Algemeen
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 the conceptual framework (of level 1)
ANALYSIS
Level 1
The student demonstrates 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)
The student demonstrates his knowledge and understanding of key concepts of the harmonic dimension of western music by:
- making relevant and meaningful observations of music (on the scale of a fragment, a movement or a complete work)
- use these observations for analytical goals
- relating his knowledge and unserstanding to practical aspects of music making (interpretation, evaluation, studying, performing)
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 related to 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
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)
- Harmonic 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
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 have 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.
The described competencies for Contextual Studies were formulated by using the "Opleidingsprofiel 2017" (Netwerk Muziek, september 2017) as a starting point. Details in this document (PDF).
From the 7 competency clusters, 3 are (partly) assessed within the program of Contextual Studies:
1. Ambachtelijk vermogen (Craftmanship): 1.4 and 1.5
4. Vermogen tot onderzoek en ontwikkeling (Ability for research and development): 4.1 up to and including 4.7
5. Communicatief vermogen (Communication abilities): 5.1 and 5.5
These competencies are used within moodle.skole.nl as a competency framework, linked to training material and course material.
Study Guide Description Contextual studies:
The subject comprises the following knowledge domains:
- history (general history, cultural history and history of Western music)
- music analysis (focused on form, structure and texture of music)
- aspects of harmony and counterpoint (the way in which Western music deals with the vertical and linear (pitch) dimension of music)
As the name indicates, this subject is about making connections.
During all lessons you will hear music that will be studied from various perspectives, such as historical, theoretical and analytical. Content will be actively dealt with, for example by listening, singing, playing, recognizing, comparing, putting things into words and carrying out assignments.
The most important objective in year 1 is to build a historical and theoretical framework and a glossary of terms connected to (Western) music. What is important here is learning how to recognize and learning how to work with musical concepts.
Concepts may vary from relatively simple phenomena (such as chords, intervals) to more complex phenomena (such as tonality, musical style, polyphony, modality).
In year 2 and 3 we will be working in a similar way. The reference framework and the glossary of terms you worked on will be extended and there will be further in-depth learning concerning the three knowledge domains. The questions we will work with will shift from what-questions to how- and why-questions. The complexity and the size of the subjects will increase as well.
Contextual studies pays a lot of attention to developing a researching attitude. We do this by working on how to set up research, formulating research questions, making mind-maps, using literature, scientific and academic sources, such as data banks, works of reference, magazines etc. Examples are J-STOR, Oxford Music Online, Oxford Art Online, etc. Aspects of research are treated as well in subjects and themes which are dealt with in class, and during the work on a personal contextual essay (in year 1, 2 and 3) about a subject of the student’s own choosing.
Definitions come from the GROVE Dictionary of Music and Musicians. For full access to the articles use your digital subscription to the National Library of the Netherlands (www.kb.nl).
 6th note example.jpg){kind=link}
 6th note example.jpg){kind=link}
 6th note example.jpg){kind=link}
.png){kind=link}
.png){kind=link}
.png){kind=link}
- U bevindt zich hier:
-
Start
- Algemeen