Don T Cry for Me Argentina

Musicals Analysis Task Senior Music: Semester Two Name: ______Due Date: ______School: Aldridge State High School

MUSICOLOGY- Comparative Analysis

Write an analytical essay which compares the work of 2 musical composers. The pieces may be reproduced (covered) or similar musicals or completely different genres. During the task, refer to the original scores as part of your analysis/evaluation. Evidence to support your response should be clearly outlined by identifying musical elements and demonstrating well communicated and substantiated judgments. Your justifications may include how one or both composers targeted; and effectively or ineffectively; conveyed an issue listed below;  the emotion of the scene  The depiction of character/s and, or their personality  The theme to the musical  The Historical relevance or homage to an era.

In responding to this task you should aim to: . Demonstrate higher-order thinking skills such as hypothesising, deconstructing, evaluating, synthesising and justifying . Support your judgements about the relationships of the musical elements to context, genre and style within the two pieces of repertoire with evidence and references to score. . Communicate these judgments clearly, logically and cohesively to suit the format of presentation.

Scores and footage will need to be provided

CONDITIONS:  Refer to the scores/sound sources to support analysis while deconstructing and evaluating each piece.  Use the musical elements to prove the correctness of your stance.  Extended written task approx 800-1200 words. (Year 12)  Extended written task approx. 600-800 words (Year 11)

1 Criterion for Essay

A B C D E l

o The student work has the The student work has the The student work has the The student work has the The student work has the c i

s following characteristics: following characteristics: following characteristics: following characteristics: following characteristics: u M y

g  discerning perception  thorough perception and  perception and  inconsistent perception  little consideration of o and interpretation of interpretation of relevant interpretation of music and interpretation of music elements or relevant music elements music elements and elements and concepts music elements and concepts in repertoire and concepts in concepts in repertoire in repertoire and music concepts in repertoire and music sources repertoire and music and music sources sources and music sources sources

 comprehensive and  in-depth and coherent  analysis and evaluation  simple analysis of music  statements that may discerning analysis and analysis and evaluation of music to determine to identify some relate to music elements evaluation of music to of music to determine the relationships connections between or concepts determine the the relationships between music music elements, relationships between between music elements, concepts and concepts or stylistic music elements, elements, concepts and stylistic characteristics characteristics concepts and stylistic stylistic characteristics characteristics

 discerning synthesis of  effective synthesis of  synthesis of findings,  statements of findings  statements of opinion findings, well-supported findings, valid justification of music with simple justification related to music ideas. justification of music justification of music viewpoints, and of music viewpoints and viewpoints, and viewpoints, and logical communication of music presentation of music convincing communication of music ideas. ideas. communication of music ideas. ideas.

Comments:

2 Task assistance: Artist/song to deconstruct: ______

Musical Elements Duration: • Time signature • Tempo • Rhythmic content • Changes on speed

Dynamics: • Volume of sounds • Changes in volume of sound • Articulation

3 Melody: • Phrases • Musical contour • Ornamentation • Range and register • Tonal or atonal • Matching scale structure ie. Major or minor

Harmony: • Major and or minor chords • Functional harmony ie. Perfect cadences • Dissonance • Tonality – Is there a clear sense of a tonal center? • Modulation • Styles of accompaniment Timbre: • Sound sources – vocal, instrumental, Acoustic, Electronic, computer generated • Character of individual sounds 4 Texture: • Monophonic, polyphonic, homophonic, • Roles of instruments and voices • Sequencing or layering of sounds Structure: • Repetition, • variety, • contrast, • unison • forms such as binary, ternary or verse chorus

General thoughts on how these elements may reflect aspects of the story, message, theme?