An introductory examination of music's role in Hollywood narrative film from the classic era (1930s and 1940s) to the present. MUSIC 4 Film Music (3) (GA)The course examines the role of music in narrative film, the premier art form of the twentieth and twenty-first centuries. The popularity, significance, and value of film art would not be what it is today if music had not become an integral--indeed, indispensable--part of motion pictures from the outset. Preliminary objectives will include basic musical information (the fundamental elements of music; the broad stylistic eras of western music and their associated characteristics; the culturally encoded language of tonal music and associated musical meaning) and the main techniques of narrative film. The main objectives of the course are: to identify and recognize the principles of nondiegetic music in narrative film; to identify and recognize the purpose and functions of music in narrative film; to recognize some of the historic eras/genres/trends in Hollywood film making; to identify and recognize selected films, directors and composers; to analyze and articulate the role of music in a given scene and in a given film; and to recognize underlying assumptions and values of the culture conveyed through the diegesis. These objectives will be met by addressing such questions as: What are the underlying principles of music in film? What are the functions of music/sound within a particular scene and how does it achieve those functions? What do we see of what we hear, and what do we hear of what we see--and why? What secrets does music tell? To what extent does music influence--even control-- our interpretation of a film? More broadly, to what extent do films reflect our culture, past and present--our interests, our values?
The Beatles are the most significant musical group in the history of popular music. Their songs are derived from diverse sources, such as rhythm 'n' blues, rock 'n' roll, country 'n' western, Motown, soul, folk music, folk rock, the British Music Hall, and European and Indian classical music traditions. Two ideas define their work: an emphasis on freedom, and how song texts can be interpreted in different ways. The Beatles had a great impact not only on American popular music during their heyday in the 1960s but also on the country' s popular culture in which they were considered philosopher kings. Beatle albums mirrored changing trends in the culture, from the pre-Vietnam War youthfulness of A Hard Day's Night, to the psychedelia of Revolver and Sgt. Pepper, to the countercultural mindset of The White Album. This inter-domain course will focus on how the Beatles influenced American popular culture from the 1960s to the present day. It will examine how the Beatles were a part of a mid-twentieth-century British youth subculture that was shaped by the cultural attitudes of American rock 'n' roll. The course will then turn its attention to the seismic shift initiated by the Fab Four in both music and pop culture in the US from 1964 to 1970, demonstrating how it has permeated the popular culture of the 1970s to the present day. The course will enhance the appreciation of the Beatles and their music through its interdisciplinary focus, contextualizing the Fab Four's work in order to show how both popular music and culture can influence one another. One way the course will facilitate this goal is through the inclusion of selected readings from English literature and popular culture upon which students will write reflection essays.
This course provides students with the opportunity to explore instructional materials and repertoire through in-class sessions and observation of Pre- K-12 teachers. Topics include: singing voices of children/youth, music literacy, classroom instruments, musical movement, and issues of curriculum, planning, and assessment. The instructional format includes: large and small group discussion, readings, and musical and teaching examples and experiences. Students complete several practical assignments including off campus observations and development of materials for use in teaching.
Survey of how musical information is stored and processed in computer systems. MUSIC 455 Technology in Music (3)(BA) This course meets the Bachelor of Arts degree requirements. This course provides a survey of how musical information is stored and transmitted in digital devices. It will be divided into three sections.Weeks 1 and 2 are an introduction to acoustical principles such as the nature of sound transmission and measurements of frequency, sound power level, phase, timbre, and localization. Computer basics will also be covered, with topics to include binary number representation and basic computer operation.Weeks 3 through 8 cover the MIDI transmission protocol that enables musical information to be stored and transmitted efficiently. Topics include the nature of the MIDI data structure, the types of messages that may be passed, and the suitability of MIDI for expressive performance. MIDI software is discussed, including notation software, editor/librarian software, and sequencers. The bulk of the course's project component involves working with sequencing programs. Students are also exposed to using MIDI on the web, downloading files and importing them into various applications.Weeks 9 through 15 cover digital audio so that students may understand how instruments capable of understanding MIDI messages are able to translate the instructions into audio signals. Topics include sampling theory, digital vs. analog recording, filters, signal processing, and editing sound files. Projects involving digital audio also use a sequencing program that is able to combine MIDI and audio data.The students are expected to work independently to complete reading assignments according to the schedule outlined in the course syllabus. While due attention will be given to discussion of this material in class, the primary focus of class sessions will be hands-on application, to ensure that students master a set of skills on the computer.
See the works as embedded in specific historical, artistic, and cultural contexts that must be engaged in order to understand their expressed values and concerns about youth culture, specifically and comparatively. Discussions and analyses focus on aesthetics, form, and genre, framed by critical approaches and reading strategies rooted in film, genre, feminist, cultural, ethnic, and gender studies. Three lecture hours a week for one semester. Only one of the following may be counted: English 344C, 344L (Topic 7), Liberal Arts Honors 350 (Topic: Young Adult: Fict/Film), Mexican American Studies 374 (Topic: Young Adult: Fiction and Film). Prerequisite: One of the following: Comparative Literature 315, English 303D, 316L, 316M, 316N, 316P, or Tutorial Course 303D. 2b1af7f3a8