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Music6 q1 mod1_rhythm-notes-and-rests_version3
This document is a module on rhythm and notes and rests in music. It contains information on the different types of notes like whole notes, half notes, quarter notes and eighth notes. It also discusses the different types of rests like whole rests, half rests, quarter rests and eighth rests. It explains that notes represent sounds and rests represent silence. It provides examples of dotted notes and rests and their time values. The module aims to teach students about rhythm and how music is created using notes and rests on the musical staff.
pages music paper.docx
Students must submit a 1 page single spaced listening journal entry in Blackboard by December 8th analyzing and discussing 2 pieces of music from Chapter 24 in the genres of Jazz or Musical Theater. The journal should include the title, composer, and discuss what is heard in the piece including instruments, genre/style, how the music develops, what is liked/disliked, and emotional response using music vocabulary terms. Citations are required for any outside information and plagiarism will result in a lower grade.
Music education ii module 1.the world of musical sounds
This document provides an introduction to a module on musical sounds. It discusses what the module will cover, including definitions of music, sources of music in different cultures, and the four properties of sound. It instructs students to carefully read discussions, complete activities, and ask for help from their teacher. It outlines that students will listen to musical examples, learn songs from the Philippines and Japan, do interviews and a special project.
Year 11 revision guide
This document provides a revision guide for GCSE Music. It covers the key areas of study including rhythm and metre, harmony and tonality, texture and melody, timbre and dynamics, and structure and form. It defines important musical terminology and provides example questions. It also includes a listening guide with examples of music from different genres and cultures to support learning. Websites are listed that provide audio examples of musical elements and terms to aid revision.
Write a short essay on a musical work or works of your choosing. Ima.docx
Write a short essay on a musical work or works of your choosing. Imagine you are writing about the music for a reader who is familiar with the basic musical concepts and terminology you have learned in this class, but does not know the music of the artist you are writing about. You may choose to discuss more than one work, but limit your discussion to a few meaningful examples. For instance, you might compare and contrast two songs from a single album, two songs from different albums made at different times in an artist's career, or an original and a cover by a different artist.
Address at least
three
of the following prompts in your response:
1.
Describe your personal reaction to the music. How does it make you feel? Does it evoke any particular associations or memories for you? Do you feel the artist/composer intended to incite a particular emotional reaction with the music? How much do you experience that emotion yourself?
2.
Describe the elements of the music and their interaction. Is it in a major or minor key? Can you identify its meter? Can you describe its texture (is it
monophonic
,
melody-and accompaniment
,
polyphonic
, or some combination of these)?
3.
Can you identify the instrumentation? Are there any unusual instrumental choices or sound sources?
4.
Does the work exhibit a recognizable musical
form
that we have talked about?
5.
Is the music characteristic of a particular musical style? Does it show evidence of influence from, or reaction to, a particular style?
6.
Does the music have a text? If so, how are music and text related? How does the music reinforce the meaning of the words?
7.
Do you know other music by this artist? Does your knowledge of the artist's other work influence how you perceive this particular work?
8.
Does the music seem to evoke something outside itself? For example, does it follow a storyline, or evoke a particular image or idea?
You will need include recording of the music you write about, either in the form of a Youtube or other online link or as an mp3.
.
Welcome To Music 101
This PowerPoint presentation contains introductory information for the online section 171 of Burlington County College's Music 101 course, Fall 2013.
Lesson Non Chord Tones
This document discusses non-harmonic tones in music. It defines non-harmonic tones as notes that do not fit the prevailing harmony. It explains that music theorists have developed labels for different types of non-harmonic tones based on how they are approached and resolved. Common non-harmonic tones mentioned include passing tones, neighboring tones, appoggiaturas, escape tones, suspensions, and anticipations. The document emphasizes that non-harmonic tones should be analyzed based on their musical function and that the music itself can help determine which notes are non-harmonic.
TimePodcast title The Hokkienese and locality in Taiwanese in.docx
Time
Podcast title:
The Hokkienese and locality in Taiwanese indie music
1 min
Opening:
1. Introduce the song you played as opening and talk about the phenomenon you found: Hokkienese became a popular language in Taiwanese indie music
2. Main statement (Your opinion of your discovery):
1) It is a reflection on politics in Taiwan.
2) This prevalent represents and constructs an imagination of Taiwanese locality.
2. What are you going to discuss, what songs are you going to play in this podcast:
1) The political context in Taiwan and how do musicians use Hokkienese to express their political identity
2) What kinds of locality that these musicians present through music?
3) I will play two Hokkienese indie songs which are very popular in Taiwan.
3. Introduce the song you want to play: Musician and the title, and tell your audience what is important in the music
1 min
Song 1: Bishiu Group: King of Light
2 mins
1. What make this song special (relate to your statement): The story of this song, language, rhythm, melody, tone, and the color of the MV
2. How does this song fit into your statement 1:
1) Criticizing the essentialization of low and high aesthetic in Hokkienese and Mandarin.
2) Political context in Taiwan
3. The second statement and the song:
1) The representation and construction of the locality in the song.
2) Musician and the title, and tell your audience what is important in the music
1 min
Song 2: EggPlantEgg: Waves Wandering
1 min
1. What make this song special: (relate to your statement): The story of this song, language, rhythm, melody, tone, and the color of the MV
2. How does this song fit into your statement 2: In this song, the locality thatHokkienese presents is connected with the gang culture,masculinity, and patriarchy.
3. Conclusion: Stereotype? Locality? Taiwanese identity?
Paper/Podcast Rubric Mus 014/ ETST 014/ URST 014
1: Introductory
Demonstrates beginning level work, needs much improvement
2: Still Learning
Demonstrates some knowledge, needs some improvement
3: Adept
Demonstrates understanding and thoughtful application, needs a little improvement
4: Mastery
Demonstrates significant knowledge and insight, needs almost no improvement
Thesis/
Question & organization
Thesis or question is present but unclear.
Points are unconnected or in an illogical order.
Thesis or question is present, but not fully answered/supported. May be overly general/too large for the paper/presentation length. Does relate to one or more of the central questions.
Points generally move from one to the next, though transitions may be choppy or occasionally unclear.
Thesis or question is present, and project supports the thesis or answers the question. Thesis/question relates to one or more of the central questions.
Paper/podcast moves logically from point to point, and these mostly support the main idea.
Thesis or question is present, related to the class question(s), project supports the thesis or answers the question, and sh ...
Recommended
Music6 q1 mod1_rhythm-notes-and-rests_version3
This document is a module on rhythm and notes and rests in music. It contains information on the different types of notes like whole notes, half notes, quarter notes and eighth notes. It also discusses the different types of rests like whole rests, half rests, quarter rests and eighth rests. It explains that notes represent sounds and rests represent silence. It provides examples of dotted notes and rests and their time values. The module aims to teach students about rhythm and how music is created using notes and rests on the musical staff.
pages music paper.docx
Students must submit a 1 page single spaced listening journal entry in Blackboard by December 8th analyzing and discussing 2 pieces of music from Chapter 24 in the genres of Jazz or Musical Theater. The journal should include the title, composer, and discuss what is heard in the piece including instruments, genre/style, how the music develops, what is liked/disliked, and emotional response using music vocabulary terms. Citations are required for any outside information and plagiarism will result in a lower grade.
Music education ii module 1.the world of musical sounds
This document provides an introduction to a module on musical sounds. It discusses what the module will cover, including definitions of music, sources of music in different cultures, and the four properties of sound. It instructs students to carefully read discussions, complete activities, and ask for help from their teacher. It outlines that students will listen to musical examples, learn songs from the Philippines and Japan, do interviews and a special project.
Year 11 revision guide
This document provides a revision guide for GCSE Music. It covers the key areas of study including rhythm and metre, harmony and tonality, texture and melody, timbre and dynamics, and structure and form. It defines important musical terminology and provides example questions. It also includes a listening guide with examples of music from different genres and cultures to support learning. Websites are listed that provide audio examples of musical elements and terms to aid revision.
Write a short essay on a musical work or works of your choosing. Ima.docx
Write a short essay on a musical work or works of your choosing. Imagine you are writing about the music for a reader who is familiar with the basic musical concepts and terminology you have learned in this class, but does not know the music of the artist you are writing about. You may choose to discuss more than one work, but limit your discussion to a few meaningful examples. For instance, you might compare and contrast two songs from a single album, two songs from different albums made at different times in an artist's career, or an original and a cover by a different artist.
Address at least
three
of the following prompts in your response:
1.
Describe your personal reaction to the music. How does it make you feel? Does it evoke any particular associations or memories for you? Do you feel the artist/composer intended to incite a particular emotional reaction with the music? How much do you experience that emotion yourself?
2.
Describe the elements of the music and their interaction. Is it in a major or minor key? Can you identify its meter? Can you describe its texture (is it
monophonic
,
melody-and accompaniment
,
polyphonic
, or some combination of these)?
3.
Can you identify the instrumentation? Are there any unusual instrumental choices or sound sources?
4.
Does the work exhibit a recognizable musical
form
that we have talked about?
5.
Is the music characteristic of a particular musical style? Does it show evidence of influence from, or reaction to, a particular style?
6.
Does the music have a text? If so, how are music and text related? How does the music reinforce the meaning of the words?
7.
Do you know other music by this artist? Does your knowledge of the artist's other work influence how you perceive this particular work?
8.
Does the music seem to evoke something outside itself? For example, does it follow a storyline, or evoke a particular image or idea?
You will need include recording of the music you write about, either in the form of a Youtube or other online link or as an mp3.
.
Welcome To Music 101
This PowerPoint presentation contains introductory information for the online section 171 of Burlington County College's Music 101 course, Fall 2013.
Lesson Non Chord Tones
This document discusses non-harmonic tones in music. It defines non-harmonic tones as notes that do not fit the prevailing harmony. It explains that music theorists have developed labels for different types of non-harmonic tones based on how they are approached and resolved. Common non-harmonic tones mentioned include passing tones, neighboring tones, appoggiaturas, escape tones, suspensions, and anticipations. The document emphasizes that non-harmonic tones should be analyzed based on their musical function and that the music itself can help determine which notes are non-harmonic.
TimePodcast title The Hokkienese and locality in Taiwanese in.docx
Time
Podcast title:
The Hokkienese and locality in Taiwanese indie music
1 min
Opening:
1. Introduce the song you played as opening and talk about the phenomenon you found: Hokkienese became a popular language in Taiwanese indie music
2. Main statement (Your opinion of your discovery):
1) It is a reflection on politics in Taiwan.
2) This prevalent represents and constructs an imagination of Taiwanese locality.
2. What are you going to discuss, what songs are you going to play in this podcast:
1) The political context in Taiwan and how do musicians use Hokkienese to express their political identity
2) What kinds of locality that these musicians present through music?
3) I will play two Hokkienese indie songs which are very popular in Taiwan.
3. Introduce the song you want to play: Musician and the title, and tell your audience what is important in the music
1 min
Song 1: Bishiu Group: King of Light
2 mins
1. What make this song special (relate to your statement): The story of this song, language, rhythm, melody, tone, and the color of the MV
2. How does this song fit into your statement 1:
1) Criticizing the essentialization of low and high aesthetic in Hokkienese and Mandarin.
2) Political context in Taiwan
3. The second statement and the song:
1) The representation and construction of the locality in the song.
2) Musician and the title, and tell your audience what is important in the music
1 min
Song 2: EggPlantEgg: Waves Wandering
1 min
1. What make this song special: (relate to your statement): The story of this song, language, rhythm, melody, tone, and the color of the MV
2. How does this song fit into your statement 2: In this song, the locality thatHokkienese presents is connected with the gang culture,masculinity, and patriarchy.
3. Conclusion: Stereotype? Locality? Taiwanese identity?
Paper/Podcast Rubric Mus 014/ ETST 014/ URST 014
1: Introductory
Demonstrates beginning level work, needs much improvement
2: Still Learning
Demonstrates some knowledge, needs some improvement
3: Adept
Demonstrates understanding and thoughtful application, needs a little improvement
4: Mastery
Demonstrates significant knowledge and insight, needs almost no improvement
Thesis/
Question & organization
Thesis or question is present but unclear.
Points are unconnected or in an illogical order.
Thesis or question is present, but not fully answered/supported. May be overly general/too large for the paper/presentation length. Does relate to one or more of the central questions.
Points generally move from one to the next, though transitions may be choppy or occasionally unclear.
Thesis or question is present, and project supports the thesis or answers the question. Thesis/question relates to one or more of the central questions.
Paper/podcast moves logically from point to point, and these mostly support the main idea.
Thesis or question is present, related to the class question(s), project supports the thesis or answers the question, and sh ...
Music6 q1 mod1_rhythm notes and rests_final08032020
This module teaches learners about rhythm, notes, and rests. It contains one lesson that teaches students to identify different types of notes and rests, including their time values. Students will learn about whole, half, quarter, eighth notes and rests. They will also learn about dotted notes and rests, and how a dot increases the time value. The module includes activities for students to identify notes and rests in musical scores and applies their knowledge in assessments.
Study GuideMusic AppreciationByEric SwansonA.docx
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
iii
C
o
n
t
e
n
t
s
C
o
n
t
e
n
t
s
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
1
In
s
t
r
u
c
t
io
n
s
In
s
t
r
u
c
t
io
n
s
COURSE MATERIALS
Your music course provides you with t.
MUSIC6-Q1-MODULE3ndbhehdhdhdhdhhdhdhd.pdf
Here are the dynamic markings identified in the musical score and their meanings:
1. pp - pianissimo, meaning very soft
2. f - forte, meaning loud
3. crescendo - gradually becoming loud
So in summary, the musical score uses pp to indicate singing very softly at the beginning, then uses f to indicate singing loudly, and finally uses crescendo to indicate gradually getting louder.
Welcome to Music 101
This document provides an introduction and overview for an online "Music 101: Introduction to Music" course. The course will cover the development of Western music from the Middle Ages through the 20th century, including topics like classical music, jazz, film music, and musical theater. Students will learn about the various periods of Western music history and genres, listen to representative works, and gain familiarity with important composers and their compositions. The goal is for students to understand musical periods and be able to identify examples by the end of the course. Weekly online assignments will include maintaining a listening log of samples heard. The course aims to develop students' focus and appreciation of longer musical works.
(1) Slides Unit 12 Reading Tieng Anh 10
The document discusses different types of music and their characteristics. It introduces folk music, rock 'n' roll, pop music, classical music, and jazz, describing folk music as traditional songs of a country, rock 'n' roll as having a strong beat, pop music as being popular with young people, classical music as serious and traditional Western music, and jazz as a combination of African and Western music. It also discusses how music plays an important role in communication and influencing human emotions and mood.
(1) Slides Unit 12 Reading Tieng Anh 10
The document discusses different types of music and their characteristics. It introduces folk music, rock 'n' roll, pop music, classical music, and jazz, describing folk music as traditional songs of a country, rock 'n' roll as having a strong beat, pop music as being popular with young people, classical music as serious and traditional Western music, and jazz as a combination of African and Western music. It also discusses how music plays an important role in communication and influencing human emotions and mood.
(1) Slides Unit 12 Reading Tieng Anh 10
The document discusses different types of music and their characteristics. It introduces folk music, rock 'n' roll, pop music, classical music, and jazz, describing folk music as traditional songs of a country, rock 'n' roll as having a strong beat, pop music as being popular with young people, classical music as serious and traditional Western music, and jazz as a combination of African and Western music. It also discusses how music plays an important role in communication and influencing human emotions and mood.
PAPER EXPECTATIONSFollow the instructions.Make your ideas .docx
The document provides instructions for a paper assignment comparing two hip hop songs from provided lists. It emphasizes concise writing, avoiding repetition, using specific details and examples to support points, and properly citing sources in MLA format. Failure to follow the instructions or plagiarism will result in deductions or a score of zero. Students must choose one song from each list for a minimum 3-page paper that compares and contrasts the two songs.
WLP-WEEK 1-MUSICQ1.docx
This document provides the weekly learning plan for a 6th grade music class. Over the course of the week, students will learn about rhythm as an element of music including notes and rests. They will review the different types of notes like whole, half, quarter, eighth and sixteenth notes. Students will also learn about whole, half, quarter, eighth and sixteenth rests. A variety of classroom activities are outlined, including identifying notes and rests in musical scores, compositions, and rhythmic patterns. Students will apply their understanding through exercises identifying notes and rests, answering evaluation questions, and completing a sentence on what they have learned.
405,23.docx
This document provides the objectives and plan for an English language lesson about music for 8th grade students. The lesson aims to develop students' vocabulary, listening, reading, speaking and engagement with music. Students will learn about musical styles and instruments, discuss their music preferences, listen to a dialogue about famous singers, read texts matching children to instruments, watch a video on how music affects mood, and do a role play activity. The lesson concludes with a homework assignment and student reflection.
Be sure to listen to all of the pieces first, then answer the ques.docx
Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning.
1. Two of the concepts discussed in your text include rhythm and meter. Rhythms and meters are placed in groups (or a feeling of) of 2’s or 3’s, often referred to as duple or triple. After listening to “Cantecul Miresei,” how would you identify the meter? Is it duple, triple, or it is a combination of both? Explain your answer and how you arrived at your decision. (Hint: Listen to the piece several times and try clapping with the beat.”)
2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers.
3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected.
4. Timbre and the study of acoustics is possibly one of the most interesting elements of music. Every voice, instrument, and sound made has a distinct, unique quality that either makes it attractive to our ears or unbearable. However, it is also important to remember that while an instrument or voice (ex. a screechy soprano or an accordion) may not sound good to us on their own, when paired with other instruments or voices may sound absolutely wonderful. Choose one of the pieces from this assignment and describe the timbre of the piece. How would you describe the sound? Is it airy, woody, tin-like, open, closed, high, low, etc.? Does the timbre change at all? If s ...
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
Listening to music is something everyone does. Some people listen to.docx
Listening to music is something everyone does. Some people listen to music constantly, while others listen to it situationally, such as when driving, studying, exercising, or relaxing. Different playlists can be made for these different tasks. But how carefully and deeply does the listening experience go? This assignment requires you to delve deeper into one of your favorite songs to maximize appreciation of it through achieving an understanding of the complexities that go into the creation of your preferred music. In doing so, you will increase your perceptual awareness, not just for music, but for all things!
Instructions:
Choose a musical artist (from any music era). Choose one of his or her main works (songs or compositions) and listen to the piece so that you can comment on your reaction to the work. Write a 1-2 page essay about the following:
A brief summary of the background or history of the artist
The meaning of the song you chose
The musical elements being used, with examples
The contribution that the piece has had to the development of music and how it influenced future music
Your assignment should be written in APA format and should include in-text citations and a reference page.
.
MUSIC AND ARTS 7.pptx
This document provides an overview of three modules for teaching arts using digital technology. The first module discusses how elements and principles of art apply to both traditional and digital art. It introduces digital art and how computers are used in visual media like publishing, graphic design, and more. The second module reviews basic drawing tools in digital art software and has students practice using lines, shapes and other elements. The third module discusses demonstrating understanding of art elements like shapes and colors, as well as principles like emphasis, harmony and contrast, through digital painting and poster design using new technologies.
Music
Music plays an important role in our lives and can benefit both individuals and society. It can help workers feel less stressed and more productive. A clothing factory had banned music during work hours due to complaints that it distracted employees. However, when the workers were allowed to play music again, they said it actually helped them work harder and improved morale. Presentations should be organized using the "rule of threes" structure, focusing on three main points or examples to help the audience understand and remember the key ideas.
Grade 6 PPT_MUSIC_Q1_W1.pptx
This document summarizes a music lesson on rhythm, notes, and rests. It introduces musical concepts like time signatures, notes, rests, and dotted notes. Examples of Filipino folk songs are used to identify different rhythms. Students practice identifying rhythms, singing songs and clapping patterns. They also act out daily routines to demonstrate rhythmic movement. Formative assessments are given to evaluate students' understanding of notes and rests in different measures.
Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Assignment: Concert Report
MUS 021: Dr. Bjorkedal
Attend a live (no podcasts, etc) western classical music performance and write a typed report. Make sure to review all instructions prior to attending a performance.
Concert Guidelines:
1. The level of the performance must be college-age performers or professional—no middle/high school/etc. performances.
2. The performance must be of western art music, similar to the genres discussed in text chapters assigned in the syllabus—orchestra, chamber music, solo instrumental performances, opera, choir, ballet, musicals, etc. If you have doubts about a concert qualifying as “western art” music, e-mail the professor before attending.
3. You must attend the entire performance- no late arrivals or early departures.
Report:
Format: 2-4 pages, typed, double-spaced on 8.5 x 11 paper with one-inch margins. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style: Your colleagues taking this class should be able to read the report and gain a clear concept of your experience. You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not HEAR this concert and will rely on a sense of the experience solely from your descriptions. This paper should have an academic style- formal, with no contractions used.
Content: The report is YOUR observations of the concert. A successful report will address these categories:
1. Performance setting and types of music: Give the date, place, and name(s) of groups performing. Briefly describe the performance setting- for example, you might include your observations on the ambiance of the performance space, performers’ attire dress, audience’s attire, etc. and how it affected your concert-going experience. Which types/genres of music were performed (symphony, opera, solo, chamber, etc). What pieces did you hear, who were the composers, and what were historical eras of these pieces?
2. The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert. Narrow your focus to two movements or short pieces from your concert and do one of the following:
a. Choose two movements or short pieces from the program and contrast/compare these works with references to specific musical elements.
b. Choose two movements of short pieces and give an overview of their characters- what types of moods or feelings they evoked with references to specific musical elements.
c. Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR ears (not the internet’s ideas…) and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the musical selections highlighted ...
Follow the picture I provide to write the concert report..docx
Follow the picture I provide to write the concert report
.
Concert
Guidelines:
1.
The le
vel of the performance must be
c
ollege-age performers or
professional
—no middle/high school/etc. performances
.
2.
The performance must be of western art music, similar to
the genres
discussed in
text chapters assigned in the
syllabus—orchestra, chamber
music
, solo
instrumental performances
, opera, choir,
ballet, musicals,
etc. If you have doubts about a concert qualifying as “western art” music, e-mail
the professor
before
attending
.
3.
You must attend the entire performance- no late arrivals or early departures.
Report:
Format:
2-4
pages, typed, double-spaced
on 8.5 x 11 paper with one-inch margins
. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style
:
Your
colleagues taking this class should be able to read the report and gain a clear concept of your experience.
You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not
HEAR
this concert
and will rely on a sense of the experience solely from your descriptions.
This
paper
should have an academic
style
- formal, with no contractions used.
Content: The
report
is
YOUR
observations of the concert.
A successful report will address these categories:
1.
Performance setting
and types of music
:
Give the d
ate, place,
and name(s) of groups performing. B
riefly d
escribe the performance setting- for example, you might include
your observations on
the ambiance of the performance space,
performers’ attire
dress, audience’s attire
, etc.
and how it affected your concert-going experience.
Which types/genres of music were perfo
rmed (symphony, opera, solo, chamber,
etc
)
.
What pieces did you hear
,
who were the composers
,
and
what were
historical eras of these pieces?
2.
The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert.
Narrow your focus to
two
movements or short pieces from your concert and
do one of the following:
a.
Choose two movements
or short pieces
from the program and
contrast/compare
these works with references to specific musical elements.
b.
Choose two movements of short pieces and give an overview of their character
s
- what types of moods or feelings they evoked with references to specific musical elements.
c.
Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR
ears
(not the internet’s ideas…)
and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the music
al selections
highlighted
in this section.
Content (continued)
3.
Evaluate your
co
ncert goin.
Music and Lyrics: Learning from Songs with Pauli Katz
This document provides information and instructions for a virtual event on using music and songs to teach lessons. It includes guidelines for setting up audio and video equipment. It then discusses using a framework where students listen to songs and answer questions to analyze elements like feelings, tone, and meaning without seeing the lyrics at first. The document offers examples of Yiddish songs that could be used and modifications for students of different ages. It emphasizes using music to explore multiple aspects of culture.
Concert Evaluation AssignmentIn a well-written essay of approx.docx
Concert Evaluation Assignment
In a well-written essay of approximately 700 words (typed), create a review of a live professional concert relevant to this course. Discuss the strengths and weaknesses of the concert and focus mainly on the most important/striking elements and qualities of the performance. Use that information to arrive at an overall evaluation of the event.
Hints to keep you writing:
Describe: This is the very basic and factual content of your paper and should function as the introduction to your review. When was the concert? Where was it? Who performed? What kind of music was performed? Was there any particular theme to the concert? Was there anything unusual about the concert occasion? Don't list everything on the program, but do summarize the important information.
Analyze: To analyze something is to examine its components and, more than just describe them, to seek out relationships among the parts. What were the outstanding musical characteristics of the pieces? How did the pieces that were performed compare to each other? How do they compare to what you have learned in class and to music you have heard at other times? This section is where you may want to use the musical terms and concepts that have been discussed in class (but see the section below on using musical terminology).
Interpret: Did you find some meaning in the music? What do you think may have been the original significance of the music? Does it have a different significance today? What people might want to listen to this music, and why? There are no right or wrong answers to these kinds of questions, but always give examples and make supporting statements to back up your assertions.
Judge: Remember that a concert consists of two things: the music being performed and the people who are doing the performing. Don't confuse the two. Do talk about each one. Did you like the music, and why (or why not)? Regardless of whether you liked the music, did you think that the performers did a good job? What, if anything, do you think would have improved the performance? Again, these are individual and subjective responses, but give explanations for your judgments.
Disclaimer and General Guidelines: Do not write your review only by answering some or all of the questions listed in the above paragraphs. They are not intended to be a checklist of things that you must write about, but rather are suggestions to direct your thinking about various aspects of the music and performance. The principal goal of this assignment is for you to listen critically to a live performance and then to articulate in writing your observations and reactions. Originality of thought and clarity of expression are more important to this assignment than is addressing each and every point outlined above.
Using Program Notes: Many concert programs provide information about either the music being performed or the performers. These notes are for your benefit and can assist you in understanding .
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This week students will participate in a debate on whether the French Revolution was worth its human cost. They will be split into two groups - one arguing yes and one arguing no. The group arguing yes will analyze an excerpt from Peter Kropotkin's book The Great French Revolution 1789-1793 to defend their position that the French Revolution was worth its significant human toll.
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Music6 q1 mod1_rhythm notes and rests_final08032020
This module teaches learners about rhythm, notes, and rests. It contains one lesson that teaches students to identify different types of notes and rests, including their time values. Students will learn about whole, half, quarter, eighth notes and rests. They will also learn about dotted notes and rests, and how a dot increases the time value. The module includes activities for students to identify notes and rests in musical scores and applies their knowledge in assessments.
Study GuideMusic AppreciationByEric SwansonA.docx
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
iii
C
o
n
t
e
n
t
s
C
o
n
t
e
n
t
s
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
1
In
s
t
r
u
c
t
io
n
s
In
s
t
r
u
c
t
io
n
s
COURSE MATERIALS
Your music course provides you with t.
MUSIC6-Q1-MODULE3ndbhehdhdhdhdhhdhdhd.pdf
Here are the dynamic markings identified in the musical score and their meanings:
1. pp - pianissimo, meaning very soft
2. f - forte, meaning loud
3. crescendo - gradually becoming loud
So in summary, the musical score uses pp to indicate singing very softly at the beginning, then uses f to indicate singing loudly, and finally uses crescendo to indicate gradually getting louder.
Welcome to Music 101
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The document discusses different types of music and their characteristics. It introduces folk music, rock 'n' roll, pop music, classical music, and jazz, describing folk music as traditional songs of a country, rock 'n' roll as having a strong beat, pop music as being popular with young people, classical music as serious and traditional Western music, and jazz as a combination of African and Western music. It also discusses how music plays an important role in communication and influencing human emotions and mood.
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This document provides the objectives and plan for an English language lesson about music for 8th grade students. The lesson aims to develop students' vocabulary, listening, reading, speaking and engagement with music. Students will learn about musical styles and instruments, discuss their music preferences, listen to a dialogue about famous singers, read texts matching children to instruments, watch a video on how music affects mood, and do a role play activity. The lesson concludes with a homework assignment and student reflection.
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Be sure to listen to all of the pieces first, then answer the questions and re-listen as needed! After you have completed the required reading and listened to each piece as identified, please complete the following questions. Please keep in mind that the aim of these questions is not necessarily a right or wrong answer (you are NEVER graded on your opinion), but how well you present your ideas, demonstrate your understanding of the material, and support your reasoning.
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2. Tempo, the speed at which the music is performed, is an important aspect in all forms and genres of music. Whether or not we understand the words, or if words are completely absent, tempo can give us a feeling of the overall mood or emotion of a piece of music. Tempo can also change and is not a static function in the music of any culture. For each piece in this assignment, identify the tempo (slow, moderate, fast, furious, et cetera). In addition, describe the mood of each piece and how this might be different if the tempo were different. Give examples from your listening to help explain your answers.
3. Understanding the concept of harmony can be both complicated and frustrating. However, in the most simple of definitions, harmony is simply the part of music that adds to (or rounds) out the melody, which many would say makes music more interesting to listen and relate to. Choose one of the pieces from the list above and describe the harmony using terms discussed and defined in the text. Is the pitch tendency of the piece (not a specific voice or instrument) high or low? Is it “chant-like,” a cappella, or accompanied? If it is accompanied, is the accompaniment chordal, and if so does it use chord progressions or merely one chord? Does it sound like the harmony was written down or simply improvised? Be sure to explain your answer and offer examples from the piece you have selected.
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Instructions:
Choose a musical artist (from any music era). Choose one of his or her main works (songs or compositions) and listen to the piece so that you can comment on your reaction to the work. Write a 1-2 page essay about the following:
A brief summary of the background or history of the artist
The meaning of the song you chose
The musical elements being used, with examples
The contribution that the piece has had to the development of music and how it influenced future music
Your assignment should be written in APA format and should include in-text citations and a reference page.
.
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Music
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Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Assignment: Concert Report
MUS 021: Dr. Bjorkedal
Attend a live (no podcasts, etc) western classical music performance and write a typed report. Make sure to review all instructions prior to attending a performance.
Concert Guidelines:
1. The level of the performance must be college-age performers or professional—no middle/high school/etc. performances.
2. The performance must be of western art music, similar to the genres discussed in text chapters assigned in the syllabus—orchestra, chamber music, solo instrumental performances, opera, choir, ballet, musicals, etc. If you have doubts about a concert qualifying as “western art” music, e-mail the professor before attending.
3. You must attend the entire performance- no late arrivals or early departures.
Report:
Format: 2-4 pages, typed, double-spaced on 8.5 x 11 paper with one-inch margins. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style: Your colleagues taking this class should be able to read the report and gain a clear concept of your experience. You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not HEAR this concert and will rely on a sense of the experience solely from your descriptions. This paper should have an academic style- formal, with no contractions used.
Content: The report is YOUR observations of the concert. A successful report will address these categories:
1. Performance setting and types of music: Give the date, place, and name(s) of groups performing. Briefly describe the performance setting- for example, you might include your observations on the ambiance of the performance space, performers’ attire dress, audience’s attire, etc. and how it affected your concert-going experience. Which types/genres of music were performed (symphony, opera, solo, chamber, etc). What pieces did you hear, who were the composers, and what were historical eras of these pieces?
2. The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert. Narrow your focus to two movements or short pieces from your concert and do one of the following:
a. Choose two movements or short pieces from the program and contrast/compare these works with references to specific musical elements.
b. Choose two movements of short pieces and give an overview of their characters- what types of moods or feelings they evoked with references to specific musical elements.
c. Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR ears (not the internet’s ideas…) and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the musical selections highlighted ...
Follow the picture I provide to write the concert report..docx
Follow the picture I provide to write the concert report
.
Concert
Guidelines:
1.
The le
vel of the performance must be
c
ollege-age performers or
professional
—no middle/high school/etc. performances
.
2.
The performance must be of western art music, similar to
the genres
discussed in
text chapters assigned in the
syllabus—orchestra, chamber
music
, solo
instrumental performances
, opera, choir,
ballet, musicals,
etc. If you have doubts about a concert qualifying as “western art” music, e-mail
the professor
before
attending
.
3.
You must attend the entire performance- no late arrivals or early departures.
Report:
Format:
2-4
pages, typed, double-spaced
on 8.5 x 11 paper with one-inch margins
. Report should include a title, a header with your name and the date, and page numbers.
Writing Voice and style
:
Your
colleagues taking this class should be able to read the report and gain a clear concept of your experience.
You will not need to define the terminology we have covered in class, but you do need to keep in mind that your audience will not
HEAR
this concert
and will rely on a sense of the experience solely from your descriptions.
This
paper
should have an academic
style
- formal, with no contractions used.
Content: The
report
is
YOUR
observations of the concert.
A successful report will address these categories:
1.
Performance setting
and types of music
:
Give the d
ate, place,
and name(s) of groups performing. B
riefly d
escribe the performance setting- for example, you might include
your observations on
the ambiance of the performance space,
performers’ attire
dress, audience’s attire
, etc.
and how it affected your concert-going experience.
Which types/genres of music were perfo
rmed (symphony, opera, solo, chamber,
etc
)
.
What pieces did you hear
,
who were the composers
,
and
what were
historical eras of these pieces?
2.
The main body of your report should focus on accurately and interestingly applying the knowledge gained in this class to the specific music you heard at the concert.
Narrow your focus to
two
movements or short pieces from your concert and
do one of the following:
a.
Choose two movements
or short pieces
from the program and
contrast/compare
these works with references to specific musical elements.
b.
Choose two movements of short pieces and give an overview of their character
s
- what types of moods or feelings they evoked with references to specific musical elements.
c.
Choose the music composition you liked best and describe why using specific musical elements. Choose the music composition you liked least and describe why using musical elements.
Use YOUR
ears
(not the internet’s ideas…)
and listen for the basic elements discussed in class and apply them to the pieces of your concert. Try to highlight what really “stuck out” to you about the music
al selections
highlighted
in this section.
Content (continued)
3.
Evaluate your
co
ncert goin.
Music and Lyrics: Learning from Songs with Pauli Katz
This document provides information and instructions for a virtual event on using music and songs to teach lessons. It includes guidelines for setting up audio and video equipment. It then discusses using a framework where students listen to songs and answer questions to analyze elements like feelings, tone, and meaning without seeing the lyrics at first. The document offers examples of Yiddish songs that could be used and modifications for students of different ages. It emphasizes using music to explore multiple aspects of culture.
Concert Evaluation AssignmentIn a well-written essay of approx.docx
Concert Evaluation Assignment
In a well-written essay of approximately 700 words (typed), create a review of a live professional concert relevant to this course. Discuss the strengths and weaknesses of the concert and focus mainly on the most important/striking elements and qualities of the performance. Use that information to arrive at an overall evaluation of the event.
Hints to keep you writing:
Describe: This is the very basic and factual content of your paper and should function as the introduction to your review. When was the concert? Where was it? Who performed? What kind of music was performed? Was there any particular theme to the concert? Was there anything unusual about the concert occasion? Don't list everything on the program, but do summarize the important information.
Analyze: To analyze something is to examine its components and, more than just describe them, to seek out relationships among the parts. What were the outstanding musical characteristics of the pieces? How did the pieces that were performed compare to each other? How do they compare to what you have learned in class and to music you have heard at other times? This section is where you may want to use the musical terms and concepts that have been discussed in class (but see the section below on using musical terminology).
Interpret: Did you find some meaning in the music? What do you think may have been the original significance of the music? Does it have a different significance today? What people might want to listen to this music, and why? There are no right or wrong answers to these kinds of questions, but always give examples and make supporting statements to back up your assertions.
Judge: Remember that a concert consists of two things: the music being performed and the people who are doing the performing. Don't confuse the two. Do talk about each one. Did you like the music, and why (or why not)? Regardless of whether you liked the music, did you think that the performers did a good job? What, if anything, do you think would have improved the performance? Again, these are individual and subjective responses, but give explanations for your judgments.
Disclaimer and General Guidelines: Do not write your review only by answering some or all of the questions listed in the above paragraphs. They are not intended to be a checklist of things that you must write about, but rather are suggestions to direct your thinking about various aspects of the music and performance. The principal goal of this assignment is for you to listen critically to a live performance and then to articulate in writing your observations and reactions. Originality of thought and clarity of expression are more important to this assignment than is addressing each and every point outlined above.
Using Program Notes: Many concert programs provide information about either the music being performed or the performers. These notes are for your benefit and can assist you in understanding .
Similar to Being a good listener is important no matter what path.docx (20)
Music6 q1 mod1_rhythm notes and rests_final08032020
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Syllabus Section IV Music Essay and AssignmentsThe Music E.docx
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Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Assignment Concert ReportMUS 021 Dr. BjorkedalAttend a live .docx
Follow the picture I provide to write the concert report..docx
Follow the picture I provide to write the concert report..docx
Music and Lyrics: Learning from Songs with Pauli Katz
Music and Lyrics: Learning from Songs with Pauli Katz
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