Study Unit 10:STYLE PERIODS

Introduction: Curriculum: music periods we will be studying: Baroque, Classical, Romantic and Modern (20th century) music.

Comparative study: by doing a comparative study of the various music periods and the components which were used through the years, pupils will gain understanding of the different periods in the history of music.

Importance: in order to give pupils comprehensive understanding of music, we need to look at the music of the past as a wide variety of style forms we know today originated long, long ago. These are still regarded as the foundation of all good music, as they have stood the test of time.

Context: music should not be treated and taught as an entity on its own, but in context with other art forms and developments. Children need to understand how various discoveries, ways of life and art forms influenced each other. Example: (stick on board)

The Baroque Period (1600-1750):

General

3 Baroque music (1600)

6 Classical music (1759)

9 Romantic music (+- 1810)12 Modern 20th century

music

Political: in 1605 Australia was discovered. The first pilgrims travelled to America. In 1652, Jan van Riebeeck arrived at the Cape. Paper money was used for the first time.

Scientific: in 1606, Galileo invented the compass. Binoculars were designed by a Dutch optician. Ice-cream was made from a recipe that originated in the East. In 1692, the first submarine was designed. Isaac Newton made notable advances in science and mathematics. The art of book printing was refined – large numbers of books were printed and the first libraries came into being.

Vehicles: shortly after Jan van Riebeeck’s departure to Africa, the litter was gaining popularity in Europe. This comprised an attractive chair which was fastened to 2 poles and had to be carries by 2 men. It was particularly useful as a means of transport in large cities with narrow streets. During the same period, the ox wagon as “fashionable” in SA.

The arts: Rembrandt van Rijn painted his famous works.

Architecture: buildings were characterised by a luxurious and ornamental style, for example, the Saint Peter’s Cathedral in Rome. From Rome, Baroque architecture spread over the whole of Europe. There were fountains, large flights of stairs and detailed ornamentation everywhere. Furniture also became more

ornamental.

Clothing: because women were expected to remain in the background during those times, men wore much smarter and expensive clothes than women. People dressed according to their status. In rural areas, they wore boots and clogs- without socks. The stuffed their shoes with straw to keep warm. Wigs were also everywhere- large powdered ones, especially on men! Women’s wigs were decorated with ribbon, lace and flowers.

Example: Händel’s Hallelujah choir from the Messiah.

The music Organ: was the very popular during this time. Composers: Bacj and Händel, were the 2 most important composers of the time

and wrote a lot of music for the organ. “Baroque”: was what the music was called because it was characterised by

ornamentation.

(1) Johann Sebastian Bach (1685-1750)

Life: Bach was born in Germany into a large musical family. He played various instruments at a very young age. After his father’s death, he went to live with his brother, who continued his musical training. He was married twice and had 21 children- most of whom also became musicians.

Examples: - Baroque minuets which illustrate the dance forms of that time.- Toccatas (a piece which allows the performer to show off his/ her technical skill) and fugues (which comprises a melody which keeps repeating itself).

(2) Händel (1685-1759)

Life: Händel was born in Germany and was part of a smaller family. His father was a doctor and wanted him to become a lawyer- Händel was very unhappy. His aunt, Anna, gave him a clavichord (a rectangular keyboard on which one could, for the first time, play loudly or softly) as a gift. This was the beginning of his career as a famous organist and composer.

Examples: - The Hallelujah chorus from the Messiah. - The royal fireworks music.

The Classical Period (1750-1810)

General Political: one of the bloodiest revolutions, the French Revolution, took place in

1789. They convinced ordinary workers that they were being suppressed by the privileged and aristocratic classes. They had to pay part of their income to the rich, in form of taxes. Napoleon became the emperor of France during this time (1804).

Scientific: during one of Napoleon’s campaigns, the Rosetta stone was discovered in Egypt, which made it possible to decipher (translate) hieroglyphics. This was also the period of the machine. In England, the Industrial Revolution started. The steam engine was perfected, roads were improved and the telephone and the radio were invented. Oxygen was discovered in 1772.

Entertainment: the first public restaurant was opened in Paris.

Clothing: from 1808 men no longer wore their hair in ponytails. Hoop dresses were the height of fashion; sometimes these dresses would be so wide that ladies had trouble passing each other in the street. During the 18th century fashion was at its most elegant. As time passed, however clothes became simpler again.

Music Order: classical music was characterised by a sense of order. Composers had to

compose according to strict rules, and musicians had to do the same during performances. Dances were simply structured with simple passages.

Music forms: there were 2 very important music forms developed: the sonata (a piece in 3 or 4 movements for 1 or 2 instruments) and the symphony (a lengthy composition in 3 or 4 movements for the symphony orchestra).

Composers: the most important composers of this period were Wolfgang Amadeus Mozart and Franz Joseph Haydn.

(1) Wolfgang Amadeus Mozart (1756-1791)

Life: at the age of 5 he wrote his first piece of music. He was a musical prodigy who had toured through Europe with his father and given piano recitals by the age of 7. He composed at an incredibly rapid rate- within 6 weeks he wrote 3 complete symphonies!

Examples: - Opera (a story played out on stage with singers telling the story and singing with the orchestra), such as: The magic flute.- Eine kleine Nachtmusik (demonstrate certain aspects of style, such as: melody and rhythm. - Sonata in C for piano.- Symphony no 4 in G minor, the third movement.

(2) Franz Joseph Haydn (1732-1809)

Life: he was born in Australia and grew up in a very poor family. Later he lived in a palace where Prince Esterhazy paid him to conduct and an orchestra and compose as much music as possible. He stayed there for almost 30 years and only travelled to London (where there were man good symphony orchestras) when he was 60.

Examples: - Symphony no 94 in G, the Surprise symphony – the second movement.- Toy symphony – the first movement.

The Romantic Period (1815-1900)

General Political: in 1820 the British Settlers arrived in SA. In 1883 Paul Kruger became

the president of the ZAR. In 1884 gold was discovered in the Transvaal and in

1887 people discovered the diamond fields in SA.

Scientific: in 1816 the stethoscope and kaleidoscope were invented and the first sewing machines were manufactured. In 1839, George Cadbury (the English chocolate manufacturer), was born. The Victoria Falls was discovered by Livingston. The first bicycles were manufactured. Zeppelin built the first airship. America imported sparrows from Germany to combat a worm plague.

Entertainment: the first public bath and was house was opened.

Clothing: in the 19th century men’s clothing became less stylish and more drab and sombre. By 1870 men were wearing short jackets and most of them had beards. Women’s clothing became more stylish with hoops (which didn’t last long because they were too uncomfortable), lace and frills- the well-known “bell-shape”. Everyone, young and old, wore their hair in curled locks.

General: the people of this time wanted to escape from reality to an imaginary world of wonder and mystery. People also started admiring the mediaeval cathedrals with all their detail, in contrast with the simplicity and symmetry of the Classical time.

Music Dramatic and exciting: after all the generally rule-bonding Classical period, the

freer Romantic period was very exciting. The composers concentrated on the effect music had on people – it was dramatic and exciting. There was variation between loud/ soft and fast/slow. The piano became very popular and a great many pieces were written for the piano.

Dream world: in keeping with the spirit of time, composers portrayed scenes of nature (such as Beethoven’s Pastoral symphony- scenes near a spring) or they moved from reality to a dream world in their music (Berliioz’s Symphonie fantastique).

Composers: some of the world’s greatest composers lived during the Romantic period: Beethoven, Chopin, Schumann, Schubert, Mendelssohn, Liszt, Brahms and Berlioz.

(1) Beethoven (1770-1827)

Life: Beethoven was born in Bonn, German. His father was usually drunk and would force him to practice by hitting him in hope of a child prodigy like Mozart. At the age of 16 he played for Mozart who was very impressed, but, Beethoven was a composer rather than a performer. He started going deaf from the age of 26, because of this he was very moody and his life was not very happy. He led a difficult, impoverished life, but yet he composed some of the most beautiful music ever heard.

Music: in the beginning, he adhered to some of the classical rules, but his later pieces in particular showed more emotion. He wrote numerous numbers for the piano, but only 9 symphonies. The well-known Ode to joy (which contains a lovely section for choir and orchestra) was his ninth symphony which he never got to hear himself, but even today it still brings great joy to others.

Example:- symphony no 9 in D minor – the last movement.

(2) Frederic Chopin (1810-1849)

Life: Chopin grew up in Poland. At the age of 9, he was already a well-known pianist. He wrote many pieces for the piano in particular. He used Polish folk melodies in his mazurkas and polonaises. His pieces were technically very difficult. He died young of tuberculosis.

Mazurka: a “mazurka” is a Polish family or folk dance. It is written in 3/4 beat and can be played slowly at first, becoming faster as it progresses. It is danced by pairs in groups of 4.

Polonaise: a “polonaise” is a Polish national dance which is very stately and festive. The music is played in a measured 3/4 beat.

Music: Chopin’s piano music is very dramatic and emotive with lilting, colourful melodies. The melodies contain many trills and much ornamentation. The harmonies are rich and beautiful. Compared with Classical pieces, his music was very freer rhythmical interpretation.

Examples: - Polonaise militaire.- Any of his famous mazurkas, polonaises or waltzes.- The Butterfly etude, Opus 25, no 9.

Twentieth-Century Music: Importance: due to the nature of this music, this period is often not popular among pupils. But they need to understand that one cannot live in the middle of an era and be part of it without knowing what is going on around one.

Trend: each period rebelled against the previous and went in a completely opposite direction. Nothing has changed. Before World War II, compositions were moderate and easier to listen to than afterwards. After the war (1945 and later) the term “avant garde” was created, which is a collective term for artists who use techniques and methods of expression which differ radically from how things have traditionally been done.

General: Change: the 20th century is characterised by tremendously rapid changes

and guidelines for music are also continuously changing.

Technological: a technological explosion took place. Machinery refined, computers, television and new methods of communication were created and are rapidly developing further.

Autonomous: people are becoming more and more autonomous and independent. Because of space

travel, people are no longer limited to earth.

World War II & Atom bomb: one of the consequences of World War II is that the development of the atom bomb made people realise that they could destroy humankind in the blink of eye.

Attitude towards life: therefore, it is the century of the machine, inventions, intellectualism, materialism, brilliance and dynamics.

Essence of the avant garde Renewal: all the above factors contributed towards musicians and other artists

looking for renewal in their art and new methods of expression. Reality is depicted in all its nakedness. Similarly, music is also a medium through which human emotion and feelings can be expressed. Because of the enormous technological advances, the noise of machinery has become an inseparable part of our everyday existence. It was therefore inevitable that it would also become part of our music. According to the new concepts of the avant garde, the objective of the movement was to have no traditional melodies, harmonies or forms.

Foreign: it is because avant garde composers decided to break away from the familiar melodies that this music sounds so strange to our ears! We no longer recognise pretty melodies but rather a deluge of sound. This also why many people do not listen to it.

Rhythm: rhythm in music suddenly became very important- probably in order to portray the rushed and pulsating lifestyle.

Understand in order to hear: for the first time, it became necessary to understand the music and to know what its origin and meaning of the composer were.

Composers More moderate: The Russian-born Stravinsky and Prokofiev are 2 of the more

moderate composers of the 20th century. Although they also used dissonant sounds (sounds that are not easy on the ear), their music is nevertheless performed and heard quite regularly. Other interesting composers worth studying were/are: Bella Bartok, Arnold Schönberg, Alban, Berg, Anton Webern and Paul Hindemith.

More radical: other composers who can be described as more or less avant garde are Cage and Varèse.

(1) Sergei Prokofiev (1881-1953)

Life: Prokofiev was born in Russia, and like Mozart, he was also regarded as a music prodigy. He had written various great pieces at an early age.

Music: his pieces are characteristics of the world in which he lived. They are very original with dynamic rhythms. In order to describe the industrial world with its screaming factory whistles, neon lights, masses of workers and steel, he wrote a ballet, Age of steel. It is full of dissonant sounds, sudden harmonic changes and energetic rhythms. His best pieces were also written for the ballet, namely Romeo and Juliet (1935, Cinderella (1945) and The stone flower (1950).

Example:- His greatest legacy, however, is the music and story of Peter and the wolf (1936) in which the instruments of the orchestra are introduced using the characters of the story.

(2) Igor Stravinsky (1882- 1973)

Life: Stravinsky actually studied law as well as music. He befriended the Russian composer Rimsky-Korsakov, who eventually encouraged him to continue his music career. Rimsky-Korsakov also became his teacher.

Through him, Stravinsky also met another very important man, Diaghilev, who later became the director of the Russian Ballet and commissioned many pieces from Stravinsky.

Music: Stravinsky’s restless and inquisitive nature was expressed in his music. He continuously moved from one musical form to another. The only form in which he repeatedly expressed himself was ballet music.

Example: 3 of his most important pieces are - The firebird (1909),- Petrushka (1910-11), - The rite of spring (1911-13) (all 3 pieces were commissioned by Diaghilev.)

(3) John Cage (1912-1992)

Life: he was energetic and his philosophy for life was based on the Eastern philosophies and Zen Buddhism. The principles of the chance technique, according to which actions are determined by, for example tossing 3 coins, arose from this. He applied this philosophy to his music and his view of music in order to liberate the performance of a piece of music from the performer’s personal taste and the traditions of the art.

Music: one of his least conventional pieces is known as “4’3”. This piece can be performed on any instrument or a combination of instruments. The performer merely sits quietly on the stage for the duration of the piece! The “music” therefore consists of any noises or sounds that originate from any direction – inside and outside. In this way Cage incorporated the element of “silence” in music: to prove that there is in fact no such thing as silence, to make us aware of sounds around us and to teach us to listen with a finer ear.

(4) Edgar Varèse (1883-1965)

Life: he was an American composer and brought noise to compositions. He did this by recording any noise (e.g. the sound of mechanised industry and street noise) and then processing it any which way – contrasting, certain parts on their own, fast/slow, composition. Poème electroniquewas such a piece, which was commissioned for the Brussels World Festival in 1858. There, these sounds were broadcasted into a huge stadium over 400 loudspeakers.

(5) Hans Roosenschoon (1952- )

New notation system: during this period, rhythm, the use of instruments and timbre underwent fundamental changes. This meant that new notation systems had to be developed to explain exactly what the composer meant. The approach to composition also changed radically. E.g, themes were sometimes worked out mathematically and not melodiously. A good example of this type of composer is the South African Hans Roosenschoon.

Example: -Makietie: indigenous elements are incorporated which give the piece a strong African earthiness with its own sound world. The piece is based on a well-known Xhosa song. It was written for the brass ensemble (2 trumpets, French horn, trombone and tuba). The Africa idiom is captured in the rhythm and the noninstrumental performance of the ensemble – effects which are obtained by tongue clicking, ordinary whistling sounds and, for example, by blowing only through the mouthpiece of the instrument.

Pop Music: Importance: ignoring children’s present-day music or becoming involved in an argument about it will have a negative effect without achieving anything of significance. Rather try to analyse and classify their music with them.

Try the following ideas:

Ideas for presentation:

Ask children to bring pictures of their favourite artists and arrange these pictures in a visible and interesting way. Divide the class into groups of 5 and give them a pop song to research for the following week’s lesson. Evaluate and discuss each contribution and section.

For a subsequent lesson play a “stranger” song that the pupils themselves have brought along. Play it very loudly (like it is meant to be played). The idea is that the pupils will react impulsively to the music and the object is to illustrate and bring home to them the effect this kind of music has on people.

MUSIC INFLUENCES ONE*S PSYCHE! Experiments have shown that the faster the tempo rises above the beat of the normal pulse, the more emotional tension it causes. This is intensified if the acceleration of the tempo is accompanied by the increase in volume. Experts maintain that, in these circumstances, the brain becomes unable to fulfil its normal intelligent functions; so that one’s normal behaviour patterns deteriorate. This is in line with claims by the Beatles, for example, that their music may result in emotional instability, disorganised behaviour, riots and revolution.

In conclusion, give a brief review of the origin of pop music.

African Music:

The role of music in the African community Function: music plays a role in literally every aspect of African life. It is used at

receptions, dances, religious ceremonies, the performance of theatre pieces, magic rites and to celebrate events such as births, puberty, weddings and to announce death.

Occasions: certain songs were written for certain occasions, e.g, when a loses its first milk tooth (in West Africa) or work songs to encourage workers. In Africa music is a social activity in which everyone participates, which is why it is usually performed outdoors- in streets, backyards, and so forth.

Musical training: the level of training varies between highly trained musicians and those who are completely untrained. Spontaneous performances can be given by groups who make music merely because of the pleasure they get from it. The Tracy family has made thousands of recordings as there is no notation for this music- largely because illiteracy is so widespread.

Elements of African music(1) Rhythm and percussion

Rhythm and percussion: are heavily emphasised in African music, which underlines the close connection between music and dance in this culture.

Polyrhythms on ostinato: usually, various rhythmic patterns are played

simultaneously and repeated over and over. Polyrhythm therefore follows ostinato. Each instrument follows its own course and each dancer chooses where to fall in. body percussion is common.

Often balls and rattles are attached to the musicians’ feet or hands, which further enhances the sound.

(2) Vocal music

Song forms an integral part of this music. Typical vocal African music consists of short phrases which are repeated over and over with different words.

All call-and-answer performance is also common, where the phrases of the soloist are repeatedly answered by those of a choir.

The performance is frequently interspersed with a high yodelling sound.

(3) Texture

The music may be either harmonic (with one melody line) or polyphonic (with more than one melody line).

Various vocal groups may sing different melody lines at different pitches, which gives the effect of parallel chords.

(4) African instruments

Idiophones Mbira: the most common instruments are bells, rattles, scrapers, xylophones and tree trunk drums. They are shaken, struck, plucked or scraped. The xylophone and mbira (thumb piano) are instruments with a specific pitch. The mbira in particular held a special appeal for Hough Tracey with its fascinating combination of finger and sound patterns. Because he wanted musicians across the world to experience and enjoy this useful African instrument, he developed his own version (tuned on the Western scale) in the fifties. The barrel of this instrument, as with original African instrument, is made of resonant teak wood, while the keys, which are plucked with thumbs, are made of high-quality spring steal. The number of “steel tongues” can vary from 8 to 31 per instrument. The instrument can be used individually or in groups. Xylophones are made from sneezewood or teak. The tree trunk drum is hollowed out the tree trunk with a long slit on the top and varies in size. Different pitches can be obtained by varying the size of the split.

Membranophones Drums: Membranophones (instruments covered in skin). These are also very important in African music and are usually played by groups of 2-4. They can produce complex rhythms and various pitches and timbers (by stretching the skins more tightly or loosely). It is usually only the lead player who is allowed the freedom of improvisation, while the others repeat certain rhythmic patterns over and over again. Membraphones come in various sizes and shapes. For special effect seeds or beads are placed inside them while small bells or pieces if metal are attached to the edge of the drum.

Wind instruments: most common wind instruments are flutes made from bamboo, sugar cane or wood. Horns and trumpets are made from animal horn, elephant teeth, bamboo or wood.

Plucking instruments: these are instruments shaped like a bow. The strings stretched over the bow is plucked or struck with a stick. Some bows have a soundboard as a resonator, while in other cases the player’s mouth is the resonator.

(Examples of African music pg. 86 + 87 of study guide.)