1) 2) 3) THEME-BUILDING BLOCK THEMATIC DEVELOPMENT-EXPANDING THE THEME MOTIVE-SMALLEST MELODIC UNIT OF A THEME THE CLASSICAL ORCHESTRA 1) ESTABLISHED IT AS WE KNOW IT TODAY 2) BLENDED THE FOUR INSTRUMENTAL FAMILIES A) THE HEART WAS THE STRING CHOIR B) WOODWINDS ASSISTED THE STRINGS C) BRASS SUSTAINED HARMONIES AND ADDED BODY D) PERCUSSION (TIMPANI) SUPPLIED RHYTHMIC LIFE 3) 30-40 PLAYERS 4) VOLUME OF SOUND WAS NOT STRONG 5) LIFE BEGAN TO MOVE TOWARD THE CONCERT HALL (NEAR THE END OF THE PERIOD) with Beethoven 6) GRADUAL CRESCENDOS AND DECRESCENDOS 7) THE PIANO WAS INVENTED DURING THIS
Describe your specific goals and outcomes. 1. What do you plan to achieve by the end of your project? 2. What activities or tasks will you perform?
Composers rely on memory to persuade responders to view history in a particular light. To what extent do you agree with this statement? Our perception of history is dependent upon a combination of events, personalities and situations. In this sense, it can be seen as a misleading impression of reality when the truth becomes distorted by our memories. This notion is evident in Stephen Frears’ film “The Queen”, the documentary “Pompeii: the Last Day” by Peter Nicholson and the novel “Mao’s Last Dancer” by Li Cunxin as all three composers rely on memory to represent a fusion of fact and fiction which ultimately influences our memory to view history in a particular light.
Fifth Symphony The Fifth Symphony is one of the major symphonies composed by Ludwig van Beethoven. Premiered in 1808, it featured the whole orchestra. The first movement is in C minor, four chords are thrust forward in monophonic texture to open the work. The work is built upon a short motive which repeats throughout the piece with slight variation each time, creating a cyclical structure to the entire symphony. The four note motive repeats in the first theme constantly repeated with variation in rhythm, instrumentation, and dynamic level.
Composer use distinctively visual images to convey their own specific purpose. Each composer has their own purpose and they communicate through the use of imagery. Imagery can be used to create an experience, as images can be a more powerful medium to express an experience. The composers of the novel Maestro (Peter Goldsworthy) BODY The novel Maestro, by Peter Goldsworthy conveys the notion that words are not enough, thus imagery is used to construct experiences in the readers mind. Goldsworthy uses imagery to create the settings of the novel and the development of characters.
NAU (pre-service teacher), Flagstaff, USA Materials Required: construction paper, The Cloud Book, cotton balls, black markers, glue, pictures of clouds Activity Time: 30-35 minutes Concepts Taught: knowing the three basic types of clouds and what they look like Weather: Clouds Rationale: Students need to be familiar with and have a better understanding of the different types of clouds. Objective: To teach students about the three basic cloud types: cumulus, stratus, and cirrus. The students will be able to identify and draw an example of each type of cloud. Curriculum Areas Integrated: The curriculum area that will be integrated with this lesson is art. Art will be integrated by having the students draw an make their own clouds using cotton balls and construction paper.
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It is the performer’s task to decide upon the proper mood of the piece and length of phrases in order to vary the articulation appropriately. This is done not by the addition of slurs but by adjusting the lengths of tongued notes.9 Figure 1: Excerpt from first printing of The Sprightly Companion (1695) The first of these “Tunes for the French Haut-Boy” (see Figure 1) represents an early engraving style, most likely a variant of the single-impression moveable type popularized by 6 7 Peter Hedrick, personal correspondence with the author, 23 September 2011. Ibid. 8 The complete collection is available online at http://imslp.org/wiki/The_Sprightly_Companion_(Anonymous). 9 Hedrick (ed.
Moreover, the class took place in one famous music college that was just a few blocks away from my school. I used the appeals of ethos, pathos and logos to become accepted as an essential unit of this discourse community in which I had taken part in. During my three years in the class, I learned much about my instrument and the theory of music. I learned music as a whole new subject and explored the dynamics of learning and playing the keyboard and how to use it to produce good sound! I also learnt the different types of notes, scales, rhythms, tempos, the history of music, the composition of good music, and many more new things which not only made me develop my skills in my instrument but also gave me a thorough review of orchestration music as a whole.
Describe the movement vocabulary. Was it dynamic & inventive? Where you attentive throughout the production? Why or why