Source: http://freebigpictures.com/river-pictures/ Music: responding The Moldau (Die Moldau) by Smetana http://www.youtube.com/watch?v=h3_esikarl8 Your name: Note the four sections of this document to be completed 1. Response in another medium 2. Guided listening 3. Background research 4. Observations 1
Information about The Moldau The Moldau is the best-known of the six symphonic poems that constitute Má vlast ("My Country"), composed by Bedrich Smetana between 1874 and 1879. A 'symphonic poem' means that the music illustrates or evokes a poem/painting/story. In this case - the journey of a river is being evoked. It is the Vltava which runs through the heart of the present day Czech Republic, towards Prague. The music is also known as program music referring to the fact that the 'story' being conveyed in the music is outlined in the concert program for the audience to read. Knowing the story adds to the appreciation of the music in such cases: Two springs gush forth in the shade of the Bohemian forest, the one warm and spouting, the other cool and tranquil. Their waves joyously rushing down over their rocky beds unite and glisten in the rays of the morning sun. The forest brook fast hurrying on becomes the river Vltava, which flowing ever on through Bohemia's valleys grows to be a mighty stream: it flows through thick woods in which the joyous noise of the hunter's horn are heard ever nearer and nearer; it flows through grass-grown pastures and lowlands, where a wedding feast is celebrated with song and dancing. At night the wood and water nymphs revel in its shining waves, in which many fortresses and castles are reflected as witnesses of the past glory of knighthood and the vanished warlike fame of bygone ages. At the St. John Rapids the stream rushes on, weaving through the cataracts, and with its foamy waves beats a path for itself through the rocky chasm into the broad river into which it vanishes in the far distance from the poet's gaze.(source: http://www.kennedycenter.org/calendar/?fuseaction=composition&composition_id=2102) For more background information, a place to start is here: http://flaglerlive.com/4540/smetana-fatherland-moldau/ 2
1. Response in another medium 1. Listen to The Moldau http://www.youtube.com/watch?v=h3_esikarl8 just allowing yourself to 'go with the flow'. When listening for the first time it is a good idea not to watch the video as it will be distracting. 2. On a piece of white paper and using your choice of drawing/painting media, create a visual response to the music while playing it again. You're not required to represent anything pictorially. The lines and colours are a response to the music in the moment. You can choose to represent the progression or a segment. 3. Insert a scanned picture of your drawn/painted response in the space below. 4. This activity is replicated as a group drawing response completed on Blackboard Collaborate with your study group. In the space below, insert a screen capture of the shared drawing you created (optional). 3
2. Guided listening Assistance: 1. Instruments of the orchestra (great website for kids too!!) If you need assistance for questions 1 and 5 go to the San Francisco Symphony website for kids and go into the Sea of Symphonic Knowledge where you ll find a section on instruments. http://www.sfskids.org/ 2. To answer a number of questions you need to refer to the video time code. This is found at the bottom left of the video. The time codes do not have to be precise but in the zone for where the musical passage begins and where it ends. Record the time codes like this: 1:27-2:18 Complete this guided listening activity by filling in your responses: 1. When the music begins we hear the sound of water bubbling up from springs and creating little rippling streams deep in the forest. The three main orchestral instruments creating this effect are: 2. In the first 90 seconds of video you see the violins being played in two different ways. What are they and how does this change the sound? The musical term pizzicato is relevant here. 3. The music captures the journey of the river. Write down the video time code for each of these stages of the journey identifying where the musical passage begins and where it ends. a. Two springs beginning in the forest and bubbling over rocks: b. The streams have grown and become a gliding river: c. The river passes through dark forests where hunters horns can be heard: d. The river passes through pastures and lowlands where a wedding feast is being held: e. Night falls and visions of castles and fortresses under the moonlight create a haunting reminder of past glories: f. Day comes and the river continues on. Suddenly the river becomes turbulent it strikes the rapids and chasms. The turbulent passage of music: 4
g. Past the turbulence, the river widens again and flows majestically through the city of Prague and on into the distance. The majestic river passage of music: 4. In musical compositions a theme is a recognisable melody on which the whole composition is based. The theme is repeated in various configurations several times throughout the composition. Listen to the passage of music you hear at 1:27-2:18 time code. At what time code/s does this occur again? 5. The French horn (an orchestral instrument) features prominently in one passage of the music. What is the time code? What do the French horns represent in the musical story? 6. Aim to identify how the composer has worked with the elements of music to create the effects that bring to life the changing nature of the river. The video will be helpful. For example, an increase in volume (musical element: dynamics) may help create the sense of the river widening and becoming mightier. (200 words approx.) 5
3. Background research Part of appreciating artworks and becoming knowledgeable about the world of art is to know something of the artist (composer), the artwork (musical composition) and the historical/cultural/social context of the artwork s creation. Complete these sections by undertaking some on-line research. 1. Composer s biographical information: Name: Bedrich Smetana Nationality: Czech Republic Born and died: 2 March 1824 Litomysl, Czech Repbulic and Died 12 May 1884, Prague, Czech Repbulic 2. Cultural context of the musical composition: We examined a selection of songs and their cultural significance in the last topic (BbC). Following on from that, what is the cultural significance of The Moldau? For example, what older forms of music have been used as inspiration for this composition? What is the political significance of The Moldau and why did the Nazis ban it? (300 words approx.) 6
4. Observations Based on your personal experience - and in light of your readings and Blackboard Collaborate discussions - describe four valuable things you learned/observed from the experience of listening and responding to The Moldau. Reflect on what you have learned and then consider the implications for music education in educational settings. (400 words approx.) 1. 2. 3. 4. 7