Music 1550 -1850
Run by School of Music, Drama and Performance
20 Credits or 10 ECTS Credits
Organiser: Dr John Cunningham
Overall aims and purpose
This module develops students' musicological skills through the study of music composed between 1550 and 1850, complemented by a series of workshops on advanced study skills.
The module surveys selected works in a range of genres from the late Renaissance to the break-up of imperial Europe in the nineteenth century. Changes and developments in musical style will be set in their historical, cultural, social, geographical and aesthetic contexts. In addition, students undertake deeper study of two works from the period, exploring them analytically as musical texts, and probing the circumstances in which they were composed.
Indicative lecture topics include: - Palestrina and the golden age of polyphony - The madrigal - Music in Elizabethan Britain - The invention of opera - The rise of instrumental music in the 17th century - The Baroque concerto - Music in Restoration Britain - Women, music and the Baroque - Bach - Baroque opera - Baroque oratorio - The hegemony of sonata form - String quartet and symphony - The classical concerto - Beethoven - Schubert and the Lied - Fanny and Felix Mendelssohn - Virtuosity: Paganini, Liszt and Chopin - Verdi
Indicative set texts for deeper study in seminars include: - Monteverdi: 1610 Vespers - Mozart: Don Giovanni
B– to B: Work which demonstrates a good grasp of the subject, with strong conceptual and critical thinking, expressed engagingly.
A– to A**: Work which demonstrates a thorough grasp of the subject, with evidence of originality in conceptual and critical thinking, expressed convincingly.
C- to C+
C– to C+: Work which demonstrates a competent grasp of the subject, with adequate conceptual and critical thinking, expressed understandably.
D– to D+: Work which demonstrates an adequate knowledge of the subject, with limited ability at conceptual and critical thinking, expressed intelligibly.
On completion of the module, the student should be able to demonstrate a knowledge of the historical and cultural circumstances in which music was composed and performed between 1550 and 1850.
On completion of the module, the student should be able to analyse music from scores and performances.
On completion of the module, the student should be able to research topics in music history independently.
On completion of the module, the student should be able to demonstrate a knowledge of specific works, styles, genres and musical features in repertoire composed between 1550 and 1850.
On completion of the module, the student should be able to communicate ideas effectively.
On completion of the module, the student should be able to identify specified repertoire aurally.
|ESSAY||Essay 1 (short)||
A short essay on a set topic, relating to music studied in the first half of the module.
A short essay on a set topic, relating to music studied across the entire module.
|CLASS PARTICIPATION||Seminar participation||
Individual contribution to discussion and tasks set in seminars.
|CLASS TEST||Repertoire test 1||
Repertoire test, testing aural skills and ability to identify by ear music studied in the first half of the module.
|CLASS TEST||Repertoire test 2||
Repertoire test, testing aural skills and ability to identify by ear music studied in the second half of the module.
Teaching and Learning Strategy
22 lectures, 2 per week, 1 hour each.
6 seminars, held fortnightly, 1 hour each.
5 study skills workshops, held fortnightly, 1 hour each, addressing both subject-specific and key skills.
Preparatory listening for lectures, preparatory reading and listening for seminars, research for essays.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- 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
- Information retrieval - Able to access different and multiple sources of information
- 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.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- 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.
Resource implications for students
There are no resource implications for students.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/wxm-1301.html
A reading list has been provided on Talis.
Courses including this module
Compulsory in courses:
- W3P3: BA Astudiaethau'r Cyfr & Cherdd year 1 (BA/ACC)
- WW93: BA Creative Studies and Music year 1 (BA/CSTMUS)
- 32N6: BA English Literature and Music year 1 (BA/ELM)
- VW23: BA Hanes Cymru a Cherddoriaeth year 1 (BA/HCAC)
- VW13: BA History and Music year 1 (BA/HMU)
- W3H6: BA Music and Electronic Engineering year 1 (BA/MEE)
- WV33: Music & Hist & Welsh Hist (IE) year 1 (BA/MHIE)
- W303: BA Music (with International Experience) year 1 (BA/MIE)
- PW33: BA Media Studies and Music year 1 (BA/MSMUS)
- RW13: BA Music/French year 1 (BA/MUFR)
- WR32: BA Music/German year 1 (BA/MUGE)
- WR33: BA Music/Italian year 1 (BA/MUIT)
- W300: BA Music year 1 (BA/MUS)
- WW38: BA Music and Creative Writing year 1 (BA/MUSCW)
- WW36: BA Music and Film Studies year 1 (BA/MUSFS)
- W305: BA Music with Game Design year 1 (BA/MUSGD)
- W3P5: BA Music with Journalism year 1 (BA/MUSJ)
- WR34: BA Music/Spanish year 1 (BA/MUSP)
- W3W4: BA Music with Theatre & Performance year 1 (BA/MUSTP)
- VVW3: BA Philosophy and Religion and Music year 1 (BA/PRM)
- VW2H: BA Welsh History and Music year 1 (BA/WHMU)
- QW53: BA Cymraeg/Music year 1 (BA/WMU)
- W304: BMus Music (with International Experience) year 1 (BMUS/MIE)
- W302: BMUS Music year 1 (BMUS/MUS)
- H6W3: BSc Electronic Engineering and Music year 1 (BSC/EEM)
Optional in courses:
- T103: BA Chinese and Creative Studies year 1 (BA/CHCS)
- WPQ0: BA Creative Studies year 1 (BA/CST)
- WPQB: BA Creative Studies (4 year with Incorporated Foundation) year 1 (BA/CST1)
- WQ93: BA Creative Stds & English Lang. year 1 (BA/CSTEL)
- WR91: BA French and Creative Studies year 1 (BA/CSTFR)
- WR92: BA German and Creative Studies year 1 (BA/CSTG)
- WR93: BA Italian and Creative Studies year 1 (BA/CSTITAL)
- WR94: BA Spanish & Creative Studies year 1 (BA/CSTSP)