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Transcript
Full file at http://emailtestbank.com/ Test-Bank-for-Experience-Music-4th-Edition-by-Charlton
Part 02
The Culture of Medieval Music (Chapter 4)
True / False Questions
1. The Christian church came to power during the height of the Greek civilization.
FALSE
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
2. During the late Middle Ages, everyone from the middle class up learned to read as part of a
church education.
FALSE
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: medieval culture
3. The invention of the printing press was one of the things that helped to bring independent
thought to European culture.
TRUE
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: medieval culture
4.
The reason the study of music usually begins around A.D. 500 is that earlier music is just not worth studying.
FALSE
Learning Objective: Examine developments and trends in medieval music
Topic: medieval culture
Topic: medieval music
2-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
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5. Church doctrine during the Middle Ages encouraged celebrating life on earth and living it
to its fullest.
FALSE
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: medieval culture
6. Music notation was developed during the Middle Ages.
TRUE
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: musical techniques
7. Plainsong is another term for Gregorian chant.
TRUE
Learning Objective: Discuss characteristics of the Gregorian chant
Learning Objective: Trace the development of the Gregorian chant
Topic: Gregorian chant
Topic: fourteenth-century music
Topic: medieval music
Topic: sacred music
8. The church modes are exactly the same as the major and minor scales.
FALSE
Topic: fourteenth-century music
Topic: key or tonality
Topic: medieval music
2-2
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McGraw-Hill Education.
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9. Gregorian chant was always sung in Latin.
TRUE
Learning Objective: Discuss characteristics of the Gregorian chant
Learning Objective: Trace the development of the Gregorian chant
Topic: Gregorian chant
Topic: fourteenth-century music
Topic: medieval music
10. During the Middle Ages, women did not participate in music making in the church except
within convents.
TRUE
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
11. In a convent, the musical portions of a worship service were still performed by men and
boys because it was forbidden for women to speak up in church.
FALSE
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: sacred music
12. Hildegard of Bingen wrote textbooks on medicine as well as music.
TRUE
Learning Objective: Examine developments and trends in medieval music
Topic: Hildegard of Bingen
Topic: medieval culture
Topic: medieval music
2-3
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McGraw-Hill Education.
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13. The sections of the Mass that contains texts that vary with the day of the church year are
called the Proper.
TRUE
Learning Objective: Examine developments and trends in medieval music
Topic: mass
Topic: medieval music
14. The Ordinary of the Mass is the part that varies with each day.
FALSE
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: mass
Topic: medieval culture
Topic: medieval music
15. Pérotin was the earliest composer involved in the development of polyphony at Notre
Dame.
FALSE
Learning Objective: Describe early organum
Learning Objective: Examine developments and trends in medieval music
Topic: medieval music
Topic: musical techniques
Topic: polyphony
Topic: texture
16. All the music we have today from the Middle Ages is sacred music.
FALSE
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: medieval music
Topic: sacred music
Topic: secular music
2-4
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McGraw-Hill Education.
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17. Some secular music in the Middle Ages was quite bawdy.
TRUE
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: secular music
18. When several notes sung to one syllable of text, it is called a melisma.
TRUE
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: musical techniques
Topic: performers
Topic: voices
19. The troubadours, trouvères, and minnesingers were usually from the lower classes.
FALSE
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: secular music
20. During the Middle Ages, noblewomen frequently wrote poetry and music for their own
and their families' enjoyment.
TRUE
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: secular music
2-5
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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21. Medieval motets could be a combination of sacred and secular because of the mix of
texts.
TRUE
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: medieval music
Topic: motet
Topic: sacred music
Topic: secular music
22. Medieval motets used a single text in Latin for each of the voices.
FALSE
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: motet
Topic: sacred music
Topic: secular music
Multiple Choice Questions
23. Which of these civilizations was the first to have a major impact on the modern world?
A. Rome
B. Greece
C. France
D. Italy
Topic: fourteenth-century music
Topic: medieval culture
2-6
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McGraw-Hill Education.
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24. When did music notation that we can read develop?
A. First century
B. Fifteenth century
C.
Second century B.C.
D. Twelfth century
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: musical techniques
25. The first major universities were established during
A. the fifth century.
B. the sixteenth century.
C. the fourteenth and fifteenth centuries.
D. the eleventh and twelfth centuries.
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: medieval culture
26. Gregorian chant is named after Pope Gregory I because
A. a dove came down from heaven and whispered the sacred music in his ear.
B. he wrote all of it.
C. he is credited with ordering the simplification and cataloging of church music.
D. he decreed that music should be used in church.
Learning Objective: Discuss characteristics of the Gregorian chant
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Learning Objective: Trace the development of the Gregorian chant
Topic: Gregorian chant
Topic: medieval culture
Topic: medieval music
Topic: sacred music
2-7
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McGraw-Hill Education.
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27. Gregorian chant is
A. monophonic.
B. polyphonic.
C. homophonic.
D. organic.
Learning Objective: Discuss characteristics of the Gregorian chant
Learning Objective: Trace the development of the Gregorian chant
Topic: Gregorian chant
Topic: medieval music
Topic: sacred music
Topic: texture
28. Hildegard of Bingen was
A. a queen and a composer.
B. a stage actress.
C. a noblewoman known as a patron of the arts.
D. the abbess of her convent and a composer.
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Learning Objective: Understand characteristics of music in works by Hildegard
Topic: Hildegard of Bingen
Topic: medieval culture
Topic: medieval music
29. The most solemn service of the Catholic church, commemorating and reenacting the Last
Supper, is called
A. vespers.
B. the Mass.
C. the motet.
D. the propero.
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: mass
Topic: medieval music
Topic: sacred music
2-8
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McGraw-Hill Education.
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30. Which of these sections of the Mass is not a part of the ordinary?
A. Gospel
B. Kyrie
C. Credo
D. Sanctus
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: mass
Topic: sacred music
31. The development of polyphony was centered in
A. England.
B. France.
C. Italy.
D. Rome.
Learning Objective: Describe early organum
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: motet
Topic: polyphony
Topic: sacred music
Topic: texture
32. The earliest polyphonic works were called
A. motets.
B. plainchant.
C. troubadour songs.
D. organum.
Learning Objective: Describe early organum
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: motet
Topic: organum
Topic: polyphony
Topic: sacred music
2-9
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McGraw-Hill Education.
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33. The Messe de Nostre Dame, the first complete polyphonic setting of the Ordinary of the
Mass, was written by
A. Guillaume de Machaut.
B. Léonin.
C. Hildegard of Bingen.
D. Pérotin.
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Know key biographical facts about Guillaume de Machaut
Learning Objective: Understand characteristics of music in works by Machaut
Topic: Guillaume de Machaut
Topic: fourteenth-century music
Topic: mass
Topic: medieval music
Topic: sacred music
34. The music of Machaut is representative of which of the musical style known as
A. ars nova.
B. ars antiqua.
C. ars medieval.
D. Greek.
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Know key biographical facts about Guillaume de Machaut
Learning Objective: Understand characteristics of music in works by Machaut
Topic: Guillaume de Machaut
Topic: fourteenth-century music
Topic: medieval music
Topic: musical techniques
Topic: sacred music
35. The texts for secular music in the Middle Ages were written in
A. Latin.
B. French only.
C. the vernacular.
D. only in Italian.
Learning Objective: Describe secular songs and dances of the Middle Ages
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: secular music
2-10
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McGraw-Hill Education.
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36. Medieval traveling street musicians were called
A. trouvères.
B. troubadours.
C. minnesingers.
D. jongleurs.
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: performers
Topic: secular music
37. The songs of the troubadours and trouvères were generally
A.
written in monophonic texture, but sometimes had instrumental accompaniment.
B. complex polyphonic settings, sometimes with texts in different languages.
C. never performed with instrumental accompaniment.
D. sung in theatrical settings.
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: secular music
Topic: texture
38. Setting each verse of a song to the same music is a formal structure called
A. free form.
B. binary form.
C. strophic form.
D. ternary form.
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Topic: form
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: musical techniques
2-11
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McGraw-Hill Education.
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39. Which of the following instruments would NOT have been used to accompany songs or
dances in the Middle Ages?
A. psaltery
B. lute
C. harpsichord
D. drums
Learning Objective: Describe secular songs and dances of the Middle Ages
Learning Objective: Examine developments and trends in medieval music
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Learning Objective: Recognize works in the instrumental forms and genres of the medieval era
Topic: fourteenth-century music
Topic: instrument families
Topic: medieval music
Topic: secular music
40. The musical genre that added a second set of words to chant was
A. the Mass.
B. plainsong.
C. the motet.
D. organum.
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: motet
Topic: musical techniques
Topic: polyphony
Topic: sacred music
41. The medieval genre that employed polytextual settings was
A. the Mass.
B. organum.
C. the motet.
D. plainsong.
Learning Objective: Examine developments and trends in medieval music
Topic: fourteenth-century music
Topic: medieval music
Topic: motet
Topic: musical techniques
Topic: polyphony
Topic: secular music
Topic: texture
2-12
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McGraw-Hill Education.
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Matching Questions
42. Match the composers with their biographical facts.
1. Guillaume de
Machaut
2. Léonin
3. Hildegard of
Bingen
4. Pérotin
Abbess, composer, and author
The earliest known composer at Notre Dame, who was
involved with the development of polyphony
The French composer who wrote the first complete
polyphonic setting of the Ordinary of the Mass
The second composer whom we know was associated
with Notre Dame and who wrote polyphonic music
3
2
1
4
Learning Objective: Know key biographical facts about Guillaume de Machaut
Learning Objective: Recall historical and cultural characteristics of the Middle Ages
Learning Objective: Understand characteristics of music in works by Hildegard
Learning Objective: Understand characteristics of music in works by Machaut
Topic: Guillaume de Machaut
Topic: Hildegard of Bingen
Topic: LeĢonin
Topic: medieval culture
Topic: medieval music
Topic: sacred music
Topic: secular music
43. Match the composition with its description.
1. "O pastor animarum"
2. "Tant m'abelis"
3. "Dies Irae"
4. "Agnus Dei" from Messe de
Nostre Dame
5. "Viderunt omnes"
Polyphonic Mass setting by Guillaume de
Machaut
Monophonic Gregorian chant
A troubadour song
Monophonic composition by Hildegard of
Bingen
An organum/plainchant sung in Latin by a
small group of men
4
3
2
1
5
Learning Objective: Recognize works in the instrumental forms and genres of the medieval era
Topic: fourteenth-century music
Topic: medieval culture
Topic: medieval music
Topic: sacred music
Topic: secular music
2-13
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.