Due: March 13
Listen to the pieces below. Draw a map of Europe showing where modern-day Czechoslovakia is. You may trace the outline of Europe, but the outlines of the countries should be filled in and labeled by hand. Also describe the food, customs and geography of Czechoslovakia.
Slovakian Dance No. 8 for orchestra
Slovakian Dance No. 8 for piano 8 hands
New World Symphony
Saturday, February 25, 2012
HS Trimester 3 Homework 1
Due: March 12
Listen to the following pieces and answer the following:
1. For the first three selections, describe the place or tell the story about which each piece is composed.
2. For the final two selections (the Dvorak and Brahms), draw a map (hand drawn)of Europe showing where Slovakia and Hungary are located. Be sure to draw each of the European countries and label them. You may outline the map of Europe by tracing, but the individual countries should be drawn free hand. These dances are orchestra arrangements of traditional Slovakian and Hungarian dances which the composers grew up with and were familiar with. They then wrote a series of dances in honor of their homeland's folk music. Later on, both Dvorak and Brahms, but request of their publishers, wrote arrangements for piano for that the pieces could be played by people in their own homes.
The Moldau by Bedrich Smetana:
Finlandia by Jean Sibelius:
In the Hall of the Mountain King by Edward Grieg:
Slavonic Dance No. 8 by Antonin Dvorak
Hungarian Dance No 5 by Johannes Brahms
Listen to the following pieces and answer the following:
1. For the first three selections, describe the place or tell the story about which each piece is composed.
2. For the final two selections (the Dvorak and Brahms), draw a map (hand drawn)of Europe showing where Slovakia and Hungary are located. Be sure to draw each of the European countries and label them. You may outline the map of Europe by tracing, but the individual countries should be drawn free hand. These dances are orchestra arrangements of traditional Slovakian and Hungarian dances which the composers grew up with and were familiar with. They then wrote a series of dances in honor of their homeland's folk music. Later on, both Dvorak and Brahms, but request of their publishers, wrote arrangements for piano for that the pieces could be played by people in their own homes.
The Moldau by Bedrich Smetana:
Finlandia by Jean Sibelius:
In the Hall of the Mountain King by Edward Grieg:
Slavonic Dance No. 8 by Antonin Dvorak
Hungarian Dance No 5 by Johannes Brahms
Friday, February 10, 2012
Junior High trimester 2 Final Study Guide
1. Be able to identify all the pieces on the blog from this trimester (only those assigned to the Junior High). Know the title of the piece and the composer.
2.We can listen to music as though it were an essay or listen for the mood it conveys. What is the thesis statement of a piece of music? Explain as accurately as you can how a piece of music can be like an essay. How does the composer convey the mood of a piece of music? how does he make the piece sound happy? Sad? Joyful? Excited? Be prepared to apply these to a piece of music.
3.Know all the terms discussed in class (eg. concerto, allegro, cadence, theme, mood etc)
2.We can listen to music as though it were an essay or listen for the mood it conveys. What is the thesis statement of a piece of music? Explain as accurately as you can how a piece of music can be like an essay. How does the composer convey the mood of a piece of music? how does he make the piece sound happy? Sad? Joyful? Excited? Be prepared to apply these to a piece of music.
3.Know all the terms discussed in class (eg. concerto, allegro, cadence, theme, mood etc)
High School Trimester 2 Study Guide for FInal
1. Be able to identify the title and composer's name of all the music from this trimester.
2. Know the dates and basic biographical information from the essays your wrote on Bach, Mozart, Schubert.
3. Be familiar with each of the musical time periods we covered this trimester. Know the characteristics of the music, why the music evolved the way it did, and how the new period differed from the previous. Know the important composers from each time period and their dates that I gave in class.
4.Be able to define the musical terms used in class (eg. theme, cadence, concerto)
2. Know the dates and basic biographical information from the essays your wrote on Bach, Mozart, Schubert.
3. Be familiar with each of the musical time periods we covered this trimester. Know the characteristics of the music, why the music evolved the way it did, and how the new period differed from the previous. Know the important composers from each time period and their dates that I gave in class.
4.Be able to define the musical terms used in class (eg. theme, cadence, concerto)
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