Mul 116 Style and Genre 2012

7/29/2019 Mul 116 Style and Genre 2012

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MUSICDEPARTMENT

MUL116

STYLE AND GENRE

MODULE BOOKLET

SEMESTER 2

2012

Tuesdays, 10 12 pm

PLEASE ENSURE THAT YOU BRING THIS HANDBOOK TO ALLSESSIONS


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Module Title: Style and GenreCode:MUL116Credits: 15Level: Four Home: Music departmentProgrammes: BA Hons Music, Compulsory Module

Module co-ordinator: Dr Stephen BaystedEntry Requirements: None

Aims

The aim of this module is to provide students with a vibrant chronological and analytical journeythrough the development of the western art-music tradition from its beginnings in the ancient world tothe disintegration of tonality and the invention of the tone row.

Learning outcomes

At the conclusion of this module, students should be able to:

Situate seminal works, important moments of reform and significant landmarks in the developmentof musical genres, forms and styles

Demonstrate an awareness of how the prevailing contextual and cultural conditions of differentepochs impacts upon artistic production

Locate important artistic and intellectual movements and how they relate to musical developments Demonstrate an awareness of historiography and its limitations

Key Skills

Developing skills in independent research Reading and responding to written material Critical and analytical listening Taking part in discussions

Mode of Assessment:

Formative: students will be asked to submit an essay of c.1000 words from a choice of questions andwill receive written feedback designed to assist them in preparing for the summative assessment task.Marking of this work will not contribute to the final assessment grade.

Summative: students will be asked to submit an essay of 2,500 words from a choice of questions

Assessment Criteria

Students will be assessed on their ability to:

Write effectively about examples of music from different historical periods Provide evidence of a range of reading and listening Make effective use of relevant musical and musicological quotation Produce a high level of presentation in an appropriate written style

Provide comprehensive footnotes and bibliography as specified in the Guide to Preparing and Writing Assignments


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Indicative module content

Lectures, analytical listening and set reading materials will take students on a chronological survey of the Western Art-Music tradition from its beginnings in ancient Greece, through the birth of polyphony,early opera, the works of Mozart and Beethoven, to the Tristan Prelude and the roots of modernism.

Emphasis will be placed on the understanding of the development of genres, musical structures andcompositional style.

Indicative Reading

A.W. Atlas: Renaissance Music: Music in Western Europe, 1400 1600 (New York, 1998)

I. Bent, ed.: Music Theory in the Age of Romanticism (Cambridge, 1996)

R. Donington: Opera and its Symbols: the Unity of Words, Music and the Myth (New Haven, 1991)

D. Heartz: Haydn, Mozart and the Viennese School, 1740 1780 (New York, 1995)

D. Hiley: Western Plainchant: a Handbook (Oxford, 1993)

W. Kinderman: Beethoven (Berkeley, 1995)

H. Lindenberger: Opera in History from Monteverdi to Cage (Cambridge, 1998)

T. J. Mathiesen: Apollo's Lyre: Greek Music and Music Theory in Antiquity and the Middle Ages (Lincoln, NE, 1999)

B. Millington: Wagner (London, 1992)

J.A. Owens: Composers at Work: the Craft of Musical Composition 1450 1600 (New York, 1996)

Claude Palisca: Baroque Music (New Jersey: 1991)

____________, Humanism in Italian Renaissance Musical Thought (New Haven: 1985)

R. Parker, ed.: The Oxford Illustrated History of Opera (Oxford, 1994)

L.L. Perkins: Music in the Age of the Renaissance (New York, 1999)

R. Rastall: The Notation of Western Music (London, 1998)

A. Ringer, ed.: Man and Music: the Early Romantic Era (London, 1990)

C. Rosen: Sonata Forms (New York, 1988)

_________: The Classical Style: Haydn, Mozart, Beethoven (London and New York, 1971)

_________: The Romantic Generation (London, 1996)

S. Sadie, ed.: History of Opera (London, 1989)

J. Samson, ed.: Man and Music: the Late Romantic Era (London, 1991)

M. Steinberg: The Symphony: a Listeners Guide (New York, 1995)

R. Strohm: The Rise of European Music, 1380 1500 (Cambridge, 1993)


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Indicative Timetable

Session Date Lecture

1 22.1.13 Introduction: What the Ancients did for us

2 29.1.13 Music in Medieval Europe

3 05.02.13 Renaissance Polyphony

4 12.2.13 Baroque Genres I: Suite and Concerto Formative Essay Set

5 19.2.13 Reading Week

6 26.2.13 Baroque Genres II: Mass and Oratorio

7 05.03.13 Classical Genres I: The string quartetand chamber music Formative Essay Due

8 12.03.13 Classical Genres II: Sonata andSymphony

9 19.03.13 Romantic Genres I: Lieder andMlodie

10 26.03.13 Romantic Genres II: Opera andProgramme Music

Easter Break 1-15 th April 2013

11 16/04/13 From Tristan to the Tone Row Final

assignment set

12 23/04/13 Dissertation Week no lectures

13 30/04/13 Tutorials/Individual Work

14 07/05/13 Final assignment due


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Assignment Submission Procedure

In the light of increasing incidences of academic malpractice, UoC will join other universitiesand colleges in using the electronic plagiarism detection services Turnitin.

Turnitin is a web-based plagiarism-prevention service, which checks assignments for unoriginal content. The results can be used to help students learn how to avoid plagiarism asit provides better and faster feedback to improve their writing or to identify similarities toexisting sources. Turnitin encourages best practice in using and referencing other people'swritten material.

You are no longer required to hand in a digital version of your written assignments onCD. Submission of written assignments must be uploaded to Turnitin and submittedas a hard copy .

You must upload your written assignments into the link set up by your lecturer on the

module's Moodle page. This must be done before the assignment deadline. If for anyreason Moodle or Turnitin are unavailable on the day an assignment is due in, youmust upload it into Turnitin as soon as possible thereafter. Details of systemdowntimes can be found on Portia (the Traffic Light) and on the Help Pages(help.chi.ac.uk) .

Once uploaded into Turnitin, an Originality Report will be generated, highlightingunoriginal content. This is useful for you to check that you have referenced everythingcorrectly.

Please note that you are not aiming for a 0% score as Turnitin will recognise allunoriginal text, including quotes, templates and text which you have referencedcorrectly.

Generation of the Originality Report usually takes between 5 and 10 minutes but can

take longer at busy times. If you choose to edit and resubmit an assignment (before the due date), theOriginality Report will be available the following day. Your lecturer will only see themost recent submission.

Very importantly , you must still hand in a printed version of your assignment asnormal. Failure to do so may result in failing the module.

When you submit to Turnitin, please write the Paper ID (available from your Turnitinreceipt) number onto the MAC cover sheet attached to your hard copy assignment.

Before you submit written work:

Please ensure that all pages are securely fastened together. A plastic folder is idealto protect your work from damage. Special arrangements will be made by your module tutor for submission of large or bulky pieces of work. Please ensure that anyvideos, CDs or tapes are clearly labelled with your name and submitted with your work in a re -sealable folder so that they do not get separate d or lost after assessment.
http://help.chi.ac.uk/http://help.chi.ac.uk/


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Work must be accompanied by a blue Module Assessment Submission Sheet also referred to as a cover sheet and this must have the Paper ID number (availablefrom your Turnitin receipt) written on it clearly.

These Module Assessment Submission Sheets are available as follows:

Music Reception Desk, ground floor, Music Block

outside the Music Office, 1 st floor, Music Block

Please complete all the boxes on the Module Assessment Submission Sheet.

Where to submit your work:

Unless instructed to do otherwise , please post your work in the Music Assessment box,outside the Music Office, 1 st floor, Music Block by 2.00 pm on the published date seenotices on subject boards and timetables for live presentations.

Late submission of written assignments (full details are in the Student Handbook2012/2013 on Moodle to which you should always refer for full details)

Written assignments handed into the Music Office in person (not in the Musicassessment box please) by 17.00 hours but after 14.00 hours on the due date can beaccepted but will be subject to a 5% penalty deducted from the grade awarded

Written assignments handed into the Music Office in person (not in the Musicassessment box please) by 17.00 hours no later than one week after the due date canalso be accepted but will be subject to a 10% penalty deducted from the gradeawarded

Performance or Presentation of Assessed work:

Presentations or performances may be made during the usual timetabled session or given aseparate time and place. Your module tutor will advise you of this. Performances and


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presentations are treated as exams. Failure to attend or late arrival will be counted as a non-submission of work.

Assessment time is as stressful for us as it is for you if you have any doubts relating to theabove procedures, please ask one of the Course Administrators. We are here to help you to

help us!

ASSIGNMENT EXTENSION PROCEDURE

If you have a genuine reason for not being able to submit your work on time and do not wishto incur the late submission penalties as mentioned above, please complete an extensionform BEFORE THE ASSIGNMENT IS DUE

before the day on which the assignment isdue to be submitted.

-ordinator (and the Nurse, where this isapplicable) who will agree a suitable date and if they agree to your extension will sign your form before handing it to the Music Office

respect of ill health or other personal difficulty , or the ill health of others for whom youhave responsibility for example children.

cannot be allowed where problems have been caused by computer failure, or by other professional or work commitments.

genuine reasons for being unable to present themselves on the published day/time will berecorded as non-submissions and advised to complete a mitigating circumstances form

SUBMISSION OF WORK FOR WHICH AN EXTENSION HAS BEEN GRANTED:


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If you have an agreed extension, please hand your assignment in to the Music Office inperson. Please do not place it in the Music assessment box or hand it to your tutor.

ACADEMIC REGULATIONS

Please refer to the UoC Student Handbook 2012-2013 and the UoC AcademicRegulations Website for details of regulations that are not outlined in this handbook.These can be found on Portia and also Moodle.


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UNIVERSITY OF CHICHESTER: GENERI C GRADING CRITERIA

ass /MarksOverallQuality

Relevance Argument (reasoning) Evidence Structure and Presentation (visual / written)

Fail 0% Non-Submission or work of no valueFail

1-9%MinimalQuality

Contains little of relevanceto the objectives of the

assessment task.Fails to answer and

address the set topic

No practical, academic or intellectual application.

Based on little or no evidence.Lacks academic and intellectual

integrity and quality. Use of non-academic sources limits

intellectual understanding.

Presentation is inappropriate, unclear and inaccessible. Work is not coherent or succinct. Serious errorsof vocabulary, syntax, spelling and punctuation obscure the overall meaning. No logical development or organisation of the materials with few links between statements and sections. References are absent,

incorrect or inaccurate.

Fail10-19%

Very Poor Quality

Contains limited relevanceto the objectives of theassessment task. May

address the topic but notthe assignment brief. May

be scanty and brief.

Work is descriptive andanecdotal. Minimal or no

argument. May be entirely relianton the work of others, with no

practical and /or academicapplication to demonstrate

understanding of the material.

Irrelevant or minimal use of recommended sources, resulting

in a lack of understanding andinadequate supporting evidence.Non-academic sources that lack

intellectual integrity are reliedupon.

Presentation is inappropriate, unclear and inaccessible. Points are not made coherently or succinctly.Compound errors of vocabulary, syntax, spelling and punctuation seriously detract from the overall

meaning. Materials lack logical development.Relationship between statements and sections are hard torecognise. References may be absent, incorrect or inaccurate.

Fail20-34%

oor Quality

Inconsistency of relevanceto the objectives of the

assessment task. Addresses topic but notalways the assignment

brief. May be significantlyshort of required length/

time.

Descriptive or anecdotal workwith scanty or no argument.

Reliant on the work of othersand does not use this to developown arguments. No critical

discussion or theoreticalengagement. Little practical and

intellectual application.

Minimal and inadequateknowledge of relevant and

recommended sources. Their use as supporting evidence maybe inaccurate, inappropriate or negligible. Reliance on dated,

unreliable or non-academicsources.

Poor visual and written presentation. The style may be inappropriate, unclear and inaccessible. Pointsmay not be made coherently or succinctly. Errors of vocabulary, syntax, spelling and punctuation may

seriously detract from the overall meaning. The materials may lack logical development andorganisation. Relationship between statements and sections may be difficult to recognise. Referencesmay be absent, inaccurate or incorrect.

Fail/PP35-39%

eak Quality

May be some deviationfrom objectives of the

assessment task. May notconsistently address setquestion or assignmentbrief. May be short of required length/time.

Descriptive or anecdotal withlittle or no critical discussion and

theoretical engagement.Unconvincing or minimal line of argument. Mostly reliant on thework of others, displaying little

understanding or ability to applythe material.

Very limited range, use andapplication of relevant and

recommended sources.Demonstrates lack of realunderstanding. Too muchreliance may be placed ondated, unreliable or non-

academic sources.

Weak presentation. Aspects of the style may be inappropriate, unclear and inaccessible. Some pointswill not be made coherently or succinctly. Errors of spelling, vocabulary, syntax and punctuation may

seriously detract from the overall meaning. The materials may lack logical development andorganisation. Relationship between some statements and sections may be difficult to recognise. Limited

use of references and some may be inaccurate.

3 rd 40-49%cceptableQuality

Satisfactorily addressesmost objectives of the

assessment taskCompleted to acceptable

tolerance, limits of time/length.

Work is descriptive with minimalcritical discussion and limitedtheoretical engagement. Toomuch reliance on the work of others rather than developing

own understanding andapplication of the material

Limited range of relevant andrecommended sources are

used, but with someinadequacies in their use and

employment as supportingevidence. There may be somereliance on dated or unreliable

sources

Acceptable presentation. Some aspects of the style may be unclear. Points may not be made coherentlyor succinctly. Some errors of vocabulary, syntax, spelling and punctuation but these are not serious

distractions from the overall meaning. Some lack of logical development and organisation of thematerials. The relationship between some statements and sections may be hard to follow. Work is

referenced accurately with some errors.

2 (ii)

50-59%Sound

Quality,ompetent

with someimitations

Competently addresses

objectives of theassessment task, but may

contain minor errors or omissions at the lower

end, where treatment of issues may be superficial.

Completed to requiredtime/length, etc.

Some limited critical discussion,

but argument is unconvincing,particularly at the lower end

where the work is moredescriptive. More reliance on

work of others rather thandeveloping own arguments.

Limited theoretical andconceptual analysis.

Range of relevant and

recommended sources areused, but this may be in an

unimaginative or literal manner,particularly at the lower end of

the range. Limited use of sources beyond the standard

recommended materials.

Generally sound presentation. Style is largely clear and accessible. There may be minor errors of

vocabulary, syntax, spelling and punctuation but these should not detract from the overall meaning.There may be inconsistencies in the organisation and development of materials. The relationship

between some statements and sections may not be easy to follow. Some points may not be madecoherently or succinctly. Work is referenced accurately with few errors


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ass /MarksOverallQuality

Relevance Argument (reasoning) Evidence Structure and Presentation (visual / written)

2(i)60-69%gh Quality,

killed work

Clearly addresses theobjectives of the

assessment task,especially those elementsrequiring critical analysis.

At the higher end the workwill not contain errors or

omissions.

Generally clear line of criticaland evaluative argument, with

ability to develop own ideas fromthe work of others. Ability to

engage in theoretical andconceptual analysis.

Good range of relevant andrecommended sources used in

an imaginative and largelyconsistent way as supporting

evidence. Use of some sourcesbeyond recommended texts

including more complexmaterials.

Good visual and written presentation. Clear and accessible style. Generally good standards of vocabulary, syntax, spelling and punctuation. Logical organisation and development of materials.

Coherent. Relationship between statements and sections are easy t o follow. Referencing is accurate andappropriate.

1 s 70-79%

ExcellentQuality

Authoritatively addressesthe objectives of the

assessment task,especially those

components requiringcritical analysis, synthesis

and evaluation.

A clear and consistent line of critical and evaluative argument,displaying the ability to developones own insightful ideas fromthe work of others. Excellent

engagement in theoretical andconceptual analysis.

Wide range of relevant andrecommended sources used inan insightful and consistent wayas supporting evidence. Somein depth use of sources beyond

recommended texts, todemonstrate independent

research.

Excellent visual and written presentation. Very clear and accessible style. Good standards of vocabulary, syntax, spelling and punctuation. Logical and fluent organisation and development of materials. Coherent and succinct. Relationship between statements and sections are very clear.

Referencing is accurate, appropriate and extensive.

1 st 80-89%

utstandingQuality).

Innovatively addressesobjectives of the


components requiringsophistication of criticalanalysis, synthesis and

evaluation.

A clear and consistent line of highly critical and evaluative

argument, displaying the abilityto develop ones innovative

ideas from the work of others.Creative flair in theoretical and

conceptual analysis.

Wide range of recommendedand relevant sources used in aninnovative and consistent way tosupport arguments. In depth use

of sources beyondrecommended texts,

demonstrates creative flair inindependent research.

Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Very goodstandards of vocabulary, syntax, spelling and punctuation. Possibly innovative yet logical and fluent

organisation and development of materials. Articulate, coherent and succinct. Relationships betweenstatements and sections are clear and precise.

Referencing is accurate, appropriate and extensive..

1 s 90-100%ceptional or tinguishedQuality

Professionally addressesthe objectives of the


components requiringoriginality of critical

analysis, synthesis andevaluation.

Consistent line of profoundcritical and evaluative argument,displaying the ability to develop

original ideas from an innovativesynthesis of the work of others.

Creative flair in advancedtheoretical and conceptual

analysis.

Wide range of relevant andrecommended sources used in aprofound and consistent way as

supporting evidence. Use of cutting-edge sources beyond the

recommended texts, includingin-depth use of complex material

demonstrating advancedindependent research.

Distinguished visual and written presentation. Highly sophisticated yet clear and accessible style.Extremely good standards of vocabulary, syntax, spelling and punctuation. Innovative yet logical and

fluent organisation and development of materials. Highly articulate, coherent and succinct.Relationships between statement and sections are precisely made with great clarity.

Referencing is accurate, appropriate and extensive.


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MUSIC DEPARTMENTModule EvaluationStudent evaluations are the main vehicle for identifying issues relating to teaching and learning. Your co-operation is vital toffect changes in curriculum design and content and student support. Please complete this evaluation form carefully, witheference to your Module Handbook and then return it to your Tutor.Module Code Module OptionModule NameYear Semester 1 Semester 2

1. CURRICULUM DESIGN:How would you rate themodule content?

If you have any opinions on any of thefollowing, please give a short commentbelow:

Very Good

Good

Satisfactory

Poor

Option choices

aims and learning outcomes

assessment strategy and criteria

coherence and organisation

clarity of handouts

amount of work expected

challenge level of work expected

progress from past moduleslinks to other modules

2. LEARNINGOUTCOMES:How do you feel aboutthe work you producedand what you havelearned?

Please comment on your achievements inrelation to the published moduleobjectives:

Very Good

Good

SatisfactoryPoor

3. YOUR LEARNINGSTRATEGY:How would you rateyour own contributionto this module?

If you have any opinions on any of thefollowing, please give a short comment:

Very Good

Good

Satisfactory

Poor

commitment

self-motivation

preparation for lectures

contribution to discussions/practical work

research undertaken in library

ability to balance workload with other modules

Did you work for the requirednon-contact time in the studios,practice rooms and in thelibrary?(9 hours per week per singlemodule, 18 hours per week per double module)

Yes, more Yes, exactly

No, less

4. TEACHING STRATEGY:How would you rate the If you have any opinions on any of the


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teaching and tutorialfeedback in relation tomodule objectives?

following, please give a short comment:

Very Good

Good

Satisfactory

Poor

teaching

workshop sessions

tutorials

lectures

group critiques

technical demonstrations

health and safety awarenessseminars

practical/technique classes.

5. TRANSFERABLESKILLS:To what extent has thismodule encouraged youto develop skills thatmight be transferable toother activities and jobs?

If you have any opinions on your development of any of the following,please give a short comment:

Very GoodGood

Satisfactory

Poor

communication/discussions/ presenting material/responding towritten material

numeracy skills

use of I.T.

working with others

improving own learning and performance

problem solving

ability to manage own time

independence

6. LEARNINGRESOURCESHow would you rate theresources?

If you have any opinions on any of thefollowing, please give a short comment:

Very GoodGoodSatisfactoryPoor

availability of books/magazines/ CD ROMS

equipment

technical support

library resources

media centre resources and support.

Studio workshops/practicerooms/rehearsal rooms

How would you rateTechnical support?

Very Good

GoodSatisfactoryPoor

7. ADDITIONALINFORMATION: please addany comments below:

Mul 116 Style and Genre 2012

Documents

Transcript of Mul 116 Style and Genre 2012