In 2 Acts: The Classical Period

Act I - Sonata Allegro Form




Musical form is nothing new. Many modern composers, like Eric Whitacre, tend to write pieces that don't follow a set form, but that's because modern composers are pretty weird that way.

You're all already familiar with the concept.  Popular music has verses, bridges, choruses, an introduction, etc. You all instinctively know when the chorus is coming up in a song, just because you're all so familiar with pop music form. Poetry, too, has form:

My candle burns at both ends,
It will not last the night.
But ah, my foes, and oh, my friends,
It gives a lovely light!

~Edna St. Vincent Milay

If you look at the poem, you'd say its rhyme scheme was ABAB, since "ends" rhymes with "friends" (lines 1 and 3, respectively) and "night" rhymes with "light" (lines 2 and 4, respectively). Likewise, when I use A and B when talking about musical form, it's the same idea.

The first form I'd like to show you is alternatively called Sonata Allegro form, Sonata form, or First Movement form, because it's the form most commonly used for the first movement of symphonies. Here's basically what Sonata Allegro form looks like:

Introduction - A - B - C - A - B - C - !!!OMG!!! - A - B - C

Don't worry, that will makes sense in just a little bit; I've got a recording here to show you what I mean.

Here's the first movement from Beethoven's Fifth Symphony. It's the freaky butterfly one from Fantasia 2000, although I guarantee you'll all recognize it from the first four notes:

A-B-C, A-B-C, !!!OMG!!!, A-B-C

0:06 - 0:13 -- Told you you knew this piece! This is the introduction.

Exposition0:13 - 0:28 -- This is A, the first theme, and the start of what's called the Exposition. Like you're being "exposed" to the themes.

0:28 - 0:49 -- This is, essentially, the " - " between A and B.

0:49 - 0:59 -- Here's B. B is usually very peaceful, quiet, delicate, and happy sounding.

0:59 - 1:12 -- And here's the " - " between B and C! Isn't it cool how B just blended right into " - "?

1:12 - 1:20 -- Here's C! Usually, C is the end of the Exposition (the Exposition is "A - B - C"), but Beethoven decides, for good measure, to do just a little bit more before he finishes the exposition:

1:20 - 1:28 -- Beethoven decides to wrap up the Exposition by tossing in some stuff that sounds similar to A. Now we're officially done with the Exposition! Know what that means?

It means we're going to do it all over again!

Exposition1:29 - 1:36 -- Sounds exactly like the Introduction at 0:06, doesn't it?

1:37 - 1:53 -- Here's A!

1:53 - 2:14 -- Here's the bridge to B! Sounds familiar now, hmm?

2:14 - 2:24 -- And here's B! Right up until the flute finishes his nice little solo.

2:24 - 2:37 -- Bridge to C.

2:37 - 2:46 -- Here's C!

2:46 - 2:53 -- And here's that cute little ending Beethoven added in, which means we've finished the Exposition for a second time!

Now comes the !!!OMG!!! part. This is what's called the Development. In the Development, the composer takes fragments and pieces out of the Exposition and just plays around with them. It also has a tendency to be very dark, and to feel like you're lost in the woods or something. It can also be kinda intense, edgy, or dissonant. The Development is (to give the textbook answer) "characterized by tonal instability and fragmentation".

It'll be like you're lost in the woods, hearing little bits and pieces of the Exposition being thrown at you.

Development2:55 - 2:59 -- See? It sounds like the Introduction... but kinda... different...

3:00 - 3:08 -- ... sounds just like A. I thought you said the Development would be different?

3:08 - 3:31 -- Right at 3:08 you should be like,  What's going on? Where are we going? Am I gonna hear B? WHERE AM I?! WHAT'S HAPPENING?!

3:31 -- Is it... B...? It sort of is...

4:04 -- That's... kinda like the beginning of B and the Introduction... What's happening?

Recapitulation4:17 - 4:25 -- OMG! It's the Introduction again! It's so huge and triumphant, like we've just left the forest and found civilization again!

This is what's called the Recapitulation. Basically, it's the Exposition one last time... but with a few differences.

4:25 - 4:36 -- Here's A again, just like before!

4:36 - 4:50 -- Wait... oboe solo? That wasn't in the Exposition, was it? The biggest difference between the Exposition and the Recapitulation is that the " - "s are going to be very different.

4:50 - 5:11 -- Well, here's the old " - " between A and B.

5:11 - 5:23 -- Whee! It's B, and it's virtually unchanged, except now the violins are playing it instead of the clarinet and flute.

5:23 - 5:37 -- And here's the " - " between B and C, just like we remember it!

5:37 - 5:46 -- It's C!

5:46 - 5:54-- And here's the little ending that Beethoven put at the end of the Exposition. Piece is over, time to clap and go home!

5:54 -- ... wait... he's still going? Wasn't it supposed to end right there...?

"Screw you," Beethoven is saying, musically, "I'm not done yet!"

Now, if you're interested in knowing what my absolute favorite part of this entire piece is, it's right here, from 6:09 - 6:33, specifically.

So there you go. Exposition - Exposition - Development - Recapitulation. Or, more simply, ABC - ABC - OMG - ABC.

Act II - The Concerto



Mitsuko Uchida plays piano and Jeffrey Tate conducts the Mozarteum Orchestra in Mozart's Piano Concerto No. 9 "Jeunehomme", in E flat major, K. 271.
A Saltzburg Festival performance, recorded in the Mozarteum, Saltzburg, 1989.

Wolfgang Amadeus Mozart composed this concerto in Salzburg, 1777. Though only 21 years old, he displayed great maturity and originality in what is regarded by many as his first great masterpiece.

It was composed for a Mlle. Jeunehomme, of whom very little is known (such as--her first name!). But she must have been a very fine pianist to be able to perform this! The mix of dramatic and intense emotions, some seemingly mad and anguished with parts of joy and happiness suggest (one romantically feels) that Mlle. Jeunehomme must have been quite a handful for the young Mozart

Vivaldi - The Four Seasons (Summer) - Baroque Instruments –

Enjoy the Storm that the music portrays in Vivaldi's "Summer". Click here to learn a bit more about Vivaldi.

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Baroque Instruments -



I find the Theorbo to be the most interesting of the three guitar like instruments-


Harpsichord in all its Glory!




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A cousin to the Harpsichord - The Clavichord! Enjoy...

What is the essence of baroque music? Baroque music expresses order, the fundamental order of the universe. Yet it is always lively and tuneful. Msic reflects the mood of the times, then as now as always.

Click here to experience www.baroquemusic.org - a great resource of Baroque composers, compositions, and history!


....from yesterday - Baroque Architecture. 

400 Years Later - the Baroque Period.

These are two great examples of Fugues by J.S. Bach. Notice on the second video the lined interpretation of the musical performance!


Fugue - A rich polyphonic composition consisting of a series of successive melody imitations. 

In music, a fugue is a compositional technique (in classical music) in two or more voices, built on a subject (theme) that is introduced at the beginning in imitation (repetition at different pitches) and recurs frequently in the course of the composition.        *** Think - complex "Row Row Row Your Boat..."

Baroque - The Baroque is a period of artistic style that used exaggerated motion and clear, easily interpreted detail to produce drama, tension, exuberance, and grandeur in sculpture, painting, architecture, literature, dance, and music. The style started around 1600 in Rome, Italy and spread to most of Europe.

The term Baroque is also used to designate the style of music composed during a period that overlaps with that of Baroque art, but usually encompasses a slightly later period. It is a still-debated question as to what extent Baroque music shares aesthetic principles with the visual and literary arts of the Baroque period. A fairly clear, shared element is a love of ornamentation, and it is perhaps significant that the role of ornament was greatly diminished in both music and architecture as the Baroque gave way to the Classical period.


Johann Sebastian Bach ( 1685 – 1750) was a German composer, organist, harpsichordist, violist, and violinist of the Baroque Period. He enriched many established German styles through his skill in counterpoint, harmonic and motivic organisation, and the adaptation of rhythms, forms, and textures from abroad, particularly from Italy and France. Many of Bach's works are still known today, such as the Brandenburg Concertos, the Mass in B minor, the The Well-Tempered Clavier, and his cantatas, chorales, partitas, passions, and organ works – and his music is revered for its intellectual depth, technical command, and artistic beauty. Bach's abilities as an organist were highly respected throughout Europe during his lifetime, although he was not widely recognised as a great composer until a revival of interest and performances of his music in the first half of the 19th century. He is now generally regarded as one of the main composers of the Baroque period, and as one of the greatest composers of all time.

Western Music: The Start II

Neumes: The earliest neumes were inflective marks which indicated the general shape but not necessarily the exact notes or rhythms to be sung. Later developments included the use of heightened neumes which showed the relative pitches between neumes, and the creation of a four-line musical staff that identified particular pitches. Neumes do not generally indicate rhythm, but additional symbols were sometimes juxtaposed with neumes to indicate changes in articulation, duration, or tempo. Neumatic notation was later used in medieval music to indicate certain patterns of rhythm called rhythmic modes, and eventually evolved into modern musical notation. Neumatic notation remains standard in modern editions of plainchant.
 
....and for something a little weird...

The Beginnings of Western Music! Homework Due 3/8/13

- Listen to Hildegard von Bingen: O Pastor Pnimarum (plainchant) and then to Michael Praetorius: Two Dance Clusters from Terpsichore. Write 3-4 paragraphs comparing and contrasting these two very contrasting early works in Western Music. In one paragraph tell us who was Hildegard von Bingen and who was Michael Praetorius? When did they live and what was the purpose of the music that they wrote? Due: Friday March 8, 2013!


Words to know:

Plainchant: Plainchant is monophonic, consisting of a single, unaccompanied melodic line. It generally has a more free rhythm than the metered rhythm of later Western music.

Monophonic: In music, monophony is the simplest of textures, consisting of melody without accompanying harmony. This may be realized as just one note at a time, or with the same note duplicated at the octave (such as often when men and women sing together). If an entire melody is played by two or more instruments or sung by a choir with a fixed interval between the voices or in unison, it is also said to be in monophony. Music in which all the notes sung are in unison is called monophonic. Musical texture is determined in song and music by varying components. Songs intersperse monophony, heterophony, polyphony, homophony, or monody elements throughout the melody to create atmosphere and style. Monophony may not have underlying rhythmic textures, and must consist of only a melodic line.

Polyphonic: In music, polyphony is a texture consisting of two or more independent melodic voices, as opposed to music with just one voice (monophony) or music with one dominant melodic voice accompanied by chords (homophony).

Sacred Music: Is music performed or composed for religious use or through religious influence.

Secular Music: is nonreligious music. Secular means being separate from religion.

**HOMEWORK** Due Tuesday 3/19/2013

In an effort to make your progress report more meaningful for you and your parents, the Aministration would like for each of you to take a moment to reflect upon your year thus far in class and to consider your goals. In order to satisfactorily complete this reflection, you must write a short paragraph (just a few sentences) and email it to me Tuesday 3/19 by 10 a.m.

There is no need to attach a document – simply an e-mail with your reflection. (Please note that your reflection will be included in your progress report, so please proofread your work.) aaroncraven@fcds.org

Guidelines:

1. Please begin with an area in class in which you feel successful. Please use a specific example to illustrate your ideas. (Example: An area of strength for me in class is preparation – I always have my homework completed and I never forget my books.)

2. Discuss an area in which you are struggling or in which you could improve. Please use a specific example to illustrate your ideas. (Example: I think that writing essays is hard. I feel like I am working hard, but my grades aren’t as high as I would like. Mrs. So-and-so always says that I need to work on my transitions, so I need to practice that.)

3. Share your specific goals and HOW you plan to accomplish them. (Example: In the next couple of months, I would like to see my vocabulary/grammar quiz grades improve. To accomplish this goal, I will put more effort into the lessons in the grammar book, make vocab flash cards, and see Mrs. So-and-so during tutorial if I am unsure about a concept.)

This reflection is a homework grade. 15 points - Please complete it with care.

Percussion - N'Stuff

Click on the link below to find more detailed information regarding all of the different (Non-pitched) Percussion available -

Drums


Here is a short video that gives a brief description of some of the standard percussion instruments. 




The University of Missouri - St. Louis, Percussion Ensemble

Music, Energy, and Fiction

Today in class we are listening to 5 different pieces of music and writing a work of fiction (in real time) that reflects the energy and vibe that the music portrays - Think "The Imperial March" from Star Wars - How does the music work to aid in the story?

Track 1.) Chased Out(Claire Martin)
Track 2.) Green Light(John Legend Feat. Andre 3000)
Track 3.) Snow(Amie Miriello)
Track 4.) Teenage Love Affair(Alicia Keys)
Track 5.) Neon(John Mayer)


Assignment:  Please take the time to type up your "Story" and turn it in by Monday 2/11/2013 for 20 Points (Be sure to Proof-Read Your Work.)

If you wish - find the above music on youtube.com and re-listen as you do your homework assignment tonight. 

What you need to know for your T*E*S*T on 2/8/2013

Below are links to the topics covered in class today.  Be sure to look them over.  You will have a test on these concepts Friday February 8, 2013!  This test will include note reading/identification.  Be sure to practice your note reading using the Practice link below.  If you have any further questions regarding the material - check out the video below for a quick and helpful review. 

1.)  Please click HERE to review the Staff, Clefs, and Ledger Lines covered in class today. 
2.) Please click HERE to review the Note Values covered in class today. 
3.) Please click HERE to review Measures and Time Signatures covered in class today. 
4.) Please click HERE to review Rest Values covered in class today. 

Practice Note Reading!

Here are some mnemonic devises  for remembering the notes on the staff in both treble and bass clef.

A Different Way to listen?

Ms. Glennie's Web-Site

Glennie tours extensively in the northern hemisphere, spending up to four months each year in the United States, and performs with a wide variety of orchestras and contemporary musicians, giving over 100 concerts a year as well as master classes and "music in schools" performances; she frequently commissions percussion works from composers and performs them in her concert repertoire. She also plays the Great Highland Bagpipes and has her own registered tartan known as "The Rhythms of Evelyn Glennie". Glennie is in the process of producing her own range of jewelry and works as a motivational speaker.

Glennie has been profoundly deaf since the age of 12, having started to lose her hearing from the age of 8. This does not inhibit her ability to perform at the international level. She regularly plays barefoot during both live performances and studio recordings in order to feel the music better. Glennie contends that deafness is largely misunderstood by the public. She claims to have taught herself to hear with parts of her body other than her ears. In response to criticism from the media, Glennie published "Hearing Essay" in which she discusses her condition.

How to Love (Classical) Music- (Homework Due 2/1/2013)

Benjamin Zander has two infectious passions: classical music, and helping us all realize our untapped love for it -- and by extension, our untapped love for all new possibilities, new experiences, new connections.

Homework Due: Friday 2/1/2013 Write a two paragraph reflection on this video. Explain in detail what you found important about what Mr. Zander said. How might you be able to incorporate his lesson in future musical situations.

Reading Music - on the Internet? Why Yes!

Please go to http://www.musictheory.net/ to read and explore the material we covered in class today. 

Start with the "Lessons" tab on the top and work through each item below until you reach "Rests and Duration"

At that point go to the "Exercises" tab on the top and work on "Note Identification" - You should not need to make any modifications. 

Work through the note identification exercise about 10 minutes per session 2 times a day until you can achieve 100% accuracy!

Missed Class? Check out this video for a quick refresher!

Can you explain why you like what you like? (Homework Due 1/25)

Just liking a piece of music is NOT good enough anymore. I want to know why you like this music. What are some of the details of this music that make it appealing to you? What is your history with this music? What instrument (if any) do you enjoy most? What is the purpose of this music? Can you think of any way that you would improve this song?  What is the GENRE of the music that you enjoy most?  Why?

I can't pick a favorite song. I just can't. (I bet you waver with this impossible decision too.) I go from mood-to-mood and a song I really dig in November might not really do anything for me in February.

OH - What is the difference between a SONG and a TUNE?

Alright, so here is a song I have dug for a long time. 



Assignment: Due Friday 1/25/2013

Think of a Song that you really dig.  On paper (3-4 well developed paragraphs!) explain using the prompts listed above as to why you enjoy this Song. Use details. I really want to know why you like what you like. Actually I really want YOU to know why you like it. This will come in handy in the future as you look to find more music to listen to. Plan to turn it in on Friday.