Wirth Method Teacher’S Information for Wm 40 Two Continues Without Interruption with Measures 3 and 4, Etc

Teacher’s information for wm 40

Information Sheet

Wolfgang Amadeus Mozart (1756-1791): Wolfgang Amadeus Mozart is an Austrian composer of the Viennese classical era. He was born in Salzburg. At a young age he already composed and performed for European royalty. He traveled a lot in today’s Europe to perform his compositions; operas, sacred choral music and symphonies. One of his most famous operas is „The Magic Flute“. In this opera the glockenspiel plays an important role. It helps prince Tamino and his friend Papageno to release princess Pamina by enchanting the guards. When they hear the lovely sound of the glockenspiel, the guards become gentle and sing: “Das klinget so herrlich“ ( “this sounds so lovely”). It would be great to have the students listen to some parts of the opera “The Magic Flute”. Here are some examples: Magic Flute, Tamino: https://www.youtube.com/watch?v=XdGafEHeqb0 (Tamino is being chased by a giant snake and the three ladies rescue him.) Magic Flute, Glockenspiel: https://www.youtube.com/watch?v=DadCneF5dLk (Papageno and Pamina are looking for Tamino. The guards catch them, so Papageno enchants them with the magic glockenspiel.)

The Glockenspiel: The glockenspiel is a percussion instrument. It is similar to the xylophone but with metal plates instead of wooden ones. Moreover, it has a higher pitch. It has the same system as the keyboard of the piano. A glockenspiel is played with a pair of hard mallets and produces a very pure, bell-like sound.

Exercise Sheet wm40a Twinkle, Twinkle, little star: Another important piece Mozart has composed are the 12 variations on the French children’s song “Ah, vous dirai- je, Maman”. The melody has been used for many other children’s songs, like “Twinkle, Twinkle, little star”, “Alphabet song” and the German Christmas song “Morgen kommt der Weihnachtsmann”. The piece (notes are printed on the exercise sheet) can be used as a sight-reading exercise. Clap the rhythm Count the beat of each measure (1,2,3,4) while clapping the rhythm Speak the rhythm with the syllables “da, da-a, da-a-a”

Sing the melody on a syllable like “ooh” or “lo” Sing the name of the pitches (syllables) without the specific rhythm Speak the sing- syllables (do, do, so, so, la, la,…) in the printed rhythm Sing the sing- syllables in the printed rhythm

Exercise to create variations: Each student sings two measures of the song “Twinkle, Twinkle, Little Star” in the original version. For example, student one sings measures 1 and 2, student

© 2019 wirth music academy wirth method Teacher’s information for wm 40 two continues without interruption with measures 3 and 4, etc. When all the students took their turn, the first student starts again with two measures, this time if possible, variating the phrases. (Change rhythm, add notes – see also wm24e)

Mozart’s piano variations can be found on YouTube. For example: https://www.youtube.com/watch?v=ga4r6g7Ao04 The teacher can play some of the variations to the students and discuss them with the class. Or, between every variation the teacher stops the music, the class talks about it and then they continue listening.

Questions the teacher can ask: Theme: What about this melody is different from “Twinkle, Twinkle, Little Star”? How many voices are there? (One or two or three or more?) Variation I: Can you hear the theme still? Do you hear it clearer in the high or in the low voice? How did Mozart ornament the high voice? Did he play fast notes around the main notes? Var. II: In the high voice there are only a few changes to the theme melody. Can you raise your hand every time you hear a modified note? What do you hear in the low voice? Var. III: In this variation the rhythm changes more than the pitches. How so? Which dynamics do you hear? Stay seated when it is piano, stand up when it is forte? Var. IV: The main melody shifts from one voice to the other. When is it in the high voice and when is it in the low voice? Point upwards when the main melody is in the high voice, point downwards when it is in the low voice. Does this variation sound calm to you or nervous? What do you think evokes this effect? Var. V: Which feeling does this variation evoke in you? Can you hear how the beginning is imitated twice in the low voice? Which variation do you like best?

Paint what you hear: The students are supposed to draw or paint what they imagine or feel while listening to “Twinkle, Twinkle, little star”. Each student can choose one of the variations to draw their personal visual interpretation.

Move how you feel: The teacher plays some music (e.g. the Magic Flute, Eine kleine Nachtmusik, Dies Irae,…). The students are supposed to move like they feel when they listening to it. The teacher gives some examples of movements to the different characters of the music. The teacher asks the students: How would you move, when the music sounds sad/ happy/ angry/ vigorous/ …?

Exercise Sheet wm40b Self-made Note Cards: Every student should have one note card and write one note on it. Either they choose a pitch themselves (do, re, mi, fa, so, la), or the teacher assigns them to make sure every pitch is assigned to one or more students. Here are two possible ways to play a simple game: Variation 1: The teacher or the whole class sings or plays the melody of “Twinkle, Twinkle” (notes are printed on the exercise sheet wm40a), meanwhile the students are sitting on their chairs. Every time they hear the pitch which is written on their note card, they stand up (the teacher has to inform the students before the game starts that the first note she/he sings/plays is a “do”). Variation 2: The teacher sings or plays the melody of “Twinkle, Twinkle” (notes are printed on the exercise sheet wm40a). The teacher suddenly stops. The students with the corresponding note stand up and show their card.

Exercise wm40c Das klinget so herrlich: This song is from the Opera “The Magic Flute”. The English words are from Elke Wirth. We use this song as an exercise for sight-reading. Clap the rhythm Count the beat of each measure (1,2,3,4) while clapping the rhythm Speak the rhythm with the syllables “da, da-a, ti,…”

Sing the melody on a syllable like “ooh” or “lo” Sing the name of the pitches (syllables) without the specific rhythm Sing the sing-syllables (do, do, so, so, la, la,…) in the printed rhythm Speak the lyrics in the rhythm Sing the lyrics in the correct melody

Color: The students apply their knowledge about the glockenspiel as practiced with the information sheet. They paint the glockenspiel in the corresponding colors and write the name of each pitch underneath the plates. (do = red, re = brown, mi = blue, fa = yellow, so = orange, la = green, si = purple, and half steps in between = black, as on the piano)