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Arts: Music

Arts: Music/ Listening Assignments For Brooklyn College 2.2 term paper 10037

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Instructor R. Janssen

7/15 Listening Assignment # 1

Organ Fugue in G Minor, J.S. Bach, p109-110

A highness in the pitch is the frequency in the vibrations are getting faster. A second tone is getting introduced, there is an interval between them. This second tone is low, as it gets louder the vibrations increase. It is the same tone in the first part, but the octave changes to low and high and the vibrations increase introducing other tones. In Class: The pitches of the melody are high, there are many pitches from low to high. There are three layers of pitches making every layer sound distinct. the music becomes more intense and it is like my adrenaline increasing to an intense point.

Rite of Spring, I. Stravinsky

Dynamics is soft (piano) and crescendo to forte and return to piano and it creates a sense of softness introducing the pure awakening of spring. There is a dynamic accent that is a forte, it comes at different times and it makes me nervous as if a tribal ritual will occur. The use of layers of soft and then loud creates a fore ground and background that gives me a very frightening feeling.

Brass instruments but there is a back round of other instruments that are accompanying the piece of music. There is a contrast between the beginning, middle, and end of the song. It creates a mood that varies because of the dynamics. The brass instruments have a different tone color. They are loud and dominant. The woodwind instruments have a different effect then the brass instruments. When the brass comes in it changes our mood. The end of the song sounds scary but truly ends off with a happy ending. The Dynamics play a major role in the piece you hear, the pitch ranges in this song also the mood I feel listening to this is romantic and having a good time. However towards the end I feel a little tension and scared.

Take the "A" train, Stray horn

There seems to be a contrast in the rhythm and beat over and over. I hear the piano in the beginning however at the middle I hear the sax and other instruments accompanying. Then all at once all the instruments play. This type of music puts me in a dancing mood however back in the 1960's it is. The duration seems to be changing from loud to soft but it does end with a deep soft tone.

7/19 Listening Assignment #2

Britten, Young persons guide to the Orchestra

It is fun to hear the sound of timbre in the piece. It sounds like an intense happiness or an awakening. The full orchestra was very exciting and the sounds separating on there own sounded like the same tune but a different tone color. The mood changed each time the instruments did. I think it was a full orchestra because all of them in the beginning and then only the instruments in the groups would play together.

Ritual Melodies, Harvey

The tone color began with the sound f bells beginning to crescendo and it sounded like a strong awakening. Another sound joined in and it sounded like a young child singing a single tune in the back round as if he were begging for some forgiveness. The flute then introduces the woodwind instruments that also begin to crescendo and it made the boys crying vibrate.

There were two sounds that had two different ranges of pitch and dynamics and they were very pianissimo. It sounded like a person beginning to learn the string instruments for the first time. A string instrument being plucked with percussion in the back round. The string instrument is perhaps an electronic guitar. The percussion sounds like chimes are going back and forth. The chimes also sound like Xylophone.

Song from Angola

There are two tone colors. The first introduced was Drums, which introduced a solo of a mans voice, following a chorus and it made me feel like I was watching an African or Caribbean tribal dance. Percussion-drums are being played as a male is talking and another group is responding. We can clearly hear the drums being played. There was only one instrument being played.

Hallelujah chorus from the Messiah,G.F. Handel

An orchestra is playing Hallelujah. It sounds like woodwind instruments. Very harsh more like brass instruments. Perhaps a tuba or a timbre. I can't really tell how many instruments are playing at one time. It's defiantly a lot of them. But they all sound similar to me. However, I can point out that they are harsh and loud- seems to me like this is played while in church. It gave me the feeling of joy, achievement, and excitement.

7/20 Listening Assignment #3

Alleluia: Vidimus stellam, anonymous

IT sounded to me like it was a quadratic meter. There is a strong emphasis on the second and fourth beat. The tempo was adagio and the piece made me feel contempt and relaxed. The words in the song seem to be very stretched out. Definitely not an energetic song. The word Alleluia is repetitive. The pace of the song is very slow.

La Primavera, A Vivaldi

This music is very lively and it sounded very exciting. I could not count the meter because it kept on changing but I think that it is what made it so joyful. The tempo doesn't change, it stays the same, but the rhythm changes and because of the speed of the rhythm we think that the tempo changes.

Symphony #40, W. A. Mozart

This piece was so beautiful. The rhythm varies from fast to slow and it made me feel like it was very organized. There was a lot of emphasis on every other note and the strongest accent on the last note of every meter.

Nocturne, F. Chopin

What a simple, grave tempo that makes me feel like I'm falling in love or putting a baby to sleep. The rhythm is a pull and pull feeling. It sounds like a triple meter beat with a syncopation on the third beat. But truly this is a special piece.

Five Pieces for Orchestra, A Webern

This piece is Adagio and calm, it starts with a layer with a duple beat meter overlapped with the solo of a violin vibrating. It was a disturbing, uncertainty feeling. However, because the rest of the piece doesn't use accent, it has a calm feeling. Uses a sense of beat, but the music doesn't have a beat, period of silence that creates rhythm.

The pieces that used rhythm is similar ways were La primavera and Symphony.

I feel that Nocturne was very different from the other because it was played with only one instrument, and it had such a strong push and pull emotion.

7/21 Listening Assignment #4

La Primavera, A Vivaldi

A very recognizable melody. It had an up and down movement of the pitches and it made me feel tension and release. The tones were played in a short, detached style called staccato and I enjoyed the short versus repeated themselves in different duration's of pitches. It had four very distinct phases, one loud, one soft, one loud, and one soft.

Five Pieces for Orchestra, A Webern

A very unusual melody. I could hear the piece ten times over and not be able to repeat it correctly. It had a leaping gesture that makes the melody more expressive and dramatic.

Nocturne, F. Chopin

Another unusual melody. There is a legato melody, smooth, flow of music. This song is very relaxing. Something that you can possibly slow dance to in the older times. The melody is repetitive throughout the song, but again I would never be able to repeat it back correctly. It doesn't seem as if there a motive but there is theme.

7/22 Listening Assignment #5

Major Minor Neither

Organ Fugue in G Minor, J.S. Bach

Rite of Spring, I. Stravinsky

Take the "A" train, Stray horn

Britten, guide to the Orchestra

Ritual Melodies, Harvey

Major Minor Neither Mara-Bihag

Song from Angola

Alleluia: Vidimus stellam

La Primavera, A Vivaldi

Symphony #40, W. A. Mozart

Nocturne, F. Chopin

Five Pieces for Orchestra

7/26 Listening Assignment #6

Alleluia: Vidimus stellam

Monophonic male voices. Music flows out of a regular meter from beginning to end. This is from the ancient middle ages where all music was monophonic.

Organ Fugue in G Minor, J.S. Bach

An example of Polyphonic texture, Starts with a monophonic, but continues polyphonic.

Nocturne, F. Chopin

Beginning to end has a homophonic texture. The end is monophonic for just a short while, and continues homophonic because you have harmony there.

La Primavera, A Vivaldi

Homophonic because there are three layers.

Song from Angola

Monophonic when he sings by himself and the drums. Then when the group goes in the same rhythm but different pitches leads to homophonic.

Ritual Melodies, Harvey

This is more timbre texture, there is no clear harmony or melody.

Take the "A" train, Stray horn

Can be both Homophonic and polyphonic texture. It is motion filled and has a melodic movement.

7/27 Listening assignment#7

Bach, Gavotte from French Suite

The musical form is Repletion. The form can be written as AABB because each part is repeated. The two parts differ in length and key, but are not related in melody.

Tchaikovsky, Dance the Reed Pipes

The musical form is contrast. This form is a three-part example of ABA'. The first section has flutes playing which is a staccato melody and has a light airy feeling, and is repeated several times. The B section contrast in tone color, melody, and keys. A' is just a shorter version of A.

Concerto for Orchestra, Bartok

The musical form is in a duple meter of ABA' form. In A a pair of Bassoons. Oboes, Clarinets, flutes, and muted trumpets play a chain of five melodies. The contrast in the middle section is B, which is a hymn like melody played softly by brass instruments. The A' has a more active accompaniment.

A Little night Music, Mozart

The musical form is the three-part ABA form of the pull and push feeling of repetition and contrast. The A section is stately. mostly loud staccato, with a clearly marked beat. The contrast in B is a soft intimate and legato.

La Primavera. Vivaldi

I found this Musical form to be Repetition of AABAA. The repetition helps recognize and remember the melody. When the musical idea returns, the effect is not duplicated but balance and symmetry. I wasn't in class to review and I'm not so sure about this one.

String Quartet, Beethoven

The musical form in this piece was a little confusing, ABACABA. It had the triple meter and between each was a contrast. The main theme is in minor, contrast with other themes, which are major. The B is a legato melody, while the C is a playful, with quick upward rushes.

8/3 Listening Assignment #8

Ave Maria, Desprez

Motet, Religious and it's in Latin

As Vesta was descending, Weelkes

Madrigal- English, Polyphonic, religious running, fast rhythm. Tempo, pitch -descending. All- thick texture.

Tenor horale from Cantata

Instruments, religious text, voices with orchestra. More on a theme, played in church based on bible being religious wars.

Hallelujah Chorus from the Massiah, Handel

Oratorio, because a religious story is told.

The Earl King, Schubert

Solo piano with singer-there's only one genre that fits this family which is art song. Galloping rhythm of the horses- creates tension. Earl King -image of death and comes to take a boy that's sick-night gallery- image. He tries to entice the boy to come with him. Change in dynamics to a smooth one more like a dance like accompaniment.

A Survivor from Warsaw, Schoenberg

Cantata- composition in several movements, usually written for a chorus, one or more vocal soloists, and orchestra written for the 6 million Jews that died in the camps. Twelve tone composition. The music gets faster and louder to prepare us for the chorus. A solo male is speaking here. It paints running when the rhythm gets faster and pain when his tone of voice changes.

8/4 Listening Assignment # 9

Don Giovanni, Mozart

Leporelo is on a lookout to make sure nobody bothers DonGiovanni. Leporelo thinks he's a Don Juan having a nice romantic affair. However, his master was doing something bad because he was really rapping her. But the servant claimed he didn't know anything. In the beginning there is a pace. The servant is pacing and wasting time and waiting. Then he actually starts to sing. He wants to be a gentleman, and he says it in Laggato style, while the rest was in Staccato. There is change when Donna Anna and Don Giovanni come down. The dynamics gets louder and the rhythm gets faster. There is a chase in the music between the two. There is a polyphonic texture. The chases is because she wants to know his identity. When her father comes there is a dissonance in the harmony. There's a lot of stopping and starting. When Commadant gets stabbed there is a minor harmony and a slow pitch, while he is dying.

La Boheme, Puccini

Mimi and Rudolfo fall in love. He helps her once her candle blows out, when she loses her key, they both look for it. There are many mood changes and the tempo helps us distinguish between them. There is an alternation between speech like and melodic phrases within there dialogue. When Mimi enters we hear a lite orchestra and that shows her fragility and tenderness. When Mimi faints I notice there is a solo by the oboe. When Mimi comes back to get her keys there is a new melody in a faster tempo. Roddolfo's aria has repeated tones and the melody becomes warmer and higher.

Okalahoma. Rodgers and Hammerstein

This song celebrates " The beauty and richness of the land that would soon become the 46th state". It can be outlined in AA'BA". There is a very high tone on the first word Oklahoma. There is also a dance like rhythm- bouncy syncopation's. It starts off with a male voice and a orchestral background. Then a group of people join in. It is a major key and a happy song.

Hallelujah Chorus from the Massiah, Handel

There is word painting on the word Halleluya. The words are played on high pitches to make things sound cheerful. Painted musical element of timbre with the use of full orchestra, full choir and by the element of high pitch that gave a striking quality. For ever and ever was stretched in the element of duration. Musical element was a polyphonic texture. Repetition of the theme and melody. Lord God Omnipotent has a monophonic texture. More staccato like a statement and Halleluya is accented. The kingdom of his word was a large, fast feeling in a homophonic texture. The kingdom of the lord has no timbre and when " The Christ" comes back the trumpets and drums return. Every time the name Lord or He is mentioned there is a monophonic texture.

Word Count: 2531

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An Effortless Way to Complete Your Music Research Paper Writing

Music Research Paper Writing Music Research Paper Writing Should Choose Specific Topic

Students following any type of music coursework or any other coursework related to arts might be assigned the task of music research paper writing. This type of writing can encompass the history of music, about a musician, analysis of musical elements in a lyrical composition or any pertain to other concepts and theories on music. Unlike the standard essays where students may have presented their analysis of a piece of music, the research paper on music will concentrate more on providing an overview of the interpretations of others, combined with the writer’s own interpretations.

This type of assignment will prove a challenge to many students as they will be concerned about how this assignment has to be approached. A good research paper requires students to have a good understanding of the many requirements which are associated with the writing of a music research paper. Therefore, students are advised to seek the assistance of their professor or tutor if they do not understand any element of the research paper assignment. Similarly, referring to the assessment guide will direct the student on the key expectations from the research paper. The paper’s main components should be geared towards meeting these expectations so that maximum marks can be targeted by the research paper.

There are many ways in which to select good topics for research papers in music. As music is common to all countries and backgrounds, there is a wide array of categories and dimensions which students can make use of when selecting a topic for their paper. These topics include international music, tribal music, classical music, history of music, or music of various composers as Mozart, Beethowen and Bach. As a research paper needs to include in-depth analysis, synthesis and interpretations, students are recommended to select a manageable topic scope to ensure that the selected subject area is specific and is not too broad. Such deliberate and well planned topic selection will help students write a high calibre music research paper .

As an example, the writing of a music research paper on a composer will bring students to questions such as, the era, the style of music, the works of the composer and what makes this composer different or similar to the others. Such critical analysis should be supported by a theoretical framework on the matter being discussed. Existing critiques of these works too should be utilized within such academic papers to provide the desire comprehensiveness. Research for music research papers can be obtained through music libraries. These libraries provide students more information than that of standard academic libraries. Listening to actual compositions and including physical samples such as audio CDs may be necessary for the research paper.

It might be a difficult task for those who are creatively inclined students to write formal research papers that are constrained by structure and format. To train themselves on such writing, students must make sure to work with a research paper outline so that required components of a research paper is pre-planned and incorporated in to the writing. Writing a research paper outline will also ensure that the information included is relevant to the research paper. Writing within an outline also ensures that the ideas are cogently organised and grouped appropriately to support each separate point being addressed.

If the task of music research paper writing is too challenging, students will be able to obtain assistance from ResearchPaperWriter.net. The creative experts in the ResearchPaperWriter.net will produce outstandingly insightful and creative music papers that are well supported by applicable theory. We give you a 100% guarantee of customer satisfaction when you assign a task to us. With the best writers in the industry and outstanding customer support team, the ResearchPaperWriter.net. will provide help that surpasses your highest expectations.

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Designing Effective Research Assignments

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Music Cover Assignment - Research Papers

Music Cover Assignment Music Cover Assignment

Recorded in 2008
“Halo” by Beyoncé from album "I Am Sasha Fierce"
http://youtu.be/bnVUHWCynig
Recorded in 2009
“Halo” by Florence and The Machine live on "Radio #1 Live Lounge, Volume 4"
http://youtu.be/VhefsTey-gs

“Halo” by Beyoncé from the album "I Am…Sasha Fierce" in 2008, was covered by Florence and The Machine live on "Radio #1 Live Lounge, Volume 4" in 2009. This modern ballad has been covered by many artists through the years. This song really stands out because of the difference in the artist’s genre. This is a perfect example of an artist taking a song and transforming into a work of art.
Composed by lead vocalist from One Republic, Ryan Tedder, Evan “Kidd” Bogart and Beyoncé Knowles. The singer Ray LaMontagne was the main inspiration for "Halo". Evan “Kidd” Bogart suggested they create a song in the style of Ray LaMontagne’s “Shelter" for Beyoncé Knowles and her husband Jay-Z, and proposed the title "Halo". After hearing Ryan Tedder play "angelic" chords, they wrote the song in three hours. The song was composed to be a ballad that shows insecurities about love.
Beyoncé’s version of "Halo" is a contemporary down tempo power ballad that features an R&B and pop production. It has elements of gospel and soul music. The instruments used in this piece are a piano, a keyboard, drums, a synthesizer, strings, and percussion instruments. The cascading piano work is accompanied by percussive beats that alternate between handclaps and foot stomps. "Halo" was composed using common time in the key of A major, with a moderate tempo of 84 beats per minute. It is built on the chord progression A-BM-FM-D, and is written in the common verse-chorus form. Beyoncé’s vocal goes from the low note of C to the falsetto note of F, and is supported by backing vocals. She stuffs her singing with vibrato yelps and trills, fast changes between two attached notes, about a tone apart. The arrangement also consists of musical increases and automatic accents.
Florence.

M401 Research Project

Music M401
History and Literature of Music I:
Antiquity to 1800
Research Project Table of Contents Other Documents about the Research Paper

This semester, you will undertake a research project on a topic related to the history of music in Europe or its American colonies before 1800 and engaging one or more themes of the course listed on the syllabus. Your topic must be approved by the instructors. Your project will culminate in a paper of about 10-15 pages of text (3000-4500 words), not counting figures and examples. It must be a detailed study of the issue you select, must have a single main point and a convincing argument, and must represent your own independent work and thinking, reflecting thorough research and original interpretation.

Originality need not imply that your point is entirely new. You may, for instance, take an idea you find in your reading, such as what makes Rameau's operas differ from Lully's, and test it out by comparing specific pieces to which it applies. But originality does mean that you go beyond your sources in some way and demonstrate your own thinking.

You should consider the paper an ongoing project that you work on each week. Your project will unfold in several stages, with the following due dates. These stages are designed to facilitate the process of conceiving and writing a research paper in music history, to give you practice in doing what music historians do, and to allow for frequent feedback. Detailed instructions on each stage are given below.

due Tuesday, September 8

due Thursday, October 1

due Tuesday, November 3

due Thursday, December 3

Each assignment is due to your discussion section instructor at or before the beginning of your discussion section that day, and for the two versions of the paper an electronic copy is also due by 9:05 AM that same day.

The research project is 25% of the course grade, with each assignment graded separately. As noted on the syllabus, you must average a passing grade on the entire research project in order to pass the course.

Topic: In choosing a topic, avoid the merely descriptive or encyclopedic. Make sure the topic is narrow enough to accomplish in the fourteen weeks you have. "The Sonata in the Seventeenth Century" is too broad, but (for instance) you might look at three Italian violin sonatas by composers of different generations and show how their approaches differ. Choosing and limiting your topic well can save you weeks of tedium and frustration. This is why early assignments focus on choosing a topic and deciding what you will say about it.

Purpose: The purpose of your paper is to convey your main point to the reader. Leave out anything that does not directly accomplish that purpose. Avoid telling the reader everything you know, or filling in unnecessary background information. Make sure that the thesis (your main point, or central idea) is stated near the beginning, that each part of the paper supports the thesis in some way, and that the relation of each paragraph to the overall argument for your thesis is clear. See the criteria below.

Style: While the content is of utmost importance, all assignments must also be printed by computer with clear dark type, double-spaced in a standard font, and must be be polished in respect to grammar, spelling, punctuation, form, and style as defined in Kate L. Turabian's A Manual for Writers, 7th ed. (LB2369 .T921 2007 on the Music Library Reference shelves), including correct format for footnotes and bibliography. See also the Research Project Style Sheet for guidance on style and format. Both the first and the final version of the research paper must include a thorough bibliography for the subject.

Your work on the research project will be supervised by the instructor of your section. We will discuss planning, researching, and writing a paper in class. We also encourage you to meet with your section instructor and with Prof. Burkholder for help in defining and narrowing your topic, planning your research, finding sources, arriving at a thesis, refining your argument, writing, and revising. We hope you will consult with us often.

The following webpages offer guidance on many aspects of your research project.
  • How to Write a Music History Paper. Takes you through the steps of choosing a topic, planning research, formulating a thesis and argument, and writing a research paper.
  • Building a Bibliography. Advice on finding the primary and secondary sources you need.
  • More Help with Research. Describes a variety of research tools and offers links to many of them.
  • Some Suggested Subject Areas. Lists some possible subjects related to music of this time period, intended to start you thinking about what area you might be interested in addressing.
  • Sample Prospectus and Bibliography. Illustrates the format of the Prospectus and Bibliography in Assignment 2.
  • Research Project Style Sheet. Addresses many of the problems students encounter most frequently in writing, from issues of style and clarity to format, musical examples, quotations, and citation.

In addition to these resources and guidance from the instructors, we encourage you to visit Writing Tutorial Services, in the Learning Commons on the first floor of the Wells Library at 1320 E. Tenth Street. WTS offers valuable help in writing papers. Call 812-855-6738 for an appointment, or visit their website.

You will be assigned to a peer review group of students within your section. The other members of your group will read and respond to your prospectus and the first version of your research paper, and you will read and respond to theirs.

This peer review process is designed to help you write a better paper (1) by providing additional feedback for your own work and (2) by offering you an opportunity to apply the criteria for evaluating the paper to the work of others, thus giving you a better sense of what makes for a successful paper.

When you submit work to us, you certify that it is your own. It is part of the contract between you as a student and us as instructors that you do your own work and we evaluate it and help you with it. Cheating (such as receiving significant help from someone else, or submitting a paper written by someone else), fabrication (making things up, from facts to footnotes), or plagiarism (using the ideas or words of another without giving proper credit) will all be causes for failure on the research project and thus in the course.

For the full definitions of cheating, fabrication, and plagiarism, see the Indiana University Code of Student Rights, Responsibilities, and Conduct, Part II, Section G. For more on plagiarism, see the Writing Tutorial Services webpage "Plagiarism: What Is Is and How to Recognize and Avoid It."

Because it is vital that you understand plagiarism and avoid it in your research project, you must complete the School of Education tutorial on plagiarism, pass the test, and submit the confirmation certificate to your AI by Thursday, September 24. Assignments 2-4 will not be accepted until you have passed this test and have submitted the certificate, and they will be counted late if your certificate is not in our hands before they are due. You may access the tutorial and test at http://education.indiana.edu/

istd/. We recommend that you do this as soon as possible.

In order to make the class and peer review groups function well, we cannot be flexible about deadlines, except for excused absences for medical or other emergencies. Turning in an assignment up to 24 hours late will result in a reduction of one letter grade on it (or, for ungraded assignments, on the next graded assignment), and turning it in between 24 and 48 hours late will result in a reduction of two letter grades. After 48 hours, the assignment will receive an F, but still must be turned in. The next assignment will not be accepted until the missing assignment is turned in and graded. Failure to turn in an assignment at all will result in an F on the entire research project and thus in the course.

Unexcused absence from section on any day the peer review group meets will bring a penalty of one-third letter grade on the relevant assignment.

Note: Last-minute computer failure or printing delays are not acceptable excuses for late assignments. Make certain that you have two or more current back-up files and allow more than adequate time to print your assignment. This may mean printing the assignment the day before it is due. As noted on the assignments below, you will need to make multiple copies of some assignments, and you should allow time for this as well. Plan ahead.

Assignment 1: Preliminary Topic Idea (ungraded)
Due Tuesday, September 8

Write a brief statement of about 150-250 words that describes the topic area that interests you and explains how you would like to explore the topic and how it relates to the broad themes of the course listed on the syllabus.

Guidelines:
  • The purpose of this assignment is to encourage you to consider a variety of topic areas that interest you and to focus on a specific topic that is both clear enough and narrow enough to allow you to write a successful paper.
  • If you know the question or questions you would like to answer in your research paper, describe them.
  • If you are thinking about more than one topic, write a statement for each (up to three topics).
Deadlines:
  • Bring to your discussion section two copies of Assignment 1 (one to hand in and one for you to keep), printed by computer with clear dark type, double-spaced, and in a standard font.
Grading:
  • Your ideas will be reviewed by Prof. Burkholder and your section instructor, who will offer feedback and guidance to help you choose a topic, define its parameters, and focus your research.
Assignment 2: Prospectus and Bibliography (2.5% of course grade)
Due Thursday, October 1

Write a brief statement of about 250-500 words (a page or two, double-spaced) in which you indicate the idea or subject you wish to explore, explain how you plan to proceed, state your tentative thesis (the main point you wish to prove), and outline the argument you will make in support of your thesis (including the principal supporting points of your argument). If you are not yet able to state a thesis, frame the question or questions you hope to answer after further research (the answer will become your thesis).

Include with your prospectus a bibliography of at least 12 items related to the topic or useful for your paper (including items on relevant related subjects).

Guidelines:
  • The purpose of this assignment is to demonstrate that you have thoroughly researched your topic, have begun to plan what you will say in your paper, and can use the appropriate format for your bibliography.
  • In your bibliography, at least 6 items must be journal articles, articles in edited collections, or dissertations.
  • You may include more than 12 items in your bibliography if you wish.
  • It will be helpful to include in your bibliography books from university and trade presses, journal articles (printed or online), dissertations, and other scholarly materials, especially recent ones.
  • Materials that are not acceptable include textbooks, since with few exceptions they are not based on original research; self-published and vanity press books, which have not peer-reviewed; and most websites, which have not been evaluated by reputable scholars before publication.
  • Each item in the bibliography should be in correct bibliographic format as described in Turabian's Manual, using the form labeled "B" for bibliography. (Most of the same information is available from the Music Library website on "Bibliographic Citations." )
Deadlines:
  • Bring to your discussion section copies of Assignment 2 for everyone in your peer review group, plus one to hand in and one for yourself.
Grading:
  • Your prospectus and bibliography will be peer reviewed in class that day. Feedback will center on refining the topic; how to address the question(s) you post; and the value and relevant of the sources you have located.
  • Your prospectus and bibliography will be reviewed by Prof. Burkholder and your section instructor, who will again offer feedback and guidance to help you refine your topic, improve your thesis and argument, and further your research. In addition, feedback will address the quantity, quality, and variety of sources you have located; their relevance to your topic; and correct bibliographic format.
  • Your instructor will meet with you to offer guidance, including possible directions to take (or to avoid) and resources to consult. You are also urged to discuss your project with Prof. Burkholder in person or by e-mail.
  • You may be asked to write a second prospectus.
  • Your topic must be approved by your instructor. If your topic changes, you must submit a new prospectus and bibliography.
Assignment 3: First Version of Research Paper (7.5% of course grade)
Due Tuesday, November 3

Write the first version of your research paper. As described above, your paper should be about 10-15 pages of text (3000-4500 words), not counting figures and examples. It must be a detailed study of the issue you have selected, must have a single main point and a convincing argument, and must represent your own independent work and thinking, reflecting thorough research and original interpretation.

Guidelines:
  • This should be a preliminary version of the paper that meets the specifications of the assignment as given above and the criteria given below.
  • Although it may not be as finished in its argument or as polished in its writing as the final version, this first version should be as formally prepared as your final paper will be, including footnotes or endnotes, figures and examples, and finished presentation.
  • Either footnotes or endnotes may be used, but they must be in the correct format, as described in Turabian's Manual, using the form labeled "N" for note. (Most of the same information is given on the Cook Music Library website "Footnotes and Endnotes." )
  • Include an updated bibliography of all the sources you used that are relevant to the topic.
  • For guidance on style and format, please read through the Research Project Style Sheet before you submit your paper.
Deadlines:
  • Please send a Word file of your paper to your section instructor by 9:05 AM on Tuesday, November 3.
  • In addition, bring to your discussion section that day paper copies for everyone in your peer review group, plus one to hand in and one for yourself.
  • Your group will fill out peer evaluation forms on each other's papers and will discuss each other's work during discussion section on Thursday, November 5. Feedback will center on how clearly you state the thesis; how well you support it; the persuasiveness of your argument for it; and the clarity of your organization.
  • Photocopy each peer evaluation form you complete, giving the original to the writer of the paper and the copy to your section instructor at the beginning of that section meeting on November 5.
Grading:
  • Your section instructor will evaluate your research paper in consultation with Prof. Burkholder, using the criteria and grading scale given below, and will offer suggestions for improvement.
Assignment 4: Research Paper (15% of course grade)
Due Thursday, December 3

In light of the feedback you have received, revise and finalize your paper. As described above, your paper should be about 10-15 pages of text (3000-4500 words), not counting figures and examples. It must be a detailed study of the issue you have selected, must have a single main point and a convincing argument, and must represent your own independent work and thinking, reflecting thorough research and original interpretation.

Guidelines:
  • This should be a substantially revised version of your paper, incorporating the responses of the instructors and your fellow students. Correcting minor errors in the first version is not enough; you should strive for a more focused main point, a more convincing argument, a better organization, and better writing. If you make no changes, you are likely to receive a lower grade on this assignment than on Assignment 3, because our expectations are higher.
Deadlines:
  • Please send a Word file of your paper to your section instructor and to each member of your peer review group by 9:05 AM on Thursday, December 3.
  • In addition, bring to your discussion section that day a paper copy to hand in to your instructor.
Grading:
  • This version will be graded using the criteria and grading scale given below. Written feedback on the final version will be less detailed than for the first version.
Your research paper will be evaluated on the following criteria.
  • content:
    • Does it have a clear thesis, a main point to which everything else relates?
    • Is the argument persuasive? Is enough evidence presented to support each point, and does each point support the thesis? Are possible counter-arguments considered and refuted?
    • Are the ideas original and engaging?
    • Does the paper treat the topic comprehensively, in depth, and with insight?
    • Are there enough relevant, varied, and scholarly primary and secondary sources, and are the sources used well in the paper?
  • organization:
    • Is the organization clear, both in the paper as a whole and within each paragraph?
    • Have unnecessary details and redundancies been eliminated?
  • style and mechanics:
    • Is the paper enjoyable to read? Does it convey the writer's thought efficiently?
    • Are diction, spelling, usage, sentence structure, punctuation, and footnote and bibliographic form correct?

This grading scale will be used, modified in some cases with a plus (+ ) or minus (- ):

A. An A paper will be excellent in content, organization, and style. There will be a clear central thesis with strong supporting points and ample evidence for each assertion. The ideas will be engaging and original and will offer illuminating insights into the topic, materials, or works being studied. The topic will be treated in depth, drawing on a good number of appropriate primary and secondary sources. The organization will be clear at all levels. The paper will not include material irrelevant to the thesis and supporting arguments. There should be very few distracting errors in style, diction, and mechanics.

B. A B paper will still be quite good, but weaker than an A paper in some areas. It may have good ideas but be weakened by problems of organization and style. Or it may be well-organized and well-written but offer fewer and less valuable insights than an A paper.

C. A C paper will show a competent understanding and coverage of the topic, but its insights will usually not go beyond the obvious, and there will be weaknesses in two or more areas. A C may also be assigned to an inconsistent paper that shows some excellent insights yet fails to tie them into a unified whole.

D. A D paper has some virtues, but weaknesses in several areas. Examples include a paper with relatively few sources and little breadth of coverage, a paper with some good ideas or information marred by unclear writing and poor organization, or a clearly written paper with superficial ideas that shows a lack of engagement with the topic.

F. An F paper is consistently weak, whether poorly written throughout, lacking insight into the topic or works being studied, or reflecting little thought or effort. Papers that plagiarize, that fabricate information or sources, that rely excessively on quoting secondary sources, or that do no more than repeat what is said in class sessions or in the course textbooks will also receive an F.

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Last updated: 19 August 2015
URL:http://courses.music.indiana.edu/m401/M401papr.html
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