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Comprehensive Musicianship – Dr. Pogonowski

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Comprehensive Musicianship I
A&HM 5032

Lenore Pogonowski, D.M.A.
Office: HM 518

Open Office Hours:
1:00-2:30 Weds. 3:00-4:30 Thurs.,
Other hours by appointment

Course Description
Comprehensive Musicianship I is designed to explore selected theoretical constructs from the Middle Ages to the 18th Century.  The parameters of music, as they function in a musical context,  will be examined for their distinctive roles in musical organization through improvisation, composition, analysis, listening and performance.  Selected symphonic, chamber, choral, and keyboard works will be utilized for illustrative purposes.

Important Reference
Randel, Don Michael (ed.), (1986).  The New Harvard  Dictionary of Music.  Cambridge, MA: The Belknap Press of Harvard University  Press.
ISBN 0-674-61525-5

Optional Reference
Kostka, S. and Payne, D. Tonal Harmony.  New York: Alfred A Knopf.  (recent edition).

Classes 1-4    Early Music—Chant and Polyphony
Listen to at least two albums of Chants and list five characteristics that can be identified on the basis of your listening.

Based on your listening, write a chant-like melody in untransposed Dorian Mode (approximately two musical systems) using the Latin translation of your name as the text.  Make six copies for a performance in class.

Add organum and fauxbourdon to your melody after class experiments and assigned listening to music of the time.

If you are taking this course during the Fall Semester, attend the Medieval Festival at Fort Tryon and the Cloisters.  It occurs early in the semester and is advertised in the New York Times.  The M4 bus will get you there for period music, costumes, food and Medieval fun.

Structural dictation listenings and analyses.

Classes 5-12    Renaissance to Common Practice Harmony
Bach Prelude from Well-Tempered Clavier, Book I.

Analysis of Bach Prelude.

SATB setting of Prelude

Review of non-harmonic tones in preparation for original diatonic melody writing.

Write melody that can be accompanied by Prelude for designated measures.

Mozart Overture

Structural dictation listenings and analyses

Classes 13-15        Performances of Creative Options
Creative Options

Analysis Option

Regular attendance is expected.  Assignments will not always be collected, however, when they are, they will be noted.
Addendum:    If you play a portable instrument, please bring it to classes.
Papers should be typed, double-spaced, and carefully edited before submitting them.  Assignments are due on the specified dates.

Teachers College Conceptual Framework
In keeping with the College’s long tradition of the leading intellectual influence on the development of the teaching profession, of serving the needs of urban and suburban schools, in the United States and around the world, the mission of teacher education at Teachers College is to establish and maintain programs of study, service and research that prepare competent, caring, and qualified professional educators (teachers, counselors, psychologists, administrators and others).  This mission is based on three shared philosophical stances that underlie and infuse the work we do:

Inquiry stance: We are an inquiry-based and practice-oriented community.  We and our students and graduates challenge assumptions and complacency, and embrace a stance of inquiry toward the interrelated roles of learner, teacher, and leader in P-12 schools.

Curricular stance: Negotiating among multiple perspectives on culture, content, and context, our graduates strive to meet the needs of diverse learners, both students and other adults, in their school communities.

Social justice stance: Our graduates choose to collaborate across differences in and beyond their school communities to demonstrate a commitment to social justice and to serving the world while imagining its perspectives.

These stances are the three dimensions of the educational space that we continuously create.  By using critical inquiry as a tool in approaching the complexity of students and their learning, of ourselves and our teaching, our subject matter, and the contexts in which all these operate, we and our students and graduates build effective curricula which benefit students’ learning and ultimately serve the larger purpose of the moral growth of the individual and society.

For more information on the Philosophy and Knowledge Bases of the Conceptual Framework Please visit this following website.

Statement on Disabilities and Diversity

The College will make reasonable accommodations for persons with documented disabilities.  Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation.  As your instructor, I am happy to discuss specific needs with you as well.

Grade of Incomplete
The grade of Incomplete will be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding.  If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date that the grade of Incomplete was replaced by a final grade.  If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript. In such instances, if the course is a required course or part of an approved program of study, students will be required to re-enroll in the course including repayment of all tuition and fee charges for the new registration and satisfactorily complete all course requirements.  If the required course is not offered in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their options for fulfilling the degree requirement.  Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam.

Extenuating Circumstances
Teachers College students have the responsibility for activating the Columbia University Network ID (UNI), which includes a free Columbia email account.   As official communications from the College – e.g., information on graduation, announcements of closing due to severe storm, flu epidemic, transportation disruption, etc. — will be sent to the student’s Columbia email account, students are responsible for either reading email there, or, for utilizing the mail forwarding option to forward mail from their Columbia account to an email address which they will monitor.