Notation and Editing, post c.1600
Rhedir gan School of Arts, Culture and Language
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Dr John Cunningham
- to advance the student's knowledge and understanding historical systems used for the notation of music
- to provide the students with an understanding of different types of sources and the skill to judge their validity and reliability
- to understand the pragmatic and conceptual differences between original notation of different periods and functions and a modern performing score
- to enable them to effect a translation from one into the other
- to provide them with the practical skill of using music notation software to prepare such scores
Students taking the course will transcribe and edit a variety of music, some vocal and some instrumental from the 17th to the 19th centuries, from reproductions of original sources. Some sources will be in score and others in parts; some will be manuscript and some printed. Certain pieces of work will involve a single source; others will require the collation and appraisal of more than one source, with variant readings tabulated and conclusions drawn about the relationship of the sources.
The module is designed to give students a comprehensive introduction to the fundamental principles of editorial musicology. ‘Editing’ covers techniques and approaches of critical editing and philology, which will enable you to produce a scholarly edition with all the standard ingredients. Case studies for this part of the module are taken mainly from the so-called ‘common practice era’. The ‘notation’ aspect will cover aspects such as tablature and coloration. Additional tutorials in using Sibelius will be provided if required.
Please note: this module only deals with repertoire from after c.1600. It will cover instrumental and vocal music.
C- i C+
C- to C+ Work which displays fair knowledge of the subject, with some ability at conceptual thought (albeit inconsistent or otherwise flawed), and a general awareness of issues, with evidence of a generally intellectual approach, with good expression
Work which displays basic, restricted knowledge of the subject, with simple ability at conceptual thought, and a limited awareness of issues, but has some evidence of a generally intellectual approach, with fair expression
Work which displays a thorough grasp of the subject, with evidence of further study, deeper thought, originality of approach and excellent written skills.
The work should display a sound grasp of the subject, a good level of conceptual thought, awareness of the main issues, with evidence of intellectual acumen and good expression.
On successful completion of the module, students will be able to prepare a comprehensive critical commentary, editorial principles, source description and introduction appropriate to a modern scholarly edition
On successful completion of the module, students will be able to demonstrate through description a detailed understanding of the main different types of musical sources created between the 17th and mid-19th centuries
On successful completion of the module, students will be able to identify and apply appropriate editorial methodologies and their conventions to specific situations
On successful completion of the module, students will be able to apply in advanced critical thinking and enquiry to solving unfamiliar editorial and philological challenges
On successful completion of the module, students will be able to identify errors and variants within a given piece of music and apply methodologies to resolve them
|Written assignment, including essay||Main assignment||
Main assignment (due Monday of Week 13) Task 1: You will be asked to identify errors (typically 4 or 5) in a given extract (usually 10–20 bars) and suggest editorial interventions that would correct them. Task 2: You will be given at least two sources for a short piece or an extract from a longer work (approx. 20 bars).Your task will involve the following main components: (1) identify a copy-text; (2) provide an accurate transcription; (3) compare all sources for variants, which are then to be listed in a given format (Critical Commentary); (4) provide a brief description of the sources and comment on their relationships.
|GWAITH CWRS||Coursework 1||
Coursework 1 (due Thursday of Week 5) 1. Transcription: You will be given a source for a short piece or one or more extracts from a longer work (approx. 20 bars). Your task will involve the following components: (1) provide an accurate transcription, modernising as appropriate; (2) outline your editorial conventions; (3) provide a brief but detailed description of the source(s), based on given criteria. 2. Proofreading: You will also be given a short transcription and the source from which it was transcribed: you will be asked to judge its accuracy.
|GWAITH CWRS||Coursework 2||
Coursework 2 (due Thursday of Week 9) Task 1: You will be asked to identify errors (typically 4 or 5) in a given extract (usually 10–15 bars) and suggest editorial interventions that would correct them. Task 2: You will be given at least two sources for a short piece or an extract from a longer work (approx. 20 bars). Your task will involve the following main components: (1) identify a copy-text; (2) provide an accurate transcription; (3) compare all sources for variants, which are then to be listed in a given format (Critical Commentary); (4) provide a brief description of the sources and comment on their relationships.
Strategaeth addysgu a dysgu
Two, one-hour seminars each week for eleven weeks.
One, two-hour lecture each week for eleven weeks.
Each week you will be given tasks to complete ahead of the seminars. There will also be reading preparation ahead of the lectures. It is essential to complete the unassessed tasks each week, as they are preparation for the assessed components.
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- Musicianship skills – recognition, classification, contextualisation, reconstruction, exploration
- Intellectual skills specific to Music – contextual knowledge, cultural awareness, critical understanding, repertoire knowledge, curiosity, analytical demonstration
- Technological skills – digital capture, digital expression, digital innovation
- 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)
Goblygiadau o ran adnoddau ar gyfer myfyrwyr
None. A course textbook will be provided.
Rhestrau Darllen Bangor (Talis)http://readinglists.bangor.ac.uk/modules/wxm-3205.html
Rhagofynion a Chydofynion
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