MUE 3210 Chapter 10 Listening to Music David Edmund

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MUE 3210Chapter 10Listening to MusicDavid
Edmund
Please take a listening map now and return it at
the end of the lecture. Thank you!
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• Aram Khachaturian Sabre Dance
• Armenian composer
• From the ballett, Gayane 1942
• What are we demonstrating / listening for?

Tempo speed of the beat
Melodic direction
Contrasts Dynamics, expressive elements
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The nature of listening to music is different,
depending upon the setting and purpose.

• Much of our listening is passive listening
• While driving
• While shopping
• On television
• While jogging and.

In the elevator!
The result is that much of what we hear gets
tuned out.

• To learn while listening, strive to give your
  undivided attention to the music.
• This requires concentration and contemplative
  thought.
• Difficulties arise when we are constantly
  bombarded with music and other stimuli.

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Suggestions for learning through listening

• 1. Before listening, do something to make
  students interested.
• Tell your students about the composer and / or
  the music.
• Provide a visual aid.
• 2. Demonstrate enthusiasm.
• 3. Limit discussions to the most important points
  (two minutes or less).
• 4. Get students involved
• Count the number of times a theme is heard.
• Follow patterns.
• Follow a listening guide (ex. of a visual aid).

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• 5. Keep time.
• Pat, clap or play instruments.
• 6. Isolate particular features of the music.
• Limit these to a few. To be selected from
• Texture (instrument / voice sounds), dynamics,
  pitch direction, themes, etc.
• 7. Play the music enough times to promote
  familiarity (but not boredom!).

An example of a visual listening activity
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Pictures at an Exhibition
Modest Moussorgsky Russian composer Originally
composed for piano / orchestrated by Maurice
Ravel Inspired by a memorial exhibit of the
works of a Russian artist and architect Victor
Hartmann.
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Program Music Instrumental music associated
with a story or non-musical idea

• Suggests images
• Offers impressions, but cant actually tell the
  story
• Two examples of program music

• 1. Hector Berlioz Symphonie Fantastique
• Dream of a Witches Sabbath
• Dies Irae (Day of Wrath) theme

• 2. Camille Saint Saens The Carnival of the
  Animals
• What types of animals do you envision?

A. Birds (The Aviary)
B. Fish (Aquarium)
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Hoffer relates that melody is more than a
song.Themes may be used as bases for entire
works. For example...

• Beethoven Symphony Number Five in C minor I
  (1st movement)

• Orchestral instruments divided into four
  families
• Strings
• Woodwind
• Brass
• Percussion

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Instrument families Common traits

• Strings
• Share the same shape (except for the harp)
• Use of similar techniques (bowing / vibrato /
  etc.)
• Homogenous timbre
• Woodwinds
• Distinctive timbres (flute, clarinet, oboe, etc.)
• Change pitches by opening and closing holes in
  the body of the instrument
• Brass
• Differ in shape and size (as do the woodwinds)
• Made of metal (brass, but also copper, nickel,
  silver, etc.)
• Large low pitched / Small high pitched
• Percussion
• Wide variety of instruments and instrument
  timbres
• Create sounds by striking, rattling, shaking

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What is the primary difference between an
orchestra and a concert or marching band?

• The orchestra includes strings.

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Choral groups (a.k.a. choirs or choruses)

• Many elementary music programs have choruses.
• Benefits include
• Students spend extra time reading music, but also
  text (lyrics).
• Students make a contribution to the image of the
  school. They often have opportunities to
  represent the school off campus.
• Students learn to focus their listening skills.
• Students express themselves in an artistic
  manner.
• Most elementary choruses sing in unison or two
  part harmony.
• More advanced choral groups include four parts,
  or voice ranges
• Soprano High female voice
• Alto Lower female voice
• Tenor High male voice
• Bass Low male voice

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Non-direct / Informal listening

• Casual listening
• Intended to supplement (not replace) other
  activities
• As a classroom teacher, its a GREAT idea to
  keep a collection of music to be played at
  appropriate times
• Before and after school
• To be played softly while student work on
  individual projects
• During classroom transitions

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Listening to live performances

• Live performances have a greater impact on
  students.
• The Florida Youth Orchestra Concerts
• Students listening to each other is beneficial.
• Some take piano lessons, or are learning an
  instrument.
• Concert etiquette
• Clap at appropriate times (usually only at the
  conclusion of a work).
• Remember, youre there to listen! Listen quietly.
• Students may be representing your school and
  should behave accordingly.
• Wrap up Dixieland Jazz
• When the Saints Go Marching In

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What are we listening for?

• We are listening for form. Count the number of
  measures in the tune When the Saints go Marching
  In.
• Count as follows
• 1234 2234 3234 4234 etc
• This tune has three pick-up notes. Begin
  counting when you get to the word Saints.

Saints is a simple sixteen measure (or sixteen
bar) form.
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Whats coming up?

• Project presentations next week
• Material notebooks, annotated bibliographies
  Monday, June 16th
• Test 2 Tuesday, June 17th
• Guitar written/playing tests Wednesday, June
  18th