HISTORY

Level 1

The student acquires and constructs a personal knowledge base consisting of:

  • a global contextual overview of western music history from the renaissance to the 21st century
  • a coherent conceptual framework

Level 2

The student extends and deepens a personal knowledge base by means of:

  • a contextual approach of key topics from the renaissance to the 21st century( building on the global overview of level 1)
  • extending and refining of the conceptual framework (of level 1)

ANALYSIS

Level 1

The ability to recognize, understand and describe the use composers make of:

  • Form means (unity and segmentation)
  • Form principles (psychological (Gestalt) principles
  • Basic form types and procedures 
  • Musical material (parameters)
  • Musical textures 

Complexity: clear , concise musical examples, with minimal or moderate ambiguity, chosen and provided by the teacher.

Level 2

The student demonstrates the (extended) ability to analyze musical works building on level 1 by:

  • delivering a contextualized analysis of form, structure and texture of a musical work

Complexity: musical examples on a larger scale, with possibly moderate or strong ambiguity, chosen and provided by the teacher.

Level 3

The student demonstrates the (extended) ability to analyze musical works building on level 2 by:

  • delivering a contextualized analysis of form, structure and texture of a musical work (or musical works)
  • discussing  the choices made by the composer related to comparable examples of the composer or his colleagues 
  • exploring and evaluating the "how" and "why" of the choices made by the composer

Complexity: musical examples chosen by the student in collaboration with the teacher, no restrictions with regard to complexity, style and idom of the chosen music.


HARMONY

Harmony (aspects of)

Level 1

  • Tonal, functional harmony in simple contexts
  • Chromaticism needed for modulations to closely related keys
  • Typical chromatic chords within a key
  • Ornamental aspects in harmonic (homophonic) textures and their origin (contrapuntal music)

Level 2

  • Tonal, functional harmony in more complex contexts. 
  • Use of extended chromaticism: modulation to (more) remote keys
  • Typical chromatic chords between different keys
  • Enharmonic changes, mediants

Level 3

  • Floating tonality
  • Late romantic chromatic/enharmonic tonality
  • Personal approaches of modalities/tonalities (Debussy, Bartók, Messiaen, Shostakovich)
  • Free atonality
  • Structured atonality: dodecaphony, serialistic approaches
  • Beyond atonality: aleatoric approaches, musique concrète, electronic music
  • Polystylistic (collage) approaches: Schnittke, Maxwell Davies, Piazzolla
  • "NEW" approaches to tonality/modality emerging in the second half of the twentieth century (Messiaen (already before 1950), Pärt, Gubaidulina)

COUNTERPOINT
Counterpoint (aspects of)

Level 1

  • Polyphony and Homophony as a continuum: extremes and in-betweens
  • Two types of counterpoint: modal and harmonic
  • Consonance, dissonance and "tactus" 
  • Principles of Dissonant treatment (two parts/voices)
  • Hamonic background

Level 2

Building on level 1:

  • specific contrapuntal techniques and contrapuntal procedures 
  • cantus firmus techniques
  • working with a c.f. in the context of a choral prelude

Level 3

Building on level 2:

Counterpoint in classic texts:

  • Johann Joseph Fux: from Gradus ad Parnassum
  • Friedrich Wilhelm Marpurg: from Abhandlung von der Fuge
  • Johann Georg Albrechtsberger: from Gründliche Anweisung zur Komposition
  • Giambattista Martini: Esemplare o sia saggio fondamentale prattico di contrappunto fugato

RESEARCH

Level 1

The student demonstrates to be able to:

  • Come up with a researchable topic for personal research (contextual essay)
  • Formulate a focus question and subquestions (research skills)
  • Explore globally the posibilities and available resources for this topic (information skills) by using analog and digital tools and report on this exploration
  • Formulate an improved and definitive focus question and subquestions based on the first exploration of the topic
  • Search for and find relevant and reliable resources needed to answer focus question and subquestions
  • Report on searches and the results
  • Choose good resources and motivate that choice
  • Write a contextual essay conform given specifications avoiding plagiarism

Complexity: descriptive research focusing on "what is", "what are", and "how" questions. Demonstrate the ability to  assimilate information and use that information to write a cohorent contextual essay conform given specifications.

Level 2

The student demonstrates to be able to:

  • Come up with a researchable topic for personal research (contextual essay)
  • Formulate a focus question and subquestions (research skills)
  • Explore globally the posibilities and available resources for this topic (information skills) by using analog and digital tools and report on this exploration
  • Formulate an improved and definitive focus question and subquestions based on the first exploration of the topic
  • Search for and find relevant and reliable resources needed to answer focus question and subquestions
  • Report on searches and the results
  • Choose good resources and motivate that choice
  • Write a contextual essay conform given specifications avoiding plagiarism

(= level 1)

Increased Complexity: musical examples on a larger scale, with possibly moderate or strong ambiguity, research questions digging significantly deeper than level 1. The research has to be more than "just" descriptive; more "how" and "why" questions. Instead of just assimilating information the student constructs knowledge.

Level 3 

The student demonstrates to be able to:

  • Come up with a researchable topic for personal research (contextual essay)
  • Formulate a focus question and subquestions (research skills)
  • Explore globally the posibilities and available resources for this topic (information skills) by using analog and digital tools and report on this exploration
  • Formulate an improved and definitive focus question and subquestions based on the first exploration of the topic
  • Search for and find relevant and reliable resources needed to answer focus question and subquestions
  • Report on searches and the results
  • Choose good resources and motivate that choice
  • Write a contextual essay conform given specifications 

= (level 1 and 2)

Increased Complexity: Research subject and music chosen by the student has no restrictions with regard to complexity, style and idom of the chosen music. Research is digging significantly deeper than level 2 (for example by working with a multidisciplinar approach), and mainly departing from "how" and "why" questions. The student constructs knowledge and demonstrates the ability to do this by reasoning and building on existing research.