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MUS212 - MUSIC THEORY IV -
DR. ORPEN
TOPICS AND ASSIGNMENTS
SPRING SEMESTER 2008
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RER = Rhythm Reading SS = Sight Singing KET = Ear Training and Dictation
PP = Piano Proficiency Assignments are given in class. Kraft assignments correspond with Dictation Quizzes. Skills Checks will normally be given on Fridays during class time.
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| Schedule
Week 1 : Feb: 11-15
Week 2: Feb: 18-22
Week 3: Feb:25-29
Week 4: Mar:3 - 7
Week 5: Mar: 10-14
Week 6: Mar: 17-21
Week 7: Mar: 24-28
Week 8: Mar: 31-Apr. 4
Week 9: Apr: 7-11
Week 10: Apr:14-18
Week 11: Apr: 21-25
Week 12: Apr: 28-May 2
Week 13: May: 5-9
Week 14: May: 12-16
Week 15: May: 19-21
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| Week 1
Feb. 11-15
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Benward/Saker Chapter 10: 9th, 11th, 13th Chords |
| Tests |
none (no skills checks on Friday) |
| Presentations |
1) Monday – access syllabus ~orpen, skills check schedule and review, 9th, 11th, 13th chord as structures, pop chord symbols
2) Tuesday – voice leading using 9th, 11th, 13th chords and what to include and omit, present 10.3, added note chords and slash notation
3) Wednesday – presentation. fake book lead sheets
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| Text Assignments |
1) Monday – read Chapter 10
2) Tuesday – Due: text assign. 10.1 and 10.2 in class discussion, be prepared to answer Wkbk. 10A.
3) Wednesday – Due: Wkbk. 10.E and 10.F in class discussion
4) Friday - Due 20 point hand-in text 10.4 (photocopy)
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| Purpose |
1) to know the structures of extended harmonic chords
2) to study and write chords with added-notes that do not belong to the classification of dominant seventh chords3) to experience the rich and new sounds that these chords create
3) to understand how these chords resolve
4) to understand the common use of these chords as dominant 7th based structures
5) to understand usage as secondary dominants
6) to know that extended tertian harmony results in 9, 11, and 13 chords
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| Skills Assignments |
None |
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| Week 2
Feb. 18-22
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Chapter 10 cont'd - Chapter 11 Altered Dominants |
| Tests |
1) Friday – Skills Check - Individual All Semester
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| Presentations |
1) Monday – Skills presentations, discussion of Wkbk. 10.H
2) Tuesday – presentation on V with raised 5th = V+ or V+7 and lowered 5 = Vb5 or V7b5
3) Wednesday - voice leading using altered dominants, do text 11.2 and Wkbk. 11.D in class discussion
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| Text Assignments |
1) Monday – discussion of Wkbk. 10.H
2) Tuesday - read chapter 11, do text 11.1 in class discussion
3) Wednesday – due Wkbk. 11.A.B.C in class discussion
4) Friday - Due 28 pt. hand-in Wkbk 11.E (choose 2)
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| Purpose |
1) to understand that composers sought to enrich the harmonic palette by adding or altering notes
2) to study and write altered dominants
3) to consider the implications of altering the 5th of a V or V7, OR secondary dominants
4) to listen to chord progressions using these new sonorities
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| Skills Assignments |
RER Unit 1
Ottman SS #1: 881-890
Piano Proficiency #1
KET#1: Chapter One Section III A; Chapter Two Section III A (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 3
Feb. 25-29
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Chapter 11 cont’d |
| Tests |
1) Monday –KET Quiz #1: 20 points
2) Wednesday – Chapter 10 and 11 Written Exam #1 – 75 pts
3) Friday - Skills Check
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| Presentations |
1) Monday – Skills presentations
2) Tuesday –discuss Wkbk. 11.F and review
3) Wednesday – Exam |
| Text Assignments |
1) Tuesday –do Wkbk. 11.F for in class discussion
2) Wednesday – Exam |
| Purpose |
1) to study extended tertian harmonies as members of the dominant seventh chord family and examine their impact on music in the 20th century
2) to write and resolve extended tertian harmonies according to common practice
3) to hear new intent in harmonic progressions
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| Skills Assignments |
RER Unit 2
SS #2: 891-899
PP #2
KET#2: Chapter One Section III AA; Chapter Two Section III B (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 4
Mar. 3-7
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Chapter 12: Chromatic Mediants |
| Tests |
1) Monday - KET Quiz #2: 20 points
2) Friday – Skills Check
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| Presentations |
1) Monday – Skills presentations
2) Tuesday – presentation on Chromatic Mediants, class discussion on text 12. 1 and Wkbk. 12.A
3)Wednesday - voice leading, text 12.2 in class discussion
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| Text Assignments |
1) Monday – read Chapter 12 for Tuesday class
2) Tuesday – do text 12.1 and Wkbk. 12.A in class discussion
3) Wednesday - do text 12.2 in class discussion
4) Friday - Due 20 pt. hand in Wkbk. 12.B
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| Purpose |
1) to study and write chromatic mediants with an understanding that these are chromatically altered mediant and submediant chords (major keys – III, bIII, biii, VI, bVI, bvi; minor keys – iii, #III, #iii, vi, #VI, #vi) (the diatonic chords in major keys are iii and vi, the diatonic chords in minor keys are III and VI)
2) to know chromatic mediants usually have a 3rd relationship with the tonic but can be found in 3rd relationship to the dominant or other chords
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| Skills Assignments |
RER Unit 3
SS #3: 927-937
PP #3
KET#3: Chapter One Section III B; Chapter Two Section III C (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 5
Mar. 10-14
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Chapter 12 cont'd: |
| Tests |
1) Monday – KET Quiz #3: 20 pts.
2) Friday – Skills Check
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| Presentations |
1) Monday – Skills presentations
2) Tuesday - in class discussion of text 12.3 analysis
3) Wednesday - in class performances of Wkbk. 12.C
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| Text Assignments |
1) Monday – Skills presentations
2) Tuesday – Do text 12. 3 analysis for in class discussion
3) Wednesday – Due 28 pt. hand-in from 12.C (choose 2) performed in class
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| Purpose |
1) to continue studying the ways in which composer enriched their harmonic palette with chromaticism
2) to analyze music containing special chromatic chords that expand the possibilities of harmonic movement |
| Skills Assignments |
RER Unit 4
SS #4: 938-948
PP #4
KET#4: Chapter One Section III BB; Chapter Two Section III D (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 6
Mar. 17-21
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Chapter 13 Romantic Period |
| Tests |
1) Monday - KET Quiz #4: 20 pts.
2) Friday – Skills Check
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| Presentations |
1) Monday - Skills presentations
2) Tuesday – Chapter 13, modal mixture, nonfunctional linear chromatic harmony, common tone diminished 7th chords and their resolutions
3) Wednesday - Dominant 7th and Gr. 6 chords |
| Text Assignments |
1) Monday - Read Chapter 13
2) Tuesday - Due in class discussion text 13.5 (also found in TUREK p. 349-350); and Chopin: Mazurka, Op. 17, No. 4, TUREK p. 346-348
3) Wednesday – Due in class discussion text 13.1, 13.2, and Wkbk. 13.A and 13.C
4) Friday - Due 20 pt. hand-in text 13.4 (photocopy)
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| Purpose |
1) to know that the concept of enharmonicism was used to enable composers to explore new resolutions in chord progressions and new key relationships in modulations
2) to experience the fresh and new sounds that enharmonicism creates
3) to understand how the dominant 7th with descending root motion by step becomes a Gr.6 and create a new direction in the harmony
4) to understand that the diminished 7th chord has the potential for each member to act as a leading tone in a different key
5) to understand that enharmonic spelling more clearly indicates the direction of the voice leading consequently making the music easier to read |
| Skills Assignments |
RER Unit 5
SS #5: 949-959
PP #5
KET#5: Chapter One Section III C; Chapter Two Section III E (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 7
Mar. 24-28
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SPRING/EASTER BREAK
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| Week 8
Mar 31 - Apr 4
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Chapter 13 cont'd
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| Tests |
1) Monday – KET Quiz #5– 20 pts.
2) Wednesday – Written Exam #2 - 75 points - Chapters 12 and 13 |
| Presentations |
1) Monday – Skills presentations; Discuss analysis of text 13.7, Wkbk. 13.D and 13.E
2) Tuesday - In class discussion of Wkbk. 13.F and 13.I
3) Wednesday – Exam |
| Text Assignments |
1) Monday - In class discussion of text 13.7, Wkbk. 13. D and 13.E
2) Tuesday – Due in class discussion of text 13.6 and 13.7
3) Wednesday - Exam |
| Purpose |
1) to understand the application and affect of chromatic voice leading on sequence, parallel motion, and contrary motion
2) to appreciate the variety and color created by chromaticism
3) to hear and further assimilate harmonic progressions in major keys that are enriched by seventh chords and chords borrowed from the parallel minor key
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| Skills Assignments |
RER Unit 6
SS#6: 960-971 (Duets 963, etc)
PP#6
KET#6: Chapter One Section III D; Chapter Two Section III F (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 9
Apr. 7-11
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Chapter 14 Post-Romantic, Impressionistic, and Related Styles |
| Tests |
1) Monday – KET Quiz #6– 20 pts
2) Friday – Skills Check |
| Presentations |
1) Monday – Skills presentations
2) Tuesday – presentation on Wagner's Tristan Prelude (found in Turek on pp. 358-365), the Tristan Chord, and his influence on Post-Romantic composers; chapter topics including the Omnibus Progression, Modes, pentatonic/whole tone/synthetic/octatonic scales, chords of addition and omission, split thirds, Quartal/Quintal harmony; etc
3) Wednesday – in class discussion text 14.1 and Wkbk 14.A
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| Text Assignments |
1) Monday – skills presentations
2) Tuesday – read Chapter 14
3) Wednesday – in class discussion text 14.1 and Wkbk 14.A
4) Friday - Due 20 point hand-in Wkbk. 14.E MacDowell only |
| Purpose |
1) to introduce the characteristics of a time of great change
2) to understand the significance of the new sounds and the move away from tonality
3) to study one of the most confounding theoretical chord structures – the Tristan Chord
3) to examine the nature of the Omnibus Progression and various scales |
| Skills Assignments |
RER Unit 7
SS #7: 996-1006
PP #7
KET#7: Chapter One Section III E; Chapter Two Section III G (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 10
Apr. 14-18
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Chapter 14 cont'd |
| Tests |
None |
| Presentations |
1) Tuesday - listen to “Prelude to the Afternoon of a Faun” and follow along in Norton Scores
AND in class discussion text 14.2 and Wkbk. 14.B;
2) Wednesday - Work on "America" variations |
| Text Assignments |
1) Tuesday – in class discussion text 14.2 and Wkbk. 14.B
2) Wednesday – in class discussion Wkbk. 14.C and 14.E remainder
3) Friday - Due 20 point hand-in Wkbk 14. "America" variations a. and b. |
| Purpose |
1) to understand that post-romantic composers continued the exploration of the outer limits of the tonal system based on major and minor scales and functional harmony
2) to understand that foreign modulations created tonal instability
3) to understand the characteristics of the Impressionistic style
4) to begin to explore a new harmonic dimension, that of Quartal/Quintal harmony |
| Skills Assignments |
No assignments or checks |
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| Week 11
Apr. 21-25
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Chapter 15 Contemporary Period |
| Tests |
1) Monday - KET Quiz #7- 20 pts.
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| Presentations |
1) Monday - Skills Presentations
2) Tuesday - presentation on Set Theory - pitch classes, interval classes, normal order, and transposition
3) Wednesday - class discussion text 15.5 and 15.6 |
| Text Assignments |
1) Monday - Skills Presentations
2) Tuesday - read material on Set Theory be prepared to discuss text 15.3 and 15.4
3) Wednesday - in class discussion text 15.5 and 15.6
4) Friday - Due 20 point hand-in text 15.7 (photocopy)
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| Purpose |
1) to understand that the break down in tonality required new methods of composition and analysis to avoid chaos
2) to know and be able to apply Set Theory as an analytical system built on the interval of a half-step as opposed to the major/minor tonal system with diatonic scales and functional harmony
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| Skills Assignments |
RER Unit 8: #36-40
SS #8: 1007-1017
PP #8
KET#8: Chapter One Section III F; Chapter Two Section III H (RNAS and Soprano and Bass required, fill in alto and tenor based on what you hear and what you know)
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| Week 12
Apr. 28- May 2
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Chapter 15 cont'd |
| Tests |
1) Monday – KET Quiz #8 – 20 pts.
2) Wednesday - Exam #3 Chapter 14 and Chapter 15 Set Theory - 75 points
3) Friday - Skills Checks |
| Presentations |
1) Monday - Skills presentations
2) Tuesday – presentation to include the styles of Primitivism, Neoclassicism, Pandiatonicism, and developments including Polytonality, Dual Modality, Polychords, Asymmetric Meters, etc. - look at analyzed examples in text and begin looking at Wkbk. 15.A and 15. B and 15.C
3) Wednesday - Exam |
| Text Assignments |
1) Tuesday – in class discussion beginning assignment in Wkbk. 15.A and 15.B and 15.C
2) Wednesday - Exam |
| Purpose |
1) to appreciate the variety of musical styles that appeared in the 20th century often as a reaction or response to a change in focus away from tonality
2) to recognize stylistic characteristics of the Contemporary Period covered in the text
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| Skills Assignments |
RER Unit 9: #41-45
SS #9: 1018-1028
PP #9
KET#9: Chapter One Section III G; Chapter Two Section III AA (RNAS all 4 parts required)
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| Week 13
May 5-9
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Chapter 16 Twelve-Tone Technique |
| Tests |
1) Monday – KET Quiz #9 – 20 pts.
2) Friday – Skills Checks
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| Presentations |
1) Monday – Skills presentations
2) Tuesday – presentation on 12-Tone System: tone row, retrograde, inversion, retrograde inversion, transposed rows, matrix, hexachordal combinatoriality, aggregate, atonal - symmetrical - all-interval - symmetrical all interval rows; analysis of 12-tone music (handout); in class discussion for Wkbk. 16.A; create a matrix for Schoenberg; Suite for Piano op. 25, begin analysis of “Praludium” and “Gavotte” in class
3) Wednesday – in class discussion of Praludium and Gavotte analyses; rhythm in 20th century music - examine metric modulation in Elliot Carter's "8 Pieces for Four Timpani" and discuss serialized rhythm
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| Text Assignments |
1) Tuesday – read Chapter 16; in class discussion for Wkbk. 16.A, in class
2) Wednesday - in class discussion of Praludium and Gavotte of Schoenberg Op. 25
DUE MONDAY, WEEK 15, 30 POINTS - a 12-tone, aleatoric, or rhythm composition utilizing characteristic compositional techniques, the pieces will be played/sung - live performers or computers - create a graphic score analysis (plot time events and color code as appropriate
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| Purpose |
1) to comprehend the stand that Schoenberg took when he presented his idea of composition with twelve tones stated as 12 pitch classes
2) to understand 12-tone music as a subset of Serial Music
4) to create a matrix and analyze music
5) to know that rhythm was the neglected musical element in music research until the 20th century and that percussion instruments did not receive much attention from composers until the early part of the 20th century
6) to understand that rhythm can be serialized like other music elements
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| Skills Assignments |
RER Unit 10: #46-50
SS #10: 1029-1039
PP #10
No KET - Dictation Quizzes are completed |
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| Week 14
May 12-16
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Chapter 16 cont'd |
| Tests |
1) Monday - KET Quiz #10 – 20 pts.
2) Friday – Skills Check
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| Presentations |
1) Monday – Skills presentations
2) Tuesday – present and discuss analysis of Webern: Concerto for Nine Instruments p. 494; Babbitt :Semi Simple Variations p. 526, and if time; Webern: Variations for Piano op. 27, second movement or Webern: Funf Satze Fur Streichquartett, third movement p. 491 in Turek
3) Wednesday – the influence of Minimalism, Terry Riley “In C” in Turek p. 540, Steve Reich and phase or process music, Philip Glass and John Adams; Aleatory or Chance Music, Electronic Music; John Cage Two Dances for prepared piano,“Lux Aeterna” by Ligeti, “Ionisation” by Varese, “Threnody for the Victims of Hiroshima” by Penderecki p. 533 in Turek
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| Text Assignments |
Read Postlude - Music Since 1945 |
| Purpose |
1) to know that that composers in the 20th century experimented with giving more and more control to performers to determine the presentation of the compositional ideas, essentially, performers were required to participate in the compositional process via performance
2) to be aware that composers also took ultimate control through the use of recording tape
3) to understand that composers created new sounds through electronic means and “prepared” instruments, but also through new compositional techniques such as sound mass
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| Skills Assignments |
RER #11 Anything and Everything from Book IV
SS #11 Anything that was assigned this term
PP #11 To be determined
No KET - Dictation Quizzes are completed |
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| Week 15
May 19-21
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Postlude - Music Since 1945:
Review for Comprehensive Final |
| Activities |
Perform Original Compositions!
Other topics include the Bembe Wheel,
Jazz Scales and Chords, the 12-bar Blues
and Ballad forms, the music of the Beatles |
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COMPREHENSIVE FINAL EXAMINATION
9:00 Section and 10:30 Section: Friday, May 23; 3:30-5:30pm, FAM304
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