Description No title page is necessary; in fact, please don’t use a separate title page, but rather put your name, your B00#, and MUSC 2020, Winter 2019 in the upper left corner of the first page, followed by your paper title, centred at the top of the first page of your essay. Sources and Citations: Use at least 4 sources for your essay, at least 3 of which have been published independently of the internet (peer-reviewed web publications, such as academic journal articles accessible through JSTOR, are acceptable). THE TEXTBOOK, WIKIPEDIA, OR CLASS NOTES ARE NOT ACCEPTABLE CITATIONS. Cite your sources using footnotes in the Chicago Style (also known as Turabian) format. Instructions for formatting footnotes in the Chicago Style are available via many websites, including the following: http://www.chicagomanualofstyle.org/ tools_citationguide.html Assignment: Select a jazz artist active before 1980 who is NOT covered in this class. Select one song by that artist that came out before 1980 and make a case for why that artist should be covered in a class called “The History of Jazz”. You may discuss more than one song by your artist, but you should select and focus on ONE song and argue why it should be required listening for this course. This requires that you think about what constitutes historical significance and demonstrate that your selection has it. In doing so it may be useful to link your song to the musical movements it is associated with (e.g., new orleans jazz, swing, bebop, cool jazz, hard bop, free jazz, fusion, etc.), and, if possible, explain how it relates to broader social (race, gender, class etc.), historical (WWI, WWII, Depression etc.), political (civil rights era), musical (pioneer of new style) and/or cultural issues. You should provide relevant background information on your selected artist; however, this is NOT a biographical essay assignment, and your coverage of the artist’s biography should be limited to information relevant to her/his/their historical significance. Be sure to discuss musical details of the song you’ve chosen and how they contribute to the significance and/or impact of your chosen song. Explain how the song works and what kinds of meanings it offers, and to whom. What musical elements are important to this particular song? How do they contribute to the meanings of the song? Use elements we have discussed in class like: form, collective improvisation, solos, swing, breaks, orchestration, arrangement, blue-notes, timbre etc. Use what you have learned in this class. You must choose an artist that is NOT on the course syllabus. The following artists are off limits: Django Reinhardt, Scott Joplin, Original Dixieland Jazz Band, Jelly Roll Morton, Joe “King” Oliver, Sydney Bechet, Louis Armstrong, Fletcher Henderson, Paul Whiteman, Duke Ellington, James P. Johnson, Bix Beiderbecke, Benny Goodman, Artie Shaw, Count Basie, Chick Webb, Bessie Smith, Mary Lou Williams, Big Joe Turner, Ella Fitzgerald, Billie Holiday, Coleman Hawkins, Lester Young, Charlie Christian, Art Tatum, Thelonious Monk, Charlie Parker, Dizzy Gillespie, Dexter Gordon, Bud Powell, Lennie Tristano, Miles Davis, Gerry Mulligan, Chet Baker, Modern Jazz Quartet, Dave Brubeck, Art Blakey the Jazz Messengers, Horace Silver, Charles Mingus, Sonny Rollins, Clifford Brown, George Russell, John Coltrane, Ornette Coleman, Cecil Taylor, Weather Report, Jaco Pastorius, Herbie Hancock, Stan Getz, Jimmy Smith, Wynton Marsalis, Medeski, Martin & Wood Marking: Essays will be marked by the TAs for this course, except for essays by Music Majors, which will be marked by the professor. Essays will be marked according to the criteria given on the attached grading sheet. Essay Grading Sheet a) Ideas (30%): Highly competent (25-30): an interesting, clear and focused idea is established and maintained; an original interpretation and a distinctive perspective is generated; there is evidence of thorough research and sophisticated engagement with relevant materials; a deep understanding of the subject is demonstrated, and a high level of critical thinking is shown; the demands of the assignment are fully satis?ed. Competent (20-24): good, consistent focus or purpose; suitable level of research and good use of ideas; evidence of perspective and/or suitable tone. Adequate (15-19): some focus; evidence of attempt to communicate with an audience. Inadequate (10-14): limited or no awareness of purpose and/or audience.
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