Final Exam Studying Guide, Non-Listening Portion - Music Appreciation | MUS 1030, Exams of Music Theory and Analysis

Download Final Exam Studying Guide, Non-Listening Portion - Music Appreciation | MUS 1030 and more Exams Music Theory and Analysis in PDF only on Docsity! MUS 1030 Ms. Kloostra Spring 2012 FINAL EXAM Study Guide (non-listening portion) Note: in studying for the final exam, please also refer to these resources: -Powerpoint Notes -American Roots Music Documentary Assignment (Answers) -Past American/Classical Music Quizzes/Tuizzes -American Music Listening Quiz Review (on D2L) -Classical Music Listening Quiz Review (on D2L) American Music: Native American Music 1. Why is Native American often treated more like World Music than American Music? a. Essentially different from any European-based music, both vocally and instrumentally, and also in its functions and aesthetic qualities. b. Traditions, functions, and styles of music different from other American music c. Ignored by most Europeans and Americans 2. Identify Native American music as being mostly functional  Dances and rituals  Good health, successful hunt, victory in war, rain, contact with spirit world  Songs borrowed from other tribes or received in dreams or visions- directly from spirits 3. Identify characteristics of Native American Music 4. Very diverse 5. Music and dance are one 6. Words= a story, prayer, emotion 7. Vocables: words that carry no meaning but are intended only as vocal sounds 8. Melodies have small range 9. Pentatonic mode 10. Short phrases; call and response 11. Singing= earthy, harsh, high-pitched 12. No harmony 4. Define/identify the term vocables words that carry no meaning but are intended only as vocal sounds Religious Music 1.Define/identify the terms: Psalter = collection of psalms Shaped note sing=== head assigned to each syllable Sacred Harp Singing=====  A type of Shape-Note Singing  Sung completely acapella  Only 4 syllabes/shapes  Untrained voices  Rural church communities in the South  Tradition almost died out, but now in revival Singing Schools==  Sessions to teach singing and note-reading  Began to embellish, slow down tunes  1 evening to 3 days = social events  Mostly used shape-note singing 2. Identify the characteristics of Sacred Harp Singing  A type of Shape-Note Singing  Sung completely acapella  Only 4 syllabes/shapes  Untrained voices  Rural church communities in the South  Tradition almost died out, but now in revival 3. Identify the styles of southern gospel, spirituals, and black gospel music.  Southern Gospel== Traveling Quartets promote songbooks  James Vaughan (Lawrenceburg TN)  Stamps-Baxter Company (Dallas TX)  Close harmony  Instrumentation: no instruments or just piano  Doyle Lawson and Quicksilver  The Heavenly Parade Spirituals  Religious song of southern slaves  Texts based on images or stories from Bible  Carter Family  AP Carter was a folklorist and poet  Jimmie Rodgers  Known for blue yodel, and combined blues with early country music Western Swing  Late 1920s  Texas, Oklahoma, California  Bob Wills  Combined Beale Street Blues, Dixieland Jazz, and Texas fiddle music  Acceptable music for radio  Fast, dance music- an addition to the square dance band Cowboys Songs  Late 1920s  Comes from areas in the West  Paints a story/picture of the West (rolling tumbleweeds, dusty land, etc.)  Introduced to the rest of America through Hollywood films  Gene Autry= singer, songwriter, movie star  Discovered/collected by John Lomax Bluegrass  1930s  Appalachia area  Combines fiddle music, western swing, hillbilly, jazz, etc.  Very fast and energetic (breakdowns)  Bill Monroe- “high lonesome sound”  Earl Skruggs- banjo Honky tonk  1920s-30s (and beyond)  Music played in bars (honky-tonks) or juke joints  Meant for people scarred by the depression and WWII. Lyrics about working- class life, lost love, loneliness, alcoholism, and self-pity.  Main instrument in 1930s = piano 2. Review the questions on the “American Roots Music Documentary Assignment” 3. Identify the main characteristics/musical elements of the Blues 4. Identify/define the term improvisation creating in the moment, or on the spot, usually as an emotional response to the music 5. Identify the 3 types of Blues music: Delta Blues  Originated in the Mississippi Delta, or “deep south”  Coming out of African American slave songs and spirituals  Main instruments = slide guitar, harmonica, and sometimes voice only  Unamplified, rhythmic and spoken vocals, drones, moans, “bottleneck” slide techniques, heavy texture Memphis Blues  B.B. King  Given nickname “Beale Street Blues Boy”  His style of singing and guitar playing influenced electric blues guitarists after him  Known as an early R&B artist  Memphis Blues= electric instruments, full rhythm section “Three O’ Clock Blues Chicago Blues  Muddy Waters  “Godfather of the electric Delta Blues”- made the genre popular in Chicago  Reached peak of his career in 1950s  Brought blues to England  “Got My Mojo Workin’”  “You Can’t Lose What You Ain’t Never Had”  Bessie Smith 6. Identify the following blues artists: Leadbelly  Discovered by John and Alan Lomax at the Louisiana State Penitentiary in 1933 B.B. King  Given nickname “Beale Street Blues Boy”  His style of singing and guitar playing influenced electric blues guitarists after him  Known as an early R&B artist  Memphis Blues= electric instruments, full rhythm section  “Three O’ Clock Blues” Muddy Waters  “Godfather of the electric Delta Blues”- made the genre popular in Chicago  Reached peak of his career in 1950s  Brought blues to England  “Got My Mojo Workin’” “You Can’t Lose What You Ain’t Never Had” Jazz 1. Identify ragtime as a forerunner to jazz, and describe/identify some of its musical elements  Used for cakewalk dances in 1890s  Vaudeville dance with couples arm-in-arm  Featured a strutting movement and high kicks  Prize (cake) was awarded to best dancers  Slaves parodied whites’ method of dancing 2. Identify and contrast New Orleans Jazz and Big Band Swing New Orleans Jazz ===  Improvised  Small combo (soloists Big Band Swing ====  Written out  Larger ensembles (sections) 3. Which kind of event did New Orleans jazz develop out of?  Storyville = 38-square-block red-light district  Dance halls, gambling places, brothels  Closed in 1917 (physical/moral well-being of soldiers)  Jazz musicians migrated to other cities 4. List the instruments in the front line and the rhythm section of a New Orleans band  Front line = responsible for playing the melody ▪ 1-2 cornets (trumpets) ▪ 1 clarinet ▪ 1 trombone 5. Define scat singing and collective improvisation  scat singing  Singer sings nonsense syllables instead of words  collective improvisation  Simultaneous improvisation by all members  Each contributes a line of equal importance  Cornet played variations of melody  Clarinet improvised countermelody Trombone improvised below cornet 6. Be able to match the following styles of modern jazz with their corresponding descriptions 7. Explain how the Beatles transformed rock ‘n’ roll into a new rock style of music  Appearance on Ed Sullivan Show- 1964  Sgt. Pepper’s Lonely Hearts Club Band (1967)  Top of the charts  First album in new Rock style ▪ More than just dance music… it’s to be listened to! ▪ Not as much cross-cultural appeal as rock ‘n’ roll ▪ Incorporated new elements ▪ Electronic technology, new instruments (sitar!), flexible forms, visual impact, “boy band,” embodied social/cultural revolutions ▪ Psychedelic Rock- (drugs)  “Lucy in the Sky with Diamonds” 1967 ▪ LSD Banned by BBC 8. Short Answer: Describe several social effects of rock music in America Hip Hop/Rap 1.Describe/identify the ways in which hip hop is a culture, not just a musical genre.  Denotes lifestyle, fashions, and cultural expressions of Bronx, NYC, during mid- 1970s  Like the blues, it grew out of deprivation and poverty (true, grass-roots street culture)  Influence seen and heard in advertising, radio, art, design, TV  By 2000, rap was America’s largest-selling music (70% bought by a white audience) 2. Be able to list/identify the four elements of hip-hop. DJing, MCing or Rapping, Break Dancing, Graffiti 3.Define/identify/match the following: -MCing or rapping  Master of Ceremonies  Spoken rhyme over a rhythmic background  Characterized by manipulation of pre-existing recordings  Ancestral echo of West African tradition (griot)  Roots in Jamaican art form = toasting (U-Roy) -graffiti  Unauthorized writing/drawing on public surface  1st forms were quick signatures of one’s gang  Evolved into large elaborate calligraphy  Now recognized as contemporary visual art -scratching  Use of record turntables as musical instruments  2 turntables and mixer -DJing, = performer who scratches -break dancing  B-boying or B-girling  Competitive acrobatic style of dance  Largely popularized by young Latinos  Headspins  Backspins  Gymnastic style flairs  Pop-locking (West Coast)  Strutting  Moon-walking  Waving 4. Give one historical example of spoken rhyme over a rhythmic background, which aided in the development of MC-ing. 5. Identify the following artists as Old School Hip Hop/Rap artists: -DJ Kool Herc  “Father of Hip-Hop” = Clive Campbell  Jamaican, brought toasting to Queens  Deejays block parties in the Bronx  Couldn’t afford high-priced discos  Played short sections of percussion (‘breaks”) from funk records by James Brown -Afrika Bambaataa  Added eclecticism and technical innovation  Launched the trend of electro  Leader of the Black Spades (gang)  Became Universal Zulu Nation  Decreased youth and gang violence in NY (1980s) Planet Rock = drum machine & synthesizer -Grandmaster Flash  Grew up in Bronx listening to dad’s jazz records  Keen interest in electronics  Adventures of Grandmaster Flash on the wheels of Steel (1981)  Demonstrated montage techniques of a DJ  “The Message” (1982)  Indictment of inner city life  Set a new agenda for rap  From light hearted to realistic -Sugar Hill Gang  Rapper’s Delight by Sugar Hill Gang (1979) “A hip-hop, the hi-be, To the hi-be, The hip-hip-hop, You don’t stop rockin’” Rhythm track from Chic’s “Good Times 6. Identify Rapper’s Delight, by the Sugar Hill Gang, as the first known rap hit to reach the top of the charts in 1979. 8. Be able to describe/identify what was “new” about the New Wave of rap artists, and identify at least one of these artists. o Harder, minimalistic sound  Rhymes characterized by wars of words 1. LL Cool J vs. Kool Moe Dee (hip-hop rivalry) 2. Territorial battles between NY boroughs 3. Rap was changing from party music to a serious vehicle of expression for young blacks 8. Short Answer: Describe what made Hip Hop and Rap music unique- for most artists, what was the driving force behind their music? What effects did/does this kind of music have on society? Classical Music Be able to place the Classical style periods in their correct chronological order: Middle Ages 1 Renaissance 2 Baroque 3 Classical 4 Romantic 5 Modern 6 Postmodern 7 Middle Ages 1. Explain/identify religion/the Roman Catholic church’s role in music in the Middle Ages and Renaissance periods.  Most important musicians were priests  Monks had monopoly on learning  Women could not sing in church  Most evidence/written examples we have of music in the Middle Ages is from that of the Roman Catholic Church.  Secular music was not written down  Almost all vocal music  Dynamics = gradual changes Timbre = piano (1775  Harmony = diatonic (firmly rooted in the key)  Melody  singable, lyrical  symmetrical phrases  Rhythm = regular rhythms and meters  Growth  Large-scale forms  Symphony  Concerto  Opera  Chamber music  Sonata String quartet 2.Name a new instrument from this period.  keyed trumpet that played all 12 tones 3. Identify and compare/contrast the 3 main large genres of music from the Classical Period, and identify one composer of each: Concerto=== Joseph Haydn  Instrumental soloist and orchestra, 3 mvts  Fast  Slow  Fast  Cadenza  Unaccompanied section at end of 1st movement  Displays virtuosic ability of soloist Opera==Mozart  Vocal soloists  Chorus  Orchestra  Acting  Scenery  Costumes Symphony=== Beethoven  Orchestral composition, usually in 4 movements  Lasts between 20 to 45 minutes  Contrast tempo and mood 1. Vigorous, dramatic fast movement 2. Lyrical slow movement; songlike melodies 3. Dancelike movement in moderate tempo 4. Brilliant or heroic fast movement 4. Identify the Classical Period as a time when some composers became successful due to patronage (Haydn was employed by a court/Prince) 5. Be able to compare/contrast opera with oratorio. Opera  Vocal soloists  Chorus  Orchestra  Acting  Scenery  Costumes Oratorio  Vocal soloists  Chorus  Orchestra  No acting  No scenery  No costumes 6. Be able to identify the correct tempo descriptions for the movements of a symphony: 1- fast 2- slow 3- moderate 4- fast 7. Be able to describe/identify the reasons why Beethoven moved from being a Classical Period composer to a Romantic Period composer.  Range of pitch and dynamics  Contrasts of mood  Accents, expanded form 8. Define/identify cadenza, chamber music and sonata Cadenza== Unaccompanied section at end of 1st movement Displays virtuosic ability of soloist Chamber Music== Small group of musicians (1 player to a part) Designed for room, not concert hall Subtle and intimate Sonata== Instrumental composition for 1-2 players  Usually in several movements  Usually an orchestral instrument and a piano Romantic 1. Compare and contrast characteristics of the Classical Period with the Romantic Period Classical  Order, reason, serenity  Views life rationally Romantic  Strangeness, wonder, ecstasy  Views life in terms of personal feelings 2. Identify the elements of Romantic music (SHMRGO) Sound:  Texture = homophonic  Dynamics = extremely wide rangers  Timbre  Bigger orchestra (close to 100)  New instruments: tuba, saxophone Harmony: dissonance (unstable harmony), colorful Melody: long, complex, highly expressive Rhythm: rubato (fluctuation of tempo) Growth = broad, expanded forms 3. Define/identify dissonance, rubato, and nationalism Dissonance== (unstable harmony), colorful Rubato== fluctuation of tempo) Nationalism== Patriotism expressed in music 4.Define/identify/match the genres of art song, character pieces, and ballet. Art Song==  Composition for solo voice and piano  Accompaniment is a partner to the voice  Poetry and music intimately fused Character Pieces==  Equivalent to the song  Short, lyric piano pieces with fanciful titles Ballet==  Composition for orchestra and dancers  Originated as part of opera 5. Know the difference between program music and absolute music.  Program== Music created to depict moods, images, and characters and to tell stories. (All done without text!)  Concert overture  Incidental music to a play  Program symphony (multimovement work)  Symphonic poem (1-movement work)  Absolute== Music created for its own sake, without any extramusical connotations (literary or pictorial meanings).