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Week 3: Music and Dance
HUMN 100 6981 Introduction to Humanities (2215) OO
Music and Dance
Without music, life would be a
mistake. I would believe only in a
god that knows how to dance. —
Friedrich Nietzsche
Dancing Celestial Deity (Devata), early 12th century
This image is in the public domain.
—
Overview
Music is and has been, to one degree or another, a part of every human society. Music
fulfills needs related to artistic expression: entertainment, group or individual motivation,
religious worship, providing an aural accompaniment to films, plays, and other dramatic
presentations, reading, and exercising. Music can be so deeply ingrained in our daily lives
that sometimes it is hard to separate it from its association with other activities. In many
African languages, there is no separate word for music. African music cannot be separated
from dance and ceremony.
In some cultures, music is highly prized and considered essential for a full and happy life;
it is so revered in others that it is considered appropriate to be experienced only under
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the most solemn and reverent conditions. Yet what distinguishes music from sound or
noise?
There are almost as many definitions of music as there are people who attempt to define
it, but everything generally recognized as music (as opposed to noise or sound) seems to
have in common human organization, patterning, and intent, as well as a sound source of
some kind. Music is primarily an aural experience—it is primarily heard—as opposed to
being experienced through any of the other senses, although it is certainly possible to
experience music by seeing musical notation, or feeling vibrations, as in the case of British
percussion soloist Dame Evelyn Glennie, who describes herself as profoundly deaf.
Ethnomusicology is the study of music within the context of human life—the study of
people making music. Ethnomusicologists bring in anthropological, linguistic,
psychological, and sociological perspectives, as well as purely musical ones. In contrast to
such Western categories as melody, harmony, rhythm, and timbre, the organizing
categories of sound, behavior, and conception have evolved over time as major objects of
study within the discipline of ethnomusicology.
A distinctive characteristic of ethnomusicology is its interdisciplinary nature. It
encompasses not only historical musicology from a comparative perspective, but also
psychological, sociological, and anthropological topics, such as perception, linguistics, the
traditions of folklore, and cultural studies, which includes the cultural uses of music.
Cultures use the performance of music for a variety of purposes (religious and secular
communications, dance and other rituals, etc.). The study of its context by
ethnomusicologists is an important part of understanding music’s cultural function, or its
role in the society that produces it.
In contrast to the work of ethnomusicologists, until the 1980s, musicologists most often
wrote about what is represented in a performance of music by 17th- to 20th-century
European male composers, rather than what the performers do in each performance. A
musical score served as the representation of music. However, scholars now recognize
that a musical score hides as much as it shows. Most editions of musical scores,
particularly those of early music (pre-1800), are created by using a variety of sources that
are incomplete and often contradictory, revealing a good deal of scholarly judgment and
educated guesswork when performers give these scores a live performance. Since the
1980s, several musicologists have made more attempts to reach an understanding of
European art music (what many people call classical music) as one kind of music among
many, both for its own sake and for the possibility of contributing to an understanding of
its social and historical contexts.
As you explore the world of dance this week, consider its very close relationship with
music in African culture, demonstrated by the resources on African-American spirituals
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Week 3 Checklist
Checklist
and the ring shout.
Learning Outcomes
Following is a list of the Week 3 outcomes, mapped to the corresponding course
outcome. The course outcomes give “the big picture,” and the weekly outcomes provide
more detailed information that will help you achieve the course outcome.
Week 3 Outcomes
Describe the meanings of music and sound (1, 2).
Use the lens of ethnomusicology to view the field of music (1, 2).
Identify elements of music and dance (1, 2).
Analyze music and dance in specific cultures (3, 4).
Course Outcomes Met in Week 3
Describe and analyze the way human culture is expressed through works of
literature, performing and visual arts, philosophy, and religion in order to appreciate
the depth and breadth of the humanities disciplines.
Use basic vocabulary, concepts, methods, and theories of the humanities disciplines
in order to describe and analyze cultural and artistic expressions.
Identify and apply criteria in order to evaluate individual and collective cultural
accomplishments.
Examine individual and cultural perspectives in the field of humanities in order to
recognize and assess cultural diversity and the individual’s place in the world.
16.67 % 1 of 6 topics complete
Read the Weekly Overview & Learning Goals
Read, View, Review all of the Learning Resources & Links
Participate in our Discussions
Take the Quiz
Compose & Submit your Final Project Part 1
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Week 3 Study Guide
Web Page
Week 3 Learning Resources
External Learning Tool
Week 3: QUIZ
Quiz
WEEK 3 DISCUSSION: Exploring Music and Dance
Discussion Topic
Take the quiz before you post to the discussions.
Please use the Learning Resources from this module to answer the quiz questions. You
may take this quiz up to five times. Questions you have answered incorrectly will be
shown to you after each attempt. Your best grade will be recorded in the grade book.
GENERAL INSTRUCTIONS FOR DISCUSSIONS: Your contributions should be thoughtful
and developed. Answer all parts of the question and use concepts from the course
materials. Use a professional style of communication, with attention to grammar, spelling,
and typos; cite your sources.
Unless your instructor specifies otherwise, choose ONE of the following questions, and
give a substantive response to at least two other students.
1. EXPLORE MUSIC AND DANCE
The readings and videos introduced themes and issues related to exploring music and
dance as phenomena of culture. There are a great many more to consider: children’s
music and dance, music and dance for the elderly, music and dance among people with
disabilities, or spirituals in African American history. Find a video related to one of these,
embed it in your post, and examine one of these areas (or another related topic) in detail
and make sure to use at least two concepts, terms etc. about music and dance from the
Learning Resources for the module. Underline or bold the vocabulary, concept or
technique you use as a interpretative tool in your post.
2. CREATE A RINGSHOUT
If you decide to create a Ringshout and can make a video, share a file containing the video
and discuss the experience of learning about the Ringshout and the process of creating it.
3. PARTICIPATE IN A DANCE
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Final Project Part 1: Selection of the Topic
Assignment
Due July 6 at 11:59 PM
Participate in a style of dance that is new to you. Your local community may offer free or
low cost opportunities such as contra dancing or line dancing. If live musicians are
present, what instruments are used? Do some research on the style of dance you
participated in and discussing its cultural context, history and origins. Also provide some
information about your overall experience participating in this form of dance. Be sure to
embed a video example of this kind of dance in your post.
4. EXPLORE SYMPHONY, CHORUS, OR OPERA
Using an Internet search engine, locate the nearest symphony orchestra, chorus (chorale)
or opera company to your home or office, or one that you would like to visit in the future.
Share the URL (website location) and describe some of the works being performed this
season. Are the works on the programs all by 18th and 19th century European male
composers (Bach, Mozart, Beethoven, etc.) or did you find some diversity among the
composers?
Check for special programs for families with children or special ticket prices for students.
Does the organization have a public outreach program such as the award-winning “Voices
Within,” an artist residency program designed by the Los Angeles Master Chorale that
teaches fifth grade students how to tap their creative voices to compose and perform
their own original songs? https://lamasterchorale.org/voices-within
If you were to attend one of the performances you have discovered, what two tools from
the Learning Resources for the module. Do you find useful to have in mind when viewing
the performance and why? Underline or bold the vocabulary, concept or technique you
use as a interpretative tool in your post.
You will not see any other postings until you post your own.
Initial posts are due by Saturday at 11:30PM ET and at least two responses to fellow
classmates are expected by the end of the academic week on Tuesday by 11:30PM ET.
Click here to view the full Final Project description.
Final Project, Part 1. Selection of Topic.
This part of the final project is your choice of topic.
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Choose one of the following subjects or propose one of your own.
One particular emotion or state of mind such as anger, jealousy, fear, gratitude,
confusion, etc.
One specific fairy tale, myth, fable, or classic story
One religious or spiritual lesson or belief such as humility, hope, enlightenment,
renunciation, reincarnation, the Trinity, the eight-fold path, ahimsa (non-violence),
etc.
One political or social theme such as social justice and injustice, social inequality,
social progress, political conflict, etc.
One form of cultural/societal identity such as race, sexual-orientation, gender
identity, ethnicity, or class, or you could combine two of these such as “black
women,” or “Chinese-American fathers,” or “LGBTQ Native-Americans.”
A specific fictional character such as a character from a novel, play or film or a
specific public personality such as a news anchor, a reporter, a politician etc.
One natural force or element of the natural world, like a kind of weather (snow,
rain, sun), an animal (cat, dog, horse), a kind of landscape (mountain, oceanic,
desert), etc.
Explain two reasons for your choice in a short paragraph of 4-5 sentences. Be sure to
include the significance of your choice to your own thinking about the world and/or its
cultural significance.
STOP: Before you hand in your assignment, make sure to ask yourself the following
questions:
1. Have I clearly identified an appropriate topic?
2. Have I explained two reasons for my choice explaining the significance of the
choice to my own thinking about the world and/or the topic’s cultural significance?
3. Have I edited and proofread my writing for grammatical, structural, and spelling
errors that might impede someone from understanding what I am trying to say?
Due Date for Part 1: This submission is due during Week 3, with the final day of
submission being the Tuesday of the third week (11:30pm ET). Please see the Course
Schedule for the exact final due date for this submission. The submission should be
carefully edited and proofed for standard use of English.
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