Musicology Mid Term Brief
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This document provides the brief for a midterm musicology presentation and paper. Students must give a 15 minute seminar presentation by January 12th or 13th 2009 on the topic "What is music?". They must also submit a 2000 word written paper and research folder by January 1st 2009. The paper must engage with ideas from the 20th century musicology module and acknowledge key historical perspectives. It may consider statements from Cage and Bailey about the nature of music. For midterm, students must give a 10 minute presentation based on analyzing their 1000 word research so far, outlining future research needs. The presentation requires use of PowerPoint.
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油
Topic
: The Harpsichord
Written paper (100 points) must include:
1.
A
minimum
2,000 words
of text plus illustrations, etc. (12 pitch font, 1 遜 spaces between lines)
2.
A Bibliography and citations.
3.
All the information about the specific type of project you are doing, as noted, below.
4.
MUST BE SUBMITTED ON BLACKBOARD!
Oral presentation (100 points) must:
1.
Be a minimum 10 minutes in duration.
2.
Include the basics of the written presentation.
3.
You are expected to be knowledgeable and well versed and fluent on the subject you are presenting. In other words, dont read everything. Speak from personal knowledge and have eye contact with your audience.
4.
Use PowerPoint and other media, as needed.
5.
Include: photographs, charts, diagrams, short sound clips, short video clips, etc.
6.
Audio or video clips may be used but may not total more than 2 minutes.
7.
SUGGESTION: Develop a script.
8.
Some guidelines for PowerPoint slides:
a.
Avoid putting too much information on an individual slide. Bullet points provide an outline from which the presenter elaborates.
b.
Use a font that is clearly readable,
c.
The font should be clearly discernible from the background. E.G. black font / white background.
Specific Information
Projects on Musical Instruments
1.
Trace the history of the instrument from the initial stages of its development to the present day.
2.
Include in your report:
a.
How the instrument is manufactured.
b.
Information on technological advances that made it possible to improve the instrument.
c.
Information about innovators who greatly contributed to the development of the instrument and who perhaps became famous for this. This should also cite contemporary manufacturers.
d.
Information regarding individuals who became famous as
performers
on this instrument, including present day.
e.
Information on famous musical compositions/composers for this instrumentinclude an audio or video clip in your oral presentation.
f.
Famous classical and pop performers on these instruments.
g.
How are visual arts, sciences, and mathematics, for example, connected with the design of this instrument?
h.
A time-line.
Project on Performance Venues
1.
Trace the history of FIVE venues used for musical performances starting from the middle ages through the present day. This includes both large and small venues.
2.
Suggested venues:: The Metropolitan Opera House (New York City); La Scala Opera House (Milan, Italy); Sydney Opera House (Sydney, Australia), Carnegie Hall (New York City), Walt Disney Concert Hall (Los Angeles), et. Al.
3.
Information to include:
a.
Technological advances that made it possible to improve the quality of venues this also should include the advent of electricity and electronic amplification and how this affected performances and performers.
b.
Information on architectural design.
c.
Acoustics
d.
Stage and special equipment, lighting, etc.
e.
Information about venues from around ...Revisions to exam
Revisions to examhhs
油
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam rather than in a separate section, and revising the structure and question types in both the multiple choice and free response sections.Revisions to exam
Revisions to examhhs
油
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam, and revising the exam format and question types. The exam will now include advance organizers to provide context for tasks. Audio sources will be played twice and accompanied by preview time. Multiple choice questions will include new interpretive question types. Free response questions will assess interpersonal and presentational skills through writing, speaking, and integrated tasks.Music of the Medieval-Renaissance-Baroque Period
Music of the Medieval-Renaissance-Baroque PeriodJAYPEEMANGABAT1
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The document provides information about a music lesson covering the Medieval, Renaissance, and Baroque periods. It includes 6 activities for students: 1) defining music in a 20 second video, 2) matching terms to historical periods, 3) answering questions about the periods in writing, 4) identifying composer pictures, 5) creating a graphic organizer summarizing the periods, and 6) choosing a composer to follow and explaining why in a 30 second video. Rubrics are provided to evaluate students' performance on a scale from 75-100%. Links to musical works by composers like Handel, Vivaldi, Bach, and Morley are included so students can listen along.MAPEH Quarter-2-Music-WEEK-1-2 edited.docx
MAPEH Quarter-2-Music-WEEK-1-2 edited.docxRomaDianeAviguetero1
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MAPEH Quarter-2-Music-WEEK-1-2 edited.docxBlended learning in higher education: Theory and practice in Finland
Blended learning in higher education: Theory and practice in FinlandTeemu Leinonen
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Educational methods, pedagogy and technology used for teaching and learning, is changing. The fact that the price of communication and to deliver information is becoming close to zero requires educators to reconsider their practices.
Higher education relying only to classical lectures is coming to the end. The "digital first" approach, where all learning materials and large part of course communication such as announcements and assignments, in addition to administrative tasks, is brought to the open web will force us to reconsider how to make the classroom situations more valuable for students.
By introducing flipped classroom approach and study projects we can implement problem based learning and progressive inquiry where students are asked to to research in small groups. In introduction courses we can give for students homework, asking them to read and watch video lectures, and then use the classroom time to discuss about the content. In study projects the small group research should take place in an authentic research environments with more advantages researchers, in labs and studios where the expert work. This way students will have access to the tacit expert knowledge. On the other hand, there is a need to learn skills that will help to work in multidisciplinary groups. Essential is to learn to understand other competences to respect them and to get excited about them. Therefore part of the studies should take place in multidisciplinary study projects focusing on to solve the real world problems.
In this slide set I start by introducing some sides of Finland and the Aalto University. I continue with a short presentation of pedagogical ideas that aim to be relevant in the network society. I conclude with the "digital first" statement and present some examples from my own courses, as well as of the latest digital tools developed as part of the research in my research group.Creating Ambient Music
Creating Ambient MusicPeter Bodnarchuk
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This lesson plan focuses on using visual images to generate musical ideas for ambient compositions. Students will watch excerpts from an audiovisual work to see how sound and images are combined. They will then choose a picture from a book to use as inspiration for an in-class ambient composition. Various instruments will be used to improvise and experiment with sounds that match the mood of the selected image. The goal is for students to learn how different art forms can be integrated to spark musical creativity.Etudes as Repertoire
Etudes as RepertoireLola McIntyre, M.M.
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Do piano pieces, alone, serve to improve artistry, or does a piano student need to study separate works in preparation to master repertoire? Why were there so many opuses of different Czerny studies, compared to piano studies currently composed? How are the Viennese and Romantic schools of piano technique different from each other? Can teaching pieces serve as studies? Are etudes automatically included in piano methods? Why would the subject of "Etudes as Repertoire" not have taken place during Czerny's time? Discover this and more with this slide presentation. And, please chime in with comments.
A talk prepared by Lola McIntyre, pianist & pedagogue, to the Holland Piano Teacher Forum, local chapter of Michigan Music Teachers Association and National Music Teachers Association. More from matthewlovett (15)
1st year workshop groups 2010
1st year workshop groups 2010matthewlovett
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Three groups were formed with students assigned to each. Group 1 had 15 students, Group 2 had 14 students, and Group 3 had 15 students for a total of 44 students across the 3 groups.Political Economy
Political Economymatthewlovett
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Postmodernismmatthewlovett
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Postmodernism differs from modernism in that modernism sought perfection of form through experimentation to discover new artistic and philosophical ideas, while postmodernism is more playful and less concerned with purity of form, being more exploitative, lazy, and less well thought out in its approach.Creative Music Practice Semester Two
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This document contains the timetable for the first semester of the BA(Hons) Creative Sound & Music program for the 2007/2008 academic year. It lists the modules, class times, locations, and assignment deadlines for Composition and Arrangement (CSM2) and Contemporary Musicology (M2) from January to May. The timetable provides details of weekly sessions for these modules, including lectures, seminars, tutorials, workshops and assessments.CMP2 Groups
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The document lists 18 students divided into 6 groups of 3. Group 1 contains Moses Adesina, Nathan Towell, and Lewis Williams. Group 2 contains Rhys Bobbett, Kyle Rodway, and Ashley Taylor. Group 3 contains Martyn Kinnear, Bazyli Brzoska, and Jackson Downs.Cmp1 Feedback Tutorials
Cmp1 Feedback Tutorialsmatthewlovett
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This document contains a schedule listing students' names and times for CMP1 + Musicology Midterm Feedback tutorials taking place on Monday 23rd November and Tuesday 24th November in room J5. On Monday, tutorials are scheduled from 14:00 to 16:30 and on Tuesday from 10:00 to 14:20.Creative Sound and Music 2010
Creative Sound and Music 2010matthewlovett
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The document outlines the curriculum for a degree program in creative sound and music. The program focuses on developing musical skills and abilities for a career in the modern music industry. Students take courses in music practice, musicology, music and media, and music business. They also gain experience in recording, performance, composition, and using creative tools. The goal is to help students understand the current music market and build a career in areas like music performance, production, video, sound engineering, and music business.Concrete Music Brief 2009
Concrete Music Brief 2009matthewlovett
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The document provides instructions for a composition project using collected environmental sounds as raw materials. Students are asked to create 3-4 minutes of structured music demonstrating dynamics, speed, tone, and texture. They should manipulate individual sounds through effects like pitch shifting, reversing, EQ, and time stretching. Later steps involve layering sounds, panning for stereo effects, and using reverb, delay and compression plugins. The goal is to explore sound textures and combinations rather than follow rhythmic patterns or write melodies. Composition is about tension and release through variation in dynamics, tone, speed and texture.Signs & Codes Of Television
Signs & Codes Of Televisionmatthewlovett
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The document discusses some of the key concepts of semiotics as it relates to television. It introduces seminal thinkers in the field like Saussure and Peirce. Some of the main points covered include the relationship between the signifier, signified, and sign. It also discusses different types of signs like iconic, arbitrary, and motivated signs. Finally, it touches on concepts like connotation, metaphor, metonymy, paradigms, and syntagms and how they apply to media and genre.Improv Group Rehearsals in S1
Improv Group Rehearsals in S1matthewlovett
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The document contains a schedule listing people assigned to different color groups on various days of the week from 10am to 4pm. Red, blue, and yellow groups are scheduled for Monday and Tuesday, while green, orange, and purple groups are scheduled only for Monday. Each entry includes the color group, time slot, and list of assigned people.Pythagoras and the Birth of Western Music
Pythagoras and the Birth of Western Musicmatthewlovett
油
Pythagoras believed that mathematics and musical harmony were intrinsically linked. He discovered that consonant musical intervals had simple whole number frequency ratios, like octaves being 2:1 and perfect fifths being 3:2. Pythagoras used the first four whole numbers and their sum to represent this harmony in the symbolic figure of the tetractys, showing how unity emerges from the infinite through mathematical order and progression. This linked music, mathematics and the cosmos in a harmonic whole.Improv Groups
Improv Groupsmatthewlovett
油
This document lists the names of improv group members broken into 6 groups labeled A through F. Each group contains between 8 and 13 names. The names are organized alphabetically within each group.Reading List for Year 1 Semester 1
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This document provides a list of references related to reading about essential and indicative topics in music. The references cover a wide range of subjects including improvisation, avant-garde performance, electronic music, experimental music, sound art, acoustic instrument design, soundscapes, and more. Books by notable composers and thinkers such as Cage, Schafer, Nyman, Adorno, and others are referenced. The list appears to serve as a guide for further research on creative and experimental forms of music.Creative Sound and Music Timetable Semester 1
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The document provides a timetable for the BA(Hons) Creative Sound & Music course for Year 1, Semester 1. It lists the module names, leaders, and deadlines for handing in work. It then provides a weekly schedule with room locations and times for lectures, seminars, and other activities like induction tasks and tutorials for the modules. The timetable runs from September to December and includes 11 teaching weeks.Semester 1 Handbook for Creative Music Modules
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This document provides information for students starting the BA (Hons) Creative Sound and Music program at the University of Wales, Newport. It includes handbooks for Year One semester one modules, contact information for academic and technical staff, deadlines, submission guidelines, studio rules and resources, and explanations of grades. Students are expected to read this handbook carefully and use it to support their studies over the next three years in exploring sound and music.Musicology Mid Term Brief
- 1. Musicology of the 20th Century Mid Term brief You have been set the following brief for this module: Contents: Seminar presentation Length: 15 minutes Additional Portfolio: 2000 word written paper and research folder Submission: Student Desk / E16 Date: Hand-in 1pm 12th January 2009 Presentations 12th/13th January 2009 This module has been concerned with the 20th century and Modernism, and you are therefore required to submit a paper on the following: What is music? Although the question appears simple, be sure to demonstrate that your work reflects and engages with the full range of ideas discussed during the module, and acknowledges key historical perspectives and developments. In answering this question, you may find it useful to consider the following statements: If this word music is sacred and reserved for eighteenth and nineteenth century instruments, we can substitute a more meaningful term: organisation of sound. (Cage, 1937) There is always something to see, something to hear. In fact, try as we may to make a silence, we cannot. Until I die there will be sounds. And they will continue after my death. One need not fear about the future of music. In musical terms, any sounds may occur in any combination and in any continuity. (Cage, 1957) Mankinds first musical performance couldnt have been anything other than a free improvisation (Bailey, 1992) For mid term, students will make a 10 minute presentation based on a 1000 word paper which needs to include the following: The research carried out so far, including both visual and audio examples An analysis of the research material gathered i.e. why are your examples relevant and what do they mean? Conclusions reached so far An outline of the research needed to complete the brief by January
- 2. The presentation needs to make use of PowerPoint or Keynote, or an equivalent programme and the 1000 word paper needs to be handed in to me. Dont worry if youve not used PowerPoint before nows a good time to learn! Mid terms need to be ready by 10am on Thursday 12th November Any problems, book a tutorial