這門課的性質與教學目標正如 syllabus 中 "Class Objective" 所述, 是一門專為調性和聲基礎較弱的研究生所開的和聲學複習課程. 學生雖程度不一, 但大多還是畢業於大學相關科系, 鮮少完全不具樂理基礎者. 因此, 除了統整性的複習學生已經學過的調性和聲樂理之外, 我以裝備學生實際分析與應用能力為這門課的教學目標. 簡言之, 此課程由實際曲目的分析著手, 逐步建構起對於調性和聲的理解與認識, 不讓學生單純覺得只是重上一次對他們來講有學習障礙的和聲課...
這門課是一個學年課, 課程內容的分野跟大學部和聲學不同. 在 "Class Content" 中列出本學期的 1-7 項內容, 是與下學期的 8-12 項內容相關連的. 本學期的內容著重在 "basic concept and application of tonal harmony", 下學期則是進階版的 "further concept and application of tonal harmony". 由於是由實際的譜例帶出樂理, 因此課堂中所用的每個譜例多多少少都包含這七項內容, 只是出現在每個譜例中的比例不同, 當然由學期初到學期末, 每個譜例的整體程度還是由易到難, 請看 "Potential Assignment" 中所列出的曲目, 學期初所用的 Haydn 跟 Schumann, 在分析的層次上很明顯的比接近學期末所用的 J. S. Bach 要單純許多.The nature and teaching objectives of this course are as stated in "Class Objective" in syllabus, and are a duplication course for graduate students with weaker modulation and sound foundations. Although students have different degrees, most of them still graduate from relevant college subjects, and are few who have no basic music foundations at all. Therefore, in addition to the modulation and sound course that students have learned with a regular complex, I take the teaching objective of the course with the practical analysis and application ability of the students. In short, this course starts with the analysis of the actual repertoire, and gradually constructs the understanding and understanding of tune and voice, which does not make the students feel purely that they only revisited the last time they had learning difficulties with their vocals...
This course is an annual course, and the division of course content is different from that of university and voice. The content of 1-7 of this period is listed in "Class Content", which is related to the content of 8-12 of the next period. The content of this period focuses on "basic concept and application of tonal harmony", and the next period is an advanced version of "further concept and application of tonal harmony". Since the music is brought out by actual examples, Therefore, each sample used in the class contains more or less these seven contents, but the proportions appearing in each sample are different. Of course, from the beginning of the school to the end of the school, the overall degree of each sample is still from easy to difficult. Please see the tracks listed in "Potential Assignment". Haydn and Schumann used at the beginning of the school are obviously much more analytical than J. S. Bach used near the end of the school.
Selected Chapters from Harmony and Voice Leading, 4th edition, by
Schachter and Aldwell
selected chapters from harmony and voice leading, 4TH edition, don't
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Assignment Assignment Assignment |
45 | |
| Mid-term Exam Mid-term Exam mid-term exam |
20 | |
| Final ExamFinal Exam final exam |
35 |
