What is classical?
Primary benchmarks: M-HP-H1 Compare and contrast musical styles representative of various historical periods and cultures (1, 2, 4) M-HP-H5 Identify prominent musicians of various cultures and compare their lives, careers, works, and influence (1, 4) (National Standard 9) Understanding music in relation to history and culture
Secondary benchmarks: M-HP-M1 Identify distinguishing characteristics of musical styles representative of various historical periods and cultures (1, 2, 4) M-HP-M5 Identify major works of great composers and recognize achievements of prominent musicians (4, 5) Listening to, analyzing, and describing music
(National Standard 6)
What should the teacher know before using this Podcast? It is advisable that the teacher listen to the episode prior to using it in class. In order to create an active listening experience, the teacher will need to assist the students by discussing what they should focus on as they listen to the episode. Student Activities: • Prior to listening to the podcast, ask the students to describe classical music. • Listen to the examples in the podcast. Ask the students to compare and contrast the works of the classical composers with Bach’s Brandenburg Concerto No. 3. • Select another composer from any era for the students to compare and contrast with Haydn, Mozart, or Beethoven. • Ask the students to record their reactions to the pieces as they listen to the podcast or other examples. (It would be helpful for the teacher to assist the students by providing some model responses.) • If available, allow students to use the Internet to explore the following historical figures – Franz J. Haydn, Wolfgang A. Mozart, Ludwig van Beethoven, John Locke, Thomas Jefferson, Prince Esterhàzy, or Socrates. Students should identify similarities and differences. • Have the students listen to the Lacrymosa from Mozart’s Requiem and to Kelly Clarkson’s Gone, Janis Joplin or Bette Midler’s The Rose, or Boyz II Men’s So Hard to Say Goodbye. • Have the students listen to the Dies Irae from Mozart’s Requiem and to Edwin Star’s War. Vocabulary: Baroque music – music which was composed circa 1600 to 1750 Classical music – specifically, music which was composed circa 1750 to about 1810 Concerto – composition for one or more solo instruments and orchestra Minor second – the smallest interval between two pitches, (e.g., Eb to D or C to C#) Ornamentation – musical decoration added to a melody Orchestra – collection of musicians playing mostly stringed instruments Requiem – mass for the dead Sonata – multi-sectional work for one or two performers Symphony – orchestral work, generally in four large movements The following activity sheet is designed to accompany this episode. Please feel free to modify this sheet to better meet the needs of students.
What is classical music?
Name: ____________________
1. Before you listen to the podcast, describe what you think classical music is?
2. Listen to the examples in the podcast. As you listen to each example, make Notes as to what you hear. Prepare to respond to the following questions. Brandenburg Cello Symphony No. 40 Confutatis Symphony No. 1 Symphony No. 25 Concerto No. 3 Concerto
3. What do you hear that all of the examples have in common?
4. Describe the music of Haydn, Mozart, and Beethoven in your own words?
5. How is tempo used to convey meaning in Haydn’s Cello Concerto compared to Mozart’s symphonies?
6. Why do you think so many composers were drawn to Vienna, Austria during the classical time period?
7. The text for the Confutatis remains the same regardless of whose Requiem you hear. How does Mozart’s music add to the meaning of the text?
8. What effects did the rise of the middle class have on classical music?
What is classical music?
Name: ____________________ If you like one of the examples of music, listen carefully to determine what about the example appeals to you. If you do not like it, again listen carefully to determine what causes that reaction. You will hear 6 examples. Take good notes, because you will be discussing them as a group. 1. Brandenburg Concerto No. 3 – J. S. Bach
2. Cello Concerto – F. J. Haydn
3. Symphony No. 40 – W. A. Mozart
4. Confutatis – W. A. Mozart
5. Symphony No. 1 – L. Beethoven
6. Symphony No. 25 – W. A. Mozart
Latin text and translation for Confutatis – Confutatis maledictis, Flammis acribus addictis; Voca me cum benedictis Oro supplex et acclinis, Cor contritum quasi cinis: Gere curam mei finis.
When the wicked are confounded, Doomed to flames of woe unbounded, Call me, with Thy saints surrounded. Low I kneel, with heart submission! See, like ashes my contrition! Help me in my last condition!
Mozart’s Requiem Mass is in the public domain. A pdf copy of the music may be obtained from the Choral Public Domain Library at http://www.cpdl.org. The copy of the Confutatis is in the public domain and has the necessary permissions to be copied.
Materials to support this program. Musical examples used in the program. Title of piece Composer
Brandenburg Concerto No. 3 Cello Concerto in D Major Symphony No. 40 Confutatis from Requiem Symphony No. 1 Symphony No. 25 Johann S. Bach Franz J. Haydn Wolfgang A. Mozart Wolfgang A. Mozart Ludwig van Beethoven Wolfgang A. Mozart
Artist
Baton Rouge Symphony Baton Rouge Symphony Baton Rouge Symphony Baton Rouge Symphony Baton Rouge Symphony Baton Rouge Symphony
Selected supplemental materials available in the Myrtle Kerr Slide/Video Library available from the Louisiana Department of Education. CDs BQ 07 Brandenburg Concertos No. 3, 4, 5 CL 145 Requiem CL 159 Symphonies (9) No. 40, 41 CL 160 Jupiter Sym. No. 40, 41 CL 165 Sym. 36, 38, 40, 41 Videos V4-22 V4-74 V4-76 V5-18 V5-68 V5-75 V5-91
Johann S. Bach Wolfgang A. Mozart Wolfgang A. Mozart Wolfgang A. Mozart Wolfgang A. Mozart
Two Hundred Years of Mozart The Magic Flute Mozart: A Musical Biography Art and Music as Reflections of Time: 18th Century History through the Arts: The Enlightenment Instruments of the Symphony Orchestra: Part I Bernstein’s Young People’s Concerts: What is Classical Music?
Slides 10. The Eye of Thomas Jefferson A. Architecture B. Art and Reason 311. Musical Instruments of the Baroque and Early Classical Eras
Integration The fine arts survey teacher is encouraged to communicate with their faculties to explore opportunities for integrating subjects. Below is an illustrative list of GLEs which may provide opportunities for students and teachers to extend and refine skills.
Civics 26. Explain how European philosophers (e.g., Rousseau, Locke, Montesquieu, Voltaire) helped shape American democratic ideas (C-1B-H1) 56. Describe the importance of political leadership to American society, and identify ways in which citizens can exercise leadership (C-1D-H4) 58. Evaluate the claim that American constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry (C-1D-H4)
World Geography 9. Identify and analyze the distinguishing physical or human characteristics of a given place (e.g., landforms, precipitation, ecosystems, settlement patterns, economic activities) (G-1B-H1) 16. Explain how physical or geographical characteristics (e.g., mountain ranges, interconnecting waterways) facilitate or hinder regional interactions (G-1B-H3) 19. Describe how physical, historical, and cultural characteristics give definition to a place or region (e.g., New South, Jerusalem) (G-1B-H4) 32. Analyze how certain cultural characteristics can link or divide regions (e.g., language, religion, demography) (G-1C-H4) World History 1. Construct a timeline to explain and analyze historical periods in world history (H-1A-H1) 17. Conduct historical research using a variety of resources to answer historical questions related to world history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5) 22. Describe key features of the Renaissance, Reformation, Scientific Revolution, and the Age of Enlightenment (H-1C-H7) 28. Describe the major ideas of philosophers and their effects on the world (H-1C-H10) 30. Describe how the American Revolution differed from the French Revolution and the impact both had on world political developments (H-1C-H10)
English Language Arts, Grade 9 1. Extend basic and technical vocabulary using a variety of strategies, including: · use of context clues · use of knowledge of Greek and Latin roots and affixes · use of denotative and connotative meanings · tracing etymology (ELA-1-H1) 7. Identify and explain connections between historical contexts and works of various authors, including Homer, Sophocles, and Shakespeare (ELA-6-H2) 9. Analyze in oral and written responses distinctive elements (including theme, structure, characterization) of a variety of literary forms and types (ELA-6-H3) 27. Use standard English grammar, diction, and syntax when responding to questions, participating in informal group discussions, and making presentations (ELA-4-H1) 28. Select language appropriate to specific purposes and audiences when speaking, including: participating in class discussions (ELA-4-H1) 32. Use active listening strategies, including: generating and asking questions concerning a speaker’s content, delivery, and attitude toward the subject (ELA-4-H4) 35. Participate in group and panel discussions, including: · identifying the strengths and talents of other participants · acting as facilitator, recorder, leader, listener, or mediator · evaluating the effectiveness of participant’s performance (ELA-4-H6) 37. Locate, analyze, and synthesize information from a variety of grade-appropriate resources, including: · multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias, and periodicals) · electronic sources (e.g., Web sites, databases) · other media sources (e.g., community and government data, television and radio resources, and other audio and visual materials) (ELA-5-H2)
English Language Arts, Grade 10 1. Extend basic and technical vocabulary using a variety of strategies, including: · use of context clues · use of knowledge of Greek and Latin roots and affixes · use of denotative and connotative meanings · tracing etymology (ELA-1-H1) 13. Use knowledge of an author’s background, culture, and philosophical assumptions to analyze the relationship of his/her works to the themes and issues of the historical period in which he/she lived (ELA7-H3) 31. Select language appropriate to specific purposes and audiences when speaking, including: participating in class discussions (ELA-4-H1) 32. Listen to detailed oral instructions and presentations and carry out complex procedures, including: · taking accurate Notes · writing summaries or responses · forming groups (ELA-4-H2)