mu 318 fall 2013 syljlabus

7/27/2019 MU 318 Fall 2013 Syljlabus

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MUSIC IN THE RENAISSANCE PERIOD

MU 318-001

TIME: Tue and Thu 9:45-10:35

LOCATION: Fine Arts Building, room 105

INSTRUCTOR: Dr. David Goldblatt

OFFICE: Fine Arts Building, room 301

OFFICE HOURS: Tuesdays 11:00 AM Noon and by appointment

CONTACT: [email protected](601) 877-4032

REQUIRED MATERIALS: Mark Evans Bonds, A History of Western Music inCulture, 3

ndedition

PREREQUISITE: MU 212

COURSE DESCRIPTION

This course is a survey of musical styles and genres from Antiquity to the EarlyBaroque Period (1600). The material will be presented through a variety ofmethods, including lectures, in class discussions, presentations, and listeningassignments.

COURSE OBJECTIVES

1. Students will be able to identify, define, describe, compare, and contrastvarious genres, styles, works, and composers associated with theMedieval and Renaissance Periods via written projects and exams as wellas in-class oral discussions (Pursuant to NASM sections VIII-B-2-a, b,and c, VIII-B-4, VIII-B-5, IX-O-3-b-4, and IX-O-3-d-1).

2. Students will be able to correctly aurally identify specific works (i.ePerotins Sederunt, JosquinsAve MariaVirgo Serena, and Praetorius
mailto:[email protected]:[email protected]:[email protected]


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Terpsichore as well as other comparable works) and their composers onlistening exams (Pursuant to NASM sections VIII-B-2-a, b, and c, VIII-B-4, VIII-B-5, IX-O-3-b-4, and IX-O-3-d-1).

3. Students will be able to conduct academic musical research usingmaterials from the Alcorn Music and Main Libraries and will demonstratethese skills in various projects (Pursuant to NASM sections VIII-A-6-a-5,

VIII-B-2-a, b, and c, VIII-B-4, VIII-B-5, VIII-C-2, IX-O-3-b-4, and IX-O-3-d-1).

4. Students will be able to identify, describe, compare and contrastsignificant historical, religious, social, economic, and political trendsrelevant to the Medieval and Renaissance Periods, (i.e. the influence ofthe Roman Catholic Church on monophony, The Latin Language as avestige of the Roman Empire, The influence of humanism on theRenaissance Madrigal, and other comparable topics-Pursuant to NASMSections VIII-A-6-a-4 and 5, VIII-A-6-b-1, VIII-B-2-c, VIII-B-5, IX-O-3-b-4,and IX-O-3-d-1).

EVALUATION

Throughout the semester, your understanding of the material presented will beevaluated after thorough consideration of the following aspects of yourperformance:

1. Attendance and Participation, and Punctuality

You are allotted three unexcused absences. Each unexcused absence will resultin a one percent reduction in your semester grade. Should you anticipate anabsence, notify me in advance, so your grade is not compromised. If you shouldmiss a class, it is your responsibility to obtain lecture notes and assignmentsfrom a classmate. If you should miss a class, bring the written excuse THENEXT TIME YOU COME TO CLASS. Excuses will not be accepted after thatand your absence will be considered unexcused. There is no negotiationon this topic.

Participation can help you make up lost attendance points if you frequentlyengage in open discussions or do your best to make an oral contribution whencalled upon to do so. Similarly, if you simply attend but make little or no effort toparticipate, this might also cost you a few points. (Please let me know, however,if you have extreme anxiety related to this issue and I will make every effort toreasonably accommodate you).

Each instance of tardiness before twelve minutes after the start of classwill result in a .25 percent reduction in your final grade. Each instance oftardiness that occurs thirteen or more minutes after the start of class will


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be proportionally deducted (i.e. entering thirteen minutes late will result ina .26 percent reduction in your final grade, entering twenty-five minuteslate will result in a .50 percent reduction in your final grade, etc.) Alsoplease note that the instructor will only present material one time unless studentswho were already present request clarification or repetition of a particular point.Punctuality will be rewarded, however, and all students who enter theclassroom by exactly 9:45 according to the instructors time-keeping

devices will earn .25 percent extra credit toward their final grades. Leavingearly or at any point during class for more than ten minutes without a validmedical excuse will also result in the above-mentioned tardiness penalty.

2. In-class writing assignments: 10% of your final grade

We will do a variety of in-class writing-to-learn excercies (discussion responses,analyses of/responses to listening exercises, written discussions of our variouslevels of comprehension of different topics, etc.) WRITING EXERCISES MADEUP DUE TO UNEXCUSED ABSENCES WILL RECEIVE AUTOMATIC GRADEREDUCTIONS OF 20%!

3. Two major written tests: 50% of your grade

You will be required to take two major tests during this semester. Each test willrepresent a percentage of your final grade; Midterm 25% and Final Exam 25%.

Tests will be rescheduled only for students who present a written excuse tojustify their absence. Excuses should be presented in written form PRIOR to thetest date. Accepted excuses will include only: a death in the family, a writtenmedical excuse indicating that the student cannot attend class due to illness, or

University official functions that the student is required to attend. TESTS (OFANY KIND) MADE UP DUE TO UNEXCUSED ABSENCES WILL RECEIVEAUTOMATIC GRADE REDUCTIONS OF 20%!

4. Two listening tests: 20% of your grade

Each listeing text will be valued at 10% of your grade. These exams, whichrequire you to identify composers, titles, and other relevant information, willaccompany the two written exams.

4. Major Project: 20% of your grade

Text-Setting Analysis (Due by 5:00 p.m. on Monday, December 9 th): Choosea vocal work or works FROM THE RENAISSANCE PERIOD that comprise(s) aminimum of fifty measures and discuss the way in which the composer(s) chooseparticular pitches, rhythmic values, harmonies, timbre(s), textures, etc. toillustrate certain words or syllables. Discuss the meanings you glean from thesechoices, what you believe the composer(s) intentions to have been, how effective


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these intentions were communicated, and what you might have done similarly ordifferently. This assignment as very few wrong answers, so please dive asdeeply as you can into the text and trust your instincts. If nothing else, it will helpyou begin to think critically about the relationships between words and music.However, please note that you should incorporate research to provide historicaland stylistic context for your discussion (i.e. was a composer ordered by a king orqueen to set particular words in a particular manner, was he/she using satire,

etc.) Therefore, You must include a bibliography that lists a minimum of fivescholarly sources and provide correct citations according to the RILM Mannual ofStyle. Please feel free to meet with me as often as youd like and to consult withmembers of the Voice Faculty should you wish to do so. This assignment mustoccupy a minimum of 625 words. It must be double-spaced and use a twelve-point font. This paper uses process writing techniques, which means you willfollow these steps to compose your essay assignmentsprewriting, first draft,other drafts based upon suggestions from me, your classmates, and WritingCenter peer tutors, final draft. Your final writing product will be evaluated basedupon the attached rubric as well as the Writing Matters rubric (see page 7 of yoursyllabus).

Note Well: No two students may select the same topic!

Project Rubric and Deadlines

1) Topic Selection Brainstorm: 5% of your project grade

By Thursday, September 26th at 11:59 p.m: Write at least one paragraph(4-6 sentences) in which you supply your instructor with a list of 3-5 potentialpaper topics for your paper and why they might interest you.

2) Finalized Topic Discussion: 5% of your project grade

By Thursday, October 17th at 11:59 p.m.: Write at least 250 wordsidentifying your final topic for your paper what you hope to discover, fivesources you plan to utilize, and the ways in which you believe these sourceswill help you complete your project. These five sources must be scholarlybooks or articles!

3) Rough-draft: 5% of your project grade

By Thursday, November 21st at 11:59 p.m.: Submit a rough draft of yourpaper so that your instructor can help you pinpoint your stregnths and areasthat demonstrate a need for improvement. The rough draft MUST INCLUDEYOUR CITATIONS AND BIBLIOGRAPHY!

Please do your best to adhere to these deadlines. Late submissions willresult in a 1% final project grade reduction for every twenty-four hours.This reduction applies equally to components 1-4 (e.g. submitting eachof the four components 24 hours late would result in a 4% project gradereduction).


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4) Final Project (Paper One): 40% of your project grade

Submit your Final Draft of your paper by 5:00 p.m. on Monday,December 9th at 5:00 p.m. Projects submitted after this date will receivea 10% project grade reduction every 24 hours until Tuesday, October22nd. Papers will not be accepted after this date and time.

5) Citations/Following Directions: 10% of your project grade

Students will be required to demonstrate competency in using RILMformatting guidelines. Unwillingness or inability to follow directions, includingunannounced or unapproved changes to your topic will result in a 10% overallpaper grade reduction.

6) Originality: 10% of your project grade

Projects must consist of at least 40%student-generated content. While you

must include quotations or paraphrased quotations from various sources,you MUST NOT PLAGIARIZE!!! Plagiarism is the unacknowledged use ofanothers work. ASU policy strictly forbids plagiarism, and I consider it a graveacademic offense. Please be advised that my plagiarism policy is not negotiable.Furthermore, it applies to all assignments: homework, rough drafts, and papers.If you claim anyone elses work as your ownwhether from the Internet, anotherstudent, or any other sourceyou will automatically fail the course. Please donot place either of us in this distressing situation: DO YOUR OWN WORK and

ACKNOWLEDGE YOUR SOURCES, whether you quote them directly orparaphrase them. If you are unsure as to whether you are plagiarizing, take thesafe course and cite your sources. This will serve as the only anti-plagiarism

warning!!

8): Style/Grammar/Mechanics: 10% of your project grade

9): Improvement upon your Rough Draft: 10% of your project grade

LETTER GRADE ASSIGNMENT:

Final letter grades will be assigned after computing individual final averages inpercent as follows:

Final Average in Percent Letter Grade100 - 90.0% A89.9 - 80.0% B79.9 - 70.0% C69.9 - 60.0% D59.9% - 0% F


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TO ACHIEVE SUCCESS IN THIS CLASS YOU SHOULD:

1. Come to each class meeting on time.2. Participate and ask questions. Get involved in order to assure yourtotal understanding.

3. Study regularly. "Cramming" before a test is ineffective in a musichistory class and it is a fast way to a bad grade. A Large portion ofthis class is based on understanding concepts that can only be fullycomprehended by constant practice.4. Turn assignments in on time.

Extra Credit: Presentation of your Major Project

1) Present one of your papers to the class and field questions about yourresearch during finals week: 5% added to your final grade

2) Own (and demonstrate CONTINUOUS PERSONAL ownership of) the textbook:2% added to your final grade


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Writing Matters Rubric (revised as of 6/2012)

Student Learning

Outcome

1

Well Below

Proficiency

2

Below Proficiency

3

Proficient

4

Well Above Proficiency

1A. As a result of

participating in WE

courses, students willbe able to produce

written texts that arelogically and

coherently structured

(Organization /

Development)

* Thesis is not present or

not relevant

* Uneven or ineffectiveoverall organization

* Does not developcohesive paragraphs or

connect them with clear

transitions

* Thesis or purpose is

somewhat vague

* Elementary organizationpresent

* Develops and organizesideas in paragraphs that

may not be connected with

transitions

* Thesis or purpose is

fairly clear

* Overall structurepresent, according to

some logical principle oforganization

* Develops unified and

coherent paragraphswith generally adequate

transitions

* Thesis or purpose is clear

to the reader

* Overall structure apparentand suited to topic;

organized consistently,according to a logical

principle appropriate to

topic and thesis.* Develops paragraphs

cogently, organizes them

logically, connects themwith effective transitions

1B. As a result of

participating in WE


written texts whose

arguments and arewarranted and

persuasive.

(Supporting Claims /

Topic Sentences)

* Supporting claims are

limited, unclear, trite, or

absent, and lack focusand specificity

* Expressions rely

predominantly onsweeping

generalizations,narration, description, orsummary

* Offers simplistic,

underdeveloped ideas

and faulty assumptions

* Supporting claims raise

some debate, but are

vague or pedestrian andlack focus or specificity

* Expressions are relevant

but not always logical.Details are too general,

irrelevant to the thesis orinappropriately repetitive* Ideas are developed

incompletely and

assumptions are simplistic


clear and debatable, but

may have shifting focusor specificity

* Offers solid but less

original reasoning* Assumptions are not

always recognized ormade explicit. Ideasdeveloped but omit

details


compelling, genuinely

debatable, focused, specific,and arguable

* Substantial, logical, and

concrete development ofideas. Assumptions are

made explicit. Ample,relevant* Details are germane and

convincingly interpreted

1C. As a result ofparticipating in WE


written texts supported

by evidence from

reliable sources.

(Evidence)

* Assertions notsupported by details

* Weak or irrelevant

evidence. Unreliable or

inadequate sources

* Assertions inadequatelysupported.

* Uses multiple sources,

which may be unreliable

and are used uncritically.

* Contains someappropriate details, some

relevant, concreteevidence

* Uses multiple sources

which are not always

assessed critically

* Concrete evidence andsupport for every debatable

assertion

* Uses multiple, reliable

sources which are assessed

critically

2. Use of a recursive

process: plans,

generates, revises, andedits drafts

(Process Writing)

* Writer has no planning

and no drafts and no

evidence of work withpeers, the Writing Center

or instructor.

* Writer has no drafts;

however, there is evidence

of some planning andsome work with writing

advisors

* Writer shows planning

and one draft and limited

evidence of work withwriting advisors

* Writer has included a copy

of planning, and of the first,

second, and final drafts, andevidence of work with

writing advisors

3. Awareness of genre,audience, and

discipline, including

following directions ofassignment

(Audience)

* Work as a whole hasno relation to the writing

task, or the written work

does not cover theassigned topic

* Little or no attempt to

consider audience in itschoice of thesis, structure

or evidence.

* Little awareness ofdisciplinary context and

genre

* Work as a whole is onlyloosely related to the

writing task

* Thesis, structure, orevidence is not suited to

the papers audience.

* Inadequate awareness ofdisciplinary context and

genre

* Work as a wholematches the writing task

* Thesis, structure, and

evidence chosen withsome attention to the

papers audience.

* Awareness ofdisciplinary context and

genre

* Work as a whole closelymatches the writing task

* Clearly addresses thesis,

structure, and evidence to

papers intended audience.

* Exploits disciplinary

context and genre

4. Standard written

English syntax,grammar, and

mechanics

(Grammar /

Punctuation)

(1) Mechanical & usage

errors so severe thatideas are obscured. Poor

control of StandardEnglish includes

problems with word

choice and sentencestructure, spelling,

punctuation, and

capitalization

(2) Does not follow basic

formatting rules

(1) A pattern of repeated

weaknesses in mechanicsand usage Occasional

major or frequent minorerrors in standard written

English. Intermittent

control of language,including word choice and

sentence structure

(2) Token adherence to

formatting rules.

(1) Minor mechanical

and usage errors that donot interfere with

meaning. Effectivecontrol of language,

adhering to Standard

English conventions.Relatively free of errors

in word choice and

syntax

(2) Follows formatting

rules

(1) Essentially error free.

Superior facility withStandard English

conventions. Outstandingcontrol of language,

including superior control of

word choice and sentencestructure

(2) Follows all formatting

rules; attractive, well-

designed document

mu 318 fall 2013 syljlabus

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