Module WXM-2207:
Understanding tonality

Module Facts

Run by School of Music, Drama and Performance

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr John Cunningham

Overall aims and purpose

This module seeks to build on the skills developed in WXM/WXC 1004/1008. It covers a range of music and styles from the late 16th century to the early 19th. At each stage stylistic norms are identified through analysis; these concepts are also demonstrated through structured replication according to sets of criteria.

Course content

This module builds on and develops the basic analytical and (pastiche) compositional skills acquired in WXM/WXC 1004/1008. It will explore in detail a variety of vocal and instrumental music, and compositional practices and techniques from the late sixteenth to the early nineteenth centuries, with a particular focus on music of the classical era; students will be introduced to a range of music from analytical and compositional perspectives. The module will focus on particular genres (such as piano sonata, string quartet) and forms (such as sonata- form exposition, rondo). It will also introduce students to advanced chromaticism and modulation in a range of contexts; these aspects will also be discussed in relation to historical development.

Assessment Criteria

threshold

D- to D+ Work which demonstrates a limited knowledge and technical command of the subject, with a restricted ability at musical thought, little evidence of a musical approach, but nevertheless expressed in an understandable way.

good

B- to B+ Work which shows a strong grasp of the subject, both intellectually and technically, with good conceptual thought, evidence of musical and intellectual acumen, expressed clearly in either music notation or, when required, in prose.

excellent

A- to A** Work which demonstrates a thorough grasp of the subject, both musically and intellectually, with evidence of further study and deeper conceptual thought, some originality of musical approach, expressed in a convincing and notationally flawless manner.

C- to C+

C- to C+ Work which shows a competent grasp of the subject, both intellectually and technically, with basic conceptual thought, evidence of musical and intellectual acumen, intelligibly expressed in either music notation or, when required, in prose.

Learning outcomes

  1. On successful completion of the module, students will be able to analyse specific musical works, or sections thereof, composed c.1550–1830, using appropriate techniques / methodologies as taught on the module (e.g. tonal counterpoint, prolongation and cadence, figured roman notation, formal functions, reduction)

  2. On successful completion of the module, students will be able to demonstrate skills in ‘pastiche’ composition (i.e. a practical application of the analytical principles taught on the module, within the grammar of a particular style/period, c.1550–1830)

  3. On successful completion of the module, students will be able to apply appropriate analytical methodologies to unfamiliar pieces of music

  4. On successful completion of the module, students will be able to identify and / or use chromaticism (linear and functional) in an appropriate context (analysis and / or ‘pastiche’ composition)

Assessment Methods

Type Name Description Weight
Written assignment, including essay Main assignment

Please note that while the assessments are of the same type for years 2 and 3 they are in different questions for both years. The types of questions are similar in both assessments allowing you to incorporate feedback from unassessed coursework as well as from the Coursework into the Main Assignment.

Main Assignment: this typically comprises two elements: (1) an analysis of a piece from the classical repertoire, with slurs and figured roman numerals; (2) analysis in practice: developing a two-bar basic idea into a complete structure or part thereof (e.g. exposition of sonata form), using techniques of expansion from chordal reductions. Due Tuesday, Week 13, by noon.

 60.00
COURSEWORK Coursework

Please note that while the assessments are of the same type for years 2 and 3 they are in different questions for both years. The types of questions are similar in both assessments allowing you to incorporate feedback from unassessed coursework as well as from the Coursework into the Main Assignment.

Coursework: this typically comprises two elements: (1) an analysis of a piece from the classical repertoire, with slurs and figured roman numerals; (2) analysis in practice: developing a two-bar basic idea into one or more complete thematic units (i.e. a theme or subordinate theme etc.), using techniques of expansion from chordal reductions. Due Thursday, Week 8, by noon.

 40.00

Teaching and Learning Strategy

Hours
Seminar

Two seminar hours each week of term (typically with a gap between the two seminars, rather than a two-hour class).

 22
Private study

You are expected to listen to examples and do reading etc. in advance of classes. This time also includes time spent working on assignments.

 145
Study group

You are expected to work (unsupervised) with other students in the group, meeting for up to one hour each week to work on unassessed tasks. Each week students should take turns in leading the discussion, thus allowing you to build your leadership skills as well as skills of working in a team.

 11
Lecture

One 2-hour lecture each week of term.

 22

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Numeracy - Proficiency in using numbers at appropriate levels of accuracy
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Musicianship skills – recognition, classification, contextualisation, reconstruction, exploration
  • Intellectual skills specific to Music – contextual knowledge, cultural awareness, critical understanding, repertoire knowledge, curiosity, analytical demonstration
  • Intellectual skills shared with other disciplines – research and exploration, reasoning and logic, understanding, critical judgement, assimilation and application
  • Skills of communication and interaction – oral and written communication, public presentation, team-working and collaboration, awareness of professional protocols, sensitivity, ICT skills, etc.
  • Skills of personal management – self-motivation, self-critical awareness, independence, entrepreneurship and employment skills, time management and reliability, organisation, etc.
  • Enhanced powers of imagination and creativity (4.17)

Resources

Resource implications for students

None. Students will be provided with a bound book of course notes (written by the tutor) at the start of the module; this is to supplement the lectures.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/wxm-2207.html

Reading list

Talis

Pre- and Co-requisite Modules

Courses including this module

Optional in courses: