INQUIRY Gr.12 (Vocal Solos)
Foreign Language Vocal Solo Research Assignment
Gr. 12 Voice RAP (Inquiry)
ITALIAN due October 5th.
FRENCH due October 19th.
GERMAN due December 11th.
SPANISH due March 2nd
MUSICAL THEATRE due April 11th.
5% deduction for submission 1 day late.
10% deduction for submission 2 days late.
Submission closed after the third day.
PLEASE REFER TO THE 'INQUIRY EXAMPLE' HAND-OUT WHICH CLEARLY ILLUSTRATES THE EXPECTATIONS AND REQUIREMENTS FOR A SUCCESSFUL INQUIRY ASSIGNMENT.
Some points include, but are not limited to, the following:
- Use Times or Times New Roman font in 12 pt. font size with maximum 2.0 line spacing option.
- Keep section headings to either 12 pt. or 14 pt. font size maximum.
- For questions worth 10 or 15 points, ensure substantial information / explanation / description is given for full marks. (Especially questions 1, 5, 6, and 7.)
- Translations - ensure line-by-line (and word-by-word) alignment.
- Works Cited page must be separate with a centred title.
- Use your OWN WORDS unless text is directly taken from exterior source, which MUST be clearly set in quotation marks.
1. In your OWN words, write a biographical synopsis on the composer whose music you will be performing in your song solo. /10
*An embedded citation must be included in this biographical paragraph for full marks in the embedded citation section.
PLAGIARISM WILL RECEIVE A MARK OF ZERO.
2. Provide the (foreign language) text on the left column, the English word for work translation underneath the original text. The words must be aligned word-for-word with the literal text translation. In the right hand column, provide the poetic translation (one that makes sense in English) line-by-line.
*Do not use the translated text from the sheet music.
*An embedded citation under the translated column must be included for full marks in the embedded citation section.
*Exemplars available in class or ask teacher.
/10 (Foreign language) /10 (English poetic translation)
/10 (English word-for-word)
Original Italian & Word-for-Word English Translation
Io – mi - chiamo, - Leonardo
I - me - called, - Leonardo, My name is, Leonardo,
e - ho - quindici - anni.
and - (I )have - fifteen - years. and I am fifteen years old.
The key signature
The time signature
The tempo marking
ALL music terminology (if any) within the entire piece
The form of the piece
/10 (Please provide music if pieces are not provided in class.)
4. List the FULL NAME & VIDEO LINK of a minimum of five PROFESSIONAL recordings / artists you have listened to in your research to better understand the style of this piece of music and its era. If you absolutely cannot access five PROFESSIONAL singers, include the remainder with semi-professional singers if needed. /5
5. What are your thoughts about each artist’s interpretation? Comment on a combination of observations that may include: vocal colour, vocal weight, vibrato, phrasing, diction, articulations, interpretation, stage presence, facial expression, hand gestures, musicality, wow factor, etc. You may comment on what you liked or disliked but make the observation and analysis the primary focus of the analysis. Write a minimum of 5 detailed points for EACH artist for full marks. / 15
6. Song Analysis: What are your thoughts on how to interpret this piece of music for yourself? Be specific.
What do you look for?
1) The melodic line: Where are the highest parts? The lowest parts? The biggest intervallic jumps? The longest notes? The shortest notes? The most accented notes? The altered notes?
2) Text: What are the words that accompany each of these particulars of the melody? Why do you think the composer did those things on those words? What is he/she trying to express?
3) Dynamics & articulation: Where is the loudest section? The softest? The most articulated? What are the words in those points? How does this information inform your interpretation?
4) Rhythm: Is it a tango? A waltz? A rumba? A Ballade? What are the rhythms that make is so? How does this affect phrasing?
5) The accompaniment: Is it sparse? Is it dense? Is there the use of pedal? It is moody? Is it bright? How does it support the voice, the words and the emotion in the specific sections?
6) Are there sections that change key? Tempo? Rhythm? Mood? Text? Does the meaning move from happy to sad, or relaxed to agitated? Why does the composer do this in this section? How is he/she trying to colour the text in a different light?
7) If not much is notated, how much is left open to interpretation? How much does the music (everything above) inform the interpretation despite the lack of dynamic or articulation markings?
After looking deeply at the music and text explain how this informs your interpretation of the song. If you wish, you can compare it to the interpretations of the singers you previously listed. /15
7. How did you prepare for this piece? Describe in (minimum) FIVE very in depth strategies and time management approaches you took/are taking to learning this piece of music in time for the class performance. /10
8. Proper citations embedded in work. /10
9. Works Cited page in MLA form with title page. /10
10. Grammar (Punctuation, capitals, periods, spelling, syntax, colloquialisms, organization, clarity, formatting, etc.) /10
****All information from external sources must be attributed to the original source using a Works Cited page and embedded citations.***
Plagiarism will earn a mark of a ZERO.
Information on how to EMBED MLA CITAIONS: http://content.easybib.com/guides/citation-guides/mla-format/how-to-cite-a-parenthetical-citations-mla/
Information on how to create a WORKS CITED PAGE:
(Notice the indentations.)
Sources to created citations:
Methodology is discussed in class.