COMPOSERS OBJECTIVE: Students will identify roles of a composer as well as identify famous composers by incorporating little known facts. MATERIALS: Composer information sheet and matching student activity sheet. Name tags. Marker for writing on name tags. TEKS: 117. 12, 15, 18 (B) 1A, 5A, 6A, 6B LESSON: COMPOSERS Now that we ve learned about the pieces and structure of an orchestra, the instruments, and the conductor, it s time to discuss the composers. Johannes Brahms Wolfgang A. Mozart Richard Wagner While the conductor is like the captain of a pirate ship and the orchestra is the ship itself, the composer can be seen as the cannon, the firepower used by pirates to pillage and plunder. When an artist sets out to create a work of art, he or she gathers all of the necessary tools together. A painter sets up an easel and blank canvas, then selects brushes and paints to use. In music, the composer is much like the painter. The composer takes his/her tools from the elements of music including: melody, harmony, and rhythm. The colors a composer selects are influenced by the sounds he/she wishes to create, combining different instruments, using volume, speed, and a number of other different effects. And since there are so many choices, the composer always has a rich palette to draw from. Ludwig V. Beethoven Igor Stravinsky Johann S. Bach EXERCISE 1: COMPOSERS THROUGH THE CENTURIES Instructions: People have created music for centuries, but it wasn t until the fourteenth century that music began to be notated, or written down. While there have been tens of thousands of composers over the last seven hundred years, only a select few still receive recognition. EXERCISE 1: Composer Meet and Greet In this exercise, students will learn fun facts about famous composers. Use the information provided on the composer information sheet to make two sided name-plates. On the front, write the name of the composer. On the back, include the composer fact provided on the worksheet. Hand out the blank composer worksheet, to the students. Allow the students to move around the room, and ask each other questions to complete the worksheet. A Special Thanks to Young People's Concert Sponsors
COMPOSER INFORMATION SHEET Use the following information to make two-sided name tags for as many as twenty-five students. Should you have more than twenty-five students, feel free to repeat a few. On one side of each name name tag write the name of the composer. On the other side of the name tag write the fact associated with the composer. Ludwig van Beethoven I was deaf for most of my adult life. Wolfgang Amadeus Mozart I started composing at the age of five. George Frederick Handel I almost became a lawyer instead of a composer. Johann Sebastian Bach I had four sons who became famous composers. Frederick Chopin People say I am the King of Nocturnes. Fanz Liszt People say I was the First Rock Star. Johannes Brahms I was buried next to Beethoven. Gustav Mahler My Third Symphony is the longest piece of music ever composed. Igor Stravinsky There was a huge riot in Paris after one of my ballet s. Nicolai Rimsky- Korsakov My career began in the Russian Navy. Peter Tchaikovsky My father wanted me to be a lawyer, but I wrote the Nutcracker instead. Franz Joseph Haydn I composed 104 Symphonies. Beat that! Dmitri Shostakovich I lived and composed in Russia through both World War 1 + II. Maurice Ravel My most famous piece, Bolero, was actually written as a kind of homework assignment. George Gershwin I dropped out of school when I was 15. Hector Berlioz I fell in love with an actress, but she wanted nothing to do with me so I wrote a symphony about it. Heitor Villa-Lobos My parents really wanted me to be a doctor. John Willliams I have written more music for movies than anyone (like Star Wars, and Indiana Jones). Robert Schumann I married my piano teachers daughter. Felix Mendelssohn My sister, Fanny, actually wrote some of the pieces I m famous for. Richard Wagner One of my operas, the Ring Cycle, lasts over 18 hours. Richard Strauss Because I was a famous composer, I was able to protect my jewish family members in Nazi Germany. Claude Debussy I am without a doubt, the most famous French composer of all time. Giuseppe Verdi I considered myself a farmer, though I composed some of the most famous operas of all time. Jean Sibelius I can see colors. To me, one note is blue and another red.
Name Class Date Many famous composers are known for curious facts and strange habits. Each one of your classmates is one of twenty five of these composers, and it is your job to find out which composer matches one of the interesting facts found below. Introduce yourself to one classmate at a time and then tell your classmate your interesting fact. Do this with every classmate until you have filled in the entire box. I was deaf for most of my adult life. I started composing at the age of five. I almost became a lawyer instead of a composer. I had four sons who became famous composers. People say I am the King of Nocturnes. People say I was the First Rock Star. I was buried next to Beethoven. My Third Symphony is the longest piece of music ever composed. There was a huge riot in Paris after one of my ballet s. My career began in the Russian Navy. My father wanted me to be a lawyer, but I wrote the Nutcracker instead. I composed 104 Symphonies. Beat that! I lived and composed in Russia through both World War 1 + II. My most famous piece, Bolero, was actually written as a kind of homework assignment. I dropped out of school when I was 15. I fell in love with an actress, but she wanted nothing to do with me so I wrote a symphony about it. My parents really wanted me to be a doctor. I have written more music for movies than anyone (like Star Wars, and Indiana Jones). I married my piano teachers daughter. My sister, Fanny, actually wrote some of the pieces I m famous for. One of my operas, the Ring Cycle, lasts over 18 hours. Because I was a famous composer, I was able to protect my jewish family members in Nazi Germany. I am without a doubt, the most famous French composer of all time. I considered myself a farmer, though I composed some of the most famous operas of all time. I can see colors. To me, one note is blue and another red.
COMPOSERS left: John Philip Sousa below: Gustav Holst OBJECTIVE: Students will discuss composers Holst and Sousa, and their compositions. Students will describe compositions and recognize similarities. TEKS: 117. 12, 15, 18 (B) 1A, 1B, 5A, 6A, 6B MATERIALS: Selected audio files, found under each exercise. In this section, we will discuss a few composers that you will hear often in your lifetime. While there are a number of composers who have provided repertoire for symphony orchestras, there are three in particular that we will look at. EXERCISE 1: Gustov Holst Play Mars. and ask students when they think it was written and who they think it was written by. If you wish, play the selection again. Ask students to imagine what the piece may be written about. Do they recognize any instruments that are featured? Here are the answers: The piece was written by Gustov Holst in 1914. This selection comes from his work entitled "The Planets." There are seven movements, and each movement represents a planet. All the plantets that were known at the time are included, except Earth. EXERCISE 2: John Philip Sousa Play Stars and Stripes Forever. A Ask students when they think it was written and who they think it was written by. If you wish, play the selection again. Ask students to imagine where and what is happening in the piece, or what the piece was written for. Here are the answers: The piece was written by John Philip Sousa, an American, on Christmas Day in 1896. This selection is called Stars and Stripes Forever. It is one of many marches Sousa composed, and definitely the most popular. EXERCISE 3: Contrasting Styles Ask students to momentarily reflect on the two previous pieces. Ask them which one is their favorite, and for what reasons. For additional information on each composer click HOLST SOUSA EXERCISE 4: Concert Music Some of the music you will hear during the concert is very similar to the selections you heard previously. Another famous composer, Berlioz, comes from the Romantic period, a time when music reflected stories, emotions and ideas. The second movement of his Symphonie Fantastique, Un Ball, represents a lavish ball. Play Un Ball for the students. Ask students to imagine the scene and emotion while the music plays. Sousa s music, on the other hand, is uniquely American. Sousa almost exclusively composed Marches for military orchestras and bands. The Thunderer was composed in 1889 and it is one of his first distinctly American Marches. Play The Thunderer for the class. Ask students to reflect on what they think the song means, and why it was composed. Where do you think the name came from? Answer: some believe it was named for how the effects of the drum and bugle in the score!
OBJECTIVE: Students demonstrate the elements of composition and tone color by creating and composing a storm. TEKS: 117. 12, 15, 18 (B) 1A, 1B, 3A, 4A, 4B MATERIALS: If available, risers or a stage A storm, a really good storm anyways, combines the sound elements of wind, rain, and thunder to scare the beard right off of a pirate. Humans, surprisingly, have the ability to recreate a storm. By snapping, clapping, drumming, blowing, and jumping we can simulate all of the pounding effects of a storm. Composers have this same luxury with an orchestra. By using various combinations of instruments, volume, and pitches, it is possible for a composer to recreate any sound or paint any scene imaginable. EXERCISE 1: THE STORM 1. Organize the students into three groups, standing close together, in a choir set-up. 2. Once the students are settled, begin slowly and softly rubbing your hands together. Instruct one group to follow your lead while the other two groups remain quiet. Once everyone in the first group has begun, move onto the second group and have them join in. Once finished, include the third group. COMPOSERS 3. Now that everyone is rubbing their hand together, move back to the first group and begin snapping, slowly and softly. The remaining two groups continue rubbing their hands. 4. Repeat the process of adding one additional group at a time with snapping. 5. Once everyone has begun snapping, gradually build speed and volume. 6. Next, begin slapping your legs (again slowly and softly). 7. Again, repeat the process of adding on one additional group at a time and increasing frequency and volume. 8. Finally, have each group jump up and down once, but in rapid succession, to simulate thunder. (It works best on a surface like a stage or risers). 9. After a few rounds of thunder (while still maintaining the leg slapping), begin the process in reverse and eventually come to a dead silence. EXERCISE 2: NOW YOU TRY IT! Choose a student to compose and conduct their own version of a storm, using the already divided groups.