Fall 2020 Historical Survey I MUSC 4091-41366 MUSC 4091

James Boldin, D.M.A. | Biedenharn 212 | [email protected] | 318-342-1591

Prerequisites

MUSC 1093: Literature and Appreciation Required Materials

Burkholder, J. Peter, et. al. A History of Western Music, 10th Edition. New York and London: W.W. Norton, 2018. ISBN: 978-0-393-41964-1

Electronic version of book and streaming recordings: https:// IMPORTANT: COVID-19 Procedures wwnorton.com/books/A-History- •If you have any of the following symptoms, do not of-Western-Music/about-the- book/product-details come to class. You will be allowed to make up any missed work, including quizzes and exams. Online study guides and supporting materials: https:// Fever or chills digital.wwnorton.com/hwm10 Cough Shortness of breath or difficulty breathing Handouts and Study Guides: http://moodle.ulm.edu/ Fatigue Muscle or body aches Naxos Music Library: https:// Headache ulm.naxosmusiclibrary.com/ New loss of taste or smell Sore throat Congestion or runny nose Nausea or vomiting Diarrhea •For more information, visit https://www.cdc.gov/ coronavirus/2019-ncov/symptoms-testing/ symptoms.html

1 Fall 2020 Historical Survey I MUSC 4091-41366 •Masks must be worn correctly, covering your nose and Recommended mouth completely, during class. If you do not have a Materials mask, you will be asked to leave and allowed to return when you are wearing one. Burkholder, J. Peter, and Claude V. Palisca. Norton Anthology of • Information on what you are required to do should you Western Music Volume 1: Ancient develop symptoms or test positive for COVID-19 can be to Baroque, 8th Edition. New York and London: W.W. Norton, 2019. found at: ISBN: 978-0-393-65641-1 https://www.ulm.edu/safety/student_positive_test/ Course Objectives index.html and Outcomes

Students will be able to demonstrate knowledge of Course Description the musical characteristics of The first of a two-course sequence covering the major various historical periods in eras of Western music. Topics include discussion of the development of Western major composers, styles, and genres from Classical music, and of prominent Antiquity until approximately 1750 as well as the composers in each period. influence of other cultures on Western music. Composers and their works are situated within a larger cultural and historical context. Emphasis is placed on aural identification and written analysis of representative works from a variety of time periods. A research paper and accompanying assignments form a significant portion of the course grade. Students will be introduced to electronic resources for music research. For music majors, open to others by approval of the Director of VAPA. Prerequisite: MUSC 1093. Offered in Fall Semester. Required course for all music majors, regardless of concentration.

Final Exam Thursday, December 10, 8:00-9:50 AM

Evaluation and Grade Assignments Grading Exam I 15% Exam II 15% Final Exam 15% Research Project 30% Listening Quizzes (average of 3) 15% 2 Fall 2020 Historical Survey I MUSC 4091-41366 Class participation 10%

Grading Scale A=90-100 B=80-89 C=70-79 D=60-69 F=0-59

Undergraduate mid-term grades will be posted on-line for students to view via Banner. Mid-term grades indicate a student’s status at mid-semester only and do not indicate the final performance outcome of a student.)

Course Topics Course topics will include a discussion of musical style from antiquity until 1750, with special emphasis on the primary musical genres and their chronological development within this period.

Instructional Methods and Activities Instructional methods and activities will include lectures, class discussions, and listening assignments.

Exams

Exams will consist of questions drawn from lectures and assigned readings/listening examples. Question formats may include multiple choice, short answer, matching, and essay. Quizzes and listening portions of each exam will require that students be able to identify the composer and work being played (or choose from a list), and then concisely justify their decisions or otherwise explain the significance of the example using appropriate terminology and concepts from the course. Essay questions will prompt students to discuss general concepts or trends using supporting details drawn from the course.

Research Assignment This semester’s research project will focus on creating a concert or recital program based on your concentration

3 Fall 2020 Historical Survey I MUSC 4091-41366 and/or repertoire interests. Your project will consist of three components:

Part 1: A repertoire proposal for some type of concert program The details will depend on your concentration, consistent with the guidelines shown below. It is recommended (but not required) that you choose a program relevant to your concentration. For example, an Instrumental Music Education major might choose to create a program for a middle school or high school band concert. You are encouraged to explore repertoire by historically underrepresented composers.

• Solo/Chamber Recital – Approximately 50-60 minutes of music • Orchestra/Wind Ensemble Concert – Approximately 50-90 minutes of music *Will vary depending on the ability of the group for which you are programming. • Choir Concert – Approximately 50-70 minutes of music *Will vary depending on the ability of the group for which you are programming. • Opera/Cantata/Oratorio/Musical Performance – Will vary depending on the work

Other types of concerts will be considered, but must be approved by the instructor.

Part 2: A properly formatted program and written program notes for the proposed repertoire Program format will vary depending on the repertoire, but your program must follow an established template or style guide available to the public online. (I will include links to several of these on Moodle). Your program notes should be researched, with proper citations and a bibliography of sources. The type of citations you use (Chicago, APA, MLA, etc.) is not critical, as long as it is consistent. The notes should be no fewer than 1000 words and no greater than 1500 words (4-6 pages of double-spaced, 12 point type)

Part 3: Promotional material advertising your concert This can include, but is not limited to: a flyer, brochure, and/or short promo video. Promotional materials should include the date, time, and location of the performance, as well as any other information you deem pertinent.

Your overall grade for the project will be based on the quality of all three components; Program, Program Notes, and Promotional Materials, each weighted equally. Individual rubrics for each component will be made available on Moodle.

Since learning about the process of music research is as important as the final product, you will submit each portion of the project according to the dates listed below. In order to receive a passing grade, all portions of the project must be submitted on time, not just the final version. Although late assignments will be accepted, one (1) letter grade will be deducted from the assignment for each day that it is late, except in the case of late

4 Fall 2020 Historical Survey I MUSC 4091-41366 assignments caused by University excused absences. *See new COVID-19 Procedures above.

Assignment Grade Percentage Due Date

Repertoire Proposal 5% August 28

Preliminary Bibliography 5% September 23

Program Draft 5% October 26

Rough Draft See below November 13 (Program, Program Notes, and Promotional Material) Final Draft See below December 10

Average of Rough Draft 15% December 10 and Final Draft TOTAL 30% of Final Grade

Class Policies and Procedures

Attendance Policy: Attendance is expected at all class meetings except in the case of an excused absence as determined by university policy. Multiple unexcused absences will lower a student's semester grade, and may be the determining factor in borderline grades. Class will begin promptly. Students who arrive more than five minutes late for class will be counted as late arrivals. Three late arrivals will constitute one unexcused absence. *See new COVID-19 Procedures above.

Make-up Policy: In the case of an excused absence which falls on a scheduled exam day, the instructor will make every effort to allow the student to makeup the exam, and the student should notify the instructor as soon as possible concerning any exam conflicts. *See new COVID-19 Procedures above.

5 Fall 2020 Historical Survey I MUSC 4091-41366 Academic Integrity: Faculty and students must observe the ULM published policy on Academic Dishonesty (see the ULM Student Policy Manual -- https://www.ulm.edu/ studentpolicy/

Course Evaluation Policy: At a minimum, students are expected to complete the on-line course evaluation.

Student Services: Information about ULM student services, such as Student Success Center (http://www.ulm.edu/cass/), Counseling Center (http://www.ulm.edu/counselingcenter/), Special Needs (http://www.ulm.edu/counselingcenter/special.htm), and Student Health Services, is available at the following Student Services web site http://www.ulm.edu/ studentaffairs/. Technical assistance is available from the ULM Computing Center, located online at http://www.ulm.edu/computingcenter/

Emergency Procedures: In the event of an emergency that requires evacuation, students will proceed safely and orderly to the designated exits.

Cell Phone Policy: Cell phones should be turned off or set to vibrate only when in academic buildings (including the University Library) and may be used only in restrooms, group study rooms, and offices. Text messaging may be used throughout the Library (with the exception of the classrooms) provided that no audible sound is used to notify the recipients. All people carrying cell phones into a classroom, laboratory, or clinic must turn off and store (e.g., in a backpack, purse, phone holster, or other similar item) their phones prior to entering the room. Cell phones are not allowed on desk or table tops. If there is an extenuating circumstance that requires the cell phone to be on during a class, the student must obtain permission from the instructor prior to the beginning of class and must operate the phone in a silent (vibrate only) mode. Each instructor may further restrict the use of cell phones in class and may determine the consequences for violations of this policy. People who violate this cell phone use policy may be asked to leave the building.

Student Services

The University of Louisiana at Monroe strives to serve students with special needs through compliance with Sections 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act. These laws mandate that postsecondary institutions provide equal access to programs and services for students with disabilities without creating changes to the essential elements of the curriculum. While students with special needs are expected to meet our institution's academic standards, they are given the opportunity to fulfill learner outcomes in alternative ways. Examples of accommodations may include, but are not limited to, testing accommodations (oral

6 Fall 2020 Historical Survey I MUSC 4091-41366 testing, extended time for exams), interpreters, relocation of inaccessible classrooms, permission to audiotape lectures, note-taking assistance, and course substitutions.

Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds, including federal loans and grants. Furthermore, Title IX prohibits sex discrimination to include sexual misconduct, sexual violence, sexual harassment and retaliation. If you encounter unlawful sexual harassment or gender-based discrimination, please contact Student Services at 318-342-5230 or to file a complaint, visit www.ulm.edu/titleix.

Contact Information for ULM Student Services

• Student Success Center: http://www.ulm.edu/cass • Counseling Center http://www.ulm.edu/counselingcenter/ • Special Needs at http://www.ulm.edu/studentaffairs/ • Library http://www.ulm.edu/library • Computing Center Help Desk http://www.ulm.edu/computingcenter/helpdesk

Current policies on serving students with disabilities can be obtained at the ULM website: http://ulm.edu/counselingcenter/ If you need accommodation because of a known or suspected disability, you should contact the director for disabled student services at: • Voice phone: 318-342-5220 • Fax: 318-342-5228 • Walk In: ULM Counseling Center, 1140 University Avenue (this building and room are handicapped accessible).

Mental Wellness on the ULM Campus If you are having any emotional, behavioral, or social problems, and would like to talk with a caring, concerned professional please call one of the following numbers: •The ULM Counseling Center 342-5220 •The Marriage and Family Therapy Clinic 342-9797 •The Community Counseling Center 342-1263

Information Related to COVID-19 • Centers for Disease Control and Prevention • World Health Organization

Health and Safety Requirements (for Face-To-Face and Hybrid Courses)

In order to safeguard the health and safety of students, faculty, and staff during the COVID-19 pandemic, the University has instituted a variety of different protocols in

7 Fall 2020 Historical Survey I MUSC 4091-41366 response to State of Louisiana and University of Louisiana System mandates during the different phases of reopening. All students are expected to be in compliance with these required policies and procedures. This means that students will need to wear face masks, practice social distancing, and follow other requirements inside all campus buildings and while attending classes until such time as State and University authorities no longer mandate them. Students who fail to follow these guidelines could be subject to the Classroom Behavior Policy which can be found at http://catalog.ulm.edu/ content.php?catoid=30&navoid=3599. As we continue to pursue learning during this unprecedented health crisis, please remember that you are being required to do these things to protect others and to show concern for their welfare; you should expect the same consideration in return.

Face masks have been shown to greatly reduce the risk of the transmission of the virus when they are appropriately constructed and worn. All face coverings, whether disposable or reusable, must

• be made with at least two layers of breathable material; • fully cover the nose and mouth and secure under the chin; • fit snugly but comfortably against the side of the face; and • be secured on the face, allowing one to remain hands-free.

For more information about University policies and procedures regarding the COVID-19 pandemic, please visit https://www.ulm.edu/coronavirus/.

Temporary Remote Instruction (for Face-To-Face and Hybrid Courses)

During the semester, class and/or campus operations might be disrupted by an occurrence such as a tornado, fire, or illness outbreak, that temporarily prevents in- person instruction. Until in-person instruction is possible, the class will enter a phase of temporary remote instruction (TRI). During this phase, instruction will take place via virtual means, either synchronously or asynchronously. Your instructor will alert you when this happens via e-mail and will include a description of how the course will proceed.

Technical Requirements During TRI (for Face-To-Face Courses)

During a period of temporary remote instruction, the need for the course to continue in a virtual manner means that you will be required to have appropriate equipment, software, and telecommunication access to allow you to participate. This course will require that you have the following, should we have to go into TRI:

•Broadband internet access

8 Fall 2020 Historical Survey I MUSC 4091-41366 •Access to Desktop or Laptop Computer

Technical Requirements (for Hybrid and Online Courses)

The normal delivery method for this course requires instructional materials and interactions remotely. Because of this, all students will be expected to have the appropriate equipment, software, and telecommunication access. For this course, these are:

•Broadband internet access •Access to Desktop or Laptop Computer

COVID-19 Symptoms and Testing (for Face-To-Face and Hybrid Courses)

The COVID-19 pandemic has disrupted every aspect of daily life. Returning from the nationwide shutdown in the spring of 2020 continues to involve a phased approach within which various protocols and procedures for handling the virus and its rates of infection are established. One aspect of this is testing and contact tracing for those individuals who develop symptoms of COVID-19. Information on what you are required to do should you develop symptoms or test positive for COVID-19 can be found at: https://www.ulm.edu/safety/student_positive_test/index.html

In the event that one or more individuals in a course are diagnosed with COVID-19, contact tracing will be done to determine the potential exposure to other individuals in the class. One potential outcome of this tracing might be a recommendation that the members of the class quarantine for a period of time. If this happens, the course will go into temporary remote instruction during that time period.

If you have special needs that I need to be made aware you should contact me within the first two days of class.

Tips and Suggestions for this Course: The Study Cycle (SupportNet, California State University, Fresno)

Preview Text for 10- 15 minutes (right before or the morning of class)

9 Fall 2020 Historical Survey I MUSC 4091-41366

• Look over sections to be covered in the next lecture. Chapter outlines and other useful resources are available on the Norton website. wwnorton.com/musichistory • Read the introduction, sub-headings, first sentences of each paragraph, words in bold- faced type or definition, diagrams, charts, and conclusion or summary. • If time allows, look over the previous lectures notes while waiting for the class to start.

Listen, Participate & Take Notes (During Lecture) • Document what the professor says in addition to what is on the written on the board or powerpoint. • Leave space in between topics to add information later during review. • Mark unclear concepts or topics so you can review them again later.

Read section covered in lecture (After class within 24 hours) • Read the textbook section (covered in lecture) with you notes open. • Read a small section at a time instead of a large chunk of information. • Ask yourself questions at the beginning of each section and try to answer them while reading through the text and your notes.

Review & Recall (Weekly) • Clarify unclear concepts by consulting the text, professors and other students. • Summarize the main ideas and put them into your own words. • Create flashcards and add diagrams, charts or figures to supplement notes.

Self -Test (Weekly during Review) • Boost memory with mnemonic devices, repetition, etc. • Write and answer practice test questions. • Apply concepts to real-world situations or problem solving.

Prepare for Success • Think realistically and schedule specific study time.

10 Fall 2020 Historical Survey I MUSC 4091-41366 • Study when you're the most alert. • Perform an Exam Autopsy on returned tests.

Bloom's Taxonomy

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. 1

Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate2 Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

1 Text and image obtained from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm (Richard C. Overbaugh and Lynn Schultz, Old Dominion University)

2 Ibid. 11 Fall 2020 Historical Survey I MUSC 4091-41366

Important Dates at a Glance August 28 Project Proposals Due September 2 Listening Quiz 1 September 7 Labor Day Holiday September 18 Exam I September 23 Preliminary Bibliography Due October 2 Listening Quiz 2 October 8-12 Mid-Term Grading October 16 Exam II October 22-23 Fall Break October 26 Program Drafts Due October 27 Last Date to Drop October 30 Listening Quiz 3 November 13 Complete Project Rough Drafts Due November 27 Thanksgiving Break December 10 Exam III December 10 Final Drafts Due

Tentative Course Schedule The instructor reserves the right to adjust the schedule as needed.

Page numbers are for the 10th Edition of A History of Western Music.

Week 1

12 Fall 2020 Historical Survey I MUSC 4091-41366 8/17 Introduction

8/19 Greek and Roman Heritage/Early Christian Reading: HWM pp. 4-27 Listening: Epitaph of Seikilos

8/21 Introduction to Chant/Notation Reading: HWM pp. 28-33 Listening: Gradual: Viderunt omnes from the Mass for Christmas Day

Week 2 8/24 Medieval Theory and Modes Reading: HWM pp. 34-39 Listening: NONE

8/26 The Roman Liturgy Reading: HWM pp. 42-62 Listening: 1) Introit: Puer natus est nobis from the Mass for Christmas Day 2) Kyrie from the Mass for Christmas Day 3) Gloria from the Mass for Christmas Day 4) Gradual: Viderunt omnes 5) Sequence: Victimae paschali laudes 6) Sacred music drama: Ordo virtutum by Hildegard of Bingen

8/28 The Roman Liturgy cont. [PROJECT PROPOSALS DUE] Reading: continued from 8/26 Listening: continued 8/26

Week 3 8/31 Secular and Instrumental Works Reading: HWM pp. 63-79 Listening: 1) Troubadour/Trouvère song: Rondeau, Robins m'aime by Adam de la Halle 2) Estampie: Le quarte estampie royal

9/2 Polyphony and the Notre Dame School [LISTENING QUIZ NO. 1] Reading: HWM pp. 80-95 Listening: 1) Free Organum (with chant sections): Alleluia Justus 2) Organum Duplum: Viderunt omnes by Léonin 3) Organum Quadruplum: Viderunt omnes by Pérotin

9/4 Polyphony and the Notre Dame School, continued Reading: continued from 9/2 Listening: continued from 9/2

Week 4 9/7 Labor Day Holiday

13 Fall 2020 Historical Survey I MUSC 4091-41366

9/9 The Motet Reading: HWM pp. 96-105 Listening: 1) Early Motet: Factum est salutere/Dominus 2) Franconian Style Motet: De ma dame vient/Dieus, comment porroie/Omnes by Adam de la Halle

9/11 Ars Nova/Machaut Reading: HWM pp. 106-121 Listening: 1) Ars Nova Motet: Cum statua/Hugo, Hugo/Magister invidie by Philippe de Vitry 2) Kyrie from La Messe de Nostre Dame by Guillame de Machaut 3) Rondeau: Rose, liz, printemps, verdure by Machaut

Week 5 9/14 Fourteenth Century French and Italian Music Reading: HWM pp. 122-132 Listening: 1) 14th c. Italian Madrigal: Non al suo amante by Jacopo da Bologna 2) 14th c. Italian Ballata: Non avrà ma' pieta by Francesco Landini

9/16 Musica Ficta and Instruments of the Middle Ages/REVIEW FOR EXAM I Reading: HWM pp. 122-132 Listening: NONE--STUDY FOR EXAM

9/18 [EXAM I]

Week 6 9/21 Introduction to the Renaissance Reading: HWM pp. 133-158 Listening: TBA

9/23 English Music and the Burgundian School [PRELIMINARY BIBLIOGRAPHY DUE] Reading: HWM pp. 159-179 Listening: 1) 15th c. English Motet: Quam pulchra es by John Dunstable 2) Ballade: Se la face ay pale by Guillame du Fay 3) Cantus-firmus Mass: Gloria from Missa Se la face ay pale (excerpts) by Guillame du Fay

9/25 Franco-Flemish Composers Reading: HWM pp. 180-203 Listening: 1) Kyrie from Missa prolationum by Jean de Ockeghem 2) Renaissance Motet: Ave Maria…virgo serena by Josquin des Prez

Week 7 9/28 Sacred Music During the Reformation Reading: HWM pp. 229-253

14 Fall 2020 Historical Survey I MUSC 4091-41366 Listening: 1) Full Anthem: Sing Joyfully Unto God by William Byrd

9/30 Counter Reformation Reading: continued from 9/28 Listening: 1) Credo from Pope Marcellus Mass by Giovanni Pierluigi da Palestrina 2) Motet: O Magnum Mysterium by Tomás Luis de Victoria

10/2 The Italian Madrigal [LISTENING QUIZ NO. 2] Reading: HWM pp. 205-227 Listening: 1) Early Renaissance Madrigal: Il Bianco e Dolce Cigno by Jacques Arcadelt 2) Mature Renaissance Madrigal: Da le Belle Contrade D'Oriente by Cipriano de Rore 3) Late Renaissance Madrigal: "Io Parto" e non più Dissi by Carlo Gesualdo

Week 8 [MID-TERM GRADING] 10/5 Other Renaissance Secular Songs Reading: continued from 10/2 Listening: 1) French Chanson: Revecy Venir du Printans by Claude le Jeune 2) English Madrigal: As Vesta was…by Thomas Weelkes 3) Air or Lute Song: Flow my Tears by John Dowland

10/7 Renaissance Instrumental Music Reading: HWM pp. 254-275 Listening: 1) Selections from Danserye by Tielman Susato 2) Keyboard Variations: John come kiss me now by William Byrd 3) Instrumental Canzona: Canzon septimi toni a 8 from Sacrae Symphoniae by Giovanni

10/9 Transition to the Baroque Reading: HWM pp. 276-296 Listening: Late Renaissance Madrigal: Cruda Amarilli by Claudio Monteverdi

Week 9 10/12 The Invention of Opera Reading: HWM pp. 297-316 [NOT ON EXAM II] Listening: Early Baroque Opera: Excerpt from Act II of L'Orfeo by Claudio Monteverdi [NOT ON EXAM II]

10/14 The Invention of Opera cont./REVIEW FOR EXAM II

Reading: NONE-STUDY FOR EXAM Listening: NONE-STUDY FOR EXAM

10/16 [EXAM II]

Week 10 10/19 Chamber Music and Sacred Music in the Early Baroque Reading: HWM pp. 317-338 Listening: 1) Cantata: Lagrime Mie by Barbara Strozzi 2) Oratorio: Historia di Jephte, excerpt, by Giacomo Carissimi

15 Fall 2020 Historical Survey I MUSC 4091-41366 3) Sacred Concerto: Saul, Saul, was verfolgst du mich?, SWV 415 by Heinrich Schütz 4) Toccata No. 3 by Girolamo Frescobaldi

10/21 Chamber Music and Sacred Music in the Early Baroque cont. Reading: continued from 10/19 Listening: continued from 10/19

10/23 FALL BREAK

Week 11 *10/27 Final Day to Drop 10/26 [PROGRAM DRAFTS DUE] The French Baroque Reading: HWM pp. 339-357 Listening: 1) French Opera (Tragédie Lyrique): Armide, excerpts by Jean-Baptiste Lully 2) Keyboard Suite: Suite No. 3 in A Minor, from Pièces de Clavecin, Book I, by Elisabeth-Claude Jacquet de la Guerre Courante I Sarabande Gigue

10/28 England, Spain, Russia and The New World in the Late Seventeenth Century Reading: HWM pp. 358-369 Listening: Opera: Dido and Aeneas, Conclusion by Henry Purcell

10/30 Italy and Germany in the Late Seventeenth Century [LISTENING QUIZ NO. 3] Reading: HWM pp. 370-398 Listening: 1) Trio Sonata, Op. 3, No. 2 by Arcangelo Corelli 2) Organ Prelude: Praeludium in E Major, BuxWV 141 by Dietrich Buxtehude

Week 12 11/2 Italy and Germany in the Late Seventeenth Century, continued Reading: continued from 10/30 Listening: continued from 10/30

11/4 Italy in the Early Eighteenth Century Reading: HWM pp. 399-423 Listening: Concerto for Violin and Orchestra in A Minor, op. 3, No. 6 by Antonio Vivaldi

11/6 France in the Early Eighteenth Century Reading: HWM pp. 399-423 Listening: 1) Keyboard Suite: Vingt-cinquième ordre, 1st movement, La Visionaire by François Couperin 2) Opera: Hippolyte et Aricie, excerpts by Jean-Philippe Rameau

Week 13 11/9 J.S. Bach's Organ Music and Orchestral Music Reading: HWM pp. 424-453

16 Fall 2020 Historical Survey I MUSC 4091-41366 Listening: 1) Prelude and Fugue in A Minor, BWV 543 2) Brandenburg Concerto No. 2, 1st Movement BWV [Score and recording available on Moodle]

11/11 J.S. Bach's Organ Music and Orchestral Music Continued Reading: HWM pp. 424-453 Listening: 1) Prelude and Fugue in A Minor, BWV 543 2) Brandenburg Concerto No. 2, 1st Movement BWV [Score and recording available on Moodle]

11/13 [PROJECT ROUGH DRAFTS DUE]

Week 14 11/16 J.S. Bach's Sacred Music Continued Reading: HWM pp. 424-453 Listening: Cantata: Nun komm, der Heiden Heiland BWV 62, movements 1, 2, 6

11/18 G.F. Handel's Opera Seria Reading: HWM pp. 424-453 Listening: Giulio Cesare, Act II, Scenes 1-2

11/20 G.F. Handel's Opera Seria Continued Reading: HWM pp. 424-453 Listening: Giulio Cesare, Act II, Scenes 1-2

Week 15 11/23 G.F. Handel's Oratorios Reading: HWM pp. 424-453 Listening: Saul, Act II, Scene 10

11/25 Final Exam Review

11/27 [THANKSGIVING BREAK]

Week 16 11/30 Final Project Consultations

12/2 Final Project Consultations

12/4 Final Project Consultations

17 Fall 2020 Historical Survey I MUSC 4091-41366

**12/10 FINAL EXAM FINAL DRAFTS DUE

Final Exam and Final Projects Due: Thursday, December 10 8:00-9:50 AM

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