Lesson 1:

Understanding the Historical Significance of “The Rite of Spring” Objectives:

Lesson Objectives:

– Analyze the socio-political climate of early 20th-century Europe and its impact on artistic expression, particularly in the realm of music.
– Identify key events and movements (e.g., Russian Revolution, Primitivism) that influenced Stravinsky’s creative process and the reception of “The Rite of Spring.”
– Contextualize the controversial premiere of “The Rite of Spring” within the broader artistic and societal narratives of the time.

Diaghilev & Stravinsky: Art Imitates Life

STRAVINSKY AND DIAGHILEV (from the film ” Riot at the Rite”)

Premier:

The Rite of Spring Explained:

 

Task 1: Historical Timeline Presentation

–  Create a visual timeline that outlines the key details and implications of  early 20th-century Europe (e.g., Russian Revolution, Primitivism, World War I).- Present your timelines to the class, emphasizing the impact on artistic expression, particularly in music.

Task 2: Influences on Stravinsky’s Creative Process

– Research and prepare a short presentation on specific influences on Igor Stravinsky’s creative process for “The Rite of Spring” (e.g., The Five, Russian folk music, folklore, the Ballets Russes,).
– Highlight how these influences are manifested in the composition, both musically and thematically.

Homework: Analyzing the Controversial Premiere

– Find historical accounts, reviews, or critiques of the premiere of “The Rite of Spring.
– Critically analyze and summarize the main points, opinions, and controversies surrounding the premiere, considering factors like audience reactions, artistic expectations, and the broader societal climate of the time.
– Draw connections between the reception of “The Rite of Spring” and the socio-political context discussed in class.

Lesson 2:

Examining Stravinsky’s Innovations in “The Rite of Spring”

Lesson Objectives:

– Identify specific elements of musical innovation, such as polyrhythms, irregular meter, and complex harmonies, within the composition.
– Analyse the use of folk elements, unconventional scales, melody and orchestration choices in creating the distinctive sonic palette of “The Rite of Spring”.
– Evaluate the structural and thematic development of the work, considering how these contribute to its overall impact and significance in the evolution of 20th-century music.

 

Task 1: Elements of Musical Innovation

Identify specific elements of musical innovation in “The Rite of Spring”

– Listen to the Introduction and The Augurs of Spring of “The Rite of Spring”.
– Identify instances of polyrhythms, harmonic rhythm, syncopated rhythm, irregular meter, and tempi.

-Identify in your score the use of novel instrumental techniques such as mutes, col legno tremolo harmonics, horn glissando.

– Present your findings to the class, explaining how these elements contribute to the unique character of the composition.

Task 2: Analyzing Folk Elements and Unconventional Scales

Objective: Analyse the use of folk elements, unconventional scales, and orchestration choices in “The Rite of Spring.”

– Listen to the “Ritual of Abduction”
– Research and identify any folk elements, unconventional scales, hexatonic (six -note) scale, chromatic lines, repeated note figures, wide leaps or distinctive orchestration techniques. Try to play them on the piano p. 296- 297
– Prepare a short presentation highlighting your findings, including how these elements contribute to the composition’s sonic palette.

Task 3: Evaluating Structural and Thematic Development

– Listen to the Introduction, The augurs of Spring, Ritual of Abduction.
– Analyse how thematic material develops (short contrasting fragments)  and transforms throughout the composition, refer to vestigial tonal references without usage of the functional harmony. (Textbook p.299-301)
– Discuss and present your observations on how the structure and thematic development contribute to the overall impact and significance of “The Rite of Spring.

Analysis Table:

Lesson 3

Lesson objective: Analyze the three pieces from “The Rite of Spring” and attempt to memorize every significant musical element along with its location in the score, in order to answer questions related to the A section.

 

Task 1: Introduction:

What are the transposing instruments used here?

1. In the introduction of Stravinsky’s The Rite of Spring, can you identify any recurring motifs or themes that set the tone for the entire piece? Please annotate these elements on the score.

2. How does Stravinsky use rhythm and meter in the introduction to create a sense of tension or anticipation? Provide specific examples from the score and annotate accordingly.

3. Explore the use of dynamics in the opening section of “The Rite of Spring.” How does Stravinsky employ dynamic contrasts to convey specific emotions or dramatic effects? Annotate the score to highlight key dynamic markings.

4. Investigate the harmonic language employed by Stravinsky in the introduction. Can you identify any unconventional chord progressions or dissonant intervals that contribute to the piece’s unique character? Make annotations on the score to illustrate these harmonic elements.

5. Pay close attention to the orchestration in the introduction of “The Rite of Spring.” How does Stravinsky use different instruments to achieve a particular timbre or color? Provide examples from the score and annotate to indicate instrumentation changes and their impact on the overall sound.

Task 2: ‘Les Augures Printaniers’ (The Augurs of Spring)

1. In “Les Augures Printaniers,” in which bar do the rhythms of Pagan dance emerge?

2. Please highlight the syncopated rhythms, and what type of syncopations are present? Are there any time signature changes? Identify instances of cross rhythms in the score and specify the instruments playing them.

3. Locate diatonic melodies in the score and play them on the piano. Locate the horn melody in the score.

4. Explore the instrumental techniques used by strings and woodwinds.

5. Can you indicate where there is textural contrast in the score? Explain it.

6. Find examples of ostinato in the score. Where do they appear?

7. How many times do the stamping chords occur?

8. Describe what happens at the climax of the piece. When does the music come to a sudden stop?

Task 3: ‘Jue du Rapt’ (Ritual of Abduction)

 

1. Describe the second Lithuanian folk song in Fig. 37-40.

2. What is the timpani rhythm like?

3. In which Fig. does the hunting horn appear? What is the interval between the notes?

4. Which figurations make up the additive rhythm in Fig 39?

5. Describe the polyrhythm in Fig. 41.

6. What does the polytonal Fig. 42 consist of ?

7. In Figure 43, describe the new material, which is chordal.

8. In Figure 46, the melody is fragmented. What does this mean?

9. In Figure 47, there are constant changes in meter. What are they? Additionally, at the same place, tonal ambiguity consists of what?

10. How do you interpret the chord punctuation at the end ?

Lesson 4

Lesson Objective: Writing Essay, Building pragraphs

Activity 1:

Read and take notes on what your context paragraph should consist of: HERE

 

Activity 2

Listen to 4-5 pieces of Wider listening music on Spotify.

Find 1 example for each music elements used or not used by Stravinsky HERE

Activity 3

Practise answering essay questions. From this list make essay plans for each question:

 

Lesson 5

Vocabulary review: 

Choose one of the vocabulary words

Give the definition of the word and to make a sentence using it

Repeat activity

Starter: 

Instructions

Read the paragraph about Stravinsky`s musical language: LINK

Answer the Questions

1.Why Stravinsky music always feels emotionally disconnected?

2.Give examples of complex rhythmic patterns.

3. Another word for Folk music influence, give examples?

Learning Objectives:

To explore the wider listening pieces related to the Rite of Spring.

Spotify playlist here

Read the wider listening section here  and the following information in your workbook:

1.Write the list of pieces which were written before RoS
2.Write the list of pieces which were written after RoS
3.Summarise in one paragraph, what happens in pieces written before RoS?
4.Summarise in one paragraph, what happens in pieces after RoS?

Review questions:

Which 2 pieces can you remember and  you’ve learnt from the wider listening list?

 

Homework:

Watch the following videos:

Stravinsky Firebird

Petrushka