| Period |
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Content |
Purpose/ Objectives |
Activities & Resources |
Areas of Interaction |
Assessments |
September
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The Spirit of Romanticism : |
Review of major points of Classical Era studied in grade 9. Study and discussion of Romantic painting and literature, especially poetry, and the themes that they represent. Review of sonata-allegro form, review of the elements of music studied in grade 9.
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To compare and contrast the previous period (the Classical Era) with the new Romantic Era, most notably the relative order and objectivity of the Classical vs. the freedom of expression that characterized the romantic period.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music
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How did the French Revolution and the rise of the middle class society affect the arts?
How did Romantic literature and art influence music of the period?
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weekly theory quizzes
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October
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Early Romantic Era : |
Focus on the changes in the Romantic orchestra -- larger size, improved quality of instruments, development of new instruments. How greater access to instruments and the advent of printed music brought music study to a wider audience. How the Romantic interest in nationalistic folklore and exoticism influenced composition. Discussion of the rise of the virtuoso soloist. Exploring the new role of women musicians.
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To create a cultural and historic framework for subsequent study of specific Romantic composers and harmonic advancements.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music; field trips to NYC cultural institutions.
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How did the Industrial Revolution affect the manufacture of musical instruments? How did the greater accessibility to instruments influence musical life? How did the developments in instruments, especially the piano, affect music composition? How did composers' use of an expanded harmonic and expressive language similarly affect instrument production?
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quizzes, class participation
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November
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The Piano and its Literature : |
Exploration of the developments of the piano as an instrument; discussion of 1867 Paris Exhibition, when Steinway's new piano won the top prize. How the changes in the instrument widely affected composition. Discussion begins with the new form, the short lyric piano piece and its major composers -- Chopin, Schubert, Schumann, Mendelssohn, Brahms, Liszt. Continue to discuss piano sonatas, piano concerti, piano chamber music. Examination of the careers of virtuoso pianists -- Clara Schumann, Liszt, Chopin. Analysis of the form and harmony of several short piano pieces.
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To acquaint students with the importance of the piano in the development of Romantic music. To place the piano and its literature in cultural and historical perspective.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music.
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How did the relationship between performers and composers change in this period? How did these relationships affect composition? How did the constant evolution of the piano give rise to the piano soloist?
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Homework assignments, including analysis of a piano piece. Performance in class, when applicable. Class participation. Weekly theory quizzes.
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Music of Miles Davis : |
The life of Miles Davis and people who influenced him
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To acquaint the student with this great man
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Music, text, video and performances
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How was Miles Davis integral to our society?
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Performance, test and paper
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Jazz Rock : |
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December
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Romantic Program Music : |
Discussions of the four main types of program music: symphonic poem, concert overture, incidental music, program symphony and their primary composers -- Berlioz, Mendelssohn, Tchaikovsky, late Beethoven, Liszt. Major works to be studied: Berlioz Symphonie Fantastique; Liszt Faust Symphony; Mendelssohn Midsummer Night's Dream. Theory: examination of compound meters, study of intervals and triads in inversion.
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To explore how the close connections between art, literature, and music had a strong effect on the composition of program music.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music.
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How did the close relationships among composers, writers, and artists help give rise to program music? How did the revival of an interest in dramatic theater encourage the composition of incidental theater music? How did the expanded orchestra influence Berlioz' composition of the Symphonie Fantastique?
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quizzes, class participation, written homework assignments
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January
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Musical Nationalism : |
Examination of the rise of nationalism in composition and representative works from each of the major national schools -- Russia, Scandinavia, Spain, England. Discussion of how political unrest throughout Europe contributed greatly to this trend, with works written to celebrate national heros and traditional folklore. Major composers to be studied will include Moussorgsky, Rimsky-Korsakov, Dvorak, Grieg, Granados, DeFalla, Sibelius. Theory topics to include syncopated rhythm and conducting patterns.
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To draw a connection between the political unrest of Europe at this time with the rise of national schools of composition, particularly in Russia, Scandinavia, Spain, England. To acquaint students with the rich diversity of musical expression that arose during this period.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music.
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How did the political situation in Europe affect the various national composition schools? Why did the preservation of folkloric elements become so important to many composers?
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weekly theory quizzes, class participation, written homework assignments, concert reports (when applicable).
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February
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the Romantic Symphony : |
How the genre of the symphony changed dramatically during the Romantic period, in terms of size, variety of instruments, and how it began to move away from the traditional forms. Study of the life and works of Brahms (Symphony No. 3); Dvorak's Symphony from the New World; Mendelssohn's Symphony No. 4 (The Reformation). Discussion of Mendelssohn's discovery of the works of Bach and his role in bringing Bach's music to the forefront.
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To illustrate the continuum of symphonic development from its earliest beginnings (Haydn) through the major changes of the Romantic era and eventually to the present.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music.
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How did Brahms and other Romantic symphonists take advantage of the new variety and capabilities of orhestral instruments in their writing? In what ways did the form of the Romantic symphony change from the previous period? How did Dvorak influence African-American art music? How did Dvorak's travels throughout the U.S. and his exposure to Native American and African-American music influence his Symphony from the New World and much of his subsequent music?
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weekly theory quizzes, written homework assignments, class participation, concert reports (when applicable).
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March
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The Romantic Concerto : |
Examining the development of the Romantic concerto and the interconnection between composer and soloist in this period. Major works to be studied: Mendelssohn Violin Concerto, Dvorak Cello Concerto, Chopin E minor Piano Concerto. Theory topics to include discussion of cadences.
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To acquaint students with the developments of the concerto form and some of its major composers.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching filmed lectures by Prof. Robert Greenberg of the San Francisco Conservatory of Music.
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How did the rise of virtuoso soloists influence the composition of concertos during this period? How did the expanded compositional ideas of composers push the demands on the virtuoso soloist?
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weekly theory quizzes, written homework assignments, class participation, concert reports (when applicable), class performances (when applicable).
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April
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Opera : |
Beginning a 6-week study of Romantic opera, its various forms, and its major composers. Discussion of operatic styles -- opera comique, lyric opera, singspiel, bel canto. Exploration of the new role of women singers and the rise of the diva soprano. Major works to be studied: Verdi's Rigoletto, Verdi's La Traviata, Tchaikovsky's Eugene Onegin, Bizet's Carmen.
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To acquaint students with the monumental importance of opera in the musical and cultural life of Europe in the late 19th century.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching films of the operas to be studied; field trip to the New York City or Metropolitan Opera.
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How did Romantic opera influence theater and vice-versa? How did the rise of the diva soprano influence compositional techniques? How did Bizet use the exotic elements of Spanish culture, paritcularly dance, in Carmen?
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weekly theory quizzes, written homework assignments, class participation, concert report.
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May
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Wagnerian Opera : |
In-depth discussion of the life of Wagner and his revolutionary music drama. Discussion of Wagner's creation of the Bayreuth theater, the first composer to create his own venue for his work. Analysis of the Ring of the Nibelung, Wagner's massive four-part dramatic cycle.
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To illustrate how Wagner synthesized all art forms into his monumental music dramas. To illustrate the importance of Wagner and his ideas in the development of music, opera, and theater.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs; watching excerpts from a filmed version of Wagner's Ring cycle; supplemental reading -- Opera and Drama by Richard Wagner (excerpts).
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How did Wagner use the idea of leitmotif in The Ring? How did Wagner's political views lead to the creation of Bayreuth? How does music drama differ from more traditional opera?
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weekly theory quizzes, written homework assignments, class participation.
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The Romantic Era in the Americas : |
Discussion of classical composition in America during the Romantic period. Listening and discussion of works by Amy Beach, John Knowles Paine, Arthur Roote, George Chadwick, and Edward MacDowell.
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To compare the stylistic trends of important 19th-century American composers with their contemporaries in Europe. To acquaint students with developments in the musical style of their own country.
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Using the text The Enjoyment of Music by Joseph Machlis and Kristine Forney (The Juilliard School); listening to CDs.
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How did the role of women, especially women composers, develop during this period? How did Amy Beach influence a new generation of musicians through her positions with the Music Teachers National Association and the Society of American Women Composers, which she co-founded? How did American Romantic music compare with European music of the time? How did it differ?
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Final exam on the Romantic Era in total, weekly theory quizzes, written homework assignments, class participation.
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June
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