{"id":68,"date":"2022-11-08T22:01:02","date_gmt":"2022-11-08T22:01:02","guid":{"rendered":"https:\/\/pressbooks.palni.org\/thebibleandmusic\/back-matter\/appendix-1-paths-through-this-book\/"},"modified":"2023-01-27T21:09:30","modified_gmt":"2023-01-27T21:09:30","slug":"appendix-1-paths-through-this-book","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.palni.org\/thebibleandmusic\/back-matter\/appendix-1-paths-through-this-book\/","title":{"raw":"Appendix 1: Paths through This Book","rendered":"Appendix 1: Paths through This Book"},"content":{"raw":"
\r\n

With a digital\/online text, it is even easier than with a print book to do what professors regularly do with textbooks\u2014namely, mix up the order in which students are expected to read chapters\/sections. In fact, although the book is structured in three main parts, that is not the order the author asks students to read materials in. It makes sense to jump from Bach as composer to the theme of Passions, for instance. But at several points, chapters earlier in the book offer you a chance to jump to the chapter about a specific composer who created a work that is an example of what that chapter is discussing. There is no need to follow a linear path through the book, whether you are reading it for your own interest or using it as a textbook in a course.<\/p>\r\n

In this appendix you will find the author\u2019s own outline in case it provides a convenient structure for a course that you will use it in as a textbook. If this order doesn\u2019t work for you, try a different one, and if it works well for you and your students, please tell the author, as he may want to adopt your organization for his course as well!<\/p>\r\n\r\n

\r\n

Provisional Topic and Meeting Outline<\/strong> (Based on a Schedule of Two Meetings per Week)<\/p>\r\n

First Meeting<\/strong><\/p>\r\n

Introduction to the class: What is music? What is the Bible? Reading: Introduction<\/a><\/p>\r\n

Clarifying the syllabus: Class meetings, activities, grading, earning points<\/p>\r\n

Week 1<\/strong><\/p>\r\n

Topic 1: Music behind and in the Bible. Reading: 1. Ancient Music Behind and in the Bible<\/a><\/p>\r\n

Topic 2: Chanting Scripture in the temple, synagogues, and churches. Reading: 2. Chanting in Synagogues<\/a>; 3. Chanting in Churches<\/a><\/p>\r\n

Week 2<\/strong><\/p>\r\n

Topic 1: Impact of the Protestant Reformation; metrical psalms. Reading: 4. The Protestant Reformation and Metrical Psalms<\/a><\/p>\r\n

Topic 2: More on translation, paraphrase, retelling, and meaning<\/p>\r\n

Week 3<\/strong>: Creation in Music and Creativity<\/p>\r\n

Topic 1: Creation: Haydn to Copland and Beyond. Reading: 7. Creation<\/a><\/p>\r\n

Topic 2: Creation in Genesis and musical creation continued. Reading: Appendix 2: Making Music with Apps, Websites, and Software<\/a><\/p>\r\n

Week 4<\/strong>: Combining Texts<\/p>\r\n

Topic 1: Handel as entrepreneur and biblical Stories as entertainment. Reading: 27. The Bible as Musical, Oratorio, and Opera<\/a><\/p>\r\n

Topic 2: Bringing texts together: Messiah<\/em><\/span>, requiems, and more. Reading: 28. Handel\u2019s Messiah<\/em><\/span><\/a><\/p>\r\n

Week 5<\/strong>: The Story of Jesus in Music and Film<\/p>\r\n

Topic 1: Bach as theologian. Reading: 25. Johann Sebastian Bach<\/a><\/p>\r\n

Topic 2: Passions: From Bach to Mel Gibson and beyond. Reading: 26. Passions: Bach and Beyond<\/a><\/p>\r\n

Week 6<\/strong><\/p>\r\n

Topic 1: Saul, David, and Bathsheba. Reading: 11. King David (and His Family, Friends, and Enemies)<\/a><\/p>\r\n

Topic 2: Music as Prayer? Reading: 8. Psalms<\/a>; 18. Our Father<\/a><\/p>\r\n

Week 7<\/strong><\/p>\r\n

No class meeting: Projects \/ spring or fall break<\/p>\r\n

Week 8<\/strong><\/p>\r\n

Topic 1: Children\u2019s songs (student show and tell)<\/p>\r\n

Topic 2: Children\u2019s songs (continued)<\/p>\r\n

Week 9<\/strong> Moses and the Exodus<\/p>\r\n

Topic 1: Spirituals and slavery. Reading: 5. Spirituals<\/a>; 10. Exodus<\/a><\/p>\r\n

Topic 2: Schoenberg and liberation from tonality. Reading: 30. Arnold Schoenberg<\/a><\/p>\r\n

Week 10<\/strong><\/p>\r\n

Topic 1: Magnificat and Nunc Dimittis: Setting the same text more than once. Reading: 17. Magnificat and Nunc Dimittis<\/a><\/p>\r\n

Topic 2: Romance in the Bible? Ruth, Song of Songs, Delilah, and Esther. Reading: 14. Song of Songs<\/a>; 13. Romance in the Bible? Ruth and Boaz, Samson and Delilah<\/a>; 16. Salome<\/a><\/p>\r\n

Week 11<\/strong><\/p>\r\n

Topic 1: Secular biblical music and \u201choly minimalism\u201d Reading: 31. John Rutter<\/a>; 33. Arvo P\u00e4rt<\/a><\/p>\r\n

Topic 2: Popular music. Reading: 20. Alleluias and Allusions<\/a>; 9. Isaac and Family<\/a><\/p>\r\n

Week 12<\/strong>: Scavenger Hunt and Allusions<\/p>\r\n

Topic: Students earn one point per example of a pop (not \u201cclassical\u201d or \u201cworship\u201d) song with the relevant biblical reference, plus one additional point for explanation of meaning.<\/p>\r\n

Week 13<\/strong>: Work on Final Projects<\/p>\r\n

Topic: If time permits, include reading: 21. Biblical Music without Words<\/a><\/p>\r\n

Week 14<\/strong>: Student Presentation of Final Projects<\/p>\r\n\r\n<\/div>\r\n \r\n

<\/div>\r\n<\/div>","rendered":"
\n

With a digital\/online text, it is even easier than with a print book to do what professors regularly do with textbooks\u2014namely, mix up the order in which students are expected to read chapters\/sections. In fact, although the book is structured in three main parts, that is not the order the author asks students to read materials in. It makes sense to jump from Bach as composer to the theme of Passions, for instance. But at several points, chapters earlier in the book offer you a chance to jump to the chapter about a specific composer who created a work that is an example of what that chapter is discussing. There is no need to follow a linear path through the book, whether you are reading it for your own interest or using it as a textbook in a course.<\/p>\n

In this appendix you will find the author\u2019s own outline in case it provides a convenient structure for a course that you will use it in as a textbook. If this order doesn\u2019t work for you, try a different one, and if it works well for you and your students, please tell the author, as he may want to adopt your organization for his course as well!<\/p>\n

\n

Provisional Topic and Meeting Outline<\/strong> (Based on a Schedule of Two Meetings per Week)<\/p>\n

First Meeting<\/strong><\/p>\n

Introduction to the class: What is music? What is the Bible? Reading: Introduction<\/a><\/p>\n

Clarifying the syllabus: Class meetings, activities, grading, earning points<\/p>\n

Week 1<\/strong><\/p>\n

Topic 1: Music behind and in the Bible. Reading: 1. Ancient Music Behind and in the Bible<\/a><\/p>\n

Topic 2: Chanting Scripture in the temple, synagogues, and churches. Reading: 2. Chanting in Synagogues<\/a>; 3. Chanting in Churches<\/a><\/p>\n

Week 2<\/strong><\/p>\n

Topic 1: Impact of the Protestant Reformation; metrical psalms. Reading: 4. The Protestant Reformation and Metrical Psalms<\/a><\/p>\n

Topic 2: More on translation, paraphrase, retelling, and meaning<\/p>\n

Week 3<\/strong>: Creation in Music and Creativity<\/p>\n

Topic 1: Creation: Haydn to Copland and Beyond. Reading: 7. Creation<\/a><\/p>\n

Topic 2: Creation in Genesis and musical creation continued. Reading: Appendix 2: Making Music with Apps, Websites, and Software<\/a><\/p>\n

Week 4<\/strong>: Combining Texts<\/p>\n

Topic 1: Handel as entrepreneur and biblical Stories as entertainment. Reading: 27. The Bible as Musical, Oratorio, and Opera<\/a><\/p>\n

Topic 2: Bringing texts together: Messiah<\/em><\/span>, requiems, and more. Reading: 28. Handel\u2019s Messiah<\/em><\/span><\/a><\/p>\n

Week 5<\/strong>: The Story of Jesus in Music and Film<\/p>\n

Topic 1: Bach as theologian. Reading: 25. Johann Sebastian Bach<\/a><\/p>\n

Topic 2: Passions: From Bach to Mel Gibson and beyond. Reading: 26. Passions: Bach and Beyond<\/a><\/p>\n

Week 6<\/strong><\/p>\n

Topic 1: Saul, David, and Bathsheba. Reading: 11. King David (and His Family, Friends, and Enemies)<\/a><\/p>\n

Topic 2: Music as Prayer? Reading: 8. Psalms<\/a>; 18. Our Father<\/a><\/p>\n

Week 7<\/strong><\/p>\n

No class meeting: Projects \/ spring or fall break<\/p>\n

Week 8<\/strong><\/p>\n

Topic 1: Children\u2019s songs (student show and tell)<\/p>\n

Topic 2: Children\u2019s songs (continued)<\/p>\n

Week 9<\/strong> Moses and the Exodus<\/p>\n

Topic 1: Spirituals and slavery. Reading: 5. Spirituals<\/a>; 10. Exodus<\/a><\/p>\n

Topic 2: Schoenberg and liberation from tonality. Reading: 30. Arnold Schoenberg<\/a><\/p>\n

Week 10<\/strong><\/p>\n

Topic 1: Magnificat and Nunc Dimittis: Setting the same text more than once. Reading: 17. Magnificat and Nunc Dimittis<\/a><\/p>\n

Topic 2: Romance in the Bible? Ruth, Song of Songs, Delilah, and Esther. Reading: 14. Song of Songs<\/a>; 13. Romance in the Bible? Ruth and Boaz, Samson and Delilah<\/a>; 16. Salome<\/a><\/p>\n

Week 11<\/strong><\/p>\n

Topic 1: Secular biblical music and \u201choly minimalism\u201d Reading: 31. John Rutter<\/a>; 33. Arvo P\u00e4rt<\/a><\/p>\n

Topic 2: Popular music. Reading: 20. Alleluias and Allusions<\/a>; 9. Isaac and Family<\/a><\/p>\n

Week 12<\/strong>: Scavenger Hunt and Allusions<\/p>\n

Topic: Students earn one point per example of a pop (not \u201cclassical\u201d or \u201cworship\u201d) song with the relevant biblical reference, plus one additional point for explanation of meaning.<\/p>\n

Week 13<\/strong>: Work on Final Projects<\/p>\n

Topic: If time permits, include reading: 21. Biblical Music without Words<\/a><\/p>\n

Week 14<\/strong>: Student Presentation of Final Projects<\/p>\n<\/div>\n

 <\/p>\n

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