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EXAM 4 (Units 15-17)

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EXAM 4 (Units 15-17) EXAM 4 (Units 15-17) Part I. Fill in the blank(s) for 20 questions below. Answer on a separate sheet of paper. Omit 4. (1 pt each) _____/20 pts 1. Scott Joplin’s jaunty compositions for piano were called __________. 2. America’s greatest songwriter before and during the Civil War was named ________________________. 3. The virtuosic Russian pianist and composer ____________________ emigrated from Russia after the Bolshevik Revolution and became a beloved figure here in America. 4. The dark, grotesque paintings that filled especially German and Austrian canvases in the late 19th and early 20th centuries are examples of ___________________. 5. One of the most famous of these paintings, ___________________ by Edvard Munch, shows the horror-struck face of a person standing on a bridge. 6. A robust form of 19th-century singing that spread across the American prairie and used odd forms for the notes is called _______________________. 7. The term _________________ refers to a general fascination with things Asian or “from the East.” 8. What are the dates of World War I? ______ to _______ 9. Arguably our greatest American hymnodist was ____________________. 10. The composer ________ ___________ ___________ (goes by three names) is known as America’s “King of the March.” 11. The gorgeous New York Theater where the Ziegfeld Follies took place was called the ________ ___________ ____________. 12. It was restored by Disney’s Michael Eisner and reopened with a long-running production of ______________________. 13. Composer ______________________ lived more than a century and left an unparalleled legacy of American popular song (including God Bless America). 14. Festivities known as Fasching and Carnival in Europe and Central/South America are mirrored in a well-known American celebration called ________ ___________. 15. This Russian composer ___________ - ______________ is known best for his orchestration and his operas, but in his young adulthood he was a merchant marine. 16. The German composer _________________ was viewed by many as the “successor” to Beethoven, especially insofar as his composition of symphonies. 17. The name ___________________ describes a loose group of Russian artists who depicted realistic topics in their paintings and worked outside of the academies. 18. The name _________________ describes a loose group of Russian composers who focused on nationalist themes (fairy tales, Russian folklore and history) for their compositions. 19. Anton Chekov is known for his realistic dramas, including (name one example)____________________. 20. ______ ______ _______ was the name given to an area in New York City where music publishers were located and the popular song industry flourished. 21. The musicians who would sit down at the piano and play the songs, hoping to convince the music publishers to publish them, were called _______-________. 22. The ___________________ refers to a major 19th-century building project in Vienna that projected the city’s power, stability, and modernity. 23. The term _____ ___ __________ can mean the end of any century, but it tends to refer to the atmosphere in Europe at the end of the 19th century. 24. The term ___________________ doesn’t literally indicate any specific religion, but means “bearer of the true / right / straight.” Part II. Answer on a separate sheet of paper. OMIT Five (20 x 3 pts each) _____/60 pts Complete answers will consist usually of phrases or one or more sentences 1. What kinds of architectural structures or objects would you seek if you were looking for examples of Jugendstil / Art Nouveau? 2. Today, we consider Impressionist art “pretty,” but critics at the time . (complete). 3. Who was Nijinsky? 4. Why is Hungarian composer Béla Bartók considered a pioneer? 5. Even though it’s a complex and sensitive topic, Minstrelsy is the foundation of American musical entertainment. Why? 6. Why were World’s Fairs once so important? 7. What role did bells play in Russian culture and music? 8. Tchaikovsky’s 1812 Overture commemorates what event? 9. What prompted Mussorgsky to compose Pictures at an Exhibition? 10. What qualities of Debussy’s music cause people to call him an “Impressionist” composer? 11. Distinguish between Johann Strauss and Richard Strauss. 12. “In Flanders Field, where _____________________.” Finish the sentence, and summarize the content, context, or importance of the poem. 13. What are the two famous forms of the story Eugene Onegin? 14. What is meant by “the Shadow of Beethoven”? 15. What were some of the qualities found in Expressionist paintings? 16. What features distinguish Charles Ives’ approach to writing music? 17. What is important and revolutionary about Mahler’s Symphonies? 18. What were the “Ziegfeld Follies”? 19. Who was William Billings? 20. Why was Moscow called “the Third Rome”? 21. What is Sprechstimme? 22. What was the purpose of a mission like San Gregorio de Abo? 23. What is special about the musical traditions brought to America by the Moravians? 24. What is meant by verismo and why is it important? 25. What role did wealthy industrialists play in American music and why? PART III. ESSAY. CHOOSE ONE OF THE ESSAYS BELOW. _____/25 POINTS Essay 1. Consider musical and artistic developments across Europe, America, and Russia during the fin de siècle (end of the 19th century) and early 20th century. What currents do you find to be the most significant during these decades? What role do technological advances play? Are you struck more by similarities or differences in these three artistic cultures? Essay 2. Monumentalism is a name that helps describe a “bigger is better” trend in the arts throughout the Romantic period (19th century). How did music reflect trends towards art that was bigger / more meaningful / faster / more powerful? What advantages did this trend bring to music? Can you think of any disadvantages? Essay 3. Take any piece of music covered in the units of this quarter (Units 15, 16, 17). Discuss it within its historical context and in terms of its musical ideas and expression. You may integrate relevant facts about the composer, but keep the focus on the music—its context, expression, and importance. .
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