Popular Music Case Study Essay
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Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Popular Music Case Study Essay
Term Paper – Instructions and rubric
Due July 23, 2019, 11:59pm
Instructions
Let’s draw some connections.
Choose a piece of popular music (rock, country, pop, rap, r&b, jazz, movie music, video game music, whatever) that you believe has similarities to a work(s) we have discussed in class (Monteverdi: Orfeo, The Coronation of Poppea, Bach: Little Fugue, Bradenburg, Cantata, Handel: Messiah, Giulio Cesare, Puccini: La Boheme, Tchaikovsky: Romeo and Juliet, Verdi: Rigoletto, Bizet: Carmen). It might be a similar sound, a similar feeling, or a similar idea being expressed. Explain, in approximately 1000 words, what connections you hear. Describe both the works of popular and art music in terms of the musical elements that we learned in Chapter 1 (sound, pitch, rhythm, melody, harmony, key, musical texture, musical form, musical style), noting similarities and differences as you encounter them.
Papers must be uploaded as Word documents to the Assignments tab on COURSEDEN no later than 11:59pm on July 23)
Rubric
SCORE 4=exceeds expectations 3=meets expectations 2=developing (does not meet expectations) 1=unsatisfactory (failing) Grade level A (100-90) B or C (89-70) D (69-60) F (59 or below) Learning outcome 1: Adapt written communication to specific purposes and audiences Target: Writing in standard edited English that is appropriate for a college-level assignment and audience.
Exhibits nearly error-free grammar and spelling with no major sentence level errors. Exhibits sufficient control of standard written English, no more than one sentence level error/page, and other errors are only occasional and not evidence of patterned errors. Exhibits significant patterns of major grammatical errors throughout and/or patterns of spelling errors. Exhibits insufficient control of standard written English, resulting in substantial errors that cause confusion and/or incoherence. Learning outcome II: Synthesize and logically arrange written presentations Target: Writing that is well organized, logically arranged to support rhetorical purposes.
Opening sentence(s) exceed(s) expectations in assertion(s) and contextualization; subsequent sentences exceed expectations in their presentation of a robust and logically arranged synthesis in support of the rhetorical aim of the assignment. Opens with sentence(s) of assertion and contextualization; subsequent sentences present a sufficiently and logically arranged synthesis in support of the rhetorical aim of the assignment. Opening sentence(s) might not be clear or appropriate in assertion(s) and/or contextualization; subsequent sentences could lack synthesis and logical arrangement in support of the rhetorical aim of the assignment. Might lack opening sentence(s) of assertion and contextualization; Exhibits little to no organization and logical arrangement and does not adequately support the rhetorical aim of the assignment. Learning outcome III: Recognize and identify appropriate topics for presentation in writing Target: Writing that exhibits appropriate knowledge of foundational musical concepts and the ability to use them in the evaluation and comparison of music.
Exceeds expectations in the understanding of pertinent supporting musical concepts and the use of them to according to the rhetorical aim of the assignment. Shows understanding of pertinent musical supporting concepts and appropriately uses them according to the rhetorical aim of the assignment. Supporting musical concepts might lack in their quality and/or quality, and they might inadequately support the rhetorical aim of the assignment. Significantly lacking in quality and quantity of musical concepts; concepts do not support the rhetorical aim of the assignment.
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