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Year 12: AS Music

Learning Objectives To recognise key fingerprints of the postmodernist period and the anthem - To review the elements of music and use them to identify key points in a set work To apply improved knowledge of the elements of music to set work studies. Lesson Content Performance Friday

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Year 12: AS Music

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  1. Learning Objectives • To recognise key fingerprints of the postmodernist period and the anthem • - To review the elements of music and use them to identify key points in a set work • To apply improved knowledge of the elements of music to set work studies Lesson Content Performance Friday Essay Due Annotate text • Most important words • Sum up meaning Year 12: AS Music

  2. The Lamb – the context • Tavener is a British composer • Do not confuse with the Renaisance composer • Song for Athene 1997 • This was written in 1982 and is an anthem • Text by Blake • Scored for SATB (treble) • What are ranges of each voice? • An example of postmodernism

  3. Jonathan Kramer – Music Theorist on Postmodernism • Challenges barriers between 'high' and 'low' styles • Shows disdain for the often unquestioned value of structural unity • Questions the mutual exclusivity of elitist and populist values • Avoids totalizing forms (e.g., does not want entire pieces to be tonal or serial or cast in a prescribed formal mould) • Distrusts binary oppositions • Includes fragmentations and discontinuities

  4. Aural Analysis Sing Reflect Analyse A deeper musical understanding…

  5. Understanding the text Poetic structure: There are five couplets (pairs of lines) in each stanza. • Couplet 1 has two similar six-syllable lines. • 5 has the same line twice. • 2, 3 and 4 are rhyming couplets with seven-syllable lines. Musical structure: Verse 1 1-10 Verse 2 11-20 (rescored of previous – what difference in voices) Strophic

  6. Texture Identify each of the following textures within the piece Monophonic 2 part 4 part Homorhythmic Octave writing Two parts doubled at the octave

  7. Text setting and rhythm How does Tavener use rhythm to control and promote the Blake text? • Syllabic • Flexible • Slow movement in even quavers • No time signature or bar lines • Augmentation – sense of being slower • Homorhythmic

  8. Melody and structure Strophic Monothematic – 7 notes – economical (b.1&2) analyse this ‘cell’ • Moves in step, conjunct, repetition, small intervals only • ‘Prime’ • Retrograde • Inversion

  9. Harmony and Tonality A tale of 2 halves! List conventional and non conventional tonal and harmonic features… UnconventionalConventional No key sig Functional – phrases end with V-I Implied G major Harmonies in 3rds at this point Bitonal Eb vs G Suspensions Aeolian mode bar 7-11 Built on triads and 7th Bar 7 unprepared 7th in tenor ‘thee’ Consecutive 5ths in sop and tenor

  10. Year 12: AS Music Learning Objectives • To recognise key fingerprints of a good comparisons essay • To apply improved knowledge of the elements of music to set work studies • To identify passing notes, accented passing notes, echappe, auxiliary notes, Lesson Content Essay planning Homework: essay and consolidation bccsmusicdepartment@wordpress.com The Lamb

  11. Compare and contrast the use of tonality and harmony and melody in Dowland and Monteverdi [18]

  12. To be able to consolidate musical features into the musical elements. Structure Tonality and Harmony Texture and Instrumentation Rhythm and Metre Melody Text Setting

  13. Studying a set work?

  14. Private Study Paraphrase notes provided Annotated score from lessons and the notes Own notes – added consolidation Notes written up in the A3 elements grid with detail Monteverdi research and homework all present Folder Scrutiny

  15. Consolidation – notes, private study Context Instrumentation & Timbre Form & Structure Tonality & Harmony Melody Rhythm & Metre Texture

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