Music
need help with music draft answer
2 years ago 20
TheDanceoftheHoursbyAmilcarePonchielliisfromtheRomanticperiod.docx
MilestoneTwoGuidelinesandRubric.html1.zip
TheDanceoftheHoursbyAmilcarePonchielliisfromtheRomanticperiod.docx
The Dance of the Hours by Amilcare Ponchielli is from the Romantic period.
The Dance of the Hours is a short ballet and is the act 3 finale of the opera La Gioconda composed by Amilcare Ponchielli. It became even more widely known after its inclusion in the 1940 Walt Disney animated film Fantasia where it is depicted as a comic ballet featuring ostriches, hippopotamuses, elephants and alligators.
When listening to this piece its starts out really light and soft and then burst into the orchestra party. Bring a lot of energy to the piece of music. You can tell that this ballet went get with the screen for the movie to show a lot action.
MilestoneTwoGuidelinesandRubric.html1.zip
Milestone Two Guidelines and Rubric.html
MUS 223 Milestone Two Guidelines and Rubric
Musical Interpretation
For Milestone Two, you will submit your musical interpretation. Begin your interpretation of the work by discussing your thoughts on the work and the musical elements that created the impressions you received from the music. Some musical analysis is necessary. For instance, you will identify which musical instruments are used, dynamics, tempo, form, and so on, as discussed in Module One. This assignment should be at least two pages long.
Specifically the following critical elements must be addressed:
- Musical Interpretation: As you listen to the work, pay attention to the different musical elements and how they work together to create the work. As you listen, does the music create any images or stories in your mind or remind you of anything? Does it create any feelings or emotions in you?
- Identify each of the musical elements of the composition. Explain how each musical element is used and why they are important (e.g., the work of art’s dynamics, rhythm, tempo, form, etc.).
- Analyze how the musical elements were employed in the work to create specific impressions. Did the elements change in different sections of the work? Was the melody more important in one section and the tempo or rhythm in another? Were different elements used to create different ideas, thoughts, feelings, emotions, or pictures in your mind?
- Summarize a personal interpretation of the music. What about the piece first attracted you to it? The melody, rhythm, harmony, or something else? How did the chosen piece’s musical elements personally affect you? Is there a mood or emotion evoked by the work? Did it create a story or any images in your mind, or was it just enjoyable to listen to? Did you have different thoughts and/or feelings in different sections of the musical work? Does the emotion, feeling, or picture change as you listen to the entire work, or is it similar throughout? Have you heard the piece in the past, and if so, in what context?
What to Submit
Milestone Two should follow these formatting guidelines: Use of Part 1 of Connect for musical elements and terminology, 2 pages minimum, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA style.
Milestone Two Rubric
| Criteria | Proficient (100%) | Needs Improvement (75%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Musical Interpretation: Musical Elements of Composition | Identifies the musical elements of compositions (e.g., the work of art’s dynamics, rhythm, tempo, form, etc.) and provides an explanation of how each element is used and their importance, using specific examples | Identifies the musical elements of compositions (e.g., the work of art’s dynamics, rhythm, tempo, form, etc.); explains how the elements are used and their importance, but does not provide specific examples | Does not identify the musical elements of compositions | 25 |
| Musical Interpretation: How Musical Elements Are Employed to Create Impressions | Analyzes how the musical elements were employed in the work to create different impressions and provides reasons as to why they created these impressions | Analyzes how the musical elements were employed in the work to create different impressions, but does not provide reasons as to why | Does not include the impressions created | 25 |
| Musical Interpretation: Personal Interpretation | Provides a personal summary and interpretation of the music and the music’s effect, using specific examples and referencing specific musical elements | Provides a personal summary and an interpretation of the music and the music’s effects, but does not provide specific examples or reference specific musical elements | Does not provide either a personal summary or an interpretation | 25 |
| Articulation of Response | Submission has no major errors related to citations, grammar, spelling, syntax, or organization | Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas | Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas | 25 |
| Total: | 100% |
TheDanceoftheHoursbyAmilcarePonchielliisfromtheRomanticperiod.docx
The Dance of the Hours by Amilcare Ponchielli is from the Romantic period.
The Dance of the Hours is a short ballet and is the act 3 finale of the opera La Gioconda composed by Amilcare Ponchielli. It became even more widely known after its inclusion in the 1940 Walt Disney animated film Fantasia where it is depicted as a comic ballet featuring ostriches, hippopotamuses, elephants and alligators.
When listening to this piece its starts out really light and soft and then burst into the orchestra party. Bring a lot of energy to the piece of music. You can tell that this ballet went get with the screen for the movie to show a lot action.
MilestoneTwoGuidelinesandRubric.html1.zip
Milestone Two Guidelines and Rubric.html
MUS 223 Milestone Two Guidelines and Rubric
Musical Interpretation
For Milestone Two, you will submit your musical interpretation. Begin your interpretation of the work by discussing your thoughts on the work and the musical elements that created the impressions you received from the music. Some musical analysis is necessary. For instance, you will identify which musical instruments are used, dynamics, tempo, form, and so on, as discussed in Module One. This assignment should be at least two pages long.
Specifically the following critical elements must be addressed:
- Musical Interpretation: As you listen to the work, pay attention to the different musical elements and how they work together to create the work. As you listen, does the music create any images or stories in your mind or remind you of anything? Does it create any feelings or emotions in you?
- Identify each of the musical elements of the composition. Explain how each musical element is used and why they are important (e.g., the work of art’s dynamics, rhythm, tempo, form, etc.).
- Analyze how the musical elements were employed in the work to create specific impressions. Did the elements change in different sections of the work? Was the melody more important in one section and the tempo or rhythm in another? Were different elements used to create different ideas, thoughts, feelings, emotions, or pictures in your mind?
- Summarize a personal interpretation of the music. What about the piece first attracted you to it? The melody, rhythm, harmony, or something else? How did the chosen piece’s musical elements personally affect you? Is there a mood or emotion evoked by the work? Did it create a story or any images in your mind, or was it just enjoyable to listen to? Did you have different thoughts and/or feelings in different sections of the musical work? Does the emotion, feeling, or picture change as you listen to the entire work, or is it similar throughout? Have you heard the piece in the past, and if so, in what context?
What to Submit
Milestone Two should follow these formatting guidelines: Use of Part 1 of Connect for musical elements and terminology, 2 pages minimum, double spacing, 12-point Times New Roman font, one-inch margins, and citations in APA style.
Milestone Two Rubric
| Criteria | Proficient (100%) | Needs Improvement (75%) | Not Evident (0%) | Value |
|---|---|---|---|---|
| Musical Interpretation: Musical Elements of Composition | Identifies the musical elements of compositions (e.g., the work of art’s dynamics, rhythm, tempo, form, etc.) and provides an explanation of how each element is used and their importance, using specific examples | Identifies the musical elements of compositions (e.g., the work of art’s dynamics, rhythm, tempo, form, etc.); explains how the elements are used and their importance, but does not provide specific examples | Does not identify the musical elements of compositions | 25 |
| Musical Interpretation: How Musical Elements Are Employed to Create Impressions | Analyzes how the musical elements were employed in the work to create different impressions and provides reasons as to why they created these impressions | Analyzes how the musical elements were employed in the work to create different impressions, but does not provide reasons as to why | Does not include the impressions created | 25 |
| Musical Interpretation: Personal Interpretation | Provides a personal summary and interpretation of the music and the music’s effect, using specific examples and referencing specific musical elements | Provides a personal summary and an interpretation of the music and the music’s effects, but does not provide specific examples or reference specific musical elements | Does not provide either a personal summary or an interpretation | 25 |
| Articulation of Response | Submission has no major errors related to citations, grammar, spelling, syntax, or organization | Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas | Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas | 25 |
| Total: | 100% |
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