Unit Outcome Assessment Standards 1.1 & 1.3

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1 Understanding Music

2 Unit Outcome Assessment Standards 1.1 & 1.3 By the end of this unit you will be able to recognise and identify musical concepts and styles from The Classical Era.

3 Learning Intention To understand the historical and cultural background of the Classical Era.

4 The Classical Era An Overview Many people use the term classical to cover almost all music which is not pop music. However, the term can also refer to a specific era of musical history. Fill in the dates below. Baroque ( ) Classical ( ) Romantic ( ) Modern ( present) Helpful hint: Use uppercase Classical when you mean the Classical Era and lowercase classical if you mean the more general term. Learning Intention: To understand the historical and cultural background of the Classical Era

5 Classical Era Composers Can you name any Classical Era composers? Haydn Clementi Mozart Beethoven Learning Intention: To understand the historical and cultural background of the Classical Era

6 Classical Era: The History Composers of the Classical Era wanted to move away from the over decorative Baroque style. It is called Classical because composers wanted emulate the clean uncluttered style of ancient Greece. You learned in the Baroque era of the links between other art forms and music - the same is true of The Classical Era. As a result, music from The Classical Era tends to be clear, organised and balanced. In the Baroque Era, composers preferred polyphonic texture. However, composers in the Classical era tended to write music that was more homophonic in texture. Melodies tend to be more graceful and obvious in their phrase structure. They have very obvious and clear cadences. (More on this term later.) Learning Intention: To understand the historical and cultural background of the Classical Era

7 Classical Era: The History. Clean lines and simple forms Learning Intention: To understand the historical and cultural background of the Classical Era

8 Mozart Symphony no. 40 Learning Intention: To understand the historical and cultural background of the Classical Era

9 Revision: Texture Can you remember the definition of these concepts? Try and write the definitions in your own words. Homophonic One melody. All accompanying parts move together rhythmically and support the main melody. Polyphonic/Contrapuntal Two or more independent melodies played at the same time. The parts interact and weave in and out of each other. Learning Intention: To understand the historical and cultural background of the Classical Era

10 Learning Intention To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

11 The Classical Era Orchestra The Classical Era orchestra is still a good bit smaller than our modern Symphony Orchestra. However, it is slightly bigger than a Baroque orchestra, and contains some new instruments, although some Baroque instruments did not make the cut! To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

12 The Classical Era Orchestra Baroque vs. Classical - spot the differences. Think back to the orchestra you studied in the Baroque Unit To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

13 New Instruments/Roles Pianoforte Conductor French Horn Clarinet To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

14 Baroque instruments no longer used Recorder Harpsichord To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

15 The Pianoforte You know that in the Baroque Era the main keyboard instrument was the Harpsichord. The Pianoforte was invented in the early 1700s and by the time we reached The Classical Era it had replaced the Harpsichord as the main keyboard instrument. One of the reasons it became more popular is that is could change dynamics, unlike the Harpsichord. Many solo pieces were, and still are written for the piano. To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

16 The Pianoforte Here is a recording of an authentic Classical era pianoforte. Note that it doesn t quite sound like our modern instrument yet! To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

17 Revision: Broken Chords, Arpeggios and Alberti Bass One feature that is used in a lot of Classical Era piano music was the Alberti Bass. It is a type of Broken Chord but in a very precise order! Broken chord notes of a chord played separately, not necessarily in order. e.g. A broken chord of C could be CGECGCEG etc... Arpeggio - notes of a chord played in order one after the other, either ascending or descending e.g. An arpeggio of C would be CEGCEG (ascending) CGECGEC (descending) To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

18 New Concept: Broken Chords, Arpeggios and Alberti Bass Alberti bass - A broken chord accompaniment, where the notes of the chord are in the specific order lowest, highest, middle, highest. e.g. An alberti bass of C would be CGEG CGEG Alberti Basses are usually found in the left hand of piano pieces. If you hear an Alberti Bass you can be 99% sure you are listening to music from the Classical Era. To understand the instrumentation of the Classical Era orchestra and recognise concepts played by specific instruments.

19 Learning Intention To understand the different styles of composition in the Classical Era and be able to aurally differentiate between them.

20 The Classical Era - Styles One large scale composition or work you learned about in the Baroque Era was the Concerto, which usually contains a Cadenza. In your own words describe what these are. Concerto a large scale work for solo instrument with orchestral accompaniment. Usually there are 3 large sections known as movements with contrasting timbres, dynamics and tonality. Cadenza a section of the Concerto where the orchestra stops accompanying and the soloist performs an technically difficult solo. It is important to remember that Concertos can be heard in any era of music and are not unique to the Baroque or Classical Eras. To understand the different styles of composition in the Classical Era and be able to aurally differentiate between them.

21 The Classical Era - Styles In the Classical Era, another large scale work became popular: The Symphony A large scale work for orchestra. (i.e. no soloist!) These usually have four contrasting movements. While the Symphony is a new composition for the Classical Era, they can also be hear in any of the following musical periods you will study. They are still composed today! To understand the different styles of composition in the Classical Era and be able to aurally differentiate between them.

22 The Classical Era - Styles Opera, a vocal style you learned about in The Baroque Era, continues to be popular throughout other musical eras, just like the Concerto. Let s revise Opera using Classical Era excerpts. Opera: A large scale vocal work in which a drama is set to music. It is performed by Soloists (who play the main characters) & Chorus Opera is usually accompanied by an Orchestra Solo songs from Operas are known as Arias Songs featuring the Chorus are known as Choruses To understand the different styles of composition in the Classical Era and be able to aurally differentiate between them.

23 Learning Intention To understand cadences and structures and other basic concepts and to be able to aurally identify them.

24 Cadences Cadences are musical punctuation they occur at the end of musical phrases, like a musical sentence. The chords used at the end of a musical phrase will determine what kind of Cadence you hear. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

25 Perfect Cadences When the last two chords of a musical phrase are Chord V then Chord I. As chord I is the home chord of a key this allows the phrase to sound resolved and settled. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

26 Imperfect Cadences When the final chord of a phrase is Chord V. As this is not the home chord the phrase will sound unresolved, as if it is just resting on chord V. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

27 Structure and Form Almost all music has a Structure. Most pieces will be made up of several contrasting sections, each of which we can identify with a different letter. E.g. Section A, Section B etc. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

28 Structure and Form Binary Form Also known as AB form A is the first section B is a second contrasting section This was more popular in The Baroque Era as the lack of symmetry did not always fit with the clean balanced feel of Classical Era music. Also found in Scottish Dances! As such this example doesn t come from The Classical Era it is a minuet by J.S. Bach. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

29 Structure and Form Ternary Form Also known as ABA form A is the first section B is a second contrasting section The piece then returns to the A section to finish the piece. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

30 Structure and Form Rondo Form A rondo has a recurring main section or theme that is separated by other contrasting themes. ABACA. A is the first section B is a second contrasting section A section C is a third contrasting section A section The piece can continue in this manner or go back to B, as long as each contrasting section is followed by a repeat of the A section! You are unlikely to hear Rondo form in the Baroque Era, and was most popular in The Classical Era. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

31 Structure and Form Theme & Variation A theme is a clear recognisable melody which is the main idea for a composition. In this style, following the theme there will be a series of variations which alter the theme in various ways. Extra notes, changing from major to minor or vice versa, changing harmony, rhythm, time signature, more ornamentation... Theme: Variations: To understand cadences and structures and other basic concepts and to be able to aurally identify them.

32 Knowledge Check Turn to page 7 in your booklets. Please add in Question 5! Q1 Underline the solo instrument playing. a) Harpsichord b) Flute c) Trumpet d) French Horn e) Clarinet Q2 Underline one of the following. a) Alberti Bass b) Unison c) Cadenza d) Harpsichord e) Theme & Variation Q4 Underline two of the following a) Contrapuntal b) Symphony c) Alberti Bass d) Sequence e) Homophonic f) Harpsichord Q3 Write the bowing technique used in the accompaniment. Q5 Listen to this excerpt and name the type of composition.

33 Revision Basic concepts Nothing on the following slides is exclusive or new to The Classical Era. They are all basic concepts you learned in S1-3. Now is as good a time as any to revise them. You can use the page in your booklet as a reference page as these concepts can occur in any musical style or era. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

34 Tempo instructions Speed Adagio slow Andante/Moderato - At a walking pace/moderately Allegro - fast and lively The above tempo markings are placed ABOVE BAR ONE OF THE MUSIC. You may be asked to do this in your N5 exam. Notice where the tempo mark is positioned To understand cadences and structures and other basic concepts and to be able to aurally identify them.

35 Tempo instructions Speed The following markings are placed in the music wherever they occur. Accelerando (Accel.) Gradually getting faster Rallentando/Ritenuto/ Ritardando (Rall./Rit.) Gradually getting slower To understand cadences and structures and other basic concepts and to be able to aurally identify them.

36 Dynamics To understand cadences and structures and other basic concepts and to be able to aurally identify them.

37 Articulation Legato Smooth Staccato Short and Detached To understand cadences and structures and other basic concepts and to be able to aurally identify them.

38 Tonality Major Minor To understand cadences and structures and other basic concepts and to be able to aurally identify them.

39 Repetition Repetition when a musical idea is repeated. Sequence when a musical idea is repeated but in a higher or lower pitch Ostinato when a musical idea is repeated over and over again. Imitation when a musical idea is repeated by another instrument or part. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

40 Voice Types Female Male Soprano Mezzo Soprano Alto Tenor Baritone Bass HIGH PITCH LOW PITCH To understand cadences and structures and other basic concepts and to be able to aurally identify them.

41 Timbre - Strings Arco played with the bow Highest Pizzicato plucked with the fingers. Lowest To understand cadences and structures and other basic concepts and to be able to aurally identify them.

42 Word Setting Syllabic word setting: singing one note for every syllable of a word. Melismatic word setting: singing many notes for one syllable of a word. To understand cadences and structures and other basic concepts and to be able to aurally identify them.

43 Knowledge Check Q1 Underline two concepts. a) Cadenza b) Andante c) Allegro d) Organ e) Piano Q2 Underline two concepts. a) Aria b) SATB c) Imperfect cadence d) Rondo Form e) Perfect Cadence Q3 Underline One concepts. a) Trumpet b) Clarinet c) Imitation d) Cadenza Q4 Listen to this excerpt and circle the correct time signature. a) 3/4 b) 4/4 Q5 Describe the music by inserting the correct concepts into the sentences below. The group performing is a/an... There are...beats in the bar. The excerpt is in...form. The music should be played twice.

44 The Map Question 1 The instrument playing the melody is? 2 The appropriate Italian tempo marking is? 3 What concept is being demonstrated between the two instruments? 4 The final cadence is?

45 The Literacy Question 1 - Name the key of this excerpt 2 - Insert the time signature in the correct place. 3 - Write an Italian term at the correct place to indicate the tempo 4 - Insert the rhythm and notes that are missing in bar 3.

46

47 Romantic is a term used to describe the music and art that was created from about 1810 to Romantic composers aimed to express more emotion in their music and looked for a greater freedom in form and design., Chopin, Tchaikovsky, Schubert and Brahms are all popular Romantic composers.

48 In groups, discuss the features and character of this music compared to the periods of music you have already studied. A much larger orchestra Much more expression and emotion Many different moods within a piece More extreme dynamics and tempo can vary wildly within a short section. Composers tended to be less driven by the formal structure and uniformity of the Baroque and Classical eras and more by the need to let the music speak for itself and tell a story.

49 A large scale vocal work. Normally a drama set to music with soloists, chorus, and orchestral accompaniment. It is normally performed in a theatre. Wagner and Verdi were famous Romantic composers of Opera.

50 Lets listen to some Romantic era music with some styles that we have already studied The Symphony and Concerto continue to be popular in the 19 th Century, expanding in size, length and dramatic scope. Similarly, Opera is a very important style in the Romantic era.

51 A large scale work for orchestra A large scale work for Solo Instrument and Orchestra.

52 An unaccompanied section of a piece of a concerto which allows soloists to display their technical ability on their instrument.

53 Listen again to part of that cadenza... listen to the what happens to the tempo. Rubato means the performer has freedom of tempo. The performer can go a little faster or slower whenever he or she feels is musically correct. This allows much greater expression in the music. Rubato is a key feature of Romantic music. Compare the flexible, emotional speed of this Romantic excerpt to the strict, structured speed of the Baroque excerpt.

54 While there aren t many new concepts to learn in the Romantic Era, what is important that you can recognise the sound of the three distinct musical eras you have learned. In the following excepts identify which era of music you are listening to: Baroque, Classical or Romantic. One excerpt also features Rubato. Please write this concept down as well as the era when you hear it. A D B E C F

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