Chapter 18 Power Point

Chapter 18, p. 409

 Identify

significant composers of the Classical and Romantic periods in Western music  Compare and contrast Classical and Romantic music  Describe the organization of music forms

 Sonata

 Art

 Tutti  Sonata

allegro

form  Coda  Rondo  Scherzo  Romantic period

song  Lieder  Program music  Program symphony  Idee fixe  Tone poem

Franz Joseph Haydn

Hector Berlioz

Franz Shubert

 Age     

of Reason-

Era of intellectual enlightenment that began around 1650 Advances in science and art Rise of the middle class – more influential Demand for music for the masses First public concerts

 Sonata  

A work in several movements for one or more instruments Primary form of the period 3 or 4 movements  

 

Fast-slow-fast Fast-slow-dance like-fast

Concerto – sonata for solo instrument and orchestra Symphony – sonata for orchestra

 Reflected

scientific thinking  Simple, direct, more accessible than Baroque  Order and form were most important  Music written for specific occasions  Patronage system  

Composers wrote on commission Composers worked for churches, royal courts, and private citizens

 Publishing

flourished  Music evolved into a major cultural force

 Leading

composer of the classical era  One of the greatest composers of all time  Wrote in all musical forms  Tutti – 

A section of a concerto in which all the instruments and/or voices perform together

 Both

used fast-slow-fast  Mozart’s called for a larger orchestra 

Mozart added woodwinds, trumpets, horns, and timpani

 Mozart

blended the orchestra more with the solo parts  Instead of short motives, Mozart used fully developed themes  Mozart used more contrast in timbre and dynamics



Compare the first movement of Vivaldi’s “Spring” from The Four Seasons with the second movement of Mozart’s Piano Concerto No. 21. 









How are the two orchestras different?  The Mozart orchestra is larger and makes use of woodwind tone colors in addition to the strings Which concerto has more “songlike” melodies?  The Mozart concerto Which concerto exhibits the more dramatic contrasts of dynamics, texture, and density?  The Vivaldi concerto How do the roles of solos and accompaniment differ in the two concertos?  In the Vivaldi, there is a clear difference between the solo and the orchestra. The difference in the Mozart is more subtle. Which concerto uses the more subtle dynamic shading?  The Mozart

 Symphony 

An extended work for orchestra containing several contrasting movements

 Franz 

Father of the Symphony

Born in 



Joseph Haydn (1732-1809)

Considered the: 



–

Vienna

Worked for the Esterhazy family for 30 years – patrons 

They had a theater for opera, skilled orchestra, and several talented singers

Esterhazy Palace

Haydn

 Visited

England in 1791 and wrote the “London” symphonies  Wrote over 100 symphonies  Established the overall form of the symphony 

4 contrasting movements  

Fast-slow-minuet – fast Minuet A slow and stately French dance in triple meter

 Upheld

the ideals that music should be easily understood, ordered



Symphony No. 101 in D (The Clock) 

What is the meter? 



What is the tempo? 



Repetition of the clock rhythm

How is contrast accomplished? 



ABA

How is a sense of unity achieved? 



violins

What is the form of this movement? 



8th note rhythm

What instrument plays the main theme? 



Andante or moderate tempo

What rhythm might symbolize a “clock”? Why? 



Duple

Change of key, dynamics, new material

What in the music suggests that Haydn had a sense of humor? 

Using the clock rhythm

Form and organization of the first movement of the symphony was very important  Sonata Allegro Form 

An ABA form composed of three sections: exposition, development, and recapitulation  Exposition (A section)





Development (B section)



An elaboration of one or both themes

Recapitulation (A section)



A presentation of the main music ideas

A restatement or repetition of the main thematic material

Coda 

A short concluding section of a piece of music that essentially ties together the main thematic threads and ends the piece

 Symphony 

No. 40 in g minor by Mozart

Describe the contrast between themes one and two. (figure 18-1, p. 415) 



Which theme has more tension?  Theme one Which reflects a strong sense of repose?  Theme two

 Rondo

A composition consisting of a recurring theme alternating with contrasting sections

 Activity  

  

4, p. 415 CD 11:18

“Rondo all’Ongarese” “Gypsy Rondo” by Haydn Decide which of the following organizational structures reflects the organization of this composition 1. AAA 2. ABA 3. ABACA

 Ludwig 

van Beethoven (1770-1827)

Early years     

  

Born in Bonn, Germany Humble family Keyboard virtuoso Studied composition with Haydn In 1786 he visited Vienna and found a patron, Count Waldstein His mother died of tuberculosis when he was 17 His father died when he was 21 At 27 he began going deaf

 Beethoven

followed the rules of Classicism, in the beginning  Later works had a strong dramatic power combined with a sometimes dreamy quality  Sonatas – 3 or 4 movements with a break between 

3 movements: 



Allegro – adagio – allegro

4 movements: insert a scherzo between the 3rd and 4th movements 

Vigorous and sometimes lighthearted movement in triple meter with a middle section or trio

 Each

movement had a specific organization

 1st movement – sonata   

allegro from: AABA 2nd movement – sonata allegro form or a set of variations on a theme 3rd movement – 3 part form 4th movement – rondo or sonata allegro form

 Emotional

unity and expressive order hold together the movements in the sonata

 1st

movement – sets a somber mood  2nd movement – pensive  3rd movement – tragic  Activity 5, p. 418

 His

symphonies mark the change from Classical to Romantic  Symphony No. 5 in c minor   

Expresses conflict with incredible force and emotion Opens with a simple pattern that is one of the most identifiable motives in history The motive is used throughout the work in different ways

 Activity

6, CD 11:22 p. 419 – listen for the two themes of this symphony.

 Premiered

in Vienna in 1824  Follows emotional progression from darkness to light  Beethoven was totally deaf when he wrote this  The fourth movement sings of the triumph of the human spirit over adversity  Beethoven added a chorus 

The text is from “Ode to Joy” by German poet Friedrich von Schiller

 Activity

7, p. 420

 Opens

with discord  Orchestra sounds at war with itself  A strain of the “Joy” theme is heard but dismissed  The entire orchestra states the them  More rebellion  Solo baritone calls for the people to rejoice  The mood becomes more joyful as more voice then the orchestra take up the theme

 Analyze

the fourth movement of Beethoven’s Ninth Symphony    

What is there about this music and this theme that is uplifting? As you listen, follow the text and translation. Why does it help to know the meaning of the words? How is the tension in the orchestra evident as it builds to the statement of the “joy” theme? What, if anything, does Beethoven do to alter the “Joy” theme?

 Romantic 

A period during the 19th century and early 20th century when composers created music that often exploded with emotions

 Romantic    

period-

music

Revolt against formalism of the Classical era Emancipate human feeling World shaking emotional outbursts The art song 

A composition for solo voice and piano A favorite of the Romantic period

 1797-1828  Most

respected creators of German song  Wrote simple short, popular songs  Studied violin, piano, organ, singing, and theory  He captured the emotional essence of a poem in his music  Wrote 600 Lieder

German art song

 Text

is from a poem by Goethe  It describes a struggle between the father of a gravely ill son and the phantom figure, Erlking  Written for a baritone  The singer changes his voice to fit the different characters  Through-composed

Different music is provided for each stanza of a poem

 Schubert

unity

uses a triplet rhythm to provide

“The Erlking”  How does the singer help you to know when the speaker changes? 





How does Schubert use dynamics to help you tell who is speaking 



The Erlking always speaks with a hushed tone, like a ghost. The child screams with greater intensity

How many times does Schubert interrupt the repeated triplets in the piano accompaniment? 



The singer’s expression

three

Which one of the characters in the story speaks without the triplet figure? 

The Erlking, until the end

 Program   



music-

Instrumental compositions that attempt to convey a specific idea without using lyrics Term coined by Franz Liszt (1811-1886) Program music was taken a step further by Hector Berlioz (1803-1869) to develop the program symphony Program symphony

A pictorial or descriptive orchestral work in several movements

 Born

in France  Studied medicine  Poured his emotions into his music  Revealed his love for his future wife in his music  Inspired by literature

5

movements that tell a story about a sensitive young musician with a wild imagination  Uses idee fixe

A fixed melodic idea that recurs throughout all movements of a symphony

 The

idee fixe in Symphonie Fantastique represents the main character’s beloved  Activity 11, p. 427 CD 12:3  

“March to the Scaffold” Figure 18-4, p. 428

 Composers

began to use their music to show nationalistic pride  They included folk songs and dances  Tone poem

A type of program music written for textual materials including stories or plays

 Symphonic 

poem-

A long tone poem with multiple movements

 Written

by Bedrich Smetana (1824-1884)  Inspired by an excursion down the River Moldau, the longest river in the Czech Republic  Dedicated to his Czechoslovakian homeland  Activity 12, CD 12:4, p. 430

 Modest

Mussorgsky – embodies the spirit of Russian nationalism  Pictures at an Exhibition (1873) a tone poem composed for piano depicting different artworks by Victor Hartman 

Movements are connected by the “Promenade” theme

 “The  



Great of Kiev”

Finale of Pictures at an Exhibition Depicts a majestic nationalistic statement that conveys the dignity and stateliness of Hartmann’s design for a ceremonial gate planned for the Russian city of Kiev. Compare 3 versions of Mussorgsky’s work 

 

Piano Orchestra Brass ensemble

 Richard

Wagner (1813-1883) – German nationalistic composer    

Stormy and egotistical Showed unconstrained emotion Explored expressive qualities of various instruments Could wring every drop of expressiveness out of an orchestra

 The

Ring of Nibelung – based on Nordic legends  4 full operas    

Die Gotterdammerung – The Twilight of the Gods The Rhine Gold The Valkyrie Siegfried

 “Siegfried’s

Funeral Music” from Die Gotterdammerung 



How does Wagner use instruments to convey Siegfried’s good deeds, his heroism, and his tragic end? This work has the form of a funeral march. What qualities of the piece create the sense of solemnity and grief associated with a funeral?

 In

the years before World War I, the world turned against the extreme emotions of the Romantic Era  

Richard Strauss (1864-1949) Sergei Rachmanioff (1873-1943) Richard Strauss

Sergei Rachmanioff

 Rondo 

A composition consisting of a recurring theme alternating with contrasting sections

 Scherzo 

A vigorous and sometimes lighthearted movement in triple meter with a middle section or trio

 Sonata 

A work in several movements for one or more instruments

 Tone 

poem

A type of program music written for textual materials including stories or plays

 Tutti 

A section of a concerto in which all the instruments and/or voices perform together

 Program 

A pictorial or descriptive orchestral work in several movements

 Program 

symphony

music

Instrumental compositions that attempt to convey a specific idea without using lyrics

 Lieder 

German art songs

 Coda 

A short concluding section of a piece of music that essentially ties together the main thematic threads

 Art 

song

A composition for solo voice and piano

 Wolfgang   

Leading composer of the classical era Used longer fully developed themes Wrote: 

Piano Concerto No. 21

 Franz 

Joseph Haydn

Considered: 



Amadeus Mozart

“Father of the Symphony”

Wrote:  

Symphony No. 101 in D (The Clock) Using what form?  Sonata-allegro form

 Ludwig   

Spanned the Classical and Romantic periods Keyboard virtuoso Wrote:    

Piano Sonata in c minor (Pathetique) Symphony No. 5 in c minor “Ode to Joy” theme Symphony No. 9 in d minor

 Franz  

van Beethoven

Schubert

Wrote over 600 lieder Wrote: 

“The Erlking”

 Hector 

Berlioz

Wrote: 

Symphonie Fantastique (Fantastic Symphony)

 Bedrich 

Wrote: 

“The Moldau”

 Modest  

Smetana

Mussorgsky

Music embodied the spirit of Russian nationalism Wrote: 

Pictures at an Exhibition

 Richard 

German composer known for writing … 



Wagner

Opera

Wrote : 

The Ring of the Nibelung (The Ring Cycle)

 Classical   

Orderly Followed set forms restrained

 Romantic   

Dramatic Emotional outbursts Supercharged expression

 Mozart  

 

Same organization – fast, slow, fast Larger ensemble, added woodwinds, brass, & timpani Blended solo parts with full orchestra Longer, full developed themes

 Vivaldi

Fast, slow, fast  Smaller ensemble, just strings  Alternated tutti and solo  Short motives 