EDL023-ATG Music Appreciation 2018-01

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Unit Summary Music is all around us. We hear it as we shop, while we drive, or even at sporting events. We attend concerts and download songs that we can listen to anywhere, through our phone or mp3 player. Yet, despite having music surround us, how often do we stop to consider how this music is made? Together, we will consider some of the basic elements of music and how they are used in different genres of music. We will discuss pitch, rhythm, dynamics, melody, and form. These elements, when combined create the music that we hear and play. Composers often aim to use them in unique and interesting ways to create original pieces of music.

What Will You Learn in This Unit? 1. Describe the basic elements of music 2. Discuss pitch and melody and the roles they play in music

3. Recognize common notations and language used to distinguish rhythm in a piece of music

4. Understand dynamics and its effect on music 5. Distinguish melody from harmony in a piece of music

6. Analyze musical form and how this involves the other elements of music

Questions to Think About 1. What are the basic elements of music? 2. How many pitches does Western music use?

3. Why is rhythm important to music? 4. What are four dynamic markings you might find in a

piece of music? 5. How do the other musical elements contribute to form?

Unit 1:

The Elements of Music


Key Vocabulary List

Beat The basic time unit within a piece of music.

Chord Major or minor triad (three notes played at the same time).

Down-beat The strongest beat; generally, when using 4/4 time, this will be the first beat.

Dynamics Refers to the loudness or softness of a note, as well as the quality of the note as played.

Form The framework that a composer uses to create a piece of music. It is the combination of the other musical elements, including pitch, tempo, and dynamics.

Half Step The distance from one key on the piano to the very next key, whether it be black or white.

Harmony Having more than one pitch within the music at the same time.

Major Scale A scale made of this particular pattern: whole step, whole step, half step, whole step, whole step, whole step, half step. A major scale often sounds happy, compared to other kinds of scales.

Melody A series of musical notes that have been strung together.

Metronome Device that produces regular ticks or beats according to the beats per minute.

Octave The repetition of the twelve pitches.

Pitch The frequency of a sound; it relates to the highness or lowness of a tone that we hear.

Rhythm The timing of the musical sounds or notes in the music.

Scale A group of notes in ascending and descending pitch.

Syncopation Involves placing emphasis on normally un-emphasized beats or using a rest on a normally emphasized beat.

Tempo The speed of a given piece of music.

Texture The particular sound of a musical piece as various musical instruments are combined.

Timbre The tone quality of a sound; it is what helps to distinguish one musical instrument from another.

Tonality The system that organizes chords in a certain hierarchical order, where certain chords have greater degrees of stability, and others sound less stable.


Whole Step

Two half steps, or the distance from one key on the piano to a key two keys away, whether black or white.

Review Questions 1. What are the basic elements of music?

The basic elements of music include pitch, rhythm, dynamics, form, and melody. Students may also discuss timbre and harmony.

2. What is pitch? Pitch is the frequency of a sound and it relates to the highness or lowness of a tone that we hear.

3. What is syncopation? What types of music use syncopation? Syncopation involves placing emphasis on normally un-emphasized beats or using a rest on a normally emphasized beat. In other words, syncopation involves disrupting or interrupting the expected or normal rhythm of music. Many different types of music, including ska, reggae, rap, jazz, and some forms of metal, use syncopation regularly.

4. What is form in music? Generally, form is referred to as the framework that a composer uses to create a piece of music. It is the combination of the other musical elements, including pitch, tempo, and dynamics.

5. What are three examples of form discussed in this unit? Describe each form.

The 12-bar blues is a chord progression—or series of harmonic chords—that is common to many popular forms of music. Essentially, this form of music indicates when a chord change will happen in the music. A concerto is a musical piece in which one solo instrument (such as a piano or violin) is accompanied by an orchestra. Typically, a concerto is structured into three different parts, called movements. A sonata is a musical composition for a solo instrument (often piano or other keyboard instrument). In some cases, a composition may be called a sonata if it was designated as such by the composer, even if the piece doesn’t meet other criteria for a sonata. A symphony is a musical piece that has been scored for a full orchestra; it is often an extended composition. Many symphonies have four parts or movements, with the first movement in sonata form.

Critical Thinking Questions 1. Music has sometimes been referred to as a “universal language.” Why has this description been applied to

music? Do you agree or disagree with this assessment? Why? Student answers will vary. They may discuss how cultures all have some form of music. They may discuss how music can convey feelings or emotions without words, making it understandable to multiple cultures.

2. Why is musical notation important? What benefits do musicians and others receive from being able to write a musical idea down? Student answers will vary. They may discuss how musical notation allows musicians to play the same music at a later date. It helps musicians know how the composer intended for a particular piece to sound.


3. In the first part of the unit, we discussed how music is everywhere in society. What are some of the ways that we use music? What are three ways you use music in your own life? Student answers will vary. They may discuss how people use music for entertainment, as part of advertising, to relax, as part of therapy sessions, and so on. They should discuss three ways they use music in their own life. Students may discuss singing at birthday parties, listening to a pep band at a football game, or dancing to pop music at a school dance.

4. Music can help influence the mood or feeling in a place by the musical elements it incorporates. What is a specific example of this that you have experienced? Discuss the experience (what was the song? how was it played? how did the mood/feeling in the space change?). For example, you might discuss your experience at a concert, religious service, or another place where music played a part in creating the mood. Student answers will vary. They may discuss a song at a concert that was up-tempo or a slow ballad that made the crowd feel or react in a certain way. They may discuss a sad song that reminds them of a particular memory, or a loud, patriotic march that made them feel proud.

Labs The Unexpected Beauty of Everyday Sounds 1. What does Hadero mean when she uses the term “sonic lineages.” What does she describe as her own

sonic lineages? Hadero uses the term sonic lineages to explain the things that have influenced her as a singer-songwriter. She goes on to explain that her own sonic lineages have easily been influenced by the jazz and hip hop she heard growing up, her Ethiopian heritage, and the 1980’s pop she listened to on the radio. Beyond genre, however, she discusses how the everyday sounds she hears influence the music she creates and how the constant everyday soundscape in the background can—and does—serve as a huge and often unexpected inspiration.

2. Why does Hadero play the sound of an opera singer warming up? What does this short musical clip reveal to the audience about music? Hadero plays the clip of the opera singer, which is actually the sound of a bird slowed to a pace that the human ear hears and mistakes as its own, to reveal how the sounds of nature are music and can influence music. By slowing down the sounds of the bird, the pitches are revealed. Hadero points out that, possibly, opera techniques were inspired by birdsong.

3. Describe the story Hadero tells to explain why birds are considered to have played an integral part in Ethiopia’s musical origins. Hadero recounts the ancient story of Yared who was sent to live with his uncle after his father died. As his uncle was a priest of the Ethiopian Orthodox tradition, which entailed a huge amount of learning, Yared studied a great deal. While studying under a tree one day, three birds came to him and became his music teachers, instructing him on scales. Yared eventually went on to use these scales to create hymns, a musical notation system and a modal system that is still used and continues to evolve in Ethiopia today.


4. What is emphatic language? Explain why Hadero says there is a melodicism and musicality built into language. Provide at least one of the examples she gives to demonstrate her point. Emphatic language is language that highlights particular parts of words or creates surprise. Hadero discusses how, through everyday words and phrases, we can hear a melody and music. Students may then refer to the Ethiopian words Hadero uses to demonstrate her point such as “indey” or “lickih nehu.” “Indey”—which means “no!” or “how could he?”—has a distinct pitch. She points out that it is almost possible to see the shape as the word is said, that the tone dips and rises. “Lickih nehu,” which is an affirmation, has a melody that Hadero easily transforms into a musical bass line.

5. Explain why John Cage composed a piece that involved no musical notes for more than four minutes. John Cage composed this unique piece to demonstrate how, even when there are no notes being played, there is still music. Hadero explains that the noises we hear from the everyday soundscape that arise from the audience and room is the music—things such as coughs, sneezes, rustling, creaking, and pipes clanking all contribute to the music. Though Cage’s piece was controversial, he effectively points out that there is no such thing as true silence—simply put, we’re immersed in music.

6. Hadero explains how she “remixed” Cage’s piece after hearing the distinct sounds of a rolling cooking pan lid. Provide at least three examples of everyday sounds that you can identify in your own life. Student answers will vary. Hadero provides examples such as the sound of tires running over the highway and the sound the flame makes as it ignites on the stove.

What Making Music Does to Your Brain 1. What does Limb explain is taking place in the human brain during the instinctual process of creating music?

Limb explains that when Hadero is improvising while creating music, the area of her brain related to self-monitoring and observation deactivates. The region related to self-expression, however, goes into overdrive or “lights up”. What may sound as a sort of “babble” while musicians are creating new music is actually representative of key internal physiologically changes as the human brain alters the way it is functioning.

2. Why is it so difficult to study how the brain creates, how this system within our brains evolved, and the possible capabilities? While art and science can collaborate to better understand the creative process, not only are such experiments costly, but also they’re simply not practical. For example, doing an MRI study on a musician while they’re in this creative mode would take hours, and pinpointing the appropriate time to start/end is nearly impossible. Limb explains that we’re attempting to study the things that could technically impact—either by improving or disrupting—the very creativity we want to examine. And, since we don’t yet have a way to measure if creativity is improving or declining, this remains an impossible task.

The Math Behind the Beats 1. What is Clayton Cameron referring to with the pun “a-rhythm-etic?”

Clayton is pointing out that rhythm is fundamentally about math—division, addition, etc. 2. Which of the rhythm styles from the beginning of the video did you most like?

Answers will vary, but he provides samples of beats from jazz, funk, hip hop, pop, R&B, Latin, African, and “Crescent City” styles of music.


Activity Active Listening Checklist One tool that musicians use to sharpen their listening skills is an active listening checklist. Active listening is a special type of listening that allows the listener to pay close attention to details in the music so that they can gather as much information about the music as possible. The active listening checklist will cover the musical elements from Unit 1. You can reference this checklist throughout the rest of the course. Listen to Antonin Dvorak’s Song to the Moon, performed by Renee Fleming and the Vienna Philharmonic Orchestra. Fill in the third column of the table with your answers to the questions as you hear musical elements in the sound clip. http://www.pbs.org/wnet/gperf/vienna-philharmonic-summer-night-concert-2017dvoraks-song-moon/7067/ Most of these questions are not an either/or. Be sure to justify your answers. You may want to listen to the piece several times, each time focusing on a specific musical element. For example, the first time you may listen for pitch, then the next time for rhythm, and so on. Your answer may also change as you listen to the piece several times.

Element Questions Answers Pitch Do you hear voices, instruments, or both? ___ voices

___ instruments ___ both

What kinds of instruments (if any) do you hear? Does the scale sound happy (major), sad (minor) or both at different times? ___ happy/major

___ sad/minor ___ both

Does the harmony sound pleasing (consonant) or displeasing (dissonant) to your ears?

___ pleasing/consonant ___ displeasing/dissonant

Rhythm Is the piece generally slow (adagio), medium (moderato), or fast (allegro)? ___ slow/adagio

___ medium/moderato ___ fast/allegro

Dynamics Is the piece mostly loud (forte) or soft (piano)? ___ loud/forte

___ soft/piano Do you hear any subito dynamic changes? When?* Does the music gradually get louder (crescendo) or softer (decrescendo)?

When?*

Melody Is there one main melody? Why or why not? Can you hear a specific tonality? Can you tell when the music is returning

“home” to a tonic chord?

Form Does the melody repeat? ___ yes ___ no What form do you think this piece is in? ___ 12 bar blues

___ concerto ___ sonata ___ other


*To answer the question “when,” listen to the music and notate the minute and second when you hear the musical element you are listening for. Once you have completed the checklist, write a brief paragraph describing what you learned by practicing active listening. In the paragraph, answer the following questions:

• What surprised you when filling out the active listening checklist? • How did the active listening checklist help you understand the music better? • Which musical element did you most enjoy listening for?

Example Filled-Out Checklist for Audio Clip: Element Questions Answers Pitch Do you hear voices, instruments, or both? _x__ voices

___ instruments ___ both

What kinds of instruments (if any) do you hear? Orchestra (Note: if students name instruments in the orchestra, that is great but not necessary)

Does the scale sound happy (major), sad (minor), or both at different times?

_x__ happy/major ___ sad/minor ___ both

Does the harmony sound pleasing (consonant) or displeasing (dissonant) to your ears?

__x_ pleasing/consonant ___ displeasing/dissonant (Note: Either is appropriate as long as the student justifies his/her answer)

Rhythm Is the piece generally slow (adagio), medium

(moderato), or fast (allegro)? _x__ slow/adagio ___ medium/moderato ___ fast/allegro

Dynamics Is the piece mostly loud (forte) or soft (piano)? ___ loud/forte

_x__ soft/piano Do you hear any subito dynamic changes?

When?* (Note: Please use link to verify students’ answers. Student should indicate a timestamp)

Does the music gradually get louder (crescendo) or softer (decrescendo)? When?*

(Note: Please use link to verify students’ answers. Student should indicate a timestamp)

Melody Is there one main melody? Why or why not? (Note: A yes or no answer can both be correct as long

as student justifies his/her answer) Can you hear a specific tonality? Can you tell

when the music is returning “home” to a tonic chord?

The tonality changes some, but generally feels like it is in one key and returns “home” to a tonic chord.

Form Does the melody repeat? ___ yes ___ no

(Note: Either response is appropriate because some snippets of the melody do return but others are altered).

What form do you think this piece is in? ___ 12 bar blues ___ concerto ___ sonata _x__ other (Note: Concerto is also an appropriate response, based on the definition of concerto in the Unit 1 text: “a musical piece in which one solo instrument (such as a piano or violin) is accompanied by an orchestra”.”


Rubric: Active Listening Checklist Checklist + Paragraph (80%) Mechanics (20%) Full Credit

• Every answer on the checklist is filled out. • The paragraph includes detailed answers for all questions. • The paragraph thoughtfully responds to all aspects of the prompt.

• There are no or very few mechanical errors and writing is clear.

Partial Credit

• Five to ten answers on the checklist are filled out. • The paragraph includes answers for all questions, but some need

more detail or clarification.

• There are several mechanical errors, but the writing is clear.

Little Credit

• Fewer than five answers on the checklist are filled out. • Two or more questions are not answered or all of the answers

need more detail.

• There are numerous mechanical errors that make the content hard to understand.

Discussion Questions 1. What personal skills (like patience, perseverance, or humility) does a musician need in order to master the

basics of music? How could these skills be used in other areas of life? Student answers may vary. They may discuss how music can bring people together through a common interest in the music or help express feelings about a particular topic. They may discuss how music is used in religious ceremonies or services.

2. Discuss your musical background. Do you play a musical instrument? Have you sung in a choir? In what way is music a part of your life in school or in another setting and how has music helped you grow as a person (i.e. gain leadership skills or other related experience)? Student answers will vary. Some students may play a musical instrument while others may sing in a choir. They should also indicate in what way music is a part of their life in school or outside (i.e. they are in the school band, their church or temple choir, they take music lessons, sing with their younger siblings, etc.) and how these experiences have helped them grow as a person. For example, perhaps they are the drum major in a marching band and lead many other students through routines. Or, possibly they have learned to work and collaborate with others in a choir.

Test Questions (Answers Shown in Bold) Multiple Choice 1. What is a low female voice?

a. Bass b. Tenor b. Soprano c. Alto

2. What is the highness or lowness of a sound?

a. Pitch b. Melody c. Octave d. Scale

3. What is the speed of a piece of music? a. Syncopation b. Tempo c. Dynamics d. Pitch

4. What term refers to placing emphasis on a weak

or “off” beat? a. Accent b. Pitch c. Dynamics d. Syncopation


5. What is the timing of the musical sounds or notes in the music?

a. Rhythm b. Pitch c. Form d. Melody

6. What is a series of musical notes that have been

strung together? a. Pitch b. Rhythm c. Melody d. Dynamics

7. What is a musical piece in which one solo

instrument (such as a piano or violin) is accompanied by an orchestra?

a. Ballad b. Concerto c. Symphony d. Hymn

8. What is the tone quality of a sound that helps to

distinguish one musical instrument from another?

a. Pitch b. Form c. Timbre d. Harmony

9. A largo tempo refers to which of the following?

a. Very slow b. Very fast c. Slow d. Fast

10. A metronome is which of the following?

a. A series of beats in a melodic phrase b. Device that produces regular ticks

or beats according to the beats per minute

c. The tempo of a piece of music d. A musical instrument that produces

perfect pitch

11. The 12-bar blues is which of the following? a. A chord progression b. A famous ballad c. A traditional tempo d. A melody typically used in hymns

12. “Do, Re, Me, Fa, So, La, Ti, Do”

represents what? a. Tempo b. Timbre c. Scale d. Form

13. Fortissimo means to do what?

a. Play very softly b. Play very loudly c. Play softly d. Play loudly

14. Sforzando is which of the following?

a. To play or sing with sudden emphasis and increase in volume

b. A slow decrease in the tempo c. A change in the melody d. To play very softly

15. Which of the following means to increase the

volume of a sound? a. Soprano b. Adagio c. Allegro d. Crescendo


True/False 1. Form is the combination of musical elements such as rhythm, pitch, and melody. T

2. No one really cares or should care about the elements of music. F

3. Common meter consists of four lines of a particular number of beats that end in the rhyming pattern of a-b-a-b. T

4. The tempo of a piece is objective; all composers interpret the tempo directions in the same way. F

5. Tempo is the frequency of a sound, and it relates to the highness or lowness of a tone that we hear. F

6. A whole note represents one sixteenth of a beat. F

7. Melodic phrases are groups or sets of notes that make sense together, express a musical idea, and, when combined, create the melody. T

8. Dynamics in music refers to the loudness or softness of a note, as well as the quality of the note as played. T

9. Some of the earliest music consisted almost entirely of rhythm, in the form of drumming or clapping. T

10. Composers are mostly concerned with pitch and are less concerned with rhythm. F


Unit Summary Since the mid-twentieth century, pop music has been associated with youth culture. Since the advent of rock and roll in the 1950s and the gradual separation of rock and pop music, young people have flocked to popular artists, spending billions of dollars on recordings, concert tickets, and merchandise. In this unit, we will discuss the development of pop music. Specifically, we’ll learn how pop music built on the musical genres that came before it and how technological innovations influenced the development of pop music.

What Will You Learn in This Unit? 1. Summarize the relationship between popular music and

pop music

2. Discuss the characteristics that define pop music as a genre

3. Analyze how technological innovations helped shape pop music

4. Trace the history and development of pop music 5. Explain how technology shaped pop music in the 1980s

6. Describe the current status of pop music

Questions to Think About 1. What is pop music?

2. What are the characteristics of pop music? What sets this genre apart from other popular music?

3. How has technology influenced the development of pop music?

4. What is one way that pop music was shaped by a historical event?

5. What is pop music like today?

Unit 2:

Pop Music


Key Vocabulary List

Billboard Produced music charts, which helped to increase the popularity of pop music.

Boy band Featured between three and six young adult males who typically sang but did not play instruments.

British Invasion

In the 1960s, British pop groups such as the Beatles became popular in North America.

Disco One musical genre that developed in the 1970s.

Elvis Presley One of the most popular of the early pop/rock artists.

MTV Began airing music videos in the early 1980s.

Performance practice Musical techniques about the way a musician might perform a piece, that are not necessarily written down but are important to the musical style.

Pop music Music produced for a mass audience with typically shorter songs about love and other existing themes.

Popular music Any music since industrialization in the mid-1800s that is in line with the tastes and preferences of the middle class.

Thirty-two bar AABA form; a series of verses is interrupted by a bridge.

Verse-chorus structure Alternates verses with a repeating chorus.

Review Questions 1. How is pop music related to popular music?

Pop music is music produced for a mass audience with typically shorter songs about love and youth. Pop music often involves technological innovations, and it is typically oriented toward younger people. Popular music is any music since industrialization in the mid-1800s that is in line with the tastes and preferences of the middle class. So, pop music is a specific type of popular music.

2. What theme does pop music typically discuss in the lyrics? Why do you think this theme relates so much to lots of different types of listeners? Describe one pop song that uses this theme. Typically, pop music centers on themes such as love and relationships. These themes help to make the music accessible, as the songs are often about common experiences that most people will have at some point in their lives: having a romantic interest in someone, falling in love, and breaking up, for example. Students’ choice of pop song to describe will vary.


3. What is disco? When did it develop, and what characteristics set it apart from other genres of popular music? Disco developed in the 1970s. Although disco began outside of mainstream America, it ended up crossing over into mainstream popular music. Mixing “soaring” vocals with a beat that encouraged dancing, disco became the dance music of the decade. The music was often written at 100 to 130 beats per minute (a relatively fast tempo) and emphasized the pulse of the rhythm.

4. What was the British Invasion? Which famous group was a part of this movement? What impact did the group have on pop music? Another feature of the popular music of the 1960s was the so-called British Invasion. Because the United States suffered no home-front damage during WWII, many European countries who saw severe bombing and tragedy during the war viewed America as the strongest nation in the world. Because of this, some British bands of the time were modeled on successful American bands, particularly in the areas of producing recordings and touring to promote the recordings. The biggest group of the British Invasion was, of course, the Beatles. While the Beatles sometimes sang about social issues, they also had songs with catchy lyrics and melodies. Their music would be the centerpiece of pop music for the next several decades.

5. What is a boy band? What are some characteristics of a boy band? The 1990s witnessed the rise of the so-called “boy band.” Notable boy bands include New Kids on the Block, Boyz II Men, Backstreet Boys, and ’N Sync and typically featured between three and six young adult males who sang but did not play instruments. The boy bands of the 1990s were often created by record companies or talent agencies, and they often had a commercial orientation. The group’s image was often one of the most important elements of its identity, perhaps even more so than the music itself. Almost all aspects of the group’s image were carefully controlled, from their dress to even the stereotypes that the group members fit into, such as the “bad boy,” the “baby,” and the “nice boy.” Performances by boy bands often featured highly choreographed dance routines. Today, the trend of boy bands has continued with groups like One Direction.

Critical Thinking Questions 1. In 1986, Paul Simon released Graceland, his revolutionary album that included musical styles of LadySmith

Black Mambazo from South Africa. What specific South African performance practice did LadySmith Black Mambazo use? Where have you heard examples of this performance practice in music today (it does not have to be pop music)? Provide at least two examples. Student answers will vary, but all should mention that Paul Simon incorporated isicathamiya, which was common to the Zulu people of South Africa, into his album Graceland. Isicathamiya is characterized by a cappella singing, or singing without musical accompaniment. Students should give at least two examples of where they have heard a capella singing in music today. Examples may include Pentatonix, church music, or singing in a choir.

2. Some of the music in the 1960s was used to protest social and political issues. Is music still used as a form

of protest? Why or why not? Student answers will vary. Some students may discuss recent songs that protest a particular political or social issue. Others may argue that groups are too concerned about profits and their image to create any serious protests.


3. One of the changes in the music industry during the twentieth century was the increasing commercialization of music. With the invention of the internet and .mp3s, people can access music almost anywhere for a very low cost. Some artists actually lose money when they sell a “file” or download of their song because they are priced so low. In your opinion, have these technological advances been good for the music industry? Do you think artists today are adequately compensated for their creativity? Student answers will vary. Some may argue that music has become too commercial. They may argue that musicians are just trying to make money or get famous. Other students may argue that some musicians are still producing music because they love it.

4. How has technology impacted pop music? Describe at least three technological changes that impacted and shaped pop music today or in the past. Student answers will vary. They should discuss at least three technological changes and how the change affected music. For example, they might discuss topics such as television, microphones, music videos, computers, and so on.

5. What is one popular pop artist or group (from today or from the past)? Why does this person/group’s music

fit into the pop genre? Why do you think the person/group was successful with their music? Student answers will vary depending on the artist that they choose. They may discuss how the music has a broad appeal, discusses common themes, has a catchy tune, and so on.

Labs The Beatles Invade Milwaukee 1. What was Barry’s first reaction to hearing the Beatles, “I Wanna Hold Your Hand”? What initially

prompted him to play their music on his radio show? When the Music Director played the Beatles, “I Wanna Hold Your Hand,” Barry was initially unsure. However, the Director went on to explain how popular the Beatles were in Europe and felt they were going to be huge. She noted they were coming to the U.S. soon and encouraged him to play their music on the radio that evening. Reluctantly, Barry agreed and as soon as he played their music, the phones at the radio station went crazy.

2. What role did television play in the Beatles success?

Before coming to the United States, the Beatles were already a massive success in Europe. However, it was a series of appearances on the Ed Sullivan show that proved critical to their success in the United States. Within 2 weeks, the Beatles skyrocketed to number 1 on the charts.

3. Explain why Barry turned down the offer to MC the Beatles Concert that was scheduled for Milwaukee. When Barry was first contacted to be the MC for the concert, he asked what the compensation would be as he had always been paid for such jobs in the past. When he was told there would be no compensation and that none of the disc jockeys were being paid to MC at concerts during the Beatles tour in the United States, he turned the offer down. It wasn’t until he told his Music Director about the call and she urged him to reconsider that he called back and agreed to the job.

4. In what ways were the Beatles controversial? Some adults criticized the Beatles for their long hair and the behavior they elicited from young girls. One child expert published an article in a newspaper about how people – especially teenage girls – became uncontrollable as a result of listening to the Beatles. The expert warned parents that their children would be “ruined,” and labeled the Beatles as being disruptive. As a result of such opinions, many parents reconsidered how they felt about the band and their willingness to allow their children to listen and/or attend concerts.


5. Describe what it was like for Nick Topping when he booked the Beatles in Milwaukee. According to Topping’s daughter, Alexandra, when her father began selling the tickets from his shop, the phone rang nonstop for months. There was constantly a line down the block and people did crazy things in an attempt to score concert tickets. For example, some offered massive amounts of money, stood in line for hours at a time and even threatened suicide if they didn’t manage to secure tickets.

6. Explain what people recall happened when the Beatles took the stage during the Milwaukee concert. Even if they couldn’t see them, people knew the Beatles had come on stage due to the nonstop screaming that began and did not let up until the show was over. As there were only small speakers at the time, no one could actually hear any of the music above the excitement. For about 30-35 minutes, the Beatles performed to a crowd that screamed non-stop and flash bulbs from cameras that lit up the arena. People were so excited to simply be there, they didn’t seem to be bothered by the ridiculously loud screaming.

7. Looking back, why do people believe the Beatles were such a massive success in the United States,

changing pop music forever? The Beatles timing was perfect in the United States – Americans hadn’t been exposed to a British group before or rock and roll entertainers with the same personality as the Beatles. They didn’t do a lot of tours in the U.S. and so cities, such as Milwaukee, were ecstatic to host them during the peak of Beatles Mania – simply put, the Beatles fascinated people.

The Golden Age of MTV 1. When MTV first launched, explain how the station got enough content to fill 24 hours of music television.

Though most people had not heard the term “music video” before, record companies and bands had been making videos for about 20 years for promotional purposes. Before MTV, no one had thought to package the recordings together – many executives didn’t believe the concept of MTV would work.

2. Discuss why MTV initially had difficulty securing enough ads. Describe the advertising campaign that eventually caught the attention of cable owners. During the early months, the station had difficult getting enough ads because they didn’t have enough distribution – for example, they were not in New York or Los Angeles for the first year of their existence. Additionally, many cable company owners were quite conservative and feared investing in the concept would lower their standards. With help from advertising executives, MTV came up with the slogan, “I Want My MTV”. After getting many popular rock musicians to take part in the campaign and film commercial spots, people began to call the cable companies and demand MTV.

3. Describe Michael Jackson’s role in MTV’s success. What important lesson did MTV learn through him? Answers will vary. Students may discuss how Michael’s Jackson’s Thriller video was released when MTV was at a financially critical point and in jeopardy of going out of business. Fortunately for MTV, the video was released at the right time and MTV soon became profitable thereafter, benefitting greatly from the high ratings Michael Jackson brought. Ironically, however, it was a huge battle to get Michael Jackson on the air as music at the time was quite segregated in terms of who played what - television was no different. After facing mounting pressure, however, MTV reluctantly did use Michael Jackson, ushering in a new era of music in which black musicians and other musical genres, such as R & B, became more accepted (R & B eventually became a central part of MTV). However, years later MTV was again at a similar crossroad when they were hesitant to put rap artists on television. When they did finally give in, the ratings again showed them they had been wrong and similar to what happened with Michael Jackson, executives became willing to try something new and rap music was permitted on a regular basis.


Discussion Questions 1. Why is pop music such a popular genre of music? What makes it so popular?

Student answers will vary. They may discuss the universal themes or the catchy music that characterizes pop music.

2. Pop music has often been seen as youth music. Why do you think pop music appeals to younger individuals? How has the industry promoted this idea? Student answers will vary. They may discuss the universal themes and the younger musicians. They may discuss how the industry uses music videos and other youth oriented media to reach out to consumers.

Test Questions (Answers Shown in Bold) Multiple Choice 1. Which of the following is a type of

popular music? a. Rock b. Country c. Jazz d. All of the above

2. What is a typical theme in pop music songs?

a. War b. Love c. Snow d. Age

3. Pop music appeals to which type of audience?

a. A niche audience b. An old audience c. A broad audience d. North American-born individuals only

4. A song that follows the 32-bar form is which of

the following? a. “Firework” b. “La Bamba” c. “Amazing Grace” d. All of the above

5. Which of the following is a characteristic of

pop music? a. It appeals to a narrow audience. b. The rhythms are typically slow. c. It reflects musical trends rather than

starting them. d. All of the above

6. Which advancement helped singers develop a more intimate singing style?

a. Microphones b. Spotlights c. Electric guitars d. Digital downloads

7. When did pop music and rock and roll

first begin? a. Most scholars agree that pop music

began in 1744. b. Pop music began as a reaction to the

Louisiana Purchase in 1803. c. Pop music sprang up as a way for the

world to mourn the sinking of the Titanic in 1912.

d. Scholars have not been able to agree on a particular point; many point to the 1950s.

8. The advent of televisions and radios had what effect on music?

a. It returned to its classical roots. b. Artists had to cultivate an image for

the different media. c. Music became less commercial. d. All of the above.

9. Who is an example of an artist who used protest

lyrics in his or her songs during the 1960s? a. Michael Jackson b. Olivia Newton John c. Bob Dylan d. Fats Domino


10. Popular music is said to reflect the tastes and preferences of which social class?

a. Upper class b. Middle class c. Lower class d. Underclass

11. Which artist was a popular disco artist?

a. Elvis Presley b. Bob Dylan c. Donna Summer d. All of the above

12. What was a popular musical trend in the 1990s?

a. Disco b. Boy bands c. Barbershop quartets d. All of the above

13. Which TV station began playing music videos in the early 1980s?

a. TNT b. VH3 c. Musicana d. MTV

14. Which of the following is NOT a pop artist from

the 2000s? a. The Beatles b. Ariana Grande c. Justin Bieber d. Beyoncé

15. Which of the following is an example of a

boy band? a. ABBA b. New Kids on the Block c. Mamas and the Papas d. All of the above

True/False 1. Popular music is any music since industrialization in the mid-1800s that is in line with the tastes and

preferences of the middle class. T

2. Pop music is just another name for popular music; there is no difference between the two terms. F

3. The music industry shrank during the 1970s since few people were interested in disco. F

4. The creation of music charts helped to encourage the growth of rock and pop music. T

5. The “British Invasion,” which included the Beatles, happened in the 1980s. F

6. Technology has had little effect on pop music. F

7. Boy bands only performed during the 1980s. F

8. Pop music no longer exists in the twenty-first century. It has been replaced by other music genres. F

9. With the invention of the internet and .mp3 files, music is more accessible and affordable than ever before. T

10. Music videos gave pop musicians a visible presence that helped them sell more music. T


Unit Summary While we may never know what the first music sounded like, we do know that music has played a role in human history for thousands of years. This unit will focus on what we know about the earliest classical music in the Western world, from the prehistorical music of ancient cultures to the chants and masses popular during the Medieval period. It will include a discussion on the types of instruments that composers used as well as the role of music in these early societies.

What Will You Learn in This Unit? 1. Discuss the origins of music in human society

2. Describe the role of music in the ancient civilizations of Egypt, Mesopotamia, India, and Greece

3. Summarize the instruments that were used in ancient music

4. Trace the development of music through the Medieval Period

5. Identify the earliest components of musical notation

Questions to Think About 1. What kinds of sounds did early humans replicate to create

the first examples of prehistoric music? 2. What roles did music serve in ancient societies?

3. How did music change from prehistoric times through medieval times?

4. What was medieval music like? What characteristics did it have?

Unit 3:

Ancient and Medieval Music


Key Vocabulary List

Ancient music Music produced by early literate societies.

Archaeomusicology The use of archaeological techniques in the study of music.

Ars Nova A musical form that became popular in the late medieval period, it featured multiple voices with a complex rhythm.

Hildegard von Bingen Lived in the twelfth century. She wrote loose poetic verses accompanied by melodies.

Chant Also known as plainsong, a type of monophonic sacred music.

Gregorian chant Often sung by male choirs and the music is still used for worship today.

Guillaume de Machaut Lived from 1300 to 1377. Both a poet and composer, he wrote over one hundred songs and was one of the first to write polyphonic music.

Hurrian song Refers to a set of fragmentary relics as well as a nearly complete example of notated music from around 1400 BCE.

Lyric poetry Included poems that were accompanied by instrumental music, often from a lyre.

Mass The Catholic religious service.

Medieval music The music that was produced in medieval Europe.

Modes A series of pitches in predefined order, with specific intervals between each pitch.

Monophonic Having a single melody with no accompaniment.

Music theory The study of how musicians make music.

Natya Shastra A written discourse on the performing arts, including music, dance, stage performances, and so on.

Neumes Signs written above the chant words to indicate where the voices should rise and where they should fall in tone.

Organum The addition of a second voice, sung in tandem, to Gregorian chants.

Polyphonic Music that uses two or more independent melodies.

Prehistoric or primitive music Includes all music created in preliterate cultures.

Troubadours Traveling poet-musicians who traveled from place to place, singing and performing for the nobility.


Review Questions 1. How did prehistoric music differ from ancient music?

One of the differences between prehistoric music and ancient music is that prehistoric music became more standardized. This means that, rather than just random sounds or tones, ancient music often featured deliberate patterns as well as the repetition of these patterns within a piece of music.

2. What did Aristotle believe about the function of music? Aristotle argued that the differences in music, whether in the melody or rhythm, have varying effects on people and that music should be included in the education of the youth because of its potential positive effects.

3. How did chant evolve over time, from its Jewish origins to the medieval Ars Nova form? Use the terms monophonic, chant, Gregorian chant, polyphonic, organum, and Ars Nova in your answer. Chant (also known as plainsong) is a type of monophonic sacred music. Medieval chant was influenced by the singing of songs in the Jewish tradition. Gregorian chant, which was often sung by male choirs, is still used in many Catholic churches in the world today. From about 900 CE, musicians and singers gradually began to add harmonies to the chants creating polyphonic music. One of the first polyphonic forms of music to develop was organum. Organum was the addition of a second voice, sung in tandem, to Gregorian chants. Not all of the music of the medieval period was as simple as the chant. Ars Nova (or “new art”), a musical form that became popular in the late medieval period, featured multiple voices with a complex rhythm.

4. What are modes? Describe at least one type of mode.

Modes were used before the modern-day scales that we are more familiar with. They were “a series of pitches in predefined order, with specific intervals between each pitch.” Seven different modes were used to compose and play music: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, and Locrian. Each of these modes starts on a different note and continues on the major scale. For example, the Dorian mode begins on D and moves upward from there (so the mode would be D, E, F, G, A, B, C, D). Likewise, the Phrygian mode begins on E and moves up the major scale to also end in E. Gregorian chants used these simple modes.

5. What is polyphonic music? How does it differ from monophonic music? Polyphonic music uses two or more independent melodies. Gradually, musicians and singers began to add harmonies to the chants. Early examples were fairly simple, with a second voice singing a fourth or fifth interval above the melody. Over time, this became more complex, with the addition of more voices and counter melodies.

Critical Thinking Questions 1. Why did early humans develop music? What are some of the ways that they were thought to create music?

There are a number of theories about how music developed. Some scholars argue that music developed from the natural sounds and rhythms around early peoples. This might have included everything from bird calls to a person’s heartbeat. Humans often try to mimic the sounds that we hear so it would be natural for early humans to also mimic the sounds that they heard around them, whether it was the chirp of an insect or the roar of an animal. If this is the case, early music was likely simple sounds that were repeated. It may have been used not only for the enjoyment of mimicking the sounds but also to create reactions from animals during hunting (either calling animals to them or getting them to respond with their own calls).


2. Why is the study of prehistoric and ancient music important? What can we learn from it? Student answers may vary. They may discuss how it lets us see how music has changed. We can better understand the role that music has played in society and how the roles have changed or remained the same.

3. What roles did music play in the life of prehistoric and ancient people? Are the roles similar to or different from the roles that it plays today? Student answers may vary. They may discuss the use of music as a form of leisure or enjoyment. They may discuss how music is used in rituals including religious services, weddings, funerals, and so on.

4. What were the effects of musical notation on music, society, and composers? One of the effects of increasing musical notation was that individual composers gained more recognition for their work. Before notation was widely used, pieces of music were passed along only through memorization of live performances. This often meant that the composer was forgotten as the music was played and spread. Once musical notation began to be used more widely, the composer’s name was noted with the musical piece. This lead to greater recognition for composers as their names started to be associated with particular pieces of music.

5. Describe medieval music’s relationship with the Catholic Church. How was the music influenced by the Church? Student answers will vary. They may discuss how much of the music was composed by monks or others to be used in religious services, such as Mass. They may discuss how the Church had an impact on whether some forms of music were accepted.

Lab A Guide to Medieval and Renaissance Instruments 1. The following answers are located in the articles. Read through the articles to answer each question:

a. Which instrument looks like a snake? Serpent b. Which instrument is played by winding a crank? Hurdy Gurdy c. Which instrument “is a loud reed-cap instrument with a double reed”? Rauschpfeife d. Which instrument was an instrument used by priests in Biblical times? Shofar e. Which instrument uses an animal bladder? The Bladder Pipe f. Which instrument uses strings and was used in ancient times? Harp g. Which instrument uses a bow and originated in Asia? Rebec

2. Choose five instruments that you haven’t heard about before or that you want to know more about. Read the

article for these five instruments and answer the following questions: a. What is the instrument? b. Describe the instrument. What does it look like? What does it sound like? c. How is the instrument played? Was it used in particular types of music?

Student answers will vary. They should identify an instrument from the site and describe the instrument’s appearance and sound. They may mention that a bow was used to play it or that the musician blew into the instrument.


3. Listen to the sound clip for each instrument. Which instrument’s sound do you like the best? Why? How would you describe the sound? (For example, it is a warm or cool tone? What color does the sound remind you of? Does the instrument sound like anything in nature or another instrument? Etc.) Student answers will vary. They may discuss instruments like the harp or the viol. They should attempt to describe the tone or sound produced by the instrument in some way.

Discussion Questions 1. Compare and contrast the troubadours with today’s singer-songwriters. In what ways are they similar? What

differences are there between the troubadour and today’s musician? Student answers will vary. They may discuss how both may compose music and travel to sing it. They may discuss how the troubadour was often associated more with the nobility, while anyone can listen to music today.

2. How has music changed from prehistoric or ancient times? Student answers will vary. They may discuss how the instruments have changed or how the music seems to have become more complex. They may discuss how forms of music are more available to people today through the radio or by playing the music themselves.

Test Questions (Answers Shown in Bold) Multiple Choice 1. Prehistoric, or primitive, music comes from

what type of cultures? a. Modern b. Small c. Preliterate d. All of the above

2. In Pech Merle, red painted dots note what about

the spot? a. Someone is buried there. b. The spot was where lyres were played. c. Rocks often fall from that place when

noise is made. d. The spot is where sound best echoes.

3. The Divje Babe flute was made from

what material? a. Stone b. Bone c. Wood d. Reeds

4. Ancient music was produced by what types of cultures?

a. Literate b. Modern c. Large d. All of the above

5. The early Egyptians are thought to have used

what type of scale? a. Two tone b. Five tone c. Eight tone d. Twelve tone

6. What was the Samaveda?

a. A flute b. A type of music notation c. A collection of hymns d. A dance

7. Which culture studied music through the lens of

mathematics and science? a. Egyptians b. Romans c. Mesopotamians d. Greeks


8. Medieval music began in about what year? a. 4000 BCE b. 1 CE c. 500 CE d. 1600 CE

9. Which Greek philosopher laid some of the

foundations for modern music theory? a. Aristotle b. Hume c. Homer d. Maitland

10. Monophonic music uses how many voices?

a. One b. Two c. Four d. More than four

11. Organum added what to Gregorian chants?

a. Guitar music b. A choir c. A second voice d. Lyre accompaniment

12. Dorian mode begins on what note? a. A b. B c. C d. D

13. Who studied the relationships between

musical intervals? a. Plato b. Hume c. Pythagoras d. Julius Caesar

14. Which of the following was one of the first

instruments that prehistoric people probably used?

a. Lyre b. Tambourine c. Guitar d. Voice

15. About how many different melodies from

ancient Greece have been uncovered? a. 2 b. 30 c. 500 d. Thousands

True/False 1. Prehistoric music was often written down on clay tablets. F

2. Chant is also called plainsong. T

3. Lyric poetry included poems that were accompanied by instrumental music, often from a lyre. T

4. During medieval times, secular music was outlawed by the Catholic Church. F

5. Ancient music developed similarly, and at the same pace, in all parts of the world. F

6. Ancient Egyptians adorned harps with gold and silver. T

7. Medieval musical modes used for Gregorian chant all begin on the note E. F

8. Gregorian chant developed because Pope Gregory I wanted to standardize the Catholic Mass. T

9. Hildegard von Bingen was a famous German troubadour. F

10. Chant was, and still is, commonly sung during the Catholic mass. T


Unit Summary In this unit, we will learn about the music of the Renaissance. The Renaissance in Europe was a time of great discovery and creation across all artistic disciplines, and this was reflected in the music of the time. Music and society influenced each other in a number of complex ways, from the invention of the printing press, which allowed music to be more widely disseminated, to the increasing popularity of dancing and instrumental music. A number of instruments were created during this time that would eventually be used in the musical forms that we are familiar with today.

What Will You Learn in This Unit? 1. Understand the Renaissance as a social movement and its

relationship to the music of this time period 2. Discuss the effects of the printing press and the rise of

dancing on Renaissance music. 3. Identify the characteristics of Renaissance music

4. Describe some of the instruments that were developed during the Renaissance

5. List some of the forms in which Renaissance music was composed

6. Reflect on the contributions of several influential composers during the Renaissance period

Questions to Think About 1. What was the Renaissance and what effect did it have

on music?

2. How did specific aspects of Renaissance society influence Renaissance music?

3. How does Renaissance music differ from medieval music?

4. What were some of the instruments created during the Renaissance?

5. Who were some of the influential composers of the Renaissance?

Unit 4:

Renaissance Music


Key Vocabulary List

Antiphon Voices or instruments start from the right side and are followed by voices from the left.

Ayre Form of madrigal that is performed in a number of different ways, including with or without accompaniment.

Ballet Form of madrigal that was lighter in style than the madrigal proper and it was often danced to as well as sung.

William Byrd An Englishman born in 1543 and a composer who created consort music.

Canon A piece of music where one part echoes or imitates what the other part has just sang for a relatively substantial section of the music.

Chorales Easy to sing melodies, often based on traditional folk songs.

Consort An instrumental ensemble consisting of six instruments: flute or recorder, lute, cittern, violin or treble viola de gamba, bandore, and the bass viola de gamba.

Guillaume Dufay A Franco-Flemish composer who was born in Brussels, he was a prolific composer and one of the most influential of the fifteenth century.

Giovanni Gabrieli Born in 1553, he composed in a variety of forms, but he preferred sacred and instrumental music.

Josquin des Prez Born around 1450, he is often considered the master of Renaissance polyphonic music.

Madrigals Voice compositions that employ a number of voices (often from three to six) but are unaccompanied by instruments.

Madrigal Proper In this form, the madrigal was through-composed. It used quite a bit of word-painting, which is the matching of music to the words in the text.

Motets “A piece of music in several parts with words” and they involve varied choral compositions. In Latin, the term describes “the movement of different voices against one another.”

Giovanni Pierluigi da Palestrina

Born in 1525, his work had a large impact on sacred music and on polyphonic music. One of the characteristics of much of his work is that any dissonance was placed on the “weak” beats of a measure, which helped to create a smoother style of polyphonic music.

Ottaviano Petrucci Printed the first significant collection of polyphonic music.


Renaissance music Typically thought of as European music that developed during the Renaissance period.

Sackbut A type of trombone that was used in churches with sacred music pieces.

Shawms

Woodwinds that were about twelve inches long with seven finger holes. It was the most popular double reed instrument of the Renaissance period, perhaps because it was loud enough to be played in the streets or with other louder instruments like drums without being drowned out.

Viols

Were developed in the fifteenth century and were played with bows. They had six strings and the instrument was rested between the musician’s legs in a similar position to what we are used to seeing cellos played today.

Word-painting The matching of music to the words in the text.

Review Questions 1. List the instruments composers could use in the Renaissance. Group by instrument family (percussion,

brass, woodwind, string). Percussion: drums, tambourines, bells, mouth harp. Brass: trumpet, sackbut. Woodwind: bagpipes, recorder, shawm. String: lyre, viol, harp, harpsichord, lute, hurdy-gurdy/wheel fiddle.

2. What are chorales? Why were they popular during the Renaissance? The Protestant Reformation would also impact the music of the Renaissance. In an effort to separate itself from the Catholic Church, the Protestant Church was less rigid in its music. Martin Luther commissioned the composition of easy to sing melodies, often based on traditional folk songs. These hymns were known as German chorales. Many of these chorales (or adaptations of them) are still used in many Protestant churches today. One of the reasons why the chorale gained such a foothold was that the printing press allowed for hymnbooks to be published. By the end of the Renaissance, composers were creating original pieces of chorales and moving away from borrowing the music of older folk songs.

3. What is a consort? A consort (also known as an English consort, broken consort, or mixed consort) was an instrumental ensemble, consisting of six instruments: flute or recorder, lute, cittern, violin or treble viola de gamba, bandore, and the bass viola de gamba. Beginning in the late 1580s, these musical ensembles performed music at theater plays, in between the acts as well as during the plays themselves. Generally, the consort was placed over and above the stage but behind a curtain to keep it hidden from the audience.


4. Who was Guillaume Dufay? What contributions did he make to Renaissance music? One of the early Renaissance composers was Guillaume Dufay who lived from 1397 to 1474. A Franco-Flemish composer who was born in Brussels, Dufay was a prolific composer and one of the most influential of the fifteenth century. He wrote music in almost every musical form available at the time, including chants, motets, chorales, and Masses. His music was printed and distributed across Europe and about 150 pieces of his work survive today. His music also influenced many of the composers that came after him. Dufay also wrote several books on musical theory, although these have not survived to the present.

5. Who was William Byrd? What contributions did he make to Renaissance music? William Byrd, an Englishman born in 1543, was one composer who created consort music. During his lifetime, Byrd composed over 470 pieces of music in a range of music forms, including motets and church songs. Yet, he is sometimes considered one of the first “geniuses” of the keyboard and many of his piano compositions were published in My Ladye Nevells Book and Parenthia. His consort compositions include a large-scale piece, Browning, which is a collection of 20 variations on a melody inspired by the ripening of nuts during the fall season.

Critical Thinking Questions 1. How did music in the Renaissance differ from medieval music?

Student answers will vary. Some of the music is smoother and simpler than that of the late Middle Ages. The music has more of a secular influence. Instrumental music became more important.

2. What were the effects of the printing press on Renaissance music? How did composers benefit from the invention of the printing press? Student answers will vary. The printing press also initiated the printing of music for commercial purposes. This largely began in Venice, Italy, around 1501 when Ottaviano Petrucci printed the first significant collection of polyphonic music. Other commercial operations soon sprung up around Europe. Printers were able to produce large quantities of the music, including printing runs of between 500 and 2000 copies. The ability to print these quantities occurred at the same time that a larger middle and upper class was spending more time in leisure activities, including playing music for themselves. Printers also produced religious music, which was bought by parishes and other religious institutions in addition to individuals. The commercial printing of music benefited not only printers but also the composers of music who were now able to gain greater profits from their works.

3. Renaissance means “rebirth” in French. How is the idea of rebirth reflected in the music of the Renaissance? In your answer, discuss Renaissance musical forms and instruments. Student answers will vary. They may discuss the new forms of music or the new instruments that were developed. They may discuss the creativity that composers were able to exercise as a result of increasing options for instrumentation.

4. How did the role of music change from the Medieval period to the Renaissance? How did it stay the same? Student answers may vary. They may discuss that in the Medieval period music was primarily vocal and used in the Catholic mass. In the Renaissance, the role of music expanded to include dancing in social situations. They may discuss how music became a part of leisure time or they may discuss the continuing religious connection with the music.


5. Many of the songs from ancient times through the Renaissance were built on existing melodies. Why might composers have chosen to borrow a melody that had already been created? Student answers will vary. They may discuss how the melody might already be familiar to people, making it easier for them to sing or play. It may be familiar to them as well, which might help with composing lyrics.

Labs Renaissance Music 1. Who were the Poor Clares? Why is it somewhat surprising that they were accomplished musicians?

The Poor Clares were an order of nuns who took a vow of silence. However, they often sang their prayers during Mass in an enclosed choir area.

2. What is a chanson? A chanson was a lyrical song with the lyrics in French.

3. What is the song “Fine Knacks for Ladies” about? What type of song is it? The song is a madrigal. In the song, the singer is a peddler and he argues that although the goods he has may seem precious, the loyalty and honesty that he has are far better.

4. Which of the songs was composed by Franciscus Bossinensis, or Francis of Bosnia? He composed “Se mai per maraviglia” (If ever in wonder).

Music for the Lute 1. What is a lute? What is the history of the lute? When was the lute used?

The lute is a stringed instrument that resembles a guitar in some ways. The lute originated in the Middle East and came to Europe through Spain. The lute was used in a variety of circumstances, from church to taverns to the home. It was relatively cheap to make, which helped make it a popular instrument.

Music for the Harpsichord 1. What is a harpsichord? Where were these instruments often found?

Harpsichords are keyboard instrument that resembles a piano. They were often found in wealthy households.

Notation Knife 1. What is a notation knife?

A notation knife is a knife that has musical notation on the blade. They often had notations that were related to the grace or blessing that was used before or after a meal.

2. Many of the articles include a piece of artwork from the Renaissance period. How are music and art related? Do you think that the music of the period is reflected in the art of the period? Why or why not? Student answers will vary. They may discuss how the music and art have the same cultural influences. They may argue that the music seems to go along with the art presented or produced during the period.


3. If the different music files that you’ve heard from the Renaissance period, which one do you like the best? Why? Student answers will vary. They may discuss a particular piece, such as Byrd’s “Nightingale.” They should offer a reason why they like (or dislike) the music.

4. How does the music of the Renaissance differ from music today? (Think about the elements of music like tone color, rhythm, melody and so on). Student answers will vary. They may discuss how some music today has a faster rhythm and lighter sound that some of the music from the Renaissance. We don’t hear a great deal of organ music, for example, outside of religious services today. The variety of music is also greater today.

Discussion Questions 1. Of the sound files in this unit, which Renaissance work do you like best? Why?

Student answers will vary. They should identify one of the works and why they like it. It may be a familiar melody (“Greensleeves”) or the instruments that are playing in some of the others.

2. What was the relationship of Renaissance music with religion? How has this changed from the Renaissance to today? Student answers will vary. Although it may not have been as strong as in the Middle Ages, the relationship still existed. Many composers spent time composing for the Catholic Church or the new Protestant Church. Composing sacred music has become much less common today than it was in the past.

Test Questions (Answers Shown in Bold) Multiple Choice 1. What was a type of wheel fiddle?

a. Viol b. Hurdy-gurdy c. Sagbut d. Mouth harp

2. Madrigals tend to have about how many voices?

a. 1 to 2 b. 3 to 6 c. 10 to 15 d. 25 to 50

3. What was Ottaviano Petrucci known for?

a. He made the first violin. b. He choreographed the first ballet. c. He wrote the song “Greensleeves,”

a famous English folk song. d. He printed the first significant

collection of polyphonic music.

4. What means “the movement of different voices against one another” in Latin?

a. Motet b. Madrigal c. Mass d. Chorale

5. What is true of viols?

a. It was a polyphonic form of music. b. It featured both instruments and voices. c. It is played with a bow. d. It was a popular form of dance featuring

twelve individuals.

6. A piece of music where one part echoes or imitates another part is known as what?

a. Motet b. German chorale c. Canon d. Madrigal


7. Which composer was considered the master of polyphonic music?

a. Dufay b. Josquin c. Byrd d. Gabrieli

8. Which composer was known for his

instrumental consort compositions? a. Dufay b. Palestrina c. Josquin d. Byrd

9. Chorales were used primarily in what setting?

a. Protestant services b. Catholic Mass c. English theater d. Royal courts

10. The composer Gabrieli was known for which of

the following? a. Monophone b. Consorts c. Antiphon d. Madrigals

11. A Renaissance consort typically had how

many instruments? a. Three b. Six c. Ten d. Fifteen

12. Who commissioned simple melodies for the new Protestant church?

a. Martin Luther b. Josquin c. Mozart d. William Byrd

13. What invention increased the recognition of

composers and made music more available? a. The cotton gin b. The violin c. The consort d. The printing press

14. William Byrd was known as a “genius” of

what instrument? a. Lute b. Sagbut c. Piano d. Violin

15. What was a characteristic of

Palestrina’s compositions? a. Dissonance was placed on the

“weak” beat b. Complex violin melodies c. Monophonic melodies d. All of the above


True/False 1. Dancing was prohibited during the Renaissance in Europe. F

2. A madrigal proper was through-composed. T

3. Dufay was best known for his consort compositions. F

4. The Renaissance period in general was considered a time of rebirth in the arts and culture. T

5. One reason the chorale gained such a foothold in Renaissance Europe was that the printing press allowed for the publishing of hymnbooks. T

6. The shawm was perhaps the most popular double reed instrument of the Renaissance period. T

7. Very few composers produced sacred music during the Renaissance. F

8. William Byrd was known for writing instrumental consort pieces. T

9. Early Renaissance music was much more complex, more fragmented, and more dissonant than that of the Middle Ages. F

10. A sackbut was a type of cello. F


Unit Summary The Baroque period left a lasting impression on Western music. From about 1600 to 1750, composers altered musical notation, established opera as a unique genre, and expanded instrumental performance. In general, Baroque was much more highly ornamented than ancient, Medieval, or Renaissance music.

What Will You Learn in This Unit? 1. Discuss the transition from earlier forms of music to

music of the Baroque period 2. Analyze the characteristics of music and composition in

the Baroque period 3. Compare new musical forms that arose during the

Baroque period, such as opera and oratorio 4. List some of the influential composers of the

Baroque period 5. Reflect on the importance of JS Bach in the history of

Western music

Questions to Think About 1. What social and cultural factors influenced

Baroque music? 2. What are some of the musical forms common to the

Baroque period? 3. What are the characteristics of Baroque music?

4. How does Baroque music differ from the music of earlier time periods?

5. What composers influenced Baroque music?

Unit 5:

Early Belief Systems

Unit 5:

Baroque Music


Key Vocabulary List

J.S. Bach Perhaps the greatest composer of all time, he was an influential composer not only in his own time but also in the years to follow.

Baroque music “That in which the harmony is confused, charged with modulations and dissonances, the melody is harsh and little natural, the intonation difficult, and the movement constrained.”

Basso continuo The harmony of the music.

Counterpoint A compositional technique that is created when the composer writes several lines of melody that all play or sing at the same time and line up to create harmony in chords.

Figured bass A musical notation using numbers to indicate chords, intervals, and other aspects in relation to the bass note of the music.

Form Helps to give structure to a composition; composers often combined them as they created new types of music.

Georg Friedrich Handel His works include some of the best-known works of classical music, including Messiah, Water Music, and Music for the Royal Fireworks.

Instrumental suite A series of dances.

Claudio Monteverdi Individual who serves as the point where Renaissance music ends and Baroque music begins.

Opera Literally means “works” in Italian. A dramatic work in multiple parts where singers are accompanied by instruments.

Opera buffa Comedic operas.

Opera seria Very stylized form of opera that puts a greater emphasis on the experienced and masterful singer.

Oratorios Similar to operas, except that they did not use scenery in the performance.

Orchestras Larger instrumental ensembles or groups that contain brass, string, percussion, and woodwind instruments.

Ornamentation The use of non-necessary musical flourishes, such as trills and grace notes, to the basic melody or harmony.

Patrons Individuals who supported musicians financially, in exchange for their music.

Antonio Vivaldi Regarded by many to be one of the greatest composers during the Baroque period, wrote “The Four Seasons.”


Review Questions 1. What are figured bass and basso continuo? How are they related?

Figured bass is a musical notation using numbers to indicate chords, intervals, and other aspects in relation to the bass note of the music. The numbers were generally placed under the bass line to indicate the intervals that the bass note should use. The figured bass was closely related to what is known as the basso continuo (or shortened to just continuo). Basso continuo was the harmony of the music. Generally, an instrument that was capable of playing chords played the basso continuo, such as a harpsichord, organ, or harp. Bass instruments, such as a cello or bassoon, might also be included. The musician playing the basso continuo structure would play the bass note indicated in the harmony and then add in other notes on the chord as appropriate. The figured bass then helped the musician playing the basso continuo by giving numbers under the bass note to indicate which chords should be played in that spot.

2. What is ornamentation? Ornamentation is the use of non-necessary musical flourishes, such as trills and grace notes, to the basic melody or harmony. These extra notes, which are not needed in order to carry the basic line of the music, “decorate” the music as ornaments decorate a Christmas tree. During the Baroque period, many composers used extensive ornamentation in their pieces. For example, trills are rapid changes from the indicated note in the melody to the note that is a tone or semitone above. Grace notes are notes that are not counted in the total time value. They are often written in smaller type.

3. What is an oratorio? How does it differ from an opera? Oratorios were similar to operas, except that they did not use scenery in the performance. In this sense, they are concert pieces rather than a form of musical theater. Oratorios tended to be serious and dramatic. They were large-scale compositions, including soloists, choirs, and orchestras. Another difference between operas and oratorios was the subject matter. Operas often dealt with history and mythology, using themes of romance and deception. In contrast, oratorios were often on sacred topics. Perhaps the most famous example of an oratorio is Handel’s Messiah.

4. What is an orchestra? How did the development of the orchestra as a distinct ensemble influence Baroque music? Orchestras are larger instrumental ensembles or groups that contain brass, string, percussion, and woodwind instruments. When we think of classical music today, we often think of the music played by orchestras. Although orchestras developed before the Baroque period, it was not until this time that composers actually began to write music specifically for the orchestra. Many of the instruments that made up orchestras during this period are instruments that we would recognize as being played today. For example, the stringed instruments that are common today in orchestras, such as violins and the cello, were created during the Baroque period. Pianos were also developed from earlier keyboard instruments.

5. What is an instrumental suite? An instrumental suite (or Baroque suite) is a series of dances. With an instrumental suite, each part is different, but all are connected as parts of the whole suite. Each of the pieces in the instrumental suite is composed in the same key. The instrumental suite illustrates a connection to earlier times, as the names of the different parts are from Renaissance dances.


Critical Thinking Questions 1. What are the characteristics of Baroque music? How would you describe Baroque music?

Student answers may vary. Some have described the music of the Baroque period as “highly decorated,” which reflects on the elaborate nature and complexity of the music compositions. Still others have likened Baroque music to listening to multiple people having a conversation all at the same time. Students may also discuss the aspect of trying to capture an emotion or feeling in the music.

2. Choose one of the composers discussed in the unit and listen to their work. Which work did you listen to? How would you describe this composer’s music? Why do you think this composer was an influential figure in the Baroque period? Student answers will vary. They should identify which piece of music that they listened to. Students should also describe the music and discuss why the composer was influential in the time period.

3. How did composers and musicians think about themselves during the Baroque period? How did this influence the music that they created? Although we consider some of the music during this period to be artistic masterpieces today, composers and musicians during this time thought of themselves more as craftsmen than artists. They were often made their living through patrons or individuals who supported them in exchange for their music. Patrons included not only the wealthy in society but the nobility and the church as well. The music of the period was often composed for specific circumstances, whether it was a party or a religious event. Some composers also worked as music tutors, composing easier compositions for their students. Vivaldi, for example, has a number of pieces that appear to be five-finger exercises composed for his students. Because of the deliberate and specific reasons for compositions, individual compositions were not generally thought of as great compositions that would be played over and over and have a lasting impact. Rather, they were thought of as situation specific, almost as disposable pieces of music.

4. What advantages and disadvantages did Baroque composers have in the patronage system? What did they gain from this practice? What limitations did it place on them? Student answers will vary. The system gave composers financial support, which allowed them to compose and perform music. This helped them refine their techniques and produce a great amount of music. Yet, they were dependent on what the patron wanted and were less able to experiment than some of the later composers.

5. Baroque music often tried to capture and reflect a particular emotion or feeling. Choose one of the musical works in the unit. Identify the work that you chose. What feeling or emotion is the composer trying to capture or reflect in the work? What aspects of the music lead you to this emotion or feeling? Student answers will vary. They should identify one work and discuss the emotion or feeling that the work is trying to convey. They should offer some support for their answer or reasons why they feel the music is trying to convey the feeling that they identified.


Labs Baroque Music Defined 1. What were two major influences on German Baroque music? How did these factors influence the music?

Two factors in Germany that influenced Baroque music were the church and the state. At the time, Germany was made up of many small states, each with their own court and court musicians. The church also required particular kinds of music, limiting the types of music or sounds that composers could create.

2. How did music differ before and after Bach? Before Bach, music was much more continuous. Older music was mixed in with newer music in church services and other performances. After Bach, older music was seen as unfashionable and there was a break that appeared, with the focus on newer music rather than the continuous flow of music that had been present.

Baroque Music Performance 1. How have the performances of Baroque music changed (in terms of tempi, balance, and timbre) from the

Baroque period to today? The tempo is often faster today than the music would have been played in the Baroque period. The harpsichord is given less prominence in many performances today whereas the violin and keyboard are often given prominence. The tone of the some of the instruments has also changed. Reproduction instruments today may not be exactly the same as the composer was using in the Baroque period, which can change the quality and tone of the sounds.

2. What is a Baroque spirit when playing music? Having a Baroque spirit means that the musicians show respect and affection for the music that they are playing. Musicians also need to keep with the architecture of the music. Baroque music was meant to be enjoyed but also seen as a spiritual gift.

Baroque Composers and Musicians 1. In the middle of the page that discusses Baroque Composers and Musicians, there are two separate links to

Baroque Music Collections, each including a number of examples of music that you can listen to. These examples often use different instruments than we are used to hearing today. What are some of the instruments you hear? How is the sound of the music different than what we might hear today? Some of the instruments include the harpsichord, clavichord, violin with arched bow, and organ. Student answers will vary on the sound of the music. The clavichord, for example, produces more of vibrating sound than what we might hear with instruments today. The pitch is also higher than what we normally hear with may stringed instruments day.

2. Who was Arcangelo Corelli? Student answers may vary. He was an Italian violinist and composer who had a great deal of influence on other composers during the Baroque period. He helped make the violin an important instrument in classical music. He also helped develop the Concerto Grosso principle. He also taught other composers, such as Vivaldi.

3. Who was Gottfried Silbermann? Student answers will vary. Silbermann was a master organ builder who lived and worked in Germany.


4. After listening to some of the music samples, how would you describe Baroque music to someone who had not heard it before? Choose at least one piece of music to discuss in detail. What instruments do you think the work uses? Who composed the work? What does the work sound like? Student answers will vary. They should discuss what some of the music sounds like and discuss in greater detail at least one work.

Discussion Questions 1. Baroque music was often composed for a specific event or to honor a specific person. Can you think of any

musical pieces today that honor a specific person or event? Do you think this is a common feature of music today? Why or why not? What effects did this have on Baroque music? Student answers will vary. They may say that they don’t think music today is created for special events or to honor people. They may argue that the music tends to use general themes. Other students may identify examples of songs written for particular events or people. The effect on Baroque music was first that a lot of music was composed. Second, the music became almost disposable, since it wasn’t expected to be played again.

2. Of the composers discussed in the unit, which composer’s music do you like the best? Why? Which one do you like the least? Why? Student answers will vary. They should discuss which composer’s music they like the best and identify why this is the case. They should also discuss which composer’s music they like the least and why this is the case.

Test Questions (Answers Shown in Bold) Multiple Choice 1. The Portuguese word for Baroque means which

of the following? a. Balanced weight b. Misshapen pearl c. Lovely maiden d. Bird song

2. A patron is which of the following?

a. A type of harpsichord b. The first dance in an instrumental suite c. An individual who supported a

composer financially d. A religious icon

3. Opera buffa refers to which type of opera?

a. Stately b. Instrumental c. Tragic d. Humorous

4. Composers during the Baroque period were thought of as which of the following?

a. Artists b. Geniuses c. Craftsmen d. Outcasts

5. What is a musical notation using numbers to

indicate chords, intervals, and other aspects in relation to the bass note of the music?

a. Figured bass b. Notational bass c. Harmonic bass d. Integer bass

6. What is an example of ornamentation?

a. Mercy note b. Bass note c. Trill d. Melody


7. What modern instrument was created during the Baroque period?

a. Harpsichord b. Violin c. Flute d. All of the above

8. Which Baroque form was based on sacred texts?

a. Prelude b. Opera c. Instrumental suite d. Oratorio

9. The word “opera” means what in Italian?

a. Music b. Work c. Drama d. Play

10. The instrumental suite is made up of what?

a. Dances b. Bass notes c. Lyrical poetry d. Trills

11. What was the first dance in a Baroque suite?

a. Hornpipe b. Air c. Allemande d. Gavotte

12. Which composer was a transitional figure between Renaissance music and Baroque music?

a. Monteverdi b. Vivaldi c. Bach d. Handel

13. Which composer is regarded as one of the

world’s greatest composers of all time? a. Monteverdi b. Vivaldi c. Bach d. Handel

14. Which composer wrote The Four Seasons?


15. Which composer wrote Messiah?


True/False 1. The modern orchestra developed during the Baroque period. T

2. None of the composers of the Baroque period are well known today. F

3. Handel was nicknamed “The Red Priest.” F

4. Opera seria puts a greater emphasis on the experienced and masterful singer. T

5. The Baroque period produced some of the oldest musical pieces that people today are generally familiar with. T

6. Monteverdi went blind before his death. F

7. Bach’s family included over fifty notable composers and musicians. T

8. Literally, the word courante means “running.” As such, the courante dance is fast paced. T

9. Bach composed only secular works. F

10. Handel composed Music for the Royal Fireworks. T


Unit Summary The Classical era of music history was fairly short-lived, spanning just 80 years from 1750-1830. However, the developments that took place during these years influenced Western music possibly more than in any other era. Often lighter and less complex than music from the Baroque period, music from the Classical era features frequent changes in mood and an emphasis on instrumental music. Much of the classical music you might hear today comes from this period. This unit will focus on the Classical era of music and the composers who changed the world through their music during these years.

What Will You Learn in This Unit? 1. Analyze how the Enlightenment in Europe affected music

during the Classical era

2. Describe the common characteristics of music from the Classical period

3. Discuss popular musical forms of the Classical era 4. Understand the development of the Classical symphony

5. Recognize some of the most influential composers from this period

Questions to Think About 1. What is the Classical era? When did it take place? 2. What are the characteristics of music from the

Classical era? 3. What are some forms of music that were popular during

this period? 4. Who are some of the composers that created music during

the Classical era? 5. How does the music of the Classical era compare to

earlier time periods?

Unit 6:

Classical Era Music


Key Vocabulary List

Ludwig von Beethoven Transitional composer between the Classical period and the Romantic period of music.

Classical era Generally understood to be the time period when the “classic” works of the standard repertory were composed.

Coda Latin word for “tail,” meaning an addition to the music at the very end of the piece.

Development The second part of sonata form, where the composer builds on the two themes from the exposition.

Exposition The first part of sonata form, where the composer will bring in, or “expose,” all of the musical ideas that will be used in the piece.

Joseph Haydn One of the most prolific composers of the Classical period.

Homophony The use of a single melody accompanied by chords.

Wolfgang Amadeus Mozart Perhaps the most influential composer of not only the Classical period but of all time.

Recapitulation The third part of sonata form, where the exposition is repeated (although it may be changed slightly).

Sonata A large-scale composition for solo instrument, or solo instrument with piano accompaniment.

Sonata form A piece of music that has three parts in an ABA pattern.

Symphony A longer musical composition and scored for an orchestra.

Viennese School Refers to Haydn, Mozart, and Beethoven and the explosion of creativity and innovation in music that developed in Vienna.

Review Questions 1. What is a symphony?

As the Classical period progressed, the term symphony began to solidify as the term for a longer musical composition that is scored for an orchestra. Symphonies do not always have a standard structure, although many used a standard structure of three or four movements in which the first movement is written in sonata form.

2. What is a sonata? How is it related to the sonata form? A sonata is a large-scale composition for a solo instrument, or a solo instrument with piano accompaniment. Sonatas are written in sonata form, but so are other compositions.


3. What is a coda? In many cases, the piece will end with the recapitulation, but there are some cases in which a composer will extend the music to include a coda. A coda, Latin for “tail,” is an addition to the music at the very end of the piece. In the coda, the composer will use music from the earlier parts of the piece but typically does not add any new musical ideas.

4. What are the three different parts of the sonata form? Describe each part. • Exposition: The exposition is the first part of sonata form and where the composer will bring in,

or “expose,” all of the musical ideas that will be used in the piece. The first tune and key of the piece are established. The themes, or musical ideas, are also introduced here. You can recognize a new theme because the composer will change the melody, harmony, or texture. For example, the first theme might be a pattern of long notes with the tonic chord as its harmony, played by the violin section. The second might be a rhythmic pattern with another chord as the harmony, played by the woodwind section. Once all the themes have been introduced, the composer will “wrap up” the exposition with a final cadence, or chord progression that ends on the tonic.

• Development: Development is the second part of sonata form, and it is where the composer builds on the two themes from the exposition. Music scholars have sometimes described this as “fantasia” or “fantasy” because the composer can run wild with the themes they introduced in the exposition and can create an infinite number of different variations on those themes. For this reason, the development is sometimes also called “theme and variations.”

• Recapitulation: Recapitulation is the third part of sonata form, and it is where the exposition is repeated. The tension and drama of the development gives way to a lighter, happier sound. Toward the end of the recapitulation, the piece returns to the original key established in the exposition.

5. What are the three different periods of Beethoven’s work? Describe each part.

When examining Beethoven's music, scholars have noted that his compositions can be separated into three different time periods: • Early Work (1779 to 1802): Beethoven’s music during this period is similar in style to composers

like Haydn and Mozart. It was during this time that he composed his first and second symphonies. • Middle Period (1803 to 1814): This period is characterized by larger scale works that often focus

on heroism (notably, his Symphony No. 3, Eroica). He extended and experimented with the musical techniques and language that composers like Haydn and Mozart had used. These are the works that solidified Beethoven as a master of classical music.

• Late Period (1815 to 1827): Beethoven’s music during this period reflects a transition to Romantic techniques. The pieces were often more personal and more intense.


Critical Thinking Questions 1. How does the music of the Classical period differ from the music of the Baroque period?

Student answers will vary. Much of the music from the Classical era is lighter and more balanced than the music from the Baroque period. The music of the Classical era sometimes contrasts different emotions or feelings within the same piece of music, rather than focusing on just one as composers typically did in the Baroque period. When we talk about the music of the Classical period as being more “simple” than that of the Baroque period, it is important to remember that in this case “simple” doesn’t necessarily mean less complex. Instead, it sounds simpler to the listener. The reality was that much of the music of the Classical period is technically precise and complex. One reason for this is that composers were able to draw upon more talented musicians to play their pieces. During the Baroque period, most composers had patrons who supported them, and they worked in the town where the patron lived. This often meant that composers were restricted to hiring the musicians that were available in their immediate area. During the Classical period, more composers moved to places like Vienna, where they were able to take their pick of the most talented musicians in Europe to play their pieces. Composers could write more challenging music for all of the musicians in the orchestra or ensemble to play.

2. Choose two of the composers discussed in the lesson and listen to some of their work. Which pieces did you listen to? How would you describe these pieces of music? What makes the music characteristic of the Classical era? How are they similar, and how are they different? What do you think these pieces are about, and how did the composers musically convey those ideas? Student answers will vary. They should identify either Haydn, Mozart, or Beethoven and list the works that they listened to. They should identify some of the characteristics of the music that make it an example of the Classical period, such as symmetry, simplicity, homophony, theme and variations, larger ensembles, or sonata form. They should note how the pieces are similar and how they are different, and explain what the pieces were about and how the composers musically conveyed their ideas. They may mention form, dynamics, melody, harmony, instrumentation, etc.

3. What social and cultural influences impacted the music of the Classical period? Do you think today’s music

is influenced by social and cultural factors? Why or why not? Student answers will vary. They may discuss contemporary society and culture as well as the impact of ancient civilizations on the Classical mindset. This time period witnessed many changes in both the social and economic structures of Europe and what would come to be the United States. Students may discuss how music was increasingly accessible to more individuals, allowing individuals in the middle class to access the more “cultured” music of the time. Public concerts became a hallmark of the Classical age, and the printing of musical scores increased dramatically, allowing a wider range of people to have access to, and be able to play, the music being produced. More financial support from the middle class also allowed composers to write a wider variety of music. In addition, the Classical period overlaps with what is known as the Age of Enlightenment or the Age of Reason and so there was an emphasis on the simplicity of music. Composers wanted individuals to be able to listen to and appreciate the music even if they hadn’t had formal training or other knowledge about the music. Students may likewise mention that the focus in many areas of life was also turning toward the individual, rather than societal institutions or religious organizations. Whereas in earlier time periods, the Church had a great deal of influence over the arts, in the Classical period, the emphasis was more on humanity and the individual, allowing the arts to flourish in ways that it had not previously. Students should assert whether today’s music is influenced by social and cultural factors, and give a reason why or why not.


4. What was important about Vienna during the Classical period? When speaking of the Classical period, scholars will often refer to the Viennese School (sometimes called the First Viennese School). They are not actually referring to a brick and mortar school but rather to the music that came out of the city of Vienna, Austria, during this time period. Vienna was a hotbed of music at this time and musicians from all over Europe came to the city to create and play music. One of the draws Vienna held for many musicians, in addition to the inspiration of working with other artists, was the large number of wealthy patrons who made the city their home. The city became a melting pot of ideas and experiments with music, as composers shared pieces, discussed music, and even composed with each other. The major composers of the period all visited or lived in Vienna for at least some period of their lives. When scholars refer to the Viennese School, they are referring, then, to these major composers and the explosion of creativity and innovation in music that developed in Vienna during the Classical period.

Lab Geography of Music 1. According to the Age of Revolution tab, who were the Shakers, and what was one of their influences in this

era of music? Responses will vary. Students should address that the Shakers were a Christian denomination that formed in England and sought religious freedom in America. They used music and dance in their worship and composed many songs. Their song “Simple Gifts” is later used by Aaron Copland in his Appalachian Spring.

2. On the Age of Revolution tab, scroll to the bottom and click on the links about Beethoven’s birth and career. What city did Beethoven live in while composing some of his most famous works, including Eroica? How did he succeed where Mozart had failed? Beethoven lived in Vienna when he composed some of his most famous works, including Eroica. He succeeded where Mozart had failed in forging a new role for a composer as an independent member of the middle class.

3. Who was Eroica originally dedicated to, and why did Beethoven repeal the dedication? Eroica was originally dedicated to Napoleon Bonaparte, but Beethoven repealed the dedication after Napoleon crowned himself Emperor of France in 1804.

4. What unique instrumentation change did Beethoven’s Symphony No. 9 use that, according to the website, was a “radical definition of the form” of a symphony? Beethoven’s Symphony No. 9 included choral parts, which was a “radical definition of the form” of a symphony.

5. At the top of the page, choose “Age of Revolution,” Age of Romanticism,” “Age of Emerging Modernism,” or “Age of Art and Ideology.” Then, choose three pins on the map that describe how music was evolving during that time in various places. Summarize the musical trends that were taking place in those three places at the same time. Responses will vary. Students should choose an Age and three pins on the map (Europe, Russia, USA, Paris, Vienna, NYC). They should describe what was going on in three places during that time.


Discussion Questions 1. Of the three composers discussed in the unit, which composer’s music do you like best? Why?

Student answers will vary. They should identify one of the composers and discuss why they like the music better than the other composers’ music.

2. The music of the Classical period was often written to be more accessible and enjoyable for all people, rather than just the wealthy. Why is this important? Do you think the composers succeeded in their aims? Why or why not? Student answers will vary. They may discuss how this allows more people to enjoy the music and use it as part of their leisure time. They may argue that the composers were successful since many works are still regarded as enjoyable today.

Test Questions (Answers Shown in Bold) Multiple Choice 1. The Classical era began about what year?

a. 1460 b. 1500 c. 1670 d. 1750

2. Which of the following occurred at around the

same time as the Classical era? a. The Roman Empire b. The Age of Reason c. The invention of the printing press d. The Crusades

3. In the Classical period, composers sought to

create what type of music? a. More ornate b. More complicated c. More down to earth d. More religious

4. A sonata form typically has what pattern in it?

a. ABA b. ABC c. ABB d. AAB

5. What is the first part of sonata form?

a. Development b. Recapitulation c. Ospedale d. Exposition

6. The term “fantasia” has been used to describe which part of sonata form?

a. Development b. Recapitulation c. Ospedale d. Exposition

7. What is a coda?

a. An addition to the music at the very end of the piece

b. The main theme in a sonata form c. The opening of a symphony d. A stringed instrument used for concertos

8. Which part of sonata form creates tension

and drama? a. Development b. Recapitulation c. Ospedale d. Exposition

9. Which composer experienced severe hearing

loss during his lifetime? a. Haydn b. Mozart c. Beethoven d. Bach

10. Which composer was known as the “Father of

the Symphony”? a. Haydn b. Mozart c. Beethoven d. Bach


11. Which best describes the first movement in sonata form?

a. Slow b. Stately c. Brisk d. Morose

12. Beethoven studied with which other composer?

a. Haydn b. Mozart c. Bach d. Handel

13. Which composer worked for the

Esterhazy family? a. Haydn b. Mozart c. Beethoven d. Bach

14. Mozart was best known for which of the following?

a. Complex ornamentation b. Memorable melodies c. Romantic techniques d. All of the above

15. Haydn’s work is known for which of

the following? a. Memorable melodies b. Complex ornamentation c. Musical humor d. Powerful, emotional depth

True/False 1. Music from the Classical period is more ornate than music from the Baroque period. F

2. The Age of Enlightenment overlapped with the Classical period. T

3. In the Classical era people often looked to ancient civilizations for inspiration. T

4. Bach, Handel, and Mozart make up the Viennese School. F

5. A sonata is a large-scale composition for a solo instrument or a solo instrument with piano accompaniment. T

6. Almost all of the works of the Classical era included vocal parts. F

7. Beethoven is a transitional figure between the Classical era and the Romantic era of music. T

8. Haydn composed Moonlight Sonata. F

9. Mozart began composing music by the age of five. T

10. The only form of music that Beethoven composed was piano concertos. F


Unit Summary During the 1800s, the Romantic period saw the development, of many of the modern forms of music we still listen to today. This unit will focus on the Romantic period in music. We will meet composers like Johannes Brahms, Franz Liszt, and Pyotr Ilyich Tchaikovsky, and will explore the ways that their music sounded different from anything that had come before. We will study the effect of increasingly large orchestras on the music composed during this period, as well as the increased importance of music performance and concerts.

What Will You Learn in This Unit? 1. Describe the influences of society and culture on the

music of the Romantic period

2. Discuss the features and characteristics of music from the Romantic period

3. Understand the impact of several influential composers and musicians from the Romantic period

4. Illustrate the influence of nationalism on the Romantic mindset and Romantic music

Questions to Think About 1. When did the Romantic period take place? What social

and cultural factors influenced the music?

2. What are the characteristics of the music of the Romantic period?

3. How does the music of the Romantic period differ from that of earlier periods?

4. Which forms of music were popular during the Romantic period?

5. Who were some of the composers who influenced Romantic music?

Unit 7:

Romantic Era Music


Key Vocabulary List

Johannes Brahms Traditional Romantic composer who is considered the most “Classical” in his music, reflecting many of the techniques of the Baroque and Classical periods.

Choral symphonies Works that adhere to the typical symphonic form, but which also add in choirs and soloists.

Chromaticism The use of notes outside the scale that the music is using.

Concert overture Concert pieces based on literary themes that were written independent of any stage performance.

Antonin Dvorak Nationalist Czech composer who helped create a distinctly American sound.

Gesamtkunstwerk “Total work of art” in German.

Franz Liszt Member of the New German School, famous all over Europe for his performing skills.

Felix Mendelssohn Traditional Romantic composer known for using pictoralism, composing concert overtures, and founding the Leipzig Conservatory.

Nationalism The strong loyalty and allegiance to a particular national identity, often above attachments to other groups or interests.

Nationalist Romantic composers Those who used the ethnic and national folk traditions in their work.

New German School Those who were more innovative and creative in the form and style of their works.

Pictoralism The creation of an image through sound.

Program music Instrumental music that tells a story or gives the impressions of a certain literary work.

Requiem Mass for the dead.

Romance A genre in the arts that refers to the stories of knights, chivalry, courtly love, and heroic quests that were popular during the medieval and Renaissance periods.

Romantic period Period of music that began in the early nineteenth century and ended in the early twentieth century.

Symphonic poem A single-movement orchestral piece that is inspired by a written poem.


Pyotr Ilyich Tchaikovsky Russian Nationalist composer known mostly for his ballets.

Traditional Romantic composers Those who retained the forms and guidelines of the Classical period.

Richard Wagner German member of the New German School known for his long operas.

Review Questions 1. What is nationalism? How did this impact the music of the Romantic period?

Nationalism is the strong loyalty and allegiance to a particular national identity, often prioritized above attachments to other groups or interests. Although the beginning of the nineteenth century was relatively stable in most parts of Europe, turmoil between nations began to emerge in the latter half of the century. Some groups sought to govern themselves rather than be ruled by another country. Other countries sought to expand their territories through colonization in various parts of the world. This nationalism found its way into the music of the period as composers wrote music using elements that were related to their national heritages. For example, many of the operas written during this period relate the histories of particular ethnic groups or nations. Other composers also adopted melodies and other musical elements that were common in the folk music of their countries.

2. What is chromaticism? Give one example of chromaticism. Chromaticism is the use of notes outside the scale that the music is using. For example, let’s say that a piece was written using the C major scale. Any note in the music that is outside of this C major scale (such as an F sharp) would be an example of chromaticism.

3. What are the three groups into which most scholars separate Romantic composers? For each group, describe the group and name two composers who are members of that group. During the Romantic period, many great composers left their mark on the musical world, but not all composers agreed about how Romantic music should sound. In general, scholars separate Romantic composers into three groups. Traditional Romantic composers were those who retained the forms and guidelines of the Classical period. Johannes Brahms and Felix Mendelssohn are examples of traditional Romantic composers. In contrast, a group of composers called The New German School were more innovative and creative in the form and style of their works—Franz Liszt and Richard Wagner were two composers from the New German School. Finally, Nationalist Romantic composers used the ethnic and national folk traditions in their work and included composers Pyotr Ilyich Tchaikovsky and Antonin Dvorak.

4. What is a ballet? How did Romantic composers change this music form? A ballet is a piece in which dancers tell a story through their movements and interpretations of the music. Although ballet existed before the Romantic period, the music for ballets prior to the Romantic period often consisted of pieces written for other purposes that were cobbled together. This changed in the Romantic period. Beethoven was one of the first composers to write music specifically for the ballet and other composers followed suit as ballet companies began commissioning pieces that they could choreograph ballets for. In keeping with the overall characteristics of Romantic music, many of these ballets were light, airy, and free from some of the past constraints of the Classical period.


5. What is a symphonic poem? Who invented it? How is it related to program music? Franz Liszt pioneered the symphonic poem, which is a single, continuous movement that reflects a poem, story, or painting. The symphonic poem falls into the broader category of program music, or instrumental music that tells a story or gives the impressions of a certain literary work. Other composers added soaring melodies and chromatic harmonies to the classical symphonic form.

Critical Thinking Questions 1. Describe five ways that the music of the Romantic period differed from the music of the Classical period. In

your opinion, which of these Romantic era developments improved the music most? Student answers will vary. They should discuss the richer melodies and harmonies of the Romantic period, heightened dynamic contrasts, tempos that ranged from very slow to very fast, longer works with more movements, and the greater dissonance and chromaticism that characterized Romantic music. Students should choose one of these developments that improved the music the most.

2. Choose one piece of music from the Romantic period. Identify the piece of music. What emotion do you

think the piece is illustrating? Why? What aspects of the music indicate this emotion? Student answers will vary depending on the music that they choose. They should identify an emotion or theme that the work seems to have and why they feel that it represents this theme or emotion.

3. The Romantic period is characterized mainly by the drive to express human emotion. Choose three emotions

and describe how a composer could manipulate musical elements to depict those emotions in their music. Student answers may vary. Students should choose three emotions and describe how a composer could manipulate musical elements to depict those emotions in their music. They may discuss pitch, rhythm, dynamics, melody, and form. For example, composers can manipulate pitch by adding more dissonant notes that may depict a feeling of anger. Or, composers could illustrate the feeling of peace by writing music with a soft dynamic level.

4. Antonin Dvorak is credited with establishing a distinctly American sound in classical music. What cultures’

music did he look to in order to do this? What other groups of people within American society could he have drawn inspiration from? Think about specific areas of the country, what it is like to live there, or immigrant groups who have had an impact on our national culture. Student answers will vary. They should identify that Dvorak looked to Native American music and African American spirituals when coming up with his distinctly American sound. They should discuss several other cultures in the United States that Dvorak could have been inspired by, like Appalachia or immigrant communities in New York City.

5. Select a composer from the unit, choose one of his compositions and find two different recordings of it. Which recording do you like best? Why? Which recording sounds the most characteristic of “Romantic” music? Student answers will vary. They should choose a composer, select one piece of work with two different recordings, and describe which recording they liked best. They should support their answer and identify which recording is most characteristic of the Romantic period.


Lab Scheherazade 1. What is the story of Scheherazade about? Where does the story take place?

Responses will vary. The story tells of a girl who continues to tell the king a story each night in order to postpone her own death and the death of the other girls in the kingdom. The story takes place in the ancient kingdom of Persia.

2. The article and podcast point out some of the changes in the music of Scheherazade and how the music reflects the voices of the characters and what is happening in the story. How does the composer achieve different “voices” in this piece of music? Responses will vary. Students may discuss the use of different instruments, tempo, and so on. They may have examples from the piece to illustrate the differences. For example, when the king finds that the queen is going to betray him, the music is loud and strong. The sultan is also often represented by tubas and trombones in the music while Scheherazade is represented by the violin.

3. How is the character Scheherazade reflected in the music? Responses will vary. Scheherazade’s voice is the violin. The specifics of the violin in each part of the piece reflect what she is doing.

4. Nicolai Rimsky-Korsakov, the composer, wanted to create music that told stories. Do you think he was successful in Scheherazade? Why or why not? Responses will vary. Some students may feel that Rimsky-Korsakov did a good job of reflecting the story with the changes and differences in the music. Other students may argue that without words in the music, the story would be lost to anyone who didn’t know the story.

5. What are your impressions of Scheherazade? Did you like or dislike the music? Why? Responses will vary. Students should respond to the piece and discuss whether or not they liked the parts of the piece that they heard.

Activity Activity 1: Researching a Musical Mystery Choose one of the following questions as your topic.

• Who is Beethoven’s “Immortal Beloved?” • Who really wrote Mozart’s Requiem?

Find three sources to solve the mystery: • (1) video • (2) text sources

After you have found your sources, pretend that you are the first person to have discovered them. Write three letters (one for each source) to a student in the future who may use these resources for their research. In each letter, evaluate the validity of the source by answering the following questions:

• What does the author or speaker say in regard to your musical mystery? What is their opinion? • How does the author or speaker use reasoning and evidence to back up their claims? • Is there any evidence the author or speaker cites that seems exaggerated or distorted? • How much do you trust this source?


Rubric Letter (80%) Mechanics (20%) Full Credit

• Each letter recounts what the author or speaker says in regard to the musical mystery.

• Each letter clearly identifies how the source’s author or speaker uses reasoning and evidence to back up their claims.

• Each letter notes in detail any evidence that an author or speaker cites that seems exaggerated or distorted.

• Each letter explains how much the student trusts the source.

• Letters are largely free of mechanical errors.

• Letters are well organized and easy to read.

Partial Credit

• Two letters recount what the author or speaker says in regard to the musical mystery.

• Two letters clearly identify how the source’s author or speaker use reasoning and evidence to back up their claims.

• Two letters note in detail any evidence that an author or speaker cites that seems exaggerated or distorted.

• Two letters explain how much the student trusts the source.

• Letters contain some mechanical errors.

• At least one letter is poorly organized and difficult to read.

Little Credit

• One letter recounts what the author or speaker says in regard to the musical mystery.

• One letter clearly identifies how the source’s author or speaker use reasoning and evidence to back up their claims.

• One letter notes in detail any evidence that an author or speaker cites that seems exaggerated or distorted.

• One letter explains how much the student trusts the source.

• All letters contain many mechanical errors.

• At least two letters are poorly organized and difficult to read.

Activity 2: Solving a Musical Mystery Using the evidence you gathered in the first activity, try to solve the mystery by answering one of the following questions: Who is Beethoven’s “Immortal Beloved” or Who really wrote Mozart’s Requiem? To do this, create a slide presentation that answers the following questions:

• What is your musical mystery? • Why is this mystery significant in music history? • Why did you choose this mystery? • What sources did you find, and what are each of their opinions on the mystery? • Taking all of your research into account, how do you solve the mystery? Who is Beethoven’s “Immortal

Beloved,” or Who really wrote Mozart’s Requiem? Explain how the evidence you found led you to this solution.

• The last slide should include links to your three sources.


Rubric Slide Presentation (80%) Mechanics (20%) Full Credit

• Presentation introduces their musical mystery. • Presentation explains why the mystery is significant in music history. • Presentation details why the student chose this mystery. • Presentation lists the three sources and the sources’ opinions on the mystery. • Presentation includes detailed explanation of the student’s opinion on the mystery,

taking all evidence into account. • Presentation concludes with the students’ answer to the mystery. • The last slide of the presentation lists three links.

• Slides are largely free of mechanical errors

• Slides are well organized and easy to read.

Partial Credit

• Presentation introduces their musical mystery. • Presentation talks about the mystery but does not explain why the mystery is

significant in music history. • Presentation details why the student chose this mystery. • Presentation lists the three sources but does not talk about the sources’ opinions on

the mystery. • Presentation includes explanation of the student’s opinion on the mystery but does

not take all evidence into account. • The last slide of the presentation lists three links.

• Slides contain some mechanical errors

• Most slides are well organized and easy to read.

Little Credit

• Presentation introduces the musical mystery. • Presentation does not explain why the mystery is significant in music history. • Presentation does not detail why the student chose this mystery. • Presentation does not list the three sources and does not talk about the sources’

opinions on the mystery. • Presentation includes a brief explanation of the student’s opinion on the mystery

but does not take all evidence into account. • The last slides do not list three links.

• Slides contain many mechanical errors

• Few slides are well organized and easy to read.

Discussion Questions 1. Of the periods of classical music that we’ve discussed (Ancient, Medieval, Baroque, Classical, or Romantic)

which period of music did you like the best? Why? What characteristics of the music did you like? Student answers will vary. They should identify a period of music that they like the best and discuss why they like this time period. They may choose a time period based on a composer that they like or on a particular aspect of the period (such as the emotions in the Romantic period).

2. Which Romantic composer do you like the best? Why? Which one do you like the least? Why? Student answers will vary. They should identify a composer that they best like and a composer that they least like. They should also identify the reasons for their choices.

Test Questions (Answers Shown in Bold) Multiple Choice 1. The Romantic period ended before which event?

a. The American Civil War b. World War I c. The French Revolution d. The War of the Roses

2. What was added to horns and other brass instruments to improve their sound during the Romantic period?

a. Strings b. Wood choice c. Piano keyboards d. Valves


3. What is the strong loyalty and allegiance to a particular national identity, often prioritized above attachments to other groups or interests?

a. Constructionism b. Externalism c. Nationalism d. Countryism

4. The music of the Romantic period is all

about what? a. Emotion b. Precision c. Vocal pieces d. Improvisation

5. What is true about music from the

Romantic period? a. It was more precise and conformed than

that of the Classical period. b. Virtually all of the music is vocal or

choral music. c. It was longer and less constrained

than the music of the Classical period. d. The only theme of the music was love.

6. Early Romantic music was influenced by

which composer? a. Beethoven b. Mendelssohn c. Dvorak d. Brahms

7. Who is an example of a Nationalist

Romantic composer? a. Brahms b. Liszt c. Wagner d. Tchaikovsky

8. Choral symphonies add what to the

traditional symphony? a. Brass instruments b. Singers c. Operettas d. Dancers

9. Program music does which of the following? a. Tells a story b. Helps a student learn c. Gives a virtuoso a standard set of music

to play d. All of the above

10. Who created the symphonic poem?

a. Wagner b. Mendelssohn c. Liszt d. Brahms

11. Who created the concept of “gesamtkunstwerk,”

or “total art”? a. Liszt b. Tchaikovsky c. Wagner d. Dvorak

12. Who is most known today for his lullaby?

a. Brahms b. Dvorak c. Mendelssohn d. Wagner

13. Who founded the Leipzig Conservatory?

a. Mendelssohn b. Wagner c. Tchaikovsky d. Liszt

14. Who created a distinctly American

musical sound? a. Liszt b. Brahms c. Dvorak d. Wagner

15. Together, Liszt and Wagner, along with other

composers, make up which group of Romantic composers?

a. The New German School b. Conservative Romantic Composers c. Nationalist Romantic Composers d. The Viennese School


True/False 1. Like Joseph Haydn, Franz Liszt worked for the royal Esterhazy family. T

2. In the Romantic period, orchestras were much smaller than in the Classical period. F

3. During the Romantic period, composers often included elements from the folk music of their culture. T

4. Chromaticism is the use of notes outside the scale that the music is using. T

5. Brahms was known for his use of pictoralism. F

6. Tchaikovsky wrote 1812 Overture. T

7. The Romantic period of music emphasized reason and form over emotion and feeling. F

8. Brahms often used conventional and traditional forms and techniques in his work. T

9. Tchaikovsky is known primarily for his ballets. T

10. Wagner wrote the Pastoral Symphony, a great example of Romantic creativity. F


Unit Summary During the early twentieth century, jazz evolved as a distinctly American musical style inspired by musical traditions from both Africa and Western Classical music. One of the key features of this musical style is improvisation. In this unit, we will discuss the development and influence of jazz. We will learn about some of the jazz musicians who helped to develop this form of music.

What Will You Learn in This Unit? 1. Discuss the musical aspects that most scholars believe

define jazz music as a genre

2. Describe the similarities and differences between jazz music and classical music

3. Trace the history of the development of jazz from the 1920s to the 1950s and beyond

4. Identify some of the musicians and composers who helped to develop jazz

Questions to Think About 1. What is jazz music? How is it defined? 2. What are the characteristics of jazz?

3. Why is improvisation important in jazz music? 4. How does jazz music compare to classical music?

5. What are some of the forms or types of jazz music? 6. Who are some of the musicians and composers associated

with jazz?

Unit 8:

Jazz


Key Vocabulary List

Louis Armstrong Perhaps the best known jazz musician of the early jazz periods; the recordings made with his bands Hot Five and Hot Seven are widely regarded as jazz classics.

Bebop Features faster rhythms and more complex harmonies. The music also has more frequent chord changes, often after only a beat or two, and greater dissonance.

Big band Typically had between 10 and 25 members, and the music was more “arranged” than in a traditional smaller jazz band.

Blues

Genre of music that, unlike Western classical music, is not produced for performance but rather acts as an expression of anguish and suffering. It originated from the “field hollers” and work songs of the slaves on the Southern plantations.

Count Basie Founder of “Kansas City Swing” style jazz.

Buddy Bolden Cornetist who helped to create jazz music

Bossa nova A mix of cool jazz, classical harmonies, and samba rhythms.

Classic jazz

Sometimes called New Orleans style jazz or “Dixieland jazz,” features a syncopated rhythm and improvised solos and started with dance and funeral bands around the beginning of the twentieth century.

Cool jazz Brought together classical music with bebop and swing.

Miles Davis One of the most influential musicians of the twentieth century.

Duke Ellington A prolific composer, musician, and bandleader. During his lifetime, he wrote over 1,000 songs, and his music has sometimes been called “beyond category.”

Ella Fitzgerald Female jazz singer known as the “First Lady of Song” and famous for a vocal range of three octaves and her ability to improvise effortlessly.

Free jazz Also known as avant-garde jazz; it is free-form jazz music without traditional arrangements or structures.

Great American Songbook A collection of influential jazz standards that together define American musical history for much of the twentieth century.

Billie Holiday Female jazz singer that introduced new timings and rhythms that would forever change the way jazz was sung.

Hot jazz Form of jazz that included more improvisation than New Orleans jazz, and featured innovative harmonic structures.


Improvisation The act of creating music in the moment by responding to aspects such as the music of others playing, the atmosphere, and musician’s inner feelings.

Jazz Originated around the turn of the twentieth century in the United States, was created mainly by African Americans, and incorporated elements of both European and African music.

Kansas City Swing A subgenre of jazz that incorporated southern African American elements and musical ideas from Native American cultures.

Scat singing The use of nonsense syllables and sounds instead of traditional lyrics.

Swing Gets its name from the swung, syncopated rhythm that characterized it.

Review Questions 1. What is syncopation?

Syncopation means placing emphasis or accents on beats that are unexpected or, alternatively, not placing emphasis or accents on beats that are expected.

2. What is ragtime? How is it related to jazz? In New Orleans, what would become jazz grew out of the different musical traditions already present, including brass bands, ragtime, and the blues. Ragtime was a musical genre that developed in the late nineteenth century. It combined the music of marches (such as those composed by John Philip Sousa) with the rhythms of African music. This dance music featured a “ragged” or unexpected rhythm.

3. Who was Louis Armstrong? What did his music sound like? Louis Armstrong (1901-1971) is perhaps the best-known jazz musician of the early jazz periods, and his recordings made with his bands Hot Five and Hot Seven are widely regarded as jazz classics. Armstrong's charisma and "distinctive, gravelly" voice also introduced into jazz music the idea of virtuoso jazz singers, or expert performers who established voice as the lead instrument in jazz music (instead of the trumpet). Armstrong was particularly adept at scat singing, which is the use of nonsense syllables and sounds instead of traditional lyrics. Musically, Armstrong was a talented improviser and was instrumental in establishing the trumpet as a solo instrument.

4. What is bebop? Bebop features faster rhythms and more complex harmonies. The music also has more frequent chord changes, often after only a beat or two, and greater dissonance. Unlike swing, bebop music was made primarily for singing.

5. What is hot jazz? How does it differ from classic jazz? Hot jazz is a form of jazz that emphasized improvisation. The term “hot” refers to the fact that the improvising instruments often built up to a crescendo around the melody, supported by the rhythm section of the band. One of the differences between classic jazz and hot jazz is that hot jazz includes multiple musicians who engage in improvisation at the same time, whereas in classic jazz, improvisation was typically limited to one instrument at a time.


Critical Thinking Questions 1. How is jazz music similar to classical music? How is it different?

Student answers may vary. Jazz has been called “America’s Classical Music.” They may discuss how Baroque composers were actually great improvisers, just as the jazz musicians of the classic jazz era were known for their improvisation. They may mention how both jazz and classical sonata form share similar ABA structures. In addition, the Classical period saw the rise of solos and cadenzas (long, highly intricate improvised solos without accompaniment). Jazz continued the tradition of solos inserted into ensemble pieces. The emphasis on emotion during the Romantic period is also reflected in the bebop period of jazz.

2. What are the characteristics of jazz music? Student answers may vary. They may discuss improvisation or syncopation. Students may also recall the three main aspects of jazz music that most scholars agree on: Jazz originated around the turn of the twentieth century in the United States, jazz was created mainly by African Americans, or jazz incorporates elements of both European and African music.

3. Some have called jazz music “America’s classical music.” What is meant by this statement? Do you agree or disagree? Student answers will vary. They may discuss how jazz began in the US and much of its development took place here as well. They may discuss some of the similarities to classical music as well.

4. Choose one jazz musician and discuss his/her contributions to jazz. What influence did this person have on the development and evolution of jazz music? Student answers will vary. For example, they may discuss someone like Miles Davis and his influence in the innovation of different types of jazz music. They might also discuss Louis Armstrong and his influence in improvisation.

5. What is improvisation? What is its role in jazz music? Improvisation is the act of creating music in the moment by responding to aspects such as the music of others playing, the atmosphere, and the musician’s inner feelings. Student answers may vary on its role in jazz music. They may discuss how improvisation is a common element that helps define jazz.

Labs Jazz Timeline 1. What are some of the cities where jazz first developed during the 1920s and 1930s? Why do you think these

particular cities became important sites for jazz? Responses will vary. Students may list cities such as New Orleans, New York, Chicago, and Kansas City. These cities were usually home to larger African American communities.

2. From the timeline, on the left choose one subgenre of jazz and discuss what elements are found in this type of music. Responses will vary. Students should identify one type of early jazz music, such as ragtime or blues, and discuss some of the jazz elements in this early type of music.


3. Choose one decade from the timeline on the left, and discuss how that particular decade influenced the development of jazz music. Student answers will vary. They should identify one decade and discuss how it might have influenced the development of jazz music. For example, in the 1950s, jazz music faced competition from other forms of entertainment such as the television. In response, many artists crossed over into other genres of popular music.

4. What is hard bop? Hard bop is another type of jazz music. It brings together a “tangible” melody with a strong rhythm. The emphasis was on reaching a wider audience than some of the other modern forms of jazz did.

5. What is jazz fusion? Jazz fusion is a type of jazz that blends jazz with rock (and a bit of funk). This type of jazz “hit a brick wall” eventually but some notable musicians played jazz fusion for a time, including Miles Davis.

6. What is jazz like today? Responses will vary. Students may discuss how it blends different styles of music, including pop and music from different parts of the world. There’s not necessarily one dominant style of jazz.

7. After listening to some of the music from different jazz composers, which one do you like the best? Why? Student answers will vary. They should identify a composer or style that they like and discuss why they like the composer or style best.

This is Beat Jazz 1. What are some ways that modern technology is used in music today that is different than music from when

jazz originated? How do you think emerging technology will affect music in the future? Student answers will vary. They might suggest that today, musicians have access to computerized tools like synthesizers that create electronic sounds and looping technology that lets one artist stack lots of different sounds on each other, creating the impression that more musicians are participating. Students should discuss how they think emerging technology will affect music in the future. They may say that technology will make music even easier to listen to, or that technology will replace the human voice or instruments.

There Are No Mistakes on the Bandstand 1. According to Stefon Harris, what counts as a “mistake” in jazz?

In this video, Stefon Harris says that there are no mistakes in jazz because musicians are in the present when they are on the bandstand. The only time you could make a mistake as a jazz musician is if you are not able to perceive what someone else did.


Discussion Questions 1. What type of jazz music do you like the best? Why?

Student answers will vary. They may identify a particular musician or time period that they prefer and give a reason for why they like this era/musician better than others.

2. Jazz great Charlie Parker once said, “If you don't live it, it won't come out of your horn.” What do you think he meant by this? Do you agree with him? Does his sentiment apply to other forms of music beyond jazz? Why or why not? Student answers will vary. They may suggest that musicians need to have an emotional connection to the music they play as well as the technical mastery. They may suggest that it does apply to other forms of music and give a reason why or why not.

Test Questions (Answers Shown in Bold) Multiple Choice 1. Jazz began where?

a. New York b. New Orleans c. London d. Los Angeles

2. Jazz was mostly created by which group

of people? a. African Americans b. Italian Americans c. Native Americans d. Latin Americans

3. Which of the following was the first type of jazz

to develop? a. Hot jazz b. Free jazz c. Cool jazz d. Classic jazz

4. Which jazz artist’s famous songs included

“Strange Fruit”? a. Duke Ellington b. Billie Holiday c. Miles Davis d. Ella Fitzgerald

5. Speakeasies were places where what was

sold illegally? a. Musical instruments b. Stolen goods c. Alcohol d. Guns

6. Classic jazz is also called what? a. Modal jazz b. Free jazz c. New Orleans style jazz d. Bebop

7. A collection of influential jazz standards that

together define American musical history for much of the twentieth century is referred to as what?

a. The Great Jazz Standard Book b. The Great American Standards c. The Great Jazz Songbook d. The Great American Songbook

8. Duke Ellington is known for what type of

jazz music? a. Classic jazz b. Cool jazz c. Swing/big band d. Modal jazz

9. Hot Five was the famous band of

which musician? a. Louis Armstrong b. Count Basie c. Duke Ellington d. Miles Davis

10. Swing jazz was popular during which period?

a. 1910s b. 1920s c. 1930s d. 1950s


11. Bossa nova mixed jazz with what? a. Gregorian chant b. Samba rhythms c. Rock and roll d. Rap

12. What is true of bebop?

a. It featured frequent chord changes. b. It was meant to be danced to. c. It was one of the slower forms of jazz. d. All of the above.

13. Which jazz musician is regarded as the

most innovative? a. Count Basie b. Duke Ellington c. Miles Davis d. King Oliver

14. Count Basie is known for playing which instrument?

a. Cello b. Drum c. Saxophone d. Piano

15. Which of the following musicians is known as

the “First Lady of Song”? a. Ella Fitzgerald b. Hildegard von Bingen c. Billie Holiday d. Fanny Mendelssohn

True/False 1. Jazz music has nothing in common with classical music. F

2. It is easy to define jazz music, since the music has a set group of characteristics. F

3. There are over two dozen subgenres of jazz music. T

4. Over the second half of the twentieth century, jazz subgenres still maintained the core foundations of bebop music. T

5. New Orleans was the birthplace of jazz. T

6. Miles Davis is known for being a swing jazz musician. F

7. Duke Ellington wrote over 1,000 different compositions during his lifetime. T

8. Free jazz relies on traditional structures and forms. F

9. Louis Armstrong is known for his scat singing. T

10. Modal jazz was much more popular than swing/big band music. F

Documents

EDL023-ATG Music Appreciation 2018-01