Categories
Music

Choice: Analysis of a Sonata Form from a Symphony. As detailed an analysis as yo

Choice: Analysis of a Sonata Form from a Symphony.
As detailed an analysis as you’re able for a full Sonata form symphonic movement. Like the previous assignment, it’s in a minor key, and follows (more or less, anyway) the typical sonata form outline. Use the timer to indicate all the sections of the work (P, T, S, and C) Where the repeat of the exposition is, where the development is and what material Mozart uses, and the P, T, S, and C of the recap.
Here is a good strategy to get you started:
1. Find where the repeat of the exposition is, and work backwards from there.
2. Find the S theme (when analyzing minor key works, the S theme is very often in a major key, thus easy to hear)
3. Listen A LOT to find the places where you feel the T and C begin. You can “make a case” for your decision about these areas, as not all works have easy, clear answers.
4. After you’ve worked out the Exposition (P, T, S, C) and it’s repeat, find the beginning of the Recap (you’ll want to listen for a return of the P theme, which is usually easy to identify).
5. Find the parts of the recap by comparing them to the Exposition. But remember, the composer will likely make some changes here to accommodate the retention of the home key, so the areas may not be the same length as they were in the exposition.
6. Identify where the development is and then dig through it and identify which parts, if any, are related to the parts of the exposition and which, if any, are new.
7. Finally, use the “Words for Analysis” at the bottom of this module, to help you describe the material in each section. This way, you’ll have some practice putting into words the things that you hear. You are not limited to the “Words for Analysis,” but these are intended to give you some ideas for description of the material. Also be sure to describe what instrument(s) are playing each section along with a description of the material itself. Do this for each entry in your analysis. It’s also one of the ways you can describe any changes in the material.
Your answers should look as follows, and should be entered directly into this assignment as text:
Exposition:
P – (time) 0:00 Intense, fast strings followed quickly by a loud full-orchestra begins…. (etc)
T – (time)
S – (time)
C – (time)
Repeat of Exposition, continue to include times:
P
T
etc
Development: (time) to (time): Then a brief description of what, if any, previously-heard material is used.
Recap (continue to include times):
P
T
S
C
Coda, If any appears

Categories
Music

Writing prompt: Five musical works are posted here as listening assignments. One

Writing prompt:
Five musical works are posted here as listening assignments. One is rather long, the other three are between 6 and 12 minutes, more or less. They are each quite different from one another: in the resources they use, in their aesthetic approaches, in their musical objectives, in their formal shape as artworks.
In this writing, I ask you to choose three of these pieces to concentrate on. And then your assignment is to pair each of the three pieces you have chosen with another piece from earlier in our course, and to write about how the piece from this assignment relates to that other piece. So, this assignment asks you to review and re-listen to earlier works from the standpoint of a new piece that you are now listening to for the first time.
(Note: all of the music from earlier in the course is still posted, and I have added a few that we listened to only in lecture.}
Thus you will write three sections, each one based on a pairing of one of the works above with one of the works from earlier in the course. Each section should be around 1000 words, but can be more.
The earlier pieces you choose could be based on contrast or similarity; it could be a piece that one of these pieces simply reminds you of; it could be a piece that gives you a similar listening experience. Try to avoid pairing pieces just based on “style” or “genre”. Try to look through the superficial categorization of pieces (“classical”, “pop”, etc.) and treat the pieces as ways to build an aesthetic experience through sound and music. Describe the pieces, especially the materials used (to the best of your ability) and their formal shape. Describe the logic of your pairing, the reasons you made that particular choice. And step back and consider the experience for the listener that the piece seems to propose.

Categories
Music

Each song needs to be selected from each chapter. Pay careful attention to takin

Each song needs to be selected from each chapter. Pay careful attention to taking a look at the bold font from the instruction. The chapter we have learned so far is until chapter 12. Therefore, do not select the song after chapter 12.
—————————————————————————————-
Textbook name: Campbell, Michael. Rock and Roll: An Introduction (3rd ed.). Belmont, CA: Schirmer/Thomson Learning, 2018.
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I am not sure that you can link in here, but this is a link for the online textbook version:
—————————————————————————————-
https://ng.cengage.com/static/nb/ui/evo/index.html?snapshotId=3016582&id=1530891941&deploymentId=5800392358536003662985426211&eISBN=9781337565066
—————————————————————————————-
Note: Do NOT use the first edition of the textbook. It is substantively different from other versions.

Categories
Music

Identify and describe at least one of them using clear examples and specific terms.

Any concert on YouTube (as long as a link is
provided)
Recommendation: Go to YouTube > Search for
“NPR Tiny Desk Concerts” > Find an artist you like
If you mention a musical selection, please “quote,” underline, or italicize the title.
Provide citations for outside sources.
Event attended – name of concert or artist performing:
Date, time, and location of event:
Show proof of attendance.
– For a virtual concert, provide the web address
1) What was your favorite musical moment of the event (and why)?
2) All music has the following elements. Identify and describe at least one of them using clear examples and specific terms.
Rhythm (dotted rhythms, syncopation, accents, etc.)
Melody (conjunct or disjunct?)
Harmony (consonant or dissonant? Major or minor?)
Texture (monophonic, polyphonic, homophonic)
Dynamics (forte, piano, mezzo forte, mezzo piano)
Something else (instruments used, timbre, vibrato, blue notes, etc.)
3) Anything you disliked (and why)?
4) How did the audience react? Compare this audience to those of other types of musical
events. (For example, if you watched a rock concert, explain why the behavior of this audience would be different from that of a high school marching band showcase.)
5) Rate this concert on a scale from 1 to 10 (with 1 being the absolute worst concert experience and 10 being the best) and explain why. Would you recommend this artist to a friend? Explain why you would or wouldn’t.

Categories
Music

Provide citations for outside sources.

Any concert on YouTube (as long as a link is
provided)
Recommendation: Go to YouTube > Search for
“NPR Tiny Desk Concerts” > Find an artist you like
If you mention a musical selection, please “quote,” underline, or italicize the title.
Provide citations for outside sources.
Event attended – name of concert or artist performing:
Date, time, and location of event:
Show proof of attendance.
– For a virtual concert, provide the web address
1) What was your favorite musical moment of the event (and why)?
2) All music has the following elements. Identify and describe at least one of them using clear examples and specific terms.
Rhythm (dotted rhythms, syncopation, accents, etc.)
Melody (conjunct or disjunct?)
Harmony (consonant or dissonant? Major or minor?)
Texture (monophonic, polyphonic, homophonic)
Dynamics (forte, piano, mezzo forte, mezzo piano)
Something else (instruments used, timbre, vibrato, blue notes, etc.)
3) Anything you disliked (and why)?
4) How did the audience react? Compare this audience to those of other types of musical
events. (For example, if you watched a rock concert, explain why the behavior of this audience would be different from that of a high school marching band showcase.)
5) Rate this concert on a scale from 1 to 10 (with 1 being the absolute worst concert experience and 10 being the best) and explain why. Would you recommend this artist to a friend? Explain why you would or wouldn’t.

Categories
Music

Choose a pre-programmed prezi presentation

Finding the connections between artists and their influences from a historically previous artist helps you to develop a deeper understanding of each artist’s music. You’ll research the inspiration behind a current musician or producer, walking back a connective chain to creators releasing music from 1977 or earlier. Your research will culminate in an interactive Prezi complete with streaming video examples.
Below I attached the example video.
• Pick up the Prezi progress from your Six Degrees Of Kraftwerk Set Up assignment. Be sure to look at your grade and feedback for that assignment. You have everything here to start from the beginning if you missed Six Degrees Of Kraftwerk Set Up.
Newest Artist/Last Ten Years:
Continue with- or start with- your modern recording artist, producer, composer/songwriter, or remixer that started their professional career in the last ten years. Let’s define the term professional career as the point in which artists are making their living from music.
Professional Career Research:
We suggest using allmusic.com to look up your artist, producer or songwriter. Once in allmusic, use the Credits or Discography tab. If their professional credits or first album start within ten years of this date, you have a solid Newest Artist. Allmusic commonly include album release dates with month and date.
If your subject is a recording artist, use the Discography tab to look up their first release.
If your subject is a producer, composer/songwriter, or remixer, you can also track the recordings through the Credits tab. Similarly, discogs.com can serve a similar function if allmusic.com doesn’t deliver.
Six Artists Minimum, Newer To Older In Every Connection:
Referencing the flowchart above, create a linear timeline/story in Prezi. Each successive artist should move further back in the timeline. Artist 2 is the influence on the Newest Artist and has had a longer professional career. Artist 3 is the influence on Artist 2 and has the longer professional career. Follow this Newer To Older format for each influencing artist.
At Least One Artist/1977 Or Earlier:
At least one of your artist/producers needs to have started their professional career in 1977 or earlier to qualify for the Oldest Artist rubric credit. This 1977 or earlier artist/producer doesn’t need to be Kraftwerk. We use Kraftwerk as the example and assignment title because most of electronic, computer software/in-the-box music production can be connected up the the legendary German creators.
HOW TO FIND ARTIST INFLUENCES
The historical links are to be direct connections between artists/producers/songwriters* and should be one of the following:
Collaborated/Covered/Remixed:
Each connecting artist/producer/songwriter has produced/collaborated with, played the music of/covered or made a commercially released remix of the previous connecting artist/producer.
Each connecting artist/producer that you introduce can be used for rubric credit once. Example: once you use Michael Jackson, you cannot get separate rubric credit by using Jackson 5 as the next artist. Simply write about Jackson 5 in your Michael Jackson section if you need to connect the group to an older influencing artist/producer.
Sampled/Musical Quote:
Each connecting artist/producer/songwriter has sampled (used someone else’s sound recording) or musically quoted (also known as interpolation) the previous connecting artist/producer. WhoSampled.com is a solid clearinghouse for sampled and musical quote/interpolation usage. If you use a WhoSampled page, that can also be your APA citation for influence proof.
Stated The Influence In An Interview:
Each connecting artist/producer/songwriter has used a technique developed/popularized by or was inspired to make music by the previous connecting artist/producer. Prove the direct connection between your artists/producers by using text or video interviews, official artist websites or liner notes from releases. You need an artist’s quote or biography text from their official website that states their influence. Add the artist’s quote in your Prezi.
*Accepted job titles in your Prezi: artist/groups, producers/remixers, songwriters/composers, and professional DJs. These roles are commonly involved in influencing musical output.
Avoid these job titles in your Prezi: engineer/mix engineer and executive producer. Why? Engineers/mix engineers commonly execute the wishes of the producer and/or artists rather than influence musical output. An executive producer is literally an executive- involved in managing the broader business aspects of a project.
• You will create a Prezi containing with at least seven frames including an Intro frame (with your name, course and instructor and one for each of the artists/producers you are linking together. You should have a minimum of six frames to your 1977 or earlier artist or producer on the other end. No Prezi account? Click here to create a Basic Free account.
CHOOSE A PRE-PROGRAMMED PREZI PRESENTATION
SIGN INTO PREZI.COM AND CHOOSE ALL PROJECTS IN THE UPPER LEFT CORNER
ARROW RIGHT SEVERAL CLICKS AND CHOOSE ENGAGE WITH A PRESENTATION
0:00 / 1:33
1X
Download Video
Embed Video:
Include embedded streaming video in each artist frame. Click Insert on the Edit toolbar, Video, then paste in the video URL address. No linked text videos. Linked videos get stitches.
Elapsed Times For The Samples Or Interviews:
For sampling, embed both the song that was sampled and the song using the sample. Provide in text- or cue the video to- the elapsed time in an interview or a sampled song as it relates to your writing. It is your responsibility to preview all the media that you utilize to make sure that it is functioning when your instructor checks it.
Music Video, Too:
Make sure that there is music embedded in every frame. If you use an embedded video of an interview, include an additional embedded video that demonstrates the artist’s music, too.
Biography/Influence Text And Word Count:
Write a short biography of the artist. Include dates. Be sure that you cover how each artist is linked to the artist that influenced them. Be literal. Include artist quotes about their influences if you are using interviews as proof. Reach a 60-word minimum explanation based on your biography and influence research. Do not copy and paste blocks of biography text from an internet site, as no rubric word count credit will be awarded.
Use the resources of the Full Sail Media Center whenever possible, including EBSCOhost and the AP photo archive.
APA Citations:
You must cite all the sources you used for biography and influences information in each frame or in a References frame at the end of your Prezi. Stream the video on APA citations formatting as a step-by-step review.
Wikipedia is not an acceptable citation source. Since anyone can edit information, it is not reliable and quite easy to falsify. You can use Wikipedia as a starting point. If you find useful text in Wikipedia followed by a number in parentheses: (1), etc., click on the number to follow and research the citation they used in the References section at the bottom of your Wikipedia page.

Categories
Music

Download video

Finding the connections between artists and their influences from a historically previous artist helps you to develop a deeper understanding of each artist’s music. You’ll research the inspiration behind a current musician or producer, walking back a connective chain to creators releasing music from 1977 or earlier. Your research will culminate in an interactive Prezi complete with streaming video examples.
Below I attached the example video.
• Pick up the Prezi progress from your Six Degrees Of Kraftwerk Set Up assignment. Be sure to look at your grade and feedback for that assignment. You have everything here to start from the beginning if you missed Six Degrees Of Kraftwerk Set Up.
Newest Artist/Last Ten Years:
Continue with- or start with- your modern recording artist, producer, composer/songwriter, or remixer that started their professional career in the last ten years. Let’s define the term professional career as the point in which artists are making their living from music.
Professional Career Research:
We suggest using allmusic.com to look up your artist, producer or songwriter. Once in allmusic, use the Credits or Discography tab. If their professional credits or first album start within ten years of this date, you have a solid Newest Artist. Allmusic commonly include album release dates with month and date.
If your subject is a recording artist, use the Discography tab to look up their first release.
If your subject is a producer, composer/songwriter, or remixer, you can also track the recordings through the Credits tab. Similarly, discogs.com can serve a similar function if allmusic.com doesn’t deliver.
Six Artists Minimum, Newer To Older In Every Connection:
Referencing the flowchart above, create a linear timeline/story in Prezi. Each successive artist should move further back in the timeline. Artist 2 is the influence on the Newest Artist and has had a longer professional career. Artist 3 is the influence on Artist 2 and has the longer professional career. Follow this Newer To Older format for each influencing artist.
At Least One Artist/1977 Or Earlier:
At least one of your artist/producers needs to have started their professional career in 1977 or earlier to qualify for the Oldest Artist rubric credit. This 1977 or earlier artist/producer doesn’t need to be Kraftwerk. We use Kraftwerk as the example and assignment title because most of electronic, computer software/in-the-box music production can be connected up the the legendary German creators.
HOW TO FIND ARTIST INFLUENCES
The historical links are to be direct connections between artists/producers/songwriters* and should be one of the following:
Collaborated/Covered/Remixed:
Each connecting artist/producer/songwriter has produced/collaborated with, played the music of/covered or made a commercially released remix of the previous connecting artist/producer.
Each connecting artist/producer that you introduce can be used for rubric credit once. Example: once you use Michael Jackson, you cannot get separate rubric credit by using Jackson 5 as the next artist. Simply write about Jackson 5 in your Michael Jackson section if you need to connect the group to an older influencing artist/producer.
Sampled/Musical Quote:
Each connecting artist/producer/songwriter has sampled (used someone else’s sound recording) or musically quoted (also known as interpolation) the previous connecting artist/producer. WhoSampled.com is a solid clearinghouse for sampled and musical quote/interpolation usage. If you use a WhoSampled page, that can also be your APA citation for influence proof.
Stated The Influence In An Interview:
Each connecting artist/producer/songwriter has used a technique developed/popularized by or was inspired to make music by the previous connecting artist/producer. Prove the direct connection between your artists/producers by using text or video interviews, official artist websites or liner notes from releases. You need an artist’s quote or biography text from their official website that states their influence. Add the artist’s quote in your Prezi.
*Accepted job titles in your Prezi: artist/groups, producers/remixers, songwriters/composers, and professional DJs. These roles are commonly involved in influencing musical output.
Avoid these job titles in your Prezi: engineer/mix engineer and executive producer. Why? Engineers/mix engineers commonly execute the wishes of the producer and/or artists rather than influence musical output. An executive producer is literally an executive- involved in managing the broader business aspects of a project.
• You will create a Prezi containing with at least seven frames including an Intro frame (with your name, course and instructor and one for each of the artists/producers you are linking together. You should have a minimum of six frames to your 1977 or earlier artist or producer on the other end. No Prezi account? Click here to create a Basic Free account.
CHOOSE A PRE-PROGRAMMED PREZI PRESENTATION
SIGN INTO PREZI.COM AND CHOOSE ALL PROJECTS IN THE UPPER LEFT CORNER
ARROW RIGHT SEVERAL CLICKS AND CHOOSE ENGAGE WITH A PRESENTATION
0:00 / 1:33
1X
Download Video
Embed Video:
Include embedded streaming video in each artist frame. Click Insert on the Edit toolbar, Video, then paste in the video URL address. No linked text videos. Linked videos get stitches.
Elapsed Times For The Samples Or Interviews:
For sampling, embed both the song that was sampled and the song using the sample. Provide in text- or cue the video to- the elapsed time in an interview or a sampled song as it relates to your writing. It is your responsibility to preview all the media that you utilize to make sure that it is functioning when your instructor checks it.
Music Video, Too:
Make sure that there is music embedded in every frame. If you use an embedded video of an interview, include an additional embedded video that demonstrates the artist’s music, too.
Biography/Influence Text And Word Count:
Write a short biography of the artist. Include dates. Be sure that you cover how each artist is linked to the artist that influenced them. Be literal. Include artist quotes about their influences if you are using interviews as proof. Reach a 60-word minimum explanation based on your biography and influence research. Do not copy and paste blocks of biography text from an internet site, as no rubric word count credit will be awarded.
Use the resources of the Full Sail Media Center whenever possible, including EBSCOhost and the AP photo archive.
APA Citations:
You must cite all the sources you used for biography and influences information in each frame or in a References frame at the end of your Prezi. Stream the video on APA citations formatting as a step-by-step review.
Wikipedia is not an acceptable citation source. Since anyone can edit information, it is not reliable and quite easy to falsify. You can use Wikipedia as a starting point. If you find useful text in Wikipedia followed by a number in parentheses: (1), etc., click on the number to follow and research the citation they used in the References section at the bottom of your Wikipedia page.

Categories
Music

Of the following: concrete music, chance music, harlem renaissance, electronic music, and minimalist music;

This week we take a closer look at Classical music in America. Of the following: concrete music, chance music, Harlem Renaissance, Electronic music, and Minimalist music;
1) Which genre and composer impressed you the most and why (attach supporting media/historical links)?
2) Has your concept of the definition of music changed? If so what has attributed to this change and if not, what is your current definition.

Categories
Music

This week we take a closer look at classical music in america.

This week we take a closer look at Classical music in America. Of the following: concrete music, chance music, Harlem Renaissance, Electronic music, and Minimalist music;
1) Which genre and composer impressed you the most and why (attach supporting media/historical links)?
2) Has your concept of the definition of music changed? If so what has attributed to this change and if not, what is your current definition.

Categories
Music

Provide a youtube link with a recording of the instrument.

For this forum you should choose one instrument from China or Taiwan and classify it using the Hornbostel-Sachs method. This includes the numerical hierarchy for your specific instrument.
There are enough instruments, especially stringed instruments, so that each student can choose their own.
Each student should just create one Post for this forum–No need for response posts.
In the Lecture notes and textbook there are musical instruments mentioned. You may also refer to this comprehensive list: (https://en.wikipedia.org/wiki/List_of_Chinese_musical_instruments)
———————————————————————————————————————————————————————————-
The Hornbostel-Sachs is a method of classifying musical instruments that is not limited to Strings/Brass/Woodwinds/Percussion.
Instead of these four categories, Hornbostel-Sachs has 5 main categories:
IDIOPHONE – AEROPHONE – ELECTROPHONE – CHORDOPHONE – MEMBRANOPHONE
* Instruments are classified by how the sound is produced. Notice for example, that percussion instruments (as we know them) are split into Idiophones (anything that is struck, such as a tambourine) and Membranophones (drums and other instruments with skins or membranes that vibrate to produce the sound).
* As another example, the piano has been traditionally categorized as both a percussion and a stringed instrument. Along with violins and guitars, the piano is categorized in Hornbostel-Sachs as a Chordophone–instruments with strings that are either plucked, struck or bowed.
* Notice also that there is an Electrophone category, to include the obvious like electric guitars.
INSTRUCTIONS:
1. Show a breakdown of the numerical hierarchy (category) that your instrument falls into. Provide a description/explanation of the MAIN CATEGORY (e.g. AEROPHONE, IDIOPHONE, etc.) AND ALL OF THE SUB-CATEGORIES. Notice in the example below, there are 4 sub-categories)
2. Insert a picture of the instrument into the post by uploading the picture as an attachment to the post or copy it directly into the post if Ilearn allows you to.) no weblinks to photos please
3. Title your post with the Name of the Instrument (not your name, as this will be added automatically)
4. Provide a youtube link with a recording of the instrument.
Copy or type all of your information directly into the Discussion post–It’s OK to write out all of the information in a separate file first, but please do not upload your file as an attachment!
Here is an example of what your post should look like in the Discussion:
Instrument: SPOONS (Hornbostel-Sachs 1.11.111.14)
Idiophones (1) – all instruments in which sound is produced primarily by way of the instrument itself vibrating without the use of membranes or strings
Struck idiophones (11) – Idiophones set in motion by a percussion action: hitting, shaking, or scraping. They consist of one or several pieces made of a sonorous substance and are struck with a stick or a similar device with rotary motion of the arm. They are distinguished by their materials. Struck idiophones are one of the two categories of struck idiophones: directly (111) and indirectly (112) struck.
Directly struck idiophones (111) – the player strikes the instrument themselves
Concussion vessels or vessel clapper (14) – two similar objects that are struck together to create sound. The “vessel” is any size hollow on the surface. In the photo below, the vessel is a round carved area in each of the wooden “spoons”.
Video: WOODEN MUSICAL SPOONS – YouTube