Appreciation of Music Listening Guide PDF

Class Listening Guides
to accompany
AN APPRECIATION
OF MUSIC
Guides prepared by
Harry R. Adkins
Adjunct Professor of Music
Williamsburg Technical College
Kingstree, South Carolina
CONTENTS
The Elements of Music ............................................................................................3
The Middle Ages and Renaissance ........................................................................17
The Baroque Period ..............................................................................................28
The Classical Period ..............................................................................................42
The Romantic Period.............................................................................................52
The Twentieth Century and Beyond......................................................................66
Broadway and Film Music .....................................................................................80
Guidelines for Great Composer Essay ...................................................................87
Suggested Composers for Great Composer Essay .................................................88

Unit One – The Elements of Music
Chapter 1—Sound: Pitch, Dynamics, and Tone Color
Our world is filled with ______________________
Sounds can be ___________________________________________
Humans are able to focus on _______________________________
________________________sounds that do not interest us
________________________ sounds that do interest us
Sound
Begins as result of a ___________________________________
Transmitted through ____________________________ as vibration
Perceived by ______________________as vibrations
Impulses sent _________________________ for processing
Music is defined as the ____________________________________________
Four main properties of musical sounds:
____________________________________
____________________________________
____________________________________
____________________________________
Pitch: Highness or Lowness of Sound

Determined by ___________________________________________________
Fast vibration = ____________________________________________
Slow vibration = ____________________________________________
In music, definite pitch is defined as ____________________________
Music Appreciation class Listening Guide Page 3

Tones have ________________________________________________
Irregular vibrations create sounds of ____________________________ (noise)
___________________________________ difference in pitch between 2 tones
___________________________________ doubling/halving of frequency
Tones an octave apart seem to blend together
Western music divides octave into ______________________________________
Non-western music may divide into different numbers of tones
Most western music based on ___________________________________
_______________________: distance between voice or instrument’s highest & lowest

possible pitch
Dynamics is the _______________________________________________________
Sounds may be ____________________________________________
Changes in dynamics may be _______________________________________
___________________________: tone played louder than other tones near it
Italian terms used to indicate dynamics
Pianissimo _____________________________________________
Piano _________________________________________________
Mezzo Piano ___________________________________________
Mezzo forte ___________________________________________
Forte _________________________________________________
Fortissimo _____________________________________________
____________________________: gradually louder
____________________________: gradually softer

Tone Color also called timbre: ___________________________________________
Changes in tone color create ___________________________________
Tone color can add ___________________________________________
Composers frequently blend sounds of instruments to create ____________________
Chapter 2—Performing Media - Voices

Range is based on physical makeup & training and ranked from highest to lowest
Female
________________________________________
________________________________________
Male
________________________________________
________________________________________
Vocal methods and styles vary between _____________________________________
_________________________________________ frequently accompany vocal music
Musical Instruments
_____________________________(not a natural voice) that produces musical sounds
Western instruments grouped into six broad categories
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

Use and makeup of instruments varies ______________________________________
Instrumental groups frequently led by ______________________________________
String Instruments
Sound produced by ____________________________________________
Orchestral string instruments
__________________________
__________________________
__________________________
__________________________
Symphonic string music uses ___________________________to produce sound
Woodwind Instruments - traditionally made of wood
The longer the tube, the _______________________________________________
_______________________________ along instrument serves to lengthen the tube
Main orchestral woodwinds:
___________________________________
___________________________________
___________________________________
___________________________________
Sound produced by player's breath
__________________________________________________
__________________________________________________
__________________________________________________

______________________________________single reed instrument common in jazz
music
Brass Instruments
Orchestral brass instruments (in order of range):
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Sound produce by ___________________________________________________
______________________________________________ produces sound
Sound exits through flared end called ____________________________
Pitch changed in two ways:
_____________________of player’s lips (together or against mouthpiece)
_________________________________the instrument via slide or valves
Tone color is altered by inserting ____________________ into bell
Brass instruments provide ________________________________________ in music
Percussion Instruments
Sound (generally) produced by _____________________________________________
the instrument
Instruments ___________________________________________________ produce
noise-like sounds
Percussionists must play ____________________________instruments
Percussion traditionally emphasizes _____________________________________

20th Century music — _________________________________________________
Complexity of _____________________ percussion music often surpasses percussion
of Western music.
Piano
The piano is a musical instrument played by means of a
___________________________
Pressing one of the _________________ on the piano's keyboard causes a felt-covered
hammer to strike steel strings.
The hammers rebound, allowing the strings to
__________________________________________.
These vibrations are transmitted to
_________________________________________________.
When _______________________________________________, a damper stops the
string's vibration.
Harpsichord
A harpsichord is a musical instrument played by means of a
________________________________.
It produces sound by ________________________________________ when a key is
pressed.
Pipe Organ
The pipe organ is a musical instrument that produces sound by driving
_______________________ through pipes selected via a keyboard.

Because each organ pipe produces a single pitch, the pipes are provided
________________________, each of which has a common timbre and volume.
A pipe organ has ________________________________________ played by the
hands, and a ________________________________played by the feet.
Accordion
The accordion is a box-shaped musical instrument of the _________________ family.
It is played by compressing or expanding a ________________ while pressing buttons
or keys which allow air to flow across strips of brass or steel, called _____________,
that vibrate to produce sound inside the body.
The performer normally plays the __________________ on buttons or keys on the
right-hand manual, and the _________________________, consisting of bass and pre-
set chord buttons, on the left-hand manual.
The accordion is often used in ______________________ in Europe, North America
and South America.
Electronic Instruments
_____________________________________________ sound using electronics
______________________________________ was main electronic tool of 1950’s
____________________________________came into use in 1960’s
__________________________(1983) allowed connection of devices
MIDI stands for ________________________________________________________

The Elements of Music - Form, Texture, and Style
Music is a _______________________ of human society
Music provides __________________________________________________
Heard almost ____________________________ in modern life
___________________________________________is an innovation of 20th Century
_________________________________________ is now available to almost anyone
Informal music making is a source of pleasure for _____________________________
An amateur is a person who engages in an activity ____________________________
for the simple pleasure that the activity brings.
Live performance brings a _____________________________________________
Experience affected by _______________________________________ of both
performer and audience
Evaluating music performances
Background music vs. ____________________________________________
Perceptive listening _____________________________________________
Knowledge of musical elements ___________________________________
Chapter 3—Rhythm
Rhythm is the ______________________________________________ through time
Beat
___________________________________________________
___________________________________________________
Divides music into ____________________________________

Meter
Grouping of beats are called ______________________________________
Downbeat is the __________________________________________ beat in measure
Types of meter:
____________________________________
____________________________________
____________________________________
____________________________________
________________________________is an emphasis placed on beat/note
________________________________is an emphasis on unexpected note/beat
Tempo is the ___________________________________________, the pace
Tempo indicated at ___________________________________
As with dynamics, ____________________________ are used
_____________________________________- very slow, broad
_____________________________________ - slow
_____________________________________ - walking pace
_____________________________________ - moderately
_____________________________________ - fast
_____________________________________ - very fast
_________________________________________ device that indicates exact tempo

Chapter 4—Music Notation
Notation is a system of ____________________ so that specific __________________
and ___________________________ can be communicated.
Notating Pitch
Letter names for notes:
________________________________________________________
__________________________________- five lines and four spaces
__________________________________ - indicate where Middle "C" is located
____________________________ - "G" Clef
____________________________ - "F" Clef
______________________________________ - combination of Treble and Bass Clefs
Notating Rhythm
Rhythmic notation indicates _______________________________ in relation to other
tones in the piece
Primary rhythmic notes
______________________________ - 4 beats
______________________________ - 2 beats
______________________________ - 1 beat
______________________________ - 1/2 beat
Rests indicate ________________________________________

Notating Meter
Time signature indicates the meter of a piece of music
Appears at ______________________________________
Written as ______________________________________, one above the other
Top number: _____________________________________________________
Bottom number: __________________________________________________
The score shows the _______________ for each instrumental or vocal category in a
performing group.
Chapter 5 — Melody
Melody is __________________________________________________________
A melody __________________________________________________________
A melody has _______________________________________________________
Melodies can move by _______________________________________________
Every melody has some sort of _________________________________________
Melodies may be ______________________ or ____________________________
Melodies are ________________________________________________________
There is usually a ___________________________ within melodies
Each melody must reach a _______________________: Complete vs. Incomplete
_________________: melody used as starting point and evolving throughout an
extended piece of music

Chapter 6 — Harmony
Harmony is the way ______________ are constructed and how they ______________
each other
_________________________: 3 or more tones sounded at once
_________________________: how chords follow each other
Consonance and Dissonance
Stable, restful chords are ____________________________________
Unstable, tense chords are __________________________________
____________________________ is movement away from dissonance
The Triad is the simplest, most __________________________________
Made up of ___________________________________________
Triad built on 1st scale note is called ___________________________________
Triad built on 5th scale note is called ___________________________________
__________________________________ are chord tones (notes) sounded in series
Chapter 7 — Key
Centering of a melody or harmony around a ____________________________
________________________________ - Bright, happy sound
________________________________- Dark, sad sound
The Key Signature
Number of________________________________ played determines scale and key
The Chromatic Scale utilizes ___________________________ within the octave
Modulation: ________________________________________

Provides ____________________________ within longer piece
Modulation is like a _________________________________ in gravity
________________________ is the main key of a piece
Modulations usually return to the ______________________________
Return to tonic creates feeling of _______________________________
Chapter 8 — Musical Texture
Musical texture is the ______________________________, how layers relate
_____________________________ - Single, unaccompanied melody
_____________________________ - 2 or more equally important melodies
Homophonic Texture - _________________________ with chordal accompaniment
Changes of Texture within a piece, creates __________________________________
Chapter 9 — Musical Form
Musical form is the ___________________________ of musical elements in time
Techniques that Create Musical Form
_________________________—restating musical ideas
_________________________—avoiding monotony with new ideas
_________________________—reworking ideas to keep them new
Chapter 10 — Musical Style
Based upon _____________________ and the continuous development of music as an
art form
Western art music can be divided into the following stylistic periods:
_____________________________ - 450-1450

_____________________________ - 1450-1600
_____________________________ - 1600-1750
_____________________________ - 1750-1820
_____________________________ - 1820-1900
_____________________________ - 1900-present
Music of each these periods reflects the _______________________ that supported it.

Unit 02 - The Middle Ages and Renaissance
Music in the Bible
Israelite worship music was both ___________________________________.
__________________________ contributed to the celebration of Israel's covenant with
the Lord.
Horns, trumpets, cymbals, harps and lyres were used in the _____________________.
The “Selah” of the Psalms may have been an _________________________________.
___________________, usually played by women, were used with dancing at Israelite
festivals.
The Greek Heritage
All through the Middle Ages men turned back to Greece and Rome for
________________________________
________________________________
________________________________
Disappearance of the traditions of Roman music - connected with _______________
religious exercises.
Greek mythology ascribed to music a _________________________ and named as its
inventors gods.
Early Greek Music
Primary Instruments
________________ - hand-held harp with five - seven strings

________________ - double-reed instrument with shrill tone
Music associated intimately with _____________________________________
Similar to early church music
__________________________ - single melody without harmony
__________________________ doubled the melody
almost always associated with _________________________________
melody and rhythm linked to __________________________________
Greek music - basic to pursuit of _________________________________________
__________________________ - thought to be the key to understanding the universe
Music of the Spheres (Plato) - __________________________ of music to the planets
The Middle Ages
Period of ________________________________________________
Strong class distinctions
_____________________________: castles, knights in armor, feasting
_____________________________: lived in huts, serfs—part of land
_____________________________: ruled everyone, only monks literate
Music in the Middle Ages
Church dominates musical activity
Most musicians were ____________________
_____________ received music education in church school
_________________ did not sing in mixed church settings
Many _____________ created music and performed in convents
Music primarily __________________________________

_____________________ not used in church
About 1000 AD ____________________________ introduced
Know very little about how medieval music sounded – few instruments ____________
Gregorian Chant
Was official music of _______________________________________
Written to enhance specific parts of __________________________________
Monophonic melody set to ___________________________
Flexible rhythm without _________________________________
Named for ____________________________________________ (r. 590-604)
Originally no ____________________________________ system
The Church Modes
________________________________—voice of church not person
Different pattern than ________________________________________
______________________________________________ use these scales
Secular Music in the Middle Ages
Performed by ____________________ (southern France) and ___________________
(northern France)
Nobles wrote ________________________ for court use
Performed by ____________________________________ (minstrels)
Used ___________________________________________ for dances
Topics:
__________________________________________________________________
______________________________ - Medieval (Middle Ages) dance music

____________________________ with strong beat (for dancing)
Notated as chant: only a ______________________________________
The Development of Polyphony: Organum
Between 700-900 a ____________________ was added to chant
Additional part initially ________________________, not written
_______________________ chant line at a different pitch
Between 900-1200 the added line grew _________________________________
Two vocal lines with individual ________________________________ content
New part, in top voice, ________________________ than the chant line
School of Notre Dame
Developed the system of _____________________________________
Parisian composers developed a _____________________________________
Chant notation had only indicated _________________, not rhythm
Notre Dame’s choirmasters ___________________________________ were leaders
14th Century Changes
Age of ___________________________
Hundred Years ____________________
Plague of _________________________
Weakening of ________________________________________________
Literary works emphasized _______________________
_________________________________ comes to the forefront
New music was ________________________ on Gregorian chant

14th Century Music: “New Art” In France
Composers wrote music not based on chant
Borrowed ___________________________ to put in sacred music
New ______________________________________ had developed
New system allowed for _____________________________________
___________________________, now possible, became common
The new type of music was called _______________________________
Guillaume de Machaut
Mid- to late-14th Century _________________________ (1300-1377)
Also famous as a ____________________________________________
Though a priest, spent most of life working as ______________________________
Wrote both __________________________________ music
Best known for his _________________________________________________
Notre Dame Mass
One of the ____________________________________ preserved from Middle Ages
It was the first ______________________________ of the mass by a known composer.
Mass Ordinary – includes five sung ______________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Mass settings are included in each ______________________________________

The Renaissance (1450-1600)
Renaissance means: The _________________________________________ under
the influence of the classical models in the 14th–16th centuries.
Chapter 2: Music in the Renaissance
Universal Man – every educated man ______________________________________
Church choirs _____________________________ (all male)
Rise of the ______________________________________
Musical center shifted from ________________________________________
Court composers wrote ____________________________________
Women did not sing in _____________________________________________
Musicians had ____________________________________ than before
Composers became known for their ________________________
Many composers were __________________________________
Composers worked throughout ________________________, especially in Italy
Italy became ___________________________ in 16th Century
Characteristics of Renaissance Music
Words and Music
Vocal music _________________________________ than instrumental
Composers wrote music to ____________________________________
_____________________________________ influenced the melodic line and rhythm.
No _____________________________ in dynamics, tone color, and rhythm

Texture
_____________________________________ – 4, 5, or 6 equal parts
Primarily vocal - __________________________________________
Instruments, if present, _________________________________________
Rhythm and Melody
Rhythm has _______________________ without a defined beat
Each melodic line has __________________________________
____________________________________ melodies predominate
Melodies are ____________________________________________
Sacred Music in the Renaissance
Two main forms:
Motet - Short polyphonic choral work
Latin text usually overlaid with _________________________________
Often borrows __________________________________ from a chant
Mass - the Catholic worship service
Extended work in _________________________ with five main sections
______________________________
______________________________
______________________________
______________________________
______________________________

Josquin Desprez - 1440-1521
Master of both _____________________________________ music
Worked with the ________________________ in Rome
Worked for ___________________________ of France
Wrote ______________________________________________
Leading _______________________ of his time—famous while alive
His work influenced other __________________________
Was highly praised by _____________________________
Motets of Josquin Desprez
Josquin's motet style varied from:
Strictly ________________________ settings
Highly ornate ____________________________ fantasias.
He wrote many of his motets for __________________________________
Almost all of Josquin's motets use some kind of ___________________ on the process.
Josquin frequently used ______________________ in writing his motets
Pioneered in writing polyphonic settings of _________________________
Giovanni Pierluigi da Palestrina
Italian Renaissance composer of sacred music
Best known 16th-century representative of the ___________________________ of
musical composition
His work has often been seen as the ________________________ of Renaissance
polyphony

Became maestro at the ______________________________, the papal choir at St
Peter's
His first published composition was the first book of Masses by a __________________
Council of Trent (1545-1563) addressed:
___________________________________ within Church
Emerging ____________________________________
Role of ______________________________________
Some advocated a return to ___________________________ music
Finally decided on ___________________________ music
Palestrina wrote music ____________________________ of Council of Trent
His work became the _____________________ for mass composers
Palestrina’s Music
Palestrina wrote ______________________ of compositions.
The "Palestrina style" now serves as a basis for ______________________________
Palestrina established and followed these basic guidelines:
1. The flow of music is ________________________, not rigid or static.
2. Melody should contain _____________________ between notes.
3. If a leap occurs, it must be ________________________________.
4. Dissonances are to be confined to ____________________ and weak beats.
Secular Music in the Renaissance
Madrigal – piece for several _______________________________
Every educated person __________________________________________________
___________________________________ – musical illustration of the text

Development of ____________________________ helped spread secular songs
Madrigal as a musical form __________________________________________
_______________________________ were lighter & simpler
Claudio Giovanni Antonio Monteverdi
Italian composer, gambist, and singer (1567 – 1643).
His work marked the _______________________ from the Renaissance to the
Baroque period.
He developed two individual styles of ______________________________
_________________________________________________
_________________________________________ technique
Monteverdi wrote one of the earliest ____________________, L'Orfeo.
He was recognized as an ___________________________ and enjoyed considerable
fame in his lifetime.
Renaissance Instrumental Music
Still subordinate to _______________________________
Increasingly, instruments _____________________________________
Sometimes played ______________________________ alone
Published music stated that various parts of the music could be __________________
Purely instrumental music existed almost exclusively for ________________________
Every cultivated person was expected to be __________________, often taught by
professional masters
Used ____________________________________________ to accompany
Composers did not specify _____________________________________

Most important Renaissance Instruments
______________________________ (wooden flutes)
______________________________ (similar to oboe)
______________________________ (wooden instruments with cup-shaped
mouthpieces)
______________________________ (early trombones)
______________________________ (guitar predecessor)
______________________________ (bowed string instruments)
______________________________ (similar to accordion)
______________________________ (small reed organs)
______________________________ (smaller portable keyboards)
Standardized _______________________________ did not exist.
Renaissance composers did not specify ________________________ for their pieces.
Large courts had ________________________________ instrumentalists.

Unit 3 - The Baroque Period
The Baroque Style
The Baroque Style is defined as ___________________________________________
Baroque Style fills space (canvas, stone, or sound) with ________________________.
Artists exploited their materials to ________________________________________ of
color, depth, and contrasts of light and dark to create totally structured worlds.
Architecture created a magnificent setting that fused __________________________
into a symbol of royal wealth and power.
Baroque period was known as the _______________________________ because
rulers exercised absolute power over their subjects.
Science became a union of _____________________________________ which led to
new inventions and improvements in medicine and industry.
Chapter 1: Baroque Music
Opera is a _____________________________________________________________
The musical giants of the Baroque period are _________________________________
Other important Baroque composers were:
____________________________________
____________________________________
____________________________________
____________________________________

The Baroque period can be divided into three phases:
Early: 1600-1640
Rise of _______________________________
Text with _____________________________
_______________________ (melody/chordal accompaniment) to project words
Middle: 1640-1680
New musical style spreads from Italy throughout ________________________
Use of the church modes gives way to ________________________________
Rise of importance of ______________________________________________
Late: 1680-1750
Instrumental music becomes as important as ___________________________
Elaborate __________________________ dominates
Most Baroque music we hear comes from the __________________________
Characteristics of Baroque Music
Unity of Mood
Expresses _______________________ per piece
Unique _________________________ associated with certain emotional states
Rhythm
Rhythmic patterns are _________________________ throughout
Rhythmic continuity provides _____________________________
_______________________________ of piece is rarely interrupted

Melody
___________________________ heard again and again
______________________________________ remains constant
Melody is continuously _________________________________________
Dynamics
Volumes are _________________________with sudden changes
___________________________ – alternating loud & soft
Texture
Late Baroque mostly __________________________________
Extensive use of ______________________________________
Chords and the Basso Continuo
Emphasis on way chords _______________________________________
Bass part considered ________________________of the harmony
Basso Continuo is a bass part with numbers to represent __________________
Words and Music
______________________________________________ continues
Words often emphasized by writing _____________________ for a single
syllable of text
The Baroque Orchestra
Based on ________________________________ of instruments
__________________________ by modern standards
Varying ___________________________________

Combinations of strings, woodwinds, brass, & percussion (timpani)
Nucleus was ______________________________________
Composers ___________________________ instrumentation
Timbre was subordinate to ________________________________________
Music director’s job – good & bad features
Pay & prestige were _________________________________
________________________ by composer was performed
Composer considered ______________________________________
Composers wrote music to make their patrons ______________________________
Baroque Church Music
Church music was written on a ____________________________ than in Renaissance
Used ______________________________________________________
Church was _______________________________________ for ordinary class
Church music director produced ______________________________ of compositions.
Responsible for ____________________________ of choristers in church school
Baroque Forms
Instrumental music frequently made up of _____________________________
_____________________ — a piece complete in itself and also part of a larger whole
Performed with ____________________ between movements
_________________________________ within individual movements
Movements often _________________________ with each other

Chapter 2: Music in Baroque Society
Music was ____________________________
______________, not old-fashioned, was desired by the Courts of Aristocracy (wealthy)
Music and musical resources indicated ____________________________
Court Music Director
_____________________________, pay, and other benefits
Still considered a ___________________________________
Some aristocrats were ___________________________________
Church music was _______________________________________
Ordinary people heard music ____________________________________
Some, though few, ______________________________ in larger cities
Music careers taught by ___________________________________
Orphanages (school) taught ______________________ as a trade
Most music jobs required ____________________________ for consideration
Chapter 3: The Concerto Grosso and Ritornello Form
Concerto Grosso
For small group of _______________________ and orchestra (tutti)
______________________________ work usually in three movements
________________________________
________________________________ (usually quieter)
________________________________ (sometimes dance-like)
Ritornello form began in _____________________________

Frequently used in 1st & last movements of ______________________________
Theme repeatedly presented in _______________________________
Alternation between solo sections and ______________________
Chapter 4: The Fugue
Fugue is the ___________________________ of Baroque Music
Written for groups of ___________________________________________
__________________________________ based on theme
Main theme is the ______________________________
Voices ________________________ the “subject”
Each voice enters after _______________________ presenting the subject
Chapter 5: The Elements of Opera
_____________________ sung to orchestral accompaniment
______________________________ in music
Opera is ___________________________________ experience
Includes music, acting, poetry, scenery, and costumes
Plot and characters use ___________________ rather than speech
Opera can be __________________________, or both
Demands performers that can ____________________________________
Two primary types of solo songs:
_____________________________: presents plot material (almost spoken)
_______________: song with orchestral accompaniment that expresses emotion

Other types of ensemble songs in opera:
_____________________ (2 singers)
_____________________ (3 singers)
_____________________ (4 singers)
_____________________ (5 singers)
________________________: groups of singers acting crowd parts
One to five acts subdivided into _______________________
_____________________________ - Instrumental selection that introduces opera acts
Overture draws material from _____________________________________
Chapter 6: Opera in the Baroque Era
Opera was born in _________________________
Modeled after the style of the _____________________________________
Wanted vocal lines to follow _______________________________ of speech
First known opera: _____________________________ (Jacopo Peri -1600)
__________________ (Claudio Monteverdi -1607) was first large scale (great) opera
Based on ____________________________________
Opera composed for ____________________________
Display of ________________________ and _______________________
Patrons compared to _________________________________
First _______________________________________opened in 1637 in Venice

Rise of virtuoso singer
Chief was _______________________ (ie. Baroque Rock Star)
________________ of a man combined with _________________ of a woman
_______________________________ of all musicians
Chapter 7: Claudio Monteverdi
____________________, early Baroque composer (1567-1643)
Considered __________________________ early Baroque composer
Wrote first great ______________________ work, Orfeo
Worked 30 years as music director, _____________________, Venice
Wrote sacred music for ________________ and secular music for _________________
_____________________ between the Renaissance and the Baroque
Created music of __________________________________
Used _______________________ and ____________________________ effects
Orfeo (Orpheus – 1607)
Orpheus - supremely gifted musician of ___________________________
_____________________ (bride) - killed by poisonous snake
Orpheus goes to _______________ to bring her back
Uses vocal lines to show ___________________________________
_______________________________ - arias and recitatives

Chapter 8: Henry Purcell
Greatest _______________________ composer (1659-1695)
Buried beneath the organ in _____________________________________
Wrote _________________ and ______________________ music in many styles
Wrote only one opera: __________________________________________
Considered to be greatest _________________________________ ever written
Ground Bass
Often called _____________________________ (persistent bass)
________________________________ in bass repeated over and over
Constant ___________________________ of bass pattern gives unity
Free flow of melody creates ______________________________
Used in both ____________________ and ___________________________ works
Chapter 9: The Baroque Sonata
___________________________ music gained importance rapidly
_____________________________ piece for one to eight instruments
Trio sonata
Three _____________________________: basso continuo and two above
Written as three parts, but performed by _____________________ players
____________________________—church sonata (dignified)
____________________________—chamber sonata (more dance-like, intended for
court performance)

Arcangelo Corelli (1635-1713)
Most prominent ________________________ violinist & composer
Outstanding ______________________________________
Laid foundation for modern ___________________ technique
Wrote only ____________________________ music
Sixty sonatas and twelve concertos for ________________________
Popularized ____________________________________ form
_________________________________ was student of Corelli
Chapter 10: Antonio Vivaldi
Towering figure of __________________________________ Baroque
Taught music at ____________________________________ in Venice
Girls performed at ______________ hidden behind screen
Wrote ________________________________ vocal & instrumental music
Best known for _________________________ and solo concertos for violin
Famous as a virtuoso ___________________________________________
The Four Seasons
Set of four _______________________ for violin, string orchestra, and basso continuo
Each concerto depicts sounds and events associated with a ______________________
Vivaldi placed ___________________ at appropriate places in score
Added __________________________ such as "sleeping goatherd" and "barking dog"
_________________ - instrumental music associated with a story, poem, idea, or scene
Concertos have three movements - _____________ / ____________ / _____________

Chapter 11: Johann Sebastian Bach
___________________, late Baroque composer (1685-1750)
_________________ and violinist
Deeply _____________________ (Lutheran)
Worked in __________________________________ positions
Large family – four sons were __________________________
Known during lifetime as _________________________, not composer
Almost unknown outside ____________________________
____________________ style was going out of fashion during his lifetime
1829 – ___________________________________ revived Bach’s music
Bach’s music is staple of ____________________________________
Bach’s Music
Wrote in every form except _________________________
Compositions recognized for _________________________________________
His extensive ____________________ works indicate the new importance of
instrumental music
Wrote music _______________________ musical concepts
__________________________________ demonstrates potential of this form
__________________________________ explores new method of tuning

Chapter 12: The Baroque Suite
Instrumental, ________________________________ work
Written for listening, but based upon __________________________
Movements differ in ___________________________________________________
Often began with a non-dance _______________________________
Forerunner of ______________________ in the next musical period
Chapter 13: The Chorale and Church Cantata
Lutheran _______________________________ was social event of the week
Music was major part of _________________________________
Congregation participated in singing ___________________________
____________________________: hymn tune w/ German text
_______________________ is a sung work with a sacred text
___________________________ church work for chorus, soloists, and orchestra
__________________________ religious text
Resembled _________________ in its use of:
______________________________
______________________________
______________________________
______________________________

Chapter 14: The Oratorio
Like opera: ____________________________ for chorus, soloists, and orchestra
Contains _________________________________________________
Unlike opera:
No ______________________________________________________
Based upon _______________________________________________
Chapter 15: George Frederic Handel
Born in ______________________— same year as Bach
Not from ______________________ family
Father wanted him to be a _____________________________
Studied ________________ in Germany
Then went to Italy to study _____________________
Finally to England to __________________________
Became England’s most important ____________________________
Wrote many ____________________________ in London
Had his own ___________________________ company
Buried in _________________________________________________
Handel’s Music
Wrote in _________________ Baroque form
Bulk of his work in ________________________ and _______________________
Favored _____________________________ stories as topics for oratorios
His music has more changes in _______________________ than Bach’s

Extensive use of ____________________________________________
His arias showcase ________________________________ abilities
The Messiah (1741) by George Frederic Handel
2½ hours of music written over a period of ____________ days
Premiered to wide acclaim during a trip to ___________________________
_______________________ in England until a performance to benefit an orphanage
Topic: prophesies about Christ’s __________________ and ___________________
Text drawn from ________________________ passages

Unit 4 - The Classical Period - 1750 - 1820
The Classical Era
_________________________________________ changed world view
Faith in the ________________________________________________
Undermining of ____________________________________________
Called “Age of _________________________________”
Rise of the ________________________________________________
Visual Art moved away from ornate Baroque style to more intimate _____________style
with ______________________________, and grace.
Neoclassical Style
emphasized _______________________________________________.
demanded ________________________________________________.
focused on _______________________________________________.
The term “classical” is generally used to describe a style of expression that is concerned
mainly with _____________________________, _____________________________,
and a _______________________ characterized by __________________.
Chapter 1: The Classical Style
Pre-classical Period: ~ 1730-1770
___________________________and ______________________ were early pioneers.
Composers concentrated on __________________ and _____________________

Three main classical composers:
______________________________________________ (1732-1809)
______________________________________________ (1756-1791)
______________________________________________ (1770-1827)
Characteristics of the Classical Style
Contrast of ________________ both between and within movements
Flexibility of ___________________________
Multiple ______________________________________ in a piece
Texture was mostly ____________________________, but with frequent shifts
Melody
Tuneful, __________________________, folk/popular-based
_______________ expressed in shades of dynamics
Use of gradual ______________________________________
Related to development of the _________________________
End of the Basso Continuo style of writing
Basso Continuo style was _____________________________ for amateurs
Composers wanted _________________________________ of their music
The Classical Orchestra
Standardization of instrumentation
_____________________________________
_____________________________________
_____________________________________
_____________________________________

Increase in ___________________ of orchestra - Still smaller than that of today
Composers made use of various ________________________________ available
Instruments not treated as ____________________________, as in the Baroque
Melodies move around ______________________________________________
Classical Forms
Instrumental works usually in ____________________________ form
Frequently four movements
1st—___________________________________
2nd—__________________________________
3rd—__________________________________
4th—__________________________________
Multi-movement works for instrumental groups:
_______________________________ - for orchestra
_______________________________ - 2 violins, viola, & cello
_______________________________ - usually for one or two instruments
Wide diversity of ________________ within Classical period.
________________________ – restrained and elegant
________________________ – passionate and dramatic
________________________ – powerful and violent
Chapter 2: Composer, Patron, and Public in the Classical Period
___________________________________ affected musicians
Breakdown of the __________________________________________
Period of violent _____________________ and ___________________ upheaval.

Related to decline of ______________________ and rise of ____________________
Rise of the public (________________________________) system.
_____________________________: worked 30 years for aristocratic family
_____________________________: began as court musician, broke away, died in debt
_____________________________: successful as independent musician
Prospering middle class wanted _______________________ (theatre, literature, music)
Middle class children received _____________________________
__________________________________________concerts became common
Rise of _____________________________________________ industry
Composers wrote ___________________ music that would ______________________
Serious compositions often flavored by ___________ and __________________ music
– familiar tunes.
Vienna
Became the ____________________________________ of Europe
Musicians came to _________________________ and seek _____________________
___________________________ wintering there would bring their orchestras
Musicians, including Mozart and Beethoven, frequently played gigs in _____________
Many musicians also worked in _______________________ playing for garden parties
Chapter 3: Sonata Form
One of, if not the, _______________________________ Classical forms.
Also called ______________________________ form.
Sonata form refers to a _________________________________
A Sonata is an entire _______________________________________ work.

____________________________________ frequently use sonata form.
Common in _______________, _______________, and _______________________
Sonata form is _____________________________ (A B A) — 3 main sections.
____________________________________ (A)
____________________________________ (B)
____________________________________ (A)
Often concludes with a “tag” called a ____________________________
Chapter 4: Theme and Variations
______________________ form — no large contrasting “B” section
Basic idea presented, then ___________________________ over and over
Each repeat ____________________________ the musical idea
Each variation is about the ____________________________ as the original idea
Variations may alter ____________________________________________________
Chapter 5: Minuet and Trio
Based upon _______________________________ of the Baroque that included
curtsies and bows
Each ternary part is itself ternary:
_______________________ (A) - aba
_______________________ (B) - cdc
_______________________ (A) - aba
Return of the Minuet is usually marked on the music as _____________ (from the
beginning)

Chapter 6: Rondo
Features a _________________________________ that keeps coming back
Main theme section alternates with other ___________________________________
Common rondo patterns:
______________________________ (small rondo)
______________________________ (large rondo)
Rondo form is very popular and continues to be a tool of _______________________
Chapter 7: The Classical Symphony
__________________________________work lasting for 20-45 minutes
Multi-movement ___________________________ work
1st movement: ________________—frequently ___________________ form
2nd movement: _______________—sometimes _____________________________
3rd movement: _______________—usually ___________________________
4th movement: _______________—frequently _____________________________
Themes in one movement ______________________________ in another movement
Chapter 8: The Classical Concerto
Work for _________________________________ and orchestra lasting 20-45 minutes
Usually three movements: ______________________________________________
Contrasts _______________________________ with power and timbres of orchestra
Break near end of first and sometimes last movement called ____________________

Chapter 9: Classical Chamber Music
Intended for performance in an ___________________________, not a concert hall
_________________________of 2-9 instrumentalists
_________________________to a part
Often intended for ______________________________________
Most important setting is ________________________________ (2 violins, viola, cello)
String Quartet has four movements
_______________________
_______________________
_______________________
_______________________
Other popular settings:
_____________________________ for violin and piano
_____________________________ (violin, cello, and piano)
_____________________________ (2 violins, 2 violas, cello)
Chapter 10: Franz Joseph Haydn
1732-1809 — early and mid-Classical Period _________________________ (long life)
______________________ recognized early
Age 8—sent to Vienna to be a ________________________
Dismissed from school because his _________________________________
Worked in _______________________________ and continued studies
_______________________________family’s composer for 30 years
Employment status as _______________________________

Became famous in _____________________________ at this time
Moved to ___________________________ at Prince’s death
Made concert trips to London where he wrote the twelve _______________________
In late sixties, wrote six ________________ and two __________________________
Haydn’s Music
Pioneer in __________________________ of Classical forms
Both ____________________ and _______________________ influenced by Haydn
Father of modern ________________________________
Made use of _____________________________ in serious compositions
Possibly invented the _________________________________ form
Chapter 11: Wolfgang Amadeus Mozart
1756-1791 (mid-Classical composer)
One of the most amazing ________________________________ in history
By the age of six, Mozart could play the __________________________________
Improvise ______________________ and write ___________________________
_____________________________perfectly at sight
Between the ages of six and fifteen, Mozart was continually _________________ in
England and Europe
At 25 he became a _____________________________ in Vienna
Initially successful, then _________________________ wore off
_________________________________________ was his greatest opera
Final piece was a ______________________ that was finished by one of his students
Very __________________, note short life span—35 years

Died in debt and buried in a ________________________________________
Wrote in all _____________________________________
Mozart’s Music
Wrote _________________________ in all musical forms of his time
Compositions sound ____________________________
Composed with _____________________________ – like dictation
_________________________________ are considered to be his greatest works
Avoided ______________________________________ in his operas
Created operatic figures who ________________________________
Chapter 12: Ludwig van Beethoven
1770-1827—late Classical, _____________________________
Son of a _______________________________________________
Father, Johann, was a singer and _______________________________________
Forced the boy to __________________________________ (wanted $)
Financially successful as ________________________________________
Believed in period’s ________________________________________
Wrote final pieces while ____________________________________
Beethoven’s Music
Worked, sometimes for years, on a _____________________________
Carried ___________________________ with him jotting down ideas
Wrote in ______________ the Classical forms
Gave them new _______________ and _______________________
Bridged gap between ______________________ and _______________________

Used _____________________ dynamic contrasts
Also increased ___________________________ of pitch
Expanded _____________________________________ sections of sonata form
Third Symphony – Eroica
Originally composed to commemorate the deeds of ___________________________
Ninth Symphony – Ode to Joy
Composed for ___________________________, ______________, and full orchestra.
Beethoven was _______________________ and ___________________________
Weak in _________________________
Was_____________________________ in dealing with publishers.

Unit 05 - The Romantic Period
Romanticism (1820-1900)
Stressed
_____________________________
_____________________________
_____________________________
Favorite artistic topics:
Fantasy and the _____________________________________________
Middle Ages/concept of _______________________________________
Nature: as mirror of the _______________________________________
Industrial Revolution resulted in _______________ and ___________________
changes
Chapter 1: Romanticism in Music
Continued use of ____________________________ period forms
Much individual ____________________________________________
Greater range of _______________, ______________, and ___________ than in
Classical period
Expanded harmony—_____________________________
Characteristics of Romantic Music
Individuality of Style
Composers wanted uniquely _________________________ music
Worked to find their own _________________________ sound

Music reflected their __________________________________
Expressive Aims and Subjects
All approaches were ___________________________
_____________________________ still the focus of songs and operas
Romantic composers drew from ____________ and __________________
Nationalism: music with a ______________________________________
Uses ______________________________________________ and history of a land
Exoticism: colorful materials from __________________________________________
Makes use of _________________________________ associated with distant lands
Frequently employed in _________________________ with foreign settings
Program Music
Association with a ______________________________________________________
Many Romantic composers were also _________________________________
Made possible a “_________________________________________________”
Expressive Tone Color
Composers tried to create _____________________________________
________________________________ allowed more instrument colors
_____________________________ came to be regarded as an art form
Advances in __________________________________ allowed more color
_______________________ brass instruments could now play melodies
___________________________ improved and range was extended
Colorful Harmony
Chords built with ___________________ not in traditional keys

Chromatic harmony uses chords from the ______________________ (all twelve tones)
Dissonant, unstable, chords used __________________________________
Wide variety of ________________________________________________
Frequent and rapid _____________________________________________
____________________________________ becomes less clear
Expanded Range of Dynamics, Pitch & Tempo
________________________ expanded to a wider range
________________________________ was expanded
Changes in mood frequently underlined by fluctuations in ________________________
________________________means a slight holding back or pressing forward of tempo
Forms: Miniature and Monumental
Some compositions went on for ___________________
Required _____________________ of performers
Other compositions lasted only a __________________________
Written for a _____________________________ (usually piano)
The _______________ was commonly used in different movements of a symphony to
unify the work
Chapter 2: Romantic Composers and Their Public
Demise of the __________________ system
Needs of urban class led to formation of _______________ and __________________
_____________________________ founded in Europe and U.S.
Public was entranced by _______________________________
____________________________________ increased

_______________________ became fixture in most homes
Composers and audience came from the ___________________________
Few composers were _________________________________________
Most supported themselves through
________________________________________
________________________________________
________________________________________
Chapter 3: The Art Song
Composition for __________________________ and piano
______________________________ was is integral part of the song
Written to be sung and enjoyed _____________________________
Linked to vast amount of _________________________ in this period
Composers interpret poem’s
___________________________
___________________________
___________________________
The Song Cycle
Group of songs _____________________ in some manner
__________________________________ may link the songs
Chapter 4: Franz Schubert
Born in _________________________ (1797-1828)
Earliest master of ____________________________________
Extraordinary output of ____________________________________

Not ____________________________________ and died at age 31
Schubert’s Music
Wrote over 600 ____________________________
_________________________________ pervades his instrumental music too
Chapter 5: Robert Schumann
_________________________, early to mid-Romantic (1810-1856)
Wanted to be __________________ virtuoso
_____________________ with right hand ended his ambition
Married his ______________________________ daughter
_______________________________ for some of the musical positions he attempted
Committed to ___________________________ where he died
Robert Schumann’s Music
Wrote ________________________________________________________________
Piano pieces and art songs frequently in ____________________________
Thought of music in _______________________________________________ terms
Works are filled with _____________________________________ references
Known for his _____________________________________
Chapter 6: Clara Wieck Schumann
A leading 19th Century German _________________________
One of first well-known _________________________________________
__________________________ Robert Schumann
Pair was friends with ___________________________________________

Clara Wieck Schumann’s Music
Stopped _______________________ at age 36 to perform
Considered herself primarily a ________________________________
Perhaps related to negative attitude toward ____________________________
Possibly due to her close association with ______________________________
Chapter 7: Frederic Chopin
___________________ born musician (1810-1849) - Early to mid-Romantic composer
Came to __________________________ at age 21
Wrote almost exclusively for ______________________
Composed mostly for ______________________________________
Chopin’s Music
Developed ________________________________ at early age
Not program music, but evokes an ______________________
Unique __________________________________ influenced others
Most of his pieces are _______________________________________
Creates illusion that piano ___________________________
Chapter 8: Franz Liszt
_____________________________ born composer (1811-1886)
Handsome, magnetic, _______________________________
___________________________ until age 36
Incredible _______________________ and ___________________ “rock star”

Retired from touring & took _____________________________________
Later wrote music foreshadowing ___________________________________
Liszt’s Music
Extremely controversial
Some call it “___________________” and “____________________”
Others say that it is _______________________________________
______________________________ from strict Classical forms
Created ________________________________ (tone poem)
_________________________________ orchestral composition
based on _____________________ or _______________________ ideas
Chapter 9: Felix Mendelssohn
_____________________________ composer (1809-1847)
Wrote symphonies, concertos, sonatas, and other works before becoming a _________
Responsible for revival of ________________________ music
Died of a _______________________ while touring
Mendelssohn’s Music
Somewhat more _________________________________
Avoids ________________________ extremes
Projects both _____________________ and ____________________________
Wrote ____________________________________ in all forms of his day, except opera

Chapter 10: Program Music
Instrumental music associated with a _______________________________________
Usually performed with a written explanation of the piece - a ____________________
Depicts ________________________________ and __________________________
Non-program music is called ______________________________________
In Romantic Period, program music usually was written for ________________ or
__________________
Common types of Program Music:
__________________________________ - multi-movement/orchestral
__________________________________ - modeled on opera overture
________________________________ - 1 movement, orchestral, flexible form
__________________________________ - for use before or during a play
Chapter 11: Hector Berlioz
French composer (1803-1869)
Gave up ______________________________ for music
Wrote _______________________________________________ (daring)
____________________________ & _____________________________
Major award for ______________________________________
_____________________________________
_____________________________________
_____________________________________
Worked as ______________________________________ for support
One of the first of the great __________________________________

Berlioz’s Music
Imaginative, innovative ________________________________
Required huge _________________________________
Wanted _________________, new ___________________ and _________________
Pioneered concept of ______________________ – musical theme of character in opera
As a pioneer, his work was not always ______________________by his listening public
Johann Strauss (1825-1899)
An ______________________ who wrote more than 500 musical compositions
Compositions such as "The Blue Danube" helped establish Strauss as
___________________________
Began __________________________________ in a Viennese restaurant when he
was still a teenager.
Strauss was awarded the _________________________________ of the 2nd Vienna
Citizens' Regiment.
Was working on a ballet, Cinderella, when a _______________________ turned into
pneumonia
Chapter 12: Nationalism in 19th Century Music
_______________________________________ grew during the Romantic Period
______________________, not mercenaries now fought wars
Bonds of ________________, _________________, and _______________ formed
Composers deliberately gave their works distinctive ___________________________
Use of _________________________ and ______________________________
Created original melodies with _______________________________________

Wrote ____________ and ______________________ inspired by native history,
legends, and landscapes
Bedrich Smetana (1824 – 1884)
was the founder of Czech ______________________________________
works are steeped in the ____________________ and ________________ of
his native Bohemia
composer, _________________, conductor, and ______________________
Chapter 13: Antonin Dvorak
Followed Smetana composing Czech _______________________ music (1841-1904)
Became director of the _________________________________ in New York in 1892
Urged __________________________ to write nationalist music
Became interested in __________________________________________ melodies
Chapter 14: Peter Ilyich Tchaikovsky
Most famous ____________________________ composer (1840-1893)
Studied music in __________________________
Did not start until age ___________ (government clerk)
By age 30 had written
__________________________________
__________________________________
__________________________________
and his first great orchestra work (___________________________________)
Married, divorced two weeks later
Supported by wealthy ______________________________ (patron)

Traveled ________________ and _____________________________
Tchaikovsky’s Music
“___________________________ in the fullest sense of the word.”
Fused ___________________________ and ___________________________ style
Drawn to works of Shakespeare because of
passionate ___________________________
dramatic ________________________________
profound knowledge of the _____________________________________
Chapter 15: Johannes Brahms
___________________________ composer (1833-1897)
Son of a _______________________ (father played bass)
Became close friends with the ____________________________
Studied earlier _________________________________________ in detail
Especially _____________, _______________, _______________ &
______________________
Brahms’s Music
Considered somewhat ________________________ due to his use of classical forms
Wrote masterpieces in all traditional forms except ________________________
Rooted in music of _______________, _______________________, &
___________________________
Re-interpreted classical forms using the _____________________________________
of his time

Chapter 16: Giuseppe Verdi (1813-1902)
Most popular ______________________ composer
Wrote _______________________ with political overtones
______________________________, supported unification of Italy
Critics blasted him for his _____________________________________________
Seemed to ________________________ rape, suicide, and “free love”
Verdi’s Music
Wrote for ________________________________________________
Favorite topic: ________________________________________________________
Subjects were _____________________, ____________________, &
______________________
Expressive _____________________________ is soul of his operas
Later works have greater ______________________________________
Master of __________________________________________________
Final opera ends with “__________________________________________________”
Chapter 17: Giacomo Puccini
Italian (1858-1924)
From long line of ___________________________
Known primarily for ________________________
Became __________________ and ____________________________ due to the
popularity of his music
Opera __________________________ was his first major success
Made use of _____________________, setting his operas in foreign places

______________________________ – set in Japan
______________________________ – set in China
His operas make use of
_______________________________________________
_______________________________________________
_______________________________________________
Marvelous sense of _____________________________________
Many operas employ latest ______________________________________
Artistic style verismo means “_______________________________________”
Chapter 18: Richard Wagner
German (1813-1883)
___________________________________ on his time
Studied in _____________________________
Influenced by ____________________________ works
Known for __________________________________________________________
Appointed conductor of ________________________________________________
Wrote in many styles, most famous for ____________________________________
Wagner’s Music
His works were _____________________, full blown affairs
Rabid sense of ___________________________________________
__________________________ was temple in which spectators were overwhelmed by
music & drama
Called his works __________________________ not operas

__________________________________ – no breaks
Huge orchestras required _______________________________________
__________________________ – short musical idea associated with person, object, or
thought in drama

Unit 06 - The Twentieth Century
Twentieth-Century Developments
____________________ and ______________________ are hallmarks
First half of century—____________________ and ______________________
Second half—colonial empires _____________________________
Unprecedented rapid ____________________________________________
Widespread gain in principle of ____________________________________
Rapid advancement of _______________________ and ________________________
Chapter 1: Musical Styles 1900-1945
First 13 years brought _____________________________________
Seen as time of ___________________ and ______________________ in music
Composers broke with ______________________ and ____________________
Rules came to be ______________________ to each composer
Some reviewers said that the new music had ________________________________
1913 performance of The Rite of Spring caused a __________________________
Sounds that were __________________ to turn of the century ears are
_________________ to us now
Key, pitch center, and harmonic progression practices of the past were _____________
1900-1945: An Age of Musical Diversity
Vast range of _________________________ during this time
Musical influences drawn from ____________________ and ____________________

Composers drawn to unconventional
______________________________________________________
______________________________ incorporated into personal styles
__________________________________ also influenced composers
For American composers, jazz was ___________________________________
For European composers, jazz was ___________________________________
Medieval, Renaissance, and Baroque music was ______________________________
Forms from earlier periods were _____________, but with 20th Century harmonic and
melodic practices
Characteristics of 20th Century Music
Tone Color
_________________________playing techniques were called for
________________________________ use was greatly expanded
_______________________instruments were added/created
Music not written for ____________________________________
Composers wrote for timbres, or _________________________________________
Chapter 2: Music and Musicians in Society
_______________________and _______________________ music brought concert
hall to living room
Recordings allowed lesser known music to reach ______________________________
1930’s—__________________________________ formed their own orchestras
Many modern composers _____________________________ audience
Turned to _____________________________ music (Classical, Romantic)

Recordings helped to make the modern ___________________________
____________________became active as composers, musicians, and music educators
___________________________ composers and performers became more prominent
Some governments controlled their music
______________________demanded non-modern, accessible music
_____________________________ banned Jewish composers’ work
Many artists and intellectuals left Europe for the _______________________________
Working, creating, and teaching in American ___________________, they enriched the
culture of the US
American _______________________________________________ swept the world
__________________________supported modern music and composers—became
music’s new patrons
Chapter 3: Impressionism and Symbolism
Used _________________brush strokes and __________________________colors
Viewed up close, the painting appears ______________________________
Viewed from a distance it has _____________________________________
Focused on ___________________________________________________________
Depicted
_____________________________________________________________________
Style named after _____________________________Impression: Sunrise

Chapter 4: Claude Debussy
_____________________________ Impressionist composer
Studied in ___________________ and _________________________
Influenced by _____________________ and ________________________ music
Lived large—liked luxury, but stayed ___________________________________
Debussy’s Music
Attempted to capture in _____________________what Impressionist painters did in
visual art
Titles imply a _____________________________ type approach
Used orchestra as ____________________________________, not tutti
Expanded ________________________________ vocabulary and practice
___________________________________harmony, tempo, meter, and rhythm
Chapter 5: Neoclassicism
Based _____________________ upon devices and forms of the Classical and Baroque
Used earlier techniques to organize ______________________ harmonies and rhythms
Turned away from ____________________________________
Preferred to write for __________________________________
Partially due to ___________________________________ in post-WWII Europe
Sounded ___________________________, not classical

Chapter 6: Igor Stravinsky
Born in _________________________ (1882-1971)
Studied with ________________________________________
Early success writing _______________________________________
The Rite of Spring caused ______________ at its premier in Paris
Moved due to the ______________________________
Stravinsky’s Music
Extensive output includes compositions of every kind for ________________________
__________________________________ in rhythm, harmony, and tone color had
enormous influence
Frequently used changing and irregular _____________________
Sometimes several _____________________ played at once
Used __________________________ – repeated musical patterns
Chapter 7: Expressionism
Attempts to explore ____________________ rather than depict outward appearances
Stressed intense, subjective _________________________
Used deliberate _____________________________
To assault and shock the _________________________________
To communicate ______________________ and ___________________________
Direct outgrowth of the work of ________________________
Rejected ___________________________________________
Favored “ugly” topics such as ______________________ and
_________________________

Reaction against ___________________________________________
Art also seen as a form of __________________________________
Anguish of the ___________________________
Bloodshed of ____________________________
Man’s ___________________________ to man
Chapter 8: Arnold Schoenberg
Born in ___________________ (1874-1951)
Almost entirely _________________________ musician
First to completely abandon the traditional _________________________________
Father of the ____________________________________________
When ________________ came to power he (Jewish) was forced to leave—came to
________________
Taught at ________________________ until his death
Schoenberg’s Music
Atonality evolved from _________________________________________
Starting 1908, wrote music with ___________________________________
Used all twelve tones ________________________________
The 12-Tone System
Gives ____________________________________ to all 12 pitches in octave
Pitches arranged in a ____________________________________________

Chapter 9: Alban Berg
Born in ______________________, 1885-1935
Student of _______________________________ wrote atonal music
Due to ______________________________, did not tour or conduct
Most famous work is ____________________________________
Chapter 10: Anton Webern
Born in ________________________________, 1883-1945
______________________________other famous student
His music was _____________________________ during his lifetime
Shy family man, devoted ______________________________
Webern’s Music
Expanded Schoenberg’s idea of ___________________________ being part of melody
His melodies are frequently made up of several ____________________________ that
add up to a complete whole
________________________ replaces “tunes” in his music
His music compositions are almost always _____________________________
Wrote for small ___________________________________
Chapter 11: Bela Bartok
Taught piano in ______________________________, wrote pedagogy books
Like others, fled _______________________ and came to live in the US
Used ______________________________ as basis of his music
Went to remote areas to _______________________________________ folksongs

Bartok’s Music
Best known for ___________________________________________
Compositions contain strong __________________________________________
Considered a leading authority on ______________________________________
Worked within ______________________________________
Chapter 12: Charles Ives
_______________________, 1874-1954, Son of a professional bandmaster (director)
Worked as an __________________________________, composed music on the side
First published his _____________________________, initially ridiculed
Won ________________________________ in 1947 for his Third Symphony
Wrote quite _____________________________ music
Ives’s Music
Music based upon _____________________________________________________
_________________________________________
_________________________________________
_________________________________________
Often, his music is very _______________________________________________
Chapter 13: George Gershwin
_________________________________________, 1898-1937
Wrote _______________________________
_____________________________________
_____________________________________

Frequently blended the three into a ____________________________________
At 20 wrote Broadway musical _________________________________
Wrote _________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
______________________________________
and an opera, ________________________________________
Often co-wrote with his brother, ___________________________, as lyricist
Met ___________, ______________, and ___________________________ in Europe
_______________________________________ — songs were popular
Chapter 14: William Grant Still
_____________________________________composer (1895-1978
First __________________________ composer to have work performed by a major
American orchestra
Worked for ______________________ in Memphis, TN
Later wrote ________________________ in Los Angeles
First African-American to conduct _____________________________________ (1936)
Also first to have an opera performed by a ______________________________ (1949)
Chapter 15: Aaron Copland
______________________________, 1900-1990
Wrote music in modern style more accessible to audience than many other composers

Drew from _________________________________ for topics
Wrote _________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Wrote simple, yet _____________________________________ music
Other contributions to American music:
Directed __________________________ groups
Organized __________________________________
_________________________________, taught, & conducted
_____________________ books and articles
Chapter 16: Sacred Harp Singing
Uniquely American tradition that brings communities together to sing
____________________________.
Born from colonial ____________________ and is performed ____________________
Technically, Sacred Harp singing is “____________________________.”
Its notation uses note heads in ______________________ to aid in sight-reading.
Term “sacred harp” refers to the __________________.
The Sacred Harp was published in the ______________________________
Community Bands in America
A community band is a _____________________
Composed of _______________________ musicians in a particular geographic area

Groups ___________________________ and perform at least once a year.
Some bands are also ____________________________________
Modern American community band is rooted in _______________________.
_________________________ brought the band tradition with them to the United
States.
Community bands in the United States often emerged from ____________________.
Popularity of early community bands can be attributed to
the ___________________of thousands of ordinary citizens
the ___________________________ of the music and performance.
Chapter 17: African American Spirituals
The African-American Spiritual is a type of _____________________________
most closely associated with the ______________________ in the American South.
Term "spiritual" is derived from __________________: "Speaking to yourselves in
psalms and hymns and spiritual songs, singing and making melody in your heart to the
Lord."
The early slave population in America was fascinated by _____________________.
Created spiritual songs that retold ______________________________________
Served as a way to express the _______________, as well as its sorrows and hopes.
Spiritual Musical Form
Spirituals are typically sung in a __________________________________________
The leader will sing a phrase of the melody and the congregation will _____________

Chapter 18: Jazz
Developed in the ____________________________________
Began around 1900 in ____________________________________
Originally music for ______________________________________
Early practitioners primarily _________________________________________
Main characteristics
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Originally performance music—_____________________________________
Tremendous impact on _______________________________ music
Jazz in Society
Geographical center has ______________________________________
Originally music for ___________________________
__________________________________ later developed
Roots of Jazz
Blend of elements of several ____________________________________
___________________ emphasis on improvisation, percussion and call and response
techniques
________________________________________ influence on instrumentation
____________________________________________ and structural practice
_____________________ and _______________ were immediate sources

Ragtime
___________________ and _________________ music
___________________ music
Usually in duple meter at moderate ___________________________
___________________________ part highly syncopated
_______________________________ “oom-pah” part keeps steady beat
“King of ragtime” was ____________________________________ (1867-1917)
Blues
__________________ and _____________________________ form
_______________________________ (bar) musical structure
________________________________ vocal structure: a a’ b
Bessie Smith was known as _______________________________________________
Elements of Jazz
Tone Color
Usually performed by combo of ________________________________
Backbone is __________________________________________
Main __________________ trumpet, trombone, saxophone, clarinet, vibraphone, piano
Improvisation
Created and performed ______________________________________
Usually in _______________________________________ form
Rhythm, Melody, and Harmony
_______________________________ and rhythmic swing are features
__________________________________ on beats 2 and 4

Syncopation often occurs when performer accents note between the _______________
___________________________ result of uneven 8th notes (triplet feel)
Melodies are _______________________ in pitch
_____________________________________ similar to tonal system
Jazz Styles
New Orleans Style, Also called _____________________________
_________________________________ was center of jazz 1900-1917
______________________________________________ supported by rhythm section
Songs frequently based on _________________________________, ragtime piece,
pop song, or blues
Characteristics
_____________________________ arrangements
Multiple instruments improvising _______________________________
______________ singing (jazz syllables)
______________________________________ form predominates
Most famous performer was trumpeter ____________________________________
Swing - Popular 1935-45 (Big Band Era)
___________________________ music
Primarily for _____________________
The music of _____________________
Large bands (usually ____________________ players)
Melody usually performed by ____________________________ rather than by soloists
_________________________________________ form common

Unit 07 – Broadway and Film Music
Chapter 19: The American Musical
___________________________________________ combines script, acting, speech,
music, singing, dancing, costumes, scenery, and spectacle.
Similar to opera, but musical has _____________________.
Sometimes called the ______________________________.
Originally designed for _________________________________.
__________________________ soon followed.
Development of the Musical
Roots go back to _____________________________________________________.
_________________________ (1927) topic: interracial romance.
Some musicals were _______________________________________________.
_______________________ – variety show with songs, comedy, Juggling, acrobats,
and animal acts, but no plot.
_________________ – a variety show without a plot, but with a unifying idea, featured
chorus girls and comedians.
What Is a Musical?
A _____________________________________________ utilizing popular-style songs
- dialogue optional - to either tell a story (book musicals) or showcase the talents of the
writers and/or performers.

The best musicals have three essential qualities –
_______________ – intelligence and style
_______________ – genuine and believable emotion
_______________ – the guts to do something creative and exciting.
Music in Film - Early Film Music
Began in 1890s
Originally performed live while _________________________________ was shown
Music used to enhance _______________________ and to cover noise from projector
First “talking movie” ___________________________________ (1927)
Functions and Styles of Film Music
Provide __________________________ and __________________________
Suggest ______________________ and ______________________________
Support _______________________________________
_________________________________________________ varies from film to film
___________________________________________ usually determined by the film
Creating Film Music
On-staff vs. outsourced:
Through 1950s, film studios kept in-house _____________________________
Since 1960s, ___________________________________ are hired for each film
Composer and director determine _________________________________________
___________________ and _____________________ are two critical issues in
creating film music

Music and Image
Wagner’s __________________________________________ still employed in film
Sometimes mood of music does not match _______________________
Intentional mismatch by composer can lend a feeling of ___________________ to a
scene
____________________________of film music still widely recognized
________________________ often bring film’s music to listeners outside of the theater
The 1900s
During the early 1900s, imports like Franz Lehar’s The Merry Widow had enormous
influence on the Broadway musical, but American composers
___________________________________ gave the American musical comedy a
distinctive sound and style.
The _____________________________ were a series of elaborate theatrical
productions on Broadway in New York City from 1907 through 1931.
The 1920s
In the 1920s, the American musical comedy gained worldwide influence. Broadway
saw the composing debuts of
____________________________________________________ and many others.
_______________________ is a 1927 musical that follows the lives of the performers,
stagehands and dock workers on the Cotton Blossom, a Mississippi River show boat.

The 1930s
The _____________________________________ did not stop Broadway – in fact, the
1930s saw the lighthearted musical comedy reach its creative zenith.
___________________________ is a musical with music and lyrics by Cole Porter. The
story concerns madcap antics aboard an ocean liner bound from New York to London.
The 1940s
___________________________, set in Oklahoma Territory outside the town of
Claremore in 1906, it tells the story of cowboy Curly McLain and his romance with farm
girl Laurey Williams.
The 1950s
During the 1950s, the music of _______________________ was the most popular
music of the western world. Every season brought a fresh crop of classic hit musicals
that were eagerly awaited and celebrated by the general public.
_______________________________ was an Austrian-American composer. He
collaborated with lyricist Alan Jay Lerner on a series of Broadway musicals, including
the long-running My Fair Lady and Camelot, both of which were made into films.
_______________________________ is the story of Eliza Doolittle, a Cockney flower
girl who takes speech lessons from professor Henry Higgins, a phoneticist, so that she
may pass as a lady.
______________________________ was a conductor, pianist, author, lecturer, and
composer who wrote orchestral and vocal works. Dance was an important part of his
musicals

____________________________ is an American musical by Leonard Bernstein. It
was inspired by William Shakespeare's play Romeo and Juliet. The musical explores
the rivalry between the Jets and the Sharks, two teenage street gangs of different ethnic
backgrounds.
The 1960s
The rock musical _____________ was hailed as a landmark creation, but it ushered in a
period of confusion in the musical theatre.
Hair was a product of the _______________ counterculture and sexual revolution of the
1960s, several of its songs became anthems of the _____________________________
peace movement.
___________________________ was an American musical theatre composer and
theatrical producer best known for the musical Man of La Mancha.
____________________________________ tells the story of the "mad" knight, Don
Quixote, as a play within a play, performed by Cervantes and his fellow prisoners as he
awaits a hearing with the Spanish Inquisition.
The 1970s
Composer Stephen Sondheim and director Hal Prince refocused the musical genre in
the 1970s by introducing ________________________ – shows built around an idea
rather than a traditional plot.
__________________________________ is centered on seventeen Broadway dancers
auditioning for spots on a chorus line, the musical is set on the bare stage of a
Broadway theatre during an audition for a musical.

The 1980s
The public ruled heavily in favor of the mega-musicals, so the 1980s brought a
succession of long-running _______________________ to Broadway.
_________________ tells the story of a tribe of cats called the Jellicles and the night
they make what is known as "the Jellicle choice" and decide which cat will ascend to the
Heaviside Layer and come back to a new life.
The London production of __________________________________ is the story of
Jean Valjean, a French peasant, and his quest for redemption after serving nineteen
years in jail for having stolen a loaf of bread for his sister's starving child.
___________________________________________ has composed 13 musicals, a
song cycle, a set of variations, two film scores, and a Latin Requiem Mass.
___________________________________________is based on a central plot that
revolves around a beautiful soprano, Christine Daaé, who becomes the obsession of a
mysterious, disfigured musical genius.
The 1990s
By the 1990s, new mega-musicals were no longer winning the public, and costs were so
high that even long-running hits were unable to turn a profit on Broadway. New stage
musicals now required the backing of ______________________________________ to
develop and succeed – a trend proven by Disney’s Lion King, and Livent’s Ragtime.
__________________________________ features actors in animal costumes as well
as giant, hollow puppets. The show is produced by Disney Theatrical Productions.

The 2000s
As the 20th century ended, the musical theatre was in an uncertain state, relying on
rehashed numbers and stage versions of old movies as well as the still-running mega-
musicals of the previous decade. But starting in the year 2000, a new resurgence of
American __________________________________ took Broadway by surprise.
Today
Today, _________________________________ is a major industry bringing in $937
million dollars annually in ticket sales alone from the 39 theaters in the district.
____________________________________________________ tells its story from the
perspective of the witches of the Land of Oz; its plot begins before and continues after
Dorothy's arrival in Oz from Kansas and includes several references to the 1939 film
and Baum's novel.

Guidelines for Composer Reports
Each student will select one composer from each of the five designated periods of
Music History and write a brief report. Due dates are provided on the syllabus. The
composer you choose must be one who has a musical example listed in the syllabus or
covered in class.
Guidelines
● Reports must be typed and double-spaced with one-inch margins on all sides using a
standard 12-point font. Length must be at least two full pages and no more than three
full pages. Do not include photos or diagrams in your report.
● Your title page should include the composer’s name, your name, and the date
completed centered at the top of the first page. Be sure to staple the pages together or
put them in an inexpensive report binder.
● In terms of content, your essay should include: when and where they were born,
when and where they died, nationality, personal life (family, health, personality), career
(significant places, people, employers or patrons, means of earning a living, financial
situation), and music (style of composition, general characteristics, types of
compositions they wrote).
● Your report needs to have at least three sources. Online e-Books or articles from a
library database (other than Wiki) are considered credible. You may also use books
from the school/public library.
● Late reports will automatically drop one letter grade. NO reports will be accepted that
are more than two weeks late. Reports may be submitted in any class session or via
email but NO reports will be accepted after the Final Exam.
This website can give you some basic tips to writing better biographies.
http://homeworktips.about.com/od/biography/a/bio.htm

Suggested Composers for Composer Essay
Middle Ages / Renaissance
Guillaume de Machaut
Josquin Desprez
Giovanni Pierluigi da Palestrina
Claudio Giovanni Antonio Monteverdi
Baroque Period
Henry Purcell
Claudio Monteverdi
Arcangelo Corelli
Antonio Vivaldi
Johann Sebastian Bach
George Frederic Handel
Classical Period
Franz Joseph Haydn
Wolfgang Amadeus Mozart
Ludwig van Beethoven
Romantic Period
Franz Schubert
Robert Schumann
Clara Wieck Schumann
Frederic Chopin
Franz Liszt
Felix Mendelssohn
Hector Berlioz
Bedrich Smetana
Antonin Dvorak
Peter Ilyich Tchaikovsky
Johannes Brahms
Giuseppe Verdi
Giacomo Puccini
Richard Wagner

Twentieth Century
Claude Debussy
Igor Stravinsky
Arnold Schoenberg
Alban Berg
Anton Webern
Bela Bartok
Charles Ives
George Gershwin
William Grant Still
Aaron Copland
Leonard Bernstein

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Class Listening Guides

The Elements of Music ............................................................................................3

The Middle Ages and Renaissance ........................................................................17

The Baroque Period ..............................................................................................28

The Classical Period ..............................................................................................42

The Romantic Period.............................................................................................52

The Twentieth Century and Beyond......................................................................66

Broadway and Film Music .....................................................................................80

Guidelines for Great Composer Essay ...................................................................87

Suggested Composers for Great Composer Essay .................................................88

Sounds can be ___________________________________________

Humans are able to focus on _______________________________

________________________sounds that do not interest us

________________________ sounds that do interest us

Transmitted through ____________________________ as vibration

Perceived by ______________________as vibrations

Impulses sent _________________________ for processing

Music is defined as the ____________________________________________

Four main properties of musical sounds:

Pitch: Highness or Lowness of Sound

Fast vibration = ____________________________________________

Slow vibration = ____________________________________________

In music, definite pitch is defined as ____________________________

Music Appreciation class Listening Guide Page 3

Irregular vibrations create sounds of ____________________________ (noise)

___________________________________ difference in pitch between 2 tones

___________________________________ doubling/halving of frequency

Tones an octave apart seem to blend together

Western music divides octave into ______________________________________

Non-western music may divide into different numbers of tones

Most western music based on ___________________________________

_______________________: distance between voice or instrument’s highest & lowest

Dynamics is the _______________________________________________________

Sounds may be ____________________________________________

Changes in dynamics may be _______________________________________

___________________________: tone played louder than other tones near it

Italian terms used to indicate dynamics

Mezzo Piano ___________________________________________

Mezzo forte ___________________________________________

____________________________: gradually louder

____________________________: gradually softer

Music Appreciation class Listening Guide Page 4

Changes in tone color create ___________________________________

Tone color can add ___________________________________________

Composers frequently blend sounds of instruments to create ____________________

Chapter 2—Performing Media - Voices

Vocal methods and styles vary between _____________________________________

_________________________________________ frequently accompany vocal music

_____________________________(not a natural voice) that produces musical sounds

Western instruments grouped into six broad categories

Music Appreciation class Listening Guide Page 5

Instrumental groups frequently led by ______________________________________

Orchestral string instruments

Symphonic string music uses ___________________________to produce sound

Woodwind Instruments - traditionally made of wood

The longer the tube, the _______________________________________________

_______________________________ along instrument serves to lengthen the tube

Main orchestral woodwinds:

Sound produced by player's breath

Music Appreciation class Listening Guide Page 6

Orchestral brass instruments (in order of range):

Sound produce by ___________________________________________________

______________________________________________ produces sound

Sound exits through flared end called ____________________________

Notation is a system of __ so that specific