1. In the first movement of Beethoven’s Symphony No. 5, how does the composer create a sense of tension and drama? Identify specific musical elements such as rhythm, dynamics, and instrumentation that contribute to this effect.
2. Compare and contrast the themes and mood of the first and second movements of Beethoven’s Symphony No. 5. How does Beethoven use tempo, melody, and harmony to differentiate between these movements while maintaining a cohesive musical narrative?
Lesson objectives:
1. To practice answering Section D set work exam paper questions
2. To practice Ensemble piece
Beethoven Symphony N5 mvt. 2
Activity 1:
Listen to the recording and follow the annotated score.
Activity 2:
Complete the question papers, check your answers and note what have you missed or not answered.
Activity 3:
Practice your ensemble pieces. Check the marking criteria and analyze which areas still need to be improved.
Extension listening task/Homework
Several symphonic pieces share similarities with Beethoven’s Symphony No. 5, either in terms of structure, mood, or thematic development. Here are a few examples:
1. Tchaikovsky’s Symphony No. 4: Like Beethoven’s Fifth, Tchaikovsky’s Fourth Symphony begins with a memorable and dramatic motif that recurs throughout the work, symbolizing fate. Both symphonies also explore themes of struggle, triumph, and ultimately, redemption.
2. Shostakovich’s Symphony No. 5: Shostakovich’s Fifth Symphony, composed in the midst of Soviet political pressure, shares Beethoven’s Fifth’s sense of defiance and triumph over adversity. It features a recurring, insistent motif similar to Beethoven’s “fate” motif, and both works are often seen as responses to societal challenges.
3. Brahms’ Symphony No. 1: Brahms’ First Symphony, like Beethoven’s Fifth, carries a weight of expectation as the composer’s first foray into the symphonic genre. It features a strong, assertive opening theme in the first movement and undergoes a journey of struggle and resolution similar to Beethoven’s work.
4. Mahler’s Symphony No. 1: Mahler’s First Symphony, often dubbed the “Titan,” shares Beethoven’s ambitious and monumental approach to symphonic writing. Both symphonies feature dramatic contrasts, emotional intensity, and thematic development across their movements.
5. Sibelius’ Symphony No. 5: Sibelius’ Fifth Symphony, particularly its final movement, shares a sense of triumph and grandeur reminiscent of Beethoven’s Fifth. Both works showcase the power of orchestral writing and the use of recurring motifs to create unity and drama.
Answers to the starter activity:
Highlight key musical terms:
In the first movement of Beethoven’s Symphony No. 5, tension and drama are heightened through various musical devices. For instance, the iconic four-note motif, heard at the beginning, establishes a sense of urgency and sets the tone for the entire movement. Beethoven employs dynamic contrasts extensively, with sudden shifts between loud and soft passages, adding to the dramatic effect. Additionally, rhythmic drive, particularly in the famous “fate” theme, propels the music forward, creating a feeling of relentless momentum. The orchestration, with its use of full orchestra punctuated by solo passages, contributes to the overall intensity. These elements combine to create a gripping and emotionally charged atmosphere throughout the movement.
The first and second movements of Beethoven’s Symphony No. 5 exhibit distinct themes and moods while remaining interconnected. The first movement is characterized by its bold and assertive nature, driven by the recurring “fate” motif and marked by a sense of struggle and determination. In contrast, the second movement, a lyrical and introspective Andante, offers a moment of respite and reflection. The tempo is slower, allowing for more expressive melodies and nuanced harmonies. While the first movement is predominantly in minor keys, evoking a sense of conflict, the second movement shifts to a brighter major key, conveying a more peaceful sentiment. Despite these differences, Beethoven maintains coherence between the movements through thematic connections and the underlying sense of tension and resolution that permeates the entire symphony.
Resources: Listening exercises for Set works EdExcel booklet
Lesson Objective: Revise Musical terminology related to Melody and Harmony
Starter:
P2. Write the definitions
Activity 1: Bach Mvt 2, Herrman Psycho. Listen to Anthology CD 1 track 2 and answer the questions.
Activity 2: Name the type of chords
Activity 3: Match the musical terms
Activity 4: Debussy Estampes N2 Listen to the track and answer the questions
Homework: Memorise all the key conncepts and musical terms realted to Schumann`s trio.
Lesson 2 Objective:
Revise musical terminology related to Tonality and Texture.
Starter:
These pieces showcase Debussy’s versatility as a composer and provide contrasting styles to “Estampes No. 1: Pagodes.” Highlight those pieces which you have never heard before, and include them in your A level playlist.
1. “La fille aux cheveux de lin” (The Girl with the Flaxen Hair) – Another piano piece by Debussy, known for its lyrical and delicate melody, contrasting with the rhythmic and percussive nature of “Pagodes”.
2. Clair de Lune” (Moonlight) – Another famous piano piece by Debussy, characterized by its dreamy and reflective atmosphere, contrasting with the vibrant and exotic sounds of “Pagodes.”
3. “Arabesque No. 1” – A piano piece by Debussy, featuring flowing melodies and ornate arabesque motifs, offering a different stylistic contrast to the rhythmic and pentatonic elements of “Pagodes.”
4. “Prelude to the Afternoon of a Faun” by Claude Debussy – An orchestral work known for its lush and impressionistic harmonies, providing a contrasting example of Debussy’s orchestral writing compared to the piano-centric “Pagodes.”
Vaughan Williams, On Wenlock Edge N3
These pieces offer a variety of styles and textures that contrast with the vocal and chamber ensemble setting of “On Wenlock Edge No. 3” by Vaughan Williams.
1. “The Lark Ascending” by Ralph Vaughan Williams: A pastoral and lyrical violin piece, in contrast to the vocal and text-driven nature of “On Wenlock Edge No. 3.”
2. “Fantasia on a Theme by Thomas Tallis” by Ralph Vaughan Williams: An orchestral work known for its rich harmonies and expansive soundscapes, providing a contrasting example of Vaughan Williams’ orchestration compared to the chamber setting of “On Wenlock Edge No. 3.”
3. “Symphony No. 5” by Ralph Vaughan Williams: A symphonic work characterized by its lush orchestration and evocative melodies, contrasting with the intimate and expressive qualities of “On Wenlock Edge No. 3.”
Play on the piano all the scales in Activity 1 p8.
Lesson 3 Objective:
Revise musical terminology related to Sonority.
Starter: Activity 1 p12.
Watch the videos, name the technique and the description of the sound.
What is ‘The English Hymnal’ and what was the purpose of it?
Who`s poems did Williams use for his songs?
Retell your partner what the poet imagines and what is his realisation about life?
Activity 1.
On Wenlock Edge:
Describe the structure of the song.
Explain the meaning of word painting.
Look at the table on p. 101 of your textbook, copy all the comments into your score.
What is the tonality?
Why is it pentatonic?
Show examples of tonal ambiguity.
Indicate the examples of parallelism
Tremolos, trills, sextuplets, triplets what are they describing?
How does the song end? What are the chords at the end?
How the ‘disappearing storm’ is captured at the end of the piece?
Lesson 3
LO: Exploring the dialogue in ‘Is my Team Ploughing’?
Starter:
Read p98 and tell your partner what is this song about.
Activity :
Look at p. 102 ‘Is my Team Ploughing’ and copy the comments into your score.
Read though the music Analysis, annotate the score.
Describe which elements composer is using for describing the dead and the living men?
Tenor range?
Violin 1 range?
Cello Range?
String techniques?
Use of piano?
Describe the tempo, metre
Rhythm is relatively free, give examples.
Sing or play on the piano the first phrase, highlight dorian mode notes
Sing or play on the piano the ‘reply’ of alive man, describe how different it is to the first phrase?
Harmony: Which chords are used at the beginning? play them on the piano. What kind of feeling and emotions do they arise?
How long is each stanza? are they all in D minor?
Extension:
Write a short composition, a dialogue between a dead and living man. What their conversation would be about? How would you describe each personality through musical elements and musical devices?
Lesson 4
LO: Brendon Hill
Bredon Hill is a poem that tells of a love that is overcome by death. Bredon Hill is on the border between Worcestershire and Gloucestershire.
Starter:
Listen to the similar bell effects in Ravel`s Miroirs No.5:
Activity:
Read about the usage of the following music elements, make notes and annotate the score:
STRUCTURE
TONALITY
ORGANISATION OF PITCH: HARMONY
SONORITY
TEXTURE
DYNAMICS
TEMPO, RHYTHM AND METRE
Wider listening
Listen to more of Vaughan Williams’ music, in particular his Fantasia on a Theme by Thomas Tallis, which not only uses an old melody, but also creates similar string effects to those heard in On Wenlock Edge.
Debussy’s orchestral music and piano music will also be valuable here. La mer will bear many fruits for comparison, as well as his ‘La cathédrale engloutie’ for piano. Ravel’s Ma mère l’oye also has many similar moments in texture and sonority.
Lesson 5
LO: Revision and Wider Listening materials:
Starter activity: 1. Using the word banks below, make up 2-3 sentences to describe V. Williams as a composer: evocative, imaginative, AE Housman A Shropshire Lad, 20th century England, choral tradition, novel orchestration techniques, paint in Sound, Ravel, a key figure, folksong revival, pastoralism, sonority, narrative device.
2. Complete the Music dictation
Activity 1: Watch the video and annotate the score, see if you have missed anything important from the previous analysis:
Why is a chamber ensemble of two violins, viola and cello the most popular in all of music?
The string quartet has inspired – and instilled fear into – composers like no other ensemble, and has been used in pop songs from The Beatles to Bjork. Tom Service explores the string quartet, from Haydn’s epic 68 works for the medium, to Beethoven’s heroic and tortured late masterpieces, to Shostakovich’s 15 soul-bearing 20th-century works.
Tom’s guests are composer Dobrinka Tabakova, who takes inspiration from the wealth of quartets written before her, and one of the best quartets in the business – the Brodsky Quartet who, besides the great classical cannon, have played with pop artists including Elvis Costello, Sting and Paul McCartney in their nearly 50-year existence.
Donald Macleod explores Ravel’s meteoric rise to fame and early chamber music – including a long-lost violin sonata, and a unique arrangement for four ondes martenots.
The music of Maurice Ravel (1875-1937) is much loved for its remarkable orchestral colours and brilliant virtuosity, heard vividly in works like Bolero, Daphnis and Chloe and Gaspard de la Nuit. But his chamber music, intimate, crystalline, and beautiful, is often overlooked. This week Donald Macleod puts that right, as he introduces every one of Ravel’s works for small instrumental ensemble; an array of work that spans the composer’s colourful life and career.
Answer the questions: Is there a set of rules that makes English music sound English? Do you have to be English to appreciate it? And do you have to be English to be able to write it?
Lesson 6
LO: Exploring Wider Listening pieces
Starter: Name 3 pieces of music, which are related to V. Williams song cycle
Activity 1:
Review of “Sea Pictures” by Edward Elgar
“Sea Pictures” is a captivating song cycle composed by Edward Elgar, showcasing his mastery in orchestration and sensitivity in setting text to music. Originally written for voice and orchestra, it offers a rich musical landscape to explore.
Elgar’s choice of text from various poets, including Elizabeth Barrett Browning and Adam Lindsay Gordon, provides a diverse range of moods and imagery, making it an excellent resource for students to analyze and interpret. The lyrics vividly depict scenes of the sea, from serene tranquility to stormy turbulence, allowing students to delve into the emotional depth conveyed through music.
The orchestration in “Sea Pictures” is particularly noteworthy, with Elgar skillfully utilizing the orchestra to paint evocative sonic portraits of the sea. From delicate harp arpeggios to powerful brass fanfares, each instrument contributes to the overall atmosphere, providing ample material to explore orchestral techniques and instrumentation.
Furthermore, the vocal demands of “Sea Pictures” offers an opportunity to study the art of singing within an orchestral context. The vocal lines are both expressive and challenging, requiring singers to navigate a wide range of dynamics, phrasing, and vocal techniques. Its evocative imagery, masterful orchestration, and expressive vocal writing make it an enduring masterpiece in the realm of art song literature.
Similarities and differences:
– Both “Sea Pictures” by Edward Elgar and Vaughan Williams’ song cycle “On Wenlock Edge” are examples of English art song cycles composed during the late Romantic period, reflecting the composers’ interest in English literature and folk traditions.
– Both works explore themes of nature, with Elgar’s “Sea Pictures” focusing on the sea and Vaughan Williams’ “On Wenlock Edge” drawing inspiration from the poetry of A.E. Housman, particularly his collection “A Shropshire Lad,” which often evokes rural landscapes and natural imagery.
– While “Sea Pictures” portrays the sea in all its varied moods and emotions, “On Wenlock Edge” depicts the English countryside, specifically the Shropshire region, through the lens of Housman’s poetry, capturing the beauty and melancholy of rural life.
– Both composers employ rich orchestration to enhance the textual imagery and emotional depth of the poetry. Elgar’s orchestration in “Sea Pictures” utilizes a wide range of colors and textures to evoke the sounds of the sea, while Vaughan Williams’ scoring in “On Wenlock Edge” creates a pastoral atmosphere, blending voice and instruments seamlessly.
– Both song cycles feature expressive vocal writing that challenges singers to convey the nuances of the text through dynamic phrasing, tone color, and emotional interpretation. The vocal lines in both works are imbued with lyricism and depth, reflecting the profound connection between music and poetry.
– Both Elgar and Vaughan Williams were part of the English musical renaissance of the early 20th century, seeking to create a distinctively English musical identity rooted in the country’s cultural heritage. As such, “Sea Pictures” and “On Wenlock Edge” serve as significant contributions to this movement, embodying the composers’ shared commitment to celebrating the beauty and richness of English art and literature.
Activity 2: Revise the score of songs N3 and N5, and answer the highlighted questions related to the music elements.
Homework:
Pick up 1 essay title from HERE write 500 words essay.
Title: Evaluate the use of melody, rhythm, and texture in creating an effective setting of the poem ‘Is my Team Ploughing’. Relate your discussion to other relevant work.
How to write your essay?
Read and Listen Carefully: Start by thoroughly reading the poem or text that the musical composition is based on. Listen to the musical piece multiple times, paying close attention to how melody, rhythm, and texture are used to convey the themes and emotions of the text.
Identify Key Elements: Identify specific examples of melody, rhythm, and texture in the composition. Look for recurring motifs, rhythmic patterns, and instrumental textures that contribute to the overall mood and atmosphere of the piece.
Analyze Melody: Discuss how the melody reflects the mood and imagery of the text. Consider the contour, intervals, and overall shape of the melody, and how it contributes to the emotional impact of the music. Provide specific examples from the composition to support your analysis.
Examine Rhythm: Analyze the rhythmic structure of the composition and how it enhances the narrative of the text. Look for patterns of repetition, variation, and syncopation, and discuss how they contribute to the pacing and flow of the music. Again, provide specific examples from the composition to support your analysis.
Explore Texture: Explore the use of texture in the composition and how it creates depth and richness in the music. Consider the instrumentation, orchestration, and layering of musical elements, and discuss how they contribute to the overall sound and atmosphere of the piece. Provide specific examples of different textures and how they are used throughout the composition.
Draw Comparisons: Draw comparisons to other relevant works to provide context for your analysis. Discuss similarities and differences in how melody, rhythm, and texture are used to convey similar themes or emotions in different compositions. This will help to deepen your understanding of the musical techniques employed by the composer.
Provide Evidence: Support your analysis with evidence from the composition, such as musical excerpts or specific timestamps from recordings. This will strengthen your argument and demonstrate a thorough understanding of the music.
Conclude Thoughtfully: Conclude your essay by summarizing your main points and reflecting on the overall impact of melody, rhythm, and texture in conveying the themes and emotions of the text. Consider how the composer’s use of these elements enhances the listener’s understanding and appreciation of the composition.
Revise and Proofread: Finally, revise your essay for clarity, coherence, and grammatical accuracy. Make sure your analysis is well-supported and that your arguments flow logically from one point to the next. Proofread your essay carefully to catch any errors or typos before submitting it.
Exemplary essay:
Melody:
One example of the melody’s effectiveness in conveying the mood of the poem can be found in the opening motif. Vaughan Williams employs a gentle, lilting melody in the strings that mirrors the calm and steady rhythm of the ploughing team. This melody is characterized by smooth, flowing lines that evoke the peacefulness of rural life. As the music unfolds, the melody develops and expands, weaving in and out of different instrumental voices to create a rich tapestry of sound that captures the essence of the poem’s pastoral imagery.
Rhythm:
The rhythmic pulse of the composition is another key element that contributes to its evocative power. Throughout the piece, Vaughan Williams utilizes a steady, unhurried rhythm that mirrors the deliberate pace of the ploughing team. This rhythm provides a sense of stability and continuity, anchoring the music to the earth and reinforcing the theme of tradition and continuity found in the poem. Additionally, subtle variations in rhythm, such as the occasional syncopated accents or fluctuations in tempo, add depth and nuance to the music, further enhancing its emotional impact.
Texture:
Texture plays a crucial role in creating the sonic landscape of “My Team Ploughing.” Vaughan Williams employs a rich and varied orchestration that blends different instrumental colors and timbres to evoke the sights and sounds of rural life. For example, the use of woodwind instruments such as flute and clarinet adds a pastoral quality to the music, while the strings provide a warm and enveloping backdrop. Throughout the piece, Vaughan Williams manipulates the texture to create moments of tension and release, building to climactic peaks before subsiding into moments of quiet reflection.
In conclusion, Vaughan Williams’ musical setting of “My Team Ploughing” demonstrates a masterful use of melody, rhythm, and texture to evoke the mood and imagery of the poem. Through specific examples such as the opening motif, the steady rhythmic pulse, and the rich orchestration, we can see how these musical elements work together to create a poignant and evocative sonic landscape that resonates with listeners on a deep emotional level.
Identify consonant and dissonant chords and explain the resolutions of each chord.
Remember non harmony notes create tension.
Activity 1: Watch video about suspensions and play and highlight all the suspension notes in the given examples pp22-25
Activity 2: Answer the following question:
1. What is suspensions?
2. How can we approach a resolution after the suspension?
3. Where most commonly we use suspensions?
Homework:
Indicate 3-4 places in your composition where you can use suspensions, plus Neopolitan 6th, diminished 7th chord and any diatonic secondary 7th chords.
