Title: Theory Analysis Paper Date: Fall 2013 Artifact Description: The following artifact is an analysis paper from

the class Theory Five, with Dr. Jacqueline Wilson. This paper discussed an analysis of the overall form, underlying themes, hidden passages, and repeated gestures in Beethovens Fantasia Op. 77 This paper was designed to take as many concepts as possible from previous semesters of music theory and show it in the analysis. Wisconsin Teacher Licensure Standard Alignment: This analysis paper best aligns with Standard One: Content: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils This theory analysis paper shows examples of how music theory functions in its most basic of chord progressions, how to analyze repertoire specific ideas, and how to put it into my own words. I was assigned the responsibility of selecting a piece, doing a full chord analysis, take note of any repeated gestures, identify a musical form, and include any other interesting observations. My piece was Beethovens Fantasia Op. 77 and I was able to come to the conclusion that it has elements of binary form through its three landmarks; being a Prelude, Theme and Variation, and a Coda. I was able to defend this by using scholarly quotes, inserted examples from the piece, charts that I developed that show small scale form and large form alike, and narrative. This theory paper was compiled by using sources from the library, jstor.org, and other sources. I am more experienced with this standard because I was able to take the subject of music and isolate one of its fundamental principles, which is music theory. Music theory is like unto formulas in math, it helps explain how the idea (music) functions. By taking the time to research this piece I was able to see how understanding music theory magnifies the uniqueness of the piece. It helps me have a more guided experience in learning the piece as well. This will create a path for success for my students as they will be able to learn how to analyze their music in a way that will help with difficult passages, confusing harmonies, and memorization in all respects. UW-Platteville School of Educational Knowledge, Skill, Disposition Statement Alignment: This experience best aligns with KSD1.a Demonstrates knowledge of content and pedagogy. The candidate displays extensive content knowledge of his/her subject areas and demonstrates a continuing search for new content knowledge, resources, and best instructional practices, while understanding student diversity and student misconceptions and misunderstandings as key to the teaching process. This best aligns with KSD1.a because music theory is one of the fundamental cornerstones of music education, along with music history, instrument mastery, and more. This paper combines

many semesters of music theory into the general idea of analyzing a piece of music to gain a better understanding of it. By doing this theory paper I have eliminated the misconception that music theory doesnt play a large role in teaching or music. I have shown that there are surface level ideas and ideas that have more depth from this paper. I used musical terms, wrote in full and coherent sentences, and shared my unique style of writing. I am more competent and aware of the importance of this KSD because I understand the significance that music theory holds in understanding musics content. By having a formal analysis done by myself or my students, we will be able to work together to make more sophisticated music. The students and I will have a more enjoyable experience as we will start to unfold the composers reasoning for what he/she wrote in the music. Finally, the students will gain a better knowledge of music literacy by keeping theory presented and part of each lesson. Secondary KSDs: KS1.d. Demonstrates knowledge of resources. KS3.a. Communicates clearly and accurately. Reflection: What I learned about teaching/learning: From this experience I have learned that it is extremely important to consider all aspects of your field and to not rely on the tales of those who have taught before you. I have heard from many music educators that the theory portion of music is often not done with the students and instead by the teachers alone. While this is not a bad thing, the students are missing out on a fundamental principal of music. I also am reminded that learning is a lifelong process and that review of material previously introduced in necessary. This theory paper was a compilation of a large amount of theory I had been taught since my freshman year of high school. With this in mind, students deserve review of concepts when a large amount of information is being introduced. This experience has helped me think of the importance of content knowledge in a different way. What I learned about myself as a prospective educator: In writing this paper I have learned that guided research and an energized effort of understanding a concept can magnify my understanding significantly. As a future educator, I will need to make a conscious effort to continue to practice these ideas. As a student, I am being given new information each day and am in the mindset of being a learner. As a future educator, a goal of mine is to teach the information in a way that students will learn, and learn in a way that will help me provide more effective teaching for my students. Additionally, I have learned that music analysis papers have a very specific way of creating an effective prose. This is supported through charts, examples, and coherent thoughts that sequence in an organized way. I will remember this when assigning and explaining how to go about writing papers for my own students.