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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

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Part 06
Music of the Romantic Era (Chapters 16 to 25)

True / False Questions

1. Romantic artists basically continued to present the Enlightenment view of the world in their
work.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: romantic music

2. France, Germany, and Italy were not consolidated into countries with elected parliaments
during the late 1800s.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era

6-1
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

3. During the romantic period, artists, including musicians, created works that were overtly
nationalistic.
TRUE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Topic: nationalism
Topic: romantic music

6-2
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

4. Romantic composers and artists shunned the occult in their works, believing that to
represent the supernatural in art was to invite it into their lives.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: romantic music

5. The romantic period was the first to witness the phenomenon of the superstar, the virtuoso
performer, on the public concert stage.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: musical techniques
Topic: performers
Topic: romantic music

6. The virtuoso violinist who rose to superstar status, in part by cultivating the rumor that he
had sold his soul to the devil in exchange for phenomenal technical abilities, was Franz
Schubert.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Schubert
Topic: performers
Topic: romantic music

7. During the 1800s, middle-class households frequently hosted catered musical evenings
known as salons.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: chamber music
Topic: romantic music

6-3
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

8. A good composer must be able to play every instrument for which he or she writes music.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: instrument families
Topic: musical techniques
Topic: performers
Topic: romantic music
Topic: style

9. All art songs use long, narrative poems that alternate between narrative and dialogue.
FALSE

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Learning Objective: Examine developments and trends in romantic music
Topic: art song
Topic: form
Topic: romantic music

10. The greatest lieder composer was Franz Schubert.


TRUE

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Franz Schubert
Topic: art song
Topic: romantic music

11. Franz Schubert was a member of the growing upper middle class.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Schubert
Topic: romantic music

6-4
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

12. Franz Schubert was a very prolific composer.


TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Franz Schubert
Topic: romantic music

13. In spite of his poverty, Schubert received a fairly good education because he was able to
obtain a place in the choir of the Imperial Court Chapel.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Schubert
Topic: romantic music

14. Schubert was a lawyer before he became a musician.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Schubert
Topic: romantic music

15. Schubert found great success as a composer for the theater.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Franz Schubert
Topic: romantic music

6-5
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

16. Clara Wieck was being groomed as a virtuoso performer when Robert Schumann met her.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: Robert Schumann
Topic: performers
Topic: romantic music

17. Robert Schumann was a schoolteacher before he became a full-time composer.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Robert Schumann
Topic: romantic music

18. Robert Schumann had a long, successful career as a concert pianist.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Robert Schumann
Topic: performers
Topic: piano music

19. Franz Schubert started a music journal called Neue Zeitschrift für Musik.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Schubert
Topic: Robert Schumann
Topic: romantic music

20. Clara Wieck's father tried to stop her marriage to Robert Schumann.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: Robert Schumann

6-6
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

21. Clara Schumann's concert career continued even after she married Robert Schumann.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: Robert Schumann
Topic: performers
Topic: romantic music

Multiple Choice Questions

22. Which of these subjects was NOT popular with romantic artists?
A. The exotic
B. The supernatural
C. Reason and logic
D. Nature

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: romantic music

23. The violinist who was so virtuosic that it was said he had sold his soul to the devil was
A. Robert Schumann.
B. Franz Schubert.
C. Niccolò Paganini.
D. George Sand.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: performers
Topic: romantic music
Topic: string instruments

6-7
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

24. A musical setting of a poem for solo voice and piano is a(n)
A. art song.
B. etude.
C. sonata.
D. aria.

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: art song
Topic: chamber music
Topic: keyboard instruments
Topic: romantic music
Topic: style
Topic: voices

25. A narrative poem set to music is a(n)


A. lied.
B. aria.
C. ballad.
D. sonata.

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: art song
Topic: romantic music
Topic: style
Topic: voices

26. An art songs that utilizes the same melody for every verse of a poem is
A. in aria form.
B. in strophic form.
C. through composed.
D. in modified strophic form.

Learning Objective: Describe the forms of the art song


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: art song
Topic: form
Topic: romantic music

6-8
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

27. A formal structure of many art songs that uses the same melody for some verses of poetry
while setting other verses to new melodies is called
A. strophic form.
B. through-composed form.
C. da capo form.
D. modified strophic form.

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: art song
Topic: form
Topic: romantic music
Topic: style

28. A German art song is called a(n)


A. operetta.
B. aria.
C. lied.
D. ballad.

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: romantic music
Topic: style

29. "Erlkönig" was composed by


A. Robert Schumann.
B. Franz Schubert.
C. Clara Schumann.
D. Aurore Dudevant.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Franz Schubert
Topic: art song
Topic: romantic music

6-9
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

30. The poet of "Erlkönig" was


A. Goethe.
B. George Sand.
C. Daniel Stern.
D. Robert Schumann.

Learning Objective: Describe the forms of the art song


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Schubert
Topic: art song
Topic: romantic music

31. "Erlkönig" is a(n)


A. strophic art song.
B. modified-strophic art song.
C. aria.
D. through-composed art song.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Describe the forms of the art song
Learning Objective: Examine developments and trends in romantic music
Topic: Franz Schubert
Topic: art song
Topic: form
Topic: musical techniques
Topic: romantic music

32. A series of art songs meant to be performed as a unit is called a(n)


A. operetta.
B. ballad.
C. song cycle.
D. opera.

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Learning Objective: Examine developments and trends in romantic music
Topic: art song
Topic: form
Topic: romantic music
Topic: song cycle

6-10
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

33. The song cycle Dichterliebe was written by


A. Clara Schumann.
B. Robert Schumann.
C. Franz Schubert.
D. Niccolò Paganini.

Learning Objective: Describe the forms of the art song


Learning Objective: Describe the functions of the art song
Topic: Robert Schumann
Topic: art song
Topic: romantic music
Topic: song cycle

34. "Im Wunderschönen Monat Mai" is


A. a song from Dichterliebe.
B. a ballad by Franz Schubert.
C. an opera by Robert Schumann.
D. a song by Clara Schumann.

Learning Objective: Examine developments and trends in romantic music


Topic: Robert Schumann
Topic: art song
Topic: romantic music
Topic: song cycle

35. "Im Wunderschönen Monat Mai" is


A. through composed.
B. in modified strophic form.
C. in strophic form.
D. a da capo aria.

Learning Objective: Describe the forms of the art song


Topic: Robert Schumann
Topic: art song
Topic: form
Topic: romantic music
Topic: song cycle

6-11
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

36. "Liebst du um Schönheit" is


A. a song from Dichterliebe.
B. a ballad by Franz Schubert.
C. an opera by Robert Schumann.
D. a song by Clara Schumann.

Topic: Clara Schumann


Topic: art song
Topic: romantic music

37. The composer _____ attempted suicide.


A. Niccolò Paganini
B. Franz Schubert
C. Clara Schumann
D. Robert Schumann

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Robert Schumann

38. Clara Schumann was best known as a


A. performer.
B. composer.
C. dancer.
D. publicist.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

6-12
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

39. The composer _____ became the principal teacher of the piano division of the Hoch
Conservatory of Music.
A. Robert Schumann
B. Clara Schumann
C. Franz Schubert
D. Daniel Stern

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

Matching Questions

40. Match each term with its definition.

1. Modified strophic
form Each verse of a poem is set to exactly the same music. 2
Some verses of a poem are set to the same music, with
2. Strophic form others being set to different music. 1
3. Through
composed Each verse of a poem is set to different music. 3

Learning Objective: Describe the forms of the art song


Learning Objective: Examine developments and trends in romantic music
Topic: art song
Topic: form
Topic: style

True / False Questions

41. Upright pianos were developed solely for music in bars and brothels.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: keyboard instruments
Topic: piano music
Topic: romantic music

6-13
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

42. Music publication declined during the romantic period because fewer people could afford
professionally printed musical scores.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: romantic music

43. The demand for music teachers increased during the romantic period as more people
began learning to play the piano.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: keyboard instruments
Topic: piano music
Topic: romantic music

44. Franz Liszt played from memory, something that was fairly new at the time.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music
Topic: style

45. Franz Liszt usually performed in small, intimate salons.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

6-14
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

46. Liszt and Chopin lived in Paris at the same time.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Frédéric Chopin
Topic: Franz Liszt
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

47. Liszt required very little technical ability from performers of his works.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key features and structures of piano music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: keyboard instruments
Topic: musical techniques
Topic: performers
Topic: piano music
Topic: romantic music

48. Chopin's mistress was a novelist who went by the pen name of George Sand.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Frédéric Chopin
Topic: romantic music

49. Liszt wrote only for the piano.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

6-15
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

50. The symphonic poem and the tone poem are the same thing.
TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: form
Topic: romantic music
Topic: symphony

51. Chopin composed in all the popular instrumental genres of the romantic period.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Chopin
Topic: Frédéric Chopin
Topic: keyboard instruments
Topic: piano music
Topic: romantic music
Topic: style

52. Chopin was a brilliant composer, but he would not play his works for other people.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Chopin
Topic: Frédéric Chopin
Topic: performers
Topic: piano music
Topic: romantic music

53. Chopin's polonaises and mazurkas are based on Polish dance rhythms.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key features and structures of piano music
Learning Objective: Understand characteristics of music in works by Chopin
Topic: Frédéric Chopin
Topic: keyboard instruments
Topic: musical techniques
Topic: piano music
Topic: rhythm
Topic: romantic music

6-16
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

54. Robert Schumann composed in nearly every piano genre.


TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key features and structures of piano music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Robert Schumann
Topic: keyboard instruments
Topic: piano music
Topic: romantic music
Topic: style

55. Character pieces are so called because they always portray the characters of the
composer's close friends.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: form
Topic: romantic music
Topic: style

56. During her lifetime, Clara Schumann was primarily known as a performer.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

57. Thanks to early technology, we can listen to many recorded performances by Liszt and
Chopin.
FALSE

Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Frédéric Chopin
Topic: Franz Liszt
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

6-17
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

58. The piano did not have eighty-eight keys until the 1800s.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: keyboard instruments
Topic: romantic music

Multiple Choice Questions

59. Which of the following technical advances for the piano did NOT happen during the
1800s?
A. The number of keys reached eighty-eight.
B. Felt hammers replaced leather ones.
C. Piano builders invented a model with the strings parallel to the floor.
D. The cast-iron frame was developed.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: keyboard instruments
Topic: musical techniques
Topic: piano music
Topic: romantic music

60. Two of the prominent composers for piano during the romantic period were
A. Mozart and Beethoven.
B. Verdi and Wagner.
C. Bach and Haydn.
D. Liszt and Chopin.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key features and structures of piano music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Frédéric Chopin
Topic: Franz Liszt
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

6-18
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

61. The composer who is said to have turned the piano sideways to show his hands was
A. Frédéric Chopin.
B. Franz Liszt.
C. George Sand.
D. Robert Schumann.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: keyboard instruments
Topic: musical techniques
Topic: performers
Topic: piano music
Topic: romantic music
Topic: style

62. Chopin usually performed in


A. intimate salon settings.
B. large concert halls.
C. opera houses.
D. churches.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Chopin
Topic: Frédéric Chopin
Topic: chamber music
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music

63. Franz Liszt was


A. German.
B. French.
C. Hungarian.
D. Polish.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: performers
Topic: romantic music

6-19
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

64. Frédéric Chopin was


A. German.
B. Italian.
C. Hungarian.
D. Polish.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Frédéric Chopin
Topic: performers
Topic: piano music
Topic: romantic music

65. Liszt worked in all of the following capacities EXCEPT as a


A. composer.
B. pianist.
C. singer.
D. conductor.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: keyboard instruments
Topic: musical techniques
Topic: performers
Topic: piano music
Topic: romantic music
Topic: voices

66. In which of the following genres did Liszt compose?


A. Masses
B.

Symphonic (tone) poem

C. Piano music
D. All of the above

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: mass
Topic: piano music
Topic: romantic music
Topic: style
Topic: symphony

6-20
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

67. Which new genre did Liszt develop?


A. Character piece
B. Art song
C. Song cycle
D. Symphonic poem

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: form
Topic: romantic music
Topic: style
Topic: symphony

68. In which of the following genres did Chopin compose?


A. Opera
B. Symphony
C. Piano music
D. All of the above

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Chopin
Topic: Frédéric Chopin
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music
Topic: style

6-21
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

69. Chopin expressed Polish nationalism in his music primarily through his
A. polonaises and mazurkas.
B. concertos and symphonies.
C. études and nocturnes.
D. art songs and sonatas.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Know key features and structures of piano music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Chopin
Topic: Frédéric Chopin
Topic: nationalism
Topic: piano music
Topic: rhythm
Topic: romantic music
Topic: style

70. Which of the following is NOT a genre for piano?


A. Nocturne
B. Tone poem
C. Polonaise
D. Mazurka

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Topic: orchestra
Topic: piano music
Topic: romantic music
Topic: style
Topic: symphony

6-22
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

71. Which of the following composers was extremely important to the development of
romantic piano music?
A. Frédéric Chopin
B. Franz Liszt
C. Robert Schumann
D. All of the above

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key features and structures of piano music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Chopin
Topic: Frédéric Chopin
Topic: Franz Liszt
Topic: Robert Schumann
Topic: keyboard instruments
Topic: piano music
Topic: romantic music

72. A(n) ______ is a romantic composition for piano that portrays a single mood, emotion, or
idea.
A. character piece
B. étude
C. mazurka
D. polonaise

Learning Objective: Examine developments and trends in romantic music


Topic: romantic music
Topic: style

73. In which of the following genres did Robert Schumann compose?


A. Character piece
B. Sonata
C. Concerto
D. All of the above

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Robert Schumann
Topic: concerto
Topic: form
Topic: romantic music
Topic: sonata
Topic: style

6-23
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

74. Which of the following composers was NOT also known as a virtuosic performer?
A. Frédéric Chopin
B. Robert Schumann
C. Clara Schumann
D. Franz Liszt

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Robert Schumann
Topic: musical techniques
Topic: performers
Topic: piano music
Topic: romantic music

75. During her lifetime, Clara Schumann was known primarily as a


A. performer.
B. composer.
C. wife and mother.
D. teacher.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: keyboard instruments
Topic: performers
Topic: piano music
Topic: romantic music
Topic: style

Matching Questions

6-24
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

76. Match each genre with its definition.

A single-movement work for orchestra that tells a story or


conveys a series of moods.

1. Étude 3

A fairly short piano piece portraying a single mood,


emotion, or idea.

2. Character piece 2

A study piece for piano.


3. Symphonic
poem 1

A piano piece based on a Polish dance.

4. Mazurka 4

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: form
Topic: rhythm
Topic: romantic music
Topic: style

6-25
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

77. Match each composer with his or her description.

This composer used Polish dance rhythms to express


nationalism in music.
1. Frédéric
Chopin 1

This composer increased the difficulty level of piano music and


turned the piano so the audience could see his/her hands.
2. Clara
Schumann 4

This composer wrote in virtually all piano genres and


considered Fantasiestücke to among be his/her best works for
piano.
3. Robert
Schumann 3

Though an active composer, this artist was primarily know as a


performer.

4. Franz Liszt 2

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Chopin
Topic: Clara Schumann
Topic: Frédéric Chopin
Topic: Franz Liszt
Topic: Robert Schumann
Topic: performers
Topic: piano music
Topic: romantic music
Topic: style

True / False Questions

6-26
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

78. Program music is instrumental music with no direct link to anything extramusical.
FALSE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Topic: program music
Topic: romantic music

79. Program music was invented during the romantic period.


FALSE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Topic: program music
Topic: romantic music

80. Before turning to music, Hector Berlioz studied to be a doctor.


TRUE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Hector Berlioz
Topic: romantic music

81. Berlioz's father was very supportive of his decision to become a composer.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Hector Berlioz
Topic: romantic music

6-27
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

82. Symphonie fantastique is a piece of program music that describes Berlioz's passion for the
Shakespearean actress Harriet Smithson.
TRUE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Recognize examples of program music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: program music
Topic: romantic music

83. On hearing Symphonie fantastique, Harriet Smithson had Berlioz committed to an


asylum.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Hector Berlioz
Topic: romantic music

84. Berlioz's music was always highly popular with French audiences.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Hector Berlioz
Topic: romantic music
Topic: style

85. Berlioz was also an author.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Hector Berlioz
Topic: romantic music

6-28
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

86. Symphonie fantastique is a symphonic poem.


FALSE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recognize examples of program music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: program music
Topic: romantic music
Topic: symphony

87. Berlioz portrays an opium dream in Symphonie fantastique.


TRUE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recognize examples of program music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: program music
Topic: romantic music

88. Hector Berlioz invented the symphonic poem.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: Hector Berlioz
Topic: romantic music
Topic: symphony

89. Richard Strauss and Franz Liszt were also important composers of program music.
TRUE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: program music
Topic: romantic music

6-29
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

90. Program music is always governed by the sonata form.


FALSE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Topic: form
Topic: program music
Topic: romantic music
Topic: sonata form

91. Franz Liszt composed both symphonic poems and program symphonies.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: program music
Topic: romantic music
Topic: symphony

92. A theme from Richard Strauss's symphonic poem Also sprach Zarathustra was used as
the theme for the film 2001: A Space Odyssey.
TRUE

Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: program music
Topic: romantic music
Topic: symphony

Multiple Choice Questions

6-30
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

93. Music that "is composed for the appreciation of musical sound" and does not tell a story is
called
A. program music.
B. absolute music.
C. opera.
D. art song.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: absolute music
Topic: romantic music

94.

Romantic program music was structured around all of the following EXCEPT:

A. dramatic incidents.
B. poetic images.
C. purely musical elements.
D. elements in nature.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: absolute music
Topic: nationalism
Topic: nature
Topic: program music
Topic: romantic music

6-31
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

95. _____ was one of the greatest composers of romantic program music.
A. Ludwig van Beethoven
B. Clara Schumann
C. Franz Schubert
D. Hector Berlioz

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Clara Schumann
Topic: Franz Schubert
Topic: Hector Berlioz
Topic: Ludwig van Beethoven
Topic: program music
Topic: romantic music
Topic: style

96. Which literary figure had a profound impact on Berlioz?


A. Marlowe
B. Shakespeare
C. Milton
D. Cervantes

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: program music
Topic: romantic music

97. Two composers who were also authors were


A. Hector Berlioz and Robert Schumann.
B. Hector Berlioz and Franz Schubert.
C. Robert and Clara Schumann.
D. Robert Schumann and Franz Schubert.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Hector Berlioz
Topic: Robert Schumann
Topic: romantic music

6-32
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

98. In addition to being a composer and author, Berlioz was also known as a great
A. actor.
B. singer.
C. orchestrator.
D. chef.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: instrument families
Topic: musical techniques
Topic: orchestra
Topic: romantic music

99. _____ wrote the book Treatise on Instrumentation and Orchestration.


A. Berlioz
B. Strauss
C. Schumann
D. Liszt

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: instrument families
Topic: musical techniques
Topic: orchestra
Topic: romantic music

100. Symphonie fantastique is a(n)


A. opera.
B. song cycle.
C. concerto.
D. program symphony.

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recognize examples of program music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: program music
Topic: romantic music
Topic: symphony

6-33
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

101. In Symphonie fantastique, Berlioz uses a device called the idée fixe, which is
A. a musical theme that appears in all five movements.
B. a musical theme borrowed from an opera based on Hamlet.
C. a musical idea he composed as a teenager and fixated on for years.
D. a theme from Gregorian chant.

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recognize examples of program music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: form
Topic: melody
Topic: musical techniques
Topic: program music
Topic: romantic music
Topic: symphony

102. The melody Berlioz inserts into the fifth movement of Symphonie fantastique to
represent judgment day is from
A. Schumann's opera Hamlet.
B. Mozart's Requiem Mass.
C. the "Dies irae."
D. an early composition of his, based on the death of his mother.

Learning Objective: Recognize examples of program music


Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: mass
Topic: melody
Topic: musical techniques
Topic: program music
Topic: romantic music

6-34
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

103. Berlioz altered the idée fixe in Symphonie fantastique by using a technique known as
A. thematic modulation.
B. thematic variation.
C. thematic alteration.
D. thematic transformation.

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: form
Topic: melody
Topic: musical techniques
Topic: romantic music

104. Which of the following did NOT compose program music?


A. Franz Schubert
B. Hector Berlioz
C. Franz Liszt
D. Richard Strauss

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Berlioz
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Franz Liszt
Topic: Franz Schubert
Topic: Hector Berlioz
Topic: program music
Topic: romantic music

105. Which composer invented the symphonic poem?


A. Robert Schumann
B. Franz Liszt
C. Hector Berlioz
D. Richard Strauss

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: form
Topic: romantic music
Topic: symphony

6-35
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

106. Which composer wrote the program symphony Faust?


A. Richard Strauss
B. Hector Berlioz
C. Franz Liszt
D. Robert Schumann

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recognize examples of program music
Topic: Franz Liszt
Topic: program music
Topic: romantic music
Topic: symphony

107. How many movements does a symphonic poem usually have?


A. One
B. Two
C. Three
D. Four

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: form
Topic: musical techniques
Topic: romantic music
Topic: symphony

108. How many movements does a program symphony usually have?


A. One
B. Two
C. Three
D. As many as needed

Learning Objective: Define program music, and know its key features and structure
Topic: form
Topic: program music
Topic: romantic music
Topic: style
Topic: symphony

Matching Questions

6-36
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

109. Match each composer with the correct composition.

1. Richard Strauss Faust Symphony 2


2. Franz Liszt Symphony fantastique 3
3. Hector Berlioz Also Sprach Zrathustra 1

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Recognize examples of program music
Topic: Franz Liszt
Topic: Hector Berlioz
Topic: program music
Topic: romantic music
Topic: symphony

True / False Questions

110. J.S. Bach and Mozart were early nationalistic composers.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Johann Sebastian Bach
Topic: Wolfgang Amadeus Mozart
Topic: nationalism

111. The romantic period saw a rise in nationalistic music and art.
TRUE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: romantic music

6-37
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

112. One way that romantic composers created nationalistic music was to use folk-song
melodies.
TRUE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: melody
Topic: musical techniques
Topic: nationalism
Topic: rhythm
Topic: romantic music

113. The Russian ruler who introduced Western customs into Russian culture was Tsar
Nicholas I.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism

114. The only European country that did not have a nationalistic movement in music was
England.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism

115. Edvard Grieg was a nationalistic composer from Norway.


TRUE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: romantic music

6-38
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

116. Bedřich Smetana was a nationalistic Russian composer.


FALSE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: nationalism
Topic: romantic music

117. Smetana attempted to ignore Western musical styles completely in his compositions.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: musical techniques
Topic: nationalism
Topic: romantic music

118. Austria ruled Bohemia for many years; thus, local musicians knew the music of
composers such as Liszt and Berlioz.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: Hector Berlioz
Topic: romantic music
Topic: style

119. Smetana composed operas in the Czech language.


TRUE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recognize examples of romantic operas
Topic: Bedřich Smetana
Topic: nationalism
Topic: opera
Topic: romantic music

6-39
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

120. Smetana shared with Beethoven the affliction of deafness.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: Ludwig van Beethoven

121. Smetana is best known for his operas and tone poems.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: opera
Topic: romantic music
Topic: symphony

122. The only work of Smetana's that is performed today is Má Vlast.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: romantic music

123. "The Moldau" is nationalistic only in its use of folk song.


FALSE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: musical techniques
Topic: nationalism
Topic: romantic music
Topic: symphony

Multiple Choice Questions

6-40
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

124. Music intended to promote the character and interests of a nation is referred to as
A. programmistic.
B. nationalistic.
C. absolute.
D. Marxist.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: romantic music

125.

When creating nationalistic music, romantic composers based their works on all of the following EXCEPT:

A. historical subjects.
B. exotic subjects from other countries.
C. national or political subjects.
D. folk songs.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Topic: musical techniques
Topic: nationalism
Topic: romantic music

126. Western customs were first introduced to Russia in the


A. late 1600s.
B. early 1800s.
C. late 1700s.
D. late 1800s.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: style

6-41
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

127. One of the first Russian composers to create "Russian" music was
A. Bedřich Smetana.
B. Modest Mussorgsky.
C. Mikhail Glinka.
D. Franz Liszt.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: romantic music

128. The group of Russian composers who emphasized Russian spirit over Western influence
referred to themselves as
A. the "Five."
B. the Russian school.
C. the composers of the tsar's court.
D. the Korsakov brothers.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Modest Petrovich Mussorgsky
Topic: nationalism
Topic: romantic music

129. Which composer was not part of the Russian Five?


A. Borodin
B. Mussorgsky
C. Smetana
D. Rimsky-Korsakov

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: nationalism
Topic: romantic music

6-42
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

130. Which composer was a Russian nationalist?


A. Nikolai Rimsky-Korsakov
B. Jean Sibelius
C. Ralph Vaughan Williams
D. Manuel de Falla

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: romantic music

131. _____ was the composer of Scheherazade.


A. Jean Sibelius
B. Nikolai Rimsky-Korsakov
C. Modest Mussorgsky
D. Ottorino Respighi

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: romantic music
Topic: symphony

132. The composer of Pictures at an Exhibition and the opera Boris Godunov was
A. Nikolai Rimsky-Korsakov.
B. Edward Elgar.
C. Edvard Grieg.
D. Modest Mussorgsky.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key features and structures of piano music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Modest Petrovich Mussorgsky
Topic: nationalism
Topic: piano music
Topic: romantic music

6-43
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

133. Which composer was an English nationalist?


A. Jean Sibelius
B. Edvard Grieg
C. Edward Elgar
D. Ottorino Respighi

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: romantic music

134. Which composer was a Finnish nationalist?


A. Edvard Grieg
B. Modest Mussorgsky
C. Jean Sibelius
D. Edward Elgar

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nationalism
Topic: romantic music

135. The composer regarded as the founder of the Czech national school was
A. Modest Mussorgsky.
B. Jean Sibelius.
C. Bedřich Smetana.
D. Edward Elgar.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: nationalism
Topic: romantic music

6-44
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

136. Which composers influenced Smetana's progressive musical ideas and his spirit of
nationalism?
A. Liszt and Berlioz
B. Mozart and Beethoven
C. Sibelius and Elgar
D. Mussorgsky and Glinka

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Bedřich Smetana
Topic: Franz Liszt
Topic: Hector Berlioz
Topic: nationalism
Topic: romantic music

137. The cycle of symphonic poems composed by Smetana is called


A. The Bartered Bride.
B. Symphonie fantastique.
C. "The Moldau."
D. Má Vlast.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: nationalism
Topic: program music
Topic: romantic music
Topic: song cycle
Topic: symphony

138. The symphonic poem that traces the progress of the Moldau River is called
A. Má Vlast.
B. "Vtlava."
C. The Bartered Bride.
D. Sheherazade.

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recognize examples of program music
Topic: Bedřich Smetana
Topic: nationalism
Topic: nature
Topic: program music
Topic: romantic music
Topic: symphony

6-45
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

139. The opera that established Smetana's reputation as a nationalistic composer was
A. Má Vlast.
B. Boris Godunov.
C. The Bartered Bride.
D. A Life for the Tsar.

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: nationalism
Topic: opera
Topic: romantic music

140. "The Moldau" is a(n)


A. symphonic poem.
B.

absolute symphony.

C. opera.
D. art song.

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: nationalism
Topic: program music
Topic: romantic music
Topic: symphony

141. Which of the following is NOT portrayed in "The Moldau"?


A. A peasant wedding
B. A swordfight
C. A hunt
D. Nymphs dancing

Learning Objective: Recognize examples of program music


Topic: Bedřich Smetana
Topic: musical techniques
Topic: nationalism
Topic: program music
Topic: romantic music
Topic: symphony

6-46
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

Matching Questions

142. Match each composer with the country where he was born.

1. Edvard Grieg Norway 1


2. Manuel de Falla Russia 4
3. Ralph Vaughan Williams England 3
4. Modest Mussorgsky Spain 2

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Modest Petrovich Mussorgsky
Topic: nationalism
Topic: romantic music

143. Match each composer with his composition.

1. Modest Mussorgsky A Life for the Tsar 2


2. Mikhail Glinka Pictures at an Exhibition 1
3. Bedřich Smetana Scheherazade 4
4. Nikolai Rimsky-Korsakov The Bartered Bride 3

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Bedřich Smetana
Topic: Modest Petrovich Mussorgsky
Topic: nationalism
Topic: romantic music

True / False Questions

144. Incidental music is music that is intended to accompany a play.


TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: musical techniques
Topic: performers
Topic: romantic music
Topic: style

6-47
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

145. Concert overtures and incidental music are the same thing.
FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: form
Topic: orchestra
Topic: overture
Topic: romantic music

146. Concert overtures are never programmatic.


FALSE

Learning Objective: Define program music, and know its key features and structure
Learning Objective: Examine developments and trends in romantic music
Topic: overture
Topic: program music
Topic: romantic music

147. "Concert overture" is another name for "opera overture."


FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: overture
Topic: romantic music

148. Unlike tone poems, concert overtures have a strong musical organization.
TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: form
Topic: orchestra
Topic: overture
Topic: romantic music

6-48
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

149. Tchaikovsky's music is more cosmopolitan than that of composers such as Glinka and
Mussorgsky.
TRUE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music
Topic: style

150. Tchaikovsky was the first Russian composer to gain international recognition.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

151. Tchaikovsky was essentially self-taught.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

152. Tchaikovsky was employed for a number of years as a professor.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

6-49
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

153. Tchaikovsky's relationship with his benefactress, Nadezhda von Meck, was a stormy,
intimate one that resulted in three illegitimate daughters.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

154. Tchaikovsky's marriage was a disastrous failure.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky

155. Tchaikovsky is perhaps best known for his ballets.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music
Topic: style

156. Tchaikovsky's Romeo and Juliet was intended for performance with the play.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music
Topic: style

6-50
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

157. A fantasy overture is the same thing as a concert overture.


TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: Peter Ilyich Tchaikovsky
Topic: musical techniques
Topic: overture
Topic: romantic music

158. In spite of its name, Tchaikovsky's Romeo and Juliet is based on the relationship of two
of his friends, not on Shakespeare's play.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: overture
Topic: romantic music

Multiple Choice Questions

159. Music written to accompany a play is called


A. a program symphony.
B. a concert overture.
C. a tone poem.
D. incidental music.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: form
Topic: romantic music
Topic: style

6-51
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

160. A type of program music that is a fairly short, single-movement work for concert-hall
performance is called
A. a program symphony.
B. a concert overture.
C. a tone poem.
D. incidental music.

Learning Objective: Examine developments and trends in romantic music


Topic: form
Topic: overture
Topic: romantic music
Topic: style

161. Which of the following is NOT a concert overture?


A. The Hebrides by Mendelssohn
B. The Consecration of the House by Beethoven
C. Tragic Overture by Brahms
D. Overture to The Marriage of Figaro by Mozart

Learning Objective: Examine developments and trends in romantic music


Topic: form
Topic: overture
Topic: romantic music

162. Concert overtures differ from symphonic poems in that they


A. are in a single movement.
B. have a strong musical organization.
C. are programmatic.
D. are always considered to be absolute music.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: overture
Topic: romantic music
Topic: style
Topic: symphony

6-52
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

163. Tchaikovsky's Swan Lake and The Nutcracker are


A. ballets.
B. concert overtures.
C. cantatas.
D. incidental music.

Learning Objective: Examine developments and trends in romantic music


Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

164. Tchaikovsky's Romeo and Juliet is


A. a program symphony.
B. a concert overture.
C. a tone poem.
D. incidental music.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: overture
Topic: romantic music

165. A fantasy overture is the same thing as a(n)


A. opera overture.
B. French overture.
C. concert overture.
D. oratorio overture.

Learning Objective: Examine developments and trends in romantic music


Topic: overture
Topic: romantic music

6-53
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

166. Which Russian composer was the first to gain international recognition?
A. Modest Mussorgsky
B. Mikhail Glinka
C. Bedřich Smetana
D. Peter Ilych Tchaikovsky

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

167. Tchaikovsky married Antonia Milyukova because


A. her father made it a requirement if Tchaikovsky wanted the position of concertmaster at
the opera.
B. Nadezhda von Meck made it a stipulation for the receipt of her patronage.
C. Antonia threatened to commit suicide if he didn't.
D. she was the love of his life.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky

168. Tchaikovsky's relationship with Nadezhda von Meck took place entirely
A. in a small Moscow house.
B. via letters.
C. at the theater where she was a prima donna.
D. in public places.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky

169. Much of Tchaikovsky's depression and many of his problems stemmed from
A. poverty.
B. being homosexual in a society that did not tolerate it.
C. his unhappy love affair with Nadezhda von Meck.
D. the loss of his beloved wife in childbirth.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky

6-54
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

170. Which of these works by Tchaikovsky is NOT a ballet?


A. The Nutcracker
B. Swan Lake
C. Romeo and Juliet
D. The Sleeping Beauty

Learning Objective: Examine developments and trends in romantic music


Topic: Peter Ilyich Tchaikovsky
Topic: overture
Topic: romantic music

171. Tchaikovsky's most performed work is probably


A. The Nutcracker.
B. the Pathétique symphony.
C. The Sleeping Beauty.
D. Symphonie fantastique.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: performers
Topic: romantic music

172. Which formal structure did Tchaikovsky use in his Romeo and Juliet?
A. Free form
B. A form based on Shakespeare's play
C. Sonata form
D. Theme and variations

Learning Objective: Examine developments and trends in romantic music


Topic: Peter Ilyich Tchaikovsky
Topic: form
Topic: overture
Topic: romantic music
Topic: sonata form

6-55
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

173. Which of the following composers did NOT create a composition based on
Shakespeare's Romeo and Juliet?
A. Verdi
B. Gounod
C. Bernstein
D. Tchaikovsky

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

Matching Questions

174. Match each composition with its composer.

1. "The Moldau" from Má Vlast Hector Berlioz 2


2. Symphonie fantastique Bedřich Smetana 1
3. Romeo and Juliet Peter Ilyich Tchaikovsky 3

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Recognize examples of program music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Bedřich Smetana
Topic: Hector Berlioz
Topic: Peter Ilyich Tchaikovsky
Topic: romantic music

175. Match each musical term with its definition.

1. Program
symphony A multimovement work with extramusical associations. 1
A fairly long, single-movement work with extramusical
2. Concert overture associations. 4
3. Incidental music Music for a play. 3
4. Symphonic A single-movement, self-contained work for
poem performance in the concert hall. 2

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: overture
Topic: romantic music
Topic: style
Topic: symphony

6-56
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

True / False Questions

176. The romantic concerto was a vehicle for virtuosic display.


TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: concerto
Topic: musical techniques
Topic: orchestra
Topic: performers
Topic: romantic music

177. During the romantic period, virtuoso technical displays were limited to piano music.
FALSE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: concerto
Topic: instrument families
Topic: musical techniques
Topic: performers
Topic: romantic music

178. Through born Jewish, Felix Mendelssohn was raised as a Christian.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn

179. Felix and Fanny Mendelssohn began performing in musicales organized by their mother,
Leah.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: Felix Mendelssohn

6-57
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

180. Felix and Fanny Mendelssohn received a good musical education.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: Felix Mendelssohn

181. Felix Mendelssohn studied music with Beethoven.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn

182. Fanny Mendelssohn is best known for her revival of J. S. Bach's St. Matthew Passion.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: Felix Mendelssohn
Topic: romantic music

183. Most of Felix Mendelssohn's piano music consists of short character pieces.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn
Topic: romantic music

184. Mendelssohn held a position as an orchestral conductor in Leipzig.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn
Topic: performers
Topic: romantic music

6-58
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

185. Felix Mendelssohn's sister Fanny was a well-known concert pianist whose fame rivaled
Clara Schumann's.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: Fanny Mendelssohn Hensel
Topic: Felix Mendelssohn
Topic: performers
Topic: romantic music

186. Felix was very supportive of Fanny's compositional endeavors.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: Felix Mendelssohn
Topic: romantic music

187. Felix published some of Fanny's music with his own compositions.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: Felix Mendelssohn
Topic: romantic music

188. Fanny's husband, Wilhelm Hensel, did not want her to perform or write music once they
were married.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: performers
Topic: romantic music

6-59
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

189. Mendelssohn wrote his own cadenza for his Violin Concerto in E minor.
TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: Felix Mendelssohn
Topic: concerto
Topic: form
Topic: musical techniques
Topic: romantic music

190. Most romantic composers wrote the cadenzas for their concertos, rather than allowing
performers to improvise them.
TRUE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: romantic music

191. The first movement of Mendelssohn's Violin Concerto in E minor is not in sonata form.
FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: Felix Mendelssohn
Topic: concerto
Topic: form
Topic: sonata form

Multiple Choice Questions

6-60
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

192. The most popular instruments for romantic concertos were the
A. flute and harpsichord.
B. piano and trumpet.
C. piano and violin.
D. violin and harpsichord.

Learning Objective: Examine developments and trends in romantic music


Topic: concerto
Topic: keyboard instruments
Topic: romantic music
Topic: string instruments

193. The romantic trend toward virtuosity began with


A. Ludwig van Beethoven.
B. Johannes Brahms.
C. Niccolò Paganini.
D. Robert Schumann.

Learning Objective: Examine developments and trends in romantic music


Topic: Ludwig van Beethoven
Topic: musical techniques
Topic: performers
Topic: romantic music
Topic: style

194. Fanny and Felix Mendelssohn studied music with


A. Ludwig van Beethoven.
B. Wolfgang Amadeus Mozart.
C. Carl Zelter.
D. J.S. Bach.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: Felix Mendelssohn
Topic: romantic music

6-61
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

195. Which work by J.S. Bach did Mendelssohn revive, initiating widespread performances of
Bach's music?
A. The "Coffee Cantata"
B. The St. Matthew Passion
C. Brandenburg Concerto no. 2
D. "Wachet auf" ("Sleepers, Awake")

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn
Topic: Johann Sebastian Bach
Topic: Passion
Topic: romantic music
Topic: style

196. Which of the following compositions is NOT by Felix Mendelssohn?


A. Fingal's Cave (The Hebrides)
B. A Midsummer Night's Dream
C. Violin Concerto in E minor
D. St. Matthew Passion

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn
Topic: romantic music

197. Which composer did Mendelssohn hire to perform concerts with the Gewandhaus
Orchestra in Leipzig?
A. Fanny Mendelssohn
B. Clara Schumann
C. Niccolò Paganini
D. Robert Schumann

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Clara Schumann
Topic: Felix Mendelssohn
Topic: performers
Topic: romantic music

6-62
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

198. Which of the following endeavors was Fanny Mendelssohn NOT involved in?
A. Music teacher
B. Performer
C. Composer
D. Director of a local choral group

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: performers
Topic: romantic music

199. Fanny Mendelssohn's compositions include all of the following EXCEPT:


A. solo songs.
B. solo piano music.
C. an oratorio.
D. a symphony.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Fanny Mendelssohn Hensel
Topic: performers
Topic: romantic music
Topic: style

200. Felix Mendelssohn composed the Violin Concerto in E minor for


A. his friend Ferdinand David.
B. Niccolò Paganini.
C. his sister Fanny.
D. himself.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn
Topic: concerto
Topic: performers
Topic: romantic music
Topic: string instruments

6-63
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

201. Mendelssohn's Violin Concerto in E minor is in


A. four movements.
B. a single long movement.
C. five movements.
D. three movements.

Learning Objective: Examine developments and trends in romantic music


Topic: Felix Mendelssohn
Topic: concerto
Topic: form
Topic: romantic music

202. Mendelssohn's Violin Concerto in E minor differs from classical concertos in that it
A. is in one movement and resembles a tone poem.
B. has the soloist introduce the first theme before the orchestra plays it.
C. abandons the sonata form.
D. does not include a cadenza.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: Felix Mendelssohn
Topic: concerto
Topic: form
Topic: orchestra
Topic: romantic music
Topic: string instruments

203. The cadenza for Mendelssohn's Violin Concerto in E minor was


A. eliminated.
B. improvised by the performer.
C. written by Felix Mendelssohn.
D. written by Fanny Mendelssohn.

Learning Objective: Examine developments and trends in romantic music


Topic: Felix Mendelssohn
Topic: concerto
Topic: form
Topic: musical techniques
Topic: romantic music

6-64
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

204. The first movement of Mendelssohn's Violin Concerto is in


A. sonata form.
B. theme and variations.
C. ballad form.
D. ritornello form.

Learning Objective: Examine developments and trends in romantic music


Topic: Felix Mendelssohn
Topic: concerto
Topic: form
Topic: romantic music
Topic: sonata form

205. Which of the following is NOT a difference between Vivaldi's "Spring" and
Mendelssohn's Violin Concerto in E minor?
A. Mendelssohn's concerto is in four movements.
B. The instrumentation is different.
C. Vivaldi's concerto is programmatic.
D. The first movement of "Spring" is in ritornello form, and the first movement of the
Concerto in E minor is sonata form.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Topic: Felix Mendelssohn
Topic: concerto
Topic: romantic music
Topic: style

True / False Questions

206. All romantic choral music consists of colossal works for large choirs.
FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: choral music
Topic: romantic music
Topic: style
Topic: voices

6-65
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

207. Very few romantic composers wrote choral music.


FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: choral music
Topic: romantic music
Topic: style

208. Several romantic composers wrote oratorios.


TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: oratorio
Topic: romantic music
Topic: voices

209. Several romantic composers set Catholic religious texts to music.


TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: mass
Topic: oratorio
Topic: romantic music

210. Verdi wrote a very large choral work using the text of the Requiem Mass.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: choral music
Topic: mass
Topic: orchestra
Topic: romantic music
Topic: style
Topic: voices

6-66
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

211. Berlioz tended to write for a very small orchestra.


FALSE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Hector Berlioz
Topic: orchestra
Topic: romantic music

212. Brahms used themes from his four symphonies in Ein Deutsches Requiem.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: melody
Topic: musical techniques
Topic: requiem
Topic: romantic music

213. Brahms was born into a fairly poor family.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Johannes Brahms

214. Brahms made a living early by playing piano in local taverns.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Johannes Brahms
Topic: keyboard instruments
Topic: romantic music

6-67
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

215. Robert Schumann wrote an article praising Johannes Brahms when Brahms was just a
youth of twenty.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Johannes Brahms
Topic: Robert Schumann
Topic: romantic music

216. The Academic Festival Overture was based, in part, on student drinking songs.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: overture
Topic: romantic music

217. Brahms was a highly controversial composer during his life.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: romantic music
Topic: style

218. A ladies' man, Brahms was married three times and had ten children.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Johannes Brahms

6-68
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

219. Brahms composed only for voice.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: choral music
Topic: romantic music
Topic: voices

220. Brahms did not use the standard Latin text for his Requiem.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: choral music
Topic: requiem
Topic: romantic music
Topic: voices

221. Composers in every historical period have written choral music.


TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: choral music
Topic: style

Multiple Choice Questions

6-69
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

222. During the romantic period, composers wrote choral music in all of the following genres
EXCEPT the
A. oratorio.
B. part song.
C. motet.
D. madrigal.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: choral music
Topic: opera
Topic: oratorio
Topic: romantic music
Topic: style

223. Schumann's Scenes from Faust, Liszt's Faust Symphony, and Berlioz's Romeo and Juliet
are all
A. symphonic poems.
B. oratorios.
C. masses.
D. symphonic works with choral sections.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Berlioz
Topic: Franz Liszt
Topic: Hector Berlioz
Topic: Robert Schumann
Topic: romantic music
Topic: symphony
Topic: voices

224. Which of the following compositions was written by Hector Berlioz?


A. The Damnation of Faust
B. Scenes from Faust
C. Elijah
D. All of the above

Learning Objective: Understand characteristics of music in works by Berlioz


Topic: Hector Berlioz
Topic: romantic music

6-70
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

225. Which of the following is NOT a religious text from the Catholic liturgy?
A. Oratorio
B. Mass
C. Requiem
D. Te Deum

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: mass
Topic: oratorio
Topic: requiem

226. Which of the following is NOT a large-scale, romantic choral work?


A. Brahms's Deutsches Requiem
B. Verdi's Requiem
C. Mendelssohn's Elijah
D. Berlioz's Symphonie fantastique

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Brahms
Learning Objective: Understand characteristics of music in works by Verdi
Topic: romantic music
Topic: style

227. Which of the following compositions was NOT written by Brahms?


A. The Damnation of Faust
B. Liebeslieder Walzer
C. Rinaldo
D. Triumphlied

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: romantic music

6-71
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

228. Brahms's popular work for piano, four hands, plus voices is
A. Rinaldo.
B. Schicksalslied.
C. Liebeslieder Walzer.
D. Ein Deutsches Requiem.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: piano music
Topic: romantic music
Topic: voices

229. Brahms's most important choral work is


A. Rinaldo.
B. Schicksalslied.
C. Ein Deutsches Requiem.
D. Elijah.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: choral music
Topic: requiem
Topic: romantic music
Topic: style

230. Brahms toured Germany as the accompanist to the Hungarian violinist


A. Joseph Joachim.
B. Eduard Reményi.
C. Franz Liszt.
D. Felix Mendelssohn.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Johannes Brahms
Topic: performers
Topic: romantic music

6-72
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

231. The violinist who introduced Brahms to Franz Liszt and Robert Schumann was
A. Niccolò Paganini.
B. Felix Mendelssohn.
C. Eduard Reményi.
D. Joseph Joachim.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: Johannes Brahms
Topic: Robert Schumann
Topic: romantic music

232. The composer who helped launch Brahms's career was


A. Franz Schubert.
B. Robert Schumann.
C. Franz Liszt.
D.

Hector Berlioz.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Johannes Brahms
Topic: Robert Schumann
Topic: romantic music

233. The text of Brahms's Requiem is in


A. German.
B. Latin.
C. English.
D. Italian.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: choral music
Topic: requiem
Topic: romantic music

6-73
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

234. The text for Ein Deutsches Requiem comes from


A. the Catholic Mass for the Dead.
B. Brahms's own sacred poetry.
C. the Lutheran Bible.
D. his librettist Joseph Joachim.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: requiem
Topic: romantic music

235. Brahms's Requiem is intended to


A. offer prayers for the dead.
B. create a totally secular funeral setting.
C. be a highly dramatic funeral work.
D. console the living.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: choral music
Topic: requiem
Topic: romantic music

236. Brahms's Requiem has _____ movements.


A. three
B. two
C. seven
D. ten

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: form
Topic: requiem
Topic: romantic music

6-74
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

237. Brahms's Requiem is written for an ensemble of _____


A. soloists and orchestra.
B.

soloists, choir and orchestra.

C. choir and orchestra.


D. orchestra only.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: choral music
Topic: form
Topic: orchestra
Topic: romantic music
Topic: voices

Matching Questions

238. Match each composition with its composer.

1.

Requiem

Felix Mendelssohn 2
2. Elijah Hector Berlioz 4
3. Ein Deutsches Requiem Giuseppe Verdi 1
4. The Damnation of Faust Johannes Brahms 3

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Felix Mendelssohn
Topic: Giuseppe Verdi
Topic: Hector Berlioz
Topic: Johannes Brahms
Topic: choral music
Topic: requiem
Topic: romantic music

True / False Questions

6-75
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

239. Romantic composers completely abandoned the structural forms of the classical period.
FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: form
Topic: musical techniques
Topic: romantic music

240. Beethoven's legacy cast a shadow over the romantic composers.


TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: Ludwig van Beethoven
Topic: romantic music
Topic: style

241. Beethoven's techniques of symphonic expansion were the impetus for many of the
alterations made by romantic composers to the structure of the symphony.
TRUE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: Ludwig van Beethoven
Topic: form
Topic: musical techniques
Topic: romantic music

242. Franz Schubert is considered the great symphonist of the late romantic period.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Schubert
Topic: Franz Schubert
Topic: romantic music
Topic: style
Topic: symphony

6-76
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

243. Schubert's "Unfinished" Symphony was left unfinished because the composer died
before he could complete it.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Schubert
Topic: romantic music
Topic: symphony

244. Brahms's symphonies are considered masterworks on a par with Beethoven's.


TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: Ludwig van Beethoven
Topic: romantic music
Topic: symphony

245. Brahms and Beethoven each wrote nine symphonies.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: Ludwig van Beethoven
Topic: romantic music
Topic: symphony

246. Anton'n Dvořák was a Russian composer.


FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: romantic music

6-77
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

247. Anton'n Dvořák was employed by the National Conservatory of Music in New York.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Antonín Dvořák
Topic: romantic music

248. Anton'n Dvořák, a Bohemian composer, drew inspiration for some of his compositions
from African American spirituals and Native American music.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: musical techniques
Topic: nationalism
Topic: romantic music
Topic: style

249.

Dvořák composed in virtually every musical genre popular in the nineteenth-century.

TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: form
Topic: romantic music
Topic: style

6-78
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

250. The melodies of Dvořák's Ninth Symphony reflect the folk music of Russia and
Germany.
FALSE

Learning Objective: Define nationalism in 19th-century music


Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: melody
Topic: musical techniques
Topic: nationalism
Topic: romantic music
Topic: style

251. Dvořák used unifying cyclical elements to link the movements of his Ninth Symphony in
much the same manner Beethoven employed in his Fifth Symphony.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Dvořák
Topic: form
Topic: melody
Topic: musical techniques
Topic: romantic music
Topic: style
Topic: symphony

252. Dvořák titled his Symphony No. 9 From the New World.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: romantic music
Topic: symphony

253. Anton Bruckner wrote three Masses in addition to his symphonies.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Anton Bruckner
Topic: mass
Topic: romantic music
Topic: symphony

6-79
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

254.

The composer ranked as the most important church composer of the late nineteenth-century was Gustav Mahler.

FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: Gustav Mahler
Topic: romantic music
Topic: symphony

255. Gustav Mahler was a conductor as well as a composer.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Gustav Mahler
Topic: performers
Topic: romantic music

256. Mahler turned the melody of "Frère Jacques" into a funeral march in his Symphony no.
1.
TRUE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: Gustav Mahler
Topic: melody
Topic: musical techniques
Topic: romantic music
Topic: symphony

Multiple Choice Questions

6-80
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

257. Which composer is NOT considered a great romantic symphonist?


A. Franz Schubert
B. Johannes Brahms
C. Giuseppe Verdi
D. Anton'n Dvořák

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: romantic music
Topic: style

258. How many symphonies did Schubert compose?


A. Four
B. Ten
C. Six
D. Nine

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Gustav Mahler
Topic: romantic music
Topic: symphony

259. Who wrote the "Unfinished" Symphony?


A. Johannes Brahms
B. Franz Schubert
C. Anton Bruckner
D. Gustav Mahler

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Franz Schubert
Topic: romantic music
Topic: symphony

6-81
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

260. Which of the following wrote the fewest symphonies, yet is often considered the greatest
of the German romantic symphonists?
A. Gustav Mahler
B. Franz Schubert
C. Anton Bruckner
D. Johannes Brahms

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Anton Bruckner
Topic: Franz Schubert
Topic: Gustav Mahler
Topic: Johannes Brahms
Topic: romantic music
Topic: symphony

261. How many symphonies did Brahms compose?


A. Four
B. Six
C. Nine
D. Ten

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Brahms
Topic: Johannes Brahms
Topic: romantic music
Topic: symphony

6-82
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

262.

Anton'n Dvořák drew inspiration for his works from all of the following musical genres EXCEPT:

A. Bohemian folk music.


B. Russian folk music.
C. Native American melodies.
D. African American melodies.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key biographical facts about Antonín Dvořák
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: nationalism
Topic: romantic music

263. Which musical style did Dvořák use to compose his Symphony no. 9?
A. "American" style
B. "Russian" style
C. "French" style
D. "German" style

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Know key biographical facts about Antonín Dvořák
Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: musical techniques
Topic: romantic music
Topic: style
Topic: symphony

6-83
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

264. What form did Dvořák use for the fourth movement of his Symphony no. 9?
A. Tone poem form
B. Strophic form
C. Fantasia form
D. Sonata form

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: form
Topic: romantic music
Topic: sonata form
Topic: symphony

265. Which composer was Dvořák's patron and introduced him to a German publisher?
A. Franz Schubert
B. Gustav Mahler
C. Ludwig van Beethoven
D. Johannes Brahms

Learning Objective: Know key biographical facts about Antonín Dvořák


Topic: Antonín Dvořák
Topic: Johannes Brahms
Topic: romantic music

266. Which composer lived for a time in America?


A. Anton'n Dvořák
B. Franz Schubert
C. Johannes Brahms
D. Ludwig van Beethoven

Learning Objective: Know key biographical facts about Antonín Dvořák


Topic: Antonín Dvořák
Topic: romantic music

6-84
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

267. Who introduced Dvořák to African-American spirituals?


A.

Anton Bruckner, his mentor.

B.
Johannes Brahms, his mentor.

C.
Henry T. Burleigh, his student.

D.
Gustav Mahler, his student.

Learning Objective: Know key biographical facts about Antonín Dvořák


Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: romantic music
Topic: style

268. Who wrote the symphony nicknamed From the New World?
A. Anton Bruckner
B. Franz Liszt
C. Anton'n Dvořák
D. Johannes Brahms

Learning Objective: Know key biographical facts about Antonín Dvořák


Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: romantic music
Topic: symphony

6-85
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

269. The Austrian composer _____ influenced Mahler and Schoenberg.


A. Johannes Brahms
B. Franz Schubert
C. Anton Bruckner
D. Anton'n Dvořák

Learning Objective: Examine developments and trends in romantic music


Topic: Anton Bruckner
Topic: musical techniques
Topic: romantic music

270. The Austrian composer _____ included choral sections in his symphonies.
A. Franz Schubert
B. Gustav Mahler
C. Johannes Brahms
D. Anton Bruckner

Learning Objective: Examine developments and trends in romantic music


Topic: Gustav Mahler
Topic: choral music
Topic: romantic music
Topic: style
Topic: symphony

271. The composer _____ wrote the song cycles Kindertotenlieder and Das Lied von der
Erde?
A. Johannes Brahms
B. Ludwig von Beethoven
C. Gustav Mahler
D. Franz Schubert

Learning Objective: Describe the forms of the art song


Learning Objective: Examine developments and trends in romantic music
Topic: Gustav Mahler
Topic: art song
Topic: romantic music

6-86
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

272. Which musical genre did Mahler use to open the third movement of his Symphony no.
1?
A. Peasant dance
B. Viennese waltz
C. Austrian folk song
D. Funeral march

Learning Objective: Examine developments and trends in romantic music


Topic: Gustav Mahler
Topic: form
Topic: musical techniques
Topic: rhythm
Topic: romantic music
Topic: symphony

273. What song is a primary theme of Mahler's Symphony no. 1, movement 3?


A. "Bruder Martin" ("Frère Jacques")
B. "Erlkönig"
C. Das Lied von der Erde
D. Kindertotenlieder

Learning Objective: Examine developments and trends in romantic music


Topic: Gustav Mahler
Topic: melody
Topic: romantic music

274. How many symphonies did both Dvořák and Mahler complete?
A. Five
B. Four
C. Six
D. Nine

Learning Objective: Know key biographical facts about Antonín Dvořák


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Antonín Dvořák
Topic: Gustav Mahler
Topic: romantic music
Topic: symphony

Matching Questions

6-87
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

275. Match each composer with the correct musical work.

1. Johannes Brahms Ein Deutsches Requiem 1


2. Felix Mendelssohn Violin Concerto in E minor 2
3. Anton'n Dvořák From the New World, Symphony no. 9 3

Learning Objective: Know key biographical facts about Antonín Dvořák


Learning Objective: Understand characteristics of music in works by Brahms
Learning Objective: Understand characteristics of music in works by Dvořák
Topic: Antonín Dvořák
Topic: Felix Mendelssohn
Topic: Johannes Brahms
Topic: concerto
Topic: requiem
Topic: romantic music
Topic: symphony

276. Match each composer with the correct description.

A late romantic German symphony composer who was


1. Johannes introduced to the music world in an article written by Robert
Brahms Schumann. 1
2. Gustav A late romantic Austrian symphonic composer who
Mahler included choral sections in many of his symphonies. 2
3. Franz A late romantic Bohemian symphonic composer who lived
Schubert in New York City for a time. 4
4. Anton'n An early romantic Austrian symphonic composer also
Dvořák known for his art songs. 3

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Know key biographical facts about Antonín Dvořák
Learning Objective: Understand characteristics of music in works by Brahms
Learning Objective: Understand characteristics of music in works by Dvořák
Learning Objective: Understand characteristics of music in works by Schubert
Topic: Antonín Dvořák
Topic: Franz Schubert
Topic: Gustav Mahler
Topic: Johannes Brahms
Topic: romantic music
Topic: style

True / False Questions

6-88
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

277.

Paris was the opera capital of Europe during the early nineteenth-century.

TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: opera
Topic: romantic music

278. In grand opera, plot integrity was often sacrificed for special effects.
TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: opera
Topic: romantic music

279. The "Lone Ranger" theme was originally part of an opera by Verdi.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Verdi
Topic: melody
Topic: opera
Topic: romantic music

280. Nineteenth-century Italian opera was, in part, influenced by French grand opera.
TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: opera
Topic: romantic music

6-89
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

281. Bel canto is a nineteenth-century aria form.


FALSE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: musical techniques
Topic: opera
Topic: romantic music
Topic: voices

282. Bel canto singing emphasizes simplicity with very few demands on the voice.
FALSE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: musical techniques
Topic: romantic music
Topic: voices

283. It is appropriate to applaud after an opera singer finishes an aria, even if it is the middle
of a scene and the music continues.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: opera
Topic: performers
Topic: romantic music

284. Though written about the plight of the Jews in Babylon, Giuseppe Verdi's opera Nabucco
was linked to the Italian crusade for freedom from Austria.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music

6-90
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

285. Verdi wrote grand opera in Italian.


TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music
Topic: style

286. Verdi's operas are generally more rooted in realism than Wagner's.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Giuseppe Verdi
Topic: Richard Wagner
Topic: opera
Topic: romantic music

287. Verdi's operas are dominated by the orchestra.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: orchestra
Topic: romantic music

288. In Verdi's Aida, the Egyptian princess Amneris helps Aida and Radamès escape from the
tomb where they have been buried alive.
FALSE

Learning Objective: Understand characteristics of music in works by Verdi


Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music

6-91
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

289. Giacomo Puccini was a child prodigy.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Puccini
Topic: Giacomo Puccini
Topic: romantic music

290. Puccini's first opera, Le Villi, brought him instant, world-wide fame.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Puccini
Topic: Giacomo Puccini
Topic: opera
Topic: romantic music

291. Puccini set several of his operas in exotic places such as China and Japan.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Puccini
Topic: opera
Topic: romantic music

292. Puccini's La Bohème demonstrates how closely verismo opera reflected the romantic
middle class, thus creating a connection with its audiences.
TRUE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Puccini
Topic: Giacomo Puccini
Topic: opera
Topic: romantic music

6-92
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

293. In his La Bohème, Puccini emphasized the orchestra at the expense of the singers.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Puccini
Topic: Giacomo Puccini
Topic: opera
Topic: romantic music
Topic: voices

294. With verismo opera, audiences are able to separate themselves from the troubles of the
characters, since they are usually gods and kings. This is one reason that verismo operas is
still popular today.
FALSE

Learning Objective: Examine developments and trends in romantic music


Topic: opera
Topic: romantic music
Topic: style

Multiple Choice Questions

295. Which of the following is NOT an element of grand opera?


A. It involves large crowd scenes.
B. It has spoken dialogue.
C. It has elaborate scenery.
D. It has special effects.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: musical techniques
Topic: opera
Topic: romantic music

6-93
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

296. The "Lone Ranger" theme was originally written for ____.
A. Bizet's Carmen
B. Rossini's William Tell
C. Verdi's La Traviata
D. Puccini's La Bohème

Learning Objective: Examine developments and trends in romantic music


Topic: melody
Topic: overture
Topic: romantic music

297. What is the distinguishing feature of opéra comique?


A. It concentrates on the spectacular elements.
B. It is sung all the way through.
C. It has spoken dialogue.
D. It does not use aria.

Learning Objective: Examine developments and trends in romantic music


Topic: musical techniques
Topic: opera
Topic: romantic music
Topic: style
Topic: voices

298. _____ is a nineteenth-century opera based on a play by Beaumarchais that includes many
of the same characters as Mozart's Marriage of Figaro.
A. Rossini's William Tell
B. Rossini's Il Barbiere de Siviglia
C. Bizet's Carmen
D. Puccini's La Bohème

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: opera
Topic: romantic music

6-94
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McGraw-Hill Education.
Part 06 - Music of the Romantic Era (Chapters 16 to 25)

299. _____ is a style of singing that emphasizes beauty, purity of tone, and agile vocal
technique.
A. A cappella
B. Prima donna
C. Bel canto
D. Bello virtuoso

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: musical techniques
Topic: romantic music
Topic: voices

300. Besides Rossini, which of the following composers wrote operas that exemplified the
Italian early romantic vocal ideal?
A. Verdi and Puccini
B. Bizet and Gounod
C. Wagner and Leoncavallo
D. Donizetti and Bellini

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: musical techniques
Topic: opera
Topic: romantic music
Topic: voices

301. Which composer brought Italian romantic opera to its height?


A. Gioacchino Rossini
B. Giuseppe Verdi
C. Vincenzo Bellini
D. Giacomo Puccini

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music

6-95
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

302. In Aida, the title role is sung by a ____.


A. mezzo soprano
B. soprano
C. bella virtuosa
D. verismo soprano

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music
Topic: voices

303. The music at the very end of Aida is


A. loud and triumphant.
B. brooding and stormy.
C. quiet and somber.
D. playfully cheerful.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music

304. Verdi's last two operas have librettos based on


A. Shakespeare plays.
B. Beaumarchais's plays.
C. Verdi's own novels.
D. ancient myths.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music
Topic: style

6-96
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

305. Which of the following opera composers often let the orchestra convey his philosophical
ideas, sometimes even allowing it to overshadow the singers?
A. Wagner
B. Verdi
C. Puccini
D. Rossini

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style

306. The Italian literary movement that rebelled against romantic tendencies toward escapism
and artificiality is known as
A. naturalism.
B. nationalism.
C. symbolism.
D. realism.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: nature
Topic: romantic music
Topic: style

307. An example of naturalism in opera can be found in


A. Meyerbeer's Les Huguenots.
B. Gounod's Faust.
C. Rossini's William Tell.
D. Bizet's Carmen.

Learning Objective: Examine developments and trends in romantic music


Topic: musical techniques
Topic: nature
Topic: opera
Topic: romantic music

6-97
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

308. The operatic movement rooted in naturalism and realism is called


A. naturalism.
B. nationalism.
C. verismo.
D. impressionism.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: musical techniques
Topic: opera
Topic: romantic music
Topic: style

309. Which opera was as a model for the three Italian composers who led the verismo
movement?
A. Aida
B. Carmen
C. Madama Butterfly
D. Faust

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: opera
Topic: romantic music
Topic: style

310. Which composer was NOT a part of the verismo movement?


A. Giacomo Puccini
B. Ruggiero Leoncavallo
C. Pietro Mascagni
D. Giuseppe Verdi

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music
Topic: style

6-98
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

311. The opera that brought Puccini world fame was


A. Madama Butterfly.
B. Manon Lescaut.
C. La Bohème.
D. Le Villi.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Puccini
Topic: Giacomo Puccini
Topic: opera
Topic: romantic music

312. La Bohème is a(n)


A. opera buffa.
B. verismo opera.
C. lyric opera.
D. grand opera.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Puccini
Topic: Giacomo Puccini
Topic: opera
Topic: romantic music
Topic: style

313. The musical Miss Saigon has the same plot as Puccini's ____.
A. Madama Butterfly
B. Manon Lescaut
C. La Bohème
D. La Fanciulla del West

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Learning Objective: Understand characteristics of music in works by Puccini
Topic: Giacomo Puccini
Topic: opera
Topic: romantic music

Matching Questions

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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

314. Match each type of opera with its description.

1. Lyric opera Light French opera with spoken dialogue. 4


2. Verismo French opera with plots from romantic drama or fantasy and
opera music that emphasized beautiful melodies. 1
3. Grand
opera French opera with spectacular production elements. 3
4. Opéra
comique Late-nineteenth-century Italian opera rooted in realism. 2

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recognize examples of romantic operas
Topic: opera
Topic: romantic music
Topic: style

315. Match each composer with his description.

An early Italian opera composer who wrote several


1. Vincenzo Bellini examples of opera buffa. 4
2. Giacomo
Meyerbeer A composer of French grand opera. 2
3. Charles Gounod A composer of Italian Bel canto opera. 1
4. Gioacchino
Rossini A composer of French lyric opera. 3

Learning Objective: Examine developments and trends in romantic music


Topic: opera
Topic: style

316. Match each composer with his opera.

1. Charles Gounod Guillaume Tell 3


2. Giacomo Meyerbeer Carmen 4
3. Gioacchino Rossini Les Huguenots 2
4. Georges Bizet Faust 1

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recognize examples of romantic operas
Topic: opera
Topic: romantic music
Topic: style

6-100
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

317. Match each composer with his opera.

1. Ruggiero Leoncavallo La Bohème 4


2. Pietro Mascagni Pagliacci 1
3. Giuseppe Verdi Aida 3
4. Giacomo Puccini Cavalleria Rusticana 2

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recognize examples of romantic operas
Learning Objective: Understand characteristics of music in works by Puccini
Learning Objective: Understand characteristics of music in works by Verdi
Topic: Giacomo Puccini
Topic: Giuseppe Verdi
Topic: opera
Topic: romantic music
Topic: style

True / False Questions

318. German romantic opera was strongly tied to realism.


FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: opera
Topic: romantic music
Topic: style

319. Carl Maria von Weber's opera Der Freischütz includes elements of the supernatural.
TRUE

Learning Objective: Examine developments and trends in romantic music


Topic: opera
Topic: romantic music
Topic: style

6-101
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

320. In German romantic opera, supernatural beings often mingle with ordinary mortals.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: opera
Topic: romantic music
Topic: style

321. Wagner wrote many of his works in the style of grand opera.
TRUE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style

322. Wagner participated in the 1848-1849 revolutionary uprising, but was forgiven and
remained in Germany.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Richard Wagner

323. Wagner called his operas verismo.


FALSE

Learning Objective: Understand characteristics of music in works by Wagner


Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style

6-102
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

324. The four operas included in Der Ring des Nibelungen take a total of approximately
eighteen to twenty hours to perform.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

325. Wagner had difficulty arranging performances of his operas.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: romantic music

326. Wagner's operas were very small and conservative, using a minimum number of
performers.
FALSE

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style

327. Wagner married Franz Liszt's daughter Cosima.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Franz Liszt
Topic: Richard Wagner

6-103
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

328. Wagner had a theater was built in Bayreuth especially for performances of his operas.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

329. In spite of its length, Wagner completed Der Ring des Nibelungen in just one year.
FALSE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

330. Wagner's music features numerous arias, with total breaks between the many scenes
creating a sectional structure.
FALSE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style
Topic: voices

331. The Lord of the Rings has elements of the same myths as Der Ring des Nibelungen.
TRUE

Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Richard Wagner
Topic: opera
Topic: romantic music

6-104
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

332. The ring in Der Ring des Nibelungen is evil.


TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

333. The music of the Star Wars movies uses the same concept of leitmotifs as Der Ring des
Nibelungen.
TRUE

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: musical techniques
Topic: opera
Topic: romantic music
Topic: style

334. The caricature of the opera singer in a helmet with horns and breastplates comes from
Wagner's Der Ring des Nibelungen.
TRUE

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: performers
Topic: romantic music

335. Wagner's anti-Semitism helped make him Hitler's favorite composer.


TRUE

Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Richard Wagner

Multiple Choice Questions

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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

336. The first significant composer of truly German opera was


A. Richard Wagner.
B. Carl Maria von Weber.
C. Wolfgang Amadeus Mozart.
D. Ludwig van Beethoven.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: opera
Topic: romantic music
Topic: style

337. Carl Maria von Weber's operas were based on


A. German legends and songs.
B. Greek mythology.
C. realistic portrayals of life.
D. satirical tales of the nobility.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: opera
Topic: romantic music
Topic: style

338.

German romantic opera frequently includes all of the following EXCEPT:

A. the wild and mysterious forces of nature.


B. supernatural beings.
C. nationalism.
D. realism.

Learning Objective: Examine developments and trends in romantic music


Topic: opera
Topic: romantic music

6-106
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

339. The composer whose works represent the height of German romantic opera is
A. Carl Maria von Weber.
B. Wolfgang Amadeus Mozart.
C. Richard Wagner.
D. Ludwig van Beethoven.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style

340. What concepts does Wagner discuss in "Oper und Drama?"


A. Orchestration techniques
B. Singing techniques
C. The foundations for music drama
D. Methods of opera direction

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Wagner
Topic: opera
Topic: romantic music
Topic: style

341. The term Wagner used for his operas was


A. opera seria.
B. verismo.
C. music drama.
D. musica seriosa.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style

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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

342. Wagner's cycle of four operas based on Scandinavian and Germanic legends is called
A. Rienzi.
B. Der Ring des Nibelungen.
C. Der fliegende Holländer.
D. The Lord of the Rings.

Learning Objective: Recognize examples of romantic operas


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

343. Where did the story for Der Ring des Nibelungen come from?
A. Tolkien's Lord of the Rings
B. Completely from Wagner's imagination
C. Scandinavian and Germanic legends
D. Italian and Spanish legends

Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

344. Which of the following operas was NOT written by Wagner?


A. Der Freischütz
B. Tristan und Isolde
C. Die Meistersinger von Nürnberg
D. Der Ring des Nibelungen

Learning Objective: Recognize examples of romantic operas


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

6-108
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

345. To help the singers project over it, the orchestra in Wagner's Bayreuth theater was
placed
A. outside.
B. backstage.
C. in front of the stage.
D. under the stage.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: orchestra
Topic: performers
Topic: romantic music

346. Gesamtkunstwerk means


A. fantasy artwork.
B. universal artwork.
C. developmental artwork.
D. comprehensive artwork.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: musical techniques
Topic: opera
Topic: romantic music
Topic: style

347. In Wagner's concept of Gesamtkunstwerk, the most important element of opera should
be
A. singing.
B. orchestra.
C. special effects.
D. drama.

Learning Objective: Examine developments and trends in romantic music


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

348. Melodies used to identify particular characters, objects, and ideas in Wagner's operas are
called
A. music drama.
B. Sprechsingen.
C. leitmotifs.
D. Gesamtkunstwerk.

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: musical techniques
Topic: opera
Topic: romantic music

349. How many operas does Der Ring des Nibelungen contain?
A. It is a single opera.
B.

Two.

C.
Five.

D.
Four.

Learning Objective: Recognize examples of romantic operas


Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: opera
Topic: romantic music

6-110
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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

350. Which movies embrace the same dramatic elements of good against evil and the search
for power as Wagner's Ring Cycle, proving that today's audiences still want the same story as
nineteenth-century audiences?
A. The Lord of the Rings and The Godfather
B. The Matrix and Star Wars
C. The Lord of the Rings and Star Wars
D. The Godfather and The Matrix

Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Learning Objective: Recall historical and cultural characteristics of the romantic era
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: musical techniques
Topic: opera
Topic: romantic music

351. Which movie used the actual melody of the leitmotif that represented the sword
Nothung?
A. Excalibur
B. Star Wars
C. Lord of the Rings
D. Spiderman

Learning Objective: Recall historical and cultural characteristics of the early twentieth century
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Richard Wagner
Topic: melody
Topic: musical techniques
Topic: opera
Topic: romantic music

352. Although he was one of the greatest romantic composers, Wagner had a flaw that has
causes some modern listeners to reject his music. What was this flaw?
A. He was anti-Semitic.
B. His operas are too long.
C. His focus on old Germanic legends is tedious.
D. His focus on continuous music renders singers unimportant.

Learning Objective: Recall historical and cultural characteristics of the romantic era
Topic: Richard Wagner

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Part 06 - Music of the Romantic Era (Chapters 16 to 25)

353. Which of the following is NOT a characteristic of romantic music?


A. Fluctuations in tempo
B. Largely polyphonic texture
C. A wide dynamic range
D. A weakened tonal center

Learning Objective: Describe new approaches to tone color, chords, harmony, tonality, rhythm, and melody
Learning Objective: Examine developments and trends in romantic music
Topic: musical techniques
Topic: romantic music
Topic: texture

Matching Questions

354. Match each composer with the correct opera.

1. Richard Wagner Der Ring des Nibelungen 1


2. Giacomo Puccini Otello 3
3. Giuseppe Verdi Der Freischütz 4
4. Carl Maria von Weber Madama Butterfly 2

Learning Objective: Recognize examples of romantic operas


Learning Objective: Understand characteristics of music in works by Puccini
Learning Objective: Understand characteristics of music in works by Verdi
Learning Objective: Understand characteristics of music in works by Wagner
Topic: Giacomo Puccini
Topic: Giuseppe Verdi
Topic: Richard Wagner
Topic: opera
Topic: romantic music
Topic: style

355. Match each opera with its description.

1. Das Rheingold Opera no. 3 from Der Ring des Nibelungen 2


2. Siegfried Opera no. 2 from Der Ring des Nibelungen 4
3. Götterdämmerung Opera no. 1 from Der Ring des Nibelungen 1
4. Die Walküre Opera no. 4 from Der Ring des Nibelungen 3

Learning Objective: Recognize examples of romantic operas


Learning Objective: Understand characteristics of music in works by Wagner
Topic: opera
Topic: romantic music

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