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Blog 2, Kim

I chose the two pieces: Kyrie(monophonic) and Kyrie from the Pope Marcellus Mass, and while listening to both pieces I made sure to have the musical elements in mind. I did have some expectations for both, for example that the monophonic piece wouldn’t have Some that came up during the monophonic Kyrie piece was that the texture was a monophony(a single musical line with accompaniment). This was because there was the same lyrical line with no instruments for support, and “Even though many voices or instruments might be involved, as long as all are sounding the exact same line, the texture is monophonic.” The Kyrie from the Pope Marcellus Mass, started off with a single voice, then others started joining in at different times, all singing the same line(showing that it was a polyphony texture), with a consonant harmony as it sounded pleasing to the ear when the lower pitched voices combined with the higher pitched ones. The single melody was picked out right in the beginning, low (perhaps piano) to a forte or fortissimo, letting me know what to expect in the coming parts, as the line was sung by multiple people.

For the two songs, my thought process for both was I would essentially go into them blind. I wouldn’t research them about their history or anything, I would go by my first impression, which was that they were going to be without instrumentals and that the music is most suited for church mass. When I started listening to each piece, I jotted down a list of notes to come back to as I wrote my response. The basics of which was how I felt about each piece, which musical elements I could pick out, and simple definitions, making sure to refer back to either the textbook or my worksheet for notes on particularities.


1 Comment

  1. I really liked how you explained both of the pieces that you chose. I also really like the examples that you used to show Kyrie(monophonic) and Kyrie from the Pope Marcellus Mass. Also I really found it very interesting how you referred the worksheet that we were working on in class, to both of the pieces.

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