Audiobook Music Research: A Handbook by Laurie J. Sampsel
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Music Research: A Handbook introduces music students to major print and electronic research tools available to them, ideal for graduate-level music bibliography and research courses or any music course requiring library research. The handbook guides students to the most significant English-language research tools and resources, reference titles in major areas, and principal sources in French, German, Italian, and Spanish. It is organized by type of research tool and includes annotated bibliographies describing each tool's purpose and strengths. The handbook also discusses style manuals and resources for writing about music and citing sources, emphasizing methods for evaluating reference and research tools.
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Music Appreciation
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Copyright © 2014 by Penn Foster, Inc.
All rights reserved. No part of the material protected by this copyright may be
reproduced or utilized in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work should be
mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton,
Pennsylvania 18515.
Printed in the United States of America
All terms mentioned in this text that are known to be trademarks or service
marks have been appropriately capitalized. Use of a term in this text should not be
regarded as affecting the validity of any trademark or service mark.
INSTRUCTIONS TO STUDENTS 1
LESSON ASSIGNMENTS 7
LESSON 1: THE MIDDLE AGES AND
THE RENAISSANCE 9
LESSON 2: THE BAROQUE ERA 18
LESSON 3: THE CLASSICAL ERA 23
LESSON 4: THE NINETEENTH CENTURY, PART 1 27
LESSON 5: THE NINETEENTH CENTURY, PART 2 32
LESSON 6: THE TWENTIETH CENTURY, PART 1 37
LESSON 7: THE TWENTIETH CENTURY, PART 2 44
SELF-CHECK ANSWERS 50
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YOUR COURSE
Your music appreciation course is designed to offer you a
solid foundation in the history of Western music, as well as
an introduction to music from cultures around the world.
As you make your way through this fascinating course, you’ll
listen to a broad selection of musical works and learn about
the people and cultures that created them.
While reading your textbook and listening to the accompa-
nying musical selections, you’ll experience the unique ways in
which composers communicate to listeners. You’ll also
begin to appreciate music on a new, more personal level as you
focus on the artistic value and cultural importance of musical
masterpieces. In the end, you’ll find yourself listening to
music with a deeper level of attention than ever before.
OBJECTIVES
When you complete this course, you’ll be able to
n Identify the basic principles of music theory, including
melody, harmony, dynamics, and timbre
n Name the main types of musical instruments
n Distinguish between different forms of musical
composition
n Differentiate the major periods of Western musical
history
n Identify influential composers of various periods of
musical history
n Identify representative modern musical compositions
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MHL 341
2
experience or interest, an aspect of your anticipated musical career, an aspect of the local community or your “home” environment, world events or issues (from your lifetime), a trend in present-day society, a music scene or venue you identify with, a particular use or style of music, etc. As you express your ideas in 5 pages of your paper, be sure to organize your thoughts logically and to connect them as clearly as possible to the material you have researched.
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Study Guide
Music Appreciation
By
Eric Swanson
About the Author
Eric Swanson is a graduate of Yale University and The Juilliard School.
He is the author of What the Lotus Said: A Journey to Tibet and Back
and the novels The Greenhouse Effect and The Boy in the Lake. He
has also written a set of thirty-five essays on the lives of com-
posers of classical music for the LaserLight CD-ROM label.
Copyright © 2014 by Penn Foster, Inc.
All rights reserved. No part of the material protected by this copyright may be
reproduced or utilized in any form or by any means, electronic or mechanical,
including photocopying, recording, or by any information storage and retrieval
system, without permission in writing from the copyright owner.
Requests for permission to make copies of any part of the work should be
mailed to Copyright Permissions, Penn Foster, 925 Oak Street, Scranton,
Pennsylvania 18515.
Printed in the United States of America
All terms mentioned in this text that are known to be trademarks or service
marks have been appropriately capitalized. Use of a term in this text should not be
regarded as affecting the validity of any trademark or service mark.
INSTRUCTIONS TO STUDENTS 1
LESSON ASSIGNMENTS 7
LESSON 1: THE MIDDLE AGES AND
THE RENAISSANCE 9
LESSON 2: THE BAROQUE ERA 18
LESSON 3: THE CLASSICAL ERA 23
LESSON 4: THE NINETEENTH CENTURY, PART 1 27
LESSON 5: THE NINETEENTH CENTURY, PART 2 32
LESSON 6: THE TWENTIETH CENTURY, PART 1 37
LESSON 7: THE TWENTIETH CENTURY, PART 2 44
SELF-CHECK ANSWERS 50
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YOUR COURSE
Your music appreciation course is designed to offer you a
solid foundation in the history of Western music, as well as
an introduction to music from cultures around the world.
As you make your way through this fascinating course, you’ll
listen to a broad selection of musical works and learn about
the people and cultures that created them.
While reading your textbook and listening to the accompa-
nying musical selections, you’ll experience the unique ways in
which composers communicate to listeners. You’ll also
begin to appreciate music on a new, more personal level as you
focus on the artistic value and cultural importance of musical
masterpieces. In the end, you’ll find yourself listening to
music with a deeper level of attention than ever before.
OBJECTIVES
When you complete this course, you’ll be able to
n Identify the basic principles of music theory, including
melody, harmony, dynamics, and timbre
n Name the main types of musical instruments
n Distinguish between different forms of musical
composition
n Differentiate the major periods of Western musical
history
n Identify influential composers of various periods of
musical history
n Identify representative modern musical compositions
and the movements associated with their creation
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COURSE MATERIALS
Your music course provides you with t.
Afrs 255 Introduction to Hip Hop, fall 2013
This document provides guidance on the research process for a paper about hip hop music. It instructs students to create a thesis statement and research questions, and outlines strategies for searching relevant databases and selecting appropriate sources. Specific tips are offered on developing concepts, using Boolean operators and truncation, finding peer-reviewed articles, and accessing resources through the CSULB library systems. The goal is to equip students with the tools to conduct successful research for their hip hop paper.
Where do I start?
This document provides guidance for a music history project on analyzing a selected piece of music. It instructs the student to choose a piece they like, then research the composer and genre of the piece using specific sources like Grove Music Online. It also recommends learning about the historical context of the period, any performance practice issues, and critiques of the piece. The student is told to take detailed notes during their research.
Discovering music: small-scale, web-scale, facets, and beyond-Belford
Many libraries are implementing or developing web-scale discovery interfaces or other faceted browsing interfaces. There is exciting potential for new discovery interfaces to ease the difficulties users face when searching for music materials. However, the specialized discovery needs arising from unique characteristics of music materials are often overlooked. This session will examine how to meet the special demands for music discovery while improving access to materials that pose similar challenges, such as law, literature and religious studies, and video collections. The session will provide an overview of the topic, based on the Music Library Association’s Music Discovery Requirements document, and explore aspects of music discovery as realized through specific interfaces.
Rebecca Belford
Music Cataloger/Reference Librarian, University at Buffalo
Buffalo, NY
See accompanying presentation by
Tracey Snyder
Cornell University
http://www.slideshare.net/NASIG/discovering-music-smallscale-webscale-facets-and-beyond
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This chapter provides an introduction to the field of psychology for musicians. It discusses how psychology can help musicians better understand their own skills and development. The chapter outlines some key concepts in psychology relevant to music, such as cognition, perception, memory, emotion, and motivation. It also introduces the idea that music skills are complex and involve both innate abilities and learning through practice and experience.
Secondary and tertiary sources
This document discusses secondary sources and examples of different types of secondary sources including indexing and abstracting periodicals, bibliographies, reference sources like dictionaries, encyclopedias, handbooks, manuals, yearbooks, almanacs, maps, and atlases. It provides details on each type, including definitions and examples. Secondary sources are compilations, digests, evaluations, and transformations of original materials and make information more accessible to users.
onlineassignmnt
This document discusses different types of manuscripts and manuscript magazines. It begins with an introduction to manuscripts, describing them as handwritten works. It then discusses modern variations, including typescripts produced on typewriters. It provides examples of different types of manuscript magazines, including Bomb Magazine, the Voynich Manuscript, European manuscripts, and the Hindi science magazine Sandarbh. The document contains information on the history and formats of manuscripts as well as examples of current manuscript magazines.
FIU MUH 3212 Lecture II, Spring 09
Lecture two of MUH 3212 Lecture series on the Baroque and Classical eras of Western Music. This lecture focuses on Aspects of Performance Practice, additional sources, and it briefly touches on some aspects of the harpsichord in preparation for Jan. 15 harpsichord masterclass.
Research & Reflect Project Bringing Music of the Past into the .docx
Research & Reflect Project: Bringing Music of the Past into the Present
Project Description
For your written project this semester, you will be asked to research and reflect on the following question:
How is music of the past relevant in today’s world?
For this class, we will define “music of the past” as any aspect of music dating from Antiquity to 1750, and “today’s world” as the world during your lifetime. You are free to focus on what you personally relate to and see as most relevant to the present.
Your goals will be:
-to learn more about a specific area of music history through research -to write a coherent and convincing paper
-to relate academic work to your personal experiences and/or interests -to think creatively about history
a)-Research
(50%)
Choose
one specific area of music from Antiquity to 1750
that you find most interesting and perceive to be relevant in today’s world. Then research that specific area of early music to the point that you can discuss it accurately in 5 pages of your paper.
DO NOT research repertory in NAWM
–this is your opportunity to explore beyond what is covered in class!
Suggested Topic Categories: Note that for each category, you will need to narrow your focus to
one or two specific examples from before 1750
.
--music sponsorship and/or entrepreneurship
--music and technology
--musical notation or transmission --music and politics or propaganda --music and religious reform --music and ritual or piety
--music and emotions
--music and other art forms
--performance practices or conventions
--a musical event or venue
--a musical ensemble or organization
--a compositional technique or expressive device --a pedagogical method
--a theoretical principle
--a musical philosophy or idea
The possibilities are limitless! Don’t hesitate to meet with me if you need help focusing your interests or simply brainstorming.
b)-Personal Reflection
(50%)
Reflect on how the pre-1750 area of music you have researched is relevant in today’s world.
This portion of your paper should consist of your personal ideas and observations, not research.
You are free to interpret “today’s world” from any perspective, such as: a personal
MHL 341
2
experience or interest, an aspect of your anticipated musical career, an aspect of the local community or your “home” environment, world events or issues (from your lifetime), a trend in present-day society, a music scene or venue you identify with, a particular use or style of music, etc. As you express your ideas in 5 pages of your paper, be sure to organize your thoughts logically and to connect them as clearly as possible to the material you have researched.
Try to focus on one or two main ideas, which you can develop into a coherent statement that includes specific examples
.
A few strategies you might consider:
--Discuss a parallel phenomenon (e.g.: compare a medieval ruler’s use of music for political purposes to the use of ...
S^4-Super Summer Science Search™ Contest Study Session #2: Databases Overview
An overview of what a library database is and how a database search differs from using search engines. Sponsored by the Cupertino Library Foundation
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.
BMus Music History in Context 4b info skills (refine) 2018/19
From the Jerwood Library, Trinity Laban Conservatoire of Music and Dance. For Music undergraduates learning about online music research resources.
MUSIC DLL WEEK 1.docx
This document is a daily lesson log for a Music class that covers Afro-Latin American music, popular music, and Philippine popular music over the course of a week. The teacher's objectives are for students to understand the historical and cultural backgrounds of these music genres and analyze their musical characteristics through listening activities. Each day focuses on a different topic and includes learning activities like group work, listening exercises, discussions, and assessments. The log provides links to audio examples and outlines the procedures used to introduce, practice, and evaluate the concepts.
history of music grade 9 and 10.ppt
The document provides an overview of music from the Medieval/Middle Ages period from 450-1450 CE. It discusses several key points:
1. Sacred music was mostly vocal until 1100 CE, when instruments like the organ became more common in church. Most composers were anonymous as they were taught it was wrong to take credit.
2. Secular music included troubadours who traveled singing love songs accompanied by instruments like drums and harps. Their music was not usually notated.
3. The earliest music was Gregorian chant, which was sung slowly and without rhythm or harmony. Polyphony, with multiple vocal lines and harmony, developed later in the period.
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Audiobook Music Research: A Handbook by Laurie J. Sampsel
- 1. Audiobook Music Research: A Handbook by Laurie J. Sampsel Music Research: A Handbook By : Laurie J. Sampsel
- 2. DONWLOAD LAST PAGE !!!!
- 3. DETAIL Author : Laurie J. Sampselq Pages : 320 pagesq Publisher : Oxford University Press, USAq Language :q ISBN-10 : 0199797129q ISBN-13 : 9780199797127q Description Music Research: A Handbook introduces music students to the major print and electronic research tools available to them. Ideal for graduate-level music bibliography and research courses, it can also be used in any undergraduate or graduate music course that requires students to engage in library research or to write a research paper. Concise and practical, this unique handbook does not aim to provide an exhaustive introduction to the subject; rather, it is highly selective and guides students to the most significant English-language research tools and resources, reference titles in major areas, and the principal sources in French, German, Italian, and Spanish. The book's first section (Chapters 1-14) is organized by type of research tool--for example, encyclopedias, periodical indexes, and discographies. Each chapter in this section includes an overview of the tool it covers; an annotated bibliography that describes the tool's purpose, scope, strengths, and weaknesses; and an evaluation checklist that encourages students to think critically about the tools and materials they discover as they do research. The second section (Chapters 15-16) discusses style manuals and various resources for writing about music and citing sources. Methods for evaluating reference and research tools are emphasized throughout the book.Music Research: A Handbook is supplemented by a companion website, www.oup.com/us/musresearch, which includes supplemental links, updates to available bibliographies and readings by chapter, research tools listed by composer, and lists of core music journals and major professional music associations. Audiobook Music Research: A Handbook by Laurie J. Sampsel
- 4. DONWLOAD LAST PAGE !!!!
- 5. DOWNLOAD HERE !!!! Audiobook Music Research: A Handbook by Laurie J. Sampsel