Category: Music

W6 Discussion Requirements:
Complete both parts:
1.    Many composers kept diaries during their lives. Choose a composer from the twentieth (or twenty-first) century and an important event from that composer’s life. Consider how this event relates to the music the composer wrote. Write a diary entry related to that event in 1st person voice, as if the composer wrote it (Your choice should not be in the Jazz, blues, pop, rock, rap, or any popular music genres.  Not sure?  Search .). Provide a link to a sound file or YouTube video of the composer’s music, to help classmates become more familiar with this individual’s work. In the subject line for your post, include the composer’s name.  List any websites or other sources you used to write your post at the bottom of the post.
2.    What is your personal reaction/response to this composer and/or the music we have studied so far in class? How does learning about music apply to your life and/or past experiences? 
*In your peer replies, ask the “composer” questions as well as furthering the conversation. Be sure to check back and respond to those who ask questions of your composer.

1. Paper needs to be types double-spaced, Times New Roman, 12pt Font and 1-inch margins. 
2. This is a Research Essay and must be written in MLA format
3. Must contain an Introduction and Conclusion
4. Must contain parenthetical references and a bibliography. Bibliography does not count towards word count. 

Part 1: Reflect on Content (100 words) An undercurrent of transcendence–“tarab”–defines this week’s selections. Say more about this in regard to our selections this week. Where do we hear examples of music that encourages people to experience the moment together? Be specific and be sure to spell and summarize the various examples you use, accurately. This is the shorter of the two sections. Part 2 (see the following) represents your main submission. Part 2: Outside Example (200 words) Think of an example among the music you listen to that might explore the same concepts. Post a video/link (e.g., YouTube) that apply your ideas from Part 1 to a song or performance you are familiar with and enjoy. It does not have to be World Music—and ideally, it will not be, unless that is the music that you, personally, listen to and enjoy. Be specific in tying the sample to the ideas you discussed in Part 1, including listing time stamps if necessary to support your points. The idea is that you, as the foremost expert on the music you listen to and enjoy, are introducing both the song and your ideas to your classmates. You want to help them hear what you are hearing, so they can engage with your sample and your thoughts about it. This is the longer of the two sections and represents the bulk of your submission. Use the “Insert Stuff” option at the top of the text box to insert your YouTube link. It’s the one with the four different shapes stacked up, in the middle of the editing options. Submit Part 1 and Part 2 as a single, 300-word submission, typed directly into the submission box (not as an attachment), by Sunday at 11:59pm PT. 

Analysis the music: Listening Guide. Take 3 minutes of a work by a classical Indian composition (perhaps from the Indian music PowerPoint). Write down the times on the left, the changes in the music and what elements you hear on the right. Note the main theme, bridges or changes to themes, instrumentation, rhythm, melody, dynamics, and texture as best you can. Do you hear any meaning in the work? Why did you choose this work? Please include a link and all the performance information: the title, composer, performers, conductor, etc. See the student example posted here, even though it is from a classical Western work. I am interested in how those skills translate to a Indian work that you analyze.

I have provided a file describing what to do for this report. Below are some concert videos which You wilwatch two of the provided concerts, and prepare a reflection on what you observed and experienced.
Concert video 1:
https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/61aab133e7df2/171343739?X-Blackboard-S3-Bucket=learn-us-east-1-prod-fleet01-xythos&X-Blackboard-Expiration=1716487200000&X-Blackboard-Signature=%2BwyOaPCaYt7tCh7s1ILDX30oEl52HCNi9le1%2FZxgyI4%3D&X-Blackboard-Client-Id=100211&X-Blackboard-S3-Region=us-east-1&response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Suor%2520Angelica%2520Met%2520Opera%2520Barbara%2520Frittoli%25281%2529.mp4&response-content-type=video%2Fmp4&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEP7%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQCTRw%2BxgsJCFxoo%2BLisWQP20Og54%2FNLE2JyQ2rfxapsfgIgIOvUPfuCZNhC07lI6zX8IHBt3JqyNw13N2XTrJN1HbEqsgUIdxAEGgw2MzU1Njc5MjQxODMiDBN67G9vmDpj6lnsfiqPBdy1jviv4K10ckGGy5e4uuLv45kMVPupMfqGsNF1rVPM0eOu9OuoXp8L7zHCcwrKKff3%2B3g3MTNJGkLFDSQbFjZZZvRgobuGc0S%2FI1jcVqfSrJKanOsj1ROye9e4wwqAD3K26ePthr1Fl3aUmjHCUK%2F8VPeY%2BrCg5A%2BHMt9TDoP%2Bf6Q1Qx8IONkM7AnsLs56IrCDpEmqrSLVvx0w6qVmv6VaxobjwWIhJi7QrR8dVFbnZ3TpN1vtOYBtC1xJeA7evO3xtMof6Vrn9ghF%2B3%2ByjCoKKYjL%2F5hLAf4BuXaqBDUjL0EZvkWyalv%2BlmZ%2FtJcWrHJEXeuZ0IRR0zfRus%2Bk5WrwywGC1RKbA2Etlg28o76VgSLrGOh%2FPDIpKELh%2F2QtodpreiyUC9NZH7XrmNiWRDWtq7Dvw9FPqHiaqvcF%2Fl4bxco2d%2F%2BEXqxGcJR9ovmrdyRf%2FZL0B01h8bcWKxkLr7arZ%2Fk1sT4izDzs2ULAyf%2BiI67YA%2B0aeYUQLESAbR2Lla%2FhCkkGCeRg2Z5bet6DFA1tS6Ti9HFVyyLJAFYLyHLjvu6aTQpdW06LgBdQ30qaz9e2HeIhQicFPa9CAcCuu3l9TcqcNfIwmoYASHLTa4LQWQvttAarrxeBo8n0M85FUly2VO%2FvCX8g1mSuHIav8JyLTM4X3tqCIOS%2BnHL1qn0Bx8KJhSwZ2lv4lFJJerAqmrvCkvIyUB7ePjHh2cB1ZoEzEHjzPok7Q3OeSUxlD0Ld5o9dErKWNhDvVjg0pd4gZLSd53FovoS6M8W3Y9A2GWr6rMQIrsFNt5FAfsWxHORBef3fihN0qqE9afxUSsP2JpwsYiprA%2BKEIg%2FLUeUhZIhi3ET1y4PqX3P9sef%2BBEow0469sgY6sQGgn%2B1tiZNcF9h0MqbA4BvRgSokzoG58fdx506o2a%2BiMqXVSmcgl3L3pYzSxb%2Fwqan8Osry88tYHd5MlYAwG4lGL3Q4VPjSKRg6HD4bRROa5I1wWkUb%2FGqs%2FlXW%2F4moG3N7QqYE1%2BJpJxEcFr5YkywLhjzgu3GBJh5udeKgEtM6HFrlPutH69fC%2BPFOMBm9GpHGUNlEGbm7%2FK7kcwGywsCmXUXc3rvLa1wpuEacvSE2wPw%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20240523T120000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=ASIAZH6WM4PL25NTHQXH%2F20240523%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=6d0b3693d1ff923be2ca19d07dc8c0acf1a839dd900ce43890777e20b7ebb43f
Concert video 2:
https://learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/61aab133e7df2/170285904?X-Blackboard-S3-Bucket=learn-us-east-1-prod-fleet01-xythos&X-Blackboard-Expiration=1716487200000&X-Blackboard-Signature=R55lXxxIdF1%2FNNXE%2Bi%2BRmFB%2Fi7EWgSKd74LurcJ8ltU%3D&X-Blackboard-Client-Id=100211&X-Blackboard-S3-Region=us-east-1&response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27UNTAMED%2520ELEGANCE%2520%2528Full%2520Concert%2529%2520-%2520Jazz%2520at%2520Lincoln%2520Center%2520Orchestra%2520with%2520Wynton%2520Marsalis%25281%2529.mp4&response-content-type=video%2Fmp4&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEP7%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIQCTRw%2BxgsJCFxoo%2BLisWQP20Og54%2FNLE2JyQ2rfxapsfgIgIOvUPfuCZNhC07lI6zX8IHBt3JqyNw13N2XTrJN1HbEqsgUIdxAEGgw2MzU1Njc5MjQxODMiDBN67G9vmDpj6lnsfiqPBdy1jviv4K10ckGGy5e4uuLv45kMVPupMfqGsNF1rVPM0eOu9OuoXp8L7zHCcwrKKff3%2B3g3MTNJGkLFDSQbFjZZZvRgobuGc0S%2FI1jcVqfSrJKanOsj1ROye9e4wwqAD3K26ePthr1Fl3aUmjHCUK%2F8VPeY%2BrCg5A%2BHMt9TDoP%2Bf6Q1Qx8IONkM7AnsLs56IrCDpEmqrSLVvx0w6qVmv6VaxobjwWIhJi7QrR8dVFbnZ3TpN1vtOYBtC1xJeA7evO3xtMof6Vrn9ghF%2B3%2ByjCoKKYjL%2F5hLAf4BuXaqBDUjL0EZvkWyalv%2BlmZ%2FtJcWrHJEXeuZ0IRR0zfRus%2Bk5WrwywGC1RKbA2Etlg28o76VgSLrGOh%2FPDIpKELh%2F2QtodpreiyUC9NZH7XrmNiWRDWtq7Dvw9FPqHiaqvcF%2Fl4bxco2d%2F%2BEXqxGcJR9ovmrdyRf%2FZL0B01h8bcWKxkLr7arZ%2Fk1sT4izDzs2ULAyf%2BiI67YA%2B0aeYUQLESAbR2Lla%2FhCkkGCeRg2Z5bet6DFA1tS6Ti9HFVyyLJAFYLyHLjvu6aTQpdW06LgBdQ30qaz9e2HeIhQicFPa9CAcCuu3l9TcqcNfIwmoYASHLTa4LQWQvttAarrxeBo8n0M85FUly2VO%2FvCX8g1mSuHIav8JyLTM4X3tqCIOS%2BnHL1qn0Bx8KJhSwZ2lv4lFJJerAqmrvCkvIyUB7ePjHh2cB1ZoEzEHjzPok7Q3OeSUxlD0Ld5o9dErKWNhDvVjg0pd4gZLSd53FovoS6M8W3Y9A2GWr6rMQIrsFNt5FAfsWxHORBef3fihN0qqE9afxUSsP2JpwsYiprA%2BKEIg%2FLUeUhZIhi3ET1y4PqX3P9sef%2BBEow0469sgY6sQGgn%2B1tiZNcF9h0MqbA4BvRgSokzoG58fdx506o2a%2BiMqXVSmcgl3L3pYzSxb%2Fwqan8Osry88tYHd5MlYAwG4lGL3Q4VPjSKRg6HD4bRROa5I1wWkUb%2FGqs%2FlXW%2F4moG3N7QqYE1%2BJpJxEcFr5YkywLhjzgu3GBJh5udeKgEtM6HFrlPutH69fC%2BPFOMBm9GpHGUNlEGbm7%2FK7kcwGywsCmXUXc3rvLa1wpuEacvSE2wPw%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20240523T120000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=ASIAZH6WM4PL25NTHQXH%2F20240523%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=da0ea28283f943f0825e755caf206b2cc714e2abb8fc71f7551caab33beb8fe4

-I sent pictures regarding the orchestra and 2 MP3 files that have the orchestra recorded.-
Thank you so much!
• Name of the venue, date/time of the performance
• Name of the ensemble, or name of the performers
• Size and type of the ensemble (small/large orchestra, a choir, a wind ensemble, a string quartet,
solo piano, etc.)
• Featured instruments or soloists
• Title and composer of the works performed
• Genre of the works performed (symphony, concerto, tone poem, art song, opera, etc.)
• Is the work programmatic? if so, listen for how the program is reflected in the music
• How does the work correspond to the stylistic period in which it was composed?
• Recurring musical themes
• Dynamic range
What kinds of textures are used and to what effect?
• What kinds of tempos are used? Are transitions between tempos gradual or abrupt?
• Are transitions between sections smooth or abrupt? What makes them this way?
• Specific to opera/musical theater: Take notes on the sets, costumes, lighting, staging,
etc. Is the production in the original language, or in translation? Are there supertitles or a
printed translation? Was that distracting or helpful? Is the production set in the time period that
the composer intended? How was the acting?
Do’s and Don’ts
Your concert report SHOULD:
• be a minimum of two pages, double-spaced, in a professional 12 pt font, like Times New Roman,
Georgia, Helvetica, etc. (If you use a font like Comic Sans or Bleeding Cowboy, you are just
begging to be failed. JK)
• be submitted electronically as a PDF or Word doc upload
• describe the music of at least 3 separate pieces or movements. If you attend an orchestra
concert, talking about each movement in a symphony or concerto makes for a good report.
• contain an introduction, body paragraphs, and conclusion.

Watch and Hear the film, The Cuban (2019, Dir. Sergio Navarretta, Comp. Hilario Duran) 
In this film, find 1 example of EACH of the
NINE functions of film music at work.
More details are posted in the ‘Assignment 1 Instructions’ pdf.

9-12 grade music is the subject
A.  Using the attached “WGU Curriculum Map Template,” create an original curriculum map including all units for the first half of the course as identified in the “General Information” section of the template for a specific subject and grade or level by doing the following:
Note: The curriculum map template should be adjusted to include the appropriate number of units for your half-year curriculum based on the length of the first half of the course.
1.  Provide the following in the “General Information” section of the template:
•  subject area
•  grade or level
•  length of the course (i.e., traditional [36 weeks], semester [18 weeks], trimester [12 weeks], quarter [9 weeks])
•  stakeholders appropriate for the subject area or grade or level
Note: The curriculum map will include all units of instruction for the first half of the length of the course (i.e., traditional [18 weeks], semester [9 weeks], trimester [6 weeks], quarter [4.5 weeks]).
2.  Provide the following in the “General Unit Information” section for each unit in the curriculum map template:
•  unit name
•  pacing
•  standards for the subject area and grade or level, including the source of the standard, the alphanumeric code, and the written standard
3.  Identify the following in the “Knowledge and Skills Alignment” section for each unit in the curriculum map template, which must align with the standards for each unit:
•  prior grade or level knowledge and skills
•  current grade or level knowledge and skills
•  next grade or level knowledge and skills
4.  Identify the following in the “Essential Questions and Vocabulary” section for each unit in the curriculum map template, which must align with the standards and current grade or level knowledge and skills for each unit:
•  essential questions that demonstrate what students will learn
•  essential vocabulary
5.  Describe the following in the “Activities or Strategies” section for each unit in the curriculum map template:
•  activities or strategies for how the content will be taught, including the knowledge and skills aligned with the unit standards
•  differentiated activities or strategies for enrichment, including the knowledge and skills aligned with the unit standards
•  differentiated activities or strategies for intervention, including the knowledge and skills aligned with the unit standards
6.  Describe the following in the “Resources and Technology” section aligned to each unit in the curriculum map template:
•  resources (i.e., tools and materials)
•  integration of technology into teaching and learning
7.  Describe the formative or summative assessments in the “Assessment” section for each unit in the curriculum map template, which must align with the standards and current grade or level knowledge and skills for each unit.
B.  Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
C.  Demonstrate professional communication in the content and presentation of your submission.

Your introductory paragraph(s) should contain basic information:
• The date, time, and place/venue of the performance
• The type and size of the ensemble
• The name of the ensemble or performer
• The title of the works and/or movements you will be writing about, and the name of the
composer(s)
• You can describe the setting, dress, behavior (of the performers and/or the audience), but don’t
get carried away; this report is about the music
Your body paragraphs should be descriptions of the works/movements that you’ve chosen to write
about. Each work/movement should, generally speaking, get its own separate paragraph or group of
paragraphs. If you want to talk about how multiple works or movements are related to each other, then
that discussion should get its own paragraph after discussing the works/movements individually.
Information in these paragraphs will vary, but here are some leading questions to get you started (if you
took good notes at the performance, this should be easier for you):
• What is the genre of this work? What aspects of the music are typical or atypical of the genre?
• What are the most memorable features of the work?
• What instruments were used? How were they used?
• Were there any solos or featured instruments (or groups of instruments)? Were the solos long
or short?
• What was the range of the dynamics? Were the dynamic levels stable or constantly in flux?
• What kinds of tempos were used? How did the music transition between the tempos? Was
rubato used, and, if so, what effect did it have?
• Were there any melodies, themes, or sections that were repeated? Were they repeated exactly,
or with some variation?
• What was the form of the music? How was it structured or organized?
• Is the work programmatic? If so, how does the music represent the program?
• How does the work correspond to the stylistic period in which it was composed?
• How does this work compare to the other works on the program, or other works that you have
studied?
• If there was a conductor, how were his or her gestures reflected in the music?

For the video that you select, you will write an essay, approximately 3 pages in length (double-spaced), that does the following five things:
65 Points: Describe the band’s music performance in as much detail as you can. Make sure to do the following three things: (a) describe the characteristics and styles of the music the band plays, focusing on specific details you hear in the video (try to use some of the music terms presented in the first assigned reading!); (b) describe some of the musical instruments the band’s members play; and (c) make observations about the band members’ movements and, if possible, what they do to make their performance engaging for the audience.
40 Points: Describe how people at the performance respond to the music. Again, be specific. It’s not possible to describe everything, but you should choose about 3 specific ways people respond to the music that you observe in the video.
40 Points: Provide some background about the band, plus some background on one of their musical influences, the genre of chindon-ya. Below, I provide a few sources about these bands as well as some sources about chindon-ya.
65 Points: Make an Educated Guess to Answer these two Questions: Why is this music fitting for the performance context? What might this performance’s musical characteristics be providing for the people in the audience? I provide some information about the context of each video below. What I want is for you to make one or more guesses about why the musical characteristics you described (see number one, above) are appropriate for this context and this specific audience. Make sure to explain your rationale for making the guesses you do. NOTE: You do not necessarily need to “get it right,” but I want you to make a guess based on the musical characteristics and the context, and to explain your thinking.
24 Points: Use In-Text Citations to indicate where the information you provide in the essay comes from, and provide a Works Cited section for the sources you use at the end the essay. You do not need to cite the videos (those sections should be your own observations and analysis), but you do need to cite written sources where you find additional material. You can follow MLA, APA, or Chicago formatting. Choose a citation method and be consistent with it.
Option Two: The band Soul Flower Mononoke Summit performing in Kobe, Japan, one year after a 7.2-magnitude earthquake devastated the area.
You can access the video of this performance here: https://www.youtube.com/watch?v=zVYn-7zhfUE&list=RDzVYn-7zhfUE&start_radio=1.
The band Soul Flower Mononoke Summit is the acoustic version of the Japanese rock band Soul Flower Union. Soul Flower Mononoke Summit’s website can be accessed here (scroll down for the English translation). Another website that provides some background on the band can be accessed here.
Soulflower Mononoke Summit is influenced by a type of music called chindon-ya. You can find detailed background information about chindon-ya on this website and a small amount of information here. You can also access information about the ensemble’s main drum, the chindon (which Soul Flower Mononoke Summit uses in their performance), by going to Oxford Music Online, available here, and searching for “chindon.”
Here is some information about the context of this performance (this is important for number 4, above): Soon after a 7.2-magnitude earthquake hit near Kobe, Japan, Soul Flower Mononoke Summit began giving concerts for survivors in the Kobe area, which had been devastated by the earthquake. They kept returning regularly to give concerts in the area, and this video is taken from a concert that took place about one year after the earthquake. Presumably, a good number of people in the audience survived the earthquake. As I state above, I want you to make guesses as to why the music is fitting/appropriate for that context, and what the music might be providing for the people at the performance, and to discuss the reasoning behind your answers.
https://breast.co.jp/soulflower/profile/sfms/

Soul Flower Union / Mononoke Summit

https://medium.com/ignition-int/chindonya-japan-s-distinctive-street-advertising-bba019f1036f
https://bibliolore.org/2020/09/28/chindonya-today/