MUS202 music
appreciation
ANALYSIS PART THREE Interpretation and Paper
Now that you have a general map of
your piece from Part Two, noting some of the nuts and bolts, determine what is distinctive
or what stands out as being meaningful.
Is the piece in 4/4? So
what? That fact might not be worthy of
comment. For every usual or unusual
thing you observe, speculate why that decision was made. Example: the form of the song has no bridge. Why or why not?
If the song was being sung in a
language you don't know, how much of the emotional message would you get? How is that message being delivered (timbre,
register, rhythm, phrasing, etc.)?
Consider the meanings of the
lyrics. Assess the relative importance
to the lyrics to the "identity" or the meaning of the song. Is there text painting?
Finally, consider relationships
between all of the elements, especially looking for contrast, form or text
setting. Is there a dramatic arc to the
song? Does the music somehow extend or
complete the meaning of the text? How is
contrast used within the sections of the song?
For the paper only, you may look
outside of the song for insights. What
does the "text-about-the-piece," the context, contribute in the way of
meaning? Is this song typical of the
artist, or is it unusual? Is the artist
typical of the genre, or is the artist unusual?
How does your knowledge of the performer affect your reception or
interpretation of the song? How much
acting or theater is in the performance?
You may want to consider the question of "agency," or who is
most responsible for the final sound object to which you are listening. Is it the singer, the producer, the composer,
the lyricist, other performers? Does it
matter to you?
Choose the
three points from your phase three analysis that seem the most interesting or
significant to you.
Presentation of your results: your
paper
Present your analysis in a
paper. Begin with an introductory
paragraph that outlines three key points to be made. Present each point with your supporting
evidence. Summarize the key points,
offer supplementary observations about the piece, comment on the experience of
doing this analysis and offer a conclusion.
This should take about 4-6 pages, typed, double-spaced. Attach your Part 2 notes, including the
lyrics, if any.
ANALYSIS PART FOUR Conclusions
& Presentations
Presentation of your results in
class
Choose the ONE most significant
point from your paper and illustrate it in class in a brief presentation, about
10 minutes long. Make sure this main
point is not exclusively about the lyrics, as if this was a poetry analysis
with no connection to MUSIC. Briefly
introduce your song and artist to provide a little bit of context, and then describe your main point and play a
short excerpt of music. Please do not
play the entire song unless it is absolutely necessary for you to make your
point. (This would be the case if you
were talking about form.) Tips for your
presentation. Start with an attention
getter. State and write clearly your
name, artist and song title on the board.
State your main point in a simple sentence. If you are talking about the lyrics, either
project them (you can send me an email or just use a simple text file) or
create a handout (make about 20 copies).
After alerting us to what to listen for (your main point), play your
song or the relevant portion of your song.
Illustrate your point with details and add any addition observations you
might have. Summarize and ask for
questions.
Questions? Ask me, the sooner the better. You are not alone!
GRADING STANDARDS
Paper
A+ = very insightful;
well-written, could be used as an example for all
A = good work, thorough; few
writing errors, no music errors; points clearly made and well-supported;
observations clearly integrated into analytic and interpretive claims
B = good work, thorough; few
writing errors, few music errors; points clearly made and well-supported, but not
quite getting at key analytic issues
C = adequate work, incomplete
analysis; poor writing and organization but central points clear enough if a
reader digs for them, some music errors, not enough musical analysis, too much
focus on lyrics
D = inadequate work, incomplete
analysis; central points not at all clear, many music errors, not enough
musical analysis, too much focus on lyrics only
F = well, 50% is better than a
zero!
Presentation
A+ = a brilliant point succinctly
made with a few supporting secondary observations; clear guidance for what to
listen for in the music; presentation has a strong attention getting start, a
smoothly connected middle, and a strong summary and conclusion
A = main point succinctly made
with a few supporting secondary observations; clear guidance for what to listen
for in the music; clear organization
B = the general drift of a main
point is there, some guidance as to what to listen for in the music, some
conclusion offered
C = some details and observations
offered about the song; no clear main point; unclear suggestions as to what to
listen for in the music
D = a random list of observations,
relevant and irrelevant, about the artists and the song with no clear point or
analysis, and then the song is played
F = the song is played in its
entirety, it is over 6 minutes long, and you did not check with me in advance
Presentation Evaluation Factors
Clarity of main point:
Told us what to listen for:
Correctness of information:
Presentation organization,
planning, and preparation:
Focused, with no extraneous
details?
Appropriate use of the board,
handouts or projections?
PURPOSE OF THIS ASSIGNMENT
The student is to demonstrate the
ability to analyze a musical work of his or her own choice and to present the
analysis in written and oral form. The
analysis should demonstrate the use of basic music terms and higher level
interpretive judgments about the relative significance of factors contributing
to the effect, meaning or impact of a music work.
[REVISED
March 2007]
David
Meckler
Caņada
College