T TH 13.00-14.20 | Rayzor Hall 123 | 3 credits | Dr. Edward M. Anderson

Syllabus

Course Goals

to work together to develop critical skills and new ideas about the relationship between classical antiquity and western music of the last four centuries, with special reference to musical drama. This course takes a literary-historical approach to musical drama (or what has come to be known as 'opera'). The myths and history of classical antiquity exerted great influence on poets and composers from ca. 1600, an influence which is seen in different disguises over the past four centuries. Among the major themes we will discuss — the complex mixture of factors which produced the earliest operas, the persistent influence of Ovid, the appeal of mythic Crete, Greek & Roman history, the centrality of pastoral poetry in the history of the genre, and recurrent efforts through musical-literary history since 1600 to 'reform' and correct 'abuses' in compositional style in poetry and music. From its origins with the Ovid-inspired Dafne of poet Ottavio Rinuccini in 1598, we will begin an exploration of some of the great achievements in western musical drama from its origins through the 20th century.

Major works to be studied include

  Monteverdi's Orfeo, 1608
     Glück's Orphée et Euridice, 1762
        Offenbach's Orphée aux enfers, 1874 (1858)

  A. Scarlatti's Arianna, 1707
     Haydn's Arianna a Naxos (1790)
        R. Strauss' Ariadne auf Naxos, 1916 (1912)

  Purcell's Dido and Aeneas, 1689 (Nahum Tate)

  Handel's Giulio Cesare in Egitto, 1724 (Nicola Haym)

  Mozart's Idomeneo, 1781 (Giovanni Battista Varesco)

  Mozart's Così fan tutte, 1790 (Lorenzo Da Ponte)

The materials to be used in this course

assigned listenings (CD), and viewings (DVD), readings

All readings will be in English. For listenings and viewings, English text will be provided.

Course Requirements

1. regular attendance
2. listenings, viewings, and assigned readings ~ you will be expected to keep up with (and be prepared to comment in class on) the reading; the reading list may be expanded here and there to include additional articles and chapters of interest; it is not anticipated that this will exceed 300 pages over the course of the term. Reading assignments for each week should be prepared for the Tuesday of the week in which the assignment is listed.
3. active and thoughtful participation in class discussion — students are expected to share their critical reactions to listenings, and viewings, and readings in every class meeting

Assessment

The final course grade will be determined as follows:

1. participation in class discussion = 20 %
2. in-class writing assignments = 20%
2. three papers (20% each) = 60 %

  * in-class essay in February (wk 5)
  * first paper — due week 7 |  2,000 words
  * second paper due Tuesday week 11 | 2,000 words
  * third paper due Thursday week 14 | 2,000 words
  * a dinner is organized for an evening in March | attendance required
  * no final exam

* paper topics to be agreed upon * 2,000 words = five to six pages using Times New Roman 12 pt double space (1 inch margins top and bottom, 1.25 inch margins left and right)

Course prerequisite

an interest in the subject ! Students from all disciplines in the humanities and sciences are welcome. An ability to read music is not required. An ability to read the classical sources in Greek and Latin is not required.

Rice Honor System

All assignments for this course respect the provisions of the Rice Honor System. Students are expected to affirm their commitmentment to the Rice Honor System on each assignment by writing and signing The Honor Pledge: "On my honor, I have neither given nor received any unauthorized aid on this [enter name of assignment]". All direct and indirect quotations from any sources, including those which appear on the syllabus, must always be properly acknowledged. If you have a question about what is permissible, do not hesitate to discuss your concern directly with your teacher.

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In accordance with the Americans with Disabilities Act, I call your attention to the following : Any student with a documented disability and needing academic adjustments or accommodations is requested to speak with me during the first two weeks of class, either after class or during office hours. If you have a documented disability that will impact your work in this class, it is important that we have a conversation. All discussions will remain strictly confidential. Students with disabilities will also need to contact Rice University Disability Support Services in the Ley Student Center. For further information you might contact: Jean Ashmore, M.S. Director, Disability Support Services

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Dr. Edward M. Anderson
327 Rayzor Hall - MS 34
Rice University
Houston, Texas 77251-1892
Telephone: 713.348.4373
Facsimile: 713.348.5846
Email: edward.m.anderson@rice.edu