109 UNIT IV - A SURVEY OF EUROPEAN MUSIC STYLES: BAROQUE AND CLASSIC A. Audio-visual Ma tec ials: Recocdings, Filmstr i;?s and Film Used in UNIT IV B. LeSsons 1. Bacague Music and Act - Pact I (Filmstrip) 2. Bac ague Mus ic and Ac t - Pac t II (Films tr ip) 3. Bacoque orchestral Style: Concecto and Concecto Grosso 4. Bacoque Beatles Book: Modern Parodies of the Baroque style S. Mozart and His Music - The Child prodigy (Film) 6. 18th century Art and Music - Part J (Filmstrip) I 7 • The oevelopment of the Symphony: Mozart - Symphony ~40 t 8. The Expansion of the Symphony: Beethoven - Symphony *S f 9. Review t 10. Exam ,I. lin •. 0478B/Paqe 36 110 RECORDINGS p FIL..'1STRIPSAND FILMS USED IN UNIT IV Lessons 1-2 Baroque Music and Art, Parts 1 and 2 EAV Filmst.rips Gabrieli - Canzoni for Brass Choirs Columbia MS-7209 Well-Temoeced Synthesizer Columbia MS-7286 Handel - The Messiah Many recordings available Lesson 3 Bach - Brandenburg Concecto ~2 Many recordings available Greatest Hits of 1720 ColumbiaM-34544 Well-Temoered Svnthesizer Columbia MS-7209 Vivaldi - The Four Seasons (Soring) Nonesuch H 7-12 Lesson 4 Baroaue Beatles Book Electra EKS7306 P.D.Q. BACH Vanguard 79195 Lesson 5 Mozart - Mozart and His Music (film) Lesson 6 Mozart - Eighteenth Centurv Art and Music - Part I EAV Filmstrip Lesson 8 Beethoven Symphony *5, Walter Murphy - A Fifth of Beethoven (Private Stock Recocds) Many of these selections can be found in the Enjovment of Music; Norton Scores Anthologies, C7-10647 and C7-l0855. 111 UNIT IV - Lesson 1 AIM How did Baroque art and music reflect. the age of royal splendoc of the 17 th Century? PERFORMANCE OBJECTIVES Students will be able to: identify major artists and musicians of the 17th Century: Caravaggio, Rubens, Bernini, Monteverdi, Amati, Stradivarius, Corelli, Gabrieli list major aspects of the Baroque style: dramatic contrast between light and shade, pageantry, voluptuous decoration and ornamentation. MOTIVATION Show filmstrip Baroque Music and Art, Part 1 (filmstrip) PROCEDURES The Baroque Period of music extends from about 1600 to 1750 AD. The music is chacacterized by a dramatic contrast between loud and soft, pageantry, and much ornamentation. 1. Place on chalkboard for class notes all compositions and composecs with relevant descriptions and summarize the following highlights of the film. Famous Artists _ Caravagglo - dramatic contrasts of light and shade; subjects drawn from Greek and Roman mythology _ Rubens - painted voluptuous women; kings and queens. - Bernini - magnificent sculptures and architecture Famous Musicians _ Monteverdi - wrote the ficst opera - introduced the recitative - a type of sung speech. The opera satisfied the era's yearning for drama and splendot through its pageantry, fantastic sets, costumes, and stage mechanics. The subjects of these early ope=as were also drawn from Greek and Roman history. _ Amati and Stradivarius - built the most famous violins (also Guarneri) Corelli - highly ornamented melodies for the violin. Developed the Concerto Grosso in which a small group of solo instruments is set against the. sound of the '",holeorchestra. (Musical interplay of opposing forces of light and shadow.) Doc. 0478B/Page 38 112 20 (Play Gabrieli - Canzona ?rimi Toni (1597 - Side 2, Band 4) oc ~uivalent.l Two bcass choirs are placed in the opposite ends of a huge cathedral - SL Mark IS in venice. They echo each other with one choir louder than the other (earliest form of stereo; has antiphonal stereo effect) . This work is wr itten in the Doc ian mcde 1 the rhy.thmic, harmonic, and melodic changes are abcupt. 3. If time permits, play Montiverdi - Orfeo Suite from· The Well-Tempered Synthesizer Side 1 Band 1/2 'rhe Moog Synthesizer as programmed by Walter Carlos was the first attempt to recocd traditional music on the synthesizer. This performance could not be accomplished in a live pecformance, since each note had to be adjusted and cecorded separately by this physicist who is also a composer. POINTS FOR FURTHER DISCUSSION Why does Baroque music adapt so well to modern recording techniques and equipment? - traditional instruments are used - small orchestras or ensembles (groups) - easy to track on recording tape - good stereo sound in compositions Doc. 0478B/page 39 113 UNIT IV Les.son 2 AIM How did baroque music and art express religious emotions in a dramatic way? PERFORMANCE OBJECTIVES Students will be able to: discuss similarities between woeks of Rembrandt, Bach and Handel MOrIVATIOH Show Baroque Art and Music, Part II (filmstrip) PROCEDURES 1. Review highlights of the filmstrip and duplicate for class notes. Also include recordings and descriptions. Art Rembrandt-- used strong lighting and dark backgrounds to create dramatic effects, which evolved in time into a more spiritual art. Music Bach -- famous organ virtuoso, wrote a large amount of instrumental music, including six Brandenburg Concerti in Italian concerto grosso style. While director of sacred music in Leipzig, he composed mainly religious choeal music, and large works such as the St. Matthew Passion which revealed deeply personal eeligious fee~ings. Handel -- enjoyed a successful cosmopolitan career; studied in Germany and Italy and became famous in England with the Water Music written foe Geoege I. After Italian opera became passee in London, Handel adapted this style for religious subjects creating a new form - the oratorio, the most famous example of which was The Messiah. 2. (Play from The Messiah: "The Hallelujah Chorus" (Side 5, Band 5) which is the most famous excerpt from this woek and a good, example of baroque vocal style and oratorio. Oratorio -- a musical work of a eeligious or historical nature performed without scenery, costumes or physical action. 114 3. Discuss concept of the woed baroque. Ask students to suggest adjectives to describe the baroque style (flowery, gingerbread, florid, grand, high-style, lofty). Baroque -- style of art characterized by ornamentation and curved rather than straight lines. Other characteristics: high drama, violent contrasts (highs and lows, not "cool" or "laid back") 4. Ask: How do examples of modern architecture differ from the baroque buildings seen in the filmstr ip. (Simple lines; structure of building not emphasized -- except in more recent tres-modern architecture where the structure is again the point and emphasized.) Where can baroque architecture be found in North Ameeica? POINTS FOR FURTHER DISCUSSION Which factors made it possible for the Baroque style to flourish? Why is it unlikely that Baroque architecture will be revived in our time? 115 UNIT IV Lesson 3 AIM nOW did orchestral music develop in the high baroque style of the early 18 th cen tury? PERFORMANCE OBJECTIVES Students will be able to: define the following terms: concerto grosso, concertino, tutti, clarino trumpet, basso continuo or figured bass, tremolo, trill, piano, forte describe how each of five selections played in class is. representative of an aspect of baroque style such as contrast between light and shade, embellishment, massive sonority kept in constant motion MOrIVATION Play Rondeau by Mouret (used as theme of Masterpiece Theatre on Channel 13) from Gr€atest Hits of 1720 (Side 1, Band 6). Review the rondo form (the trumpet plays the A sections, the strings the B and C) contrasting sonorities. The trumpet in the baroque is played in a very high range, producing the highest harmonies to form a scale on a valveless instrument. This was called the clarino trumoet. PROCEDURES Put on board all compositions and composers listened to in class for notes. Add descriptions. 1. write these terms on the board and define them for class notes: concerto grosso--small geoup of solo instrumen.ts set against the sounds of the entire orchestra. - concertino--small group of instrumental soloists - tutti--full orchestra - clarino trumpet--baroque trumpet style, plays in very high range basso continuo--a bass part provided with numbers indicating what harmonies to play - tremolo--quick repetitions of the same note - tr ill--rapid alternation between. the adjacent tones piano--play soft - forte--play loud I. t I \ Doc. 0478B/Paqe 42 116 2. Introduce the concerto grosso -- a small group of soloists (the concertina) is alternated with a full orchestra (tutti- everyone plays). Play The Brandenburg Concerto lf2by J .S. Bach (1685-1750) from Enjoyment of Music (side 6, Band 4).· This piece is an example of the concerto grosso style. The concertino includes the clarino trumpet, flute, oboe, and violin; the tutti includes violins, violas, cellos, basses, and the harpsichord (where the conductor sat). The harpSichord, cellos, basses played the basso continuo which maintained a steady rhythmic pulse throughout. The keyboard player improvised the harmonic accomp-animent which was expressed by numbers (figured bass) over the bass part. (The format is similar to a swing band wi th the bass supplying the rhythm. 3. Play "Allegro Deciso" from Water Music by Handel (1685-1759) from Well Tempered Synthesizer (Side 1, Band 6). The-concertino includes synthesized French horns, oboes and bassoons. 4. Play Violin Concerto in E ("Spring~ - used in Elvira Madigan) by Antonio Vivaldi (1675-1741) from The Four Seasons, first movement (Side 4, Band 4). Notice the tone painting: the violin trills -- rapid alternation between two adjacent tones, how they represent the birds; the tremolos -- quick repitions of the same note produced by a rapid up and down movement of the bow to represent thunder. The theme presents a strong contrast between piano (soft) and forte (loud) producing light and shade through repeated phrases. ~OINTS FOR FURTHER DISCUSSION Why did many rock and jazz fans become interested in Baroque music? (st~ong r?ythmic pulse, straightforward phrase structure, good stereo sound, vitality). w11y have baroque elements been used in var iou.s rock and soul compos itions. (Examples: "A Whiter Shade of Pale" by the Procol Harum or "The Theme from Mahogony" by Diana Ross.) Doc.