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Unit V - a Survey of European Musical Styles

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Unit V - a Survey of European Musical Styles 137 UNIT V - A SURVEY OF EUROPEAN MUSICAL STYLES: ROMANTICISM AND IMPRESSIONISM A. AUDIO-VISUAL MATERIALS: RECORDINGS AND FILMSTRIPS USED IN UNIT V B. LESSONS: 1. Romanticism in Music and Art; Part II (Filmstrip) 2. The Romantic Style: Berlioz - Symphonie Fantastique 3. Romantic Piano Virtuoso: Chopin and Liszt 4. Symphonic Poem: Tschaikowsky - Romeo and Juliet 5. Nationalism: Smetana and Tschaikovsky 6. Exoticism: Rimsky-Korsakov - Scheherazade 7. Stravinsky - The Rite of Spring 8. Impressionism in Art and Music, Part I (Filmstr ip) 9. Im?ressionism in Art and Music, Part II (Filmstr ip) 10. Flamenco and Its Influence on French Composers 11. Review of Romanticism 12. Review of Impressionism 13. Exam Doc. 0173b - Page 1 138 RECORDINGS" AND FILMSTRIPS USED IN UNIT V EAV filmstrip Lesson 1 Romanticism in Music and Art Lesson 2 Berlioz - Symphonie Fantastique Liszt - Hungarian Rhapsody f8 Lesson 3 Movie Liszt and His Music Chopin - Mazurka B Flat Major Etude in E Major prelude in E Minoc Nor ton ScOt:es Enjoyment of Music Tschaikowsky - Romeo and Juliet Lesson 4 Columbia 34330 Hubert Laws - Romeo and Juliet LeSson 5 smetana - The Moldau Tschaikowsky - 1812 Overture . Lesson 6 Rimsky-Korsakov - Scheherezade ~ Lesson 7 Stravinsky - Rite of spring EAV filmstr ips Impressionism in Art and Music - Part I, II Lesson 8 & 9 Nonesuch 7s 72002 Lesson 10 The Soul of Flamenco Ravel - Bolero Debussy - Iberia *~ny recordings of the works cited in unit V are available. Doc. 0173b - page 2 \ I· I 139 I UNIT V - LESSON 1 AIM "how did romantic music reflect the individual character of its composers? " PERFORMANCE OBJECTIVES Students will be able to: name seven important romantic composers and their individual accomplishments. compare similarities between romantic music and art shown in the filmstrip. Show Romanticism in Music and Art, Part II (EAV filmstrip) • Marl VAT ION PROCEDURES: 1. Review the highlights of the filmstrip and write the following on the board for class notes. Romantic Composers and Their Music Berlioz - grandiose instrumental and choral effects; symphonie Fantastique, Requiem Chopin _ piano works such as mazurkas, nocturnes using singing melodies and experimental harmonies influenced by a revival Mendelssohn - composed A Midsummer Night'S Dream; of interest in Shakespeare I Schumann _ wrote character pieces for the piano, short works describing a l. feeling or a mood such as Scenes f·romChildhood or Fantasy Pieces paganini - violin virtuoso; seemed possessed by a supernatural, diabolical power Liszt _ piano virtuoso with dazzling technique and profound expression; influenced modern composers and pianist of the 19th century Wagner revolutionized operas to become monumental music dramas; composed The Flying Dutchman, Tristan and Isolde, cycle of The Ring of the Nibelunoen based on pagan mythology DOC. Ol73b - Page 3 140 POINTS FOR FURTHER DISCUSSION \ H9 did romantic artists display similar traits to the composers of the 19th \ ~ W century? Both express a subjective, individual point of view and are deeply emotional. Romantic paintings are matched by the restless, agitated character of romantic music. Doc. 0173b - Page 4 141 UNIT V - LESSON 2 How did Berlioz express a romantic philosophy in his symphoni~ ---AIM ° Fantastique? PERFORMANCE OBJECTIVES: students will be able to: list various characteristics of 19th century romanticism identify the innovative compositional aspects of the symphonie Fantastique such as the use of the id~e fixe, the expanded orchestration, the descriptive program discuss program music in its relationship to the romantic style MOTIVATION : AS the class enters and attendance is taken, play the second movement of the symphonie Fantastique and aks the class to discuss what effect the music has upon them. "DOeS the music create a special moOd or atmosphere? Could this music be used in a movie ° for any special purpose?" Place the following notes on the board, b:iefly discuss each romantic subject, and relate this material to the previous class discussion: ° Romantic Style (1820-1914) popular subjects -Myths, folklore, legends, folksongs -supernatural aOnd the occult -Beauty of nature (countryside, forests, brooks) -Imagination1 subjective emotional states -War, ~atriotism, heroism, nationalism -Middle Ages (knights, castles, chivalry) -Exoticism - mysteries of the orient -Joys o.f childhood DiscusS the extramusical idea or story behind thiSosymphony regarding a young man, the woman he loves, taking an opium overdose, etc. n~r 0171h - Paqe 5 142 PROCEDURES 1. Put the following on the chalkboard for class notes and define them as they appear in the lesson: a) absolute music - music which is free from extramusical ideas b) program music - music which is based on extramusical ideas c) id~e fixe - a recurring them (associated with a person) that unifies a work d) Berlioz - Symphonie Pantastique (1830) Berlioz wrote program notes about this symphony, an explanation or descrip- tion of what music truly means e) Romantic Period - l820-1914 use of large orchestras, rich tonal colors, great emotion and the symphonic poem 2. Mention that much baroque and classical music tends to be abstract or "absolute" music, while many romantic pieces tend to be more "programmatic" or.based on extramusical ideas. BeethOVen, who bridges the gap between the classic and romantic styles, wrote a five movement Pastorale Symphony in 1808 with titles similar to ones used by Berlioz such as "Cheerful impression awakened by arrival in the country"i "Scene by the brook"; "Merry Gathering of Country Folk": "'Thunderstorm, Tempest": "Shepherd's song, glad aod grateful feelings after the storm." As- Europe became more urbanized in the wake of the industrial revolution, the countryside became a place of special significance for creative artists. 3. The Industrial Revolution is also apparent in Berlioz' expanded orchestra of 1830 which includes: English horn E flat clarinet h Piccolo Cornet-· --- Trombones Tubas Percussion Bells They were additions to the· other standard orchestral wind, brass, and string instruments. 4. Introduce the id~e fixe or obsession theme that unifies all the five movements of the Symphonie Fantastique (1830). 5. If time permits, play the "March to the Scaffold," Movement 4 and "Dream of a Witches' Sabbath,'" Movement 5. Have the class write down their impressions of each movement for discussion. Listen for the idee fixe • .POINTS FOR FURTHER DISCUSSION How did this type of music influence Hollywood movie composers of the 1930s and 40s7 (Frankenstein and Dracula movie$) How could the 1960s have been called a Nee-Romantic era? (back to nature, drug experiences, interest in occult and Asian religions, new ethnic awareness of cultural roots) DoC. Ol73b - Page 6 143 UNIT V - LESSON 3 ~ How did Liszt and Chopin revolutionize the 19th century romantic piano s~l~ PERFORMANCE OBJECTIVES students will be able to: define the following terms' rubato, virtuoSo, mazurka, rhapsody, ~tude describe hoW both composers expressed nationalistic musical styles compare the differences in pianistic approach and temperament between the two composers Show the movie' Liszt and His Music. DiscuSS the influence of MarIVATION Hungarian peasant and gypsy music on Liszt'S compositional style. PROCEDURES 1. write the. following terms on the chalkboard and define them as they appear in the lesson. Have students copy them in their notebOOkS. a) rubato _ elasticity and freedom of tempo b) mazurka. - a polish dance in triple time c) virtuoSO _ a performer with a brilliant technique d) rhapsody _ a composition of a free, fanciful character ej etude _ a composition devoted to a special technical problem 2. Play Hung~rian Rhapsody 48 and draw attention to the various virtuOSO ree devices Liszt employs. His music includes big chords; octaveS, fillig finger work, use of the highest register of the piano, trills, complex arpeggiO patterns that create the sound of two pianists playing at once. Liszt studied with czerny, Beethoven'S pupil. he was the first to give a piano re"ital in a publiC hall and play from memory. He was a matinee idol in his day, but developed piano technique to its highest level of 3. Chopin,complexity.who came from poland, was far more refined and poetiC in his pianis and compositional style. He featured singing melodies, adventurous harmonies,m and a distinctive use of~ rubato - elasticity, and freedom of tempo which is typical of m~ ~ century piano music. DOC. Ol73b - Page 7 144 -_.4.. (Play the following examples from Enjoyment of Music (Album ~ Side 2, Bands l, 2 ,3) .] a) a) Mazurka in B Flat Major (Polish dance in triple time) or Revolutionary Etude. Performer: Brailowsky (An etude is a composition b) Etude in E Major or Military polonaise Chopin's etudes combine devoted to a special technical problem. technical difficulty with high artistic quality. ) Performer: Novaes c) Etude in E Minor ~written as homage to Bach's Preludes} 0 Notice the range of emotional expression in such a brief work. Performer: Brailowsky S. write the following list on the board. Add descriptions 19th century Romantic piano styles Liszt - Hungarian Rhapsody *8 Chopin - Mazurka in B Flat Majer Etude in E Major prelude in E Minor POINTS FOR FURTHER DISCUSSION why does the piano remain the most popular solo instrument? Why do pianists still perform Chopin and Liszt? Doc. 0173b - Page 8 145 UNIT V -.LESSON 4 AIM How did TschaikOwsky achieve a fusion of drama and music in his Romeo and Juliet overture? PERFORMANCE OBJECTIVES: students will be able to: define the following terms: overture, symphonic poem, accelerando, ritardando, epilogue identify the various themes, characters and situations represented in the above work name three ballets Tschaikowsky composed compare this composition to the romantic tradition Review the story of Shakespeare's Romeo and Juliet stressing the WIT IVA TION roles of the Friar, Romeo, and Juliet. PROCEDURES 1. Introduce Peter I. Tschaikowsky (1840-1893). Mention his three famous ballets: The Nutcracker, Swan Lake, Sleeping Beauty and the Christmas tradition of performance at the New York State Theatre of The Nutcracker.
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