This Course at MIT

This Course at MIT pages provide context for how the course materials published on OCW were used at MIT. They are part of the OCW Educator initiative, which seeks to enhance the value of OCW for educators.

Course Overview

This page focuses on the course 21M.235 Monteverdi to Mozart: 1600-1800 as it was taught by Professor Teresa Neff in Fall 2013.

Students studied the music of the seventeenth and eighteenth centuries in terms of context, style and form.

Course Outcomes

Course Goals for Students

Students delivered in-class projects, individual or team presentations, and written assignments.

 

Curriculum Information

Prerequisites

21M.301 Harmony and Counterpoint I or permission of instructor

Requirements Satisfied

Offered

Every fall semester

The Classroom

  • Photo shows the modern tablet armchairs, blackboards that include staves, display, and audio components at the front of the classroom.

    Lecture

    Additional classroom equipment included a piano, CD/DVD player, cassette deck, and turntable for audio examples.

 

Assessment

The students' grades were based on the following activities:

The color used on the preceding chart which represents the percentage of the total grade contributed by exams. 45% Exams (15% each)
The color used on the preceding chart which represents the percentage of the total grade contributed by concert reports. 20% Concert reports (10% each)
The color used on the preceding chart which represents the percentage of the total grade contributed by an analytical paper assignment. 10% Analytical paper
The color used on the preceding chart which represents the percentage of the total grade contributed by a revised and expanded version of the paper. 15% Revised and expanded paper
The color used on the preceding chart which represents the percentage of the total grade contributed by presentations and participation. 10% Presentations and participation
 

Student Information

On average, fewer than 10 students take this course each time it is offered.

Breakdown by Year

Primarily undergraduate students

Breakdown by Major

Music majors, minors, and concentrators

Typical Student Background

Almost every student in the class had studied a musical instrument previously, taken other MIT music courses, and currently played in at least one MIT performance ensemble. 1/4 were music majors, and 1/4 were music minors.

 

How Student Time Was Spent

During an average week, students were expected to spend 12 hours on the course, roughly divided as follows:

In Class/Lecture

3 hours per week

Met 2 times per week for 1.5 hours per session; mandatory attendance.

 

Out of Class

9 hours per week

Reading assignments, listening assignments, score study, and written assignments. Occasional attendance at live music performances.

 

Semester Breakdown

WEEK M T W Th F
1 No classes throughout MIT. No classes throughout MIT. Lecture session. No session scheduled. No session scheduled.
2 Lecture session. No session scheduled. Lecture session. No session scheduled. No session scheduled.
3 Lecture session. No session scheduled. Lecture session. No session scheduled. No classes throughout MIT.
4 Lecture session. No session scheduled. Lecture session. No session scheduled. No session scheduled.
5 Lecture session. No session scheduled. Lecture session; exam held. No session scheduled. No session scheduled.
6 Lecture session. No session scheduled. Lecture session. No session scheduled. No session scheduled.
7 No classes throughout MIT. No classes throughout MIT. Lecture session. No session scheduled. No session scheduled.
8 Lecture session. No session scheduled. Lecture session. No session scheduled. No session scheduled.
9 Lecture session. No session scheduled. Lecture session. No session scheduled. No session scheduled.
10 Lecture session. No session scheduled. Lecture session; exam held. No session scheduled. No session scheduled.
11 No classes throughout MIT. No session scheduled. Lecture session. No session scheduled. No session scheduled.
12 Lecture session. No session scheduled. Lecture session. No session scheduled. No session scheduled.
13 Lecture session. No session scheduled. Lecture session. No classes throughout MIT. No classes throughout MIT.
14 Lecture session. No session scheduled. Lecture session; exam held. No session scheduled. No session scheduled.
15 Lecture session. No session scheduled. Lecture session. No classes throughout MIT. No classes throughout MIT.
16 No classes throughout MIT. No classes throughout MIT. No classes throughout MIT. No classes throughout MIT. No classes throughout MIT.
Displays the color and pattern used on the preceding table to indicate dates when classes are not held at MIT. No classes throughout MIT
Displays the color used on the preceding table to indicate dates when lecture sessions are held. Lecture session
Displays the color used on the preceding table to indicate dates when no class session is scheduled. No class session scheduled
Displays the color used on the preceding table to indicate dates when exams are held. Exam
 

Instructor Insights

Below Professor Teresa Neff describes various aspects of how she taught 21M.235 Monteverdi to Mozart: 1600-1800.

The assignments for 21M.235 are designed to give students the opportunity to study a specific work in more depth.

Listening Guides

With my comments and suggestions, I hope to encourage my students to explore the topic further . . .

—Teresa Neff

Students are required to create a listenting guide on a work from the assigned listening and give a short presentation to the class. The goal of the assignment is twofold: to reinforce analytical listening skills and to practice describing a musical work. I give a sample listening guide at the beginning of the semester. While guides are to include some historical background on the composer and work, the primary purpose of the assignment is to engage with the compostion in more depth through formal, thematic, and harmonic analysis. The written guide demonstrates this analysis and includes timings from the assigned recording. After the presentation, students are encouraged to ask questions about both the piece and analysis. 

Analytical Essay Project

The largest written assignment for 21M.235 is the analytical essay. This assignment requires two drafts of the paper be submitted, which allows students to edit and revise their work. In addition to the written paper, students present their work to each other at the end of the semester. The topic (piece) is chosen by the student. I often meet wtih the student during this process; this provides an opportunity to discuss sources and approaches. I also encourage students to meet with me at any point on the project. The most productive meetings are often after I have returned the first draft of the paper. In the first draft comments, I suggest other avenues of research or approaches to the piece. With my comments and suggestions, I hope to encourage my students to explore the topic further, or, at a later time, pursue ideas beyond the scope of the final project for this class.