Fine Arts Survey: Music and Dance - LHSCC Study Guide.pdf · 2. Creative Expression (Artistic Knowledge, Production, Performance) – To develop the ability to express ideas and emotions

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1 LHSCC Fine Arts Survey 115

115 Fine Arts Survey: Music and Dance

Fine Arts Survey: Music and Dance

The objective of the Fine Arts Survey Courses is to give the students an introduction to understanding the four arts, their relationship and how they each touch our daily lives. In this course, the second semester, you will be introduced to two of the arts: Music and Dance.

Goals of the Fine Arts

1. Aesthetic Perception (Multisensory responses) – To develop the ability to acknowledge and distinguish a fuller awareness of the world through the arts.

2. Creative Expression (Artistic Knowledge, Production, Performance) – To develop the ability to express ideas and emotions through participation in the arts.

3. Arts Heritage (Historical and Cultural) – To develop an awareness and understanding of the arts in an historical context and their effects on society in their power to move us.

4. Critical Analysis (Valuing, Interpretation, Judgment) – To develop the capacity to make aesthetic judgments.

Course Materials: For this course you will use a textbook as well as the Internet. The textbook for the music portion is Glencoe Music! Its Role and Importance in Our Lives by Glencoe McGraw-Hill. (ISBN: 0-02-655692-8.)

Course Notebook: You should have a notebook for this course. As you read the textbook, you will be given a list of key terms to define. You should define these words as you read. This will help you when you have to complete your lesson assignments. In your notebook, you should also keep notes on the key musicians from each chapter.

Preparation of Lesson Assignments: There are ten graded lessons in this course as well as two exams. Exams: After you have finished the first five lessons, you will take a midcourse exam. Exams are not automatically sent to your school. You must request your exams by logging in to your LHSCC account and using the request exam feature located towards the bottom left. Your midcourse and final exams will be prepared and mailed to your school or designated testing facility.




It is your responsibility to check with your school official to see if your exams have arrived, and to schedule a date and time to take them. After completing the remaining five lessons, you will take a final exam. The midcourse and final exams have 75 multiple choice, matching and true/ false questions from the assigned chapters. Lesson Submission: Your lessons may be mailed to the LHSCC office, scanned, or completed directly from the PDF answer sheet provided and attached to an email. If you are scanning or attaching your lesson assignment sheet please send it to [email protected] . Please do not send in your study guide pages, only send in the single lesson assignment sheet provided for each lesson. Returning Lessons: Graded lessons will be scanned back to the email address given to us on your enrollment application. Your grade will be logged on your grade sheet and sent to you and your school official.

Helpful Hints:

Go to each website provided and read the information. You may wish to take notes as you read. Print a copy of the course study guide Answer the questions on the lesson assignment sheet. Print and save a copy of the lesson assignment sheet for your records.

(BEFORE MAILING)

Mail or email your lesson assignment sheets. email: [email protected]

mail: LHSCC P.O. Box 2751 Baton Rouge, LA 70821-2751

Grading Policy and Examinations: Your grade for the course will be calculated in the following manner: Lesson Assignments 40% Mid-Course Exam 20% Final Exam 40% You must pass the final exam in order to pass the course. If you do not pass the final exam a grade of “F” is assigned. (See exam policy in the Policies section) The midcourse exam will cover major topics from the first five lessons from the text. You are eligible to take the midcourse exam after Lessons 1 – 5 have been submitted, graded and returned. The final exam will cover major topics from the remaining five lessons. You are eligible to take the

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final exam after Lessons 6 – 10 have been submitted, graded and returned.

Grading Scale:

A ten-point grading scaled is used to assign a letter grade to lessons and

exams.

90% - 100% A = 4 quality points 80% - 89% B = 3 quality points 70% - 79% C = 2 quality points 60% - 69% D = 1 quality point 0% - 59% F = 0 quality points Grade Calculation Example:

Lesson quality points / total number of lessons = lesson average (rounded to nearest tenth)

Lesson Average 27 points / 13 lessons = 2.0769 ≈ 2.1 2.1 * .4 = .84 Mid - Course Exam B = 3 3 * .2 = .60 Final Exam A = 4 4 * .4 = 1.60 --------




Course Outline:

Lesson 1 Unit 1 Music! . . . To Tell Us Who We Are Chapter 1 Music in Our Culture

Chapter 2 Music in Other Cultures

Lesson 2 Unit 2 Music! . . . To Invite Us To Move Chapter 3 Interpreting Rhythm Through Movement

Chapter 4 Rhythms that Dance

Lesson 3 DANCE

Lesson 4 Unit 3 Music! . . . To Let Us Perform Chapter 5 From the Performer’s Perspective

Chapter 6 From the Audience’s Perspective

Lesson 5 Unit 3 Music . . . To Let Us Perform Chapter 7 Virtuoso Performers

Midcourse Exam

Lesson 6 Unit 4 Music . . . To Enhance Expression Chapter 9 The Power of Emotion

Chapter 10 The Beauty of Order

Lesson 7 Unit 5 Music . . . To Understand Life’s Meaning Chapter 11 Love Songs

Chapter 13 The Music of Celebration Lesson 8 Unit 7 Music . . . To Tell the Story of Our Lives

Chapter 19 Musical Theatre Chapter 20 Opera

Lesson 9 Unit 7 Music …To Tell the Story of Our Lives Chapter 21 Film

Lesson 10 Dance Final Exam




Lesson Objectives:

In Lesson 1 you will be focusing on how the variety of music performed in America reflects the diverse population. In this lesson, you will become familiar with many different styles of music and begin to identify a wider range of musical styles. In the second part of the lesson, you will assess your familiarity with music of other cultures. With this knowledge, hopefully you will understand and describe how different cultures use music for a variety of purposes. Activity 1 - Music Survey

Copy and paste the link below to access the music survey. Answer all parts of the survey and submit your answers online. It must be completed in order to receive a grade for Lesson 1. You will not be graded on your answers. https://www.cognitoforms.com/LHSCC1/FineArtsSurveyLesson1Activity1

Activity 2 – Read Chapter 1 – Music in Our Culture

In your textbook, read Chapter 1, pages 5 – 15. In your course notebook, you should define the key words from this chapter. Key vocabulary terms to know are given below: Classical music Musical style Concerto Homophony Culture Perceptive listening Jazz In your notebook answer the following questions:

Q1. How do you believe your personal musical taste developed? Q2. What are some ways you might expand your misical taste to include different kinds of music?

Fine Arts Survey: Music and Dance Lesson 1

https://www.cognitoforms.com/LHSCC1/FineArtsSurveyLesson1Activity1




Activity 3 – Lesson Assignment 1

For this activity, you will need to refer back to your textbook and notebook for Chapter 1. (Each blank is worth 1 point.) Matching: Match each term with the correct statement below. You will transfer your answers to the answer document in

your Lesson Assignment 1 sheets.

a) Classical music b) Concerto c) Culture d) Homophony

e) Jazz f) Musical Style g) Perceptive Listening

____ 1. A single melody with chordal accompaniment

____ 2. A composition usually written in three lengthy sections or movements featuring interplay between one or more

soloists and an orchestra.

____ 3. The distinct manner or character of musical expression

____ 4. A style of “art” music, as distinguished from popular music

____ 5. Customs, ideas, tastes, and beliefs acquired from a person’s background

____ 6. The ability to discern musical characteristics and describe them

____ 7. A popular style of music that developed in America during the late 1800’s and early 1900’s.

Multiple Choice: Select the correct answer from the given choices. You will transfer your answers to the answer

document in your Lesson Assignment 1 sheets.

_____ 8. Haydn and Mozart are associated with what musical period?

a. folk c. perceptive

b. jazz d. classical

_____ 9. When did the musical style of Jazz first develop?

a. late 1600’s c. late 1800’s

b. late 1700’s d. late 1900’s

_____ 10. Where did Jazz originate?

a. Europe c. Asia

b. America d. South America




_____ 11. What earlier culture did Classical musicians and artists look back for inspiration?

a. Ancient Egypt c. Ancient Rome

b. Ancient Greece d. Ancient India

_____ 12. Born in New Orleans, Wynton Marsalis attended what prestigious school of music?

a. Julliard School of Music in New York c. University of Rochester in New York

b. Curtis Institute of Music in Pennsylvania d. Yale University in Connecticut

_____ 13. Which statement does NOT describe Cole Porter?

a. Dropped out of law school to pursue music c. published his first song at age 11

b. Born in New Orleans to a poor family d. composed Broadway shows

For the next section, put J in the blank if it is a characteristic or composer of Jazz and C if it a characteristic or composer of classical music. ____ 14. Louis Armstrong

____ 15. Wolfgang Amadeus Mozart

____ 16. concertos

____ 17. Played during lively street parades

____ 18. Trimmer, clearer music

____ 19. homophony

____ 20. Often improvised on the spot

____ 21. Joseph “King” Oliver

____ 22. Symmetrical, balanced phrases




Activity 4 – Read Chapter 2 – Music in Other Cultures

In your textbook, read Chapter 2, pages 17 – 30. In your course notebook, you should define the key words from this chapter. Key vocabulary terms to know are given below: Anthropologist Mariachi Empathy Mestizo Ethnomusicologists Peking Opera Heterophony timbre Lali In your notebook answer the following questions:

Q1. What are two characteristics common to the African, Mexican, and Chinese musical examples in this chapter?




a. anthropologist b. empathy c. ethnomusicologists d. heterophony e. Lali

f. mariachi g. mestizo h. Peking Opera i. Timbre

____ 23. The quality of sound

____ 24. Scientists who study characteristics and customs of a group of people.

____ 25. A warrior dance

____ 26. A Mexican instrumental ensemble consisting of violins, trumpets, and guitars

____ 27. A Chinese musical art form that combines instruments, speaking, singing, acrobatics, martial arts and

pantomime.

____ 28. Professionals who study the music of different cultural groups

____ 29. A musical style where all performers sing play the same melody, but in a manner appropriate to each voice or

instrument.




_____ 30. The ability to look at the world from another person’s perspective.

_____ 31. A Spanish term for “mixed culture”



_____ 32. Who invented the phonograph in 1877?

a. Ben Franklin c. Nyles Phono

b. Thomas Edison d. Cole Porter

_____ 33. In Mesopotamia, around the ruins of Babylon, archaeologists uncovered rattles, flutes, and harplike

instruments dating back _________.

a. 500 years c. 2000 years

b. 1500 years d. 3000 years

_____ 34. The “Lali” warrior dance originated in Cameroon which is on what continent?

a. Asia c. Europe

b. Africa d. Antarctica

_____ 35. Which of the following is a four string guitar that provides melody in Veracruzan music?

a. arpa c. jarana

b. requinto jarocho d. jarochos

Activity 6: Answer the following questions using the pictures on pages 32 and 33 of your textbook.

Use the following letters to fill in the chart below.

A. Peking Opera B. Rock and Roll C. Jazz D. Classical Opera E. Marching Band

Picture 1 Picture 2 Picture 3 Picture 4 Picture 5

What style of

music is being

performed

36. _____

37. _____

38. _____

39. _____

40. _____




You are now finished with Lesson Assignment 1. After completing all of the parts of

the assignment, you can turn your lesson in to be graded. After the lesson is graded,

you will receive a scanned copy of your lesson with your grade and any teacher

corrections.

Transfer your answers to the lesson assignment sheet provided and submit to LHSCC for grading.

At this time, open the “Lesson Assignment Sheet” pdf file given to you in your course materials, on our website. You

can type your answers directly on to the answer sheet and email your completed answer sheet to

[email protected]

If you prefer, you may print out a copy and send it by U. S. mail to:

LHSCC

P.O. Box 2751

Baton Rouge, LA 70821-2751

Don’t forget to make a copy for yourself before mailing.





Lesson Objectives:

In Lesson 2 you will be focusing on how music invites us to move. You will look at interpreting rhythm through movement and rhythms that dance. You will see how body movements are used to demonstrate rhythm in music. You will learn to differentiate between “felt” time and “real” time. It is important to understand that music progresses through time. Dance, in some form, has been part of the life of every tribe, society and culture. After this lesson you will understand how different rhythms create different dances and learn some of the basic differences in music for popular, folk, theatrical, ballet and modern dance. Activity 1 – Read Chapter 3 – Interpreting Rhythm Through Movement

In your textbook, read Chapter 3, pages 39 – 54. In your course notebook, you should define the key words from this chapter. Key vocabulary terms to know are given below:

Accelerando Rhythm cycle Acceent Meter A tempo Ritardando “felt” time Syncopation Improvisation Tempo Rhythm

In your notebook answer the following questions: Q1. Why does dance and march music often have an accented beat? Q2. Why is improvisation risky? Q3. How did ragtime differ from Jazz?








a. accelerando g. “felt” time b. a tempo h. meter c. improvisation i. rhythm cycle d. rhythm j. syncopation e. retardando k. tempo f. accent

_____ 1. The way music paces itself and moves through time.

____ 2. In normal time, or a return to the preceding tempo.

____ 3. The pace with which the music moves.

____ 4. The space that music appears to carve out for itself.

____ 5. Gradually growing slower.

____ 6. A rhythmic measure of a certain number of beats.

____ 7. Gradually growing faster.

_____ 8. Spontaneous musical invention

_____ 9. A fixed number of beats in a series that repeats itself over and over.

_____ 10. Deliberate shifts of the accent so that it conflicts with the steady pulse and tries to upset the steady pulse.

_____ 11. The emphasis placed on a beat.



_____ 12. Scott Joplin is best known as a composter of what kind of music?

a. Ragtime c. Cha Cha

b. Jazz d. Marimba




_____ 13. How many beats are in the Indian tintal?

a. 4 c. 12

b. 8 d. 16

Activity 3 – Read Chapter 4 – Interpreting Rhythm Through Movement


ballet samba conjunto suite minuet tango reggae waltz

In your notebook answer the following questions: Q1. Within a larger work, what was the purpose of the minuet? Q2. What were some of the similarities and differences between the waltz and the minuet?







a. ballet e. samba b. conjunto f. suite c. minuet g. tango d. reggae h. waltz

_____ 14. A set of instrumental pieces, each in the character of a dance.

____ 15. A Latin-American dance performed at a moderately slow, walk-like tempo.

____ 16. An old French dance, rather slow and stately, in triple meter.

____ 17. An Afro-Brazilian dance that is quite fast and jazzy.

____ 18. A dance in triple meter, made famous in Vienna in the late 1800’s.

____ 19. Jamaican dance music, mixing African and Caribbean rhythms.

____ 20. A physically strenuous style of classical dance that originate in France in the sixteenth century.

____ 21. A dance music created by Texas Americans.



_____ 22. What era was the Charleston popular?

a. 1900’s c. 1940’s

b. 1920’s d. 1960’s

_____ 23. What era was Disco popular?

a. 1950’s c. 1970’s

b. 1960’s d. 1980’s




_____ 24. What era was the Macarena popular?

a. 1960’s c. 1980’s

b. 1970’s d. 1990’s

_____ 25. All of the following were Latin – American dances except for ___?___

a. Conga c. cha - cha

b. Tango d. rumba

Fill in the blank with the correct style of dance that is demonstrated by the given characteristic.

A. Tango B. Samba C. Native American

D. Tex-Mex E. Ballet F. Minuet

_____ 26. Slow and charming old French dance

_____ 27. Physically strenuous, a style of classical dance that emerged in France during the sixteenth

century.

_____ 28. Afro-Brazilian dance with strong two-beat groupings

_____ 29. Lakota Eagle Dance

_____ 30. Conjunto

_____ 31. The Firebird by Igor Stravinsky

_____ 32. An urban Argentine dance with ong gliding steps and clips.

_____ 33. Danced by the aristocracy in France usually in triple meter

_____ 34. Expressing the mystical elements of religion, love, birth, hunting, war and celebration.

_____ 35. Primary instrument is the button accordion.

_____ 36. Primary accents are on beats 1 and 3




corrections.







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In Lesson 3, you will learn about different styles of dance, mainly, ballet and modern dance. You will learn different characteristics of each. Your research for this lesson will be done on the Internet. After reading each of the sections, you will work on the lesson assignment for that part of Lesson 3. The two readings from this section are from the Louisiana State Department of Education website for Fine Arts Survey. Have fun with this lesson!

Part I: Classical Ballet

To appreciate the performing art of dance as seen in the West today, an understanding of the styles of dance is necessary. While the styles seen today are often combined and overlapping, several distinct forms are recognized. The term ballet means “complete work,” a story that has a beginning, a development and an ending. Themes of the early ballets were based on legends and myths, and the movements were very stereotyped. A step choreographed in the late 1500s was called “reverence” and is still used today to end all classical ballet classes. Developed in the royal courts of Europe, classical ballet features the turned out leg, pointed foot, lifted torso and regal movement. Though ballet was originally designed for active participation by the nobility, it later became a form of pure entertainment for the court and their friends. In the early form of ballet, men assumed the major roles, as the costumes, jewlery and heardpieces women wore impeded agile movement. As bustles, hoops and other theatrical dress disappeared and dress became simple, women trained to take a more leading role in ballet. The dance eventually became the domain of professional dancers who trained for many years to develop their skills. Features particular to ballet include:

● The ballet shoe – a soft leather or canvas shoe which hugs the foot like a glove; designed to allow the dancer to feel the floor, to show off a supple and well-developed arch, and to allow the dancer to step and land softly and silently. Worn by men in class and performance and by women in class but only sometimes in performance.





● The pointe shoe – a satin boxed shoe that allows the female ballet dancer to rise to the tips of her toes, thus creating the illusion of weightlessness and the ethereal quality needed to portray the supernatural characters found in classical ballet. Early ballet dancers darned the tips of their soft ballet shoes to allow brief moments “on pointe.”

Today the ballet shoe is made from layers of canvas glued together to allow the dancer to execute much more difficult turns, steps, and balances “on pointe.” New pointe shoes are very hard but they soften quite quickly with use. A professional dancer in a ballet may need 30 or 40 pairs of pointe shoes per year, while a ballerina in a major role may wear out two pairs in one evening’s performance. The pointe shoes are worn only by women.

● The tutu is a skirt made of many layers of filmy tulle (a soft, gauzy fabric) which floats delicately as the female dancer moves. Developed during a time when women’s skirts were long and made from very heavy fabrics, the tutu, like the pointe shoe, made the ballerina appear more delicate and etheral. The romantic tutu is longer and reaches below the knee. The classical tutu is short and sometimes wired so that its layers are held out perpendicular to the body.

● The pas de deux – literally, a dance for two but, as used in the ballet world, a

dance for a man and woman with the man supporting and lifting the woman (partenering). In the classical pas de deux, the opening section of partnering will be followed by the man’s variation (a short dance within a longer work) and the woman’s variation, where each dances alone. The pas de deux concludes with the two dancing together in the coda, designed to show off the dancers’ brilliant technique. This form is seen in the great classical ballets (Sleeping Beauty, Nutcracker, Don Quixote, Swan Lake, etc.) but has been much altered in today’s more modern ballets.

● Grand pas de deux (the concluding pas de deux of a ballet done by the leading dancers) are often excerpted from ballets and performed in concerts. When attending a classical ballet, one will usually see eleborate stage settings and costumes which help the dancers communicate the plot of the story ballet.

Classical music will be heard from either an orchestra in the orchestra pit or tape played over a sound system. Classical pantomime is interspersed with the dancing to convey the plot. The leading roles are danced by a ballerina (leading female dancer) and a premier danseur (leading male dancer). The ballet will be divided into two or three acts with intermission (and usually a set change) between the acts. The action of the ballet will stop briefly following variations by dancers in the major roles, who will return to the stage for curtain




calls, which will last as long as the audience continues to applaud. No words will be spoken onstage during the entire evening but there is usually a summary of the plot in the program or playbill. It is to be remembered that dance is a means of communication with the body; the instrument of expression using space, force, and time to produce a desired effect. This is not only true of ballet but of every form of dance. Though early dances started with rigid forms, performances throughout the centuries, each adding to the interpertation, have evolved dance to be an expression of the performing artist/artists.

Open your Lesson 3 assignment sheet and work on Part 1: Ballet

Part 2: Modern Dance

Modern dance, as a style, developed in the twentieth century out of the performer’s desire to communicate feelings and express ideas. Much of the change came about in America, where dancers were eager to discard what they considered the artificial gestures and trappings of an art form originally designed to please royalty. The modern dancers wanted dances about real life, about life and death matters. They wanted their movements alone to convey their meaning. They discarded the ballet shoes and danced barefoot so they could “feel the earth.” Isadora Duncan is called the “mother of modern dance” because she is credited with being the first to break away from ballet. Though she was an American, she became famous in Europe for dancing barefoot in loose, flowing garments and long scarves. Her dances were emotional interpertations of moods, suggested by nature or by music. She showed little technique, but her presence and daring appealed to her audiences. When attending a modern dance concert, one will see dancers dancing barefoot and performing very creative and expressive movements. The dancers’ movements will communicate the ideas or vision of the choreographer (the person who makes up the dances). A modern concert is usually a mixed bill (not a full-length work but a selection of several shorter works). The music may include experts from any period including classical, primitive, or contemporary. It may be heard on tape or live with musicians on the stage or in the pit. Or there may be no music at all for, in modern dance, there are no limits placed on music just as there are none on movement styles. While at a classical ballet, we admire the dancers’ technique and the entire spectacle; at a modern concert, we are more likely to question the choreographer’s intent. However, even without understanding the meaning, we may admire the line and form of the choreography,




the flow of the movements with the music, or the strength and vitality of the dancers. Costumes and sets may be simple or very elaborate. Often there is no set at all, and it is the work of the lighting designer that dresses the stage. There are many different styles of modern dance, each with a distinct technique. In general, however, you will see the use of gravity, a weightiness not seen in ballet. Collapsing, falling, contracting and flexing may all be seen along with lifting, extending, and pointing.

Open your Lesson 3 assignment sheet and work on Part 2: Modern Dance




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Lesson Objectives:

In Lesson 4 you will be focusing on understanding musical communication as a performer. You will learn how to classify voices musically and by gender. Activity 1 – Read Chapter 5 – From the Performer’s Perspective


Alto Audiation Baritone Bass Basso profundo Bel canto Coloratura Contralto Countertenor

Crescendo Decrescendo Mezzo soprano Phrase Soprano Tenor Vocal range Vocal register

In your notebook answer the following questions: Q1. How can musical performances – instrumental as well as vocal – convey a community spirit and pride in who we are? Q2. Why do singers aim for vowels as they sing? Q3. How would you determine your own vocal register and vocal range?








a. Alto b. Audiation c. Baritone d. Bass e. Basso profundo f. Bel canto

g. Coloratura h. Contralto i. Countertenor j. Crescendo k. Decrescendo l. Mezzo soprano

m. Phrase n. Soprano p. Tenor r. . Vocal range s. Vocal register

_____ 1. The intermediate female voice.

____ 2. The span from the highest to the lowest pitch you can sing.

____ 3. The intermediate male voice.

____ 4. The ability to hear, think, or imagine music in your head.

____ 5. A musical thought – a series of pitches that makes sense.

____ 6. The low female register.

____ 7. How high or low someone speaks.

_____ 8. A gradual decrease in the loudness of a sound.

_____ 9. The lowest male voice, with a dark, rich, and powerful quality.

_____ 10. A low female voice with a full, dark, rich, and powerful quality.

_____ 11. A gradual increase in the loudness of a sound.

_____ 12. A high female register.

_____ 13. The highest adult male voice, with a register in the female alto range.

_____ 14. A high male voice, with a powerful, ringing quality.

_____ 15. The highest female voice that is light and flexible enough to perform scales and trills.

_____ 16. A style of singing characterized by flowing phrases and beauty of vocal color.

_____ 17. A lower male voice, with a rich, robust, resonant, full quality.






_____ 18. The symbol pp in written music means to observe the dynamic level of ____?

a. very loud c. very soft

b. moderately loud d. moderately soft

_____ 19. With the possible exception of these two letters, we cannot sustain or sing consonants?

a. B and D c. M and N

b. O and Y d. R and S

Activity 3 – Read Chapter 6 – From the Audiences Perspective


Aerophones Authenticity Chordophones Electrophones

Idiophones Membranophones Music critic







a. Aerophones b. Authenticity c. Chordophones d. Electrophones

e. Idiophones f. Membranophones g. Music critic

_____ 20. Instruments that produce sound when a string or chord is struck, rubbed or plucked.

_____ 21. A person who judges the quality of a musical performance.

____ 22. Instruments that generate sound from electricity.

____ 23. Instruments that produce sound by a vibrating column of air.

____ 24. Instruments that produce sound when a membrane or skin is struck or rubbed.

____ 25. Simple, solid instruments that produce sound by being struck, scraped or shaken.

Classify the following instruments using the selections below. a. aerophones b. idiophones c. chordophones d. membranophones e. electrophones _____ 26. Violins _____ 31. harp _____ 27. Gongs _____ 32. timpani _____ 28. Bagpipes _____ 33. tuba _____ 29. Xylophones _____ 34. Electronic organs _____ 30. Synthesizers _____ 35. violin

Fine Arts Survey 116







corrections.




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Lesson Objectives:

In Lesson 5 you will be focusing virtuoso performers. You will become acquainted with some of the great musical performers of the past and present. It is important to learn to recognize and describe characteristics of a virtuoso performer. Virtuosos are musicians who seem to do what no one else can do. They amaze us! Activity 1 – Read Chapter 7 – Virtuoso Performers


Child prodigyDouble bass Musical expression Technique virtuoso




a. Child prodigy d. Technique b. double bass e. Virtuoso c. musical expression

_____ 1. The feeling a performer brings to music.

____ 2. A performer with brilliant, flawless technique.






____ 3. The largest instrument in the bowed, stringed family.

____ 4. The ability to perform an instrument or sing music in tune and in proper rhythm

____ 5. Someone who excels at a very early age.


You will use the Internet to research composers and musicians. On your lesson assignment sheet (included in

your course documents), there is a list of questions for each composer or musician. Answer each of the

questions. You may type on the document and print a copy to submit for grading. If you choose to handwrite

your answers, be sure that it is neatly done.




corrections.




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You are now ready for your midcourse exam.

Requesting an exam:

Exams are not automatically sent to your school. You must

request your exams by logging in to your LHSCC account and

using the request exam feature located towards the bottom left.

Your exams will be sent to your school by way of U.S. Mail. Please

allow one week for preparation and mail time.

Exams cannot be emailed or faxed.





Lesson Objectives:

In Lesson 6 you will be focusing on music used to enhance expression. In Chapter 9, The Power of Emotion and in Chapter 10, The Beauty of Order, you will learn how music is used to enhance story-telling. You will see how music is used to stir emotion. You will learn that music, like language and mathematics, is a symbolic system of communication. At the end of this lesson you will also understand how composers use repetition and contrast to enhance expressions. The fugue and chance music will be studied as well. Activity 1 – Read Chapter 9 – The Power of Emotion


a cappella Requiem Mass gamelan Romantic Period libretto symphony music drama

In your notebook answer the following questions: Q1. How did Blind Willie Johnson’s life affect his music? Q2. How can knowing the nonmusical aspects of a piece of music enhance the way you understand and enjoy it?









a. a cappella e. Requiem Mass b. gamelan f. Romantic Period c. libretto g. symphony d. music drama

_____ 1. Part of the Catholic ritual for the dead.

____ 2. The text of an opera

____ 3. A period during the nineteenth and early twentieth century marked by music that emphasized emotion.

____ 4. Without musical accompaniment.

____ 5. An extended work for orchestra, with several movements.

____ 6. A Balinese instrumental ensemble.

____ 7. Wagner’s term for his operas of the Romantic period.

Activity 3 – Understand Musical Characteristics

Turn to page 151 in your textbook. Complete the activity: Experience a Musical Sunrise.

Use the Internet to listen to the three pieces of music. Each is a different composer’s musical

represenation fo a sunrise. To find them on the Internet, use a search engine such as Google.

For example, in number 1, search “Daybreak from Daphnis and Chloe. You will see the videos

in the list. It is about 6 minutes long.

For number 2, search “Dunrise from Also sprach Zarathustra”. It is about 2 minutes long. You

may recoginze this piece form a movie theme song.

For number 3, search “Sunrise from The Grand Canyon Suite”. It is about 6 minutes long.





Listen to the three variations and be prepared to make a statement about each one and then tell

which of the three you think is the best representation of a sunrise. Basically which do you like

the best and why.

Activity 4 – Fourth Movement of Beethoven’s Ninth Symphony

In your book on Page 158, you will complete this exercise. Use the Internet to listen to the Fourth Movement of Beethoven’s Ninth Symphony. To find it on

the Internet, use a search engine such as Google. Search Fourth Movent of Beethoven’s Ninth

Symphony + Berlin Wall 1989. You will see the videos in the list. It is about 13 minutes long.

Answer the following questions on your lesson assignment sheet. 1. Why do you think this piece was chosen for this event? 2. what is there about this music and this theme that is uplifting? Activity 5 – Read Chapter 10 – The Beaury of Order


Aleatory music ostinato Fugue rondo Hook sonata motive




a. Aleatory music e. ostinato b. Fugue f. rondo c. Hook g. sonata d. motive





_____ 8. A composition consisting of a recurring theme alternating with contrasting sections.

____ 9. A short, distinctive musical pattern or figure

____ 10. A work in several movements for one or more instruments.

____ 11. A polyphonic composition consisting of a series of successive melody imitations.

____ 12. A repeated musical figure.

____ 13. The motive or “grabber” phrase in a song that generally accompanies the words of the song’s title.

____ 14. Music with sections that are left undetermined, or left to chance.

Activity 5 – Toccata and Fugue in D Minor

Use the Internet to listen to the Toccata and Fugue in D Minor. To find it on the Internet, use a

search engine such as Google. Search Toccata and Fugue in D Minor + Best version ever. You

will see the videos in the list. It is about 9 minutes long.

Answer the following questions on your lesson assignment sheet. 1. Have you ever heard this before? 2. What does the word toccata mean? 3. Look at the music below. Answer the questions on the lesson assignment sheet about this music.








corrections.




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Lesson Objectives:

In Lesson 7 you will be focusing on two specific types of music: Love songs and music of celebration. You will read about how the universal subject of love is in all kinds of music through history and around the world. You will become familiar with the style of American popular love songs today and in the 19th century, and you will learn more about the elements of musical expression. In the music of celebration section, you will learn the characteristics of national anthems and learn about several composers. Activity 1 – Read Chapter 11 – The Power of Emotion


cadence minor scale cakewalk oratorio harmony primary chords interval rondeau major scale scale




a. cadence f. minor scale b. cakewalk g. oratorio c. harmony h. primary chords d. interval i. rondeau e. major scale j. scale






_____ 1. Vertical blocks of different tones that sound simultaneously.

____ 2. A sequence of notes arranged in rising pitches.

____ 3. A dance with syncopated rhythms that may represent an early form of Jazz.

____ 4. A fixed poetic form of the thirteenth century.

____ 5. The chords built on the first, fourth, and fifth degrees of the scale.

____ 6. A scale built on the pattern of one whole step, one half step, two whole steps, one half step, and two whole

steps.

____ 7. A sectional form for soloists, chorus, and orchestra

_____ 8. The distance in pitch between two tones.

_____ 9. A breathing break.

_____ 10. A scale built on the pattern of two whole steps, one half step, three whole steps, and one half step.

Activity 3 – Madama Butterfly and La Bohème

After reading pages 214 – 215 in your textbook, you learned about two love story operas by

Giacomo Puccini. Use the Internet to listen to the two final scenes from each of the operas. Then

you will compare them and answer questions on your lesson assignment sheet. To find them on

the Internet, use a search engine such as Google.

1. La Boheme - Search: Renata Tebaldi “Mimi’s Death” La Boheme 1954. You will see a video

that is about 7 minutes long. It is the final scene from the opera. Listen and watch as you will

compare this to the final scene in another opera.

2. Madame Butterfly – search: Renata Scotto Con Onor Muore. You will see a video that is

about 5 minutes long. If is the final scene from the opera. Listen to this. You will notice from

the title that is about dying with honor.

Answer the questions on your lesson assignment sheets.





Activity 4 – Read Chapter 13 – The Music of Celebration

In your textbook, read Chapter 11, pages 245 - 264. Activity 5 – Lesson Assignment 7

For this activity, you will need to refer back to your textbook for the activity on page 249.

1. The Star Spangeled Banner - Search: American Anthem – Star Spangled Banner. Select a

video that shows the lyrics as it is played. I know that you have heard the National Anthem

hundreds of times. This time, listen carefully to is and follow the words as the song is played.

2. The French National Anthem – La Marseillaise. This time search for the anthem with French

and English lyrics. Search: La Marseillaise France National anthem French English Lyrics.

Listen to the anthem carefully following the words. As with the Star Spangled Banner, the first

verse is most commonly sung.

3. The British National Anthem - God Save the Queen. Again search for a verison with lyrics

and listen to the anthem. Of the three anthem, this one changes. If you search for God Save the

King – 1948 you will hear the words change to fit the gender of the monarch. However, for the

past 60 years, Queen Elizabeth II has reigned over Great Britain and the country has sung to her.

If you would like to hear another version of God Save the Queen with full horns and organ,

search “God Save the Queen – 85th

Birthday of HM Queen Elizabeth II”. No questions on this

section – Enjoy!

Something that I think is important should be addressed at this time. Even though it has nothing

to do with this course, what kind of a teacher would I be if I did not take advantage of a

teachable moment? When our national anthem is being playeed it is expected that you stand

respectfully at attention. Guys, remove their hats. You may or may not put your hand over your

heart, but your are still being respectful. If you know the words, sing along.

If another country’s national anthem is being played, like at the Olympics, you follow the same

respectful protocol. These anthems are represent a nation’s people, their country and its history.

To act dishonorable during the anthem is disrespectful to the country.

Please answer the questions on your lesson assignment sheets.








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P.O. Box 2751








Lesson 8 – Music: To Tell the Story of our Lives

Lesson Objectives:

In Lesson 8 you will learn the differences between a drama and a musical, recognize how music sets the atmosphere and the scene, discover more about musical theatre on Broadway and understand how a story is told through the medium of opera. You have already listened to some opera, Madame Butterfly and La Boehme. In this lesson you will listen to parts of Carmen. Activity 1 – Read Chapter 19 – Musical Theatre


Broadway musical lyrics dialogue soliloquy librettist vaudeville libretto




a. Broadway musical e. lyrics b. dialogue f. soliloquy c. librettist g. vaudeville d. libretto






_____ 1. Spoken or sung text that reveals the inner thoughts of a character.

____ 2. The words of a song.

____ 3. Dialogue and/or lyrics for a musical.

____ 4. A dramatic stage form combining acting and singing..

____ 5. The spoken lines of a play or musical show.

____ 6. An early staged variety show that included songs, dances and skits.

____ 7. The person who writes the text of a musical.

In your notebook, answer the following questions:

Q1 What is the principal difference between opera and the Broadway musical?

Q2 Why is it necessary to create careful transitions between dialogue and singing in a musical?

Activity 3 – Carousel in 1945 – You’ll Never Walk Alone

Use the Internet to lisetn to “You’ll Never Walk Alone” from the perofrmace of Carousel in 1945.

Google: Carousel 1945 You’ll Never Walk Alone. It is about 2 ½ minutes.


Activity 4 – Phanton of the Opera

Use the Internet to listen to “Music of the Night” from the perofrmace of Phantom of the Opera.

Google: Phantom of the Opera Music of the Night. It is about 5 ½ minutes.






Activity 5 –Carmen

Use the Internet to listen to the Overture of Carmen. Google: Carmen Overture. If you go to this site, you will be able to use the helful part below to distinguish the sections. Use the guide on page 422 in the Activity Section. http://www.youtube.com/watch?v=PQI5LtRtrb0 Notice on page 422 the colored boxes. Everytime you see an A, you will hear the same melody. Each letter represents a new melody. The number to the right of the letter is shown to indicate a repeat. The times are given below so that you can follow along. 0:20 0:34 0:49 1:05 1:21 1:47 2:09 2:28 Please answer the questions on your lesson assignment sheets.

A A1 B A2 C C1 A3 D

http://www.youtube.com/watch?v=PQI5LtRtrb0





Lesson Objectives:

In Lesson 9 you will move through the history of film. Beginning with the silent movie to current movies, you will see how movies have changed since the invention of movie photography equipment. You will be able to see the part that music plays in a movie. It is important to understand how appropriate music enhances visual images and gives film continuity. Activity 1 – Read Chapter 21 – Film


background music scoring dubbing soundtrack incidental music spot mag track




a. background music e. scoring b. dubbing f. soundtrack c. incidental music g. spot d. mag track

_____ 1. A strip along the side of the film containing a visual representation of the sound.

____ 2. To determine what sections of a film need music.

____ 3. Music recorded on film coated with an oxide surface like sound tape.

____ 4. Putting all sound elements together on one soundtrack.






____ 5. Music that occurs in connection with a drama.

____ 6. Composing music expressly for a film.

____ 7. Music that has no visual or logical source.

Activity 3 – Get Out and Get Under – Silent, 1920 Harold Lloyd

Use the Internet to listen to search “Get Out and Get Under – Silent, 1920 Harold. Watch the

first part of this movie (Part 1 of 3). It is about 9 minutes.


Activity 4 – First Talking Movie The Jazz Singer with Al Jolson

Use the Internet to listen watch a clip from the Jazz Singer with Al Jolson (1927). It was the first

“talking” movie. Watch a clip from the movie and answer the questions on the assignment sheet.


Activity 5– Cast Away

Use the Internet to search “Cast Away” movie clip. “I have made fire!” Watch the clip. It is

about three minutes.


Activity 6 - Star Wars – The Imperial March

Use the Internet to search “Star Wars – The Imperial March”. Listen and watch a scene from

Star Wars with Darth Vader. How does the soundtrack help you to feel what is going on and

what is going to happen?









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P.O. Box 2751








As you did in Lesson 3, you will learn about different styles of dance. In this lesson, you will focus on jazz, tap and theatrical dance. You will learn different characteristics of each. Your research for this lesson will be done on the Internet. After reading each of the sections, you will work on the lesson assignment for that part of Lesson 10. The reading from this section are from the Louisiana State Department of Education website for Fine Arts Survey. Have fun with this lesson!

Part 1: Jazz, Tap and Theatrical Dance

Jazz dance evolved along lines parallel to jazz music and, like jazz music, is a blend of European and African traditions in an American environment. Tribal songs and dances were brought to America by slaves and, with freedom, blacks performed native dances and music in New Orleans, borrowing European tunes and mingling them with black rhythms and improvised jazz melodies. These spirited jazz sounds changed with dances. Jerk, lively, unexpected movements became popular. In the 1950s as rock’n’roll superseded jazz as the most popular music, movements to this new contemporary music form changed but continued to be called jazz dance. Today dances performed to rap and other contemporary music forms continue to be called jazz dance. Jazz dance has no single, simple definition. It is an approach, rather than a style of movement. There is improvisation, great variety and constant vitality. It is always changing. It is found in social dancing, Broadway shows, Hollywood movies, television spectacles, the concert stage; it is used to catch the consumer’s eye in television advertisments and leads sales in video cassettes. Perhaps because jazz dance is seen so often by the general public, it is less likely to be seen in concert jettings. Tap dancing is a blend of the syncopated rhythms and tribal dances of the African slaves with step dances brought to America in the forms of the Irish jig, reel and hornpipe, and the English clog. Tap dancing concentrates on intricate, rhythmical footwork accented by metal “taps” attached to the bottoms of the dancers’ shoes. It has been used in minstrel shows, vaudeville and nightclubs, and most recently in films on Broadway.






The term theatrical dance refers to dance used in musical theatre productions. Its style will vary depending on the style of the music. In the early days of musical theatre, dancers were entertaining but separate from the plot. Agnes DeMille is the choreographer given credit for first using dance to advance the plot. She did this by incorporating vernacular or everyday, characteristic gestures and acting into her dances as seen in “Oklahoma,” “Carousel,” and “Brigadoon.” Most musicals incorporate several styles of dance in one production. DeMille’s

choreography for Oklahoma used both ballet and modern while Cats uses both jazz and ballet. The longest-running show in Broadway history, Michael Bennett’s A Chorus Line, uses tap, ballet and jazz.

“One” from A Chorus Line http://www.youtube.com/watch?v=tyZeGOsR9IA

“Popular” from Wicked http://www.youtube.com/watch?v=1Q4uMMFjgmM

Songs from “South Pacific” http://www.youtube.com/watch?v=AeXvaHZj5tw

Songs from Camelot https://www.youtube.com/watch?v=4TvL7YlVWEo

“The Farmer and the Cowman” from Oklahoma http://www.youtube.com/watch?v=IjVQqGlj4A8

Be Our Guest from Beauty and the Beast http://www.youtube.com/watch?v=kgYfnfbPZr8

All that Jazz from Chicago http://www.youtube.com/watch?v=NxsVSrd740M

The Circle of Life from Lion King https://www.youtube.com/watch?v=2W_Zblr09Y0

http://www.youtube.com/watch?v=tyZeGOsR9IA

http://www.youtube.com/watch?v=1Q4uMMFjgmM

http://www.youtube.com/watch?v=AeXvaHZj5tw

http://www.youtube.com/watch?v=IjVQqGlj4A8

http://www.youtube.com/watch?v=kgYfnfbPZr8

http://www.youtube.com/watch?v=NxsVSrd740M





Good Luck!

You are now ready for your final exam.

Your final was sent with your midcourse exam to your school or

testing facility. It is your responsibility to schedule a date and

time to take your final exam.

Documents

Fine Arts Survey: Music and Dance - LHSCC Study Guide.pdf · 2. Creative Expression (Artistic Knowledge, Production, Performance) – To develop the ability to express ideas and emotions