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The students are expected to:
1. Understand that Music History is primarily the history of musical
style, and cannot be grasped except by first-hand knowledge of the
music itself.
2. Become acquainted with the sound of the music, and be able to
examine it more or less in its entirely (an anthology resource
goes with the text).
3. Comprehend that musical styles owe their characteristics not simply
to the inventive genius of the composers, performers, and theorists
of a given period, but to a variety of extramusical influences:
wars, political and religious beliefs, philosophical trends, social
and technological conditions.
4. Realize that music-making is and always has been inextricably
linked to the great endeavors of human thought and activity.
5. Place the music in its larger historical and cultural context.
6. Recognize performance practices of earlier music as it was
interpreted and performed (History of Performance), each era makes
its own special demands.
7. Name, relate, and identify important musical terminologies as they
have significance in each area studied.
8. Expand their musical experience by reading, discussing, listening,
and analyzing the various music of each period both in and outside
the classroom.
9. Persue and comprehend patterns of meaning found both in linguistic
and non-linguistic terms.
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It is a year course. First semester will cover material up to cir. 1700:
1. The state of music at the end of the Ancient World: Music in
Greece and the roots of Western Christianity.
2. Gregorian Chant and Secular Song in the Middle Ages.
3. The beginning of Polyphony and the music of the thirteenth century.
4. French and Italian music of the Fourteenth century: Ars Nova.
5. The English and Burgundian school of the fifteenth century.
6. The age of the Renaissance: Ockeghem to Josquin des Prez.
7. New currents in the sixteenth century and the Madrigal.
8. Church music and instrumental music in the late renaissance.
9. Early Baroque music (characteristics, opera, chamber, church and
instrumental music).
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
70 - 75% |
| Essay exams, Term papers | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
5 - 10% |
| Lab reports, LISTENING OUTSIDE CLASS | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
5 - 10% |
| Class performances, LISTENING CHECKS | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
2 - 10% |
| Completion, IDENTIFY; BRIEF SENTENCE OR 2 | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
1 - 5% |
| ATTENDANCE | |
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A HISTORY OF WESTERN MUSIC by Grout and Palisca, 4th ed.