Nationalism

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Learn about nationalism and its relationship to music.

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Nationalism

  1. 1. RSNO Maestro Music 2011<br />Nationalism <br />
  2. 2. Intended Learning<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />2<br />In this presentation, we will learn about the term nationalismand how different composers have created nationalist music<br />We will also explore how other cultural groups have expressed their identity through music and dance<br />We will then learn how one of the composers from Maestro Music 2011 wrote nationalist music, and what influenced him to do so<br />We will also discuss the idea of nationalism and how it applies to our lives today<br />
  3. 3. Introduction<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />3<br />One of the key themes of the RSNO’s Maestro Music concert this year is nationalism<br />This PowerPoint presentation is intended to give some thought-provoking background ideas and a context in which to listen to some of the pieces of music<br />Before we begin, what nationality are you? <br />What defines this nationality for you? Is it the way you speak, what your wear, or something political or religious? <br />Let’s start with looking at the dictionary definition of nationalism… <br />
  4. 4. Introduction<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />4<br />na·tion·al·ism [nash-uh-nl-iz-uhm] noun<br />1. (Government, Politics & Diplomacy) a sentiment based on common cultural characteristics that binds a population and often produces a policy of national independence or separatism<br />2. loyalty or devotion to one's country; patriotism<br />3. exaggerated, passionate, or fanatical devotion to a national community <br />nationalist  n & adj<br />nationalistic  adj*<br />Click here to learn more about this definition on Schools-Wikipedia. <br />*Collins English Dictionary – Complete and Unabridged<br />© HarperCollins Publishers 1991, 1994, 1998, 2000, 2003<br />
  5. 5. Introduction<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />5<br />So, nationalism helps us identify who we are through cultural characteristics <br />It can bring us together and unite us (think of the Eurovision song competition!)<br />It can also a basis for political movements <br />It is has been the source of <br /> cultural styles for many centuries <br />This presentation will concentrate<br /> on the musical styles of the late<br /> 19th and early 20th centuries and<br /> how they demonstrate nationalism<br />Image source: http://blogs.channel4.com/benjamin-cohen-on-technology/files/2011/05/eurovision.jpg<br />
  6. 6. Nationalism in Music<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />6<br />Composers often incorporate aspects of national identity in their music<br />This became more and more popular in the 19th century during the Romantic era of music <br />Composers would draw upon folk tunes of their country and add them to their music<br />They would narrate important <br /> historical events through music <br /> (the popular musical Les Miserables <br /> is a good example of this)<br />Image source: http://www.roadsidetheater.com/just_cosette.jpg<br />
  7. 7. Nationalism in Music<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />7<br />They drew upon national legends and tales <br />Composers were often dictated to by governments<br /> about what their music should sound like<br />Composers have also used music as a way to express anti-government feelings <br />Nationalistic styles were heightened during periods <br /> of war as people became patriotic about their<br /> country <br />
  8. 8. Nationalism in Music<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />8<br />The following video clips illustrate how traditional cultures have influenced classical composers<br />The first video clip is of a traditional Slovakian folk dance and accompanying music<br />The second clip illustrates how composer Dvorak uses this style of music for full orchestral forces<br />The third clip gives us a taste of life as a Shaker, an American religious movement in the late 1800s<br />The final clip is of Appalachian Spring by the American composer Copland, who included the Shaker worship song called Simple Gifts in this piece <br />
  9. 9. Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />9<br />Nationalism in Music<br />Slovakia: Folk Dances<br />
  10. 10. Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />10<br />Nationalism in Music<br />Antonin Dvorak: Slavonic Dances<br />
  11. 11. Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />11<br />Nationalism in Music<br />Shakers: Simple Gifts<br />
  12. 12. Nationalism in Music<br />12<br />Aaron Copland: Appalachian Spring<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />
  13. 13. Nationalism in Music<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />13<br />Can you hear the use of the traditional cultures in these two classical pieces of music?<br />Do they sound typical of the nations they come from, America and Slovakia?<br />What is it that makes them sound nationalistic?<br />
  14. 14. Who am I?<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />14<br />Look at the pictures below that depict the life of one of the composers featured in Maestro Music: <br />
  15. 15. Ask yourself the following: <br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />15<br />When did this person live, what century or era?<br />What sort of life did they lead?<br />What were their interests?<br />What was their education like?<br />Did they have any connections to other famous people?<br />
  16. 16. Ralph Vaughan Williams <br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />16<br />The images are connected to the life of English composer Ralph Vaughan Williams: <br />He was born in The Vicarage, in Down Ampney, on 12 October 1872<br />He had two famous great-great grandfathers, Charles Darwin and Josiah Wedgwood (founder of Wedgwood Pottery)<br />He learned to play the violin at a young age <br />
  17. 17. Ralph Vaughan Williams<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />17<br />He was educated at Charterhouse School in Surrey and studied music at the Royal College of Music in London<br /> He joined the 2/4th London Field Ambulance, part of the 179th Brigade and fought in WWI<br />He also became involved in war time activities during WWII<br />He was a conductor, and often conducted his own works<br />He was a great collector of folk songs and wrote many tunes in manuscript <br />
  18. 18. A London Symphony by Vaughan Williams <br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />18<br />The RSNO will perform the second movement of Vaughan Williams’ Symphony No5, which was also known as “a London Symphony”<br />Look up the piece and take a listen<br />What makes it sound “English”?<br /> Vaughan Williams used rhythms and melodies<br />commonly heard in English folk music (especially<br />country dances)<br />He was also inspired by landmarks in London<br /> If you listen closely, you can hear the bells from<br /> Westminster Cathedral <br />
  19. 19. A London Symphony by Vaughan Williams<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />19<br />There were a lot of factors in his life that inspired Vaughan Williams to write such nationalist music:<br /> His ancestors were English<br /> He grew up in the English countryside<br /> He studied music in London<br /> He served England in both World Wars<br />Which of these factors do you think had the biggest impact on Vaughan Williams? Why?<br />
  20. 20. What do you think?<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />20<br />Do you consider yourself patriotic? Why or why not?<br />If you were going to write a “Scottish” piece, what would you do to make it sound Scottish?<br />What kinds of rhythms and melodies would you include?<br />
  21. 21. What do you think?<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />21<br />Consider the following things that help people identify as Scottish:<br /> Places <br />Religion<br /> Mythology <br />Language and Literature<br /> Music and Dance <br />Art<br />Food<br />Would you refer to any of these things in your Scottish music? How? What else might you include?<br />
  22. 22. What do you think?<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />22<br />How can nationalism be positive?<br />How can nationalism be negative?<br />Do you think people are more or less nationalist now than they were in Vaughan Williams’ time?<br />Why or Why not?<br />What has changed?<br />Where else do you see examples of nationalism?<br />
  23. 23. Experiences and Outcomes<br />Copyright RSNO Education and Community Partnerships unless otherwise stated. <br />23<br />I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the heritage and identity of others [SOC 4-02a]<br />I can present an informed view on how the expansion of power and influence of countries or organisations may impact on the cultures, attitudes and experiences of those involved [SOC 4-19a]<br />

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