Lady Windermere’s Fan (1925)



watch the movie(Lady Win” rel=”nofollow”>indermere’s Fan (1925)) and use the music terms for the assignment.


Watch the first four scenes carefully, followin” rel=”nofollow”>ing the textbook and tryin” rel=”nofollow”>ing to identify all of the transitions and in” rel=”nofollow”>individual cues. Answer the followin” rel=”nofollow”>ing questions with short responses of roughly 2-4 sentences each: • Usin” rel=”nofollow”>ing a specific timin” rel=”nofollow”>ing and musical terms, try to describe one way in” rel=”nofollow”>in which pianist Martin” rel=”nofollow”>in Marks slightly adjusts his performance (tempo, articulation, etc.) that seems to capture an in” rel=”nofollow”>interpretive detail. Some optional examples are below, to help give you an idea of what I mean; you can use one of these or you can fin” rel=”nofollow”>ind one of your own.o 2:04 (slight pause as she decides where to put Darlin” rel=”nofollow”>ington)o 2:30 (flow of gavotte in” rel=”nofollow”>interrupted as Darlin” rel=”nofollow”>ington is announced)o 8:50 (Maid comes to the door, in” rel=”nofollow”>interruptin” rel=”nofollow”>ing Lady Erlynn’s thoughts)o 22.47 (dynamics and emphasis as Duchess examin” rel=”nofollow”>ines Lady Erlynn’s hair)o 24:17 (pacin” rel=”nofollow”>ing and rhythm as Lord Win” rel=”nofollow”>indermere disrupts the gossipin” rel=”nofollow”>ing)o 31:50 (tempo as Lord Augustus realizes his error and tries to smooth thin” rel=”nofollow”>ings over)• Try to describe a passage identified in” rel=”nofollow”>in your cue sheet as “ad lib.” What is the music doin” rel=”nofollow”>ing?• Identify (give name from the cue sheet and at least one timin” rel=”nofollow”>ing) for each of the followin” rel=”nofollow”>ing:o a selection with a specifically referential quality, i.e. where a knowledge of the context of the origin” rel=”nofollow”>inal source adds a layer of meanin” rel=”nofollow”>ing. Use the discussion in” rel=”nofollow”>in your textbook to help with this.o One selection from a collection of Photoplay Music.o A selection that returns more than once. (Give at least two timin” rel=”nofollow”>ings).• Compare and contrast the two pieces Marks associates with Mrs. Erlynn. Briefly discuss how they are musically different, and how this might relate to the different scenes in” rel=”nofollow”>in which they are used.Watch the rest of the movie. Choose one of the followin” rel=”nofollow”>ing questions and answer it in” rel=”nofollow”>in a short paragraph of roughly 5-8 sentences. Givin” rel=”nofollow”>ing specific timin” rel=”nofollow”>ings, and usin” rel=”nofollow”>ing as much musical detail as possible, identify and describe:• the return of a specific motive or theme from earlier in” rel=”nofollow”>in the film; describe what you thin” rel=”nofollow”>ink it is doin” rel=”nofollow”>ing, in” rel=”nofollow”>in terms of the narrative or mood. Comparin” rel=”nofollow”>ing back and forth between the section covered your cue sheet and the remain” rel=”nofollow”>inder of the film will be helpful here.• a place where it seems as if Marks may be improvisin” rel=”nofollow”>ing or usin” rel=”nofollow”>ing improvisation to manipulate a transition or synch poin” rel=”nofollow”>ints.• a place where the music doesn’t seem familiar from the first four scenes, but in” rel=”nofollow”>in which you can identify a comparable use of a broader style topics from earlier in” rel=”nofollow”>in the film. (See pg. 133-35 on style topics)


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