8 Pages

ECON304 - MidTerm02_Practice_KEY - F10

Course: ECON 304, Fall 2010
School: Sonoma
Rating:
 
 
 
 
 

Word Count: 1799

Document Preview

State Sonoma University Department of Economics ECN 304 Florence Bouvet Fall 2010 Practice Midterm 2- Answer Key Multiple Choice Questions: Choose the best answer. 1. Which of the following would be counted as unemployed according to official statistics? a. Tim, who worked, but worked only 35 hours last week b. Mary, who is waiting for her new job to start c. Bev, who neither has a job nor is looking for one d....

Register Now

Unformatted Document Excerpt

Coursehero >> California >> Sonoma >> ECON 304

Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.

Course Hero has millions of student submitted documents similar to the one below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
State Sonoma University Department of Economics ECN 304 Florence Bouvet Fall 2010 Practice Midterm 2- Answer Key Multiple Choice Questions: Choose the best answer. 1. Which of the following would be counted as unemployed according to official statistics? a. Tim, who worked, but worked only 35 hours last week b. Mary, who is waiting for her new job to start c. Bev, who neither has a job nor is looking for one d. None of the above would be counted as unemployed. 2. Ifvelocity is constant and, in addition, real GOP grows at a constant rate: a. The price level is proportional to the money supply b. Real GDP is proportional to money supply c. The price level is fixed d. Nominal GDP is fixed 3. The natural rate of unemployment is a. The average rate of unemployment around which the economy fluctuates b. About 10 percent of the labor force c. A rate that never changes d. The transition of individuals between employment and unemployment. 4. During the past 50 years the natural rate of unemployment in the United States _----''-- during the 1970s and 1980s, compared to the 1950s and 1960s, and then __ .,.-during the 1990s, compared to the previous two decades. a. increased; increased b. increased; decreased c. decreased; decreased d. decreased; increased 5. Inflation tax means that: a. As the price level rises, taxpayers are pushed into higher tax brackets. b. As the price level rises, the real value of money held by the public decreases. c. As taxes increase, the rate of inflation also increases. d. In a hyperinflation, the chief source of tax revenue is often printing money. 6. All of a. b. c. d. the following are causes of structural unemployment except: Minimum-wage laws The monopoly power of unions Unemployment insurance Efficiency wage 7. How can the Solow model explain the trend of growth in output per person observed in u.S. data over the last century or longer? a. increase in capital stock as the economy converges to steady state b. population growth c. technological progress d. all of the above 8. Frictional unemployment differs from structural unemployment in that it: a. has a shorter duration b. can be caused by 'efficiency wages' c. implies the supply of labor is larger than the number of jobs d. all of the above 9. Assume a country experiences a reduction in productivity that shifts the labor demand curve downward and to the left. If the real wage were rigid, this would lead to: a. No change in the real wage and a rise in unemployment b. No change in the real wage and no change in unemployment c. No change in real wage and a fall in unemployment d. A decrease in the real wage and in unemployment 10. According to the quantity equation, ifM increases by 3 percent and V increases by 2 percent, then a. real income increases by approximately 5 percent. b. the price level increases by approximately 5 percent. c. the nominal interest rate increases by approximately 5 percent. d. nominal income increases by approximately 5 percent. 2 11. Consider the following data on inflation and nominal interest rates Year Inflation Rate 5% 2 10% By how much has a. b. c. Nominal Interest Rate 10% 5% the real interest It has increased It has decreased It has increased rate changed between year 1 and year 27 5 percentage points. 5 percentage points. 10 percentage points. d. It has decreased 10 percentage points. 12. Which of the following could help explain high unemployment a. wage rigidity b. large unemployment insurance benefits c. sectoral shifts due to technological change in Europe? d. all of the above 13. If the steady-state rate of unemployment equals 0.125 and the fraction of unemployed workers who find jobs each month (the rate of job findings) is 0.56, then the fraction of employed workers who lose their jobs each month (the rate of job separations) must be: a. 0.08. b. 0.125. c. 0.22. d. 0.435. 14. If the per-worker production function is given by y = k 1/2, the saving ratio is 0.2, and the depreciation rate is 0.1 (no population growth), then the steady-state ratio of output per worker (y) is: a. 1. b. 2. c. 3. d. 4. 15. The real return on holding money is: a. the real interest rate. b. minus the real interest rate. c. the inflation rate. d. minus the inflation rate. 3 16. According to the Fisher effect, the nominal interest rate moves one-for-one with changes in the: a. inflation rate. b. expected inflation rate. c. ex ante real interest rate. d. ex post real interest rate. 17. In the Solow growth model, the assumption of constant returns to scale means that: a. all economies have the same amount of capital per worker. b. the steady-state level of output is constant regardless of the number of workers. c. the saving rate equals the constant rate of depreciation. d. the number of workers in an economy does not affect the relationship between output per worker and capital per worker. 18. Assume two economies are identical in every way except that one has a higher depreciation rate. According to the Solow growth model, in the steady state the country with the higher depreciation rate will have a level of total output and rate of growth of output per worker as/than the country with the lower depreciation rate. a. higher; the same b. higher; a higher c. lower; the same d. lower; a lower 19. Currency equals: a. Ml. b. the sum of funds in checking accounts. c. the sum of checking accounts paper and money. d. the sum of coins and paper money. 20. If the national saving rate increases, the: a. economy will grow at a faster rate forever. b. capital-labor ratio will increase forever. c. economy will grow at a faster rate until a new, higher, steady-state capital-labor ratio is reached. d. capital-labor ratio will eventually decline. 21. According to the Quantity theory of money, if real output is lower, real money balances are required, and for a given money supply, this means__ price level. a. Higher; lower b. Lower; higher c. Higher; higher d. Lower; lower 4 22. According to the theory of liquidity preference, holding the supply of real money balances constant, an increase in income will the demand for real money balances, and will the interest rate. a. Increase; increase b. Increase; decrease c. Decrease; decrease d. Decrease; increase 23. In the long run, a rise in money supply will lead to a. lower interest rates b. higher prices c. d. higher output lower real wage 24. lfthe short-run aggregate supply curve is horizontal, an increase in labor unions' aggressiveness that pushes wages up will result in prices and ___ output in the short-run. ' a. Higher; lower b. Lower; higher c. Higher; higher d. Lower; lower 25. An economic change that does not shifts the aggregate demand curve is a change in: a. Money supply b. The investment function c. The price level d. Taxes 5 Short Answers 1) Labor Market Consider an economy with the following Cobb-Douglas production function: Y=F(L ,K)= KI/2LJ/2, with L=400 , K=1600 a) What is the value of the real wage guaranteeing full employment? (give the formula and numerical value) The real wage that 2uarantees full employment is equal to MPL. MPL= (1/2) K1I2L-I/I= (1I2)(KlL)II2=(1I2)*(1600/400)"2=1 So real wage = 1 unit of output b) Suppose the low fertility rate of the population causes a fall in the labor force to 200. What happens to the real wage, output and employment? Illustrate your answer with the appropriate graph and provide new numerical values for these variables. A fall in the fertility rate induces represented graphically by a left real wage increases. If we let the employment, so that employment falls. J a fall in the labor force. So L decreases. This is shift of the vertical labor supply. As a result, the real wage adjust, the economy will still be at full =L. Because fewer workers are available, output wlP LSJ Lso l.~' =(w/P)J 1= (wlP)o Lo L r> w/P= MPL = (1/2)*(1600/200)112=1.41 So real wage = 1.41 units of output Employment = L=200 6 Output = Y=(1600)l/2(200)112=40xI4.14=565.85 c) Would your answer to part c differ if there was a minimum wage law in place imposing a wage of 2? Explain. A minimum wage law only affects the labor market and the level of employment/unemployment when it behaves as a price floor (preventing the wage to fall below a certain level). In our example, the minimum wage is set at 2, that is, at a level higher than the equilibrium real wage (=1.41). Consequently it will affect the market outcome. Firms won't be hiring all ofthe 200 workers, and as a result, there will be unemployment. If not all the labor force is hired, output will decrease (we would plug a number lower than 200 in the production function). 2) Solow Growth Model Suppose the U.S. can be characterized by the production function: Y = F(K,L) = 2Ko5 L05 Suppose the depreciation rate is 8%, the saving rate is 10%, the population growth rate is 2%, and there is no technological progress. Using the Solow growth model, compute the following: a) The steady state values ofGDP per person and consumption per person. Steady state condition: s f(k*) = (d+n) k* 0.10 x 2k*112 O.lOk* = 2k*1I2= k* k* 112 = 2 so k* = 4 y* = 2k*1I2 = 2 x 2 so GDP = 4 in steady state. c* = (l-s)y* = 0.9 x 4 so consumption = 3.6 in steady state. b) The golden rule levels of GOP per person and consumption per person. Golden rule condition: MPK = d+n so (k*gOldrI12 0.10 = ( k*gold) 12 10 and k*gold= 100. 1= GDP in golden rule = f(k*gOld) 2( k*gOld)1122 x (100) 112= 20. = = Consumption in golden rule = f(k*gold) - (d+n) k*gold= 20 - (0.10) 100 = 10. c) How would each of your answers in (a) change if the U.S. raised its saving rate by some amount: rise, fall, no change, ambiguous? Explain why in 2-3 sentences. No calculation necessary. You might draw a graph to illustrate your argument. A higher saving rate means that more investment is available, so a larger capital stock is available to replace depreciated machines (see graph). Therefore, a larger capital stock can be maintained as a steady. Since output is a function of capital, steady state output will be higher also. 7 / Investment and depreciation >-----k ft:* 2 This is clear from the steady state condition in part (a): s f(k*) = (d+n) k* s x 2k*112 0.10k* = k*112 20s = so k* = 400s2 and y* = 2k*ll2= 40s. A rise in s raises both of these. But a rise in output does not guarantee that consumption will rise. Remember that it is possible to save too much. For example, ifthe saving rate were 100%, GDP would be very high but consumption would be O. c*= (l-s)y*. An increase in s has two opposite effects on c*. First an increase in s clearly reduces c. however, an increase in s leads to an increase in y*, which causes an increase in c*. We cannot know for sure which one will be stronger. 8
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more. Course Hero has millions of course specific materials providing students with the best way to expand their education.

Below is a small sample set of documents:

SD State - BIOL - 153
(11)Before you arrive for the Enzymes: Factors Affecting the Rate of activity lab, please1. Read the lab thoroughly, noting all safety guidelines. 2. Answer these preparatory questions: Is an enzyme a carbohydrate, protein, or a lipid? Protein What are t
Camosun College - HETH - 110
HW #2 Food AnalysisChan Mi Park HLTH 110 24.09.09 P. McCrodana) If intake is low or high for any of above, what changes could you make in yourfood intake?-Saturated fat: I may reduce the amount of cream cheese that Im taking in the morning. Ill reduc
Anne Arundel CC - BUSINESS - 105
el ev en t h ed i t i onor ga n i z a t i on a lb eh a v i orstephen p. robbinsChapter 6Basic Motivation ConceptsORGANIZATIONAL BEHAVIOR ORGANIZATIONALS T E P H E N P. R O B B I N SELEVENTH 2005 Prentice Hall Inc. All rights reserved. EDITION Powe
Prince George's Community College - ACCT - 323
Chapter 1 An Introduction to Tax SOLUTIONS MANUALDiscussion Questions (1) [LO1] Jessicas friend Zachary once stated that he couldnt understand why someone would take a tax course. Why is this a rather nave view? Taxes are a part of everyday life and have
Prince George's Community College - ACCT - 323
Chapter 2 Tax Compliance, the IRS, and Tax Authorities SOLUTIONS MANUALProblems (1) [LO1] Ahmed does not have enough cash on hand to pay his taxes. He was excited to hear that he can request an extension to file his tax return. Does this solve his proble
Prince George's Community College - ACCT - 323
Chapter 3 Tax Planning Strategies and Related Limitations SOLUTIONS MANUALDiscussion Questions (1) [LO1] The goal of tax planning is to minimize taxes. Explain why this statement is not true. In general terms, the goal of tax planning is to maximize the
Prince George's Community College - ACCT - 323
Individual Income Tax Overview SOLUTIONS MANUAL Discussion Questions1. [LO 1] How are realized income, gross income, and taxable income similar, and how are they different? Realized income is more broadly defined than gross income which is more broadly d
Prince George's Community College - ACCT - 323
Chapter 5 Gross Income and Exclusions Solutions ManualDiscussion Questions1. [LO 1] Explain how the definition of gross income in 61 might influence whether a particular cash flow is included in gross income. Taxpayers must presume that, absent a specif
Prince George's Community College - ACCT - 323
Chapter 6 Individual Deductions SOLUTIONS MANUAL Discussion Questions1. [LO 1] It has been suggested that tax policy favors deductions for AGI compared to itemized deductions. Describe two ways in which deductions for AGI are treated more favorably than
Prince George's Community College - ACCT - 323
Individual Income Tax Computation and Tax Credits SOLUTIONS MANUAL Discussion Questions1. [LO 1] What is a tax bracket? What is the relationship between filing status and the width of the tax brackets in the tax rate schedule? A tax bracket is a range of
Prince George's Community College - ACCT - 323
Chapter 11 Investments SOLUTIONS MANUAL Discussion Questions 1. [LO 1] Describe how interest income and dividend income are taxed. What are the similarities and differences in their tax treatment? Because they are cash method taxpayers, individual investo
Prince George's Community College - ACCT - 323
Chapter 12 Compensation Solution Manual Discussion Questions:1. [LO 1] Shane is an employee who has had a relatively consistent income over the years. His withholding is pretty much right on target with his actual tax liability, so he rarely has much of
Prince George's Community College - ACCT - 323
Retirement Savings and Deferred Compensation SOLUTIONS MANUAL Discussion Questions1. [LO 1, 2] How are defined benefit plans different from defined contribution plans? How are they similar? As the name suggests, defined benefit plans spell out the specif
Prince George's Community College - ACCT - 323
Chapter 14 Tax Consequences of Home Ownership SOLUTIONS MANUAL Discussion Questions1. [LO 1] A taxpayer owns a home in Salt Lake City, Utah and a second home in St. George, Utah. The taxpayer sells the home in St. George at a gain. How does the taxpayer
North Texas - MATH - 1400
WORKSHEET 3 - Fall 1995 1. The following graph represents speed vs. time for two cars, A and B. Assume the cars are at the same position at time t = 0 hours.Car ASpeedCar Bt=0a) b) c) d)Time (in hours)t =1State the relationship between the positio
North Texas - MATH - 1400
WORKSHEET 20 - Fall 1995 1. Describe step by step a method to approach related rates problems. 2. For each related rates problem below, draw and label a picture of the situation. The rate(s) you know and the rate you are seeking should be the time derivat
North Texas - MATH - 1400
WORKSHEET 23 - Fall 1995 1. Let h be a dierentiable function whose tangent line at the point (2, h(2) is y = 3x 12. Let g be the function dened by g (x) = h(8x2 ). a) What is g ( 1 )? 2 b) Find the equation of the tangent line to g at the point ( 1 , g (
University of Phoenix - MAT 117 - 117
When solving a rational equation, why is it necessary to perform a check? The reason for you to check you work when you are solving a rational equations is because if you dont there is a chance that you will not get the question correct. If you think the
University of Phoenix - MAT 117 - 117
Name Sara Podliska. Applied Learning Week 4Answer the problems below and show or explain how you arrived at your final answer. 1. You are the financial manager of an oil refinery. Oil from different regions has different levels of quality. The higher th
University of Phoenix - MAT 117 - 117
Basic Processes CheckPoint Week 5 By putting the bacteria, grasshoppers, fish, and bears in their classifications so we put t hem into kingdoms, phylums, classes, orders, families, and genuses. species is individual. Basically we look at how they are insi
University of Phoenix - SCI 230 - 230
W hat is the Pythagorean Theorem? How is it used? The Pythagorean Theorem is something that is used in daily life that applies to r ight t r iangles. I t is used in different m ath classes including t r igonometry, calculus and physics as well as i t has
University of Phoenix - SCI 230 - 230
Rainforests of the Atsinanana A.K.A. Madagascar References http:/www.worldheritagesite.org/sites/atsinananana.htmlhttp:/www.unep-wcmc.org/sites/wh/pdf/ATSINANANA.pdfhttp:/www.africannaturalheritage.org/Rainforests-Of-The-Atsinanana-Madagascar.html
McGill - ANTH - 211
2. We have argued that the state emerged as the primary actor responsible for economic growth and the well being of populations in the 1930s and 1940s. Give a description of the welfare and developmentalist state, contrasting it with what came before and
University of New Orleans - MUS - 100
SerfreviewExam0.112933.1017810.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamBaroque Period AssessmentPrinted below are the questions that were asked on this exam, along w
University of New Orleans - MUS - 100
SerfreviewExam0.112934.1017839.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamClassical Period AssessmentPrinted below are the questions that were asked on this exam, along
University of New Orleans - MUS - 100
SerfreviewExam0.112936.1017904.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamContemporary Period AssessmentPrinted below are the questions that were asked on this exam, al
University of New Orleans - MUS - 100
SerfreviewExam0.112930.1017742.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamForm AssessmentPrinted below are the questions that were asked on this exam, along with any an
University of New Orleans - MUS - 100
SerfreviewExam0.112928.1017728.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamHarmony AssessmentPrinted below are the questions that were asked on this exam, along with any
University of New Orleans - MUS - 100
SerfreviewExam0.112931.1017758.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamMedieval Period AssessmentPrinted below are the questions that were asked on this exam, along
University of New Orleans - MUS - 100
SerfreviewExam0.112927.1017722.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamMelody AssessmentPrinted below are the questions that were asked on this exam, along with any
University of New Orleans - MUS - 100
SerfreviewExam0.112932.1017777.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamRenaissance Period AssessmentPrinted below are the questions that were asked on this exam, alo
University of New Orleans - MUS - 100
SerfreviewExam0.112926.1017708.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamRhythm, Tempo, and Meter AssessmentPrinted below are the questions that were asked on this exa
University of New Orleans - MUS - 100
SerfreviewExam0.112935.1017870.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamRomantic Period AssessmentPrinted below are the questions that were asked on this exam, along
University of New Orleans - MUS - 100
SerfreviewExam0.112929.1017734.7374Help | LogoutHOMEMY COURSEWORKTAKE NOTESLISTENING GUIDESCOMMUNITYSETTINGSDOWNLOADReview the Items Asked On the ExamTexture AssessmentPrinted below are the questions that were asked on this exam, along with any
University of New Orleans - MUS - 101
PercussionIntroductionMaking sounds by hitting objects against one another must be one of the oldest activities known to humans. The history of percussion instruments is, therefore, extremely rich. Every culture in the planet uses one kind of percussion
University of New Orleans - MUS - 101
Duration and Pitch18th-century music manuscriptMusic NotationIn every culture in the world, language and music have evolved. Like language, music may have an oral as well as a written tradition. Although oral tradition in music is alive and well in alm
University of New Orleans - MUS - 101
Notating PitchesNotationTo review, a music notation system is a collection of symbols that people use to represent and interpret sounds. Depending on the historical period and culture, this has taken many different forms and served different functions.
University of New Orleans - MUS - 101
Naming PitchesNaming PitchesDifferent musical traditions and cultures name their pitches differently. In the Western musical tradition, we usually refer to specific pitches or tones with letter names, using the letters A through G. Thus, we have seven l
University of New Orleans - MUS - 101
VolumeIntroductionVolume, also referred to as dynamics, is one of the most important components of sound. Composers use volume as a way of controlling the emotional content and shape of a piece. It is interesting to note, however, that composers did not
University of New Orleans - MUS - 101
Instrumental TimbreTimbre is the quality of a sound. Different qualities of sound help us to distinguish the sounds of different instruments. For example, although the flute and the oboe are both wind instruments, their distinctive sounds are very differ
University of New Orleans - MUS - 101
Vocal TimbreWhat causes different timbres? To a great extent, timbre is determined by the shape of the sound waves and how the sound is produced. Vocal timbres vary in range (high to low) and color (rich, thin, nasal, warm, full, weak, etc.). Physical fa
University of New Orleans - MUS - 101
Orchestral TimbresInteractive Seating Chart of the Traditional Symphony OrchestraThis diagram shows the traditional position of the different instrument families when they get together to form a group called the symphony orchestra. Click the instrument
University of New Orleans - MUS - 101
The StringsIntroductionAll cultures in the world feature string instruments as part of their musical life and heritage. However, regardless of their origin string instruments share one common characteristic: a string stretched between two points to prod
University of New Orleans - MUS - 101
The WoodwindsIntroductionRemember, sound is not possible without vibration of some kind. In wind instruments, sound is produced by setting a column of air in motion inside the body of the instrument. In woodwind instruments, a musician blows a stream of
University of New Orleans - MUS - 101
The BrassIntroductionBrass instruments are classified as wind instruments. However, as their name implies, these instruments are fashioned out of metal. In fact, three factors lend brass instruments their characteristic "brassy" timbre: the material, th
University of New Orleans - MUS - 101
KeyboardIntroductionKeyboard instruments are sometimes included as part of the orchestra. More often, however, they are featured as solo instruments in music events called recitals, where a soloist plays by him or herself, or in a concerto where a soloi
University of New Orleans - MUS - 101
The OrganIntroductionThe Organ at United Church of Christ(Yokohama-Japan) Picture Courtesy of N. P. Mander, Ltd. English Organ Builders and Restorers The organ is a keyboard instrument whose tone is produced by wind flowing through pipes. The organist
University of New Orleans - MUS - 101
The SynthesizerIntroductionSynthesizerPicture Courtesy of Yamaha Throughout history, people have experimented with many new types of instruments. Some lasted, many didn't. The synthesizer is, in the grand scheme of things, a very new instrument. So new
University of New Orleans - MUS - 101
The Concepts of Unity and VarietyLet's begin by listening to two fundamental concepts that make a piece of music "work"the concepts of unity and variety. Most people like hearing sounds that they find pleasing, memorable, and familiar. Within a given com
University of New Orleans - MUS - 101
The Performer's RoleIntroductionIn his own words. "Since a musician cannot otherwise move people, but he be moved himself, so he must necessarily be able to induce in himself all those affects which he would arouse in his auditors; he conveys his feelin
University of New Orleans - MUS - 101
Structure of MusicIntroductionAn essential element in all the arts, the concept of form is associated with shape, organization, structure, pattern, relationships, coherence, and placement, and ultimately with questions of proportion and balance. In musi
University of New Orleans - MUS - 101
Can Music Have A Specific Purpose?IntroductionMusic has been an integral part in the day-to-day events and ceremonial functions of individuals and communities from the stately majesty of a march to accompany students preparing for graduation to a lullab
University of New Orleans - MUS - 101
What Type of Listener Are You?IntroductionPeople respond differently to stimuli, and music is no exception. In any musical situation, people may listen to what is going on in many different ways. Over time, certain types of listeners have been identifie
University of New Orleans - MUS - 101
Folk Music, Art Music, And All That JazzIntroductionArt music, rock, pop, blues, rap, jazz, and folk music: these are just some of the categories of music that are popular in today's culture. These musical genres are widely available in the media, and w
University of New Orleans - MUS - 101
Meter 1Another important aspect of rhythm is meter. Meter is used to organize pulse into groupings called measures. If you have learned to read music, you know that there are many meter signatures (also known as time signatures), such as 4/4, 3/4, 6/8, a
University of New Orleans - MUS - 101
MelodyInitial ListeningListen to the following piece, and focus your attention on melody. How many different melodies do you hear? Are any of the melodies repeated within this piece? What is the shape of each melody? In what direction do the melodies mo
University of New Orleans - MUS - 101
MelodyTonal CenterMost melodies have one pitch that is emphasized above the others. Listen to this example, and notice the importance of the note D (highlighted each time it occurs).Tonal Center example from Verdi's Triumphal March from AidaWhile any
University of New Orleans - MUS - 101
HarmonyIntroductionMelody represents the horizontal aspect of music; it consists of tones that are sounded one after another in a linear fashion. Harmony, on the other hand, involves the vertical aspect of music, that is, tones of different pitch that a
University of New Orleans - MUS - 101
TextureIntroductionIn the sections on melody and harmony, music was described as comprising horizontal (melody) and vertical (harmony) strands. Musical texture refers to how these strands relate to one another. There are three basic musical textures: mo
University of New Orleans - MUS - 101
FormIntroductionForm may be thought of as a pattern or a roadmapa plan. Form is essential to every art; literature, architecture, dance, graphic designeach must have a pre-planned structure. In literature, a novel is a form built around sentences, parag
University of New Orleans - MUS - 101
Medieval Period (1150-1450)Sacred MusicGraduale Aboense The Introit Gaudeamus omnes, scripted in square notation in the 14th15th century Graduale Aboense. The beginnings of our Western musical heritage are lost in the shadows of prehistoric times. But r