{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}

W14 Music 160 Week 1 Lesson 3

W14 Music 160 Week 1 Lesson 3 - January8,2014 AdministraAon...

Info icon This preview shows pages 1–12. Sign up to view the full content.

View Full Document Right Arrow Icon
Developing an American Sensibility Through Ballads January 8, 2014
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
AdministraAon For those of you just joining us, here is the course website, where you can find the course syllabus hGps://catalyst.uw.edu/workspace/csunardi/17871/ Syllabus has informaAon about the course, requirements, and reading and listening assignments for each week Is also a required book—see syllabus for informaAon about this book
Image of page 2
Re: Add codes I am very sorry, but this class is nearly full. Please see David Aarons aRer class or email him about geSng on the wait list. [email protected] I will likely be teaching this class again during the summer (A‐term).
Image of page 3

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Some musical terms Dynamics – volume, how loud or soR music is Timbre – sound quality, tone color InstrumentaAon – instruments (including voice) used in a parAcular selecAon of music (Wade 2009: 209) Singing style – way the voice is used OrnamentaAon – way a note is decorated
Image of page 4
For today… “Hearing” cultural values of an earlier America through BriAsh‐American ballads Thinking about how ballads changed in an American context Form – way the music is organized or structured
Image of page 5

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
From the BriAsh Isles to the American Colonies and….
Image of page 6
and expanding United States… SituaAng our thinking in the 17 th ‐19 th centuries, and beyond
Image of page 7

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Cultural values communicated through ballads that have been handed down from earlier Ames: Restrained aStude towards sexuality and humans as sexual beings Adultery is a sin Emphasis on marriage and family Sense of austerity Sense that sinners are doomed in some way, oRen via death Sense of God’s will via nature and/or jusAce served in some way
Image of page 8
Some changes to BriAsh ballads as sung in America ORen omission of details that explicitly indicate that a woman has either had a baby or become impregnated outside of wedlock ORen omission of references to ghosts E.g., omission of interacAons between humans and ghosts Reflects a different aStude towards the supernatural world Ex: “PreGy Polly” as sung in America
Image of page 9

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
“PreGy Polly” (sung with banjo by Pete Steele) (E‐reserves Unit 1) “PreGy Polly, preGy Polly, come and go with me, PreGy Polly, preGy Polly, come and go with me, PreGy Polly, preGy Polly, come and go with me, Before we get married, some pleasure to see.” “PreGy Willie, preGy Willie, I fear yo’ way. PreGy Willie, preGy Willie, I fear yo’ way. PreGy Willie, preGy Willie, I fear yo’ way. You have taken my body all out astray.” (Banjo)
Image of page 10
He led her over the hills and the valleys so deep, He led her over the hills and the valleys so deep, He led her over the hills and the valleys so deep, And at last preGy Polly began to weep.
Image of page 11

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
Image of page 12
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern