 QUESTION:
Sorry I don’t have your binder grades yet. Infinite Campus was down last night so I haven’t had a chance to enter them. I will get them into the gradebook tonight and pass them back tomorrow when you’re working on your projects.
 1. What are the 3 main parts of sonata form?
 2. What do we call an extended composition, lasting 20-45 minutes, that explores a wide range of tone colors and dynamics?
USE YOUR DEVICES IF YOU HAVE ONE – its so much quicker to grade when you submit them electronically!!!

1756-1791

Classical Symphony - Composers
 Wolfgang Amadeus Mozart (1756-1791)
 Wrote over 600 works, 41 were symphonies
 His last 6 are most complex and rich in orchestration
 Played the keyboard and violin
 Composed from the age of 5
 He would play, his father would write the piece down
 Austrian
 K1-5: Example

Wolfgang Amadeus Mozart
 Performed at the court of Empress Maria Theresa at age 6
 At the age of 17 he was a court musician in Salzburg performing for Austrian royalty
 Aristocratic patronage was essential for musicians to earn a living, although the middle classes provided a progressively larger portion of commissions, pupil fees, and concert attendance
 He moved to Vienna in the late 1700s and achieved fame but struggled financially
 His best works were composed in Vienna

Wolfgang Amadeus Mozart
 Mozart’s short career (died at 35 of illness) was dogged by financial insecurity
 Constantly broke and struggling to pay bills
 How he died is part of a mystery we’ll talk about next week… was it a fever? Did he work himself to death? Did his rival composer Salieri murder him? (The movie is about his life and the mystery of his death.)

Wolfgang Amadeus Mozart
 Early symphonies were simple and relatively short while later works were longer and more complex
 His last 3 symphonies are generally regarded as among his greatest masterpieces
 The “typical” classical symphony: Symphony No. 40 in G minor
 This work, along with 39 and 41, has clear order and restraint, yet they exhibit a tremendous emotional urgency

Symphony No. 40
 1 of only 2 symphonies Mozart wrote in a MINOR key
 25 is also in G Minor
 Was written in just a few weeks in 1788 (he completed Symphonies 39 and
41 in the same few weeks.)
 June-August 1788
 Mozart never got it hear it performed
 There is proof that he BRIEFLY heard it
 The performance was so bad that he left the room before it was finished

Symphony No. 40
 Scored for 2 flutes, 2 oboes, 2 clarinets, 2 bassoons, 2 horns, and full string section
 No trumpets or percussion
 4 Movements
 Fast, Slow, Minuet (3/4 dance), Fast
 Every movement (but the minuet & trio) is in sonata form

Symphony No. 40
 Four Movements Mozart’s Symphony No. 40
 1 st Movement in Sonata Form
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The violins state the first theme above a soft homophonic accompaniment
Restless rhythms accentuated by the liveliness of the lower strings
Second theme in woodwinds and strings (contrasts the first)
The exposition is completely repeated (AABA) – 2:01
Development section takes the beginning 3-note motif and explores several possibilities
Brief Development Section – 3:55
Recapitulation restates the first and second themes – 5:05

Symphony No. 40
 “A work of passion, violence, and grief.”
 One of his most admired works
 Beethoven knew it well
 Copied 29 bars of it into one of his sketchbooks
 The first theme comes from his 21 st piano concerto
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Written 3 years before the symphony http://www.youtube.com/watch?v=i2uYb6bMKyI (4 minutes)

Eine Kleine Nachtmusik
 Written for strings only (not a full orchestra)
 No winds, brass, or percussion of any kind
 Written in 1787, published in 1827
 Long after Mozart’s death
 Was sold to a publisher in 1799 (with several other of his compositions) by his wife to make money
 “A little night music”

Eine Kleine Nachtmusik
 Written in 4 Movements
 I. Allegro (the one you need to know)
 II. Romanze: Andante
 III. Minuetto: Allegretto
 IV. Rondo: Allegro
 The first movement is in sonata form
 Development: 3:15
 Recap: 3:50

The Turkish March
 Part of Mozart’s Piano Sonata No. 11
 The Fourth Movement – “Rondo”
 The whole sonata is about 20 minutes in length
 One of Mozart’s most famous piano pieces
 Imitates the sound of Turkish bands
 The Turkish March
 ABACA form - RONDO

The Marriage of Figaro
 Le nozze di Figaro, ossia la folle giornata
 The Marriage of Figaro, or the Day of Madness
 A Comic Opera
 We’ll look at the story and actually watch part of it when we study theater
 Figaro first premiered in May 1786
 Mozart himself conducted the first two performances
 It had 9 total performances

The Marriage of Figaro
 The applause of the audience the first night resulted in 5 encores
 There were 7 the second night
 It is currently number 6 on the current Operabase list of the most performed operas worldwide

The Marriage of Figaro
 The overture music is not anywhere else in the opera (with the exception of one short melody in one short song)
 Usually overtures are composed of music from the opera – like a medley of all the best tunes
 The Marriage of Figaro Overture
 This is the opening piece

Have you heard of “The Mozart Effect?”

The Mozart Effect
 “Listening to Mozart makes you smarter”
 The idea that early childhood exposure to classical music has a beneficial effect on mental development
 Started with research that suggested that listening to Mozart temporarily boosted scores on one portion of the IQ test.

The Mozart Effect
 Rauscher, Shaw, and Ky (1993) investigated the effect of listening to music by Mozart on spatial reasoning
 They gave research participants 3 different tests – one while listening to a sonata by Mozart, one while listening to relaxation music, and one with silence.
 Spatial reasoning was enhanced while listening to Mozart

The Mozart Effect
 Rauscher, Shaw, and Ky argue that their work was misinterpreted.
 Didn’t prove that classical music makes you smarter, just proved that parts of the brain respond to specific frequencies
 A follow up study proved that it was only temporary – no student had effects extending beyond 15 minutes

The Mozart Effect
 In 1997, another study was done where 3 and 4 year olds were given 8 months of private piano lessons.
 They scored 34% higher on tests than those who received computer lessons, singing lessons, and no training
 In 1997, Don Campbell argued that playing selected classical music to infants would benefit their mental development.
 This has been explored in studies with no definitive results

The Mozart Effect
 Campbell wrote a follow-up book and sold products specifically aimed at exposing young students to classical music in an effort to improve their brain function
 He represents the general use of music to reduce stress, depression, anxiety; induce relaxation and sleep; activate the body; and improve memory or awareness.

The Mozart Effect
 Any later study with positive effects have been associated with music giving people positive emotions
 Some studies suggest no IQ or spatial ability increase in children
 Others suggest IQ and spatial reasoning can increase with high energy music that students enjoy.

The Mozart Effect
 In 1999, two parallel studies were done to prove or disprove the Mozart
Effect
 They proved that any cognitive enhancement was small and did not reflect a change in IQ
 The improvement comes from enjoyment stimulating the brain
 They tested with Mozart and readings of Stephen King – people that enjoyed what they were exposed to performed better
 They used the piece in the original study, and subjects didn’t do as well when the tempo was slower and the chords were minor (instead of major)

Other Research
 Regardless, national arts education associations argue that participation in the arts will grant students success in society, school, intelligence, and life.
 As we go through these – feel free to bring up questions! Let’s have a discussion!
 My biggest question: do these things happen because students are exposed to the arts OR are these simply the students that choose to be exposed to the arts?

Other Research
 Society: music, drawing, and painting will give students an edge just as surely as math and science will
 The ability to think critically, and to approach international problems as
“citizens of the world.”
 When people play, perform, or dance together, they lean to cooperate as well as express themselves
 Students in band or orchestra reported the LOWEST lifetime and current use of substances (alcohol, tobacco, drugs)

Other Research
 School –
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Schools with music programs have significantly higher graduation rates than those without (90.2% as compared to 72.9% )
Schools with music programs have significantly higher attendance rates (93.3% compared to 84.9%)
Students in good music programs scored 17% higher in math than children in schools without a music program
Students with low quality music programs scored higher in English and Math than students with no music at all
Students with experience in music performance scored 57 points higher on the verbal part and 43 points higher on the math portion of the SAT (2007)
 Students in music appreciation courses were 62 points higher on the verbal and 41 points higher on the math portion than students with no music at all

Other Research
 Intelligence –
 Students with musical training recalled more words in verbal memory than those untrained
 Mastering a musical instrument improves the way the human brain processes parts of spoken language
 Easier to detect small differences in words/syllables
 Musicians have more focused brain activity
 Young children who take music lessons have improved memory

Other Research
 Life –
 The creative skills children develop through the arts carry them towards new ideas, new experiences, and new challenges
 Music has the power to bring people together
 Music is the only universal language – the symbols mean the same thing no matter where you go
 Its part of being human

On the Quiz and Test you’ll need to recognize certain famous pieces of music – let’s practice!

Listening Recognition Practice
 On your paper is a list of pieces you’ve heard so far in this unit.
 We’ve added the Turkish March and Marriage of Figaro
 For today, simply write the number next to what you think is being played.
 We won’t go over them until they’ve ALL been played. Practice and see what you know!
 Practice Online: http://nohsbands.weebly.com
 Hover over “Arts and Humanities” and click “Classical Period”

Amadeus
 We’ll start this movie Wednesday after the quiz and watch it the rest of the week.
 Here’s a little sneak preview