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Comparing and Contrasting Two Pieces of Classical music Pretend that a fellow cl

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Comparing and Contrasting Two Pieces of Classical music
Pretend that a fellow classmate missed a class in which two pieces of Western classical music were discussed. Being the great colleague that you are, you inform your classmate about the music through comparison and contrast.
Procedure:
As in any compare and contrast essay, students are expected to organize their work into an introduction in which the two items to be compared and contrasted are each defined by their composer, name, title, era, and salient features, followed by a close examination of their respective characteristics. These characteristics are then to be compared with each other, giving both similarities and differences. Finally, the student should write a conclusion in which s/he says something about the significance of these similarities and differences. Students should avoid laundry lists by organizing their ideas into paragraphs and discussing any significance of the similarities and differences. You may choose two pieces we have learned about in our course or choose one or two of you own. If you do pick something outside of class materials, just check with me that the piece falls within the parameters of our course.
Suggestions:
In comparing two pieces of music it is important to point out the obvious features of each piece. Review your vocabulary from the beginning of the semester and ask yourself about each term with regard to both pieces. Here are some possible questions: Is the work an instrumental or a vocal work, or a combination of the two? If vocal, is it an a cappella composition? If there is an accompanying part, what kinds of instruments are playing? If it is unaccompanied, what is the vocal texture—monophonic, polyphonic, homophonic? Are the words intelligible? If not, why not? If it has words, what language is being sung? Is it a secular or a sacred work? What was the probable purpose of the work? What is the tempo of the work? What is the mood of the work? Is it loud or soft, or both? If it has one, where is its climax? Is it lively or serene, rhythmic or without a regular pulse? Do you know the form of the piece? Is the form of the piece clear to the listener or difficult to follow? Does it sound difficult to perform or easy?
Formatting:
Use correct grammar and spelling.
Use a 12-point font with 1” margins, double spaced.
2–3 pages.
this is a list of music we listen in class
A. Anonymous: Dies irae
B. Palestrina: Sicut cervus
C. Weelkes: “As Vesta Was from Latmos Hill Descending”
D. Handel: Excepts from Messiah, “Hallelujah Chorus”
E. Handel: Excepts from Messiah, “Every Valley Shall Be Exalted”
F. Bach: “ Zion Hears the Watchmen Calling”
G. Bach: Toccata and Fugue in D Minor
H. Vivaldi: “ Spring” Concerto, first movement
I. Mozart: Symphony #40, first movement
J. Haydn: Trumpet Concerto, III
K. Mozart: Don Giovanni, excerpt from Act II; start at 2:00
L. Beethoven: Symphony #5 in C minor, I
M. Schubert: “Der Erlkonig”
N. Berlioz, Symphonie Fantastique, V
O. Puccini: Duet from Act 1 from La boheme
P. Debussy: “ Claire de Lune”
Q. Bartok: Concerto for Orchestra, IV
R. Stravinsky: The Rite of Spring, Act I, excerpt; start at 2’30”
S. Copland, Simple Gifts
T. Varese: Poeme Electronique, excerpt

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