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Course Criteria
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3.00 Credits
This course focuses on chromatic harmony of 19th century Western art music, including modulation to chromatically related and non diatonic keys, and altered chords. There is a strong emphasis on all aspects of part writing, and on aural comprehension of theoretical concepts and the performance of more complex melodic, rhythmic, and harmonic materials. Prerequisite: MUS 121 or permission of the instructor. (D'Angelo, offered annually)
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3.00 Credits
This course focuses on chromatic harmony of 19th-century Western art music, including modulation to chromatically related and non diatonic keys, and altered chords. There is continued emphasis on aural comprehension of theoretical concepts, part writing, and the performance of more complex melodic, rhythmic, and harmonic materials, including counterpoint of the 18th and 19th centuries. Prerequisite: MUS 231, or permission of the instructor. (D'Angelo, offered annually)
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3.00 Credits
In this study of the ranges and timbers of orchestral instruments with reference to symphonic scoring, students arrange for small ensembles and full orchestra. Prerequisite: permission of instructor. (D'Angelo, offered alternate years)
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3.00 Credits
This course offers a survey of selected methods of musical analysis, including the traditional approaches to studying form developed by Leon Stein and Douglas Greene, La Rue's style analysis, Schenker's system for tracing the underlying tonal structure of pieces, and Perle's handling of serial procedures and atonality. Each of the analytical systems is applied to representative works drawn from the six major style periods of Western art music. Prerequisite: MUS 231 or permission of the instructor. (Myer s, offered alternate years)
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3.00 Credits
Independent Study
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3.00 Credits
This seminar provides in depth study of selected areas within the history of Western music. Subjects vary from year to year. Topics may focus on the works of a single composer ( i.e., Mozart's operas, Stravinsky's ballets, Bach's cantatas) or specific theme s (i.e ., text/music relationships). Stylistic and formal analysis of music is integrated with European social and cultural history. Requirements include active participation in discussion and research projects. Students are expected to write two substantive papers. Prerequisite: permission of instructor. (Myer s, offered alternate years
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3.00 Credits
Course Offered as Needed: BIDS 298 The Ballet Russes: Modernism and the Arts
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3.00 Credits
Students consider some definitions of peace that include not just "the absence of war," as the English word implies, but also "wholeness, welfare, and safety," as the Heb rew sha lom and the Ara bic sal aam do; and justice, too, as in H.L. Mencken's famous suggestion, "If you want peace, work for justice." Then students consider the work of activists in peace work, through their writings, in interviews, and to the extent possible, by working alongside of them. Peace workers practice negotiation, arbitration, and conflict transformation, but as Professor David Ost reminds us, they also recognize the legitimacy of anger. And as Charles McCormach, president of the Save the Children Foundation observes, they do some of their best work upstream from conflict, helping those who would otherwise contribute to violence to find productive ways to live in their communities. This is a service learning course: in addition to participating in class discussions, students undertake service jobs related to peace-building in the Geneva commu nity. (Fall, offered alternate y
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3.00 Credits
This course introduces participants to the following 'isms,' their dynamics, and their interconnections: sexism, racism, heterosexism, classism, anti-Semitism, ageism, and ableism. It gives students, staff, and faculty an invaluable opportunity to connect and inspire one another; to deal with issues of oppression and education; to topple the wall of resentment and fear that separate men and women, white people and people of color, gay/lesbian/bisexuals and heterosexuals, poor and rich, students and teachers-and to redefine the meaning of community at Hobart and William Smith Colleges. The course addresses the notion of healing and the role of emotions and attitudes in the development of human intelligence, provides participants with a variety of traditional and innovative teaching and learning methods, and challenges the notion of hierarchical knowledge by putting students in the role of teachers and facilitators. Prerequisite: by application. (Albr o, offered annually
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3.00 Credits
This course provides students a forum to demonstrate the skills and competencies learned from Teaching for Change. The practicums take the form of co-teaching the course, Culture of Respect, or undertaking an equivalent experience. Students are given opportunities to practice skills commensurate with their learning. At the minimum, students facilitate small groups and help create a supportive and welcoming learning environment. At the maximum, students present complex teaching modules in front of a large group. Prerequisite: PEHR 212 or PEHR 215. (Albro, offered annually)
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