Musical Theory and Analysis - 1300 to 1600 - 2nd semester
Code
711021073
Academic unit
Faculdade de Ciências Sociais e Humanas
Department
Ciências Musicais
Credits
6
Teacher in charge
Manuel Pedro Ferreira
Weekly hours
4
Teaching language
Portuguese
Objectives
The student should:
a) gain a knowledge of the principal aspects of the theory of music of this period.
b) be capable of appreciating the compositional techniques of this period and the questions that they raise.
c) be able to cite a selection of musical works that illustrate these theories and compositional practices.
Prerequisites
None.
Subject matter
Polyphonic music of the 14th to 16th centuries: the importance of the works context and purpose; theoretical and practical paradigms; construction and structure of the work: rhythmic, melodic and harmonic considerations (especially what constitutes a dissonance and how dissonances are treated).
Bibliography
Atlas, A. (Ed.) (1998). Anthology of renaissance music. New York: Norton.
Atlas, A. (1998). Renaissance music. New York: Norton.
Hoppin, R. (1978). Medieval Music. New York: Norton (trad. espanhola: Hoppin, R. (2000), La música medieval. Madrid: Akal).
Hoppin, R. (Ed.) (1978). Anthology of medieval music. New York: Norton.
Leech-Wilkinson, D. (1990). Machaut´s Mass: an introduction. Oxford: Oxford University Press.
Reese, G. (1954). Music in the renaissance. New York: Edward J. Dent.
Taruskin, R. (2010). Music from the earliest notations to the sixteenth century (Oxford History of Western Music, vol. I). Oxford: Oxford University Press.
Teaching method
Theoretical and practical subject (50%/50%). The semester is divided into 2 phases (cycles): the first (principles of analysis) is, in turn, divided into two - expositive classes on ´hard´ theory (8 hours) and on compositional practices (16 hours), followed by a test, which assesses the knowledged acquired in this phase, and a first reflective report; the second phase (practical analysis) is devoted to analysis and discussion of a range of works: vocal and instrumental, sacred and secular, from the 300 years covered by this subject, terminating with another test, which assesses the ability to analyse a specific work (typically a sacred or secular vocal work), and a final reflective report. As well as reflection on the subject itself (assessment and self-assessment), the reports enable the student to inform the teacher about concerns and suggestions.
Evaluation method
Each test has the weighting of 40% of the assessment; the remaining 20% is awarded to the reports and participation in class.