Berlioz
Lesson 1. Context
Starter:
In Berlioz’s Requiem, how does the use of large orchestral and choral forces contribute to the grandeur and emotional impact of the composition? Can you identify specific moments in the piece where this combination is particularly effective in conveying the intended solemnity and power? (The use of large orchestral and choral forces in Berlioz)
Task 1: The Emergence of the Classical Aesthetic (c.1730-1830)
1. What key stylistic features distinguish the Classical period from preceding musical eras, and how did they contribute to the emergence of the classical aesthetic?
2. Discuss the influence of Enlightenment ideals on the development of the classical aesthetic in music. How did composers of this era embody and express these ideals in their compositions?
3. Examine the role of patronage and the changing socio-political landscape in shaping the music of the Classical period. How did the support of aristocracy and the rise of the middle class impact the style and content of compositions during this time?
Task 2: The Emergence of Sonata Form
1. What were the key musical and structural innovations that led to the development and popularization of sonata form during the Classical period?
2. How did composers like Haydn, Mozart, and Beethoven contribute to the evolution and refinement of sonata form? Can you provide specific examples from their compositions?
3. Explain the typical characteristics and formal elements of sonata form, and discuss how it revolutionized the organization and expression of musical ideas in the late 18th and early 19th centuries.
Task 3: The typical Classical Works
1. What are the defining characteristics of a typical Classical-era composition in terms of form, structure, and instrumentation? Provide specific examples from well-known works.
2. How did the concept of balanced phrases and clear, elegant melodies play a central role in shaping the musical style of Classical compositions? Can you identify examples of this in specific pieces?
3. Discuss the role of patronage in the creation and dissemination of Classical music. How did the relationship between composers and patrons influence the content and purpose of their works?
4. Examine the influence of Enlightenment ideals on the thematic content and emotional expression in Classical compositions. How did composers use music to reflect or respond to the intellectual and philosophical trends of their time?
5. Compare and contrast the compositional techniques and stylistic elements of two well-known Classical works from different composers or subgenres. What similarities and differences can be identified in their approach to melody, harmony, and form?
Lesson 2: Exploring Symphonies
Starter:
What emotions or moods do you think the composer is trying to convey in the 3rd movement of ‘Harold in Italy’ by Hector Berlioz? How does the music contribute to creating this atmosphere?
Task 1:
1. What are the typical movements found in a classical symphony, and how does the structure of each movement differ from one another?
2. Explain the concept of sonata-allegro form, and provide an example from a well-known symphony where this form is used in the first movement.
3. In a symphony, what is the role and structure of the development section, and how does it contribute to the overall musical narrative?
4. Describe the characteristics and purpose of the slow movement in a symphony. Provide an example of a well-known symphony with a notable slow movement.
5. How does the structure of a symphony’s finale differ from the preceding movements, and what techniques might a composer employ to create a satisfying conclusion to the work?
Task 2:
1. How did Mozart and Haydn contribute to the development and evolution of the classical symphony genre? Discuss specific characteristics or innovations that are evident in their respective symphonic compositions.
2. Compare and contrast the compositional styles and techniques of Mozart and Haydn in their symphonies. Provide specific examples from their works to illustrate your points.
3. Explore the influence of cultural and historical contexts on the symphonic compositions of Mozart and Haydn. How did the socio-political environment of their time impact their approach to symphonic writing? Provide specific examples from their symphonies to support your analysis.
Lesson 3
The Romantic Aesthetic, Absolute Music and French Romanticism
Starter:
How did the societal and cultural changes during the Romantic period influence the compositions and themes of music from this era? Provide specific examples from the documentary to support your answer
Task 1:
1. How does the Romantic aesthetic differ from the classical approach to music composition, particularly in terms of expressing emotion and individualism within a musical work?
2. Can you explain the concept of “Romanticism” and concept of music expressing in the context of the Romantic era, and discuss how composers utilized this form to convey emotional depth and complexity?
3. In what ways did French Romanticism influence the music of composers, writers, artists, provide specific examples)? How did they incorporate elements of French culture and literature into their compositions, art works?
4. Describe the significance of compositional devices such as thematic fragmentation, no repetitions, stretching the sonata form in Romantic-era music. How did composers like Franz Liszt and Richard Wagner, Gluck employ this technique to enhance the emotional impact of their works?
5. How did French Romantic composers use programmatic elements in their music to create vivid narrative and emotional landscapes? Provide specific examples.
Task 2
1. How did Hector Berlioz’s early life experiences and upbringing contribute to his decision to pursue a career in music composition? Provide specific details from his biography to support your answer.
2. What were some of the key milestones and challenges in Hector Berlioz’s early career as a composer? How did these experiences shape his artistic vision and approach to music composition? Provide specific examples from his early life and career.
Task 3
1. Describe the storyline or narrative that unfolds in the first movement of Berlioz’s “Symphonie fantastique.” What are the key emotions or events portrayed in this section of the symphony?
2. In the third movement of “Symphonie fantastique,” what musical elements or themes represent the idée fixe, and how does Berlioz use them to convey a sense of obsession and longing?
3. Explain the events that take place in the final movement of “Symphonie fantastique.” How does Berlioz bring the symphony to a dramatic conclusion, and what emotions or themes are highlighted in this concluding section?
Lesson 4
Exploring ‘The Idee Fixe’ (fixed idea) and its function
Annotated score:
Task 1:
1. How does Berlioz’s idée fixe function as a unifying element throughout the Symphonie fantastique, and in what ways does its transformation reflect the protagonist’s emotional journey?
2. Can you identify specific moments in the Symphonie fantastique where Berlioz employs the idée fixe to represent the beloved, and how does the orchestration and treatment of this musical idea contribute to the overall dramatic narrative?
3. In what ways does Berlioz’s use of the idée fixe in the Symphonie fantastique challenge traditional symphonic structures of the time, and how does this innovative approach influence the listener’s engagement with the music and the storyline?
Task 2:
These examples showcase how composers across different eras have used recurring motifs or musical ideas to enhance thematic coherence and emotional impact in their compositions. Add them to your playlist and listen.
1. Richard Wagner – Leitmotif
Wagner is renowned for his extensive use of leitmotifs, which are recurring musical themes associated with specific characters, objects, or ideas in his operas. The leitmotif serves a similar purpose to Berlioz’s idée fixe in creating a musical thread that ties the narrative together. An example can be found in Wagner’s The Ring Cycle.
2. Gustav Mahler – “The Farewell” motif
Mahler often used recurring motifs in his symphonies to convey deep emotional or philosophical ideas. In his Symphony No. 9, the “Farewell” motif is a poignant example. It appears in various forms throughout the symphony, representing themes of farewell and resignation.
3. Igor Stravinsky – “Rite of Spring” – Dance of the Earth:
Stravinsky’s groundbreaking ballet “The Rite of Spring” features recurring rhythmic motifs that tie together various sections of the work. The Dance of the Earth, in particular, contains a repeated rhythmic idea that becomes a driving force in the composition.
Lesson 5
Lesson Objective:
To be able to identify all the musical elements in the score, including the composer’s intentions, feelings, and emotions, in order to explain and understand the symphony Fantastique.
Full Analysis Table:
Task 1
Read the music analysis table and pp. 140-147 and identify all the elements in the score. Be able to retain the given information in your own words.
Refer to the following music elements: Dynamics, Texture, Tempo, Metre, Rhythm, Structure, and Tonality; Harmony and Tonality.
Lesson 6
Lesson Objectives:
Learn how to write a Context Paragraph
Starter: Highlight and copy into your textbook unfamiliar words and terms for you, then try to find their definitions
Task 1:
A context paragraph typically provides background information or sets the stage for the reader, helping them understand the subject or situation before delving into more specific details. Read HERE are key elements that a context paragraph may include:
Task 2: Look at the exam questions HERE and prepare essay plans for all the exam questions. Look at the given wider listening list below and add them into your essay.
Wider listening list