Category: Music

instructions in documents;
Written Assignment #1: Jazz Origins
For this assignment, you are only required to listen to the first 2:37 of Scott Joplin’s “Fig Leaf Rag”. While Scott Joplin’s music was an important precursor to jazz, it is not jazz. For music to be jazz, it must have a significant portion of improvisation. Joplin’s music was entirely notated onto sheet music with no improvisation
Fig Leaf Rag has several sections. Listen specifically from 00:00 to 02:37, and address the following questions. You are only to answer the following questions as they pertain to 00:00 to 02:37:
How many different sections are within the first two minutes and thirty-seven seconds of the piece? Do any sections repeat themselves? Is there an introduction?
(2 points)
For the first two minutes and thirty-seven seconds of “Fig Leaf Rag”, create a letter designation for the form. The terms “verse” and “chorus” do not apply on a piano rag. Starting with a capital “A”, use capital letters to label the different sections that occur AFTER the introduction (if you determine that there is an introduction). Each section, after the introduction, gets one letter. Include timestamps for each capital letter that mark the start and end times for each section. Include timestamps for the introduction as well (if you determined that there is an introduction). For any sections that repeat, reuse the letter. If a section does not repeat, simply go on to the next letter in the alphabet. Hint: 00:07-00:36 is the first section after the introduction. Therefore, you should label 00:07-00:36 as “A”. If you feel that the subsequent section (00:37-01:06) is the exact same music as the section that occurred at 00:07-00:36, then the section at 00:37-1:06 should also be labelled “A”. Each section gets one letter.
If questions 1 & 2 on Written Assignment 1 still feel confusing, I encourage you to check out my analysis of Joplin’s, “The Entertainer”. To view this analysis, navigate to “Discussions” > “Ragtime, the blues, blues form, and 32-bar song form”. Once there, scroll down to read my analysis.
(4 points)
Most simply put, syncopation is the accenting of “off beats” or “upbeats”. Accenting” refers to making a note louder than other notes. The louder notes are “accented” notes. Tap your foot to the beat of the music. When your foot is touching the ground, that is a “downbeat”. When your foot is off the ground, that is an “upbeat” or “off beat”. Syncopation occurs when the music accents or emphasizes off beats, or upbeats. Syncopations do not occur on downbeats.
Is there syncopation in this piece? How prevalent is syncopation in the melody? Use timestamps to cite at least four specific examples of syncopation
(2 points)
Characteristically, rags have a steady “um-pah, um-pah” in the left hand, with the low bass notes sounding on the strong beats and chords sounding on the weak beats of each or group of four beats. Does the left hand play this characteristic “um-pah” figure in “Fig Leaf Rag”, or is it more elaborate than that? Provide timestamps as you cite your examples (for example, “00:15”).
(2 points)
Written Assignment #1 must be at least 300 words and written in essay format to receive full credit. This should all be one, long essay and not a numbered list.
Your responses must be in essay format (not a numbered list). The assignment should be submitted as one long essay. It is strongly suggested that you type your answer using a word processor making sure that you save your work as you go. Your goal on these written assignments is to sound knowledgeable and professional. Proofread your work. Take into account that grammar and syntax are factored into the grading of your assignment. Do not use colloquialisms or slang. For example, the term “hook” is not a proper musical term; do not use the term “hook” in your written assignments. Be specific when writing your responses to the questions. In order to get full credit for Written Assignments, you must be specific when answering all of the Written Assignment questions. Use timestamps (example, “0:34-1:24”) to cite specific instances in the recording to support your opinions and answers. Take for instance the statement, “Ella Fitzgerald sings really well which brings out the deep meaning of the lyrics.” Okay, but what is the deep meaning of the lyrics, to you? “Sings really well” will not receive credit as it has no specific meaning. Get specific by writing about: timbre (tone quality), range (high vs. low), short rhythmic values vs. long rhythmic values, and/or dynamics (soft volume vs. loud). Don’t make me read your mind as to what you mean. Warning: do not use phrases or words that have no specific meaning such as “upbeat”, “smooth”, or “lively”. These words have no specific meaning and do not exhibit any understanding of the course text. Unspecific terms such as “upbeat”, “smooth”, “lively” make your writing weak and come across as filler. Use of any of these terms must be immediately followed by specifics (instances in the track, specific criteria) that define the term’s usage. Otherwise, points will be deducted. My strong suggestion is to simply avoid unspecific terms such as “upbeat”, “smooth”, or “lively”.

hello first of all thank you so much for helping me out, the attached pdf is the questions for my test, please answer all 6 of them from the part 1 , and answer just the first question from part 2, I really really appreciate it , I will tip you big if I could do well on this one, thank you , I do not need any for mat for this, you can just answer the questions.

Need help with my Music Appreciation Course (MUSI-1306-10B). Includes assignments, discussion post, and exams from the textbook Music: Our Cultural Evolution Author: Jack Benson and Robert Culbertson Publisher: Great River Learning

You should write about your general experience, but also provide a more detailed discussion that focuses on two or three of the pieces performed. This is not a research paper. You should not use any program notes or information found on the internet, though you may use information provided to the audience by the performers. Introduce the Concert: In one short paragraph, address the following: What was the date, time, and location of the concert? What was the type of music being performed? Was it from a specific music culture, or was more than one music culture being represented? Who were the musicians, and what instruments did they play? (Keep this within reason—if it was a group of four or five musicians, you can list all their names. If it was more than that, the name of the leader and group is sufficient.) Social Context: In one paragraph, provide a description of the social context of the event. What was the purpose of the event, and who was the desired audience? In what type of location was the music being performed, and what does the location (physical or website) say about the importance of this event or music? Describe the musical and social relationship between the musicians and between musicians and audience (if any). How did the musicians conduct themselves on stage? How did they communicate with each other? Did the audience participate in the performance in any way? The Performance (this section should be at least 375 words long): Focus on two or three of the pieces/songs that were performed and write about them in detail (begin discussion of each piece by providing the title and other relevant information, such as instrumentation). Be specific and develop your ideas and observations using the musical terms, elements, and concepts discussed in your textbook. Below are some terms/concepts you can use in your description (though you should not be limited by these). However, be careful not to make your paper read like a dull list of terms. Rhythm: Beat, accent, meter, syncopation, polyrhythm, pulsations, etc. How does the rhythm affect the music, and is it used to create special or interesting effects? Tempo: how does tempo affect the overall performance or the mood of a song/piece? Were there any changes in tempo within a piece? Were all the pieces the same or different tempos? Dynamics: Identify changes in dynamics and discuss the effect they create. Instruments/Timbre: What are the instruments, and do any of them have special or unusual timbres (bright, nasal, warm, mellow, rough, throaty, etc.)? Pitch: How do the musicians use pitch? Do they play low, high, or use a wide range? What kind of effect does this create? Do the singers or instrumentalists bend the pitches of certain notes? Do they use vibrato? Melodies: Identify individual melodies and note where they are first introduced and subsequently reappear in each piece. Are the melodies in a familiar style, or are they very different from what you are used to? What makes them familiar/different? Are they short and easy to remember, or long and complex? Is there a lot of repetition? Additional aspects of the concert to consider are: Were there solos or any featured instruments or vocalists? Is the music improvised or is it being played from a written score? Or both? Were there certain musical elements that dominated the performance? Was rhythm more important than melody, or vice versa? Why? Did the performers make interesting movements or facial expressions while they were playing? Did this add an emotional or expressive element to the concert? *****Note: Always aim to be as specific as possible when describing the music, and be sure to develop any ideas or observations. Do not make statements without developing them further. For example, don’t just state that “the music’s rhythm was complex,” but explain why you think that is and provide examples. Conclusion: Summarize your experience at the concert. What was your favorite/least favorite piece in the program? What are the differences between the music that you normally listen to and the music that you heard at the concert? Are any of these differences cultural? How does the live concert experience differ from listening at home or with your headphones? Or, what are the benefits/drawbacks of an online concert?

It’s like a chapter and then you answer questions and you have as many tries as you want to get a good or perfect score.

You will be required to view two live music events – preferably of different musical genres – and then write a critical review and comparison.
– The performances MUST have occurred during the term;
– You cannot describe live performances/concerts that you previously experienced;
– They cannot be videos of live concerts, as found on YouTube or any other streaming service.
– The performances DO NOT need to be ones for which you have to pay; they can be free performances. Be creative in your selection of events! Buskers on the street; singers in a coffee house; a cover band in a bar; a church choir…
The review should be:
– 5 pages in length,
– double-spaced,
– 12 or 14 point font size, include background information on the composers and works performed and a critique of the performance.
– Background information may consist of where, by whom and for what reason the music was written as well as anything of historical importance associated with the works.
The critique portion of the reviews should be your own carefully thought-out reaction to the performances. Translate what your ears have heard into words, using terminology learned in this course.
(((For example, using words like Synthesizers, Recording Technology, The Digital Audio Workstation, Aerophone (wind) , Chordophone (string) Instruments , Idiophone (vibrating body) Instrument, Membranophone (skin) Instrument, Piano, Electric Guitar, Auto Tune, Timbre
Melody(notes, leaps and steps), Harmony (consonance, dissonance, I vi IV Y chordal progression), Rhythm (tempo, beat, allegro*), Form (verse, chorus, bridge and outro), and Texture (homophony, accompaniment, kinds of instruments))))

However, do not run through a checklist of musical descriiptions (i.e. classifying melodies as having many steps and leaps); explain what is unique about a certain piece of music. Texture, for example, is good to mention if it is significant; simply saying that the singer and guitar had a homophonic texture is obvious. How was the texture varied?
Compare the two events, including the music performed, the performers, the audience, and the venue. I am interested in your understanding of the social context of these musical events. For example, what is the significance of the age range of the audience? How may they have experienced the music previously? How did this influence how the performers interacted with the audience?
Lastly, please note that these do not need to be formal concerts – they are opportunities to experience and discover new live music is its many different forms.
Also, I have some examples for you; you can take a look.

Listen to one of this week’s music selections (see the readings). In a short paper (no formal APA format required), reflect on the following questions. You must address every question to get full points.
What are the recognizable and recurring themes or motifs in the music? How are they developed or changed throughout the piece?
What rhythmic patterns stand out? How do they contribute to the energy or mood of the music?
Describe the main melody of the piece. Is it memorable? How does it evolve throughout the music?
Does it remind you of any other music you know?
What instruments or human voice types are featured? How do they interact with each other?
How does the choice of instrumentation and number of instruments contribute to the overall atmosphere of the piece?
How are dynamics (loudness and softness) used in the music? Do they change frequently? What effect do these changes have?
What emotions or images does the music evoke for you personally?
Did anything surprise you or stand out while listening to the excerpt?
What historical period does the music belong to (such as Baroque, Classical, Romantic, Contemporary)?
Are there any cultural influences or references in the music? How does the historical context affect your interpretation of the piece?

Listen to one of this week’s music selections In a short paper (no formal APA format required), reflect on the following questions. You must address every question to get full points.
What are the recognizable and recurring themes or motifs in the music? How are they developed or changed throughout the piece?
What rhythmic patterns stand out? How do they contribute to the energy or mood of the music?
Describe the main melody of the piece. Is it memorable? How does it evolve throughout the music?
Does it remind you of any other music you know?
What instruments or human voice types are featured? How do they interact with each other?
How does the choice of instrumentation and number of instruments contribute to the overall atmosphere of the piece?
How are dynamics (loudness and softness) used in the music? Do they change frequently? What effect do these changes have?
What emotions or images does the music evoke for you personally?
Did anything surprise you or stand out while listening to the excerpt?
What historical period does the music belong to (such as Baroque, Classical, Romantic, Contemporary)?
Are there any cultural influences or references in the music? How does the historical context affect your interpretation of the piece

Please read the below information on Bach, view the two music videos, and read the article on the Chaconne. Complete the discussion as instructed below and reference the rubric for points awarded.
Johann Sebastian Bach was a paramount figure in the field of Baroque music, producing immense quantities of keyboard music for the organ and harpsichord, as well as chamber and orchestral music. He was equally versatile in choral music and all instrumental genres of the day, including sonatas, suites, and concertos. Among his most impressive instrumental works were those for solo violin.
For this discussion assignment, you will listen to two examples of Bach’s Chaconne in D minor and read a short article about the origin of the piece. Chaconne was originally written for solo violin and is one of the longest and most challenging solo pieces ever composed for that instrument. It is the final movement of a suite (Partita No. 2 in D Minor, BWV 1004) and was written to commemorate Bach’s first wife’s death, Maria Barbara Bach, who died at the age of 36.
The Chaconne is frequently played as a piano transcriiption (notating a piece of music that has been re-written for a different instrument). It begins with a basic, short and simple theme and continues with 64 variations, each with evolving and emotional complexities.
You are to compare and contrast the first recording of the violin with the second one, which is the piano transcriiption, and read the short article on the Chaconne. Be sure to compare and contrast the two links above, not the ones in the article. You are encouraged to elaborate more on your thoughts and opinion, and please use your own words. For full credit, be sure to include answers to the following as a minimum.
How would you describe the beginning mood of the Chaconne?
Does the mood change as the piece progresses? If so, how?
Does the piano transcriiption sound similar to the violin?
What are the differences between the two versions?
Describe the texture, dynamic range, and emotional intensity.
After reading the article, what are your thoughts on why the Chaconne was written? Does it sound like a piece written for its intended purpose? If so, why?
Figure 1 : https://youtu.be/DBJPVnJ8m-Y?si=MtOCE0FMySiLQpc1
Figure 2:https://youtu.be/Eov5gKQ5J10?si=WRqjAYZN8Qa0bChq

Please read the below information on Bach, view the two music videos, and read the article on the Chaconne. Complete the discussion as instructed below and reference the rubric for points awarded.
Johann Sebastian Bach was a paramount figure in the field of Baroque music, producing immense quantities of keyboard music for the organ and harpsichord, as well as chamber and orchestral music. He was equally versatile in choral music and all instrumental genres of the day, including sonatas, suites, and concertos. Among his most impressive instrumental works were those for solo violin.
For this discussion assignment, you will listen to two examples of Bach’s Chaconne in D minor and read a short article about the origin of the piece. Chaconne was originally written for solo violin and is one of the longest and most challenging solo pieces ever composed for that instrument. It is the final movement of a suite (Partita No. 2 in D Minor, BWV 1004) and was written to commemorate Bach’s first wife’s death, Maria Barbara Bach, who died at the age of 36.
The Chaconne is frequently played as a piano transcriiption (notating a piece of music that has been re-written for a different instrument). It begins with a basic, short and simple theme and continues with 64 variations, each with evolving and emotional complexities.
You are to compare and contrast the first recording of the violin with the second one, which is the piano transcriiption, and read the short article on the Chaconne. Be sure to compare and contrast the two links above, not the ones in the article. You are encouraged to elaborate more on your thoughts and opinion, and please use your own words. For full credit, be sure to include answers to the following as a minimum.
How would you describe the beginning mood of the Chaconne?
Does the mood change as the piece progresses? If so, how?
Does the piano transcriiption sound similar to the violin?
What are the differences between the two versions?
Describe the texture, dynamic range, and emotional intensity.
After reading the article, what are your thoughts on why the Chaconne was written? Does it sound like a piece written for its intended purpose? If so, why?
Figure 1 : https://youtu.be/DBJPVnJ8m-Y?si=MtOCE0FMySiLQpc1
Figure 2:https://youtu.be/Eov5gKQ5J10?si=WRqjAYZN8Qa0bChq