109
UNIT IV - A SURVEY OF EUROPEAN MUSIC STYLES: BAROQUE AND CLASSIC
A. Audio-visual Ma tec ials: Recocdings, Filmstr i;?s and Film Used in UNIT IV
B. LeSsons
1. Bacague Music and Act - Pact I (Filmstrip)
2. Bac ague Mus ic and Ac t - Pac t II (Films tr ip)
3. Bacoque orchestral Style: Concecto and Concecto Grosso
4. Bacoque Beatles Book: Modern Parodies of the Baroque style
S. Mozart and His Music - The Child prodigy (Film)
6. 18th century Art and Music - Part J (Filmstrip)
I 7 • The oevelopment of the Symphony: Mozart - Symphony ~40 t 8. The Expansion of the Symphony: Beethoven - Symphony *S f 9. Review t 10. Exam ,I.
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RECORDINGS p FIL..'1STRIPSAND FILMS USED IN UNIT IV
Lessons 1-2
Baroque Music and Art, Parts 1 and 2 EAV Filmst.rips Gabrieli - Canzoni for Brass Choirs Columbia MS-7209 Well-Temoeced Synthesizer Columbia MS-7286 Handel - The Messiah Many recordings available
Lesson 3
Bach - Brandenburg Concecto ~2 Many recordings available Greatest Hits of 1720 ColumbiaM-34544 Well-Temoered Svnthesizer Columbia MS-7209 Vivaldi - The Four Seasons (Soring) Nonesuch H 7-12
Lesson 4
Baroaue Beatles Book Electra EKS7306 P.D.Q. BACH Vanguard 79195
Lesson 5
Mozart - Mozart and His Music (film)
Lesson 6
Mozart - Eighteenth Centurv Art and Music - Part I EAV Filmstrip
Lesson 8
Beethoven Symphony *5, Walter Murphy - A Fifth of Beethoven (Private Stock Recocds)
Many of these selections can be found in the Enjovment of Music; Norton Scores Anthologies, C7-10647 and C7-l0855. 111
UNIT IV - Lesson 1
AIM How did Baroque art and music reflect. the age of royal splendoc of the 17 th Century?
PERFORMANCE OBJECTIVES Students will be able to:
identify major artists and musicians of the 17th Century: Caravaggio, Rubens, Bernini, Monteverdi, Amati, Stradivarius, Corelli, Gabrieli
list major aspects of the Baroque style: dramatic contrast between light and shade, pageantry, voluptuous decoration and ornamentation.
MOTIVATION Show filmstrip Baroque Music and Art, Part 1 (filmstrip)
PROCEDURES
The Baroque Period of music extends from about 1600 to 1750 AD. The music is chacacterized by a dramatic contrast between loud and soft, pageantry, and much ornamentation.
1. Place on chalkboard for class notes all compositions and composecs with relevant descriptions and summarize the following highlights of the film.
Famous Artists
_ Caravagglo - dramatic contrasts of light and shade; subjects drawn from Greek and Roman mythology _ Rubens - painted voluptuous women; kings and queens. - Bernini - magnificent sculptures and architecture
Famous Musicians
_ Monteverdi - wrote the ficst opera - introduced the recitative - a type of sung speech. The opera satisfied the era's yearning for drama and splendot through its pageantry, fantastic sets, costumes, and stage mechanics. The subjects of these early ope=as were also drawn from Greek and Roman history. _ Amati and Stradivarius - built the most famous violins (also Guarneri) Corelli - highly ornamented melodies for the violin. Developed the Concerto Grosso in which a small group of solo instruments is set against the. sound of the '",holeorchestra. (Musical interplay of opposing forces of light and shadow.)
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20 (Play Gabrieli - Canzona ?rimi Toni (1597 - Side 2, Band 4) oc ~uivalent.l
Two bcass choirs are placed in the opposite ends of a huge cathedral - SL Mark IS in venice. They echo each other with one choir louder than the other (earliest form of stereo; has antiphonal stereo effect) . This work
is wr itten in the Doc ian mcde 1 the rhy.thmic, harmonic, and melodic changes are abcupt.
3. If time permits, play Montiverdi - Orfeo Suite from· The Well-Tempered Synthesizer Side 1 Band 1/2
'rhe Moog Synthesizer as programmed by Walter Carlos was the first attempt to recocd traditional music on the synthesizer. This performance could not be accomplished in a live pecformance, since each note had to be adjusted and cecorded separately by this physicist who is also a composer.
POINTS FOR FURTHER DISCUSSION
Why does Baroque music adapt so well to modern recording techniques and equipment?
- traditional instruments are used - small orchestras or ensembles (groups) - easy to track on recording tape - good stereo sound in compositions
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UNIT IV Les.son 2
AIM How did baroque music and art express religious emotions in a dramatic way?
PERFORMANCE OBJECTIVES Students will be able to:
discuss similarities between woeks of Rembrandt, Bach and Handel
MOrIVATIOH Show Baroque Art and Music, Part II (filmstrip)
PROCEDURES
1. Review highlights of the filmstrip and duplicate for class notes. Also include recordings and descriptions.
Art
Rembrandt-- used strong lighting and dark backgrounds to create dramatic effects, which evolved in time into a more spiritual art.
Music
Bach -- famous organ virtuoso, wrote a large amount of instrumental music, including six Brandenburg Concerti in Italian concerto grosso style. While director of sacred music in Leipzig, he composed mainly religious choeal music, and large works such as the St. Matthew Passion which revealed deeply personal eeligious fee~ings.
Handel -- enjoyed a successful cosmopolitan career; studied in Germany and Italy and became famous in England with the Water Music written foe Geoege I. After Italian opera became passee in London, Handel adapted this style for religious subjects creating a new form - the oratorio, the most famous example of which was The Messiah.
2. (Play from The Messiah: "The Hallelujah Chorus" (Side 5, Band 5) which is the most famous excerpt from this woek and a good, example of baroque vocal style and oratorio.
Oratorio -- a musical work of a eeligious or historical nature performed without scenery, costumes or physical action. 114
3. Discuss concept of the woed baroque. Ask students to suggest adjectives to describe the baroque style (flowery, gingerbread, florid, grand, high-style, lofty). Baroque -- style of art characterized by ornamentation and curved rather than straight lines. Other characteristics: high drama, violent contrasts (highs and lows, not "cool" or "laid back")
4. Ask: How do examples of modern architecture differ from the baroque buildings seen in the filmstr ip. (Simple lines; structure of building not emphasized -- except in more recent tres-modern architecture where the structure is again the point and emphasized.)
Where can baroque architecture be found in North Ameeica?
POINTS FOR FURTHER DISCUSSION
Which factors made it possible for the Baroque style to flourish?
Why is it unlikely that Baroque architecture will be revived in our time? 115
UNIT IV Lesson 3
AIM nOW did orchestral music develop in the high baroque style of the early 18 th cen tury?
PERFORMANCE OBJECTIVES Students will be able to:
define the following terms: concerto grosso, concertino, tutti, clarino trumpet, basso continuo or figured bass, tremolo, trill, piano, forte
describe how each of five selections played in class is. representative of an aspect of baroque style such as contrast between light and shade, embellishment, massive sonority kept in constant motion
MOrIVATION
Play Rondeau by Mouret (used as theme of Masterpiece Theatre on Channel 13) from Gr€atest Hits of 1720 (Side 1, Band 6). Review the rondo form (the trumpet plays the A sections, the strings the B and C) contrasting sonorities. The trumpet in the baroque is played in a very high range, producing the highest harmonies to form a scale on a valveless instrument. This was called the clarino trumoet.
PROCEDURES Put on board all compositions and composers listened to in class for notes. Add descriptions.
1. write these terms on the board and define them for class notes: concerto grosso--small geoup of solo instrumen.ts set against the sounds of the entire orchestra. - concertino--small group of instrumental soloists - tutti--full orchestra - clarino trumpet--baroque trumpet style, plays in very high range basso continuo--a bass part provided with numbers indicating what harmonies to play - tremolo--quick repetitions of the same note - tr ill--rapid alternation between. the adjacent tones piano--play soft - forte--play loud
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2. Introduce the concerto grosso -- a small group of soloists (the concertina) is alternated with a full orchestra (tutti- everyone plays). Play The Brandenburg Concerto lf2by J .S. Bach (1685-1750) from Enjoyment of Music (side 6, Band 4).· This piece is an example of the concerto grosso style. The concertino includes the clarino trumpet, flute, oboe, and violin; the tutti includes violins, violas, cellos, basses, and the harpsichord (where the conductor sat). The harpSichord, cellos, basses played the basso continuo which maintained a steady rhythmic pulse throughout. The keyboard player improvised the harmonic accomp-animent which was expressed by numbers (figured bass) over the bass part. (The format is similar to a swing band wi th the bass supplying the rhythm.
3. Play "Allegro Deciso" from Water Music by Handel (1685-1759) from Well Tempered Synthesizer (Side 1, Band 6). The-concertino includes synthesized French horns, oboes and bassoons.
4. Play Violin Concerto in E ("Spring~ - used in Elvira Madigan) by Antonio Vivaldi (1675-1741) from The Four Seasons, first movement (Side 4, Band 4). Notice the tone painting: the violin trills -- rapid alternation between two adjacent tones, how they represent the birds; the tremolos -- quick repitions of the same note produced by a rapid up and down movement of the bow to represent thunder. The theme presents a strong contrast between piano (soft) and forte (loud) producing light and shade through repeated phrases.
~OINTS FOR FURTHER DISCUSSION
Why did many rock and jazz fans become interested in Baroque music? (st~ong r?ythmic pulse, straightforward phrase structure, good stereo sound, vitality).
w11y have baroque elements been used in var iou.s rock and soul compos itions. (Examples: "A Whiter Shade of Pale" by the Procol Harum or "The Theme from Mahogony" by Diana Ross.)
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UNIT IV Lesson 4
AIM How did Joshua Rifkin compose a pseudo-baroque work based on early Beatie songs? (For this optional lesson, the Baroq~e Beatles Book Album is necessary.)
; I PERFORMANCE OBJECTIVES Students will qe able to:
name baroque elements used by Rifkin in his arrangement such as: fugue, overture, concerto grosso, dance suite
describe the Baroque orchestration and instruments used
MarIVATION [Play "I Want to Hold Your Hand" on the piano]. Ask class to name the song and its chronological place in Beatie song literature or play the Beatie eecording of this same song or equivalent.
PROCEDURES
1. Write the following terms and definitions on the board and have students copy them into their notes.
Baroque elements used to compose this music are:
fugue: a polyphonic work where a s~ngle theme is stated alone them imitated by other voices in close succession; it appears throughout the piece.
- overture: instrumental music composed as introductoey music to a larger work.
- concerto grosso: small group of solo· instruments set against the ,sound of the entire orchestr a tion (clar ino trumpet, flu te, oboe, violin with tutti or full orchestr a of violins! violas, cellos, basses and harpsichord) .
- dance sui te: an instrumental work consisting of a number of standardized movements, each in the character of a dance. 118
2. Tell students that Rifkin has arranged this song into an overture and fugue. 'Ask students to count entrances to the fugue (14). The winnee gets a bonus on his music mark!)
3. Have students list instruments and elicit that the work is in the conceeto grosso format.
4. Ask students which barcq.ue composers would have written a work like this. (Bach, Handel)
5 .. Introduce concept of dance suite: a. (Play "You've Got to Hide Your Love Awayn and "Ticket to Ride" on the ~iano or play the Eeatle recordings of these songs or an equivalent. Ask the class to name these songso
6. Play Rifkin examples from the Baeogue Beatles Bock.
7. If time permitsp play the PDQ Bach cantata "Iphegenia in Brooklyno" This is a hilarious parody of the Barcque vocal style by Peter Schikele. Read the words or distribute printed texts. - Point out the "double entendres~ and Barcque elements: recitatives, aria.
POINTS FOR FURTHERDISQJSSION
Which Baroque elements persist in popular music today? (Ornamentation, impeovision, driving ehythm, contrast between solo and tutti, swing bands).
Which devices did Joshua Rifkin use to transform these Beatie methods?
How does Schiekele parody the Barcque style? 119
UNIT IV Lesson 5
AIM How did Mozart's career as a child prodigy influence his compositional -- style?
PERFORMANCE OBJE:CTIV2S Students will be able to:
discuss the major influences of international travel on Mozart's style
list major woeks composed by Mozart
describe changes in professional concert life during Mozart's lifetime I 1 l MarlVATION Show Mozart and His Music (fJovie)
PROCEDURES
1. Wr ite on the board for class notes:
The classical music per iod extends from about 1750 to about 1820. The music deals with objectivity, emotional restrai~t, formalism and simplicity.
2. Discuss highlights of the film and list on board for class notes Mozart's majuL operas and a selection of his 41 symphonies, concerti, chamber and choral works, and songs.
The Marriage of Figaro Don G iovann i Cos i fan Tu tti Magic' Flute
sYmphonies NO. 29 in A Major No. 34 in C Major No. 35 in D Major
Concertos Piano Concerto No.9 Violin Concerto Nu. 4 Concerto for Clarinet in A
3. Discuss the nature of genius and the phenomenon of a prodigy (music, mab~, chess). Mention the dramatization of this problem in the play Amadeus.
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POINTS FOR FURTHER DISCUSSION
Discuss major Mozart summer festivals: Hostly ~zart, Salzburg.
Why has Mozart I s music eemained so popular?
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UNIT IV Lesson 6
AIM How did the Classical style develop in the 18th Century?
PERFORMANCE OBJECTIVES Students will be able to:
name major intellects of the era (Voltaire, Rousseau, Diderot, Gluck, Haydn, MOzart) mentioned in the filmstrip, Eighteenth Century Art and Music
discuss the rococo style
describe major musical forms: opera, symphony, string quartet, piano concerto
discuss Mozart as a child prodigy and explain the nature of musical patronage in the 18th Century
, MOrIVATION Show Eighteenth Century Art and Music, Part I (filmstrip)
PROCEDURES
1. Review personalities from the Age of Enlightenment: Voltaire, Rousseau, Diderot.
2. Define rococo style (1710 to about 1775): decorative, playful, ornamental, elegan t style.
3. Viennese classical composers: Haydn, Mozart, Beethoven.
4. Haydn worked as music director foe the Esterhazy family. a) developed classical symphony b) developed string quartet
5. Mozart: a) child prodigy, toured Italy, Vienna, Fra~ce, England b) left Salzburg to appear as composer, conductor, pianist c) composed The Marriage of Figaro to bring Italian comic opera style to its highest level d) his music encompasses the varied elements of the Age of Enlightenment.
POINTS FOR FURTHER DEVELOPMENT
In which fields have child prodigies played a special part? (Consider Michael Jackson)
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UNIT IV Lesson 7
AIM How d~.d sym00nic music change during the latter 18th Century?
PERFORMANCE OBJECTIVES Students will be able to:
define the following terms: Kochelp piano forte
name important compositions by Mozart and some pertinent biographical information
contrast the instrumentation of Mozart's Symphony ~40 to Bach's Brandenburg Concerto ~2
identify and discuss stylistic differences between baroque and classical music
Mar IVA.TION If you were present at an orchestral performance in 1788 of Mozart's G minor Symphony, which instruments would you probably be hearing?
PROCEDURES
1. Play different sections of Mozart's G minor Symphony for cl~ss to determine instrumentation. Compare and contrast to Bach's Brandenburg concerto *2. write on board for class:
Woodwinds flute oboe clarinet bassoon
Brass French horn trombone
str ings violins I and II viola cello bass
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Instruments used in other Mozart works Keyboatd: The forte piano was a new instrumenr., an early version of ~~e piano. The harpsichord was relegated to opera recitatives and was not used in regular orchestral music. Timpani (ketteldrums), triangle, and Turkish cymbals were occasionally used Trumpet (at a lower range, not the clarino type)
2. Have s tuden ts ·respond to the follOh'ing:
_ Name three famous operas by Mozart (Don Giovanni, Marriage of Figaro, Magic Flute) • _ How ~any symphonies did Mozart writ8? (41) _ What was peculiar about Mozart's childhOod? (child prodigy, touring artist at age six) _ Why was it so difficult for him to make a living? What other types of music did he write? (piano works, chamber music, choral music, songs) _ Why is his death controversial? (Mention the Saler i theory which appears in the Broadway play and the coincidence of the Requiem) .
3. List the, major stylistic differences between baroque and classical music on the board in a column. Have students copy the differences in their notes.
BAROQUE (1600 - 1750) -- "Age of Absolute Monarchy"
Stylistic Qualities Major Composer s grandiosity MQntiverdi dramatic contrast Corelli embellishment and ornamentation Scar latti gr ea t emotion Vivaldi Handel J.S. Bach
CLASSICAL (1750 - 1820) -- "Age of Enlightenment a!1d Reason"
Stylistic Qualities Major Composers Objectivity Haydn order, balance, symmetry Mozart simplicity and clarity Beethoven (earlier works) control of emotion
3. Write on the board for class notes: _ Kochel: the person who catalogued Mozart's work chronologically _ Saler i: member of the court who was jealous of Mozar t and h is talent _ piano forte: an early version of the piano
POINTS FOR FURTHER DISCUSSION
How has today's orchestra changed since Mozart's time? (Addition of many other instruments in ~ll family sections of orchestra.)
How will it change in the future? (Use of electronic instruments.)
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UNIT IV Lesson 7
AIM How did Beethoven develop Symphonic music? ----,-
PERFORMANCE OBJECTIVES Students will be able to:
define the following terms: symphony movement, sonata-allegro form, motif, fermata, dynamics, accents, crescendo, decrescendo, mezzo
discuss ways in which Beethoven expanded the sonata-allegro form and developed his thematic material
listen to the first movement of Beethoven'S Symphony *5 and disco version
MOTIVATION AS the class enters and attendance is taken, play the disco version of Beethoven's fifth Symphony (Walter Murphy, A Fifth of Beethoven).
PROCEDURES write on the chalkboard Beethoven, Symphony *5 and include relevant descriptions.
1. Ask the class to name the composition and the composer.
2. Describe the particul·ar handicap under which Beethoven composed (loss of hearing) and his needs foe perfection in his music.
3. Play the opening of Beethoven's Symphony ~5, (the original) to demonstrate the opening motif (a brief melodic figure which also supplies the rhythmic force that unifies this worK). Compare and contrast to the disco version.
4. Explain that Beethoven used extremes of dynamics (levels of volume) and sudden accents (strong emphasis on a note) as an element of his style.
5. oefine:
_ svmphony: a large orchestral work, usually consisting of foue movements, - movement: the name given to the individual large sections of a symphony _ sonata-alleqeo form: consists of three sections: exposition, development and recapitulation with a coda (concluding section or tail) in one movement - fermata: hold the note longec! - ceescendo: gradually get louder - decrescendo: gradually get softer - mezzo: medium oc moderate
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6. Mention that the first movement is in sonata-allegro form. Ask class to listen for motives a~d try to hear where one section ends and another begins.
-the exposition as 124 measures ·-the development has 123 measures -the recapitulation has 126 measures -the coda has 128 measures (The tail is longer than any other section; this created an expansion of the symphony.)
7. Play the first movement in its entirety.
POI'TTS FOR FURTHER DISCUSSION
Name other serious works that have been re-arranged into a 'pop' style.
Why is this being done.
Why is it popular wi th the public?
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REVIEW PLAN FOR MUSIC SURVEY EXAMS UNIT IV i\IMHow did European music develop trom 1600-l820?
PERFORMANCE OBJECTIVES Students will be able to:
define 30 musical terms covered in the unit. See attached review sheet.
name eight musical compcsitions and their composers representative of the Baroque and classical styles and describe an important stylistic characteristic of each.
3. recognize five of the above when given as a recorded example.
MorrVATION Distribute the review sheet and remind students of ~~e date of the test.
PROCEDURES
10 Select five recorded examples from this suggested list: -Gabrielli - Canzona Primi Toni ~Mouret - "Rondeau" '-Vivaldi - "Spring" (from The Four Seasons) -Handel -Messiah or Water Music -Bach - Brandenburg Concerto ~12 -Mozart - Symphony *40 in G Minor -Beethoven - symfhony ~5 in C Major
i\sK students to select the correct composer and title and give an important stylistic fact about each work.
2. Ask students to select and define the terms that best describe any two pieces of music studied in this unito
3. Discuss the stylistic differences between the baroque and classical music.
POINTS FOR FURTHER DISCUSSION
Why have these works eemainec so popular with audiences and continue to attract new fans?
Discuss the meaning of "quality" and use it in a discussion of other styles of music.
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REVIEW SHEET FOR UNIT IV EXAM
I I. Terms: Def~ne
l. recitative ll. clarino trumpet 2l. symphony
2. Amati, str adivar ius 12. concertino 22.•movement Guarneri 3. oratorio 13. tutti 23. sonata-allegeo form
4. baroque period 14. fugue 24. motive
5. concerto grosso 15. over ture 25. fermata
6 • basso continuo 16. dance suite 26. dynamics
7 • tr ill 17. classical period 27. accents
8. tremolo 18. rococo style 28. crescendo
9. piano 19. Kochel 29. decr escendo
10. forte 20. pianoforte 30. mezzo
I I. Name the three sections of the sonata-allegro form.
III. Name three major composers from the baroque and- classical period.
IV. List three major stylistic differences between the baroque and classical styles.
V. Compositions: Know the composer and name the style.
1. Gabr ielli Canzona Primi Toni 2. Mouret "Rondeau" 3. Vivaldi "Spring" from The Four Seasons 4. Handel The Messiah or Watee Music 5. Bach Brandenburg Concerto #2 6. /-bzart Symphony #40 in G Minor 7. Beethoven Symphony #5 in C Minor
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MUSIC SURVEY EXAM 4: UNIT IV TEST A
DATE: GRADE:
1. 'MATCHING QUESTIONS: (40 points)
1. recitative A. large orchestral work usually consists of four movements 2. clarino trumpet B. medium or moderate
3. symphony soft
4. Amati, Stradivarius D. person who catalogued Mozart's work chronologically 5. concertino E. quick repetitions of the same note
6 • movement gradually get louder
7 • forte G. a polyphonic work where in which a theme is stated then imitated 8. pianoforte H. loud
9. rr.ezzo I. a brief melodic figure used to unify a composition 10. piano full orchestra plays
11. Kochel K. a musical form consisting of three sections in one movement 12. decrescendo L. third movement of a Beethoven symphony
13. tremolo name given to the individual large sections of a symphony 14. eococo style N. baroque teumpet style in very high range
15. cr escendo o. .decorative, playful, elegant style (1710-1775) 16. baroque period P. much ornamentation, emotion, contrasts (1600-1750) 17 . fugue Q. type of sung speec~
18. motive- R. gradually g~t softer
19. tutti s. an early version of the piano
20. sonata-allegro form T. small group of instrumental soloists U. built the most famous violins
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I II. NAME THREE SECTIONS OF SONATA-ALLEGRO FORM (6 po.ints)
A _ B. C.
III. MATCH the composer to the composition and descr iption by placing th,e letter of the correct composition in Column A and the letter of the correct descr iption in Column B. (32 points, ----A B Composer Compo~i tion Description I. baroque violin concerto ---- l. Beethoven A. "Rondeau" 2. Mozart B. Br andenb ur9 J. antiphonal stereo ---- Concerto ~2 effects 3. Handel C. "Spring" from K. baroque concerto grosso ---- The Four Seasons 4. Handel D. Canzoni Primi Toni L. composer was a ch ild ---- prodigy 5. Vivaldi E. Symfhony #40 in M. synthesizer imitates the ---- C Minor horns, oboes, and bassoons 6. Bach F. Messiah N. unified by a four-note ---- motif 7. Mouret G. Symfhony ~40 in O. theme from Masteepiece ---- G Minor Theatre ---- 8. Gabrielli P. baroque oratorio
IV. LISTENING: Name the Composer, Composition and Style. (16 points) Selections will be chosen from Section III above.
Performer Composition Style
1.
2.
3.
4.
5.
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TEST A ANSWERS TO MUSIC SURVEY EXAM 4 UNIT IV
L. MATCHING gUESTIONS: 2 points each)
10 Q ·ll. 0 2. N 12. R 3. A 13. E 4. U 14. 0 5. T 15. F 6 • M 16. P 70 H 17. G 8. S 18. I 9. B 19. J 10. C 20. K
110 THREE SECTIONS OF SONATA ALLEGRO FORM (2 points each)
A. Exposition B. Dev eloomen t C. Recapitul~tion (Coda)
III. ~ the composer to the composition and description. (4 points each)
Column A Column B (Composition) (Descr iption)
l. E N 2. G L 3. F p 4. H M 5. C I 6. B K 7. A o 8. D J
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I IV. LISTENING: (5) Selections will be chosen from Section III of the _Exam. Selections 1 through 4 are 4 points each. Selection 5 is worth 6 points.
Composer Composition Style
1.
2.
3.
4.
5.
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MUSIC SURVEY EXAM 4: UNIT IV TEST B
NAME: DATE: GRADE:
I. 'MATCHING QUESTIONS: (40 po ints)
1. concerto grosso A. type of sung speech
2; overture B. a large orchestral work usually consists of four movements 3. fermata C. loud
4. motive D. rapid alternation between two adjacen t tones 5. accents E. soft
6. fugue F. quick repetitions of the same note
7. dynamics G. gradually get louder
8. baroque period H. a polyphonic work where a theme is stated then imitated 9. tr ill I. built the most famous violins
10. sonata-allegro form J. much ornamentation, emotion, contrasts (1600-1750) 11. Amati, Stradivarius, K. a bass part with numbers indicating Guarner i what harmonies to play 12. basso continuo L. instrumental music composed as introductory music 13. crescendo M. hold the note longer
14. forte N. levels of volume
15. classical period o. to use force and emphasize a note
16. piano P. a musical work of a religious or historical nature 17. oratorio Q. instrumental music of movements in the character of a dance 18. symphony R. orchestral work with a small group of instrumental soloists 19 . dance sui te S. Age of Enlightenment (1750-1820)
20. recitative T. a brief melodic figure used to unify a composition U. a musical form consisting of three sections in one movement
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II. NAME THREE CHARACTERISTICS OF THE CLASSICAL PERIOD (6 points)
A. B. C.
III. MATCH the composer to the composition and description by placing the letter of the correct composition in Column A and the letter of the correct description in Column B. (32 points)
1\ B (':om~ Comp?s ibon Description
l. Vivaldi A. "Spring" from 1. baroque oratorio ---- The Four Seasons 2. Gabr ielli B. Symphony * 5 in C minor J. antiphonal stereo ---- effects 3. Mozart C. The Messiah K. baroque violin ---- concerto 4. Bach D. "Rondeau" L. the composer toured ---- Europe at age six -_._- 5. Beethoven E. Water Music M. theme from Masterpiece Theatre ---- 6. Handel F. Symphony *40 in G Minor N. baroque concerto grosso 7. Handel G. Canzoni Primi Toni O. the s·ynthesizer imitates ---- hoens', oboes, bassoons 8. Mouret H. Brandenburg Concerto ~2 P. unified by a four-note ---- motif
IV. LISTENING: NAME THE COMPOSER, COMPOSITION AND STYLE. (22 points) SELECTIONS WILL BE CHOSEN FROM SECTION III ABOVE.
Performer Composition Style
1.
2.
3.
4.
5.
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TEST B ANSWERS TO MUSIC SURVEY EXAM 4 UNIT IV
, I. MATCHING QUESTIONS: (2 paints each)
l. R H. I 2. L. 12. K 3 •. M 13. G 4. T 14. C 5. 0 15. S 6. H 16. E 7. N 17. P 8. J 18. B 9. D 19. Q 10. U 20. A
II. NAME THREE STYLISTIC CHARACTERISTICS OF THE CLASSICAL PERIOD (2 points each)
objectivity syuunetry order simplicity balanc~ clar i ty control in expeession
III. MATCH THE COMPOSER TO THE COMPOSITION AND DESCRIPTION (4 points each)
Column ,,_ Column B (Compos i tion) (Descr iption)
1. A K 2. G -J 3. F L 4. H N 5. B P 6. C I 7. ·E o B. D M
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IV. LISTENING: (5) Selections will be chosen from Section III of the Exam. Selections 1 through 4 are 4 points each. Selection 5 is worth 6 points.
Composer Composition Style
1.
2.
3.
4. s.
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\~- ! . \ / \ t '... ! DOCUMENT SUMMARY
Document Id: 0173b Document Name: More Req. HS Music Operator: R. Denenberg I Au thor: Music Dept. comments: unit V
STATISTICS
'tl"ORKTIME KEYSTROKES DATE TIME OPERATION . 9:26 44498 09/23/83 U:48 Created 2:20 3354 Last Revised 11/16/83 10 :33 11/17/83 16: 54 Last printed onto Diskette 0027b Last Archived 11/16/83 14:57 Total Worktime: 11:46 Total Pages: 32 Total Keystrokes: 47852 Total Lines: 720
Pages to be printed 32