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North Carolina Symphony Education Program August 14, 2007 Teacher Workshop . HOLD ON TO YOUR RAFFLE TICKETS!. Education Concert Dates and Programs: Online at www.ncsymphony.org Questionnaires Symphony Store downstairs Open Announcements after Question and Answer period, 2:30 pm.
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HOLD ON TO YOUR RAFFLE TICKETS!
Online at www.ncsymphony.org
David Hartman, host William H. Curry, Resident Conductor Joan Landry, Assistant Conductor Victor Benedict, Assistant Principal Bassoon Paul Goldsberry, Violin Jacqueline Saed Wolborsky, Assistant Principal Violin II
Texture in the Rite of Spring and
Vladimr Rimsky-Korsakov (son of famed Nicolai), with whom he became friendly with at University of St. Petersburg.
Part I: Adoration of the Earth
Part II: The Sacrifice
Have students listen to the Dance of the Young Maidens from Rite of Spring.
Ask them what they imagined the music to be about and write some ideas on a board.
Tell them the story behind the music and have them listen to the music again.
Ask students whether their ideas were close to the scene’s description. Why or why not?
Would students describe this music as thick or thin? Simple or busy?
Have students discuss why the “ thickness” of the music helps set the scene for the ballet.
Explain to students that this is called texture in music and it is very important to convey the idea of the music to the listener.
For contrast, play Debussy’s Nuages, or Prelude to an Afternoon of a Faun. How does the texture of these pieces differ? How does the composer accomplish that?
Pass out various percussion instruments to your class, breaking them into groups of 3 or 4 students. All students should have rhythm sticks along with another type of instrument.
Give the students a rhythm to all play together at the same time with the rhythm sticks. Describe this as MONOPHONY.
Then, divide the class into two groups, still playing the sticks. Have one play an ostinato rhythm, while the other group plays the original rhythm. This is HOMOPHONY.
Next, divide students into their groups of 3 or 4 and ask one group to keep playing the sticks, while the others use their other instruments. Give the original rhythm, the ostinato, as well as as many other rhythms that you may need. This is POLYPHONY.
Finally, ask them all to play one of the rhythms together as a group, using the different instruments. This is HETEROPHONY.
Stravinsky Becomes Famous!
I. INTRODUCTION: THE FIREBIRD AND HER DANCE; VARIATION OF THE FIREBIRDII. THE PRINCESSES' ROUND: KHOROVODEIII. INFERNAL DANCE OF KING KATSCHEÏIV. BERCEUSEV. FINALE
The young prince Ivan finds himself in the terrible kingdom of the ogre, Kaschei. Encounters a beautiful Firebird while wandering in Kashchei's enchanted garden and steals a feather from it.
Encounters 13 maidens, one of whom he falls passionately in love with.
In the morning, when these imprisoned maidens are forced by Kashchei's magic spell to return to his castle, Ivan is compelled to follow them.
INFERNAL DANCE OF KING KATSCHEÏThe Prince is suddenly confronted by Katscheï's horrible servants, and ultimately, the magician himself. Katscheï tries to turn the Prince into stone, but the hero produces the Firebird's magic feather. The Firebird appears and forces Katscheï and his followers into a frenetic dance.
Katscheï and his retinue are destroyed. All of the prisoners are set free, including the Thirteenth Princess, whom the Prince weds. Over string tremolos, a solo horn plays a variation of the theme that was first presented by the flutes in the Princesses' Round. Other members of the orchestra incorporate the melody, as the Finale builds to a grandiose climax.
Create masks representing the King’s monsters in his troupe and the sorcerers (lesson plan and list of materials included in Teacher Book)
Discuss the 4 main types of musical texture.
Divide students into groups representing the 4.
Listen again, having small groups figure out when their “texture” takes place.
Listen once again, have them stand when they feel as if their type of texture is being represented.
The next time you hear a student say: “This music puts me to sleep”--play for them Stravinsky’s Rite of Spring or Firebird Suite.
See if they believe they can fall asleep while listening to that!!!
Nocturnes - Nuages
Claude Achilles Debussy
August 22, 1862
March 25, 1918
He often clashed with his professors and was considered a difficult student.
1810 - Hired into the service of Madame Nadezhda von Meck, the former patroness of Tchaikovsky. Debussy played with a group of household musicians, taught her daughters piano and even went along on family trips.
In 1894L’Apres-midi d’un faun (Afternoon of a Fawn), a tone poem based upon Mallarme’s work of the same name, premiered establishing him as one of Europe’s important composers.
Pelleas et Mellisande, the orchestral work La Mer (The Sea), and later The Children’s Corner written for his daughter “Chou-Chou”.
Debussy died during the 1918 bombardment of Paris.
Debussy is overwhelmingly considered the father of the Impressionist movement in music.
Debussy’s impressionism is said to have parallels with it’s visual counterpart – “finely graded instrumental colors; static, non-climactic melodies, often circling round a single pitch (true of Nuages); harmony conceived as a largely coloristic element; complex textures consisting of elaborate surface figurations, often suffusing whatever melodic material they contain.” (Harvard Dictionary of Music) With his Three Nocturnes he achieves this “dreamlike” imagery.
Composed between the years 1897-1899, Debussy’s are not Nocturnes in the traditional musical sense (i.e. Chopin’s Nocturnes). Debussy borrows the term from a series of paintings by the American artist JM Whistler, who’s Nocturnes depict scenes of night and dusk in the impressionist style.
Blue and Gold Old Battersea Bridge
Nuages (Clouds) and the Heterophonic Orchestra
Texture in Music – The general pattern of sound created by the elements of a work or passage. For example, the texture of a work that is perceived as consisting of the combination of several melodic lines is said to be contrapuntal or polyphonic.
The Harvard Concise Dictionary of Music and Musicians.
Monophony – a single line or melody with no accompaniment;
Homophony – one principle voice or part with a subordinate accompaniment;
Polyphony – combining several different musical lines, each retaining its own distinct identity;
Guided Listening I - Discussion
Inform students that this piece is entitled Nuages or Clouds, and that it was composed to give the impression of clouds in the sky. Have students think about times when they have watched the clouds and ask them the following questions (Incorporate the Science related activity for older groups):
1. What do clouds look like?
2. Can they be different shapes?
3. Are there different types of clouds? Thick, thin, tall, wispy, etc.
4. Do the clouds stay the same or do they change?
Use the Introduction above, but now inform students that you would like them to move as if they were clouds.
Have one or two students be the “wind” gently blowing the clouds around the room. Instruct them to try and have there movements flow with the piece of music. This exercise works really well with scarves.
Guided Listening III – Visual
Debussy was heavily influenced by the visual artists of his time. Have students draw there own impression of clouds, first without playing the recording and then have them create a second picture attempting to draw on paper what Debussy did with music.
Ask students to think about the following:
Are there differences in the two drawings and if so what are they?
How did the music change your drawing?
Did the music help or hinder your creation?
The Four Main types of texture:
Monophony – (one sound) – music consisting of a single line or melody without an accompaniment.
Homophony– (same sound) – Music concentrated on one voice or part with a secondary accompaniment and/or voice.
Polyphony– (many sounds) – Music employing multiple parts each keeping its own distinctiveness.
Heterophony – (different sounds) - music that has multiple parts or voices performing different versions of the same melody.
Pictures, Definitions and Word Search
Types of Clouds and their Associated Weather Patterns
(Kindergarten, Second, Fifth and Seventh Grade Science Curriculum)
Types of Clouds
Cirrus Thin and wispy
Altocumulous Parallel bands
Cumulus White, fluffy
Cumulonimbus Reaching high into the sky.
Nimbostratus Low level, dark with precipitation.
Bowmar, Edith M. Portraits of Composers. ND. Belwin, Inc. Miami, Fl.
Debussy, Claude. Three Orchestral Works in Full Score. 1983. Dover Publications, Inc.
Devoto, Mark. Review: Debussy's Nocturnes. 2001. Tufts University Press. Boston, MA.
Hinson, Maurice and Montgomery, June. Meet the Great Composers. 1995. Alfred Publishing Co. Van Nuys, CA.
Randel, Don Michael, Ed. The Harvard Concise Dictionary of Musicians. 1996. The Belknap Press of Harvard University Press. Cambridge, Massachusetts.
Cloud Image/Text/Data from the University of Illinois WW2010 Project, "The Cloud Catalog."
Christie Lynch: Department of Public Instruction
“An Overview of Research on Music and Learning”