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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
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
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
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.Protin 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
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, trouvres, 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
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
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
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
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
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.Lonin. C.Hildegard of Bingen. D.Protin.
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
36.Medieval traveling street musicians were called A.trouvres. 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 trouvres 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
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
Matching Questions
42.Match the composers with their biographical facts.
1.Guillaume de MachautAbbess, composer, and author32.LoninThe earliest known composer at Notre Dame, who was involved with the development of polyphony23.Hildegard of BingenThe French composer who wrote the first complete polyphonic setting of the Ordinary of the Mass14.ProtinThe second composer whom we know was associated with Notre Dame and who wrote polyphonic music4
Learning Objective: Know key biographical facts about Guillaume de Machaut Learning Objective: Recall historical and cultural characteristics of the Middle Ages Learning Objective: Understand ch a r a c t e r i s t i c s o f m u s i c i n w o r k s b y H i l d e g a r d L e a r n i n g O b j e c t i v e : U n d e r s t a n d c h a r a c t e r i s t i c s o f m u s i c i n w o r k s b y M a c h a u t T o p i c : G u i l l a u m e d e M a c h a u t T o p i c : H i l d e g a r d o f B i n g e n T o p i c : L e o n i n T o p i c : m e d i e v a l c u l t u r e T o p i c : m e d i e v a l m u s i c T o p i c : s a c r e d m u s i c Topic: secular music
43.Match the composition with its description.
1."O pastor animarum"Polyphonic Mass setting by Guillaume de Machaut42."Tant m'abelis"Monophonic Gregorian chant33."Dies Irae"A troubadour song24."Agnus Dei" from Messe de Nostre DameMonophonic composition by Hildegard of Bingen15."Viderunt omnes"An organum/plainchant sung in Latin by a small group of men5
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
From https://testbankgo.eu/p/Test-Bank-for-Experience-Music-4th-Edition-by-Charlton
2- PAGE 1
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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