2116 Syllabus (Fa 10) - USF Music Advising - University of South ...

MUT 2116 FALL 2010
MUSIC THEORY III
UNIVERSITY OF SOUTH FLORIDA
BASIC INFORMATION
Professor:
J. T. Brasky, Ph.D.
Office:
135E FAH
Email:
brasky@usf.edu
Phone:
813–974–2311 [main office phone, for messages only]
Fax: 813–974–8721
Class Meetings:
Tuesdays and Thursdays, 7:25 A.M.–9:15 A.M.
Class Location: FAH 102
Office Hours (drop-in):
Office Hours (by appt.):
Teaching Assistant:
Tuesdays, 11:00 A.M.–12:00 P.M.
Thursdays, 11:00 A.M.– 12:00 P.M. (limited alternate times also available)
Luke Schwartz (lschwar2@mail.usf.edu)
REQUIRED COURSE MATERIALS
Steven G. Laitz, The Complete Musician: An Integrated Approach to Tonal Theory, Analysis, and Listening. New York: Oxford
University Press, 2007.
• Many (if not all) of you will own this from Theory I–II with Dr. Scotto.
Steven G. Laitz, The Complete Musician Student Workbook: An Integrated Approach to Tonal Theory, Analysis, and Listening, vols I–II.
New York: Oxford University Press, 2007.
Manuscript paper, straight-edge or small ruler, and pencils.
• Failure to bring staff paper and other required course materials to class meetings wastes a tremendous amount of time. If
it becomes a problem, you will lose attendance/participation points.
• See http: // www.blanksheetmusic.net for free manuscript paper.
Regular internet access, for access to Blackboard, email, and recordings in the Classical Music Library
(http://clmu.alexanderstreet.com.proxy.usf.edu/)
• Additional required and supplementary materials will be available on the class’s Blackboard site.
ASSIGNMENTS, COURSE MEETINGS AND DAILY PREPARATION
Expectations—
• Performance in past courses—especially Theory and Aural Skills I–II—will have a DIRECT AND LASTING IMPACT on
your performance in this class. You are expected to be fluent in treble, bass, tenor, and alto clefs, all major and minor
key signatures, diatonic and chromatic harmonic motion, diatonic and chromatic sequences, and standard roman
numeral/figured bass labeling systems. If you are not, brush up on trouble spots during the first week of the semester!
• Hand in assignments in a timely fashion. This means that
NO LATE ASSIGNMENTS WILL BE ACCEPTED!
• There is no opportunity for make-up or extra credit work.
• Check your USF email account regularly (or forward their mail to another easily accessible account) for announcements
pertaining to classroom activities and assignments.
• Be responsible for the materials presented at each class, including lectures, discussions, and activities as well as all
reading and listening assignments. All assignments will be posted to Blackboard.
Attendance—
Students are responsible for the information, handouts, and assignments given during each session. Regular and punctual
attendance at all class meetings is expected. Attendance will be taken at all class meetings; lateness and/or poor attendance
will directly affect your grade. The daily discussions among your peers and the professor will go beyond readings and other

2116 SYLLABUS (FALL 2010)—2
course exercises (otherwise, we’re stuck talking about menial things like how to spell chords and that’s just hellish…). These
should be a source of interest, and are a source of exam questions.
Excused Absences: illness (as documented by a physician), religious observance (see below), and family emergencies
(as documented by your academic advisor), events sanctioned by the School of Music
• If you plan to miss a class because of religious observance, university policy stipulates that students must
notify the professor by the second class meeting.
Unexcused Absences: doctor’s appointments, travel, studio lessons, phone calls, parole hearings, or other events that
occur during class time. Other requests for excused absences will be considered on a case-by-case basis.
When absences are unavoidable, please notify me via email or leave a message in the music office before the class meeting:
813–974–2311. Please note that my office phone—from the Stone Age—does NOT have voicemail.
NB: All cell phones and similar devices are to be shut off or silenced. They should not be visible during
class and will result in an F on a quiz/exam if they are spotted during a timed, graded event.
Email—
When you email any faculty member, be sure to address them appropriately and sign the email. Remember that what and how
you write reflects on how you are perceived!
• Do not panic if it takes a day or two to receive a response. My priority is to provide accurate information.
Facebook Policy—
I will not accept friend requests from undergraduates.
QUIZZES AND EXAMINATIONS
• For each, students will be responsible for the material presented and discussed in class, assigned readings, as well as
listenings and other assignments. Quizzes and exams may not be overtly cumulative, but a conceptual understanding of
the materials from previous units will always be required to answer the questions.
• Both the Midterm and Final will consist of short-answer questions, listening questions, analyses, and harmonizations.
Through assignments and quizzes, you will have almost everything on any exam in your hands before the test.
• Pop quizzes are a part of life. If you are prepared, they are an easy source of good grades.
• No make-up quizzes and/or exams will be given.
Final Grades—
Final grades will be calculated according to the following percentages:
Weekly work [see below] 50%
Attendance, Assignments, Quizzes, and Participation
Midterm Examination [Thursday, October 7] 25%
Final Exam [Tuesday, December 7, 7:30–9:30 A.M.] 25%
GRADING
Weekly Grades—
Weekly grades are calculated according to below template. There are fifteen weeks in the semester.
T R HW Quiz Adj. TTL
[x/20]
%
Morneau, J. – + 9.5 10 0 19.5 97.5%
Mauer, J. – – 7.4 6.6 –2 12 60%
Morgan, J. + + 10 10 +2 22 110%

2116 SYLLABUS (FALL 2010)—3
Key:
T = Tuesday Attendance
R = Thursday Attendance
HW and Quiz grades from 10 points
– = absent or late (more than 5 min)
+ = present, exceptional participation or preparation
The Adj. category is the sum of the T & R columns
• Note in Mr. Morneau’s row, the absence on Tuesday is cancelled by the exceptional work in Thursday’s class. This costs
Mr. Morneau no points as a result. However, his classmate, Mr. Mauer, did not attend class on Tuesday (yet had a friend
hand in the assignment at the class meeting), but showed up more than 5 minutes late for Thursday’s class. He loses two
attendance points for the week, lowering his grade from 14/20 (70%) to 12/20 (60%). Note that Mr. Morgan is a
fantastic student and has an average for the week that is well above 100%.
• The planned 13 graded homework assignments over the course of the semester means that individual assignments are
each worth approximately 3% of the final calculated grade. (Assuming about a pop quiz a week, that is.) That means
missing two assignments will essentially reduce the highest possible attainable grade to an A–, three to a B, and so on.
• In weeks where a scheduled university holiday interrupts the regular class schedule (e.g.: Dr. Martin Luther King, Jr.
Day), there will be only one attendance opportunity for the week. If a class is canceled (or if you have been excused),
you will be given credit for attending, although the meeting will not exist.
• In sum, please note that assignments, quizzes, and participation have an enormous effect on one’s final grade.
Understand that a bad week will do some harm to a final grade, but that not handing in more than one assignment has
the potential to substantially lower a final grade. (Missing more than two puts a final grade in serious jeopardy.) It also
makes it much harder to justify awarding strong final grade when one then fails to do well on the exams!
At the end of the semester an overall grade percentage will be translated into a letter grade, based on the following
equivalencies:
97–100+ = A+ 93–96 = A 90–92 = A–
87–89 = B+ 83–86 = B 80–82 = B–
77–79 = C+ 73–76 = C 70–72 = C–
67–69 = D+ 63–66 = D 60–62 = D–
59 (or lower) = F
Incompletes will not be assigned except in extraordinary circumstances.
One MUST attain a C– or better to continue into 2117!
ACADEMIC INTEGRITY
All outside sources and other materials used in student assignments must be properly referenced. If I have reason to believe
that a student is cheating or being academically dishonest in any way, proceedings may be instituted to have the student
dismissed from the class, program, and/or the University, and a grade of FF assigned. It is a given that anyone who cheats
will fail the class. See the following for more information concerning university policy for academic dishonesty and
plagiarism:
http://www.ugs.usf.edu/catalogs/0809/adadap.htm
SUPPORT
Students with disabilities are encouraged to register with Students with Disabilities Services in order to receive academic
accommodations. SDS asks students to notify instructors of accommodation needs at least FIVE business days prior to
needing the accommodation. A letter from SDS must accompany this request. Course documents will be made available in
alternate formats if requested in the student’s Memorandum of Accommodations.

Week
Class
Actual
Date
Chapter
Topic(s)
Pages
Listening
HW
Reading
HW
Written
HW
In-class
Examples
Misc.
1 1.2 08/24/10 15–16 Compound melody, Implied
harmony, motive (intro)
phrase models" (T-PD-D-T in noncadential
patterns); contrapuntal
cadences (PD-D-T in inv at end of
phrase); PD expansion
2.4 09/02/10 17 PD expansion (cont.); subphrases;
composite phrases
356–363 Ch. 15: pp. 356–363
only; Ch. 16:
364–381; syllabus
Wkbk: 15.2c, 15.7a-b Wkbk: Comp Mel 15.2a-b, 15.3;
15.7b-c
1.4 08/26/10 16 Motivic Transformation 369–396 Ch. 17: 403–416 SL: 16.1a; 16.2; Wkbk: 16.4 Wkbk: Motives 16.2a-b, d
2 2.2 08/31/10 17 Hearing phrases; IV 7 , ii 7 ; "embedded 403–416 Ch. 17: 416–421 Wkbk: 17.81, 17.10 (1), but add SL: Exercises—17.4a (error
RNs, then produce a stem-slur detection), 17.5b (analysis)
analysis (passage continues at the
top of the next page)
3 3.2 09/07/10 18 Submediant in 1–6–4 bass prgs; vi-ii-
V-I prgs; vi as PD; deceptive
cadences
3.4 09/09/10
No Class Meeting: Rosh Hashana
4 4.2 09/14/10 18–19 Ch. 18: Context in I–V–vi; 1-7-6-5;
Ch. 19: mediant in bass arpegg.; III in
minor (VII-III as V/III–III);
4.4 09/16/10 19–20 Ch. 19: "retrogression" (D-PD); Backrelating
Ds (prolong previous tonic
but do not resolve to one); harm prgs
416–421 Ch. 18: 425–434 Wkbk: 17.11, 17.16, 17.22a SL: Exercises—17.8c as harm
exercise, 17.11c (analysis); Wkbk.
17.15 (determine your own harm
prg w/T-expansion and given
melody)
425–434 Ch. 18: 436–445
Ch. 19: 446–450
434–450 Ch. 19: 450–460 Wkbk: 18.15, 19.2a-c; stem-slur of
SL: stem-slur of p. 444, ex. B
(Mozart K. 333)
450–460 Ch. 20: 461–472 (pay Wkbk: 19.11; stem-slur of 19.13a
particular attention to & e (are there back-relating Vs? if
Ex. 20.5, to be so, where?)
discussed in class and
look carefully at
20.1c)
5 5.2 09/21/10 20 Ch. 20: Periodic (A/C) structure; 461–476 Ch. 20: pp. 472–483 Wkbk: formal diagrams & stemslurs
of Ex. 20.2a-c (label all
phrase models, RNs/fig bass) and
Ex. 20.5b
Due next Tu: Wkbk 18.2 (do NOT SL: Exercises—18.3b (in triple meter
write the 9–8 but instead use a 4–3 with an anacrusis, harm); 18.5b-c
in m. 4, and thus, do NOT have (analysis)
another B-flat in that chord!);
K. 331 Theme (I-V-vi); Dido's
Lament (1-7-6-5 in minor); 18.10a
(analysis); VL model on mediant:
19.5; 19.4 (analysis)
Dido, reconsidered (retrogression);
Exs. 19.7–19.9 (harm prg diagrams);
harmonize 19.6c (OVs given);
19.11b (analysis: reduce to SATB
style)
Begin w/wkbk. 20.1; Diagrams on
pp. 464–466 on harmonic contents
of A/C phrases; K. 331 for A/C;
20.1c ; SL Ex. 20.1 (p. 473 for
analysis egs.
5.4 09/23/10 20 Ch. 20: Periodic structure, cont.
Ch. 21: Sentence structure (intro)
461–476 Ch. 21: 477–485 Wkbk: Ex. 20.9 second example,
Ex. 20.5b; 20.4a-b;
6 6.2 09/28/10 21 Ch. 21: Sentence structure 477–485 Ch. 21: 485–494 Wkbk: Ex. 20.10 (pick meter and SL: Exercises—21.1a, f (analysis);
write out bass w/soprano; no IVs!); map out compositional model
Ex. 21.1a-c (label formal type,
whether a sentence, determine
harm rhythm)
6.4 09/30/10 21 Ch. 21: Double period; asymmetrical
periods
485–494 Chs. 15–21 Wkbk: Ex. 21.7b; 21.2c (4 voices) Asymmetrical period: Haydn, St.
Anthony Chorale; SL:
Exercises—21.2d
7 7.2 10/05/10 Catch-up day + Review review Review
7.4 10/07/10 Midterm Examination Ch. 22: 495–504
8 8.2 10/12/10 22 Ch. 22: Harmonic sequences types 495–504 Pachelbel Rant video Ch. 22: 504–513 Wkbk: Ex. 22.1a-c, 22.2a-b, 22.3ab
SL Exercises: 22.3b–c (analysis);
(add all RNs/FB symbols) [check TMM for others]
8.4 10/14/10 22 Ch. 22: Writing seqs 504–513 Ch. 23: 514–536 Wkbk: Ex. 22.9 a-e; 22.11
9 9.2 10/19/10 23 Ch. 23: seqs within phrases; diatonic
seqs w/7th chords (beginning)
501–513 Ch. 23: 514–536 Wkbk: Ex. 22.10; Ex. 23.3a-b SL Exercises—23.1a (analysis);
Error in Ex. 17.10: under score, the
PD should begin at the start of the
second meas.
Ex. 18.17e: there IS a way to make
this (admittedly uncommon)
progression work, without the //5 VL
error Laitz points out. What is it?

9.4 10/21/10 23 Ch. 23: seqs w/7th chords 514–536 Ch. 24: 537–544 Wkbk: Ex. 23.7; Ex. 23.13a-b
10 10.2 10/26/10 24 Ch. 24: Applied chords (V & V7 of x) 537–544 Ch. 24: 545–550 Wkbk 2: Ex. 24.3 (follow given
directions!);
SL Exercises—24.2 (all), 24.3 [bring
in musical examples!], handout (for
practice)
SL Exercises—24.6 (all), 24.7 [bring
in musical examples!]
10.4 10/28/10 24 Ch. 24: Applied chords (vii of x) 545–550 Ch. 24: 537–550 Wkbk 2: Ex. 24.4 (stem-slur, too),
24.5
11 11.2 11/02/10 24 Ch. 24: review 537–550 Ch. 24: 551–558 Wkbk 2: Ex. 24.7, 24.8 use old HW for chord spelling &
resolution work
11.4 11/04/10 24 Ch. 24: Applied chords and seqs 551–558 Ch. 25: 563–573 Wkbk 2: Ex. 24.18, 24.19, 24.22 SL Exercises—24.12 (harm), 24.14ab,
[SMT—TA coverage]
(chromatic seqs)
bring in other examples (?)
12 12.2 11/09/10 25 Ch. 25: Tonicization and modulation 563–573 Ch. 25: 574–586 Wkbk 2: Ex. 24.20 a-b; Ex. 25.2 Wkbk 2: Ex. 25.1, Bring in old
(I—>V)
(UV only?)
I—>V exercises;
12.4 11/11/10 25 Ch. 25: Modulation (writing and 574–586 Ch. 25: (review all) Wkbk 2: Ex. 25.7, 25.9 Wkbk 2: Ex. 25.21c, e-f; Ex. 25.23
analyzing mods)
(part); Ex. 25.24
13 13.2 11/16/10 25 Ch. 25: Mod wrap-up 587–592 Ch. 26: 587–598 Wkbk 2: Ex. 25.12, 25.13 Wkbk 2: Ex. 25.21a-b, d; Ex. 25.23;
Treasure hunt due on 11/30
13.4 11/18/10 26 Ch. 26: Binary form types 593–598 Ch. 26: 598–613 Treasure hunt SL Exercise—26.1 (listening), 26.2
(analysis); TH questions
14 14.2 11/23/10 Thanksgiving Break