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.
Composers of Classical Period (Grade 9 MAPEH Music 2nd Quarter)Jewel Jem
This presentation includes the composers of the classical period, namely: Haydn, Mozart and Beethoven with some of their known works and a bit of a historical background.
The avant garde style was associated with electronic music and dealt with the parameters
or dimensions of sound in space. It made use of variations of self-contained note groups
to change musical continuity, and improvisation, with an absence of traditional rules on
harmony, melody, and rhythm.
Composers of Classical Period (Grade 9 MAPEH Music 2nd Quarter)Jewel Jem
This presentation includes the composers of the classical period, namely: Haydn, Mozart and Beethoven with some of their known works and a bit of a historical background.
The avant garde style was associated with electronic music and dealt with the parameters
or dimensions of sound in space. It made use of variations of self-contained note groups
to change musical continuity, and improvisation, with an absence of traditional rules on
harmony, melody, and rhythm.
Chapter 46Charles Ives The Unanswered Question Composed.docxrobertad6
Chapter 46Charles Ives
The Unanswered Question
Composed: 1908
Ives, like other modernists working in the early twentieth century, was trying to
find new means of musical expression that went beyond standard conventions of
harmony and melody. Nowhere is this struggle between old and new styles more
evident than in The Unanswered Question.
Listen to the Text
Composer Profile: Charles Ives
Listen to the Text
Ives (1874–1954) both absorbed and rebelled against almost every musical
tradition of his time. The son of a Civil War bandmaster, he grew up in Danbury,
Connecticut, where he learned many different kinds of music: the orchestral
repertory of the concert hall, church hymns, band music, and popular songs in the
parlors of the town's homes. Ives worked all of these idioms into his own music,
often in the same work.
As a composer, Ives's career path also went against the grain. If a composer “has a
nice wife and some nice children,” he once asked, “how can he let them starve on
his dissonances?” His “day job” was in insurance, and as it turned out, Ives did
quite well for himself. He composed in his spare time, but his music was rarely
performed or published during his lifetime. Declining health forced him to more or
less give up composition after 1918. Only toward the end of his life did critics and
performers begin to take note of his music. By the time he died, he was recognized
as a pioneer who had challenged convention and gone against the grain well before
other American composers would take up the cause of modernism.
Charles Ives in his study, ca. 1947. He would not achieve widespread fame as a
composer until after his death, when he began to be recognized as one of the
pioneers of musical modernism.
Exploring The Unanswered Question
Listen to the Text
First, listen to Ives's composition, using the following prompts as a guide. Then
read the discussion of how the elements of music operate in this piece.
• Timbre: Listen for the distinctive sound of three different groups of
instruments: strings, solo trumpet, and a quartet of wind instruments (two flutes
and two clarinets).
• Melody: How many distinct themes can you identify?
• Texture: Listen for the layered texture of these instruments. Notice that the
strings play continuously, while the trumpet and the quartet of winds come and
go.
• Harmony: Which group plays the most conventional-sounding musical
harmonies? Which plays the most unconventional musical harmonies?
♫ Listen to This First
Charles Ives, The Unanswered Question
Contrasting Timbres
The music is performed by three contrasting groups of instruments:
• Strings: A small string orchestra of violins, violas, cellos, and double basses
plays throughout the entire work from beginning to end, without pause.
• Solo trumpet: A single trumpet interjects what Ives called “The Unanswered
Question” at five different points over the course o.
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’.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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4. EXPLORE
French composer Hector Berlioz (1803 – 1869) wrote
Symphonie Fantastique in 1830
It is a symphony in five movements each with their own
descriptive title
5. EXPLORE
French composer Hector Berlioz (1803 – 1869) wrote
Symphonie Fantastique in 1830
It is a symphony in five movements each with their own
descriptive title
It is a perfect example of Programme Music and Berlioz
even wrote his own Programme Notes to accompany the
music
6. EXPLORE
French composer Hector Berlioz (1803 – 1869) wrote
Symphonie Fantastique in 1830
It is a symphony in five movements each with their own
descriptive title
It is a perfect example of Programme Music and Berlioz
even wrote his own Programme Notes to accompany the
music
Symphonie Fantastique is also called ‘An episode in the
life of an Artist’ and Berlioz wrote the work after falling
desperately in love with the actress, Harriet Smithson
7. EXPLORE
French composer Hector Berlioz (1803 – 1869) wrote
Symphonie Fantastique in 1830
It is a symphony in five movements each with their own
descriptive title
It is a perfect example of Programme Music and Berlioz
even wrote his own Programme Notes to accompany the
music
Symphonie Fantastique is also called ‘An episode in the
life of an Artist’ and Berlioz wrote the work after falling
desperately in love with the actress, Harriet Smithson
His love was unrequited at first which nearly sent him
mad but he persevered and they eventually married a
few years later
8. EXPLORE
In the story, the ‘Artist’ (i.e. Berlioz), has taken opium
and goes on a journey of five drug induced fantasies
9. EXPLORE
In the story, the ‘Artist’ (i.e. Berlioz), has taken opium
and goes on a journey of five drug induced fantasies
Berlioz uses one melodic theme throughout the entire
work to represent the Artist’s love interest (Harriet
Smithson)
10. EXPLORE
In the story, the ‘Artist’ (i.e. Berlioz), has taken opium
and goes on a journey of five drug induced fantasies
Berlioz uses one melodic theme throughout the entire
work to represent the Artist’s love interest (Harriet
Smithson)
The theme is transformed in each movement to
represent the character of that particular dream – this is
called an ‘idée fixe’ which literally means ‘fixed idea’
11. EXPLORE
In the story, the ‘Artist’ (i.e. Berlioz), has taken opium
and goes on a journey of five drug induced fantasies
Berlioz uses one melodic theme throughout the entire
work to represent the Artist’s love interest (Harriet
Smithson)
The theme is transformed in each movement to
represent the character of that particular dream – this is
called an ‘idée fixe’ which literally means ‘fixed idea’
The 5th movement is called Songe d’une nuit du sabbat
or Dream of a Witches’ Sabbath and Berlioz creates a
nightmarish version of his own funeral, complete with all
sorts of ghouls and ghosts
13. EXPLORE
This is what Berlioz’ own notes say:
He sees himself at a witches’ sabbath, in the midst of a
hideous gathering of shades, sorcerers and monsters of
every kind who have come together for his funeral. Strange
sounds, groans, outbursts of laughter; distant shouts
which seem to be answered by more shouts. The beloved
melody appears once more, but has now lost its noble and
shy character; it is now no more than a vulgar dance tune,
trivial and grotesque: it is she who is coming to the
sabbath… Roar of delight at her arrival… She joins the
diabolical orgy… The funeral knell tolls, burlesque parody
of the Dies irae, the dance of the witches. The dance of
the witches combined with the Dies irae.
15. EXPERIENCE
Listen to the 5th movement of Symphonie Fantastique –
now that you know a bit of the background try and
conjure up some images that the music might be
portraying
16. EXPERIENCE
Listen to the 5th movement of Symphonie Fantastique –
now that you know a bit of the background try and
conjure up some images that the music might be
portraying
Now let’s take a closer look at the idée fixe to see how
Berlioz transforms his theme:
17. Here is the original theme as first seen in the opening of the
first movement. As Berlioz himself said, it is of noble and shy
character:
Click here to listen:
This is played by solo flute and the first violin section and the
notes are very legato, creating a feeling of calm
18. And here is the theme from the 5th movement, now a ‘vulgar
dance tune, trivial and grotesque’:
Click here to listen:
This time, the melody is played on the Eb Clarinet but right up
until bar 19 the notes are exactly the same as the original
19. Let’s take a closer look at the first phrase of each of the two
themes:
20. Let’s take a closer look at the first phrase of each of the two
themes:
If we connect each note you will see that the pitches Berlioz
uses are identical:
21. Let’s take a closer look at the first phrase of each of the two
themes:
If we connect each note you will see that the pitches Berlioz
uses are identical:
22. Let’s take a closer look at the first phrase of each of the two
themes:
If we connect each note you will see that the pitches Berlioz
uses are identical:
In the second version of the theme, Berlioz has changed the
time signature, made the note lengths shorter and added
acciaccaturas and trills
23. EXPERIENCE
Watch the short film where Duncan
Swindells, Principal Bass Clarinet in the
RSNO, talks about the clarinet section,
and how Berlioz uses the instrument to
create different characters and moods in
this piece
26. RESPOND
What period of music is this piece from ?
The 5th movement can easily be divided up into three
sections: the opening section with the idée fixe theme,
the Dies Irae which literally means Day of Wrath and the
Ronde du Sabbat or Round Dance
27. RESPOND
What period of music is this piece from ?
The 5th movement can easily be divided up into three
sections: the opening section with the idée fixe theme,
the Dies Irae which literally means Day of Wrath and the
Ronde du Sabbat or Round Dance
Click here to listen to the opening of the Dies Irae:
28. RESPOND
What period of music is this piece from ?
The 5th movement can easily be divided up into three
sections: the opening section with the idée fixe theme,
the Dies Irae which literally means Day of Wrath and the
Ronde du Sabbat or Round Dance
Click here to listen to the opening of the Dies Irae:
The theme, introduced by the bassoons, is made up of
continuous dotted minims. The horns and trombones
then repeat the theme but it has been altered. How has
it changed?
29. RESPOND
What period of music is this piece from ?
The 5th movement can easily be divided up into three
sections: the opening section with the idée fixe theme,
the Dies Irae which literally means Day of Wrath and the
Ronde du Sabbat or Round Dance
Click here to listen to the opening of the Dies Irae:
The theme, introduced by the bassoons, is made up of
continuous dotted minims. The horns and trombones
then repeat the theme but it has been altered. How has
it changed?
The notes are the same but something has happened to
the rhythm. What is the musical term for this?
30. RESPOND
The Round Dance takes its name from the musical form
that it is written in. In music, what is a round? Can you
think of another name for a more complicated and
involved round?
31. RESPOND
The Round Dance takes its name from the musical form
that it is written in. In music, what is a round? Can you
think of another name for a more complicated and
involved round?
Click here to listen to the end of the fugue:
32. RESPOND
The Round Dance takes its name from the musical form
that it is written in. In music, what is a round? Can you
think of another name for a more complicated and
involved round?
Click here to listen to the end of the fugue:
What is happening here? What two themes have been
combined?
33. RESPOND
The Round Dance takes its name from the musical form
that it is written in. In music, what is a round? Can you
think of another name for a more complicated and
involved round?
Click here to listen to the end of the fugue:
What is happening here? What two themes have been
combined?
What instrument does Berlioz use that makes it really
obvious that this music is about a funeral?
34. RESPOND
The Round Dance takes its name from the musical form
that it is written in. In music, what is a round? Can you
think of another name for a more complicated and
involved round?
Click here to listen to the end of the fugue:
What is happening here? What two themes have been
combined?
What instrument does Berlioz use that makes it really
obvious that this music is about a funeral?
Create your own 8 bar ‘idée fixe’ keeping the notes and
rhythm very simple. Now, like Berlioz, change things
like the time signature, rhythms, instruments and
phrasing and see what happens