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HEURISTIC FOR ANALYZING A TEXT

Your name: Matthew Millet

Title of the text:

Genre:

1.NOTICINGS – What do you notice about the text?

2.ANALYSIS QUESTIONS – List the elements that

3.CONTEXTUAL CONNECTIONS – Who

Describe it in as much detail as possible; use objective,
nonjudgmental descriptors:
All classical instruments such as: Cellos, Violins, Violas,
Clarinets, bassoons, oboes. Includes Voice of males and
females. Very dark and dissonant sounding. There is tension and
then resolution in the music. Dynamic contrast is very large.
Trade off between instruments. For example: clarinet to female
voice to strings. Sections of the text that are calm and spread
out and then strong and powerful with dark chords that all
instruments play in unison, a.k.a. a monophony.

make up the work, and then raise questions about the choices
the artist / author / creator made while developing the text.
Why are there random jolts of loudness and the sudden decays
to softness. What do the huge walls of energy and dynamics
contribute to the overall message of the piece.

created the text? Did one person produce it? a team? an
organization or corporation? What medium is used to
communicate the text’s message?
Amadeus Mozart created this for a Funeral, later believed to be
for his funeral. He uses beautiful melodies with somber cchords
to create a funeral like requiem.

Brainstorm a list of the text’s connections to social, cultural,
and/or historical contexts.
Mozart was writing what he thought would glorify a funeral the
most, and little did he know he would shape how music was
written for the next 300 years with this song. This song has
socially connected people all over the world to show a love
for this piece. Although the Music was written 300 years ago, it
still has many aspects that can be applied to everyday modern
life.

4.TOUCHSTONES – Describe the text’s audience, and

5.INQUIRY-GUIDED “WONDERINGS” –

6.POSSIBLE LINES OF INQUIRY – Begin

then list the rhetorical devices (logical, emotional, and/ or ethical
appeals) the creator of the text employs to enhance the
plausibility of his/her message.

Review the notes in boxes one through four. Circle the ideas or
questions that you find especially compelling. Use this space to
generate more questions or to explore the thoughts in more
detail.

drafting an inquiry question, a generative, open-ended question
that will guide the analysis. Usually, such questions begin with
“how” or “what.”

It’s meant to pull on the emotional heart strings of individuals at a
funeral, someone who lost someone, or just someone who enjoys
powerful, beautiful music.

What was Mozart trying to say about the person the requiem was
about? It was for someone’s funeral, so does he like this person,
or respect them? Did he love this person romantically? Or did he
despise this person and rejoicing at his death.

Questions to ask to help you interpret the meaning of the text:




What ideas might the artist have been trying to convey? To whom? Why? (Touchstones)
What in your own life are you reminded of as you observe this text? (Touchstones)
What does the text mean to you personally? How did the creator of the text reach you with its message? (Touchstones)
What are some of the issues with which the artist was concerned? (Context)
What might the text mean to society as a whole? (Context)