Classical Music - Theory of Music year 3 H2

5th sem. 6th sem. total time = average contact time per week ects time ects time ects

musician

main subject

35

35

counterpoint/ harmony / literature/ methodology

90

90 analysis / literature / methodology

90

90

gregorian chant

60

60 hearing analysis

60

60

piano

instrumentation and arranging*

creator/ performer

main subject related practical lessons

8

8 tonale harmony at the piano / accompaniment

60

60

cultural history

60

60

teacher

education

6

6

internship

10

10 didactics

75

75

music pedagogy

60

60 entrepreneur

portfolio

2

2 2 project weeks

researcher

classical music history

75 6 75 6 thesis preparation

3 10 3

total credit points per semester 0 60 60

* together with composition students

Generic module title Main Subject Year 2 Specific module title Main Subject Theory of Music Year 2 Code Osiris Code (16) Course type Course Year Year 2 Exam goal B Main Phase Bachelor Content See module description semester 1 Reference competencies 3, 4, 5, 6, 8, 9, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 Learning outcomes The skills acquired in the first year I now applied to broader repertoire.

• for Analysis of Classical/Baroque, larger compositions are involved (piano trios, string quartets, symphonies, masses, et cetera).

• for Harmony: chromatic/modal counterpoint: 3 to 5 voices • for Harmony at the piano: chromatics • for Gregorian: deeper insight into especially the various notations • for aural practice: more complex examples and larger compositions from the

Baroque and Classical periods Students are able to:

• work out the above analysis and writing skills in writing and explain them verbally. • directly harmonise simple diatonic bass and soprano parts on the piano, as well as

harmonise some scales and simple harmonic sequences. • perform a Gregorian song and explain it. • give auditive analytical commentary on presented excerpts from the Baroque

and Classical periods. • sing modulating melodies from sheet music and perform non-syncopated

rhythms. • read, summarize and comment on professional literature.

Coordinating department KM Contact person Patrick van Deurzen Language English Work forms • work group

• individual coaching Teacher(s) Frans de Berg, Patrick van Deurzen, Gijsbert Kok, Desirée Staverman, Marcel Zijlstra Entrance requirements Material/literature Various sources such as music by J.S. Bach (inventions, fugues, masses), W.A. Mozart and J.

Haydn and early Beethoven (sonatas, string quartets, symphonies). Literature: Louis & Thuille - Harmonielehre, Jeppesen - Kontrapunkt, Rosen - Sonata forms, Schonberg - Fundamentals of Musical Composition, Leon Stein - Structure and Style, Rosen – Classical Style.

Exam Exam Exam description Main Subject Theory of Music Year 2 Semester 2 Exam form Theory – discussion

Theory – practical theory Theory – handing in assignments

Content of the exam The student • must harmonise a number of simple basses and sopranos, as well as some scales

and simple chromatic sequences. • performs a Gregorian song and explains it. • gives auditive analytical commentary on presented excerpts from the Baroque

and Classical periods. • sings modulating melodies from sheet music and performs non-syncopated

rhythms. • presents a list of literature he/she has read.

The various analyses and writing assignments are discussed.

Exam criteria The student has • has produced written analyses, demonstrating that the skills mentioned above

have been mastered. • has produced satisfactory writing with regard to part writing, harmonic progression

dissonance treatment and counterpoint techniques. The student is able to:

• reflect verbally and properly on his or her own work, trade literature and auditive excerpts.

• harmonise simple modulating bass and soprano parts, as well as some scales and simple chromatic sequences.

• perform a chosen Gregorian song. • sing diatonic melodies from sheet music and perform syncopated rhythms.

Exam duration 2 hours Weight 1 Study credits 35 Number of attempts 2 Result score 20 points, 0.5 – 10, in halves

1. Music education A 2. Music education B 3. Internship

Specific module title Music Education A (music pedagogy)

Code Osiris

Course type Course

Year 3

Exam goal B Main Phase Bachelor

Content/relation to professional practice

Music pedagogy The course music pedagogy combines theoretical subjects and practical training. The following subjects are treated: general didactics, communication and feedback, presentation skills, group dynamics, motivation, developmental psychology, teaching styles, teacher roles and core qualities. The theoretical subjects are reflected upon, also by using video recordings and reports from the students’ internships and observations. Finally, current developments in the field of music education are discussed. The various subjects are treated differently according to the associated genre (Classical Music, Jazz, Pop, World Music, Music Theatre).

Reference competencies 21, 22, 23

Learning outcomes • You are able to analyse music lessons in terms of the theoretical concepts treated in the lessons and use these concepts in preparing lessons.

• You are able to observe and analyse pupils and verbalise this analysis by using concepts you have learned.

• You are able to recognise and identify general didactic knowledge in learning situations such as the preparation of lessons (for instance, by articulating learning outcomes and the use of working methods).

• You are aware of personal characteristics of pupils, such as learning style, age and motivation and are able to recognise and identify these in the reflection moments.

• You are able to reflect on the theoretical subjects in relation to yourself and the lessons you give.

• You are able to provide functional feedback to fellow students or pupils.

• You are aware of the various roles and styles of a teacher (for instance your role as coach) and are able to recognise and identify these in the reflection moments.

• You have knowledge of the group dynamic processes that you can use in working with groups and are able to recognise and identify these in the reflection moments (does not apply to Classical Music).

Coordinating department KM-Jazz-Pop-WM-MT

Contact person Marjolijn Boersma/Frank v.d. Duin

Language Dutch or English

Work forms • group practical lesson • lecture • individual coaching

Teacher(s) Teachers music pedagogy

Entrance requirements Portfolio year 1: having passed Introduction to Education.

Material/literature Reader compiled by the teachers

Exam Exam

Exam description Music Education A Music Pedagogy

Semester 2

Exam form Theory – assignment Theory – interview

Content of the exam Making assignments, writing reflections on the subjects treated. Based on the completed assignments, and inter-vision interview will take place.

Exam criteria All required concepts are used correctly, motivated and described in the report.

Answers and reflection are presented with arguments. There is a clear link between theory and practice (i.e. students see and

understand the relation between one day have read and/or heard and what they actually observed during music lessons).

The written reports are worked out in the form of a clearly constructed narrative; they should not be simple listings.

Assignments are made based on the observations of your fellow student and your own lesson.

Assignments must be produced on the computer and contain at least 1600 words.

The inter-vision interview must be prepared. This means that the described video excerpts have been selected and are ready to be viewed.

During the inter-vision meeting, the student is able to name, use and apply the theoretical concepts to the video excerpts.

Exam duration 30 minutes (final interview per student)

Weight 1

Study credits 2

Number of attempts 2

Result scale Pass/Fail

1.

Specific module title Music Education B didactic methods

Code Osiris

Course type Course

Year 3

Exam goal B Main Phase Bachelor

Content/relation to professional practice

In the course Didactic Methods, the emphasis is on the methods of learning to master an instrument. Relevant subjects are studying forms of transference and various teaching material for the instrument, as well as historical developments. Current developments in instrument teaching are also discussed. Basic techniques specific to the instrument, such as tone building, posture and techniques are studied and explored. All this combined forms the basis for preparing lessons in practice. Instructions are given on how to make internship reports and self-reflections. Instrument presentations are given by students of the departments Classical Music, Jazz and World Music.

Reference competencies 4, 5, 21, 22, 23 , 25

Learning outcomes • You have the didactic and method knowledge and skills to give individual lessons and band coaching (Pop)/group lessons (Music Theatre).

• Compose a learning route for the short term for an individual pupil or a group and supply them with adequate study material.

• You have knowledge of the various forms of teaching material and are able to identify, analyse and apply them in a teaching situation.

• You are able to design a lessons structure by using various methods and ways of working.

• You have knowledge of other instruments in pop/jazz bands and are able to use this knowledge in the band coaching lessons (Jazz/Pop).

• You are able to give a presentation about your own instrument before a group (Classical Music, Jazz, World Music).

• You have knowledge of the historical development of your instrument and are able to apply this during your lesson and instrument presentation (Classical Music, Jazz, World Music).

Coordinating department DM

Contact person Ruud Spetter

Language Dutch or English

Work forms • group practical lesson • individual coaching

Group size Depending on the number of students

Teacher(s) Teachers Music Education B

Entrance requirements Portfolio year 1: having passed Introduction to Education.

Material/literature Methods for beginning /advanced students and own material of the teachers

Exam Exam

Exam description Music Education B Didactic Methods

Semester 1

Exam form Theory – assignment Theory – interview

Content of the exam Throughout the module, students work at various assignments that are related to the subjects treated. The instrument presentation with Classical Music, Jazz and World Music is also part of the exam. At the end of the course a final interview takes place with the teachers involved and the internship coach. This final interview concludes both Music Education B and the internship. In the interview, the assignments, internship and internship report are discussed. The final evaluation is either Pass or Fail.

Exam criteria • didactic and methodical knowledge and skills • designing a short learning route • analysis and application of study material • design of lessons structure • historical development • application of instrument knowledge band coaching lessons (Jazz/Pop) • The instrument presentation (Classical Music, Jazz and World Music) is

well-prepared and make use of the material treated in classes such as forms of transference, methods and historical development.

Exam duration 30 minutes (final interview)

Weight 1

Study credits 2

Number of attempts 2

Result scale Pass/Fail

Generic module title Portfolio year 3 Specific module title Portfolio year 3 Code Osiris Course type Course Year Year 3 Exam goal B Main phase Bachelor Content/relation to professional practice

General: The portfolio is a module that contains several activities. Some activities are organized by Codarts (such as the project weeks), other activities are designed by the student (individual study activities) Both types of activities have an common that they are focused on orientation on making informed choices in study and professional practice. They confront the student with different aspects of the art profession, both with regards to the different professional roles and other art disciplines. This broad orientation on the art profession stimulates the student to reflect on his own ambitions and profile and to translate this into concrete choices during and after study. The Portfolio year 3 consists of two project weeks. Every year two project weeks are organized. At least one of these weeks has a department transcending character in the sense that students of different departments and disciplines participate in joined projects. Form and theme vary per project week. During the project week the student is given the opportunity to get acquainted with disciplines/ genres/ aspects of the professional practice that were still unknown to him. When a student has attended the project(s) to which he was assigned, he obtains a positive result. Students that have not sufficiently attended the project(s) will have to do an substituting assignment (see below under Exam 2)

Reference competencies 3, 5, 13, 15, 19 Learning outcomes The project weeks serve as an orientation on several aspects of the art profession.

Broadening of perspective and gain new experiences are the main goal. There are no pre-set learning goals that are tested at the end of the module.

Coördinating department Music (JPW+KM) Contact person Renske Wassink Language Dutch/ English Work forms Differs per project week Teacher(s) Differs per project week Entrance requirements none Material/literature Differs per project week Exam Exam 1 Exam description Project week 1 Semester 1 Exam form Attendance (with the use of attendance list) Content of the exam The result (pass/not sufficient) is based on attendance. Students that have not sufficiently

attended the project(s) will have to do an substituting assignment (see below under Exam 2). Substituting assignment:

• The substituting assignment for the project week has the form of extra Individual Study Activities. The writes an account of these activities in a report, according to the standard Isa procedure (same format, deadline, handing in at study coach)

• The substituting activities should cover at least 28 hours. • Every project week has a theme. The extra ISA’s will have to take this theme

into account. The manager of the department sees to it that with the design of the project week the theme is translated to a clear framework for the substituting assignment. When the different departments/ programmes have different themes, this will be translated into the substituting assignment.

• The theme for the substitution for the second (inter-departmental) project

week will be equal for all departments. • The theme for the substituting assignment will be communicated within two

weeks after the project week or as soon it is known which students did not attend.

• When a students has only followed parts of the project week, these hours may be included in the report of the substituting assignment.

Exam criteria Attendance of minimum 75%.

This means that of a project of 8 daily periods, you may miss 2 periods. Of a project of 4 daily periods, you may miss 1.

Exam duration N.a. Weight 50% Study credits 1 Number of attempts 2 Result scale Pass/ Not sufficient

Exam Exam 2 Exam description Project week 2 Semester 2 Exam form Attendance (with the use of attendance list) Content of the exam See Project week 1 Exam criteria Attendance of minimum 75%.

This means that of a project of 8 daily periods, you may miss 2 periods. Of a project of 4 daily periods, you may miss 1.

Exam duration N.a. Weight 50% Study credits 1 Number of attempts 2 Result scale Pass/ Not sufficient

Generic module title Classical Music History Year 3 Specific module title KM Music History Year 3 Code Osiris Code (16) Course type Course Year Year 3 Exam goal B Main Phase Bachelor Content/relation to professional practice

Music History 5 discusses the music of the twentieth century in a broad cultural context. The module provides audio and score examples to study, as well as visual and textual documentation to support the context. Music History 6 addresses the history of the performing practice and role patterns in the music world, both now and in the past. These issues are studied by using articles, reviews and concert programmes.

Reference competencies 5,11,12,15, 19 and 20 Learning outcomes After having successfully completed module 5, students are able to identify the main

streams in music of the twentieth century; they demonstrate their knowledge in a presentation as well as their ability to communicate this knowledge to the group by using the appropriate terms. After having successfully completed module 6, students possess a general knowledge of the history of the performing practice. They are able to reflect on this knowledge and on their own role as future musicians, both in writing and in group discussions.

Coordinating department KM Contact person Désirée Staverman Language Bilingual (Dutch/English) Work forms • Lectures

• Presentation • Essay • Workgroup

Teacher Désirée Staverman Entrance requirements KM Music History 1, 2 and 3 Material/literature • Donald Grout, Claude Palisca: Een geschiedenis van de Westerse Muziek (NL)

• Donald Grout, Claude Palisca, A History of Western Music (8th ed.) (EN) • Readers, provided by the institute

Exam Exam 1 Exam description Music History 5 Semester 1 Exam form Written Exam Content of the exam The exam assesses historical insight and the ability to identify audio examples and scores

from the twentieth century. Exam criteria In the exam, students must demonstrate to possess sufficient knowledge and skills in

relation to the studied material. Exam duration 75 minutes Weight 100% Study credits 3 Number of attempts 2 20 points, 0,5 – 10, in halves Exam Exam 2 Exam description Music History 6 Semester 2 Exam form Presentation and two essays Content of the exam In the presentation, students demonstrate their insight into twentieth-century music, can

handle the related conceptual framework and communicate this to others. Students write a review of a concert and describe a programme that they have curated themselves.

Exam criteria In the exam, students must demonstrate to possess sufficient knowledge and skills in relation to the studied material.

Exam duration 30 minutes Weight 100%

Study credits 3 Number of attempts 2 20 points, 0,5 – 10, in halves

Generic module title Thesis Preparation Specific module title Thesis Preparation Code Osiris Course type Course Year Year 3 Exam goal B Main Phase Bachelor Content/relation to professional practice

It is of crucial importance for all art professionals to adopt an inquisitive attitude towards their own professional field and to be able to present their findings. This module treats the basic research skills. Students learn to make and present a research design. The module Thesis Preparation consists of 10 group lessons and individual coaching and contributes specifically to the development of the professional roles of musician, maker/performer and researcher.

Reference competencies 3, 4, 12, 13, 14, 15, 19, 20, 21 Learning outcomes Students are able to:

• choose a relevant research subject and formulate a problem. This subject is always related to the own professional field or musical practice.

• delimit their field of research and problem. • choose a fitting research method and relevant sources. • argument their choices and ideas and process feedback constructively in

their process/work. • construct and present a relevant and thorough research proposal.

Coordinating department Music (JPW&KM) Contact person Marijke Tielenius Kruijthoff Language Dutch/English Work forms • Group practical lesson

• Individual coaching Teacher(s) Desmond Haneveer, Desiree Staverman and the various thesis coaches Entrance requirements Main Phase student Material/literature Codarts Thesis Manual and recommended literature Exam Exam Exam description Thesis Preparation Semester 2 Exam form Written assignment combine with the presentation Content of the exam • a written research proposal

• a 5-minute pitch of the research proposal before fellow students and committee

If the written research proposal has not been handed in or has not been accepted by the thesis coach and the main subject teacher, the student will not be allowed to do a five minute pitch and will have failed the exam. The written research proposal is assessed by the thesis coach. The 5-minute pitch is assessed by a committee of 3 thesis coaches/teachers. The exam is public. Students are assigned to groups and are present during the presentation of their fellow students.

Exam criteria • professional relevance of the research proposal • articulation and delineation of the main and sub- questions • connection of the choice of research methods and sources to the research

subject • level of care, structure and use of language of the research proposal • clarity and structure of the presentation • level of care and use of language of the presentation • reflection and handling of feedback

Exam duration 3 hours Weight The research proposal and presentation must be assessed as a ‘Pass’ to complete

the module. Study credits 3 Number of attempts 2 Result scale Pass/Fail