FINAL--PART 2--due on or before 12/5

Worth 35 points

4 parts:

A) Romantic period composer bios
Choose 5 Romantic-period composers from your book and write down this information in a list form:
1. birth, death dates
2. nationality
3. genres composed (scherzos, ballades, symphonic poems, etc.)
4. name of a specific work or interesting fact about the composer

(20 pts).

B) Romantic period definitions
Choose 5 keywords (in purple, in the margins of the readings) to define. You may use the glossary or use your own definitions. Some ideas: Through-composed form, symphonic poem, modified-strophic form, leitmotif, music-drama (don't use generic words or people).

(5 pts).

C) Romantic period keywords or themes
If you've been to class, you know what these are. Otherwise, get notes from someone. Looking for very specific things.
List them, like this:
1.
2.
3.
4.
5.

(5 pts).

D) Short Essay:
Answer this question:

How did music change from the Classical to Romantic period?
In your discussion, be specific: how did melody, rhythm, harmony, timbre and form (etc) change? This is from notes from monday (also, your textbook should mention some things).

Write complete sentences and write at least 5 sentences.

(5 pts).

*ALSO* Please type your tests, and, Do not send to my email address: I want hard copies. Also, please staple your tests. Papers that aren't stapled will be docked 10 points (you're not fooling anyone when you simply fold your papers over ). Staples help teachers stay organized! I have 100 students so please be kind and plan ahead.

Let me know if you have questions.

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There will be a listening review on friday for the final listening test. If you've been to your fourth concert you need not be at the final. This listening test will take place at 9 and 11 on Tuesday, Dec. 5 in the choir room. If these times do not work for you, you need to let me know immediately.

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If you've talked to me about doing more listening in lieu of going to concerts due to work, my requirement for that assignment is this: Since concerts are usually at least an hour long, I ask that you listen to an hour's worth of music per missing concert. If you need to go to one more concert, that equals and hour of listening. If you need two, you need to listen to two hours of music, etc. For each hour of music I want at least 2 typed pages (double-spaced) describing the pieces in terms of the elements of music, your reflections on it, and information about the piece (conductor? orchestra? background info on the piece). I WANT PROSE, NOT A LIST. If you listen to two hours of music in lieu of two concerts you need to write four pages (etc: 3 hours=3 concerts=6 pages of prose; 4 hours=4 concerts=8 pages of prose).

You need to write down very specific details about the pieces you listen to. If you decide to listen to a Mahler symphony (which is about an hour) I want details about the beginning, middle, and end of the piece (instrumentation, etc). I won't count general comments ("the beginning section is nice, I like it" would not count).

It might be best to do your listening in the library, at a listening station with headphones. You have access to all those CDs, and the library is open long hours so it's very accessible. Do not simply listen to the CDs that came with the book (that won't count. You have to make an effort). The examples on there aren't great--there is so much more (better) music out there. Make sure you write down who the ensemble was (Philadelphia Philharmonic or whatever), who the conductor was (Herbert von Karajan, for example), and what recording label it was (Sony Classical, Deutche Grammophone, etc).

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I've been handing back papers, so if you're missing class, I will put all the papers in a box outside my door (starting thursday afternoon). Unfortunately you'll have to dig through the papers to find yours--they're only loosely organized. I should have all your papers back to you by friday (excluding final part 1 and 2) so you have an idea if you need the listening final for extra credit.

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Hope to see you in class the next couple of days!

Hope you all had a good Thanksgiving.
Perhaps today you're thinking of getting a head start on homework for the week. Fabulous!

For Monday, 11-27:
--Read pages 252-272 ("From Classicism to Romanticism" "The Romantic Movement" "Nineteenth Century Art Song" --includes Schubert and Schumann)
--Write down questions you have from the reading
--Listening journal due (see below if you need instructions)

This week in class I'll be playing the music that will be on the listening final, and discussing part 2 of the take-home final, so hope to see you there!

Check out

Kyle Gann's

posting for Nov. 18. I'd like to know what you think about that. I think it would be an interesting discussion topic.....

ANNOUNCEMENTS/ASSIGNMENTS

If you haven't already, turn in Part 1 of the final. See blog posting below if you need help with it.

Due 11/27: Listening journal (15 pieces)

No class this Wednesday (lots of people are going to be gone for Thanksgiving)

Finish (if you haven't already) reading the Classical chapters on the concerto, sonata, and opera. We won't have time to cover everything in class so if you have questions about the reading, make sure you raise your hand or give me your questions on a piece of paper.

Today we listened to Mozart's Symphony #40 in g-minor and I pointed out sonata form as the piece played. Then I showed some clips from the 1984 (Academy-Award-winning!) movie, Amadeus. It's a really great (and fun) film. If you missed class, consider checking it out from the library.

MISC.

I know you're getting antsy for the end of the quarter, but please, try to stay focused in class. We're covering my favorite music history periods (the Classical and Romantic eras) and I'm going to be playing lots of music and playing clips from operas, so I would appreciate it if you would not sit and chit-chat with your neighbors when music or movies or operas are playing. If you would rather sit at a coffee shop and yak with your friends, please don't bother coming to class. I'm very sensitive and take it personally when you talk while music is playing.
Also, a classroom is not the ideal situation for playing this gorgeous music (a concert hall is better--or even a nice living room with some ambience) but if you could close your eyes or take music notes or sketch in your notebooks while the music is playing (so that you can get the most out of in-class listening) that would be great.

Sorry! I've been forgetting to post readings. For tomorrow (wed.) read pg. 218-238 (Beethoven to the Clasical concerto and sonata). Write down any questions you have about the reading and I'll try to answer them in class. Next week we'll be discussing Classical opera, and moving on to the Romantic period if you want to read ahead this weekend.

Remember: no class this thursday and friday, the 16th and 17th due to jazz dialogue (they take up all the classrooms in the music building for two days).

If you need to catch up on concerts, there are three jazz concerts this week in Showalter, on thursday, friday, and saturday, all starting at 8 and free for students with ID.
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PART 1 OF (take-home) FINAL: DUE 11/20
Answer these essay questions:
(Please type your answers. I'm looking for short paragraphs of no less than 3 complete sentences. Don't write lists. Thank you).

1. Why did music change around 1750? (worth 5 pts)
(from class discussion on monday, 11-13: Intro to the Classical period and the Age of Enlightenment).

2. How did music change (around this same time)?----(5 pts.)
(again from 11-13 notes. I'm looking for specific stylistic changes in the music in terms of melody, texture, form, harmony, etc.)

3.Who (what composers) were associated with the Classical era--1750-1825? I'm looking for 3 main composers your book mentions. Also, write down these 5 key points about each composer:
--birth and death dates
--nationality
--music genres composed (symphonies? keyboard sonatas? concertos? etc)
--name one specific piece written by the composer
--one interesting or notable fact about the composer

(15 points)

4. What is sonata-allegro form and how does it reflect the ideals of Classical/Enlightenment aesthetics? (from 11/14 and 11/15 discussion---also, think of keywords from class discussion, 11/13). -----(5 pts).

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Questions? Please ask.

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9am class: I'm sorry! I forgot to discuss some Baroque instrumental genres last week in class (I ran out of time then I forgot to go over it with you. My 11am class received that information but you didn't). Therefore, tomorrow (wednesday) I will go over a bunch of Baroque and Classical genres and we'll listen to some examples in class. Thanks Kirk for the head's up.

As always, if there's something I didn't cover in class but you wish I would have, would you let me know? I'm a little loopy and forgetful these days, trying to remember everything I have to do in the next few weeks for my grad classes.

Also, if you'd like to do more listening to music in class, would you let me know? I feel like I talk too much in class and I'm not showing you all the music I want to show you.

Don't forget: Take-home exam #2 due Monday, Nov. 13 (tomorrow!) by 3pm in my office or mailbox. No exceptions.

IMPORTANT ANNOUNCEMENTS
Remember: no class friday Nov. 10

Since we are so short on time these next few weeks (no class next thursday and friday due to Jazz Dialogue in the music building; no class the following week for Thanksgiving) I'm going to change the format of class somewhat. I won't be able to go over all the material in the book, so I want you to write down questions you have about the reading (1-3 questions about terms or concepts you don't understand). At the beginning of class, starting on Mon. Nov. 13, I will collect these questions and gear my lecture towards answering your questions. I will try to hit upon highlights of each of the Classical and Romantic periods, but if you don't understand something, it will be your responsibility to ask me during class. The other portion of class time will be spent doing some in-class listening for your journal assignment, due on Nov. 27. I know many of you are very busy this time of year, so I'm trying to help you out by doing this journal in class. If you don't come to class you need to do the listening on your own time.

Also, to save time during class, I want to try to bring the presentations down to 10 minutes. Please don't print off a page from Wikipedia and read from that--it takes too much time, and I'm afraid you're not really internalizing the concepts you're reading about. So, for presentations, just hit upon the highlights of the composer's life: birth and death dates, nationality, major works and genres, and unusual or interesting facts about the composer. This portion of the presentation should be no more than 5 minutes. For the listening portion, we'll spend about 1-2 minutes on each of your pieces. PRESENTATION LISTENING WILL COUNT FOR YOUR JOURNAL ASSIGNMENT so if you're short on time you might want to come to class to do your listening journal.

THE FINAL EXAM

I know most of you are having a hard time with the concert requirements. So, if you want, you may do 3 concert reports and ditch the last one. However those points still need to be made up, so I will add an extra portion to the final. If you would rather go to your 4th concert than take this extra portion of the final, you may do so. If you need extra credit, you may do both.

The final will consist of three parts:
1. Classical composer bios and genre definitions, due Mon. Nov. 20. This is a take-home portion of the test, and will be a much shorter version of Exam 2 (the test you're writing this weekend). On Monday, I'll officially give you this assignment. It should really only take 20- 30 minutes at the most.

2. Romantic composer bios and genre definitions, due Dec. 5 (date of final). Same thing as above. You'll be doing this portion at home, so bring it with you to the final exam on Tuesday, Dec. 5 (at the same time and place your class is now).

3. Listening. This is the in-class portion of the final and will consist of approximately 20 composers. Like the first exam, I'll play an example, and you'll put a number under the composer you hear.

I still need to figure out point distribution, but if you'd rather do the 4th concert, you will be able to drop one of these three portions of the final.

I will figure out point distribution this weekend, so check back here. I will also make an announcement on Monday.

Hopefully I'll get your journals graded this weekend, but I have some final projects to finish up myself so if you want to know your grade ahead of time, let me know and I will grade your papers first and get them back to you.

I hope these things will help you with your workload these next few weeks.
As always, let me know if you have any questions.

Thanks for putting up with my crabbiness! I'm finishing up grad classes this quarter and things are piling up all at once, so if you could help me out by doing the readings (at least skimming the readings) and not talking excessively during class that would help me out a lot!

By the way, there is a wind ensemble and orchestra concert tonight in the recital hall. It starts at 7:30 and is free for students with ID.

PRESENTATIONS

Groups and dates:
11/7: Dvorak (9am) and Chopin (11am)
11/8: Barber (9am)
11/14: Rimsky-Korsakov (9am) and Liszt (11am)
11/15: Bruckner (9am) and Mendelssohn (11am)
11/20: Schubert (9am) and Schumann (11am)
11/21: Sibelius (9am) and Grieg (11am)
11/22: Debussy (9am) and Dvorak (11am)
11/27: Mendelssohn (9am) and Wagner (11am)
11/28: Chopin (9am)
11/29: Berlioz (9am)


JOURNALS #8-10 DUE MONDAY 11/27

I decided to lump these last journals together. It is a listening journal, like #5.

Journal 8= choose 5 different pieces from the Baroque period and write down these things as you listen:
1. Title/composer
2. Ensemble name (for ex. Seattle Symphony or Dale Warland Singers...) and conductor name (very important--every conductor in the world has a different style and different interpretation. As future lovers of music--I hope--you should have a good idea of which conductors you prefer).
3. Instruments you hear
4. Notes on melody, harmony, rhythm, form, etc.
5. Keywords, feelings, ideas, stories
6. Likes and dislikes

Journal 9=choose 5 different pieces from the Classical period and go through the same process as the one above (refer to your book for suggestions for composers. Haydn, Mozart, and Beethoven are considered Classical composers, although Beethoven kind of stradles the Classical and Romantic periods).

Journal 10= choose 5 different pieces from the Romantic period and go through the same process.

For each era you may choose one composer. So, for the Baroque period, if you really like J.S. Bach you could pick 5 different pieces of his and write about them. Or, you may choose different composers. Another twist on this might be choosing the same piece, like a symphony, and finding 5 different conductors who have recorded the same piece and compare interpretations.

You should listen to 15 pieces total.
You should use your deep or active listening skills.
Make it a fun/pleasurable experience. Get yourself a latte or a cup of tea and a comfortable chair and dim the lights and really listen. Think of this as a form of therapy. I don't want you to rush through it or abhor it while you're doing it because it's for a class. You all chose to take music in the humanities (not art or theatre) and for the last few weeks I want your experience to be as enjoyable as possible.
This can probably be done in one sitting (one hour) if you spend 4 minutes of deep listening on each piece. You can spend more time on this, but please don't listen to less than 4 minutes of music for each piece.

These journals, 8-10, are all due on Monday, Nov. 27.

If you have any questions, please ask.

The music you choose may be on your discs that came with the book, or you may choose different pieces from the library's selection, or you may download songs from iTunes. If you don't want to drag a bunch of CDs home, the library has listening stations in the lower level, with headphones available for check-out (they also have cassette players and record players).

I really wanted to do this listening journal because I feel we haven't done enough (there is so much music!). But the last thing I want you to feel is hatred/bordom/apathy for this assignment. If you're not into this idea, I'm open to suggestions. If you'd rather write about the history of these periods (like the last few journals) I'm open to that. Or, if you have another creative idea, run it by me and we can work it out. Either way, it must be something comparable, and it will be worth 30 points total.

Happy day!