109
UNIT
IV - A SURVEY
A.
Audio-visual
B.
LeSsons
OF EUROPEAN
Ma tec ials:
Recocdings,
STYLES:
BAROQUE
AND CLASSIC
Filmstr i;?s and Film Used
1.
Bacague
2.
Bac ague Mus ic and Ac t - Pac t II (Films tr ip)
3.
Bacoque
orchestral
4.
Bacoque
Beatles
S.
Mozart and His Music
6.
18th century
I
7 •
The oevelopment
t
8.
The Expansion
f
9.
Review
t
10.
Exam
I,.
Music
MUSIC
in UNIT
and Act - Pact I (Filmstrip)
Style:
Book:
Concecto
and Concecto
Modern Parodies
- The Child
of the Symphony:
of the Symphony:
lin •.
0478B/Paqe
of the Baroque
prodigy
Art and Music - Part J
style
(Film)
(Filmstrip)
Mozart
Beethoven
36
Grosso
- Symphony
- Symphony
~40
*S
IV
110
RECORDINGS
Lessons
Lesson
Lesson
Lesson
Lesson
Lesson
p
FIL..'1STRIPSAND FILMS
USED
IN UNIT
IV
1-2
Baroque Music and Art, Parts 1 and 2
Gabrieli - Canzoni for Brass Choirs
Well-Temoeced
Synthesizer
Handel - The Messiah
EAV Filmst.rips
Columbia MS-7209
Columbia MS-7286
Many recordings available
Bach - Brandenburg Concecto ~2
Greatest Hits of 1720
Well-Temoered
Svnthesizer
Vivaldi - The Four Seasons (Soring)
Many recordings available
ColumbiaM-34544
Columbia MS-7209
Nonesuch H 7-12
Baroaue Beatles
P.D.Q. BACH
Book
Electra EKS7306
Vanguard 79195
Mozart
- Mozart
and His Music
Mozart
- Eighteenth
3
4
5
(film)
6
Centurv
Art and Music - Part I
EAV Filmstrip
8
Beethoven
Symphony
*5, Walter
Murphy
- A Fifth of Beethoven
(Private Stock Recocds)
Many of these selections can be found in the Enjovment
Anthologies,
C7-10647 and C7-l0855.
of Music;
Norton
Scores
111
UNIT IV - Lesson
AIM
How did Baroque
art and music
1
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:
Rubens, Bernini, Monteverdi, Amati, Stradivarius,
Corelli,
list major
and shade,
MOTIVATION
Caravaggio,
Gabrieli
aspects of the Baroque style:
dramatic contrast between
pageantry, voluptuous decoration and ornamentation.
Show
filmstrip
Baroque
Music
and Art, Part
light
1 (filmstrip)
PROCEDURES
The Baroque Period of music
chacacterized
by a dramatic
much ornamentation.
extends from about 1600 to 1750 AD.
The music is
contrast between loud and soft, pageantry, and
1. Place on chalkboard for class notes
relevant descriptions
and summarize
Famous
all compositions
and composecs with
the following highlights of the film.
Artists
_ Caravagglo - dramatic contrasts of light and shade; subjects
Greek and Roman mythology
_ Rubens - painted voluptuous women; kings and queens.
- Bernini - magnificent sculptures and architecture
Famous
drawn
from
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
the rhy.thmic, harmonic,
and melodic changes
are abcupt.
1
3. If time permits, play Montiverdi
Synthesizer
Side 1 Band 1/2
- Orfeo
Suite
from· The Well-Tempered
'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
Why does Baroque
equipment?
-
DISCUSSION
music adapt
so well
to modern
traditional
instruments are used
small orchestras or ensembles
(groups)
easy to track on recording tape
good stereo sound in compositions
Doc. 0478B/page
39
recording
techniques
and
113
UNIT IV
AIM
How did baroque
Les.son 2
music and art express
religious
emotions
in a dramatic
way?
PERFORMANCE
discuss
MOrIVATIOH
OBJECTIVES
similarities
Students
between
Show Baroque
will be able
to:
woeks of Rembrandt,
Art and Music,
Part
II
Bach
and Handel
(filmstrip)
PROCEDURES
1. Review highlights of the filmstrip and duplicate
include recordings and descriptions.
for class
notes.
Also
Art
Rembrandt-used strong lighting and dark backgrounds
to create
effects, which evolved in time into a more spiritual art.
dramatic
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 most famous excerpt
style and oratorio.
"The Hallelujah Chorus"
(Side 5, Band 5) which is
from this woek and a good, example of baroque vocal
Oratorio -- a musical work of a eeligious or historical
without scenery, costumes or physical action.
nature
performed
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
POINTS
FOR FURTHER
Which
Why
can baroque
factors
architecture
be
found
in North
Ameeica?
DISCUSSION
made
is it unlikely
it possible
that Baroque
for the Baroque
architecture
style
to flourish?
will be revived
in our time?
115
UNIT IV
AIM
nOW
did orchestral
Lesson
3
music develop
in the high
Students
be able
baroque
style
of the early
18 th cen tury?
PERFORMANCE
OBJECTIVES
will
to:
define the following terms: concerto grosso, concertino,
trumpet, basso continuo or figured bass, tremolo, trill,
tutti,
piano,
clarino
forte
describe how each of five selections played in class is. representative
an aspect of baroque style such as contrast between light and shade,
embellishment,
massive sonority kept in constant motion
of
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
I
Put on board all compositions
for notes.
Add descriptions.
and composers
listened
to in class
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
I
\
Doc. 0478B/Paqe
42
116
2. Introduce the concerto grosso -- a small group of soloists
(the concertina)
is alternated with a full orchestra
(tuttieveryone 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
~OINTS
phrases.
FOR FURTHER
DISCUSSION
Why did many rock and jazz fans become
(st~ong r?ythmic pulse, straightforward
interested in Baroque music?
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. 0478B/Page
43
117
UNIT
AIM
IV
Lesson
4
How did Joshua Rifkin compose a pseudo-baroque
songs?
(For this optional lesson, the Baroq~e
necessary.)
work based on early Beatie
Beatles Book Album is
;
I
PERFORMANCE
OBJECTIVES
Students
will
qe able
to:
name baroque elements used by Rifkin in his
overture, concerto grosso, dance suite
describe
the Baroque
orchestration
arrangement
and instruments
such
as:
fugue,
used
[Play "I Want to Hold Your Hand" on the piano].
Ask class to
name the song and its chronological
place in Beatie song
literature or play the Beatie eecording of this same song or
equivalent.
MarIVATION
PROCEDURES
1. Write the following terms and definitions
copy them into their notes.
Baroque
elements
to compose
this music
and have
students
are:
a polyphonic work where a s~ngle theme is stated alone them
imitated by other voices in close succession;
it appears
throughout the piece.
fugue:
instrumental
work.
- overture:
- concerto
- dance
used
on the board
grosso:
sui te:
music composed
as introductoey
music
to a larger
small group of solo· instruments set against the ,sound
of the entire orchestr a tion (clar ino trumpet, flu te,
oboe, violin with tutti or full orchestr a of violins!
violas, cellos, basses and harpsichord) .
an instrumental work consisting of a number of
standardized movements, each in the character of a dance.
118
2. Tell students
that Rifkin has
fugue.
'Ask students
to count
a bonus on his music mark!)
3.
Have students
grosso
format.
list
4.
Ask students
which
(Bach, Handel)
5 .. Introduce
concept
a.
(Play "You've
~iano or play
Ask the class
6. Play
7.
Rifkin
instruments
barcq.ue
arranged
entrances
this
song into an overture
and
to the fugue (14).
The winnee
and elicit
composers
that
the
would have
work
written
is
from the
Baeogue Beatles
the
a work like
of dance suite:
Got to Hide Your Love Awayn and "Ticket
the Eeatle
recordings
of these songs or
to name these songso
examples
in
gets
conceeto
this.
to Ride" on the
an equivalent.
Bock.
If
is
time permitsp
play the PDQ Bach cantata
"Iphegenia
in Brooklyno"
a hilarious
parody of the Barcque vocal style
by Peter
Schikele.
Read the words or distribute
printed
texts.
- Point out the "double entendres~
and Barcque elements:
recitatives,
This
aria.
POINTS FOR FURTHERDISQJSSION
Which Baroque elements
persist
in popular
music today?
(Ornamentation,
impeovision,
driving
ehythm, contrast
between solo and tutti,
swing bands).
Which devices
How does
did Joshua
Schiekele
parody
Rifkin
use
to
the
Barcque
transform
style?
these
Beatie
methods?
119
UNIT IV
AIM
--
How did Mozart's
style?
PERFORMANCE
discuss
career
OBJE:CTIV2S
the major
as a child
Students
influences
5
prodigy
influence
his compositional
will be able to:
of international
list major woeks
composed
describe
in professional
changes
Lesson
travel
on Mozart's
style
by Mozart
concert
life during
Mozart's
lifetime
I
l
1
MarlVATION
Show Mozart
and His Music
(fJovie)
PROCEDURES
1.
Wr
ite on the board
for class
notes:
The classical music per iod extends from about 1750 to about 1820.
The
music deals with objectivity,
emotional restrai~t, formalism and simplicity.
2. Discuss highlights of the film and list on board for class notes Mozart's
majuL operas and a selection of his 41 symphonies, concerti, chamber and
choral works, and songs.
The Marriage of Figaro
Don G iovann i
Cos i fan Tu tti
Magic' Flute
sYmphonies
NO. 29 in A Major
No. 34 in C Major
No. 35 in D Major
Concertos
Piano Concerto No.9
Violin Concerto Nu. 4
Concerto for Clarinet
in A
3. Discuss
chess).
the nature of genius and the phenomenon of a prodigy (music, mab~,
Mention the dramatization
of this problem in the play Amadeus.
Doc. 0478B/Page
46
120
POINTS
FOR FURTHER
Discuss
Why
major
has Mozart
DISCUSSION
Mozart
I
summer
s music
festivals:
eemained
Hostly
so popular?
Doc. 0478B!Page
47
~zart,
Salzburg.
121
UNIT
AIM
How
did
PERFORMANCE
the Classical
OBJECTIVES
style
Students
IV
Lesson
develop
will
6
in the 18th Century?
be able
to:
name major intellects of the era (Voltaire, Rousseau,
Haydn, MOzart) mentioned in the filmstrip, Eighteenth
discuss
describe
concerto
the rococo
major
style
musical
forms:
opera,
discuss Mozart as a child prodigy
patronage in the 18th Century
, MOrIVATION
Diderot, Gluck,
Century Art and Music
Show Eighteenth
Century
symphony,
and explain
string
quartet,
the nature
Art and Music,
Part
piano
of musical
I (filmstrip)
PROCEDURES
1. Review personalities
Diderot.
2. Define rococo style
elegan t style.
3. Viennese
classical
from the Age of Enlightenment:
(1710 to about
composers:
1775):
Haydn,
Voltaire,
decorative,
Mozart,
Rousseau,
playful,
ornamental,
Beethoven.
4. Haydn worked as music director foe the Esterhazy
a) developed classical symphony
b) developed string quartet
family.
5. Mozart:
a) child prodigy, toured Italy, Vienna, Fra~ce, England
b) left Salzburg to appear as composer, conductor, pianist
c) composed The Marriage of Figaro to bring Italian comic opera style to
its highest level
d) his music encompasses
the varied elements of the Age of Enlightenment.
POINTS
FOR FURTHER
In which
Michael
DEVELOPMENT
fields have child
prodigies
played
a special
Jackson)
Doc. 0478B/Page
48
part?
(Consider
·122
UNIT IV
AIM
How d~.d sym00nic
PERFORMANCE
define
name
music
OBJECTIVES
the following
important
change
Students
terms:
compositions
Lesson
during
the latter
will be able
Kochelp
piano
by Mozart
7
18th Century?
to:
forte
and some pertinent
biographical
information
contrast
the instrumentation
Concerto
~2
identify
and discuss
of Mozart's
stylistic
Symphony
differences
between
~40
to Bach's
baroque
Brandenburg
and classical
music
Mar IVA.TION
If you were present at an orchestral
performance
in 1788 of
Mozart's G minor Symphony, which instruments would you probably
be hearing?
PROCEDURES
1. Play different sections of Mozart's G minor Symphony for cl~ss to determine
instrumentation.
Compare and contrast to Bach's Brandenburg concerto *2.
write on board
for class:
Woodwinds
flute
oboe
clarinet
bassoon
Brass
French horn
trombone
str ings
violins I and II
viola
cello
bass
Doc. 0478B/Page
49
123
Instruments
used in other Mozart works
Keyboatd: The forte piano was a new instrumenr., an early
piano.
The harpsichord was relegated to opera
Timpani
Trumpet
was not used in regular orchestral
music.
(ketteldrums),
triangle, and Turkish cymbals
(at a lower range, not the clarino type)
2. Have s tuden ts ·respond
_ Name
three
were
version of ~~e
recitatives
and
occasionally
used
to the follOh'ing:
famous operas
by Mozart
(Don Giovanni,
Magic Flute) •
_ How ~any symphonies did Mozart writ8? (41)
_ What was peculiar about Mozart's childhOod?
artist at age six)
_ Why was it so difficult for him to make
What other types of music did he write?
Marriage
of Figaro,
(child prodigy,
a living?
(piano works,
touring
chamber
choral music, songs)
_ Why is his death controversial?
(Mention the Saler i theory
in the Broadway play and the coincidence
of the Requiem) .
music,
which
appears
3. List the, major stylistic differences between baroque and classical music on
the board in a column.
Have students copy the differences
in their notes.
BAROQUE
(1600 - 1750) -- "Age of Absolute
Monarchy"
Major Composer s
MQntiverdi
Corelli
Scar latti
Vivaldi
Handel
J.S. Bach
Stylistic Qualities
grandiosity
dramatic contrast
embellishment
and ornamentation
gr ea t emotion
CLASSICAL
(1750 - 1820) -- "Age of Enlightenment
a!1d Reason"
Major Composers
Haydn
Mozart
Beethoven
(earlier
Stylistic Qualities
Objectivity
order, balance, symmetry
simplicity and clarity
control of emotion
works)
3. Write on the board for class notes:
_ Kochel: the person who catalogued Mozart's work chronologically
_ Saler i: member of the court who was jealous of Mozar t and h is talent
_ piano
POINTS
forte:
FOR FURTHER
an early version
of the piano
DISCUSSION
How has today's orchestra changed since Mozart's time?
other instruments
in ~ll family sections of orchestra.)
How will
it change
in the future?
(Use of electronic
Doc. 0478B/Page
50
(Addition
instruments.)
of many
124
UNIT IV
AIM
----,-
How did Beethoven
PERFORMANCE
develop
OBJECTIVES
Symphonic
Students
define the following terms:
fermata, dynamics, accents,
to the first movement
MOTIVATION
7
music?
will be able
to:
symphony movement, sonata-allegro
crescendo, decrescendo,
mezzo
discuss ways in which Beethoven
developed his thematic material
listen
Lesson
expanded
the sonata-allegro
of Beethoven'S
Symphony
form, motif,
form and
*5 and disco version
AS the class enters and attendance is taken, play the disco
version of Beethoven's
fifth Symphony (Walter Murphy, A Fifth
Beethoven).
of
PROCEDURES
write on the chalkboard
descriptions.
1. Ask
the class
2. Describe
hearing)
Beethoven,
to name
Symphony
the composition
*5
and include
relevant
and the composer.
the particul·ar handicap under which Beethoven
and his needs foe perfection
in his music.
composed
(loss of
3. Play the opening of Beethoven's
Symphony ~5, (the original) to demonstrate
the opening motif (a brief melodic figure which also supplies the rhythmic
force that unifies this worK).
Compare and contrast to the disco version.
4. Explain that Beethoven
sudden accents (strong
used extremes of dynamics
(levels of volume) and
emphasis on a note) as an element of his style.
5. oefine:
_ svmphony:
a large orchestral work, usually consisting of foue movements,
- movement:
the name given to the individual large sections of a symphony
_ sonata-alleqeo
form:
consists of three sections: exposition, development
and recapitulation
with a coda (concluding section
or tail) in one movement
- fermata:
hold the note longec!
- ceescendo:
gradually get louder
- decrescendo:
gradually get softer
- mezzo:
medium oc moderate
Doc. 0478B/Page
51
125
6. Mention that the first movement is in sonata-allegro
listen for motives a~d try to hear where one section
begins.
-the exposition as 124 measures
·-the development
has 123 measures
-the recapitulation
has 126 measures
-the coda has 128 measures
(The tail is longer
this created an expansion of the symphony.)
7. Play
POI'TTS
the first
FOR
FURTHER
Name other
movement
form.
Ask class
ends and another
than any other
to
section;
in its entirety.
DISCUSSION
serious
works
that have been
Why
is this being
done.
Why
is it popular
wi th the public?
..........
1"10_
J .......
re-arranged
C...,
into a 'pop' style.
126
REVIEW
PLAN FOR MUSIC
UNIT
i\IMHow
did European
PERFORMANCE
define
music
OBJECTIVES
30 musical
develop
Students
SURVEY
EXAMS
IV
trom 1600-l820?
will be able to:
terms covered
in the unit.
See attached
review
name eight musical compcsitions
and their composers representative
Baroque and classical styles and describe an important stylistic
characteristic
of each.
3. recognize
five of the above
MorrVATION
Distribute
the test.
when given
the review
as a recorded
sheet and remind
sheet.
of the
example.
students
of ~~e date of
PROCEDURES
10 Select
five recorded examples from this suggested
-Gabrielli - Canzona Primi Toni
~Mouret - "Rondeau"
'-Vivaldi - "Spring" (from The Four Seasons)
-Handel -Messiah
or Water Music
-Bach - Brandenburg Concerto ~12
-Mozart - Symphony *40 in G Minor
-Beethoven - symfhony ~5 in C Major
i\sK students to select the correct
stylistic fact about each work.
list:
composer
and title and give
an important
2. Ask students to select and define the terms
pieces of music studied in this unito
that best describe
any two
3. Discuss
POINTS
the stylistic
FOR FURTHER
differences
between
the baroque
and classical
music.
DISCUSSION
Why have these works
attract new fans?
Discuss the meaning
of music.
eemainec
of
so popular
"quality"
with
audiences
and continue
and use it in a discussion
Doc. 0478B/page
53
of other
to
styles
127
REVIEW
I
I.
Terms:
2l. symphony
l. recitative
ll. clarino
2. Amati, s tr adivar ius
Guarneri
3. oratorio
12. concertino
22 .• movement
13. tutti
23.
4. baroque
14. fugue
24. motive
15. over ture
25. fermata
16. dance
26. dynamics
6 • basso
period
grosso
continuo
8.
10. forte
III.
the three sections
Name
suite
three major
IV. List three major
styles.
crescendo
19. Kochel
29.
decr escendo
20. pianoforte
30.
mezzo
composers
style
form.
from the baroque
differences
between
and name
and- classical
the baroque
Compositions:
Know
1.
2.
3.
4.
5.
6.
7.
Canzona Primi Toni
"Rondeau"
"Spring" from The Four Seasons
The Messiah or Watee Music
Brandenburg Concerto #2
Symphony #40 in G Minor
Symphony #5 in C Minor
Gabr ielli
Mouret
Vivaldi
Handel
Bach
/-bzart
Beethoven
the composer
Doc. 0478B/page
54
form
27. accents
period
of the sonata-allegro
stylistic
sonata-allegeo
28.
18. rococo
tremolo
9. piano
Name
trumpet
17. classical
7 • tr ill
V.
FOR UNIT IV EXAM
Def~ne
5. concerto
I I.
SHEET
the style.
period.
and classical
128
MUSIC
TEST
SURVEY
EXAM 4:
UNIT
IV
A
GRADE:
DATE:
1. 'MATCHING
QUESTIONS:
(40 points)
large orchestral work
of four movements
medium or moderate
usually
1.
recitative
A.
2.
clarino
B.
3.
symphony
4.
Amati,
5.
concertino
6 •
movement
7•
forte
G.
8.
pianoforte
H.
9.
rr.ezzo
I.
a brief melodic figure used
composition
full orchestra plays
trumpet
consists
soft
Stradivarius
D.
E.
person who catalogued Mozart's work
chronologically
quick repetitions of the same note
gradually
get louder
a polyphonic work where in which
theme is stated then imitated
loud
a
to unify
a
10.
piano
11.
Kochel
K.
12.
decrescendo
L.
a musical form consisting of three
sections in one movement
third movement of a Beethoven symphony
13.
tremolo
14.
eococo
N.
name given to the individual large
sections of a symphony
baroque teumpet style in very high
15.
cr escendo
o.
16.
baroque
P.
17 .
fugue
Q.
18.
motive-
R.
gradually
19.
tutti
s.
an early version
20.
sonata-allegro
T.
small group of instrumental soloists
built the most famous violins
style
period
form
U.
.decorative, playful, elegant
(1710-1775)
much ornamentation,
emotion,
(1600-1750)
type of sung speec~
Doc. 0478B/page
55
range
style
contrasts
g~t softer
of the piano
129
I
II.
NAME THREE
SECTIONS
A
OF SONATA-ALLEGRO
_
FORM
(6 po.ints)
C.
B.
III. MATCH the composer to the composition and descr iption by placing th,e
letter of the correct composition
in Column A and the letter of the
correct descr iption in Column B.
(32 points,
Compo~i tion
Description
A. "Rondeau"
I.
B. Br andenb ur 9
Concerto ~2
C. "Spring" from
The Four Seasons
Canzoni
Primi Toni
D.
J. antiphonal stereo
effects
baroque
concerto grosso
K.
A
B
----
Composer
----
l.
----
2. Mozart
----
3. Handel
----
4. Handel
----
5. Vivaldi
E. Symfhony
C Minor
----
6. Bach
F. Messiah
----
7. Mouret
G. Symfhony
G Minor
----
8. Gabrielli
Beethoven
IV. LISTENING:
#40 in
~40 in
baroque
violin
L. composer was a ch ild
prodigy
imitates the
M. synthesizer
horns, oboes, and
bassoons
N. unified by a four-note
motif
O. theme from Masteepiece
Theatre
P. baroque oratorio
Name the Composer, Composition
and Style.
(16 points)
Selections will be chosen from Section III above.
Performer
Style
Composition
1.
2.
3.
4.
5.
Doc. 0478B/page
56
concerto
1:10
ANSWERS
TEST A
L.
MATCHING
3.
4.
5.
6•
A
U
T
M
16.
70
H
S
17.
18.
19.
20.
8.
9.
10.
THREE
Q
N
B
C
SECTIONS
~
the composer
Column A
(Composition)
l.
2.
3.
4.
5.
6.
7.
8.
E
G
F
H
C
B
SURVEY
EXAM
UNIT
4
IV
each)
0
R
E
0
F
P
G
I
J
K
OF SONATA ALLEGRO
A. Exposition
III.
2 points
·ll.
12.
13.
14.
15.
10
2.
110
gUESTIONS:
TO MUSIC
FORM
(2 points
C. Recapitul~tion
B. Dev eloomen t
to the composition
and description.
Column B
(Descr iption)
N
L
p
M
I
K
A
o
D
J
each)
Doc. 0478E/page
57
(Coda)
(4 points
each)
131
I
IV.
LISTENING:
Composer
(5) Selections will be chosen from Section
_Exam.
Selections 1 through 4 are 4 points
Selection 5 is worth 6 points.
Composition
Style
1.
2.
3.
4.
5.
Doc. 0478B/Page
58
III of the
each.
132
MUSIC SURVEY EXAM 4: UNIT IV
TEST
B
GRADE:
DATE:
NAME:
(40 po ints)
I. 'MATCHING QUESTIONS:
A.
type of sung speech
overture
B.
3.
fermata
C.
a large orchestral work usually
consists of four movements
loud
4.
motive
D.
5.
accents
6.
1.
concerto
2;
grosso
between
E.
rapid alternation
adjacen t tones
soft
fugue
F.
quick
of the same note
7.
dynamics
G.
gradually
8.
baroque
H.
9.
tr ill
a polyphonic work where a theme
stated then imitated
built the most famous violins
period
I.
repetitions
two
get louder
is
10.
sonata-allegro
form
J.
11.
K.
12.
Amati, Stradivarius,
Guarner i
basso continuo
13.
crescendo
M.
much ornamentation,
emotion,
contrasts
(1600-1750)
a bass part with numbers indicating
what harmonies to play
instrumental music composed as
introductory music
hold the note longer
14.
forte
N.
levels
15.
classical
o.
to use force
16.
piano
P.
17.
oratorio
Q.
18.
symphony
R.
19 .
dance
S.
a musical work of a religious or
historical nature
instrumental music of movements in
the character of a dance
orchestral work with a small group
of instrumental
soloists
Age of Enlightenment
(1750-1820)
20.
recitative
period
sui te
L.
T.
U.
of volume
and emphasize
a note
a brief melodic figure used to unify
a composition
a musical form consisting of three
sections in one movement
\
\
!
Doc. 0478B/page
59
\
l
133
II.
NAME THREE
CHARACTERISTICS
OF THE CLASSICAL
PERIOD
C.
B.
A.
(6 points)
III. MATCH the composer to the composition
and description
by placing the
letter of the correct composition
in Column A and the letter of the
correct description
in Column B.
(32 points)
1\
B
Description
Comp?s ibon
(':om~
2. Gabr ielli
A. "Spring" from
The Four Seasons
B. Symphony
5 in C minor
J. antiphonal
----
3. Mozart
C. The Messiah
K.
----
4.
D. "Rondeau"
L.
-_._-
5. Beethoven
----
6.
-------
7. Handel
----
l. Vivaldi
----
Bach
Handel
8.
IV. LISTENING:
Mouret
*
E. Water
Music
F. Symphony
G. Canzoni
M.
*40 in G Minor
Primi
H. Brandenburg
1. baroque
Toni
Concerto
~2
N.
oratorio
stereo
effects
baroque violin
concerto
the composer toured
Europe at age six
theme from
Masterpiece
Theatre
baroque concerto grosso
O. the s·ynthesizer imitates
hoens', oboes, bassoons
P. unified by a four-note
motif
NAME THE COMPOSER, COMPOSITION AND STYLE.
(22 points)
SELECTIONS WILL BE CHOSEN FROM SECTION III ABOVE.
Performer
Composition
Style
1.
2.
3.
4.
5.
Doc. 0478B/Page
60
134
TEST
I.
,
MATCHING
l.
2.
3 •.
II.
B
ANSWERS
QUESTIONS:
H.
L.
M
12.
13.
14.
15.
16.
17.
4.
5.
6.
7.
T
8.
J
9.
10.
D
0
H
N
U
objectivity
order
balanc~
MATCH THE COMPOSER
Column ,,_
(Compos i tion)
1.
A
2.
G
3.
4.
F
5.
6.
7.
B.
(2
R
NAME THREE STYLISTIC
(2 points each)
III.
TO MUSIC
H
B
C
18.
19.
20.
SURVEY
paints
EXAM
4
UNIT
IV
each)
I
K
G
C
S
E
P
B
Q
A
CHARACTERISTICS
OF THE CLASSICAL
PERIOD
syuunetry
simplicity
clar i ty
control in expeession
TO THE COMPOSITION
Column
AND DESCRIPTION
B
(Descr iption)
K
-J
L
N
P
I
·E
o
D
M
Doc. 0478B/Paqe
61
(4 points
each)
135
IV.
LISTENING:
Composer
(5) Selections will be chosen from Section
Exam.
Selections 1 through 4 are 4 points
Selection 5 is worth 6 points.
Composition
Style
1.
2.
3.
4.
s.
Doc.
0478B/Page
62
III of the
each.
136
!
/ \
.
t
\~\
'...
!
DOCUMENT
Document Id:
Document Name:
Operator:
I
Au thor:
0173b
More Req. HS Music
R. Denenberg
Music Dept.
comments:
unit V
SUMMARY
STATISTICS
OPERATION
DATE
TIME
Created
Last Revised
Last printed
Last Archived
09/23/83
11/16/83
11/17/83
11/16/83
U:48
10 :33
16: 54
14: 57
Total Pages:
Total Lines:
32
720
Total
Total
Pages
to be printed
'tl"ORKTIME
KEYSTROKES
.
32
44498
3354
9:26
2:20
onto
Worktime:
Keystrokes:
Diskette
11:46
47852
0027b