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Mussorgsky's “Pictures at An CK_5_TH_MU_P369_417.QXD 2/13/06 10:18 AM Page 403 four-note motif. Listen as Beethoven uses that simple idea in all sorts of different ways: stringing several versions of it in a row or stacking it up on top of itself, Teaching Idea extending or abbreviating it, bringing it into the foreground or pushing it into the The coda to the final movement of background, using one statement of it to punctuate another, etc. Every section of Beethoven’s Symphony no. 5 promi- the movement seems to develop as a natural outgrowth of that little four-note nently features the piccolo; this is phrase. one of the earliest pieces to make As in most symphonies of Beethoven’s time, the second movement is slow. use of the piccolo. What does it bring Many slow movements of that era are songlike in melody and construction, and to the texture? How does Beethoven this one is no exception. Two gentle, singable tunes alternate through the move- use the instruments of the orchestra ment: the first has a lilting quality and finishes with the winds making a beauti- to enhance the effect of his sympho- ful “sigh”; the second has a more steady and noble tone. These themes are varied ny? While listening to the piece, dis- each time they appear with more and more elaborate decoration by the strings. cuss its orchestration as a class. Pay attention to the contrast between The third movement is called Scherzo, which means “joke.” (In some ver- phrases played by solo instruments, sions it might be called “Allegro.”) It was traditional for third movements of sym- phrases played by whole sections of phonies to be rather fast and light, and they almost always took the form of either the orchestra, and phrases played by a minuet (a light dance in a meter of 3–) or scherzo (an energetic, rhythmically 4 the entire orchestra. 3– driven piece, also often in 4). This particular scherzo, however, is uncharacteris- tically dark and heavy. In many ways, its main theme is more of a march than a scherzo. However, the middle section, with its scurrying strings, captures some- thing of the traditional spirit of a scherzo. Notice that the marchlike music is Teaching Idea based on a rhythm that is essentially the same as the four-note phrase from the first movement. This rhythm appears in all four movements and helps tie the Beethoven’s Symphony no. 5 is more piece together as a whole. The prominent way it is used in this third movement than half an hour long and is one of makes sure that the audience can hear the relationship. the most structurally elaborate works that students will have studied to this Instead of the traditional break between movements, Beethoven writes the point. Allow sufficient time for the third movement so that it leads directly into the fourth movement without any class to become familiar with the pause. This is another way in which he indicates that he is thinking of the sym- piece. This will require many repeat- phony as one large unified piece, and not as four disconnected movements. The ed listenings and perhaps even more fourth movement is triumphant in spirit. By connecting the movements in this active involvement with the themes of way, Beethoven creates the effect that the triumph of the final movement is a res- the different movements. You may olution to the dark, ominous quality of the preceding movements. To make this wish to have the class break into 4 effect even stronger, Beethoven puts a little reminder of the third movement into groups, and assign each to study 1 of the fourth, just before the ending. This emphasizes the way that the triumphant the 4 movements and present their finale “answers” the earlier movement. findings to the class. Make copies of The symphony is often discussed as being representative of man’s struggle the score available to these groups with (and ultimate triumph over) Fate. This is accomplished through repetition and encourage them to identify the of the insistent motif from the first movement. Interpretations of this sort were major themes and structures of each extremely popular in the 19th century. movement. Modest Mussorgsky: Pictures at an Exhibition Until the second half of the 19th century, Russia had no real classical music tradition of its own, and Russian composers generally wrote in styles modeled after the great German composers. In the 1860s, five major Russian composers formed a group (nicknamed the “Mighty Handful,” after the five fingers of the hand) that was dedicated to creating a truly Russian style of classical music that would not be as derivative of the music of western Europe. The most original and noteworthy of these five was Modest Mussorgsky (1839–1881). While other Music 403 CK_5_TH_MU_P369_417.QXD 2/13/06 10:18 AM Page 404 II. Listening and Understanding members of the “Mighty Handful” attempted to create the Russian sound by using Teaching Idea melodies from Russian folk songs, Mussorgsky did not borrow any actual Pictures of Mussorgsky show that he was melodies, but adapted his compositional style to have audible similarities of har- a large man, weighing nearly 300 pounds. mony and rhythm to the style of Russian folk music. His compositions do indeed The theme in Pictures at an Exhibition, sound somehow “Russian,” even though they are completely original. stated over and over again, suggests a Mussorgsky did not receive much training as a composer, and as a result, his very large man walking along. Without music is not always particularly polished. On the other hand, many people feel specifically mentioning this to students, that the raw and sometimes surprising sounds that he composed only enhance have them walk to the music. Then ask the appeal of his works and contribute to the sense that they are somehow as how a person who walks to such a “pon- native to Russia as its folk music. derous” movement might look (or what Mussorgsky’s greatest achievement is his opera Boris Godunov (1874) but far his or her size might be). better known are two other works—Night on Bald Mountain (1867) (which many people know from the memorable sequence in the film Fantasia), and Pictures at an Exhibition. In 1874, an exhibition of paintings and drawings by the Russian Teaching Idea artist Victor Hartmann was held in Moscow. Hartmann was a close friend of Mussorgsky’s and had been attempting to do for the visual arts what Mussorgsky Once students understand the premise and the “Mighty Handful” wanted to do for music—create a Russian style that did of the piece and have had the titles of not depend on foreign influences. Mussorgsky attended the exhibition and was the individual movements explained inspired to depict several of the artworks in musical form. The work he composed to them, have them draw what they not only represents these works but also the person who is viewing them. This imagine the pictures to look like. Some helps tie the unrelated images into a more cohesive whole structured around the editions of the score include pictures idea of the exhibition. similar to those that inspired the music. Mussorgsky originally wrote Pictures at an Exhibition for piano, but in 1924, (The original pictures have been lost.) the French composer Maurice Ravel arranged the music for orchestra. It is in the Some of these are also available orchestrated form that the work is most often heard. online. You can show them to students, but only after they have created their As you play the piece for your students, stop and discuss the items below. own versions. Ask students how the • Promenade composer depicts these images with The piece opens with a stately theme, which is meant to represent the com- musical sounds. poser (or any viewer at the exhibition) as he or she strolls from one picture to the next. This theme will return occasionally throughout the piece, and is the one idea that ties the whole set together. 1. “Gnomus” (The Gnome) The image is of a threatening and grotesque dwarf. • Promenade The viewer quietly walks onward to a reprise of the Promenade theme. 2. “Il Vecchio Castello” (The Old Castle) This picture depicts a night scene of an Italian castle, with a singer standing in the foreground. The music, in imitation of Italian folk music, is mysterious and shifting, appropriate to a night setting. Eventually the song drifts away into the distance. Listen for Ravel’s rare orchestral use of the saxophone. • Promenade Another brief reprise of the Promenade, this one is more forceful than before. 3. “Tuileries” (Famous Garden in Paris) The scene portrays children at play in the park having an argument. The sounds of the children are depicted quite literally: the opening figure mim- ics the universal taunting melody of “nyah-nyah!” which is interspersed with quick, light, bubbling figures that sound very much like children’s gig- gling laughter. Wind instruments (flutes, clarinets, piccolos) are used to depict the children. 404 Grade 5 Handbook CK_5_TH_MU_P369_417.QXD 2/13/06 10:18 AM Page 405 4. “Bydlo” Name Date This movement portrays an image of a huge, heavy Polish ox-wagon, mak- A Classical Crossword Match the words and their clues to complete the puzzle. ing its lumbering way down the road. Listen to the way Mussorgsky uses a LUTE EXHIBITION DOWLAND RENAISSANCE RUSSIA steady, rocking figure in the bass to give a sense of the wagon’s weight. NOTE SCHERZO DREAM BEETHOVEN CODA 1 D 23 • Promenade B E E T H O V E N X W This version of the Promenade begins quite tentatively—perhaps something 4 H L S 5 has troubled the viewer.
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