Being a good listener is important no matter what path in life you take. One of the best ways to “study” music is by repeated listening. You probably have a favorite book, movie, or song you like to listen to over and over again. When you repeat that activity you are able to pick up on something you might have missed the first time. It is through repeated encounters that we gain familiarity and appreciation.
How to listen
1st time: Actively listen to the piece. Be Still and Be Quiet, No distractions!
2nd time: Listen and follow along with the provided listening guide from the module.
Next: Think about questions in your journal entry from what you have just heard
3rd time: Listen and fill out the entry form below while listening and reflecting.
Rules and Requirements for Journal
1. You will need to fill out 5 separate journal entries from the list below.
(Blank Journal Entry Form)
- Focus Compositions of the Renaissance 5 must be from the Focus compositions or listening guides in this module. 2 pieces must be from the sacred music list and 2 from the secular music list,
Sacred MuicLinks to an external site.
Ave Maria…Virgo Serena, by Josquin des PrezLinks to an external site.
Kyrie from “Missa Papae Marcelli” (Pope Marcellus Mass), by Giovanni Pieruigi da Palestrina Links to an external site.
A Mighty Fortress Is Our God,” by Martin LutherLinks to an external site.
“Sing Joyfully Unto God,” by William ByrdLinks to an external site.Secular Music
“Fair Phyllis” by John Farmer
“As Vesta Was From Latmos Hill Descending,” by Thomas WeelkesLinks to an external site.
“Kemp’s Jig,” Anonymous danceLinks to an external site.
B. Journal Entry: In each Journal entry fill out the following information
Purpose of the piece or what is the piece about:
C. Answer at least 3 of the reflection prompts. Back up your reflection using musical terms and examples. Reflect. Points will be taken off if you just answer the question in a bullet point without explaining or examples of what led you to your answer. This will be at least 3 sentences per prompt.
- What is the main message or mood of this music, based on your listening experience?
- Which music aspects work together to provide the message you heard?
- What changes seem to happen as the music moves forward? In these changes, what things do you notice about the message of the music?
- Do any of the changing music elements add to the emotion you feel in this music or the message, mood, idea, or storyline?
- Does the music remind you of anything? Back up with examples
2. Click
Terms to use
Download Terms to use
for more examples of using terms when reflecting on the music. Also see Modules 1-3 for more terms to use when reflecting on the music.
3. You will have up to 2 attempts and can resubmit. See rubric for grading.
Example: Use for each Journal entry
Composer: Haydn
Composition: String Quartet in D major, Op. 20, no. 4 (I: Allegro di molto)
Time Period: Classical
Genre: string quartet
Purpose of the piece or what is the piece about: (Is there a purpose, was it written for something or about something?):
The string quartet was written for entertainment. It is designed for a small more intimate feel between musicians and the audience.
Reflections: At least 3 full sentences. Use musical terms (See below) and back up your thoughts with details of the music.
**Student reflections examples: Use musical terms (See below) and back up your thoughts with details of the music.
Which music aspects work together to provide the message you heard? (a piece from Middle Ages)
“The a capella in this piece is mostly monophonic, bringing a sense of togetherness and adding an almost angelic sound to the singing. The conjunct melody makes it very easy to listen to making everything flow very smoothly. It is a very pleasing song to listen to that is easy on the ear.”
Does the music remind you of anything? Give examples and links if possible.
This piece reminded me of “Vuelie” by Frode Fjellheim because of the way there are different parts that at times slowly come together to create harmony across all the different voices. The voices then separate into their own parts again until they come into harmony together again. “Vuelie” does feature percussion unlike “Angus Dei” but the usage of the voices I believe can be compared in a number of ways. Both also sound perfect for a church setting.
Terms to use for Listening Journal
Genre/Style: Students should be as specific as possible
1.
What category does this piece best fit into? What genre ? (It may fit more than one.)
2. Genre is a classification system that places different instructional materials into neat categories that help choose what to use and when. (Classical, jazz, Rock, Opera, etc.)
Timbre/Tone Color: Refers to the “what” or “who” in music making
1. What kind of instruments do you hear?
2. What types of voices are there, if any?
3. What type of group or ensemble or orchestra is playing
Melody: Main the theme
1. Is it Stately, ascending lines with leaps, smooth lines?
2. an interesting melody, hard to hear?
3. Who had the melody?
Tempo/Rhythm: The pace of the music
1. How fast is the music moving? Does it change during the piece? (speed up or slow down?)
2. Students can say fast/ slow etc. , but eventually using music terms like Allegro (fast) Moderato (medium) Andante (walking pace) Largo (very slow), Vivace (very fast) would be expected.
Dynamics: The intensity of the volume
1. What is the Dynamics/intensity of the volume /Dynamics (softness/loudness)?
2. Does the intensity ever change? (pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo)
3. Does it change often or infrequently? Does dynamics become softer or louder, or change back and forth? Crescendo / Decrescendo
Tempo/Rhythm: The pace of the music
1. How fast is the music moving? Does it change during the piece? (speed up or slow down?)
2. Can say fast/ slow etc. , but eventually use music terms like Allegro (fast) Moderato (medium) Andante (walking pace) Largo (very slow), Vivace (very fast) would be expected.
Music Vocabulary Words for Listening Journal
Beat – the regular rhythmic pattern of a piece of music or a dance.
Chord – a combination of three or more tones played together at the same time.
Composer – a person who writes a piece of music.
contour – the melody of a piece of music as it turns upward or downward.
duration – the length of time that a note is sounded.
dynamics – an element of music – the loudness or softness of a piece of music (piano, mezzo piano, mezzo forte, forte)
elements – one of the simple, basic parts of something.
form – an element of music – the way the song is put together (AB, ABA, ABC, etc.)
forte – loud
harmony – an element of music – the simultaneous sounds or notes that result in a pleasing musical sound – more than one note played at a time.
measure – a unit of notes and rests in a piece of music, marked by a bar line on either side.
melody – an element of music – the shape, direction, and pitch (high vs. low notes) of a piece of music;
also a tune or a song.
meter – the rhythmic pattern made by grouping together strong and weak beats.
mezzo forte – medium loud
mezzo piano – medium soft
notation – visual symbols for sound such as the treble and bass clefs
Performer- the person/group actually playing/singing the music
piano – soft (the piano is also a musical instrument)
pitch – the measure of how high or low a note, is, relative to other notes; pitch is determined by the frequency of vibrations per second.
range- A measure of the highest and lowest sounds used in a piece of music.
rhythm – an element of music – the meter, time signature, and rhythmic duration in a piece of music;
also the regular beat in music, poetry, or dance. (eighth notes, quarter notes, half notes, dotted-half notes, whole notes)
signature – signs at the beginning of a musical work indicating its key and tempo (key signature and time signature)
style – a particular type of music or dance (examples: blues, rock, pop, folk, spirituals, etc.)
tempo – an element of music – the speed of a piece of music.
timbre – an element of music – the way a particular instrument sounds.
unison – when people say, sing or do something at the same time. One single part in music.
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