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History of Music 1 History of Music for Secondary Education is a collective work conceived, designed and created by the Secondary Education Department at Richmond-Santillana, under the supervision of Teresa Grence Ruiz. The following team has collaborated in this book: David Carabias Galindo María Isabel Gil López María Larumbe Martín Inés Reyes Ferrero Cristina Rubio Barba Sabina Sánchez de Enciso Defarge Ester Troncoso Blanco EDITORS Juan José Castro Díaz Hazel Geatches PROJECT EDITOR Eva Herrero González MANAGING DIRECTOR Mercedes Rubio Cordovés Do not write in this book. Do all the activities in your notebook. Outline of the book The Student's Book consists of six units organised into three main sections: Musical context, Music theory and Musical culture, as well as an Activity round-up and a Going further section. The accompanying Student's Audio contains the main pieces of music worked on in the Student's Book (the Class Audio for the teacher has a three-CD set with all the music for the course). The presentation of the unit is followed by the Musical context section, which gives a summary of the main historical and sociocultural events of the period being studied. Find out about and MUSICAL CONTEXT 2 1 DID YOU KNOW? Did you know?: 2 The Renaissance The early Modern period Know how to: the main The Modern period started with the fall of the Byzantine Empire, in supplementary FIND OUT ABOUT 1453, and ended with the French Revolution, in 1789. The first centuries • Renaissance textures: imitative brought many changes. After the discovery of America in 1492, Europe counterpoint, homorhythmic was no longer an isolated continent. Trading routes and colonies content of the unit. homophony and melody-dominated were established all over the world. Monarchies strengthened their homophony power and laid the foundations of the modern state. Science information on the • Religious vocal music: motet, mass made huge advances and economic growth meant big social and chorale transformations. Internal fighting in the Church divided Europe into • Secular vocal music: madrigal, songs, Protestants and Catholics, and increasing religious intolerance. One of romance, villancico and ensalada the consequences of this division were the wars of religion. content. • Instrumental music The Renaissance was a result of the ideas of humanism. This intellectual • Renaissance dances Society and culture movement, originated in Italy in the 14th century, placed the human KNOW HOW TO At the end of the Middle Ages, a new social class became more and more influential: the bourgeoisie. Its name came from the 'bourgs' being at the centre of everything. • Perform a vocal and instrumental (the new parts of the city) that they lived in. The new class mainly It studied human anatomy, knowledge and history, and repertoire consisted of merchants and artisans. Over time, the bourgeoisie defended the search for the truth. • Do an active listening to Stabat Mater became more independent of the power of the nobility and the clergy. The Italian master, Leonardo da by Giovanni Pierluigi da Palestrina The consolidation of the bourgeoisie was one of the most important Vinci, studied the proportions of • Perform a Renaissance dance: social phenomena of the period. the human body in his work the the pavane The bourgeoisie, the nobility and the Church were interested in Vitruvian Man. This is a good the arts and the sciences. This is how the first patrons appeared; example of the Renaissance ideal powerful people who supported and financed the work of intellectuals form of beauty. and artists. For the first time, both composers and performers were recognised as real artists. The Renaissance The Renaissance was an influential cultural movement that started in Italy and spread all over Europe during the 15th and 16th centuries. It was characterised by the 'rebirth' of the culture of antiquity. Another change was from the medieval idea that God was at the centre of the universe to a belief that humans were the centre of interest Starting points: (anthropocentrism). The Renaissance also favoured the use of Musical Group reasoning, and not faith, as a basis for everything, including art. on a Balcony, Honthorst. Artists were influenced by humanism and they started to see art as an end in itself. They returned to the artistic taste of the classical world and tried to achieve an ideal form of beauty in their works, based on questions that relate harmony and proportions in man and nature. When the tables were cleared away, the queen ordered STARTING POINTS musical instruments to be brought, because all the ladies Unlike other artists, who had examples from the past, musicians knew how to dance, as did the young men, and some couldn't use compositions from antiquity for inspiration. This • What does Renaissance mean? What do you A text on the musical of them could both play and sing excellently. […] Dioneo was because there were no records of them, and so Renaissance the students' personal know about this cultural movement? took a lute and Fiammetta a viol and they began to play composers developed a new style from medieval music. a dance, softly; […] the queen and the other ladies, • Who were patrons? Are there still people who The invention of the printing press in 1440 made it easier for do this today? together with the other two young men […] struck up knowledge and culture to spread. In 1501, the Italian printer Ottaviano a round and began to dance slowly […]; and when that • What scene does Boccaccio's text describe? Petrucci printed the first music book in history, which meant that experience to the subject period, written by an Can you imagine a similar scene today? ended, they started singing charming and merry songs. compositions of the period could be recorded on paper. However, Cosimo de' Medici (1389–1464) was the first • What instrument is the person in the picture on most manuscripts were still copied by hand and printed scores didn't patron of the arts in this powerful family of Adapted from The Decameron, Giovanni Boccaccio (1353). the left playing? become common until the 17th century. traders and bankers from Florence, Italy. author from that time. 24 25 covered in the unit. The Music theory section presents the basic concepts in a clear and simple way. It includes a page of activities and a musical repertoire section. MUSIC THEORY MUSIC THEORY 3 DID YOU KNOW? Cadences This symbol shows the 2 Scale degrees are also used to build chords: At the end of the Renaissance and Scale degrees and their functions throughout the Baroque period, musical notation changed a lot. w w w The five-line stave came into w w w w w w A scale is a series of notes in order that we use to compose music. & w w w w w audio material for the general use, the rhomboid-shaped There are different types, depending on the number of notes that they wI II III IV V VI VII note heads became round, clefs have and the intervals between them. were standardised, bar lines were tonic chord dominant chord added, and shorter note values To define the position of each note in a diatonic scale, we use scale started to be used (today’s degrees (I, II, III, IV, V, VI and VII). As well as its Roman numeral, We can use chords to make formulas that create a sense of resolution, activity that can be found Know how to: practical crotchets, quavers and each degree has a name according to its function and importance. also called cadences. These are used to divide the parts of a passage semiquavers). The main degrees are: of music. • 1st degree, or tonic, is the note that gives the scale its name, the • Antecedent formula or imperfect cadence: It’s normally built using Musical phrases join together to form tonal centre of the musical composition and the note on which the tonic chord followed by the dominant chord. It gives the feeling themes, which express a complete musical the composition normally ends. idea. These themes combine together to form on the Class Audio. that the passage of music is unfinished and will continue. It’s equi- suggestions to put the musical structures that can be binary • 5th degree, or dominant, is the second most important note valent to a comma in verbal language. (AA or AB), ternary (ABA or ABC), etc. in the scale; many musical phrases end on this note. • Consequent formula or perfect cadence: It’s built using the domin- Handwritten score by Johann • 6th degree, or leading note, is one semitone below the tonic and its ant chord followed by the tonic chord. It gives the feeling that the Sebastian Bach. unfinished character leads it to the conclusive function of the tonic. passage of music has reached a clear end. It’s equivalent to a full theory into practice. stop in verbal language. w & w w w w wI wIIw III IV V VI VII I tonic dominant leading note 3 Musical ornaments Scale degrees in a musical phrase Scale degrees are very important to define the start and the end of Ornaments are notes that are performed very quickly around a central musical phrases, which are each of the smallest parts of a melody note to make the melody more beautiful. They’re usually shown with that make sense musically. There are two types of musical phrase, symbols on scores to save space and they’re performed on the dura- depending on how conclusively it ends: tion of the note that they’re written on. • Antecedent phrases suggest that the melody hasn’t ended, and will Although ornaments were already used in the Renaissance, they be- continue.
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