Category: Music

Requirements for the paper:
The paper is a research project, not an opinion project. It will discuss the life and music of a composer (or composers) of western art music. Composers of jazz, popular music, world music, film music, etc. are not acceptable topics. A list of acceptable composers is attached to the syllabus. If you interested in writing about a composer whose name is not listed, prior approval by the instructor is required. Final papers on a non-approved composer will not be accepted. All portions of the assignment must be DOUBLE-SPACED. Images (photos, paintings, music scores/ notation, etc.) are permitted, but do not replace the text length requirement. For example, if the image occupies a quarter page, there must be an additional quarter page of text in the paper. Students must submit the paper by 11:59 pm on March 31, 2024.
The paper should be a minimum of 1,500 words (approximately 5 typed pages), exclusive of bibliography. The first page should list your name, the course number and name and your instructor’s name, as well as your name and the paper’s title in the upper left corner. Pages are to be numbered and include student’s last name. The paper’s format should be as follows:
Part I: Composer’s biography/overview 4 pages minimum
Part II: Music analysis of focus piece 1 page minimum
Bibliography 1 individual page(s)
The Music Analysis part consists of research and analysis of one specific musical composition by the composer. Part II should begin on a separate page, like a new chapter in a book.
The paper must utilize at least three scholarly, peer reviewed book or journal sources. Students must use at least one article from Grove Music Online (this qualifies as one of the three scholarly sources). Additional internet sources are permitted, but must be cleared with the instructor before inclusion as a source. Wikipedia is not an acceptable source, and papers citing Wikipedia will receive at least a 5 point grade reduction. The paper must include at least 6 in-text citations.
Approved Composer List
Composers are listed by time period. Further information is provided at the end of the list.
+ Composers approved for papers about two composers
# Composers who are people of color
Female composers
Middle Ages/Renaissance (450-1600)
Hildegard of Bingen + John Dowland + Orlando di Lasso (Lassus) + Guillaume de Machaut Josquin des Prez Giovanni Pierluigi da Palestrina
+ Thomas Weelkes
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Writing Assignment 5: Poetry in Romantic Songs
Descriiption
This assignment features examples of Romantic German Lieder (songs), and its counterpart the French Melodie. Setting poetry to music was very popular in the Romantic era. These types of music became pioneers for today’s popular music speaking of love, life, heartbreak, and death.
Assignment
Load https://www.resonanceschoolofmusic.com/german-lieder/
Read pages 1 and 2 of the featured article, and listen once again to the excerpt from Schubert’s “Erlkonig.” Visit the Favorite Classical Composers website and read the article about Brahms’ “Wiegenlied” (Lullaby). Read the poetic translation; however, you will need to listen to the song here. https://www.youtube.com/watch?v=t894eGoymio
Read the short article introducing French melodie and some of its early composers.
Listen to Berlioz’s song “Le spectre de la rose” (The Ghost of the Rose).
Listen to Berlioz’s song “Sur les lagunes” (On the Lagoons).
Use the musical examples and the articles to respond to the following prompts:
How are the lied and the melodie similar? How are they different? Which came first?
Two specific composers are mentioned in regard to developing this type of song; one German, and one French. Who are these two composers and how did their contributions to lied/melodie help to popularize the genre?
In general, what do you think about the songs presented here? Does the combination of voice and piano reflect the poetry in each different song?
In your opinion, does the piano accompaniment serve as a partner to the voice, or does it take a background position? Which seems more important to you in the delivery of the emotion the poetry describes; the piano or the voice? Or do both sounds provide an equal contribution to describing the poetic emotions?
“Erlkonig,” “Le spectre de la rose,” and “Sur les lagunes” all speak of death. Describe your impression of each song. How do you feel that the representations of death are similar and/or different? Do any of these songs give you a positive feeling?
Describe your feelings toward the Brahms “Wiegenlied.” What do you hear in the piano and voice parts? Have you heard this song before? Where and when?
Which of these songs was your favorite? Why? What makes you like or dislike this music?
Remember: Please continue to take your analysis to deeper levels. You should be building upon the ideas you have explored earlier in the course; try to tie in comparisons to other music previously explored, if relevant.

You may watch a concert any time during the first half of our session and then write it up before or on the due date. Concerts you have watched or attended before the start of our session cannot be used for this assignment. Instead, listen and watch through fresh ears using what we have learned about musical elements so far this session!Instructions
Part 1 (50 points): Concert information, and either a photo of the concert, a photo of the concert program, or a URL to the concert you watched online. Concert must be at least 45 minutes in length.
Summary of who played and what they played. Observations of how the performers such as how they carried themselves, how they dressed for the concert, how they acknowledged each other and the audience. Observations of the audience such as how did they react to the performers, their relative noise level, when did they clap, how were they generally dressed.
Opinions such as did you like the pieces played, did you like the way the performers carried themselves, and did you like how the audience behaved.
Part 2 (40 points): Composer or performer research.Choose two composers or performers from the concert you watched and write about each including their biographical information, their musical education, and their major contributions to music.Part 3 (20 points):
ResourcesMLA format bibliography of the resources used in the composer research section.

“The Fab Four,” “The Mop Tops.” Then, we saw how “the lads” slowly changed from their earliest successes to their greatest triumphs to the end of the group.
After they broke up, John at first worked the hardest to destroy the Beatles mythology. Paul, of all of them, has worked the hardest to cherish, burnish, preserve, and promote their legacy. George seemed to have had the least interest in being an ex-Beatle and Ringo, by the 1970s had a successful career as a recording artist and actor, then, in his touring life, has become the cheerful ambassador of “Peace and Love.”
Regardless of all they accomplished, they never could fully be themselves; they were always seen as ex-Beatles. Sometimes, that frustrated them. Mostly, they learned to live with it. Paul eventually embraced it. John was murdered by a deranged fan. George was assaulted as he slept.
The Final Project
During their time together, the Beatles were the subject of two Cinema Verite documentaries, The Beatles 1st Visit and Let It Be. They made two narrative features, A Hard Days Night and Help. Their self-directed project, Magical Mystery Tour & the animated Yellow Submarine were released while they were still together.
We’ve seen the Beatles live on television, in promotional films, in press conferences, in interviews. Numerous documentaries.
The Beatles Anthology, broadcast in late 1995, was a look back at that time through the Beatles perspective.
Get Back offered an intense view of one month in their lives, very different from what we saw in Let It Be. You’ve heard from Michael Lindsay-Hogg, who directed all of the footage in both projects as well as the interviews with Paul and Ringo when it came out.
Part 1)In 2,000 words:
This is the centerpiece of Part 1: Discuss how the Beatles as they were seen and experienced by the public in the 1960s is different from what is in the Anthology and Get Back. What do you think of the way the Beatles tell their story?
What do you think is significant in their story that was omitted, and why do you think it was left out?
What were the three most surprising revelations? What did you learn about the Beatles personal relationships from the projects.
Give specific examples throughout, please.
Part 2)In 500 words: Discuss the differences and similarities in the two projects (The Anthology and Get Back) and which one you think is more authentic based on everything you’ve seen and heard throughout the course.
Part 3)In 250 words: Based on everything you saw and heard in class before you saw The Anthology and Get Back, please give three important examples of what you had learned about the Beatles in those projects that were unexpected. Be specific, please.
I will add files as needed

Researchers have found that enjoying and understanding music is distributed across several areas of the brain. So why do we enjoy music so much? Is it emotional, reward, or arousal-based, or is it that we are searching for structure and order? Researchers can’t be sure. This assignment will have you listening to music from a referential perspective. Maybe you’ll figure it out!
Listen to 21 different songs.
Choose the song according to the 21 Songs Table.
a. No two songs can be the same.
b. They may be in any genre or style: classical music, folk music, pop music, jazz, hip-hop, etc.
c. You may choose music both within this course and outside of this course (e.g. Pandora, Spotify, YouTube, etc.)
Complete the Daily Songs Table by providing the:
a. Name of the song
b. Name of the Composer(s)
c. Name of the Performer(s)
d. Explain why you chose that song.
e. Under Comments, use complete sentences to explain what do you liked and did not like about the song? Mention any instruments you recognize. If the song has lyrics, do you like or dislike them, and why? Be specific in your comments.
Examples: “The guitar solo is technical and intricate and that appeals to me.”
“Kim Carnes gravelly voice is like nails on a chalkboard. I can’t stand it.”
“The trumpets sound like they’re heralding a majestic king!”
“When Paul McCartney sings, ‘Yesterday, all my troubles seem so far away,’ I can really relate to that time of innocence
when I didn’t have any problems!”
Type your Assignment into the 21 Songs Table. Be sure to use complete sentences with proper spelling and grammar.
Use Microsoft Word and run a spell check/grammar check (under the “Review” menu in Word). Correct grammar and spelling will be part of your grade.

Researchers have found that enjoying and understanding music is distributed across several areas of the brain. So why do we enjoy music so much? Is it emotional, reward, or arousal-based, or is it that we are searching for structure and order? Researchers can’t be sure. This assignment will have you listening to music from a referential perspective. Maybe you’ll figure it out!
Listen to 21 different songs.
Choose the song according to the 21 Songs Table.
a. No two songs can be the same.
b. They may be in any genre or style: classical music, folk music, pop music, jazz, hip-hop, etc.
c. You may choose music both within this course and outside of this course (e.g. Pandora, Spotify, YouTube, etc.)
Complete the Daily Songs Table by providing the:
a. Name of the song
b. Name of the Composer(s)
c. Name of the Performer(s)
d. Explain why you chose that song.
e. Under Comments, use complete sentences to explain what do you liked and did not like about the song? Mention any instruments you recognize. If the song has lyrics, do you like or dislike them, and why? Be specific in your comments.
Examples: “The guitar solo is technical and intricate and that appeals to me.”
“Kim Carnes gravelly voice is like nails on a chalkboard. I can’t stand it.”
“The trumpets sound like they’re heralding a majestic king!”
“When Paul McCartney sings, ‘Yesterday, all my troubles seem so far away,’ I can really relate to that time of innocence
when I didn’t have any problems!”
Type your Assignment into the 21 Songs Table. Be sure to use complete sentences with proper spelling and grammar.
Use Microsoft Word and run a spell check/grammar check (under the “Review” menu in Word). Correct grammar and spelling will be part of your grade.

Researchers have found that enjoying and understanding music is distributed across several areas of the brain. So why do we enjoy music so much? Is it emotional, reward, or arousal-based, or is it that we are searching for structure and order? Researchers can’t be sure. This assignment will have you listening to music from a referential perspective. Maybe you’ll figure it out!
Listen to 21 different songs.
Choose the song according to the 21 Songs Table.
a. No two songs can be the same.
b. They may be in any genre or style: classical music, folk music, pop music, jazz, hip-hop, etc.
c. You may choose music both within this course and outside of this course (e.g. Pandora, Spotify, YouTube, etc.)
Complete the Daily Songs Table by providing the:
a. Name of the song
b. Name of the Composer(s)
c. Name of the Performer(s)
d. Explain why you chose that song.
e. Under Comments, use complete sentences to explain what do you liked and did not like about the song? Mention any instruments you recognize. If the song has lyrics, do you like or dislike them, and why? Be specific in your comments.
Examples: “The guitar solo is technical and intricate and that appeals to me.”
“Kim Carnes gravelly voice is like nails on a chalkboard. I can’t stand it.”
“The trumpets sound like they’re heralding a majestic king!”
“When Paul McCartney sings, ‘Yesterday, all my troubles seem so far away,’ I can really relate to that time of innocence
when I didn’t have any problems!”
Type your Assignment into the 21 Songs Table. Be sure to use complete sentences with proper spelling and grammar.
Use Microsoft Word and run a spell check/grammar check (under the “Review” menu in Word). Correct grammar and spelling will be part of your grade.

Find and submit ten (10) Web sites related to ONE instrument you’d like to research. You may choose from any of the instruments featured in the course. Examples of valid instruments include (but are not limited to): the oboe, the mezzo-soprano voice, and the guitar.
Your submission should include:
1)Two sites for each one of the categories listed below
2)A paragraph presenting your research in each category, as well as a brief reflection on why this instrument is your favorite
The categories are:
History and/or Manufacturers: Information about well-known makers and the instrument’s history. If you choose the voice as your instrument, concentrate on its history.
Famous Performers: Do not restrict yourself to any particular period or style. For example, if your favorite instrument is guitar, you may choose Eric Clapton and John Williams.
Famous Composers: Do not restrict yourself to any particular period or style. An example of a relevant web site is the Leonard Bernstein site. at the Library of Congress. Did Bernstein write any pieces for your favorite instrument?
Repertoire: What are the most famous pieces written for your chosen instrument? Submit a list of five famous pieces written for the instrument, and two (2) sites that were sources for the information. Here’s a site that might help: Naxos Records.
Famous Orchestras/Ensembles: Your favorite instrument will likely be part of a traditional symphony orchestra, such as the one you studied in the Orchestral Timbres class. Please submit and comment on two (2) orchestra websites. If your instrument is not part of a traditional symphony orchestra, submit and comment on two (2) ensembles that feature your chosen instrument (examples could include choirs, bands, chamber groups, etc.)

This paper is an ETHNOMUSICOLOGICAL ANALYSIS on Banda (in the United States) And Reflexivity – how do we express ourselves – is music a reflection of ourselves or do we reflect ourselves onto the music. Use the Times or Times New Roman 12-point. Margins: Left is 1 1/2 inches, top, right, and bottom 1 inch wide.
Include 2 primary sources and 2 secondary sources and a tertiary source from one of the following.(Garland Encyclopedia of World Music (STRONGLY suggested)
• Oxford Dictionary of Music (STRONGLY suggested)
• Grove Dictionary of American Music (STRONGLY suggested)
• Another MUSIC encyclopedia or dictionary (NO WIKIPEDIA)
One additional source that is a Master’s thesis or Ph.D. dissertation
One additional source that is from a newspaper
One additional source of any type

Video Link below

Watch and
develop a minimum 10 slide power point presentation that shows what you’ve learned from the
documentary. Provide thorough information for each bullet point. Make your presentation is
colorful, include pictures, music, or anything you can think of to make your presentation look
good.
Below is the criteria that must be in the PowerPoint to get full credit.
Slide that includes the title of the Documentary, student’s name, course, etc.
Brief background on the artist/music
Discussion on the origins of the music
Discussion on the early originators of the music.
Who were they? What they doo of significance in advancing the music’s popularity? What years were they active?
What significant set of events made the style of music popular?
During what decade(s) was the music popular?
What are some of the most popular songs of the genre? Who recorded them? Are there any interesting facts that emerged from the song’s popularity (ex: Grammy awards, radio ranking, future covers by other artists)?
When did the music begin to decline in popularity? Why?
Who are some of the most popular male and female musicians of the genre?
What challenges/obstacles did the music/musicians face?