1. Login to WebCT. Click on the Romantic link - you can go through the powerpoint that was included with the instructor materials. It will help you organize the material (but remember my organization was different).
2. Fire up iTunes. Swing over to the iTunes store, select podcasts. Do a search for "music appreciation". There's a podcast done by Charles Laux, who teaches at a California community college, that is interesting. He's a violin player, and he tells a few stories as well. You can always fast forward through the pieces if you don't want to listen to them - he plays several of teh same pieces we've heard.
See you Wednesday!
Tuesday, October 30, 2007
Studying for the Romantic test
Listening: 11 selections. You need to be able to ID the piece AND tell whether its a Character piece, Opera, Program symphony, Absolute symphony, Lied/Art song, or Concerto.
Notes:
Lots of definitions, because there were a lot of new genres played around with in this period. Remember, the period didn't reject the music of the previous era, it BUILT on it. (This is different).
See the previous Romantic era notes & study sheet for more details.
Wednesday, in the Library computer room (same one we were in last time).
Question: Would it be useful for me to play the listening TWICE? Give me an opinion, if you have one, Wednesday before we start.
Notes:
Lots of definitions, because there were a lot of new genres played around with in this period. Remember, the period didn't reject the music of the previous era, it BUILT on it. (This is different).
See the previous Romantic era notes & study sheet for more details.
Wednesday, in the Library computer room (same one we were in last time).
Question: Would it be useful for me to play the listening TWICE? Give me an opinion, if you have one, Wednesday before we start.
Saturday, October 27, 2007
Why Classical Music?
Yes, this is a bit off-topic, but I ran across this article today and wanted to send you a quote from it.
This is from the New Republic, and is discussing all the angst that has erupted lately online about "classical music is dying" - it stems from a thing the Washington Post did in a subway station with Joshua Bell, a world-class violinist. The original article:
http://www.tnr.com/story_print.html?id=f3839c75-3724-4154-adc4-e0638e30448a
----------------------------------
As a team of Texas researchers have recently announced, there are exactly 237 known reasons why people have sex. There are at least as many reasons why they listen to classical music, of which to sit in solemn silence on a dull dark dock is only one. There will always be social reasons as well as purely aesthetic ones, and thank God for that. There will always be people who make money from it--and why not?--as well as those who starve for the love of it. Classical music is not dying; it is changing. (My favorite example right now is Gabriel Prokofiev, the British-born grandson of the Russian composer, who studied electronic music in school, has headed a successful disco-punk band, and is now writing string quartets.) Change can be opposed, and it can be slowed down, but it cannot be stopped.
This is from the New Republic, and is discussing all the angst that has erupted lately online about "classical music is dying" - it stems from a thing the Washington Post did in a subway station with Joshua Bell, a world-class violinist. The original article:
http://www.tnr.com/story_print.html?id=f3839c75-3724-4154-adc4-e0638e30448a
----------------------------------
As a team of Texas researchers have recently announced, there are exactly 237 known reasons why people have sex. There are at least as many reasons why they listen to classical music, of which to sit in solemn silence on a dull dark dock is only one. There will always be social reasons as well as purely aesthetic ones, and thank God for that. There will always be people who make money from it--and why not?--as well as those who starve for the love of it. Classical music is not dying; it is changing. (My favorite example right now is Gabriel Prokofiev, the British-born grandson of the Russian composer, who studied electronic music in school, has headed a successful disco-punk band, and is now writing string quartets.) Change can be opposed, and it can be slowed down, but it cannot be stopped.
Monday, October 22, 2007
I stand corrected!
From Wikipedia, regarding the piece by Holtz (The Planets):
"Neptune" was the first piece of music to have a fade-out ending. Holst stipulates that the women's choruses are "to be placed in an adjoining room, the door of which is to be left open until the last bar of the piece, when it is to be slowly and silently closed", and that the final bar (scored for choruses alone) is "to be repeated until the sound is lost in the distance"[10].
Although commonplace today, the effect bewitched audiences in the era before widespread recorded sound - after the initial 1918 run-through, Holst's daughter Imogen (in addition to watching the charwomen dancing in the aisles during "Jupiter") remarked that the ending was "unforgettable, with its hidden chorus of women's voices growing fainter and fainter... until the imagination knew no difference between sound and silence"[5].
The suite has seven movements, each of them named after a planet and its corresponding Roman deity (see also Planets in astrology):
- Mars, the Bringer of War
- Venus, the Bringer of Peace
- Mercury, the Winged Messenger
- Jupiter, the Bringer of Jollity
- Saturn, the Bringer of Old Age
- Uranus, the Magician
- Neptune, the Mystic
"Neptune" was the first piece of music to have a fade-out ending. Holst stipulates that the women's choruses are "to be placed in an adjoining room, the door of which is to be left open until the last bar of the piece, when it is to be slowly and silently closed", and that the final bar (scored for choruses alone) is "to be repeated until the sound is lost in the distance"[10].
Although commonplace today, the effect bewitched audiences in the era before widespread recorded sound - after the initial 1918 run-through, Holst's daughter Imogen (in addition to watching the charwomen dancing in the aisles during "Jupiter") remarked that the ending was "unforgettable, with its hidden chorus of women's voices growing fainter and fainter... until the imagination knew no difference between sound and silence"[5].
Well, maybe I **sit** corrected.
Have a good week. See you Wednesday!
Friday, October 12, 2007
Re: Comment from "some random person dude"
I love the pseudonym - made me laugh!
Yes, you need to have a handle on each movement separately. Remember, though, that the symphonies follow that sonata cycle pattern - that should make it easier.
Bonus info for those of you who keep tabs on the blog:
Some of the listening examples will have the period identified for you (i.e. "listening #1 is from the Renaissance"). Some will not.
Yes, you need to have a handle on each movement separately. Remember, though, that the symphonies follow that sonata cycle pattern - that should make it easier.
Bonus info for those of you who keep tabs on the blog:
Some of the listening examples will have the period identified for you (i.e. "listening #1 is from the Renaissance"). Some will not.
Wednesday, October 10, 2007
Study tips for test
I didn't think to mention this in class today - Log into WebCT. Click on a link relating to a period (Renaissance, Baroque, Classical). There you can go through the powerpoint that is directly tied to the text. It'll help you organize the material & see what points are important.
Don't forget to check out the links to the area-specific study ideas on the right sidebar of the blog.
I had somebody ask me which pieces were what era on the CD. I could be mean and make you look it up, but I didn't wear my mean professor socks today, so here's an idea:
Renaissance:
CD 1:
Tracks 56, 59, 62
Josquin, Palestrina, Weelkes
Baroque:
First one is Bach CD 1 track 63
Last piece is Handel CD 2 track 17
Classical:
First one is Mozart CD 2 track 23
Last one is Beethoven CD 2 track 63 (on back cover).
There are a couple of Classical era pieces on CD 3 as well - they are listed on the inside FRONT cover, there at the bottom.
Don't forget to check out the links to the area-specific study ideas on the right sidebar of the blog.
I had somebody ask me which pieces were what era on the CD. I could be mean and make you look it up, but I didn't wear my mean professor socks today, so here's an idea:
Renaissance:
CD 1:
Tracks 56, 59, 62
Josquin, Palestrina, Weelkes
Baroque:
First one is Bach CD 1 track 63
Last piece is Handel CD 2 track 17
Classical:
First one is Mozart CD 2 track 23
Last one is Beethoven CD 2 track 63 (on back cover).
There are a couple of Classical era pieces on CD 3 as well - they are listed on the inside FRONT cover, there at the bottom.
Monday, October 08, 2007
Study Sheets updated
I just updated the study sheets on the blog for the 3 eras that will be on the test: Renaissance, Baroque, Classical
Surf to the blog and click on the links on the right sidebar: Renaissance, Baroque, Classical. DO NOT select the one marked Ren/Bar/Class - it's old, but I'm keeping it there to repurpose it later.
There WILL be more listening on this test than the last one. I will be asking you to identify what piece it is, AND which era its from. Remember that each era sounds completely different, so it shouldn't be too difficult.
Surf to the blog and click on the links on the right sidebar: Renaissance, Baroque, Classical. DO NOT select the one marked Ren/Bar/Class - it's old, but I'm keeping it there to repurpose it later.
There WILL be more listening on this test than the last one. I will be asking you to identify what piece it is, AND which era its from. Remember that each era sounds completely different, so it shouldn't be too difficult.
Baroque Study Sheet (2/08 update)
This is more of an outline of major points than a real detailed list.... so there are probably some things in the text that aren't mentioned here.
Dates: 1600-1720
Elements of Baroque music: unity of mood, constant rhythm, characteristics of melodies, terraced dynamics, , predominant texture, continuo/figured bass.
Orchestra makeup. Instrumental becomes more important in later part - opera invented and vocal predominant in first half of era.
Place of music in society. How musicians could make a living.
Types of pieces:
opera - choral - cantata - oratorio - concerto (solo concerto vs. concerto grosso) - fugue - sonata - Suite (aka Dance Suite)
A-list composers:
JS Bach - Handel
Dates: 1600-1720
Elements of Baroque music: unity of mood, constant rhythm, characteristics of melodies, terraced dynamics, , predominant texture, continuo/figured bass.
Orchestra makeup. Instrumental becomes more important in later part - opera invented and vocal predominant in first half of era.
Place of music in society. How musicians could make a living.
Types of pieces:
opera - choral - cantata - oratorio - concerto (solo concerto vs. concerto grosso) - fugue - sonata - Suite (aka Dance Suite)
A-list composers:
JS Bach - Handel
Monday, October 01, 2007
Notes for Mon 10/1
Apologies for the late notice about class being cancelled. I came in this morning to teach a piano lesson - and was about brought to my knees by my shoulder. I headed home to redose, but apparently my body is telling me to shut down for a day or else..... and I really don't want to know what "or else" means!
Couple of housekeeping things first:
The recital that was supposed to be tonight has been moved to Thursday night. I changed to previous post about it to reflect the new reality - check it for details.
Whoever was supposed to present today - can you do it Wednesday? We'll double up.
Baroque:
Today was supposed to be Baroque instrumental day - and I'm here without my text (so I'm working off my admittedly faulty memory!)
Remember at the beginning of the semester when I said the majority of the learning was going to take place outside the classroom?
Things to check out:
Place of composer in society - how'd they make a living?
2 A-level composers: Bach, Handel
A few B-level composers covered: Vivaldi, Corelli, etc.
Types of instrumental pieces (these all have separate chapters):
Fugue - a fugue always begins with the subject by itself (i.e. MONOPHONIC texture), and then adds in additional voices (all of which ALSO begin with the subject) - i.e. it bocomes POLYPHONIC. After everybody is in, then we get "stuff" - still polyphonic. Eventually, the subject comes back in - could be in one voice, could be in all. The piece alternates subject and "stuff" until it's time to quit. (The book uses other terminology - more official.)
Concerto - piece for solo (solo concerto) or small group (concerto grosso) and orchestra. Vivaldi's 4 seasons is an example - you have a couple of tracks on your CDs. You also have a solo concerto by Corelli - but I may be mistaken there.
Sonata - in the Baroque, it's a piece for a soloist OR a small ensemble. It is generally a multi-movement work. (The definition changes a bit during the Classical era).
There is a 4th genre - but I can't bring it to mind at the moment.
Composers also wrote "Sinfonia"s - which were pieces that served as a prelude to an opera. They generally included themes (melodies) from the opera itself (similar to what you hear at the beginning of a modern American musical).
Remember that vocal was the big thing at the beginning of the Baroque - but by the end instrumental was king.
In the "Hello" category:
I found a youtube video of the aria "Dido's Lament" we listened to. Check it out here, and let me know if it's better to LISTEN to an opera, or SEE it.
Here is a company in Germany (I think) that has done a version of Monterverdi's Orfeo. Does this match your conception of opera?
Couple of housekeeping things first:
The recital that was supposed to be tonight has been moved to Thursday night. I changed to previous post about it to reflect the new reality - check it for details.
Whoever was supposed to present today - can you do it Wednesday? We'll double up.
Baroque:
Today was supposed to be Baroque instrumental day - and I'm here without my text (so I'm working off my admittedly faulty memory!)
Remember at the beginning of the semester when I said the majority of the learning was going to take place outside the classroom?
Things to check out:
Place of composer in society - how'd they make a living?
2 A-level composers: Bach, Handel
A few B-level composers covered: Vivaldi, Corelli, etc.
Types of instrumental pieces (these all have separate chapters):
Fugue - a fugue always begins with the subject by itself (i.e. MONOPHONIC texture), and then adds in additional voices (all of which ALSO begin with the subject) - i.e. it bocomes POLYPHONIC. After everybody is in, then we get "stuff" - still polyphonic. Eventually, the subject comes back in - could be in one voice, could be in all. The piece alternates subject and "stuff" until it's time to quit. (The book uses other terminology - more official.)
Concerto - piece for solo (solo concerto) or small group (concerto grosso) and orchestra. Vivaldi's 4 seasons is an example - you have a couple of tracks on your CDs. You also have a solo concerto by Corelli - but I may be mistaken there.
Sonata - in the Baroque, it's a piece for a soloist OR a small ensemble. It is generally a multi-movement work. (The definition changes a bit during the Classical era).
There is a 4th genre - but I can't bring it to mind at the moment.
Composers also wrote "Sinfonia"s - which were pieces that served as a prelude to an opera. They generally included themes (melodies) from the opera itself (similar to what you hear at the beginning of a modern American musical).
Remember that vocal was the big thing at the beginning of the Baroque - but by the end instrumental was king.
In the "Hello" category:
I found a youtube video of the aria "Dido's Lament" we listened to. Check it out here, and let me know if it's better to LISTEN to an opera, or SEE it.
Here is a company in Germany (I think) that has done a version of Monterverdi's Orfeo. Does this match your conception of opera?
Wednesday, September 12, 2007
Concert Report idea
One of your fellow classmates sent this in, and I though it was good thing to use as an outline when writing your concert reports. I do still want them as essay format (i.e. paragraphs and such), but these questions are a great way to organize your thoughts.
--------------------------
1) Date of concert:
2) Name of location (theatre, city):
3) Name or performer(s):
4) Classifiation of music ensemble (Soloist, Quartet, Symphony, Bluegrass Band):
5) What style of music was performed (Classical, Romantic, Baroque, 20th century....)
6) What instruments, if any, were used in the performance?
7) How long was the performance. When did it begin?
8) How did the performers visually present themselves (costumes, sitting, standing
moving across the stage or stationary)?
9) I liked the concert because (describe):
10) I disliked the concert because (describe):
11) My favorite part of the concert was (explain):
12) Name two musical things you learned from viewing the performance that you
can apply to your own performance skills (explain):
--------------------------
1) Date of concert:
2) Name of location (theatre, city):
3) Name or performer(s):
4) Classifiation of music ensemble (Soloist, Quartet, Symphony, Bluegrass Band):
5) What style of music was performed (Classical, Romantic, Baroque, 20th century....)
6) What instruments, if any, were used in the performance?
7) How long was the performance. When did it begin?
8) How did the performers visually present themselves (costumes, sitting, standing
moving across the stage or stationary)?
9) I liked the concert because (describe):
10) I disliked the concert because (describe):
11) My favorite part of the concert was (explain):
12) Name two musical things you learned from viewing the performance that you
can apply to your own performance skills (explain):
Wednesday, August 29, 2007
WebCT news
You may remember that we're going to be using WebCT for testing. The first test will hit in 2 weeks (on 9/12). I'll announce in class exactly what the test will cover.
PLEASE login to WebCT and nose around this week. You should be able to join (if you already aren't in it) my Music Apprec section.\
I have added a direct link to Macon State's WebCT on the righthand navbar.
I will also be adding a powerpoint presentation for the textbook section 1 that will help you study.
PLEASE login to WebCT and nose around this week. You should be able to join (if you already aren't in it) my Music Apprec section.\
I have added a direct link to Macon State's WebCT on the righthand navbar.
I will also be adding a powerpoint presentation for the textbook section 1 that will help you study.
Writing a Concert Report
HERE is an online version of the "How to Write a Concert Report" document I was mentioning in class that is on the CD-ROM (which we don't have).
It is VERY useful - read it before you head off to a concert.
Remember, you need to do TWO reports this semester. Due date: Last day of class. I will NOT accept any late ones, and you'll be happier if you get them done early.
It is VERY useful - read it before you head off to a concert.
Remember, you need to do TWO reports this semester. Due date: Last day of class. I will NOT accept any late ones, and you'll be happier if you get them done early.
Why? Because everyone is way overloaded starting about the first of October.
A former student sent this to me a few years ago. I though it was good thing to use as an outline when writing your concert reports. I do still want them as essay format (i.e. paragraphs and such), but these questions are a great way to organize your thoughts.
--------------------------
1) Date of concert:
2) Name of location (theatre, city):
3) Name or performer(s):
4) Classifiation of music ensemble (Soloist, Quartet, Symphony, Bluegrass Band):
5) What style of music was performed (Classical, Romantic, Baroque, 20th century....)
6) What instruments, if any, were used in the performance?
7) How long was the performance. When did it begin?
8) How did the performers visually present themselves (costumes, sitting, standing
moving across the stage or stationary)?
9) I liked the concert because (describe):
10) I disliked the concert because (describe):
11) My favorite part of the concert was (explain):
12) Name two musical things you learned from viewing the performance that you
can apply to your own performance skills (explain):
--------------------------
1) Date of concert:
2) Name of location (theatre, city):
3) Name or performer(s):
4) Classifiation of music ensemble (Soloist, Quartet, Symphony, Bluegrass Band):
5) What style of music was performed (Classical, Romantic, Baroque, 20th century....)
6) What instruments, if any, were used in the performance?
7) How long was the performance. When did it begin?
8) How did the performers visually present themselves (costumes, sitting, standing
moving across the stage or stationary)?
9) I liked the concert because (describe):
10) I disliked the concert because (describe):
11) My favorite part of the concert was (explain):
12) Name two musical things you learned from viewing the performance that you
can apply to your own performance skills (explain):
Monday, August 27, 2007
In-Class presentation grading example
Since I was printing one to be xeroxed, I thought I'd post a version of the form that you'll be using to grade your classmates' in-class presentations:
What you'll do is circle the grade in each category, as they do the presentation. (Now, you can stop worrying about it, in case you were!)
What you'll do is circle the grade in each category, as they do the presentation. (Now, you can stop worrying about it, in case you were!)
3 2 1 0
Music played X X X X
Source Identified X X X X
Form discussed X X X X
Instrumentation covered X X X X
Interesting tidbits X X X X
Writer/Performer info X X X X
Interesting? X X X X
Wednesday, August 22, 2007
Pachelbel's canon
Notice how many of the styles that he lampoons all have the same exact chord progression.
Funny, and well done.
Thanks, Stevie - I really enjoyed this.
Funny, and well done.
Thanks, Stevie - I really enjoyed this.
Thursday, April 26, 2007
Final Exam Study Ideas - Thurs update
If this page gets updated later, I'll change the title.
-----
Material from earlier eras will come directly from the earlier test. Yes, verbatim.
-----
Listening:
There are will be 2 types of listening on this test. The first type will be just as we've had before, drawn from the 20th century tracks on your CDs. (Beginning with Debussy, stopping just BEFORE the Jazz.)
The second type will test your ability to describe what you are hearing, and your ability to figure out what period a piece is from. The pieces could be anything - literally - and you will describe what you are hearing..... I suggest you bone up on all those notes you took at the beginning of the semester on how to talk about music - the parts of music.
I'll have a few questions to guide you as you write.
I'll be looking for good points that you make. You are not penalized for stating something wrong (for example, by guessing the wrong composer). You are given credit for stating something correct (for example, stating that the piece sounds too dissonant to be anything other than 20th century).
Yes, it could literally be anything. Be prepared to be surprised!
-----
20th century:
Focus on the characteristics that make 20th century unique, musically speaking. Which composers are assoicated with which movements (impression, expressionism, etc.)? What are the musical characteristics of each movement? Watch out for those musical terms (usually in boldface or italics).
These will be multiple guess format, just like always.
Jazz:
Get a handle on which style has which basic characteristics, and the particular order the "periods" show up. You'll have ALL FOUR pages of the handout Monday. But here's the order, anyway:
Ragtime
Blues
Chicago - piano
Swing (a.k.a. Big Band)
Bebop
Cool
Third Stream & Fusion
-----
Miscellaneous tips:
Get a handle on which composers hail from which era.
Focus on general musical characteristics of each era.
-----
Final note: (pun intended!)
I'll have a place for you to make up a "code" - one that you will know, but that no one else will be able to ID you with. Do NOT use a username / facebook name / myspace name / email address / etc.
IF you put a code on your test, I'll post your final exam grade here on the blog with your code. If you leave it blank, I'll leave it off.
I'll leave that posting up for about a week, and then delete it.
-----
Material from earlier eras will come directly from the earlier test. Yes, verbatim.
-----
Listening:
There are will be 2 types of listening on this test. The first type will be just as we've had before, drawn from the 20th century tracks on your CDs. (Beginning with Debussy, stopping just BEFORE the Jazz.)
The second type will test your ability to describe what you are hearing, and your ability to figure out what period a piece is from. The pieces could be anything - literally - and you will describe what you are hearing..... I suggest you bone up on all those notes you took at the beginning of the semester on how to talk about music - the parts of music.
I'll have a few questions to guide you as you write.
I'll be looking for good points that you make. You are not penalized for stating something wrong (for example, by guessing the wrong composer). You are given credit for stating something correct (for example, stating that the piece sounds too dissonant to be anything other than 20th century).
Yes, it could literally be anything. Be prepared to be surprised!
-----
20th century:
Focus on the characteristics that make 20th century unique, musically speaking. Which composers are assoicated with which movements (impression, expressionism, etc.)? What are the musical characteristics of each movement? Watch out for those musical terms (usually in boldface or italics).
These will be multiple guess format, just like always.
Jazz:
Get a handle on which style has which basic characteristics, and the particular order the "periods" show up. You'll have ALL FOUR pages of the handout Monday. But here's the order, anyway:
Ragtime
Blues
Chicago - piano
Swing (a.k.a. Big Band)
Bebop
Cool
Third Stream & Fusion
-----
Miscellaneous tips:
Get a handle on which composers hail from which era.
Focus on general musical characteristics of each era.
-----
Final note: (pun intended!)
I'll have a place for you to make up a "code" - one that you will know, but that no one else will be able to ID you with. Do NOT use a username / facebook name / myspace name / email address / etc.
IF you put a code on your test, I'll post your final exam grade here on the blog with your code. If you leave it blank, I'll leave it off.
I'll leave that posting up for about a week, and then delete it.
Friday, April 06, 2007
Romatic test study sheet
Apologies in advance for typos - it's well after midnight,
and the dyslexia combines with fatigue to produce interesting typing........
and the dyslexia combines with fatigue to produce interesting typing........
Listening portion will be pulled from these pieces:
A Schubert: Erlkonig (The Erl-king)
B Dvorak: Symphony #9 in E minor (New World)
C Robert Schumann Carnaval
D Clara W. Schumann Liebst du um Schonheit
E Chopin Nocturne in E Flat Major, Op. 9, #2
F Chopin Etude in C Minor, Op. 10, # 12 (Revolutionary)
G Berlioz Symphonie fantastique, IV (March to the Scaffold)
H Smetana The Moldau
I Brahms Symphony #3 in F Major
J Puccini La Boheme, Act I: excerpt (Mimi…Rodolfo)
K Wagner Die Walkure, Act I (Love Scene, Conclusion)
Be able to ID what TYPE (genre) the piece is: Opera, art song, character piece, program symphony, tone poem, string quartet, nationalistic symphony, or something else
There will be between ONE and ELEVEN listening selections. (feel free to say "well, duh!" after reading this)
General characteristics of Romanticism
- general characteristics of the music
- new techniques like double-stopping, rubato, orchestration
- how the orchestra changed since the Classical era
- how composers made a living
- how the Romatics viewed the Classical era
- the effect of the middle class
- What composers were active
- Opera - general characteristics, including verismo and music-drama
- Art Song - the two forms
- Character pieces
- Chamber music (String quartets/quintets/etc)
- Concerto
- Tone Poem
- Symphony
Movements and Thoughts
- Exoticism
- Absolute vs Program music
- Nationalism - how would you write something Nationalistic, anyway?
Friday, March 16, 2007
Classical era study sheet (1/08 update)
This is NOT comprehensive. Treat it as a suggestion for some things to look at. After all, I haven't made up the test yet!
- A-list Composers - Haydn, Mozart, Beethoven
- What their jobs were like - i.e. how a career as a musician changed from Haydn -> Mozart -> Beethoven
- Overall characteristics of the music (beginning of chapter)
- Forms: know the official definitions: Sonata-Allegro, Rondo, Theme and Variations, Minuet & Trio
- Genres: Symphony, Concerto, Chamber music (String Quartets), Opera, Sonata (esp. Piano Sonata)
- The 4 movement set that I called the Sonata format
- Why is it called the "Surprise" symphony?
- If there is a term in bold in the text, it'd be a good idea to know what that term means.
Friday, February 16, 2007
Medieval, Renaissance Test notes (9/09 update)
Know which major composers goes with which era (hint: they have major sections in the text)
Look at the overview section -
what was the overall place of music in society?
What the role of "The Church"?
What are the overall characteristics of music from this era?
Major piece types of each era, and definitions (ex. Renaissance - Madrigal, Motet, Mass)
Section headings will help here as well.
Again, anything bold face would be good to pay attention to.
Overall, I'm more interested in the music rather than the life of the composer, so you won't get questions like "When did Josquin Des Prez work at the Vatican?"
Friday, January 19, 2007
Dates to know (8/10 update)
2010
Aug 16 Classes begin
Aug 19 Last day to make schedule changes
Sept 6 Labor Day Holiday
Oct 7-9 Fall Break - do these days of the week make sense for a break?
Oct 13 Last day to drop with a "W" grade
Nov 24-27 Thanksgiving break
Oct 4 Last fay of classes
Final Exam is Mon Dec 6 from 1-3 pm
2011
Jan 5 First day of class
Jan 10 last day to make schedule changes
Jan 17 MLK Holiday
Mar 2 Last day to drop with a "W" grade
Mar 7-12 Spring Break
April 27 Last day of class
April 28 - May 3 Final Exams
Aug 16 Classes begin
Aug 19 Last day to make schedule changes
Sept 6 Labor Day Holiday
Oct 7-9 Fall Break - do these days of the week make sense for a break?
Oct 13 Last day to drop with a "W" grade
Nov 24-27 Thanksgiving break
Oct 4 Last fay of classes
Final Exam is Mon Dec 6 from 1-3 pm
2011
Jan 5 First day of class
Jan 10 last day to make schedule changes
Jan 17 MLK Holiday
Mar 2 Last day to drop with a "W" grade
Mar 7-12 Spring Break
April 27 Last day of class
April 28 - May 3 Final Exams
Taken from this webpage
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