attas, “engaging the whole musical self” out-of-class ...f16.pdf · attas, “engaging the...

Attas, “Engaging the Whole Musical Self” Out-of-Class Activity, MUS 211 Fall 2016 On the Belk Library home page, click “Databases”. Choose “Music” from the sidebar. Choose “Naxos Music Library” (the top listing). In the Naxos search box, write “Haydn String Quartet Hob III”. Click on a recording (e.g. the Kodály Quartet). In the resulting track listing, find String Quartet No.3 in D major, Hob III:3. In the tracks listed below that title, find the second minuet track (it may be spelled “menuet” instead of “minuet”, and it’s labeled “IV” as the fourth movement in the quartet). Check the little box next to that track. In the left-hand sidebar, click “Play Selections.” Now, listen to the piece once through without looking at the score. Then, go back and listen to just the opening, following along with the score below. Haydn String Quartet No.3 in D major; Hob III:3, Menuet II, mm.1-8

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Page 1: Attas, “Engaging the Whole Musical Self” Out-of-Class ...F16.pdf · Attas, “Engaging the Whole Musical Self” Out-of-Class Activity, MUS 211 Fall 2016 On the Belk Library home

Attas,“EngagingtheWholeMusicalSelf”Out-of-ClassActivity,MUS211Fall2016OntheBelkLibraryhomepage,click“Databases”.Choose“Music”fromthesidebar.Choose“NaxosMusicLibrary”(thetoplisting).IntheNaxossearchbox,write“HaydnStringQuartetHobIII”.Clickonarecording(e.g.theKodályQuartet).Intheresultingtracklisting,findStringQuartetNo.3inDmajor,HobIII:3.Inthetrackslistedbelowthattitle,findthesecondminuettrack(itmaybespelled“menuet”insteadof“minuet”,andit’slabeled“IV”asthefourthmovementinthequartet).Checkthelittleboxnexttothattrack.Intheleft-handsidebar,click“PlaySelections.”Now,listentothepieceoncethroughwithoutlookingatthescore.Then,gobackandlistentojusttheopening,followingalongwiththescorebelow.HaydnStringQuartetNo.3inDmajor;HobIII:3,MenuetII,mm.1-8

Page 2: Attas, “Engaging the Whole Musical Self” Out-of-Class ...F16.pdf · Attas, “Engaging the Whole Musical Self” Out-of-Class Activity, MUS 211 Fall 2016 On the Belk Library home

Havingnowfamiliarizedyourselfwiththesoundofthismusic,answerthequestionsonthebacksideofthispage.1.Identifythekeyofthemusicbymarkingitunderneaththefirstmeasureofthescore.2.CompleteaRomannumeralandcontextualanalysisbelowthescore.3.Labelallcadences(therearetwo)withnameabbreviations(PAC,IAC,HC,DC,PC,Ph.C.)andbracketsabovethebar(s)inwhichtheyoccur.4.Whattypeofnon-chordtonearetheAsharpsinbothviolinsatbar4?5.IfthiswereanSATBvoiceleadingexercise,theviolinsinbar4wouldbreakavoiceleadingrule.Whatrule?6.Whydoyouthinkit’sOKforHaydntobreakthatvoiceleadingrulehere?(Becreativewithyouranswer,butnotflippant:“becausehecan”isnotagoodanswer!)(continuedonnextpage)

Page 3: Attas, “Engaging the Whole Musical Self” Out-of-Class ...F16.pdf · Attas, “Engaging the Whole Musical Self” Out-of-Class Activity, MUS 211 Fall 2016 On the Belk Library home

ExtraanonymousresponsesforCHRPProject(notincludedingrade).Inthedesignofthisassignment,Itriedtogetyoutolistentothepiecebeforecompletingtheanalysis.1.Didyouactuallyfollowthesedirectionsandlistentothepiecebeforecompletingtheanalysis?2.Ifyes,diditchangeyouranalysisinanyway?(makeiteasier/harder,clarifyaspecificpassageorquestion,makethetaskmore/lessenjoyable…)3.Ifno,whydidn’tyou?4.Pleasecirclethedescriptionbelowthatbestmatchesyourtypicalapproachtolisteninginmusicanalysis: IrarelylistentothepieceIhavetoanalyze IsometimeslistentothepieceIhavetoanalyze IoftenlistentothepieceIhavetoanalyze IalmostalwayslistentothepieceIhavetoanalyze5.Anyadditionalcomments?

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