MUSICAL ANALYSIS AND JOURNAL ENTRY FOR WEEK 3
Name:
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Analysis #1- Choose an example of the 12-bar blues to analyze
CONTEXT: The Five Questions
Based on our class discussion of the piece, your notes, and the study slides, answer the five contextual
questions. The last question will include a SHMRG analysis.
1. Who’s playing?
2. What systems, people,
and/or cultures are
supporting this music?
3. Who’s listening?
4. What is the relationship
of the music to the
culture?
5. How does the musical SHMRG analysis. You must enter at least 2 characteristics for each category. You
content work? may write more. Write in complete sentences.
(This is your SHMRG
analysis). SOUND A)
B)
HARMONY A)
B)
MELODY A)
B)
RHYTHM A)
B)
Growth A)
(Form) B)
Based on our class discussion of the piece, your notes, the
study slides, or your own research, what stylistic term or
terms might you use to describe this piece of music? (Please
use musical terms; for example, “jazz” or “impressionism”
would be a good answer, while subjective adjectives such as
“beautiful” or “horrible” will not be accepted.)
Analysis #2 Choose a 2nd example of the 12-bar blues to analyze
Composer/Title of Piece:
CONTEXT: The Five Questions
Based on our class discussion of the piece, your notes, and the study slides, answer the five contextual
questions. The last question will include a SHMRG analysis.
1. Who’s playing?
2. Who is supporting this
music?
3. Who’s listening?
4. What is the relationship
of the music to the
culture?
5. How does the musical SHMRG analysis. You must enter at least 2 characteristics for each category. You
content work? may write more. Write in complete sentences.
(This is your SHMRG
analysis). SOUND A)
B)
HARMONY A)
B)
MELODY A)
B)
RHYTHM A)
B)
Growth A)
(Form) B)
Based on our class discussion of the piece, your notes, the
study slides, or your own research, what stylistic term or
terms might you use to describe this piece of music? (Please
use musical terms; for example, “jazz” or “impressionism”
would be a good answer, while subjective adjectives such as
“beautiful” or “horrible” will not be accepted.)
Analysis #3 Choose another example of the blues to analyze.
Composer/Title of Piece:
CONTEXT: The Five Questions
Based on our class discussion of the piece, your notes, and the study slides, answer the five contextual
questions. The last question will include a SHMRG analysis.
1. Who’s playing?
2. Who is supporting this
music?
3. Who’s listening?
4. What is the relationship
of the music to the
culture?
5. How does the musical SHMRG analysis. You must enter at least 2 characteristics for each category. You
content work? may write more. Write in complete sentences. (10)
(This is your SHMRG
analysis). SOUND A)
B)
HARMONY A)
B)
MELODY A)
B)
RHYTHM A)
B)
Growth A)
(Form) B)
Based on our class discussion of the piece, your notes, the
study slides, or your own research, what stylistic term or
terms might you use to describe this piece of music? (Please
use musical terms; for example, “jazz” or “impressionism”
would be a good answer, while subjective adjectives such as
“beautiful” or “horrible” will not be accepted.)
Journal Entry for Week 3:
You have two options for your journal entry this week.
Option 1: This week you were asked to read the chapter “The Uses of the Blues.” After reading
Baldwin’s piece, what connections can you make between Baldwin’s ideas and the ideas and sentiments
expressed in the music of the artists we studied this week? What are the uses of the blues, in your
opinion?
Option 2: We have spent a lot of time this week thinking about form and a predictable form is useful to
composers, performers, and listeners. Describe the importance of the form of the 12-bar blues, and
discuss how this form manifests in different ways in the pieces assigned this week.
Your entry should be a minimum of 500 words. Type Your Response Here:
