Analysis of Rhythm and Meter     Course Syllabus

Tim Koozin

Group Assignments for the class

Haydn. Farewell Symphony, finale (CD 2306; 3031; 3032)

The final movement is relatively straight forward in terms of both motivic structure, and rhythm. Finding introductory thematic material is not a problem. We would like the class to attempt to find where they believe the second theme begins, or what may be labeled as the main transitional phrase, once the piece enters the second section; in other words, whether the piece actually has a clear second motive. Whether they succeed or not, we would then like them to say why or why not, giving a few words to support their claim. This will most likely be a matter of opinion fused with the evidence observed in the score.

Sent by: John Silva jsilva84@hotmail.com

Beethoven. Sonata for piano, Op. 13, second mvt (CD 1389; 7127; 5651)

My team have decided to assign to the class, from Beethoven's Piano Sonata: 1) What is the form of this piece? 2) Give the key area for each section of the form. 3)How would you mark the hypermeter for the piece?

Sent by: IrmaPren IrmaPren@aol.com

Schubert. Moment Musicale No 6 in A flat major (CD 4881, 3960)

We would like the class to take the first two phrases and make a melodic and rhythmic reduction marking each anticedent and consequent phrase and subphrase. We chose to keep the assignment short because we know that everyone has to do an assignment for every group.  

Sent by: Jenisha Jenkins jenisha81@yahoo.com

Bottesini. Concerto No. 2 in B minor (CD 3589)

One approach to this piece is to think of the bass as a vocal instrument instead of just purely a mechanical one. If we consider the bass as a "voice," what is the range of this first movement? Most of the movement is in the middle of this range. Where do the extremes of the range appear? Find two examples of the extremes, one that is high and one that is low. (Hint: consider anything above the middle B in the treble clef to be high and anything below the C under the bass clef to be low.)

Sent by: Brian Loftis brianlof@swbell.net