As a follow-up to the Maestro Music concerts, we have prepared this PowerPoint presentation to help students write a piece based on Schoenberg’s ‘Farben’.
The 20th century saw immense changes in art and society. Key developments included the rise of modern art movements like Fauvism, Cubism, Futurism and German Expressionism that rejected realism and embraced abstraction. Artists like Matisse, Picasso, and Kandinsky were influenced by non-Western art and sought to express inner experiences through color, form, and symbolism. Concurrently, new technologies like photography impacted visions of modernity and the human form. These revolutionary artistic developments mirrored broader changes in Western society at the dawn of the modern era.
Week 1 lecture 2 early soviet music shostavovich 1 copyheatherseelbach
Early Soviet music was dominated by Soviet policy but some artistic freedom remained until Stalin's rise. Shostakovich's First Symphony, written at age 19, was an instant success internationally and cemented his role as the face of Soviet music. The symphony shows Shostakovich's brilliance in balancing academic writing with playfulness, influenced by Stravinsky and Petrushka. It helped revive the Russian symphonic tradition after many composers had fled the country.
Deped grade 10 music quarter 1 - lesson 1 to 4Ticher Jayson
1. The document provides an overview of 4 music lessons covering Impressionist music, Expressionist music, and Avant-Garde music. It discusses the characteristics of each style such as rhythm, melody, harmony, and notable composers.
2. Impressionist music focused on mood and emotions over detailed tones. It uses free rhythm and varies melodies. Expressionist music uses irregular rhythm and distorted melodies to convey strong emotions. Avant-Garde music breaks traditional rules and utilizes dissonant chords, microtones, and polyrhythms.
3. Key composers discussed include Claude Debussy for Impressionism, Arnold Schoenberg for Expressionism, and George Gershwin
The document discusses the musical style of expressionism that developed in the early 20th century as a reaction to French impressionism. Expressionism used highly expressive and abstract forms to convey disturbed mental states, featuring complex rhythms, polyrhythms, polymeters, atonality, and elimination of key signatures. It provides details on expressionist composers including Schoenberg who developed the 12-tone technique of serial composition, and Stravinsky who studied law before training in orchestration under Rimsky-Korsakov and composing famous works like The Rite of Spring.
Expressionism was originally a term used by early 20th century German artists to describe their aesthetic principles of presenting the world from a subjective perspective and distorting it for emotional effect rather than depicting physical reality. Key characteristics included extreme angles, flattened forms, garish colors, and distorted views. Two major German expressionist groups were Die Brücke, known for expressive landscapes, nudes and carnival scenes using strong colors and broad forms, and Der Blaue Reiter, ranging from pure abstraction to romantic imagery to express spiritual truths. Expressionist music also aimed to express emotion and featured atonal compositions with disjunct melodies, dissonance, and extreme dynamics.
The document discusses the Expressionist composer Arnold Schoenberg and his pioneering atonal and twelve-tone compositions. It outlines his career in four periods, from his early Romantic style works through his development of techniques like the emancipation of dissonance, Sprechgesang vocal style, and ultimately twelve-tone serialism. Key works mentioned include Verklärte Nacht, Pierrot lunaire, and the pieces from his Opus 11 and the Society for Private Musical Performances he founded in 1918.
Musical Impressionism formed in late 19th century France as a transition from Romantic music to 20th century modernism. The two major Impressionist composers were Claude Debussy and Maurice Ravel. Impressionist music was characterized by subtle emotion over dramatic expression, unconventional scales and harmony, looser musical forms, and emphasis on orchestration. Important works include Debussy's Prelude to the Afternoon of a Faun and Ravel's Daphnis & Chloe Suites and Bolero.
The 20th century saw immense changes in art and society. Key developments included the rise of modern art movements like Fauvism, Cubism, Futurism and German Expressionism that rejected realism and embraced abstraction. Artists like Matisse, Picasso, and Kandinsky were influenced by non-Western art and sought to express inner experiences through color, form, and symbolism. Concurrently, new technologies like photography impacted visions of modernity and the human form. These revolutionary artistic developments mirrored broader changes in Western society at the dawn of the modern era.
Week 1 lecture 2 early soviet music shostavovich 1 copyheatherseelbach
Early Soviet music was dominated by Soviet policy but some artistic freedom remained until Stalin's rise. Shostakovich's First Symphony, written at age 19, was an instant success internationally and cemented his role as the face of Soviet music. The symphony shows Shostakovich's brilliance in balancing academic writing with playfulness, influenced by Stravinsky and Petrushka. It helped revive the Russian symphonic tradition after many composers had fled the country.
Deped grade 10 music quarter 1 - lesson 1 to 4Ticher Jayson
1. The document provides an overview of 4 music lessons covering Impressionist music, Expressionist music, and Avant-Garde music. It discusses the characteristics of each style such as rhythm, melody, harmony, and notable composers.
2. Impressionist music focused on mood and emotions over detailed tones. It uses free rhythm and varies melodies. Expressionist music uses irregular rhythm and distorted melodies to convey strong emotions. Avant-Garde music breaks traditional rules and utilizes dissonant chords, microtones, and polyrhythms.
3. Key composers discussed include Claude Debussy for Impressionism, Arnold Schoenberg for Expressionism, and George Gershwin
The document discusses the musical style of expressionism that developed in the early 20th century as a reaction to French impressionism. Expressionism used highly expressive and abstract forms to convey disturbed mental states, featuring complex rhythms, polyrhythms, polymeters, atonality, and elimination of key signatures. It provides details on expressionist composers including Schoenberg who developed the 12-tone technique of serial composition, and Stravinsky who studied law before training in orchestration under Rimsky-Korsakov and composing famous works like The Rite of Spring.
Expressionism was originally a term used by early 20th century German artists to describe their aesthetic principles of presenting the world from a subjective perspective and distorting it for emotional effect rather than depicting physical reality. Key characteristics included extreme angles, flattened forms, garish colors, and distorted views. Two major German expressionist groups were Die Brücke, known for expressive landscapes, nudes and carnival scenes using strong colors and broad forms, and Der Blaue Reiter, ranging from pure abstraction to romantic imagery to express spiritual truths. Expressionist music also aimed to express emotion and featured atonal compositions with disjunct melodies, dissonance, and extreme dynamics.
The document discusses the Expressionist composer Arnold Schoenberg and his pioneering atonal and twelve-tone compositions. It outlines his career in four periods, from his early Romantic style works through his development of techniques like the emancipation of dissonance, Sprechgesang vocal style, and ultimately twelve-tone serialism. Key works mentioned include Verklärte Nacht, Pierrot lunaire, and the pieces from his Opus 11 and the Society for Private Musical Performances he founded in 1918.
Musical Impressionism formed in late 19th century France as a transition from Romantic music to 20th century modernism. The two major Impressionist composers were Claude Debussy and Maurice Ravel. Impressionist music was characterized by subtle emotion over dramatic expression, unconventional scales and harmony, looser musical forms, and emphasis on orchestration. Important works include Debussy's Prelude to the Afternoon of a Faun and Ravel's Daphnis & Chloe Suites and Bolero.
Impressionism was an artistic style from 1870-1920 that focused on suggestion and atmosphere rather than definite forms. It emerged in music, painting, and literature. Impressionist composers expressed reactions to experiences rather than reality itself, and were motivated to find exciting new modes of expression. They added piano to orchestral compositions because it was believed to capture the Impressionistic style. Impressionist music explored new styles like whole tone scales, gliding parallel chords, and dissonance. Key Impressionist composers Claude Debussy and Maurice Ravel defied traditional music theory with unique harmonies and orchestrations.
Claude Debussy was a highly influential French composer known for developing impressionist music in the late 19th and early 20th centuries. Some key points:
- He focused on evocative and atmospheric music that suggested moods and emotions rather than depicting concrete scenes or stories.
- Along with Maurice Ravel, Debussy helped transform classical music into more modern styles, especially for Western music.
- His works made innovative use of harmony, scales, and timbre to create beautiful and sensual yet modern compositions.
- Debussy rejected the label of "impressionism" but he and Ravel were leading figures in developing musical styles that paralleled impressionism in visual art
The document discusses various musical styles that emerged in the 20th century in response to a shift away from classical conventions. These included Impressionism, Expressionism, Neo-Classicism, Avant-Grade music, and Modern Nationalism. Impressionism was influenced by art and used non-traditional harmonies. Claude Debussy and Maurice Ravel were major Impressionist composers. Expressionism used extreme emotions and lacked stable harmonies. Arnold Schoenberg was an influential Expressionist composer. The styles incorporated new techniques while some composers explored nationalism by combining modern styles with folk traditions.
This document provides information about the Impressionist movement in music and two of its key figures, Claude Debussy and Maurice Ravel. It describes Impressionism as a French movement from the late 19th to early 20th century that replaced the dramatic emotionalism of the Romantic period with a focus on moods and impressions through the extensive use of color, vague melodies, and innovative harmonies. It then gives biographical overviews of Debussy and Ravel, noting some of their most important and influential musical works, and describes their contributions to developing Impressionist music through new approaches to harmony, rhythm, texture and form.
FALSE
The passage states that Debussy was more casual in portrayal of visual imagery while Ravel was more formal and exciting in the development of his motive ideas.
The document discusses the influence of 20th century composers on modern music. It focuses on Impressionism as one of the earliest musical forms that paved the way for the modern era. Key characteristics of Impressionist music included the use of timbre and color through orchestration, along with new combinations of chords, scales, and an attempt to suggest rather than depict reality. Claude Debussy is highlighted as the principal exponent of Impressionism and inspiration for other Impressionist composers, known for pieces like La Mer and Claire de Lune, the latter of which was featured in the movie Tw
This document provides information about 20th century musical styles and composers Sergei Prokofiev and Francis Poulenc. It discusses neo-classicism as a style between romanticism and expressionism that adopted a modern use of the diatonic scale. Prokofiev is described as a neo-classicist, nationalist, and avant-garde composer known for rhythmic and melodic works. The document also provides brief biographies of Poulenc, describing him as a neo-classicist influenced by Satie who rejected heavy romanticism. Students are assigned a group project to create 10-minute video clips portraying 20th century musical styles through other art forms.
The document provides information on several modern art movements that emerged in the early 20th century including Cubism, Fauvism, Futurism, and German Expressionism. It discusses key artists like Picasso, Braque, Matisse, Kandinsky, and their major works. Important developments in other art forms such as modernist music, literature, dance, and cinema during this revolutionary period are also summarized. The rise of new techniques like collage and Cubist poetry are covered.
The document discusses several musical movements in the 20th century including Romanticism, Impressionism, Expressionism, Neoclassicism, and Aleatory music. It provides details on several influential composers that defined each movement, such as Claude Debussy for Impressionism, Arnold Schoenberg for Expressionism, Igor Stravinsky for Neoclassicism, and John Cage for Aleatory music. Each composer challenged conventions of their time and pushed music in new directions beyond expectations.
This is a powerpoint presentation that discusses about the topic or lesson about Chance Music. It also discusses the characteristics of Chance Music and the famous composers of that period.
Impressionism was a late 19th century art movement characterized by the use of light and color to capture immediate impressions. Claude Debussy introduced Impressionism to music by using unresolved dissonances, ambiguous forms, and vague rhythms and textures to convey feeling rather than sharply defined articulation. Debussy developed these techniques through his exposure to the Impressionist paintings of Claude Monet and by reacting against the emotionalism of Romantic music. He is considered the leading exponent of musical Impressionism.
The document provides information about Impressionism music, which originated as a French movement in the late 19th and early 20th century. It discusses two key composers of Impressionism music, Claude Debussy and Maurice Ravel. Debussy was exposed to Wagner's music and developed a style adopting moods and impressions over dramatic emotionalism. Ravel studied at the Paris Conservatory and admired several composers. The document also outlines characteristics of Impressionism music, such as irregular rhythm, avoidance of traditional harmony, and focus on conveying mood and atmosphere over detailed images.
The document provides information on Impressionism in art and music. It discusses Impressionism as an art movement starting in 1860s France characterized by capturing visual impressions with bold colors and without details. In music, Impressionism adapted this style using sound and focused on structure over traditional harmony. The two major musical Impressionists were Claude Debussy and Maurice Ravel, both French composers in the early 20th century. Debussy changed musical conventions with innovative works like La Mer, while Ravel crafted meticulous pieces inspired by dance and using modes instead of major/minor scales.
Modest Mussorgsky was a Russian composer during the Romantic period who was inspired by Russian history and folklore in his nationalistic compositions. His most famous work, Pictures at an Exhibition, was composed after visiting an art exhibition memorializing his late friend Victor Hartmann, and depicts an imaginary walk through the exhibition with each movement representing one of Hartmann's paintings. Though many of the paintings were later lost, five movements can still be attributed to surviving works by Hartmann that portrayed subjects from Russian folklore.
The document discusses the musical style of Impressionism that emerged in late 19th century France. It was focused on suggesting moods and impressions rather than depicting reality directly. Claude Debussy and Maurice Ravel were the two primary exponents of the style. Debussy's works like Clair de Lune from Suite Bergamasque are cited as examples. The document also provides biographical details and major works of Debussy and Ravel.
Arnold Schoenberg was an Austrian composer known for innovating new musical styles in the 20th century. He began in the late Romantic period writing tonal works but became atonal in 1908, abandoning traditional harmony. From 1908-1923, he developed expressionist and atonal styles using the "emancipation of the dissonance." In 1912, he composed Pierrot lunaire which used sprechstimme, a sung-speech technique. In 1923, Schoenberg developed the twelve-tone technique or dodecaphony, a method of composition using a pre-determined series of all 12 notes. His students Berg and Webern formed the Second Viennese School and spread his influential serial
This document provides an overview of 20th century music styles, focusing on Impressionism. It discusses the Impressionist composers Claude Debussy and Maurice Ravel, describing their lives, major works, and musical styles. It also briefly profiles the composers Arnold Schoenberg and Igor Stravinsky, noting their experimentation with atonality and other modern techniques that pushed boundaries from traditional tonality. The document serves to introduce learners to some of the most influential composers and developments in early 20th century classical music.
This document provides an overview of different musical styles and periods discussed in Music 10 class including Impressionism, Expressionism, Primitivism, Neo-Classicism, Avant-Garde music, Modern Nationalism, Electronic music, and Chance music. It describes key characteristics of each style such as Impressionism's focus on atmosphere over detailed images and Expressionism's subjective perspective. The document also mentions groups will give 5-minute presentations on these topics and styles in their upcoming reports.
Impressionism, Neo-Classicism, Primitivism, and Avant-Garde musical styles emerged in the 20th century alongside influential composers such as Debussy, Ravel, Schoenberg, Stravinsky, Bartok, Prokofiev, and Poulec. These styles incorporated new harmonic and textural approaches that pushed boundaries and influenced later composers.
Impressionism was an artistic style from 1870-1920 that focused on suggestion and atmosphere rather than definite forms. It emerged in music, painting, and literature. Impressionist composers expressed reactions to experiences rather than reality itself, and were motivated to find exciting new modes of expression. They added piano to orchestral compositions because it was believed to capture the Impressionistic style. Impressionist music explored new styles like whole tone scales, gliding parallel chords, and dissonance. Key Impressionist composers Claude Debussy and Maurice Ravel defied traditional music theory with unique harmonies and orchestrations.
Claude Debussy was a highly influential French composer known for developing impressionist music in the late 19th and early 20th centuries. Some key points:
- He focused on evocative and atmospheric music that suggested moods and emotions rather than depicting concrete scenes or stories.
- Along with Maurice Ravel, Debussy helped transform classical music into more modern styles, especially for Western music.
- His works made innovative use of harmony, scales, and timbre to create beautiful and sensual yet modern compositions.
- Debussy rejected the label of "impressionism" but he and Ravel were leading figures in developing musical styles that paralleled impressionism in visual art
The document discusses various musical styles that emerged in the 20th century in response to a shift away from classical conventions. These included Impressionism, Expressionism, Neo-Classicism, Avant-Grade music, and Modern Nationalism. Impressionism was influenced by art and used non-traditional harmonies. Claude Debussy and Maurice Ravel were major Impressionist composers. Expressionism used extreme emotions and lacked stable harmonies. Arnold Schoenberg was an influential Expressionist composer. The styles incorporated new techniques while some composers explored nationalism by combining modern styles with folk traditions.
This document provides information about the Impressionist movement in music and two of its key figures, Claude Debussy and Maurice Ravel. It describes Impressionism as a French movement from the late 19th to early 20th century that replaced the dramatic emotionalism of the Romantic period with a focus on moods and impressions through the extensive use of color, vague melodies, and innovative harmonies. It then gives biographical overviews of Debussy and Ravel, noting some of their most important and influential musical works, and describes their contributions to developing Impressionist music through new approaches to harmony, rhythm, texture and form.
FALSE
The passage states that Debussy was more casual in portrayal of visual imagery while Ravel was more formal and exciting in the development of his motive ideas.
The document discusses the influence of 20th century composers on modern music. It focuses on Impressionism as one of the earliest musical forms that paved the way for the modern era. Key characteristics of Impressionist music included the use of timbre and color through orchestration, along with new combinations of chords, scales, and an attempt to suggest rather than depict reality. Claude Debussy is highlighted as the principal exponent of Impressionism and inspiration for other Impressionist composers, known for pieces like La Mer and Claire de Lune, the latter of which was featured in the movie Tw
This document provides information about 20th century musical styles and composers Sergei Prokofiev and Francis Poulenc. It discusses neo-classicism as a style between romanticism and expressionism that adopted a modern use of the diatonic scale. Prokofiev is described as a neo-classicist, nationalist, and avant-garde composer known for rhythmic and melodic works. The document also provides brief biographies of Poulenc, describing him as a neo-classicist influenced by Satie who rejected heavy romanticism. Students are assigned a group project to create 10-minute video clips portraying 20th century musical styles through other art forms.
The document provides information on several modern art movements that emerged in the early 20th century including Cubism, Fauvism, Futurism, and German Expressionism. It discusses key artists like Picasso, Braque, Matisse, Kandinsky, and their major works. Important developments in other art forms such as modernist music, literature, dance, and cinema during this revolutionary period are also summarized. The rise of new techniques like collage and Cubist poetry are covered.
The document discusses several musical movements in the 20th century including Romanticism, Impressionism, Expressionism, Neoclassicism, and Aleatory music. It provides details on several influential composers that defined each movement, such as Claude Debussy for Impressionism, Arnold Schoenberg for Expressionism, Igor Stravinsky for Neoclassicism, and John Cage for Aleatory music. Each composer challenged conventions of their time and pushed music in new directions beyond expectations.
This is a powerpoint presentation that discusses about the topic or lesson about Chance Music. It also discusses the characteristics of Chance Music and the famous composers of that period.
Impressionism was a late 19th century art movement characterized by the use of light and color to capture immediate impressions. Claude Debussy introduced Impressionism to music by using unresolved dissonances, ambiguous forms, and vague rhythms and textures to convey feeling rather than sharply defined articulation. Debussy developed these techniques through his exposure to the Impressionist paintings of Claude Monet and by reacting against the emotionalism of Romantic music. He is considered the leading exponent of musical Impressionism.
The document provides information about Impressionism music, which originated as a French movement in the late 19th and early 20th century. It discusses two key composers of Impressionism music, Claude Debussy and Maurice Ravel. Debussy was exposed to Wagner's music and developed a style adopting moods and impressions over dramatic emotionalism. Ravel studied at the Paris Conservatory and admired several composers. The document also outlines characteristics of Impressionism music, such as irregular rhythm, avoidance of traditional harmony, and focus on conveying mood and atmosphere over detailed images.
The document provides information on Impressionism in art and music. It discusses Impressionism as an art movement starting in 1860s France characterized by capturing visual impressions with bold colors and without details. In music, Impressionism adapted this style using sound and focused on structure over traditional harmony. The two major musical Impressionists were Claude Debussy and Maurice Ravel, both French composers in the early 20th century. Debussy changed musical conventions with innovative works like La Mer, while Ravel crafted meticulous pieces inspired by dance and using modes instead of major/minor scales.
Modest Mussorgsky was a Russian composer during the Romantic period who was inspired by Russian history and folklore in his nationalistic compositions. His most famous work, Pictures at an Exhibition, was composed after visiting an art exhibition memorializing his late friend Victor Hartmann, and depicts an imaginary walk through the exhibition with each movement representing one of Hartmann's paintings. Though many of the paintings were later lost, five movements can still be attributed to surviving works by Hartmann that portrayed subjects from Russian folklore.
The document discusses the musical style of Impressionism that emerged in late 19th century France. It was focused on suggesting moods and impressions rather than depicting reality directly. Claude Debussy and Maurice Ravel were the two primary exponents of the style. Debussy's works like Clair de Lune from Suite Bergamasque are cited as examples. The document also provides biographical details and major works of Debussy and Ravel.
Arnold Schoenberg was an Austrian composer known for innovating new musical styles in the 20th century. He began in the late Romantic period writing tonal works but became atonal in 1908, abandoning traditional harmony. From 1908-1923, he developed expressionist and atonal styles using the "emancipation of the dissonance." In 1912, he composed Pierrot lunaire which used sprechstimme, a sung-speech technique. In 1923, Schoenberg developed the twelve-tone technique or dodecaphony, a method of composition using a pre-determined series of all 12 notes. His students Berg and Webern formed the Second Viennese School and spread his influential serial
This document provides an overview of 20th century music styles, focusing on Impressionism. It discusses the Impressionist composers Claude Debussy and Maurice Ravel, describing their lives, major works, and musical styles. It also briefly profiles the composers Arnold Schoenberg and Igor Stravinsky, noting their experimentation with atonality and other modern techniques that pushed boundaries from traditional tonality. The document serves to introduce learners to some of the most influential composers and developments in early 20th century classical music.
This document provides an overview of different musical styles and periods discussed in Music 10 class including Impressionism, Expressionism, Primitivism, Neo-Classicism, Avant-Garde music, Modern Nationalism, Electronic music, and Chance music. It describes key characteristics of each style such as Impressionism's focus on atmosphere over detailed images and Expressionism's subjective perspective. The document also mentions groups will give 5-minute presentations on these topics and styles in their upcoming reports.
Impressionism, Neo-Classicism, Primitivism, and Avant-Garde musical styles emerged in the 20th century alongside influential composers such as Debussy, Ravel, Schoenberg, Stravinsky, Bartok, Prokofiev, and Poulec. These styles incorporated new harmonic and textural approaches that pushed boundaries and influenced later composers.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses server virtualization with Microsoft Hyper-V and HP solutions. It provides an overview of virtualization benefits like consolidation and efficiency. It also covers virtual machine lifecycle management best practices, considerations for application virtualization, and how HP Insight Control complements Microsoft System Center solutions for virtualization management.
The document describes the k-means++ seeding algorithm for initializing k-means clustering. It presents the k-means++ algorithm, provides an implementation in MLDemos, and evaluates it on test and real datasets. The results show k-means++ yields a significant reduction in clustering error compared to random initialization, providing better separation of clusters. However, the document also notes there are many seeding techniques and some may work better than k-means++ for certain datasets.
Hp Industry Standard Solutions For Microsoft Windows Server (96dpi)aljimenez
This document provides a proposed configuration for a Microsoft Windows server infrastructure on an HP BladeSystem c3000 enclosure. The configuration includes:
- Two BL460c blade servers for core services and security
- One BL480c blade server for mail and messaging
- One HP StorageWorks SB40c storage blade with 6 SAS hard drives
- Windows Server 2003 R2, Exchange Server 2007, and System Center Essentials software
This all-in-one solution is designed to support up to 1,000 users on a 2-tier system hosted on the HP BladeSystem.
Pinguins swim in schools. This short document was created by Serban Stefan-Viorel and Stefan Adrian to convey that pinguins like to swim together in groups.
El documento presenta las categorías y aspectos que deben considerarse para valorar la calidad de un material educativo digital. Estas incluyen aspectos pedagógicos, didáctico-curriculares, técnico-estéticos y funcionales. También describe las fases de planificación, diseño, construcción y publicación de un material educativo digital y los indicadores para evaluarlo.
Here are the answers to the quiz questions:
1. Avant-garde
2. Impressionism
3. Neo-Classicism
4. Synthesizer
5. Expressionism
6. Leonard Bernstein
7. Theremin - Used to produce eerie, oscillating tones in early electronic music
8. Modern Nationalism
9. Electronic music
10-11. Sol on the 4th line, Mi on the 3rd space
12-13. Sol on the 4th line, Mi on the 3rd space
13-15. So-Fa-So
This music class covers identifying notes on the staff, learning about the string instrument family (violin, viola, cello, bass, harp), and scoring a simple melody across the string parts. Students will practice note identification, learn that string instruments produce sound through vibrating strings, and be assigned homework to score a melody for violin, viola, cello, and bass by transferring notes between the parts.
Baroque music originated around 1600 and lasted until 1750. It is characterized by unity of mood and rhythm, complex melodies, terraced dynamics, polyphonic and homophonic textures, basso continuo, and word painting. Common forms included the concerto grosso, fugue, suite, and cantata. Major Baroque composers included Monteverdi, Purcell, Vivaldi, Bach, and Handel. Bach was renowned for his keyboard works, fugues, concertos, masses, passions, and Brandenburg Concertos. Vivaldi was famous for his concertos, especially The Four Seasons. Handel's oratorio Messiah remains hugely popular.
This document outlines a music module divided into three lessons on musical styles from different time periods. The first lesson discusses Impressionism, focusing on Claude Debussy and Maurice Ravel as key figures. The second lesson covers Expressionism, examining the works of Arnold Schoenberg and Igor Stravinsky. The third lesson explores 20th century musical styles including electronic music pioneers like Edgard Varèse and Karlheinz Stockhausen as well as chance music composers such as John Cage. Students are guided through listening activities and assignments to learn about characteristic features of each style.
The song "River" by Joni Mitchell is a folk song about heartbreak composed in 1971. It features Mitchell's vocals accompanied by intricate piano parts. Though through-composed rather than using a standard verse-chorus form, it centers around the repeated line "I wish I had a river." The song creates a blending of Mitchell's vocals and piano through consistent chord progressions like IV-I, creating a sense of resolution between phrases. It also uses a vi-ii progression to build tension before resolving to the tonic C major chord.
The document provides revision material for an upcoming Year 8 music exam. It will cover all topics studied that year, including the elements of music (pitch, duration, tempo, etc.), instruments families, basic music theory on rhythm and pitch, developing motifs, 12 bar blues form, and key terms for programme music. Students are advised to use the powerpoint and other online resources to prepare for the listening exam.
The document provides information about music of the Classical period from 1750-1820. It defines key terms like classical and describes the major musical forms that developed during this era like the sonata, concerto, and symphony. The three most famous composers of the period—Haydn, Mozart, and Beethoven—are discussed. Their most iconic works are mentioned and characteristics of their musical styles are summarized. The document also outlines typical instrumentation, forms, and sections of various genres like symphonies, string quartets, and operas from the Classical period.
The document discusses instrumentation and timbre in two musical works: West Side Story and Symphony No. 5 by Beethoven. It provides details on:
1) The large orchestra required for West Side Story, including doubling of woodwind instruments and use of various brass mutes, to portray the variety of musical styles in the characters and setting.
2) Soft timbres used in "Something's Coming" from West Side Story so as not to overpower the solo vocalist, including clarinets, strings, and muted trumpets.
3) The standard classical instrumentation used in the first movement of Beethoven's 5th Symphony, with strings as the dominant force and woodw
Baroque music from 1600-1750 is highly ornamented and elaborate. It features contrapuntal textures where melodies weave together. Some important Baroque composers included Bach, Handel, and Vivaldi. The Baroque orchestra was small, featuring strings and woodwinds like recorders, oboes and bassoons. Brass included trumpets without valves. Keyboards like the harpsichord were popular. Concertos emerged, featuring a solo instrument accompanied by orchestra.
The document provides an overview of the Edexcel Specification 2009 for music. It covers four Areas of Study: Structure in Western Classical Music (1600-1899); Changing Directions in Western Classical Music from 1900; Popular Music in Context; and Indian Raga, African Music and Fusions. Key elements of musical form, theory, genres and styles from different eras and cultures are defined and exemplified.
1
String Quintet in C major
Name:
Professor:
May 1, 2019
Franz Schubert (1797-1828) born in Vienna is an outstanding representative of the early Romantic music of the West. His work reflects the connection between the classical music tradition of Vienna and the new romanticism of the 19th century. Schubert received a good artistic influence from an early age. When he was 5 years old, he began to learn music with his father. When she was a child, Schubert had an amazing voice and an admirable tone. In 1808 he was admitted to the boarding school of the church and became a small singer in the Children's Choir of the Palace Theatre. In the boarding school, Schubert studied many professional courses, went to the theater to listen to opera, and contacted many works by Mozart, Haydn, and many other composers. In his short life, he has produced more than 600 artistic songs, making a big contribution to the development of art songs. I will analyze String Quintet in Cmajor.
String Quintet in C major is one of his chamber music work, created in the last year of his life -1828. This quintet uses two violins, one viola, and two cellos. This arrangement makes the bass of the music enhanced. The two cells are also Dialogues can be made, and the interlacing of sounds between different instruments becomes complicated. It is the treasure in chamber music, both in terms of writing skills and spiritual. It is often commented on Schubert's greatest chamber music in his later years.
The D.956[footnoteRef:2] is compiled with a cello in addition to the string quartet. This arrangement makes the bass of the music enhanced, and there can be a dialogue between the two cellos, so the melody of the symphony in D.956The proportion has increased significantly, and the vernacular says that the sound interlacing of different instruments becomes more complicated. [2: Rick Anderson. Reviewed Work: String Quintet, D956. 2005]
The string quintet consists[footnoteRef:3]offourmovements in the usualquick-slow-scherzo-quick pattern: [3: William, Brown. Menahem Pressler: Artistry in Piano Teaching. Indiana University Press, 2009.]
1. Allegro ma non troppo
2. Adagio
3. Scherzo. Presto – Trio. Andante sostenuto
4. Allegretto
The first movement of the "C major string quintet" is composed of a sonata style. The quintet opens with an extremely expansive movement compare with other late Schubert works. The length of Allegro is over one-third of the total length of the piece around 50 minutes. The exposition lasted 154 measures and began with a wide range of C major chords. Schubert presents his unforgettable harmony, well-contoured melody and without regular rhythm pulses. This is followed by music leading to a second contrasting theme with gradually increasing motion and tension. In the E-flat accidental key, it is introduced into the duo between the two units. This part ends with a dominant (G major) chord that naturally returns to the open pitch ch.
Rhythm, tempo, melody, dynamics, harmony, timbre, and form are elements of music discussed in the document. It provides explanations of various musical terms including accent and syncopation in rhythm, harmony as chords that follow each other, and tempo as the basic pace of music. Musical form is described as the organization of musical elements in time that provides structure. The document also discusses techniques used in musical form such as repetition, contrast, and variation.
This document provides an overview of Western music in the 20th century, focusing on several major styles and composers. It discusses impressionism and key impressionist composers like Debussy and Ravel. It then covers atonality and the 12-tone technique developed by Schoenberg. Other styles mentioned include primitivism, neo-classicism, and avant-garde music. Specific composers highlighted include Stravinsky, Bartok, Prokofiev, Poulec, and American composers like Gershwin and Bernstein who incorporated jazz elements. Videos are provided as examples of major works for many of the composers and styles.
The document provides information about Arnold Schoenberg's piece "Peripetie" including definitions of musical terms used in the piece such as hexachord, diminution, and glissando. It gives one example of Schoenberg's use of canon and explains that atonal music has no set key or tonality. The document also identifies that symbols "H" and "N" represent the most and second most important melodies. It cites five features showing the piece was composed in the 20th century including its atonal angular style, use of extended techniques, focus on timbre, and lack of clear form.
This document provides definitions and explanations of key musical terminology introduced in the first five chapters of the LISTEN curriculum. It begins by defining music as "the art of arranging sounds in time" and provides the Greek origins of the words "music" and "muse." Subsequent sections define fundamental concepts like rhythm, pitch, melody, harmony, texture, tonality, modes, and musical form. The document also includes examples from classical pieces to illustrate various terms and encourages listening to examples provided in the curriculum.
This document outlines a 7-week introduction to pop songwriting course. Each week focuses on different songwriting elements: week 1 covers chords, week 2 covers melody writing, week 3 covers song structure, week 4 covers text setting, and weeks 5-7 involve students finalizing and performing their original pop songs. The course teaches pop song fundamentals like chord progressions, hooks, verse/chorus structure, and gives students hands-on experience writing their own songs in small groups.
Musical texture refers to how musical lines interact and can be described as monophonic, polyphonic, or homophonic. Monophonic texture has a single unaccompanied melodic line. Polyphonic texture features two or more independent melodic lines of equal importance. Homophonic texture uses a main melody supported by chords or accompaniment. Musical form uses techniques like repetition, contrast, and variation to organize a composition. Common forms include ternary form (ABA) and binary form (AB). Musical style is characterized by elements like melody, rhythm, and harmony that distinguish composers and time periods.
Tambourines - steady beat
Glocks - C G C G
Singers:
Old MacDonald had a glock, BBAAG
And on that glock he had some notes, BBAAG
With a GG here and a GG there
Here a G, there a G, everywhere a GG
Old MacDonald had a glock, BBAAG
What you got, cooking in the pot?
Is it sweet and sour or spicy and hot?
Is it crunchy? Is it chewy?
Is it runny? Is it gooey?
Oh what? I can’t believe it!
You’ve eaten the lot!
The document provides information about several lighthearted musical works intended to educate children about orchestral instruments:
- Benjamin Britten's The Young Person's Guide to the Orchestra introduces each instrument family through variations on a Purcell theme.
- Sergei Prokofiev's Peter and the Wolf uses different instruments to represent characters in a story about a boy who catches a wolf.
- Camille Saint-Saëns' Carnival of the Animals features 14 short movements depicting different animals, each represented by specific instruments.
It also discusses Maurice Ravel's famous Bolero, noting its simple repeating motif and how different instruments join over time in the lengthy crescendo.
The document provides information about musical elements and how they relate to visual art elements for 5th, 4th, and 3rd grade students. It defines lines, color, texture, balance, and rhythm in both visual art and music and provides examples of each. It also provides information and a link to a Camille Saint-Saens piece for a student music contest.
This document discusses sonata form and how Beethoven used it in the first movement of his 5th Symphony. It explains that sonata form has three main sections - the exposition, development, and recapitulation. In the exposition, the main themes are introduced. Beethoven uses the famous four-note motive as the first subject. In the development section, the themes are manipulated and explored across different keys. The recapitulation restates the themes in the original tonic key. The document provides examples of how Beethoven applied each section in the 5th Symphony.
This document discusses nationalism in music and provides context for pieces that will be performed as part of the RSNO Maestro Music concert. It defines nationalism and explores how composers have incorporated elements of national identity, folk music, and cultural influences into their compositions. Specifically, it examines how Ralph Vaughan Williams drew from English folk traditions in his music to create a sense of nationalism. The document also considers how nationalism can have both positive and negative impacts and asks students to reflect on their own sense of identity and nationality.
The document provides a listening guide for Mahler's Adagietto from his Fifth Symphony. It includes background information on the piece, describing how it has been interpreted in different contexts and associated with sorrow. It explores the piece in detail, discussing aspects for listeners to focus on, such as the use of a single instrument and long held notes. It encourages listening to different recordings to compare conducting speeds and feelings conveyed.
This document introduces the RSNO's Maestro Music Concert for 2011. It provides an overview of the concert program, including discussions by RSNO musicians about pieces by Beethoven, Vaughan Williams, Schoenberg, and Mahler. It encourages students to listen to clips about the music, and explores connections between the pieces, their historical contexts, and modern social issues. The document also previews post-concert composition resources for teachers.
This document discusses censorship and its impact on artists through a case study of Soviet composer Dmitry Shostakovich. It describes how Shostakovich faced censorship from Stalin's government, with his works being banned and himself facing threats. It explains that he had to write in two styles - one that conformed to Soviet guidelines and one for his own artistic standards. The document also discusses how censorship affected other artists like the Dixie Chicks and explores the relationship between artists and society.
The document discusses the concept of pointillism in both art and music. In art, pointillism involves applying small dots of pure color close together so that the eye blends them into the overall image. Georges Seurat's painting A Sunday Afternoon on the Island of La Grande Jatte is presented as a famous example. In music, pointillism involves having different instruments play single notes that blend together to form a melody, as demonstrated in Arnold Schoenberg's piece Farben. The concept of pointillism is then discussed in other artistic contexts such as color printing.
The document discusses Hector Berlioz's Symphonie Fantastique, specifically the 5th movement called Songe d'une nuit du sabbat. It describes how Berlioz used an idée fixe theme to represent his love interest throughout the symphony, transforming it in each movement. In the 5th movement, it takes on a vulgar, grotesque character as part of his drug-induced dream of attending a witches' sabbath, combining elements of the idée fixe theme, Dies Irae, and round dance.
The document discusses Leonard Bernstein's overture to his operetta "Candide", which premiered in 1956 based on a novel by Voltaire. While the operetta itself was not very successful, the overture became instantly popular. Bernstein was a famous American conductor and composer who conducted many major orchestras. The overture utilizes syncopation and hemiola rhythmic techniques that characterize its lively musical style.
The document provides information about the minimalist musical composition "Short Ride in a Fast Machine" by American composer John Adams. It discusses how the piece exemplifies characteristics of minimalist music through repetition, a steady pulse, and simple harmonies. It also notes that a woodblock provides a constant beat throughout and the orchestra engages in layered rhythmic patterns.
The Four Seasons is a collection of four violin concertos composed by Antonio Vivaldi in 1723 to represent each season of the year. Each concerto was written to accompany a sonnet describing the season, though the author of the sonnets is unknown. Vivaldi likely wrote the sonnets himself as the text closely matches the music. The first movement of Winter is called "Allegro non molto" and depicts trembling in the snow and wind according to the accompanying sonnet.
The document discusses Leonard Bernstein's overture to the operetta "Candide", which was based on a 1759 novel by Voltaire. While the operetta itself was not successful, the overture became instantly popular. It is considered Bernstein's most famous orchestral work. The document examines two musical techniques, syncopation and hemiola, used prominently in the overture and provides a listening guide to analyze the structure and characteristics of the different sections.
In March 2009 the Royal Scottish National Orchestra presented a two weekend mini festival of music inspired by, or created in, the magical city of Paris.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. This pack has been
designed to give
Higher music pupils
an insight into early
twentieth century
music of the Second
Viennese School,
using “Farben” from
Schoenberg’s Five
Orchestral Pieces
4. • Farben, translated as “Colours” was
written by Schoenberg in 1909
• It is a sound picture based on a single
concept – texture
• Schoenberg uses this one technique to
focus our attention on the individual
instruments of the orchestra and their
sounds
5. • Austrian composer Arnold Schoenberg was
born in 1874, and is famous as the leader of
the Second Viennese School
• Here, along with Webern and Berg, he
revolutionised composition by a novel
approach to harmony and development, and
his name would become synonymous with
atonality and the development of the twelve
tone technique
6. • Schoenberg’s work, Five Pieces for Orchestra,
is important as it signaled a change in the
use of orchestral instruments – using them
for their variety of sounds instead of pitch
• Of the five, initially published without names,
we are going to look at the third
• In later editions, this piece was titled Farben,
and in 1949 Schoenberg gave it the name
“Morning by the Lake”
7. Farben was revolutionary in 1909, and even
today still sounds modern and fresh in its
approach
Yet in 1909, Princes Street in Edinburgh
looked like this…
8.
9. And Argyle Street in Glasgow looked like
this…
10.
11. Let’s start by putting the piece into a historical
context:
1902 Marie and Pierre Curie isolate radium
1904 Teabags invented by Thomas Sullivan
1904 Britain and France sign Entente Cordiale
1904 Invention of ice cream cone
1909 North Pole reached
1909 First aeroplane flight
1912 Titanic sinks
1915 Italy declares war on Austria-Hungary and
Germany
12. And also in a musical context:
1900 Rimsky-Korsakov writes “Flight of the
Bumblebee”
1902 Scott Joplin writes “The Entertainer”
1908 Debussy’s “Children’s Corner” is premiered
1909 Rachmaninov’s Piano Concerto no. 3 is
premiered
1910 Stravinsky writes “The Firebird”
13. The structure of the piece is simple, in that
rhythm, dynamics and harmonic changes all
build to approximately two thirds of the way
through, before returning to material very
similar to the beginning
The piece is built upon the concept of texture
– chords morphing from one another, with
instruments creating different sound colours
There is no real melody in the piece, but a
growth of texture builds to a climax
The piece closes with a coda section
14. The first section starts very smoothly and with a
gentle pulse moves from chord to chord without any
jumps
In the second section, the piece develops, as pitch
climbs and more colours change, leading to a third
section where much more overlapping, dovetailing
and sharper chord changes are evident
The piece finishes very much as it started with a
slowing of chord changes
Throughout, there are small decorations which
develop in complexity as the music progresses
These “leaping fish” add to the textures and give the
piece a slightly uneasy feel
16. Seurat developed the technique of Pointillism, which
uses small distinct dots of colour to form an image
This technique relies on the eye and mind of the
viewer to merge these individual dots into a complete
picture
The musical version of Pointillism is called
Klangfarbenmelodie
It involves distributing a musical line between several
instruments, instead of assigning it to one soloist, to
add colour and texture
Schoenberg was a pioneer of this technique and most
notably used it in Farben from his Five Pieces for
Orchestra
17. The piece we are going
to write requires five
notes
Schoenberg chooses
his notes by mixing
the chords of a minor
and e major (linked by
the note e), to create c
gsharp b, e and a
You can use his notes
in your piece or choose
your own using two
separate chords
18. You may want to
use xylophones or
a piano to find your
five pitches
Later, you can
transfer these
pitches to another
instrument
19. Now we have all the
material required to
start our piece
Each pupil should
pick one of the
chosen notes, then
as an ensemble try
playing your chord
together
20. • Do some notes sound better with a variety of
instruments playing them, or just one?
• Experiment with using different instruments and
timbres
21. • Schoenberg changes his chords chromatically
• Practise moving upwards and downwards by
one semitone from the original notes as an
ensemble
• To blur the chord changes, Schoenberg moves
each note in the chord individually
• Practice taking it in turns to move, waiting
until all players have moved to the new chord,
before moving back to your original chord
• Try this at various speeds
22. • We now have the basis to our piece
• To help create the atmosphere use
cymbals, shakers, and other resonant
percussion instruments to supplement
your chords
• Schoenberg renamed Farben in 1949 to
“Morning by a Lake”
• Can you represent sounds found in the
title with your instruments?
23. • There are four sections in Farben - A,B,C and A
• For section A, start by playing your original
chord and very slowly, move to your chromatic
variations, returning to the original chord with
a pause, which marks the start of section B
• You can experiment with different sounds by
using mutes and flutter-tonguing on woodwind
and brass, different sticks on percussion
instruments, and tremolo and pizzicato on
string instruments
24. • For section B we need to create some new
material using the original five notes from
your chord
• We are then going to alter them in a
technique used by Schoenberg later in his
career
• Experiment with ordering the five notes
from your chord
• We call this original melody the Prime
version
25. • To turn this row of notes into the Retrograde
version, write out the Prime version in reverse
order
• An Inversion form of your melody can be
created by writing the intervals upside down,
with all the interval directions changed
• Finally, a Retrograde Inversion of your
original melody can be created by writing the
notes of the inversion in reverse order
• Here is an example using Schoenberg’s
original chord:
27. • To develop the piece into section B, take
the material you’ve created in section A
and place your melody in its various
forms on top
• Experiment alternating the chords with
your melody
• You can play the melodies on their own
with your original chord underneath, or
with your sound pictures from the
percussion used in section A
28. • In Section C the music develops so that
movement between chords is quicker and
more agitated
• You can do this by using staccato notes and
pizzicato, and by changing the chords more
rapidly
• Throughout this section your melodies can be
played at random, in full or fragmented
• Try to develop the underlying percussion
textures by using harder sticks and shorter
sharper sounds before building to a climax
29. • The final section, which should take the
form of Section A, finishes your piece.
Good Luck!
30. Katy MacKintosh is the RSNO’s Associate John Poulter has been the RSNO’s
Principal Oboe, a position she has held for Associate Principal Percussion for six
eight years. In addition to her orchestral and years. As well as his orchestral
solo work, Katy is passionate about her responsibilities he also works with the
education work which includes regular education department helping to deliver
workshops at Yorkhill Hospital, Glasgow and projects, giving pre-concert talks and in
Rachel House Hospice. She is a keen Childrens’ Hospices. In his spare time
participant in mountain marathons, and John enjoys hill walking and has recently
spends a lot of spare time in her kitchen. taken up canoeing.
31. I can use my chosen vocal and/or
instrumental skills to improvise and
compose, showing developing style and
sophistication [EXA 4-17a]
Having developed my ideas from a range of
stimuli, I can create and present
compositions using a broad range of musical
concepts and ideas [EXA 4–18a]