CONSERVATORY
COURSES
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12542 |
CNSV
100 Studio
Instruction |
Frank Corliss |
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PART |
(4
credits)
|
12543 |
CNSV
102 Composition
Tutorial |
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(4
credits)
|
12544 |
CNSV
104 Secondary
Piano |
Frank Corliss |
. . . . . |
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PART |
(2
credits)
|
12545 |
CNSV
108 Aural
Skills I |
John Halle |
. . . . . |
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. |
PART |
(2
credits)
|
12547 |
CNSV
109 Aural
Skills II |
John Halle |
. . . . . |
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. |
PART |
(2
credits)
|
12548 |
CNSV
110 Chamber
Music |
Melvin Chen |
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. |
PART |
(0
credits)
|
12549 |
CNSV
112 Orchestral
Training & Repertoire |
Erica Kiesewetter |
. T . Th . |
7:00 pm -9:30 pm |
. |
PART |
(0
credits)
|
12550 |
CNSV
116 Conservatory
Seminar II |
John Halle |
. . . . . |
|
. |
AART |
(4
credits)
|
12551 |
CNSV
211 Alexander
Technique for Musicians |
Alexander Farkas |
. . . . . |
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. |
PART |
(1
credit)
|
12552 |
CNSV
216 Conservatory
Seminar IV |
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. . . . . |
|
. |
AART |
(4
credits)
|
12553 |
MUS / CNSV
220 Music,
Language, & Mind |
John Halle |
. . . Th . |
1:30
– 3:50 pm |
OLIN 106 |
AART |
(4
credits) A survey of
recent work in musical cognition focussing on the connections
between language and music. Aniruddh
Patel's recent "Language, Music and the Brain” will serve as the
main text augmented with additional readings by Lerdahl,
Baker, Jackendoff, Meyer, Hayes and others.
Among the broad questions we will attempt to address are the following.
Does the shared terminology we employ to refer to the basic elements of
music and language-e.g. accent, rhythm, phrase, stress, etc.- point
to underlying similarities in the two mental systems or does it obscure fundamental
differences? What aspects of music are elucidated by the cognitive approach
which forms the foundation of contemporary linguistics and what important
characteristics of musical experience are, in principle, unanswerable by
viewing music as a Chomskyan "natural
object"? Does the evidence offered by contemporary
neuropsychological research indicate that linguistic and musical syntax make use of similar or distinct neural circuitry? What
kinds of empirical results would a definitive answer to this question
require? What evidence is there for a musi-language
in our evolutionary history which would later bifurcate into language and music
as distinct expressive and cognitive systems? What are the connections between
poetic meter as a formal pattern (as defined in traditional prosody), rhythmicized speech (as in rap, chant and nursery rhymes),
settings of metrical poetry by composers and song form? Some fluency with
musical notation will be helpful but is not required. Open to college and
conservatory students.
|
12554 |
CNSV
310 Keyboard
Skills |
Frank Corliss |
. . . . . |
|
. |
PART |
(2
credits)
|
12555 |
CNSV
401 Conservatory
Senior Project |
John Halle/Peter
Laki |
. . . . . |
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. |
|
(4
credits)