Week 8 (Oct 10): Analysis Symposium #2

Note: I have shifted due dates to align with the regular homework assignments.

  • Submit your video to the Teams channel by Thursday end-of-day.
  • Fully participate in discussion before Sunday at noon (12 PM).

This week, everyone will analyze a movement from Mozart’s String Quartet in G major, K. 387, to review our techniques for tonal music.

19:24 – iii. Andante cantabile
26:39 – iv. Molto allegro

I have divided everyone into groups and put you in Teams channels accordingly. Split in half, and have one half analyze mvt. iii while the other half analyzes mvt. iv. Your groups should use Teams to collaborate. I can view your channel but I will not be receiving notifications from it, so ping me (using the @ symbol) if you have a question.

  • Analyze these sonata-form movements using both hypermeter and sonata theory. Some thoughts to inspire you:
    • How does Mozart play with the hypermeter throughout this movement?
    • How does the hypermeter interact with the form of the piece?
    • What Type of sonata do you think this is (Type 1, Type 2, etc.)?
    • Did you have trouble locating the MC/EEC/ESC? If so, why?
    • Beyond the obvious transpositions of material, how are the themes from the exposition altered in the recapitulation?

Process

  1. You will begin with individual analyses. Make a video explaining what you discovered in the piece.
    • The video should be at least 5 minutes long, but no more than 10.
    • I would like to see your face in the video, because in an online class, I think that’s helpful for understanding that we’re all humans and not just names on a screen (but if you can’t do this for some reason, just discuss with me).
    • Note that this is an individual analysis, so you should not be collaborating with your group mates yet.
  2. By Thursday end-of-day, submit this video in two places: uploading/linking in your designated Teams channel and uploading on Blackboard (read more on submitting a video on Blackboard). The Teams channel is for discussion with your peers, while Blackboard is for evaluation and grading by me.
  3. After submitting their individual analysis, each group member will discuss how their findings interact with those of the other members. Use the chat function in the Teams channel to do this.
    • Approach discussion like a chat conversation rather than a response essay—ask people questions, wait for their replies—just have a conversation! Don’t be too stiff.
    • Try to do this as soon as possible after all videos are submitted, to allow plenty of time for back-and-forth interactions. Your group may find it helpful to set expectations for when people will submit initial responses (i.e., make sure not everyone submits at the last minute).
    • Be sure you have something to say to each person that shows that you understood their analysis.
    • I’ll evaluate these discussions on Sunday afternoon, but again: please do not wait until the last minute to do this—everyone needs time to receive, understand, and respond to discussion. Timeliness in responding is part of your grade.
  4. If you wish, after discussion, you may revise your individual analysis in light of what you learned during the group discussion.
    • Submit your revisions in the same place as your original on Blackboard, as a second attempt.
    • Your revised content can be a new video if you like, or you may submit something written if that’s easier.
    • Separate from your analysis, in the “comments” box on Blackboard, you must accompany your analysis with a paragraph explaining how the discussion influenced your revisions.
    • Your revised grade will be averaged with your original grade.

Assessment

You will be assessed individually in two parts.

Your individual analysis should incorporate sonata theory and tonal rhythm.

In your Teams discussion, you should

  • submit your video and your discussion on time so others can engage with it
  • respond lucidly to any questions asked to you
  • comprehend what others have said to you
  • demonstrate familiarity with both pieces
  • make comparisons with other group members’ analyses (including those who did the other piece)

A full rubric for each component can be viewed on Blackboard.