LG 58 – Bernstein: West Side Story, excerpts
o LG 59 – Reich: Electric Counterpoint, III
o LG 60 – Glass: Symphony No. 4 (Heroes), I
o LG 61 – Higdon: blue cathedral
o LG 62 – Williams: Imperial March, from The Empire Strikes Back
o LG 63 – Tavener: A Hymn to the Mother of God
...
Syllabus Section IV Music Essay and AssignmentsThe Music E.docx
The document outlines the format and requirements for a music essay assignment. Students must write an essay assessing a musical product such as an album or concert performance. The essay should include background on the artist, the student's overall judgment, descriptions of 5-7 songs/movements, and discussion of musical elements, lyrics, and sociopolitical messages. Students may also compare the music to other artists and discuss their emotional response. The essay must follow MLA format and cite sources for direct quotes. Students are expected to describe the sound of the music in 2-3 sentences per song to help readers understand the music even if they cannot hear it. The document provides examples of paragraphs analyzing specific songs from Kanye West's album Jesus is King
Musicology Presentation
The document provides an overview of musicology and the requirements for an assessment in a musicology module. It discusses the history and goals of musicology, focusing on analyzing popular music. The assessment consists of a 2,000-word essay analyzing a musical work and a 5-minute technological presentation on a musicological topic. The essay must use concepts like form, harmony, melody, and rhythm to analyze compositions.
Writing Format and Instructions1. Section One Note the perfor.docx
Writing Format and Instructions
1.
Section One
: Note the performer's or ensemble's name, the date, location,
time (if known) and performance medium (such as piano recital, orchestra concert, opera). Some concerts can have multiple performers, so please name each one.
2. Section Two
: Make a table with three columns listing the music compositions in the order they were performed. Be sure to list any encores that might have been played. (Note that, depending on which concert is selected, the number of compositions performed could vary from several to a dozen or more.)
Column 1 should be the title of the composition.
Column 2 should be the composer’s first and last names. In parenthesis write his birth
year (year only) and death year (year only). If you cannot find a contemporary
composer’s birth and date years by doing an internet search, indicate that in parenthesis
under the name. Note that the person performing the music is usually not the same as the composer; the composer is the person who wrote the music itself. The performer is the person who actually sings or plays the music.
Column 3 should be the style period for the composition.
Style periods should correspond
to the dates when the compositions were
composed
. For this class the style periods are as
follows: Medieval (400-1450),
Renaissance (1450 – 1600), Baroque (1600 – 1750),
Classical (1750-1820), Romantic (1820-1900) ,
and Contemporary (1900-today).
Example:
Composition Title
Composer
(year of birth – year of death)
Style Period
Die Forelle
Franz Schubert (1797-1828)
Romantic
Quando miro quell bel ciglio
W. A. Mozart (1756-1791)
Classical
Go ‘Way from My Window
John Jacob Niles (1892-1980)
Contemporary
Continue until you have listed all compositions
3. Section Three:
Write a description of each work performed; include each work's mood, tempo, dynamic level (how loud or soft), and length. Make a new paragraph for each work.
4. Section Four:
Describe the concert environment.
Include the following:
1. A description of the physical layout of the performance hall or venue. Be sure to
include the audience seating or standing in relation to the performers.
2. The clothing of the performers. Describe what people are wearing. If the men and
women have slightly different clothing, note that information.
3. The clothing and behavior of the audience members (if visible in the video).
5.
Section Five:
Write a paragraph describing your general reaction to the concert. Include information about your own experience going to concerts and whether you were comfortable listening to your selected concert.
Would you have liked to have been a member of the audience instead of being a "virtual" viewer? What was your reaction to the music performed?
.
Your paper must be two to three pages in length, typed, double-space.docx
Your paper must be two to three pages in length, typed, double-spaced, and
must be written about a concert attended this semester
. The concert must be
classical music, world music, or jazz.
NOTE: DUE TO THE PANDEMIC, IT'S UNLIKE THERE WILL BE A RETURN TO IN-PERSON LIVE PERFORMANCES. A VIDEO OF YOUR PERFORMANCE CHOICE IS ACCEPTABLE.
The paper should include the following:
1) The date and place of the concert attended and the name(s) of the performing group. A program from the concert must accompany your paper.
2) A description of the type of concert attended (opera, chamber music, symphony, jazz, etc.)
3) A description of the performance environment.
4) Significant historical facts about the performer, composer, and the compositions. (Select 1 or 2 works heard of particular interest)
5) A brief analysis of the musical elements - the instrumentation, the tempo, the structure or form of the composition (sonata form, rondo form, etc.) the harmonic texture, the meter, the tonality, the characteristics of the melody (stepwise melodic contour, large leaps, chromatic, sequential)
6) Your opinion about the quality of the performance.
7) A descriptive personal response.
.
ELEMENTS OF MUSIC.pptx
This document defines and describes the basic elements of music, including rhythm, tempo, meter, dynamics, melody, harmony, texture, and timbre. Rhythm refers to the regular pattern of sounds and has components of beat, tempo, and meter. Dynamics relates to the loudness or softness of music and how it can gradually change or be abrupt. Melody is the sequence of single notes, while harmony involves the vertical arrangement and simultaneous sounding of two or more notes. Texture describes the thickness of the sound as monophonic, homophonic, or polyphonic. Timbre is the distinctive quality of a sound.
The Assignments list contains the details of the course listening as.docx
The Assignments list contains the details of the course listening assignments. There are
four
separate listening assignments of equal value (10%) and each assignment contains
five
compositions, some of which have
more than one movement
. You are required to listen to the recordings and write approximately
one paragraph
on
each composition
(but
not
each movement). Therefore, you should submit a
five-paragraph
document for
each
assignment through the Canvas assignment page.
Many assignment dropboxes will remain available after their posted due dates. Previously, some dropboxes would
disappear
after a deadline had passed, but now most will be accessible through the end of the term. All student submissions will continue to be date-stamped. Therefore, if you submit an assignment after its published deadline, the tutor-marker will decide whether late penalties will be assessed, based on the grading policies established in your course or by the course supervisor.
In composing your paragraphs, please make sure you:
Describe what you hear and your impressions of the music.
Use the terminology that you have learned in class.
The wrong way:
“It sounds weird.”
The right way:
“It sounds weird because the melody, when there is one, uses very large leaps with short phrases. There is no constant pulse, and the
rhythm
is hard to perceive. Each …”
I am
not
interested in background information that you might find via Google. Do
not
include filler information, such as the composer’s birth and death dates, his/her teachers, etc. However, please
do
include
some
historical perspective
from your notes that are relevant to the work, specifically
how this work may reflect the composer’s style
(or the general style represented by the composer).
Please,
avoid comparisons to subjective experiences
(“It sounds like a chase scene in a movie,” or “It makes me feel like I’m lying in a boat, watching the stars….”).
Your descriptions should be based upon
what you hear, not how it makes you feel!
Also,
avoid a blow-by-blow description of the music
, such as, “It starts with a solo flute, and then the harp comes in with an arpeggio, then the rest of the orchestra comes in. It gets loud, and then quieter, and then the flute plays another solo....” Instead, try to
sum up what you hear
. For example:
“There are solo passages, often in the flute, which alternate with full orchestra. Sometimes the orchestra echoes the solo, other times it seems to answer it with different material....”
Again, try to
generalize
about what you hear, and about the composer’s style. Below are some general descriptions you should consider (
don’t try to describe all of them!):
Texture
Monophonic? Polyphonic? Homophonic? Is the texture consistent, or does it change often?
Timbre
Which instruments are playing? Are they playing in unusual ways? Is the combination of instruments unusual?
Melody
Length of phrases, type of motion, step vs. leaps, e ...
Session 1 Musicology Introduction
This lecture provides an overview of musicology and how it relates to the analysis of popular music. It discusses the history of musicology focusing originally on art music, and how it has expanded to include popular music. The goals of the module are introduced as analyzing popular music forms, developing critical skills, and improving writing and presentation abilities. An overview of the course schedule is given along with details on assessments, which include a group presentation and written essay. Various analytical tools and layers involved in analyzing songs, arrangements, and recorded tracks are defined and examples are discussed.
Original paperPrefer you to pick artist from one of these genres o.docx
Original paper
Prefer you to pick artist from one of these genres of music Blues, Jazz, Pop, R&B
After either attending a live concert or watching a full length concert online, write a critique of the performance following the format below.
Here are a few examples of full length concerts you can find online (by conducting a web search using the criteria below) that could be used for this assignment:
Coldplay Live In Boston 2012 (Full Concert DVD) Sting: If on a winters night-Live from Durham Cathedral 2009 (watch all 14 songs on concert) Eric Clapton, Jeff Beck, Jimmy Page, Ron Wood, Bill Wyman, Jan Hammer, Charlie Duke Ellington The Great Paris Concert Richard Galliano/Winton Marsalis - Billie Holiday meets Edith PIAF Wynton Marsalis and the Lincoln Jazz Center Orchestra @ The BBC Proms 2004 Johnny Cash & Willie Nelson, Amazing stuff! Loretta Lynn -- You're Looking At Country - Legends In Concert
You may choose a different concert video to watch, but be sure you include the URL of the concert you chose in your critique, or scan the program of the live concert you attended and attach it. The musical style of the concert should include at least one of the genres studied in this course.
The Concert Critique should be 2.5 pages long, double spaced. It should contain five paragraphs that describe the following aspects of the concert you attended:
1. Who are the performers? Give the title of the concert and write something about the performers. Is it an orchestra? A choir? An ensemble? Solo artists? Why did you choose to attend this particular performance? Tell as much as you know about the musicians that performed – are they professionals? Students? Teachers? How long have they been performing? Etc.
2. Describe the music that was performed on the concert. Use the musical characteristics that we have been learning in class. What genre is the music (opera aria? Jazz song? Standard tune? Solo instrument piece? Symphony?)
3. What style period was the music written in? What was the tempo, dynamics, texture, etc.? Sometimes the music in a concert will be only one genre. Sometimes there will be several genres performed. Attach the program to your critique, and then refer to the titles in the program. For example: “Autumn Leaves” was performed by a small instrumental ensemble (guitar, bass, and percussion). It is a standard contemporary tune. The tempo was a moderately slow ballad. It had a very mellow sound…
4. Tell how well you think the performers interpreted the music that was on the concert. Were the singers in tune? Did the piano player play musically and rhythmically? Do you think the performers communicated the music as it was meant to be communicated by the composer?
5. Tell which pieces or part of the concert was most moving or enjoyable for you. If you didn’t enjoy the concert very much, tell why you didn’t enjoy it. What could have been better? Be as specific as you can when expressing your opinion of the .
101 ppt class 1
This document provides an overview of a Music 101 course that will cover the development of Western music from the Middle Ages to the 21st century. It will survey both European and American composers and genres like classical music, film music, jazz, and world music. Students will study the major periods of Western music history and great composers, developing skills in listening to and analyzing the elements of music. Coursework will include keeping a listening log, using an online resource called MyMusicLab, and completing assignments on Blackboard.
CULTURAL ARTIFACT 1 Music as a Cultural Artifact Rhythm
CULTURAL ARTIFACT 1
Music as a Cultural Artifact: Rhythm and Blues
Author Name
Post University
CULTURAL ARTIFACT 2
Music as a Cultural Artifact: Rhythm and Blues
Write your introduction here. Your introduction should define the term Rhythm and
Blues. When you do this, be sure to write the definition in your own words. The sources you cite
should be from our class. Avoid sources like Wikipedia or “CourseHero.”
Song 1: Name the Singer and the Song
In this section, name the singer and the song for the first song. Write a brief biography in
your own words about the artist. Use sources from our course to support your biographical
information. Name the members of the band.
Songwriters and Lyrics
In this section describe who the songwriters were of the song that you chose. Discuss any
controversy surrounding the song if the performing artist was not the original song writer. Then,
examine the lyrics and share the lines of each song which are your favorite and/or made an
impression on you. Be sure to tell me:
• What are the ideas being addressed in the song?
• What is the date that the original music was written? What is the date the original
song was made or released.
• Does this song exemplify the Rhythm and Blues style, or are they a bit of an “off-
shoot” of the style, like electrified blues, or doo-wop, for example? Explain your
response.
Remember, these are PAPERS, and not a list of bullets. The bullets are here to help you organize
your ideas. make sure you are writing using a narrative format!
Covers of {name the song}
CULTURAL ARTIFACT 3
In this section tell me about covers of this song. Who else has recorded this song. Include
a link to a YouTube video of the cover. If nothing is available, please indicate that as well (hint:
this is unlikely, so be sure to look carefully!) Then, list the instruments you hear in your original
recording and list the instruments you hear in the “cover” of the song’s recording. Are each of
these songs the same or different instrumentation?
Summary: My Preferences
It’s OK to use first person in this section. Describe your favorite thing about the
performance/recordings. Describe the emotions that the performance/recordings made you feel.
Song 2: Name the Singer and the Song
In this section, name the singer and the song for the first song. Write a brief biography in
your own words about the song. Use sources from our course to support your biographical
information.
Songwriters and Lyrics
In this section describe who the songwriters were of the song that you chose. Discuss any
controversy surrounding the song if the performing artist was not the original song writer. Then,
examine the lyrics and share the lines of each song which are your favorite and/or made an
impression on you. Be sure to tell me:
• What are the ideas being addressed in the song?
• What is the date that the original music was written? Wh ...
Draw an ER-EER data model for the following scenario- You want to buil.docx
Draw an ER/EER data model for the following scenario: You want to build a music database for a music streaming service similar to spotify or google music. For each music track, we will need to keep track of its name, the artist performing the track, the album the track performs on, and the time of the track. Some tracks have multiple artists. For some tracks, we will also separately note the composer (i.e. for classical music). Each album can contain multiple tracks, and may either be an album centered on one artist or may have tracks from multiple artists. Any track only appears on a single album (the same song appearing on multiple albums will be treated as multiple tracks). A track has a track number within the context of an album. Albums have a release date. Artists can be individuals (i.e. Michael Jackson), bands/groups (i.e. Led Zeppelin), or ensembles (i.e. the London Symphony Orchestra). Bands have members. Ensembles have leaders or composers. Individuals may appear in different roles on different albums (i.e. Michael Jackson as an individual or as a member of the Jackson Five). Albums may have labels (ex. Colombia) or may be independently produced by the artist (we need to know the difference for streaming royalties). Try to catch as much of this information in your ER diagram as possible. Add attributes as necessary. Note: it is ok to add auto-generated keys, but you should have keys noted in your diagram.
.
Elements of Music
The document provides an overview of key elements of music including melody, rhythm, harmony, texture, timbre, dynamics, form, and genres. It defines these elements and discusses concepts like musical scales, intervals, meter, chords, monophonic and polyphonic textures, timbre, dynamics, musical form and structure, and how music can relate to words.
Need Orginal paperChoose one of these genre of music to write ab.docx
Need Orginal paper
Choose one of these genre of music to write about Blues, Jazz, Pop, R&B
After either attending a live concert or watching a full length concert online, write a critique of the performance following the format below.
Here are a few examples of full length concerts you can find online (by conducting a web search using the criteria below) that could be used for this assignment:
Coldplay Live In Boston 2012 (Full Concert DVD) Sting: If on a winters night-Live from Durham Cathedral 2009 (watch all 14 songs on concert) Eric Clapton, Jeff Beck, Jimmy Page, Ron Wood, Bill Wyman, Jan Hammer, Charlie Duke Ellington The Great Paris Concert Richard Galliano/Winton Marsalis - Billie Holiday meets Edith PIAF Wynton Marsalis and the Lincoln Jazz Center Orchestra @ The BBC Proms 2004 Johnny Cash & Willie Nelson, Amazing stuff! Loretta Lynn -- You're Looking At Country - Legends In Concert
You may choose a different concert video to watch, but be sure you include the URL of the concert you chose in your critique, or scan the program of the live concert you attended and attach it. The musical style of the concert should include at least one of the genres studied in this course.
The Concert Critique should be 2.5 pages long, double spaced. It should contain five paragraphs that describe the following aspects of the concert you attended:
1. Who are the performers? Give the title of the concert and write something about the performers. Is it an orchestra? A choir? An ensemble? Solo artists? Why did you choose to attend this particular performance? Tell as much as you know about the musicians that performed – are they professionals? Students? Teachers? How long have they been performing? Etc.
2. Describe the music that was performed on the concert. Use the musical characteristics that we have been learning in class. What genre is the music (opera aria? Jazz song? Standard tune? Solo instrument piece? Symphony?)
3. What style period was the music written in? What was the tempo, dynamics, texture, etc.? Sometimes the music in a concert will be only one genre. Sometimes there will be several genres performed. Attach the program to your critique, and then refer to the titles in the program. For example: “Autumn Leaves” was performed by a small instrumental ensemble (guitar, bass, and percussion). It is a standard contemporary tune. The tempo was a moderately slow ballad. It had a very mellow sound…
4. Tell how well you think the performers interpreted the music that was on the concert. Were the singers in tune? Did the piano player play musically and rhythmically? Do you think the performers communicated the music as it was meant to be communicated by the composer?
5. Tell which pieces or part of the concert was most moving or enjoyable for you. If you didn’t enjoy the concert very much, tell why you didn’t enjoy it. What could have been better? Be as specific as you can when expressing your opinion of the perfor.
Elements of music ppt
This document provides an overview of the basic elements of music, including rhythm, dynamics, melody, harmony, tone color, texture, form, and articulation. It defines these elements and provides related musical terms. For each element, examples are given to illustrate musical concepts like tempo, pitch, intervals, chords, monophonic and polyphonic texture, and musical forms like binary and ternary. Instrument families and their timbres are also briefly described.
Exploring the elements of music
The document discusses various elements of music including rhythm, tonality, melody, texture, harmony, dynamics, and structure. It provides definitions and examples of key concepts related to rhythm such as beat, pulse, meter, tempo, and syncopation. It also discusses tonality and defines scales such as major, minor, modes, pentatonic, blues, and chromatic. Melody is defined as a sequence of single notes that form the main musical line. Phrasing, contour, sequence, and motive are discussed as key melodic concepts.
Session 4 Phil Tagg’s Musicological Model
Phil Tagg's methodology for musicological analysis involves several key steps:
1) Selecting an "Analysis Object" (AO) that has broad communication potential.
2) Identifying the musical "Parameters of Expression" and elements in the AO.
3) Finding short meaningful segments called "musemes" within the AO.
4) Comparing the AO to similar "Inter-objective Comparison Materials" (IOCM) to understand collective meanings.
1String Quintet in C major .docx
1
String Quintet in C major
Name:
Professor:
May 1, 2019
Franz Schubert (1797-1828) born in Vienna is an outstanding representative of the early Romantic music of the West. His work reflects the connection between the classical music tradition of Vienna and the new romanticism of the 19th century. Schubert received a good artistic influence from an early age. When he was 5 years old, he began to learn music with his father. When she was a child, Schubert had an amazing voice and an admirable tone. In 1808 he was admitted to the boarding school of the church and became a small singer in the Children's Choir of the Palace Theatre. In the boarding school, Schubert studied many professional courses, went to the theater to listen to opera, and contacted many works by Mozart, Haydn, and many other composers. In his short life, he has produced more than 600 artistic songs, making a big contribution to the development of art songs. I will analyze String Quintet in Cmajor.
String Quintet in C major is one of his chamber music work, created in the last year of his life -1828. This quintet uses two violins, one viola, and two cellos. This arrangement makes the bass of the music enhanced. The two cells are also Dialogues can be made, and the interlacing of sounds between different instruments becomes complicated. It is the treasure in chamber music, both in terms of writing skills and spiritual. It is often commented on Schubert's greatest chamber music in his later years.
The D.956[footnoteRef:2] is compiled with a cello in addition to the string quartet. This arrangement makes the bass of the music enhanced, and there can be a dialogue between the two cellos, so the melody of the symphony in D.956The proportion has increased significantly, and the vernacular says that the sound interlacing of different instruments becomes more complicated. [2: Rick Anderson. Reviewed Work: String Quintet, D956. 2005]
The string quintet consists[footnoteRef:3]offourmovements in the usualquick-slow-scherzo-quick pattern: [3: William, Brown. Menahem Pressler: Artistry in Piano Teaching. Indiana University Press, 2009.]
1. Allegro ma non troppo
2. Adagio
3. Scherzo. Presto – Trio. Andante sostenuto
4. Allegretto
The first movement of the "C major string quintet" is composed of a sonata style. The quintet opens with an extremely expansive movement compare with other late Schubert works. The length of Allegro is over one-third of the total length of the piece around 50 minutes. The exposition lasted 154 measures and began with a wide range of C major chords. Schubert presents his unforgettable harmony, well-contoured melody and without regular rhythm pulses. This is followed by music leading to a second contrasting theme with gradually increasing motion and tension. In the E-flat accidental key, it is introduced into the duo between the two units. This part ends with a dominant (G major) chord that naturally returns to the open pitch ch.
1. for this assignment, i want you to pick a popular song (aim to
This document provides instructions for an assignment asking students to analyze how a popular song from the last 20 years either adheres to or subverts depictions of gender from Charlotte Bronte's novel Jane Eyre. Students are to write a 3-4 page paper in MLA format comparing their chosen song to themes and portrayals of women or men in the novel. The paper should include an introduction with thesis, background on the song, analysis of how the song relates to women's roles or how views have changed since Jane Eyre, discussion of at least two themes found in both the song and novel with evidence from lyrics, and a conclusion. Guiding themes from Jane Eyre are also listed.
ELEMENTS OF MUSIC.ppt
The document defines several key elements of music - rhythm, beat, tempo, dynamics, timbre, pitch, melody, harmony, form, and texture. It provides definitions for each element and discusses how they are used and combined in musical works. Rhythm refers to patterns of long and short sounds. Beat establishes a steady pulse. Tempo indicates the speed of the music. Dynamics refer to volume. Timbre is the unique quality of sounds. Pitch describes highness or lowness. Melody is a singable line of pitches. Harmony uses combinations of pitches. Form looks at a piece's structure. Texture considers layering of sounds. When used together, these elements can express emotion in music.
Social What directed your interest to this.docx
The document discusses why the person is interested in social work. They grew up seeing friends' parents addicted to drugs and in foster care, directing their interest to help address problems like drugs, poverty, and lack of guidance. Their goals are to open a teenage shelter and drug rehab programs one day. They believe their dedication enables them to study and practice social work to help address important social issues.
Soap notes will be uploaded to Moodle and put through.docx
This soap note documents a visit for a 65-year-old male patient complaining of headaches for the past two weeks. On examination, the patient's blood pressure was elevated on multiple readings. The assessment is essential (primary) hypertension. The plan includes starting hydrochlorothiazide 25 mg daily, as well as lifestyle modifications and follow up with his primary care provider in one week to evaluate blood pressure control. No referrals are needed at this time.
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Describe the reason why folk music became so popular on college camp
Describe the reason why folk music became so popular on college campuses in the 1960s. Is there anything occurring that might be similar on today’s college campuses?
~How did Joan Baez and Bob Dylan show their commitment to political and social activism?
2. Bob Dylan met with members of The Beatles in England, while he was on tour in the mid-1960s.
~Describe the concept of the “British Invasion”
~What other music groups came out of this phenomenon?
3. Describe what is meant by “teen identity” in the 1950s and 60s.
~In your opinion, is this still true today for teenagers?
~Why or why not?
4. List and describe five (5) musical elements or concepts associated with hip-hop culture and rap music.
Originally, rap music was party music…fun with witty lyrics. Later, other styles such as “gangsta rap” used obscenities, displayed racism, made violent remarks about homosexuality, women, police, and encouraged crime.
Critics felt the lyrics promoted violence, while defenders said it just stated the harsh realities of ghetto life or that lyrics were intended to be humorous.
~Do you think “gangsta rap” is potentially dangerous as a musical style? Why or why not?
5. Describe the origins, evolution, and development of Musical Theater in the United States, since the 1920s until today.
~Be sure to mention musical examples and characteristics.
6. Refer to Chapter 63 – Listening Guide 58:
-After listening to Bernstein’s West Side Story (excerpts), identify what best describes its rhythm/meter, texture and expression.
7. How would you describe Experimental music and John Cage’s “prepared piano”?
8. Refer to Chapter 62 – Listening Guide 56:
-After listening to John Cage’s Sonata V, from Sonatas and Interludes, identify what best describes its melody, rhythm/meter, and harmony.
9. List and describe five (5) musical characteristics or concepts associated with Postmodernism in the 20th century.
~Compare and contrast:
Neo-Romanticism and Minimalism
10. Refer to Chapter 67 – Listening Guide 61:
-After listening to Higdon’s blue cathedral (excerpts) identify what best describes its expression, timbre, and performing forces.
WSR:
~Research three (3) Websites related to any of the topics and/or concepts that you found interesting and that we have covered in Lesson 6.
~For proper credit, provide the URL and then compose a brief description and summary of the information you learn from each Website.
Listening Guide:
~Refer to Listening Guide (LG) numbers:
o LG 56 – Cage: Sonata V, from Sonatas and Interludes
o LG 57 – Crumb: Caballito Negro (“Little Black Horse”)
o LG 58 – Bernstein: West Side Story, excerpts
o LG 59 – Reich: Electric Counterpoint, III
o LG 60 – Glass: Symphony No. 4 (Heroes), I
o LG 61 – Higdon: blue cathedral
o LG 62 – Williams: Imperial March, from The Empire Strikes Back
o LG 63 – Tavener: A Hymn to the Mother of God
...
Syllabus Section IV Music Essay and AssignmentsThe Music E.docx
The document outlines the format and requirements for a music essay assignment. Students must write an essay assessing a musical product such as an album or concert performance. The essay should include background on the artist, the student's overall judgment, descriptions of 5-7 songs/movements, and discussion of musical elements, lyrics, and sociopolitical messages. Students may also compare the music to other artists and discuss their emotional response. The essay must follow MLA format and cite sources for direct quotes. Students are expected to describe the sound of the music in 2-3 sentences per song to help readers understand the music even if they cannot hear it. The document provides examples of paragraphs analyzing specific songs from Kanye West's album Jesus is King
Musicology Presentation
The document provides an overview of musicology and the requirements for an assessment in a musicology module. It discusses the history and goals of musicology, focusing on analyzing popular music. The assessment consists of a 2,000-word essay analyzing a musical work and a 5-minute technological presentation on a musicological topic. The essay must use concepts like form, harmony, melody, and rhythm to analyze compositions.
Writing Format and Instructions1. Section One Note the perfor.docx
Writing Format and Instructions
1.
Section One
: Note the performer's or ensemble's name, the date, location,
time (if known) and performance medium (such as piano recital, orchestra concert, opera). Some concerts can have multiple performers, so please name each one.
2. Section Two
: Make a table with three columns listing the music compositions in the order they were performed. Be sure to list any encores that might have been played. (Note that, depending on which concert is selected, the number of compositions performed could vary from several to a dozen or more.)
Column 1 should be the title of the composition.
Column 2 should be the composer’s first and last names. In parenthesis write his birth
year (year only) and death year (year only). If you cannot find a contemporary
composer’s birth and date years by doing an internet search, indicate that in parenthesis
under the name. Note that the person performing the music is usually not the same as the composer; the composer is the person who wrote the music itself. The performer is the person who actually sings or plays the music.
Column 3 should be the style period for the composition.
Style periods should correspond
to the dates when the compositions were
composed
. For this class the style periods are as
follows: Medieval (400-1450),
Renaissance (1450 – 1600), Baroque (1600 – 1750),
Classical (1750-1820), Romantic (1820-1900) ,
and Contemporary (1900-today).
Example:
Composition Title
Composer
(year of birth – year of death)
Style Period
Die Forelle
Franz Schubert (1797-1828)
Romantic
Quando miro quell bel ciglio
W. A. Mozart (1756-1791)
Classical
Go ‘Way from My Window
John Jacob Niles (1892-1980)
Contemporary
Continue until you have listed all compositions
3. Section Three:
Write a description of each work performed; include each work's mood, tempo, dynamic level (how loud or soft), and length. Make a new paragraph for each work.
4. Section Four:
Describe the concert environment.
Include the following:
1. A description of the physical layout of the performance hall or venue. Be sure to
include the audience seating or standing in relation to the performers.
2. The clothing of the performers. Describe what people are wearing. If the men and
women have slightly different clothing, note that information.
3. The clothing and behavior of the audience members (if visible in the video).
5.
Section Five:
Write a paragraph describing your general reaction to the concert. Include information about your own experience going to concerts and whether you were comfortable listening to your selected concert.
Would you have liked to have been a member of the audience instead of being a "virtual" viewer? What was your reaction to the music performed?
.
Your paper must be two to three pages in length, typed, double-space.docx
Your paper must be two to three pages in length, typed, double-spaced, and
must be written about a concert attended this semester
. The concert must be
classical music, world music, or jazz.
NOTE: DUE TO THE PANDEMIC, IT'S UNLIKE THERE WILL BE A RETURN TO IN-PERSON LIVE PERFORMANCES. A VIDEO OF YOUR PERFORMANCE CHOICE IS ACCEPTABLE.
The paper should include the following:
1) The date and place of the concert attended and the name(s) of the performing group. A program from the concert must accompany your paper.
2) A description of the type of concert attended (opera, chamber music, symphony, jazz, etc.)
3) A description of the performance environment.
4) Significant historical facts about the performer, composer, and the compositions. (Select 1 or 2 works heard of particular interest)
5) A brief analysis of the musical elements - the instrumentation, the tempo, the structure or form of the composition (sonata form, rondo form, etc.) the harmonic texture, the meter, the tonality, the characteristics of the melody (stepwise melodic contour, large leaps, chromatic, sequential)
6) Your opinion about the quality of the performance.
7) A descriptive personal response.
.
ELEMENTS OF MUSIC.pptx
This document defines and describes the basic elements of music, including rhythm, tempo, meter, dynamics, melody, harmony, texture, and timbre. Rhythm refers to the regular pattern of sounds and has components of beat, tempo, and meter. Dynamics relates to the loudness or softness of music and how it can gradually change or be abrupt. Melody is the sequence of single notes, while harmony involves the vertical arrangement and simultaneous sounding of two or more notes. Texture describes the thickness of the sound as monophonic, homophonic, or polyphonic. Timbre is the distinctive quality of a sound.
The Assignments list contains the details of the course listening as.docx
The Assignments list contains the details of the course listening assignments. There are
four
separate listening assignments of equal value (10%) and each assignment contains
five
compositions, some of which have
more than one movement
. You are required to listen to the recordings and write approximately
one paragraph
on
each composition
(but
not
each movement). Therefore, you should submit a
five-paragraph
document for
each
assignment through the Canvas assignment page.
Many assignment dropboxes will remain available after their posted due dates. Previously, some dropboxes would
disappear
after a deadline had passed, but now most will be accessible through the end of the term. All student submissions will continue to be date-stamped. Therefore, if you submit an assignment after its published deadline, the tutor-marker will decide whether late penalties will be assessed, based on the grading policies established in your course or by the course supervisor.
In composing your paragraphs, please make sure you:
Describe what you hear and your impressions of the music.
Use the terminology that you have learned in class.
The wrong way:
“It sounds weird.”
The right way:
“It sounds weird because the melody, when there is one, uses very large leaps with short phrases. There is no constant pulse, and the
rhythm
is hard to perceive. Each …”
I am
not
interested in background information that you might find via Google. Do
not
include filler information, such as the composer’s birth and death dates, his/her teachers, etc. However, please
do
include
some
historical perspective
from your notes that are relevant to the work, specifically
how this work may reflect the composer’s style
(or the general style represented by the composer).
Please,
avoid comparisons to subjective experiences
(“It sounds like a chase scene in a movie,” or “It makes me feel like I’m lying in a boat, watching the stars….”).
Your descriptions should be based upon
what you hear, not how it makes you feel!
Also,
avoid a blow-by-blow description of the music
, such as, “It starts with a solo flute, and then the harp comes in with an arpeggio, then the rest of the orchestra comes in. It gets loud, and then quieter, and then the flute plays another solo....” Instead, try to
sum up what you hear
. For example:
“There are solo passages, often in the flute, which alternate with full orchestra. Sometimes the orchestra echoes the solo, other times it seems to answer it with different material....”
Again, try to
generalize
about what you hear, and about the composer’s style. Below are some general descriptions you should consider (
don’t try to describe all of them!):
Texture
Monophonic? Polyphonic? Homophonic? Is the texture consistent, or does it change often?
Timbre
Which instruments are playing? Are they playing in unusual ways? Is the combination of instruments unusual?
Melody
Length of phrases, type of motion, step vs. leaps, e ...
Session 1 Musicology Introduction
This lecture provides an overview of musicology and how it relates to the analysis of popular music. It discusses the history of musicology focusing originally on art music, and how it has expanded to include popular music. The goals of the module are introduced as analyzing popular music forms, developing critical skills, and improving writing and presentation abilities. An overview of the course schedule is given along with details on assessments, which include a group presentation and written essay. Various analytical tools and layers involved in analyzing songs, arrangements, and recorded tracks are defined and examples are discussed.
Original paperPrefer you to pick artist from one of these genres o.docx
Original paper
Prefer you to pick artist from one of these genres of music Blues, Jazz, Pop, R&B
After either attending a live concert or watching a full length concert online, write a critique of the performance following the format below.
Here are a few examples of full length concerts you can find online (by conducting a web search using the criteria below) that could be used for this assignment:
Coldplay Live In Boston 2012 (Full Concert DVD) Sting: If on a winters night-Live from Durham Cathedral 2009 (watch all 14 songs on concert) Eric Clapton, Jeff Beck, Jimmy Page, Ron Wood, Bill Wyman, Jan Hammer, Charlie Duke Ellington The Great Paris Concert Richard Galliano/Winton Marsalis - Billie Holiday meets Edith PIAF Wynton Marsalis and the Lincoln Jazz Center Orchestra @ The BBC Proms 2004 Johnny Cash & Willie Nelson, Amazing stuff! Loretta Lynn -- You're Looking At Country - Legends In Concert
You may choose a different concert video to watch, but be sure you include the URL of the concert you chose in your critique, or scan the program of the live concert you attended and attach it. The musical style of the concert should include at least one of the genres studied in this course.
The Concert Critique should be 2.5 pages long, double spaced. It should contain five paragraphs that describe the following aspects of the concert you attended:
1. Who are the performers? Give the title of the concert and write something about the performers. Is it an orchestra? A choir? An ensemble? Solo artists? Why did you choose to attend this particular performance? Tell as much as you know about the musicians that performed – are they professionals? Students? Teachers? How long have they been performing? Etc.
2. Describe the music that was performed on the concert. Use the musical characteristics that we have been learning in class. What genre is the music (opera aria? Jazz song? Standard tune? Solo instrument piece? Symphony?)
3. What style period was the music written in? What was the tempo, dynamics, texture, etc.? Sometimes the music in a concert will be only one genre. Sometimes there will be several genres performed. Attach the program to your critique, and then refer to the titles in the program. For example: “Autumn Leaves” was performed by a small instrumental ensemble (guitar, bass, and percussion). It is a standard contemporary tune. The tempo was a moderately slow ballad. It had a very mellow sound…
4. Tell how well you think the performers interpreted the music that was on the concert. Were the singers in tune? Did the piano player play musically and rhythmically? Do you think the performers communicated the music as it was meant to be communicated by the composer?
5. Tell which pieces or part of the concert was most moving or enjoyable for you. If you didn’t enjoy the concert very much, tell why you didn’t enjoy it. What could have been better? Be as specific as you can when expressing your opinion of the .
101 ppt class 1
This document provides an overview of a Music 101 course that will cover the development of Western music from the Middle Ages to the 21st century. It will survey both European and American composers and genres like classical music, film music, jazz, and world music. Students will study the major periods of Western music history and great composers, developing skills in listening to and analyzing the elements of music. Coursework will include keeping a listening log, using an online resource called MyMusicLab, and completing assignments on Blackboard.
CULTURAL ARTIFACT 1 Music as a Cultural Artifact Rhythm
CULTURAL ARTIFACT 1
Music as a Cultural Artifact: Rhythm and Blues
Author Name
Post University
CULTURAL ARTIFACT 2
Music as a Cultural Artifact: Rhythm and Blues
Write your introduction here. Your introduction should define the term Rhythm and
Blues. When you do this, be sure to write the definition in your own words. The sources you cite
should be from our class. Avoid sources like Wikipedia or “CourseHero.”
Song 1: Name the Singer and the Song
In this section, name the singer and the song for the first song. Write a brief biography in
your own words about the artist. Use sources from our course to support your biographical
information. Name the members of the band.
Songwriters and Lyrics
In this section describe who the songwriters were of the song that you chose. Discuss any
controversy surrounding the song if the performing artist was not the original song writer. Then,
examine the lyrics and share the lines of each song which are your favorite and/or made an
impression on you. Be sure to tell me:
• What are the ideas being addressed in the song?
• What is the date that the original music was written? What is the date the original
song was made or released.
• Does this song exemplify the Rhythm and Blues style, or are they a bit of an “off-
shoot” of the style, like electrified blues, or doo-wop, for example? Explain your
response.
Remember, these are PAPERS, and not a list of bullets. The bullets are here to help you organize
your ideas. make sure you are writing using a narrative format!
Covers of {name the song}
CULTURAL ARTIFACT 3
In this section tell me about covers of this song. Who else has recorded this song. Include
a link to a YouTube video of the cover. If nothing is available, please indicate that as well (hint:
this is unlikely, so be sure to look carefully!) Then, list the instruments you hear in your original
recording and list the instruments you hear in the “cover” of the song’s recording. Are each of
these songs the same or different instrumentation?
Summary: My Preferences
It’s OK to use first person in this section. Describe your favorite thing about the
performance/recordings. Describe the emotions that the performance/recordings made you feel.
Song 2: Name the Singer and the Song
In this section, name the singer and the song for the first song. Write a brief biography in
your own words about the song. Use sources from our course to support your biographical
information.
Songwriters and Lyrics
In this section describe who the songwriters were of the song that you chose. Discuss any
controversy surrounding the song if the performing artist was not the original song writer. Then,
examine the lyrics and share the lines of each song which are your favorite and/or made an
impression on you. Be sure to tell me:
• What are the ideas being addressed in the song?
• What is the date that the original music was written? Wh ...
Draw an ER-EER data model for the following scenario- You want to buil.docx
Draw an ER/EER data model for the following scenario: You want to build a music database for a music streaming service similar to spotify or google music. For each music track, we will need to keep track of its name, the artist performing the track, the album the track performs on, and the time of the track. Some tracks have multiple artists. For some tracks, we will also separately note the composer (i.e. for classical music). Each album can contain multiple tracks, and may either be an album centered on one artist or may have tracks from multiple artists. Any track only appears on a single album (the same song appearing on multiple albums will be treated as multiple tracks). A track has a track number within the context of an album. Albums have a release date. Artists can be individuals (i.e. Michael Jackson), bands/groups (i.e. Led Zeppelin), or ensembles (i.e. the London Symphony Orchestra). Bands have members. Ensembles have leaders or composers. Individuals may appear in different roles on different albums (i.e. Michael Jackson as an individual or as a member of the Jackson Five). Albums may have labels (ex. Colombia) or may be independently produced by the artist (we need to know the difference for streaming royalties). Try to catch as much of this information in your ER diagram as possible. Add attributes as necessary. Note: it is ok to add auto-generated keys, but you should have keys noted in your diagram.
.
Elements of Music
The document provides an overview of key elements of music including melody, rhythm, harmony, texture, timbre, dynamics, form, and genres. It defines these elements and discusses concepts like musical scales, intervals, meter, chords, monophonic and polyphonic textures, timbre, dynamics, musical form and structure, and how music can relate to words.
Need Orginal paperChoose one of these genre of music to write ab.docx
Need Orginal paper
Choose one of these genre of music to write about Blues, Jazz, Pop, R&B
After either attending a live concert or watching a full length concert online, write a critique of the performance following the format below.
Here are a few examples of full length concerts you can find online (by conducting a web search using the criteria below) that could be used for this assignment:
Coldplay Live In Boston 2012 (Full Concert DVD) Sting: If on a winters night-Live from Durham Cathedral 2009 (watch all 14 songs on concert) Eric Clapton, Jeff Beck, Jimmy Page, Ron Wood, Bill Wyman, Jan Hammer, Charlie Duke Ellington The Great Paris Concert Richard Galliano/Winton Marsalis - Billie Holiday meets Edith PIAF Wynton Marsalis and the Lincoln Jazz Center Orchestra @ The BBC Proms 2004 Johnny Cash & Willie Nelson, Amazing stuff! Loretta Lynn -- You're Looking At Country - Legends In Concert
You may choose a different concert video to watch, but be sure you include the URL of the concert you chose in your critique, or scan the program of the live concert you attended and attach it. The musical style of the concert should include at least one of the genres studied in this course.
The Concert Critique should be 2.5 pages long, double spaced. It should contain five paragraphs that describe the following aspects of the concert you attended:
1. Who are the performers? Give the title of the concert and write something about the performers. Is it an orchestra? A choir? An ensemble? Solo artists? Why did you choose to attend this particular performance? Tell as much as you know about the musicians that performed – are they professionals? Students? Teachers? How long have they been performing? Etc.
2. Describe the music that was performed on the concert. Use the musical characteristics that we have been learning in class. What genre is the music (opera aria? Jazz song? Standard tune? Solo instrument piece? Symphony?)
3. What style period was the music written in? What was the tempo, dynamics, texture, etc.? Sometimes the music in a concert will be only one genre. Sometimes there will be several genres performed. Attach the program to your critique, and then refer to the titles in the program. For example: “Autumn Leaves” was performed by a small instrumental ensemble (guitar, bass, and percussion). It is a standard contemporary tune. The tempo was a moderately slow ballad. It had a very mellow sound…
4. Tell how well you think the performers interpreted the music that was on the concert. Were the singers in tune? Did the piano player play musically and rhythmically? Do you think the performers communicated the music as it was meant to be communicated by the composer?
5. Tell which pieces or part of the concert was most moving or enjoyable for you. If you didn’t enjoy the concert very much, tell why you didn’t enjoy it. What could have been better? Be as specific as you can when expressing your opinion of the perfor.
Elements of music ppt
This document provides an overview of the basic elements of music, including rhythm, dynamics, melody, harmony, tone color, texture, form, and articulation. It defines these elements and provides related musical terms. For each element, examples are given to illustrate musical concepts like tempo, pitch, intervals, chords, monophonic and polyphonic texture, and musical forms like binary and ternary. Instrument families and their timbres are also briefly described.
Exploring the elements of music
The document discusses various elements of music including rhythm, tonality, melody, texture, harmony, dynamics, and structure. It provides definitions and examples of key concepts related to rhythm such as beat, pulse, meter, tempo, and syncopation. It also discusses tonality and defines scales such as major, minor, modes, pentatonic, blues, and chromatic. Melody is defined as a sequence of single notes that form the main musical line. Phrasing, contour, sequence, and motive are discussed as key melodic concepts.
Session 4 Phil Tagg’s Musicological Model
Phil Tagg's methodology for musicological analysis involves several key steps:
1) Selecting an "Analysis Object" (AO) that has broad communication potential.
2) Identifying the musical "Parameters of Expression" and elements in the AO.
3) Finding short meaningful segments called "musemes" within the AO.
4) Comparing the AO to similar "Inter-objective Comparison Materials" (IOCM) to understand collective meanings.
1String Quintet in C major .docx
1
String Quintet in C major
Name:
Professor:
May 1, 2019
Franz Schubert (1797-1828) born in Vienna is an outstanding representative of the early Romantic music of the West. His work reflects the connection between the classical music tradition of Vienna and the new romanticism of the 19th century. Schubert received a good artistic influence from an early age. When he was 5 years old, he began to learn music with his father. When she was a child, Schubert had an amazing voice and an admirable tone. In 1808 he was admitted to the boarding school of the church and became a small singer in the Children's Choir of the Palace Theatre. In the boarding school, Schubert studied many professional courses, went to the theater to listen to opera, and contacted many works by Mozart, Haydn, and many other composers. In his short life, he has produced more than 600 artistic songs, making a big contribution to the development of art songs. I will analyze String Quintet in Cmajor.
String Quintet in C major is one of his chamber music work, created in the last year of his life -1828. This quintet uses two violins, one viola, and two cellos. This arrangement makes the bass of the music enhanced. The two cells are also Dialogues can be made, and the interlacing of sounds between different instruments becomes complicated. It is the treasure in chamber music, both in terms of writing skills and spiritual. It is often commented on Schubert's greatest chamber music in his later years.
The D.956[footnoteRef:2] is compiled with a cello in addition to the string quartet. This arrangement makes the bass of the music enhanced, and there can be a dialogue between the two cellos, so the melody of the symphony in D.956The proportion has increased significantly, and the vernacular says that the sound interlacing of different instruments becomes more complicated. [2: Rick Anderson. Reviewed Work: String Quintet, D956. 2005]
The string quintet consists[footnoteRef:3]offourmovements in the usualquick-slow-scherzo-quick pattern: [3: William, Brown. Menahem Pressler: Artistry in Piano Teaching. Indiana University Press, 2009.]
1. Allegro ma non troppo
2. Adagio
3. Scherzo. Presto – Trio. Andante sostenuto
4. Allegretto
The first movement of the "C major string quintet" is composed of a sonata style. The quintet opens with an extremely expansive movement compare with other late Schubert works. The length of Allegro is over one-third of the total length of the piece around 50 minutes. The exposition lasted 154 measures and began with a wide range of C major chords. Schubert presents his unforgettable harmony, well-contoured melody and without regular rhythm pulses. This is followed by music leading to a second contrasting theme with gradually increasing motion and tension. In the E-flat accidental key, it is introduced into the duo between the two units. This part ends with a dominant (G major) chord that naturally returns to the open pitch ch.
1. for this assignment, i want you to pick a popular song (aim to
This document provides instructions for an assignment asking students to analyze how a popular song from the last 20 years either adheres to or subverts depictions of gender from Charlotte Bronte's novel Jane Eyre. Students are to write a 3-4 page paper in MLA format comparing their chosen song to themes and portrayals of women or men in the novel. The paper should include an introduction with thesis, background on the song, analysis of how the song relates to women's roles or how views have changed since Jane Eyre, discussion of at least two themes found in both the song and novel with evidence from lyrics, and a conclusion. Guiding themes from Jane Eyre are also listed.
ELEMENTS OF MUSIC.ppt
The document defines several key elements of music - rhythm, beat, tempo, dynamics, timbre, pitch, melody, harmony, form, and texture. It provides definitions for each element and discusses how they are used and combined in musical works. Rhythm refers to patterns of long and short sounds. Beat establishes a steady pulse. Tempo indicates the speed of the music. Dynamics refer to volume. Timbre is the unique quality of sounds. Pitch describes highness or lowness. Melody is a singable line of pitches. Harmony uses combinations of pitches. Form looks at a piece's structure. Texture considers layering of sounds. When used together, these elements can express emotion in music.
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