1) The first quiz will focus on chapters 1-10 of the textbook, emphasizing the main musical elements described and key vocabulary terms at the beginning of each chapter.
2) Students should continue refining their listening skills to identify the musical elements and categories discussed in class, such as being able to specifically identify or choose between alternatives for what is being asked about in listening examples.
3) Important listening examples for the quiz are listed from the textbook CDs, and students should review their notes for topics discussed in class but not covered in detail in the early chapters of the text, such as influences from Antiquity and figures like Guido d’Arezzo and Charles Ives.
1) The first quiz will focus on chapters 1-10 of the textbook, emphasizing the main musical elements described and key vocabulary terms at the beginning of each chapter.
2) Students should continue refining their listening skills to identify the musical elements and categories discussed in class, such as being able to specifically identify or choose between alternatives for what is being asked about in listening examples.
3) Important listening examples for the quiz are listed from the textbook CDs, and students should review their notes for topics discussed in class but not covered in detail in the early chapters of the text, such as influences from Antiquity and figures like Guido d’Arezzo and Charles Ives.
1) The first quiz will focus on chapters 1-10 of the textbook, emphasizing the main musical elements described and key vocabulary terms at the beginning of each chapter.
2) Students should continue refining their listening skills to identify the musical elements and categories discussed in class, such as being able to specifically identify or choose between alternatives for what is being asked about in listening examples.
3) Important listening examples for the quiz are listed from the textbook CDs, and students should review their notes for topics discussed in class but not covered in detail in the early chapters of the text, such as influences from Antiquity and figures like Guido d’Arezzo and Charles Ives.
1) Please confine your reviews to Chapters 1-10, with an emphasis on the main elements of the musical art(s) described in the text and the key point vocabularies at the beginning of each chapter. 2) The subcategories for each of these (and their corresponding vocabularies) will be important, of course, throughout the remainder of the semester. 3) Continue to refine your listening skills concerning (above) numbers 1 & 2, with the aim of being able to identify as clearly as possible what the listening examples presented to you will ask for (again, especially with regard to our musical elements and categories that we have emphasized in class). In some cases we may ask for specific identification, in others you may rather have to choose between alternatives. The short questions at the ends of each chapter and those following specific examples are helpful. 4) Important listening examples: CD1, Cut #s1,6, 51 / CD2, Cut #s 1, 9, 45 / CD3 # 9 / CD4, Cut #s 35, 56, plus others demonstrated/discussed in class. 5) Review your notes, since there are a number of topics that we discussed in class not covered in detail early on in the text (i.e., influences descending from Antiquity, later figures such as Guido dArezzo, Hildegard, Scott Joplin, Charles Ives, etc. )