No 1 Stravinsky Debussy Discussion

North Carolina Symphony Education ProgramAugust 14, 2007 Teacher Workshop

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HOLD ON TO YOUR RAFFLE TICKETS!

David Hartman, hostDavid Hartman, hostWilliam H. Curry, Resident ConductorWilliam H. Curry, Resident Conductor

Joan Landry, Assistant ConductorJoan Landry, Assistant ConductorVictor Benedict, Assistant Principal BassoonVictor Benedict, Assistant Principal Bassoon

Paul Goldsberry, ViolinPaul Goldsberry, ViolinJacqueline Saed Wolborsky, Assistant Principal Violin Jacqueline Saed Wolborsky, Assistant Principal Violin

IIII

Panel Interview/ Discussion:Panel Interview/ Discussion:

Texture in the Rite of Spring and The Firebird

Igor Stravinsky

Stravinsky: A Last Minute Genius

Born in 1882 in Russia to a musical family.Parents wanted him to become a lawyer, but he

wanted to compose!His inspiration, connection and ticket out of law?

Vladimr Rimsky-Korsakov (son of famed Nicolai), with whom he became friendly with at University of St. Petersburg.

Soon began studying composition.Sergei Diagheliv

Ballet ProducerSaw a work of Stravinsky’sOriginal composer bowed out!Hired Stravinsky to compose FirebirdStravinsky finished it early—a chance of a lifetime!

Prolific from the StartStravinsky was an instant success!

Within three years of the Firebird premier, Rite of Spring made him the most famous composer in the entire world.

Yet, it wasn’t an easy premiere…..

Rite of Spring: A Musical Scandal

Music was not quite “spring-like” to the audience on May 29, 1913, at the Théatre des Champs-Elysées in Paris.

Shocking choreography, angular music, and dissonant chords!

From the very beginning, the music was primitive, pulse-like, loud and uncomfortable!

Cat-calls and yelling from the audience.

Performers couldn’t hear themselves!Diagheliv flashed the houselights to

stop a full-fledged RIOT!

Forever Changed The Rite of Spring changed

the course of 20th-century music like no other work has done.

Issues of national identity and universalism, fundamentally new approaches to melody and rhythm all in a ballet where the conventional plot was replaced by a more abstract subject matter

The StoryPrimitive Russian tribe sacrificing a virgin

maiden to the arrival of spring.

Series of episodes depicting a wild pagan spring ritual.

The Ballet is divided into two sections:

Stravinsky’s Rite of SpringPart I: Adoration of the

Earth IntroductionThe Augurs of Spring

(Dances of the Young Girls)

Ritual of AbductionSpring Rounds (Round

Dance)Ritual of the Rival TribesProcession of the SageThe Sage (Adoration of

the Earth)Dance of the Earth

Part II: The Sacrifice IntroductionMystic Circles of the

Young GirlsThe Glorification of the

Chosen OneEvocation of the

AncestorsRitual Action of the

AncestorsSacrificial Dance (the

Chosen One;L'Elue)

From the Start:The Scandalous “Spring”

 From the start---the bassoon begins in such a high register, that it jars the audience and forces them to pay attention!

Stravinsky was the first to ever write for bassoon in this register.

So primitive in it’s sound, this solo has been described as a “new breed of snake charmer” by conductor Marin Alsop!

Texture in The Dance of the Young

Maidens

Dance of the Young MaidensThe celebrants of Spring are seated on

hills.

They blow dudki [reed pipes]. Youths learn the art of divination from an old woman who knows all the secrets of Nature.

Young maidens, costumed and with painted faces, come from the river in single file. They dance the Spring Dance.

Texture in Music

Monophony – (one sound) – music consisting of a single line or melody without an accompaniment.

Homophony – (same sound) – Music concentrated on one voice or part with a secondary accompaniment and/or voice.

Polyphony – (many sounds) – Music employing multiple parts each keeping its own distinctiveness.

Heterophony – (different sounds) - music that has multiple parts or voices performing different versions of the same melody.

Listening Activity for TextureListening Activity for Texture Have students listen to the Have students listen to the Dance of the Young MaidensDance of the Young Maidens from from

Rite of Spring.Rite of Spring. Ask them what they imagined the music to be about and write Ask them what they imagined the music to be about and write

some ideas on a board.some ideas on a board. Tell them the story behind the music and have them listen to Tell them the story behind the music and have them listen to

the music again.the music again. Ask students whether their ideas were close to the scene’s Ask students whether their ideas were close to the scene’s

description. Why or why not?description. Why or why not? Would students describe this music as thick or thin? Simple or Would students describe this music as thick or thin? Simple or

busy?busy? Have students discuss why the “ thickness” of the music helps Have students discuss why the “ thickness” of the music helps

set the scene for the ballet.set the scene for the ballet. Explain to students that this is called texture in music and it is Explain to students that this is called texture in music and it is

very important to convey the idea of the music to the listener.very important to convey the idea of the music to the listener. For contrast, play Debussy’sFor contrast, play Debussy’s Nuages Nuages, or , or Prelude to an Prelude to an

Afternoon of a Faun.Afternoon of a Faun. How does the texture of these pieces How does the texture of these pieces differ? How does the composer accomplish that?differ? How does the composer accomplish that?

Performance ActivityPerformance Activity Pass out various percussion instruments to your class, Pass out various percussion instruments to your class,

breaking them into groups of 3 or 4 students. All students breaking them into groups of 3 or 4 students. All students should have rhythm sticks along with another type of should have rhythm sticks along with another type of instrument.instrument.

Give the students a rhythm to all play together at the same Give the students a rhythm to all play together at the same time with the rhythm sticks. Describe this as time with the rhythm sticks. Describe this as MONOPHONY.MONOPHONY.

Then, divide the class into two groups, still playing the Then, divide the class into two groups, still playing the sticks. Have one play an ostinato rhythm, while the other sticks. Have one play an ostinato rhythm, while the other group plays the original rhythm. This is group plays the original rhythm. This is HOMOPHONYHOMOPHONY..

Next, divide students into their groups of 3 or 4 and ask one Next, divide students into their groups of 3 or 4 and ask one group to keep playing the sticks, while the others use their group to keep playing the sticks, while the others use their other instruments. Give the original rhythm, the ostinato, other instruments. Give the original rhythm, the ostinato, as well as as many other rhythms that you may need. This as well as as many other rhythms that you may need. This is is POLYPHONY.POLYPHONY.

Finally, ask them all to play one of the rhythms together as Finally, ask them all to play one of the rhythms together as a group, using the different instruments. This is a group, using the different instruments. This is HETEROPHONY.HETEROPHONY.

Probing Questions

Have students describe why they think music has and if it needs all these textural aspects. Why do some composers incorporate a lot of texture into their music and others don’t?

Can the students find examples of different types of texture in music that they enjoy listening to? Invite them to bring it in and share it with the class.

The Firebird Suite

Stravinsky Becomes Famous!

The Firebird Suite: Infernal Dance

Based on an old Russian folk tale.

Interesting and exciting tale that will capture the student’s attention!

The story of The Firebird Suite is based on a Russian folk tale and is divided into five movements:

Firebird

I. INTRODUCTION: THE FIREBIRD AND HER DANCE; VARIATION OF THE FIREBIRD

II. THE PRINCESSES' ROUND: KHOROVODE

III. INFERNAL DANCE OF KING KATSCHEÏ

IV. BERCEUSE

V. FINALE

Telling the story

The young prince Ivan finds himself in the terrible kingdom of the ogre, Kaschei. Encounters a beautiful Firebird while wandering in Kashchei's enchanted garden and steals a feather from it.

Encounters 13 maidens, one of whom he falls passionately in love with.

In the morning, when these imprisoned maidens are forced by Kashchei's magic spell to return to his castle, Ivan is compelled to follow them.

Captured by Kashchei's monstrous servants. Firebird tells him about the ogre's secret of

immortality: that his soul, in the form of an egg in a coffin, must remain unbroken. Ivan breaks open the coffin and smashes the egg forthwith, whereupon the monster dies and the evil spell which has been cast over his kingdom dissolves and all captives are set free.

As expected, the prince's flame, Tsarevna, and he are married.

Infernal Dance and Finale

INFERNAL DANCE OF KING KATSCHEÏ

The Prince is suddenly confronted by Katscheï's horrible servants, and ultimately, the magician himself. Katscheï tries to turn

the Prince into stone, but the hero produces the Firebird's magic feather. The Firebird appears and forces Katscheï and

his followers into a frenetic dance.

The Conclusion

FINALEKatscheï and his retinue are destroyed. All of the prisoners are set free, including the Thirteenth Princess, whom the Prince weds. Over string tremolos, a solo horn plays a variation of the theme that was first presented by the flutes in the Princesses' Round. Other members of the orchestra incorporate the melody, as the Finale builds to a grandiose climax.

King Katschei ActivityHave students listen to the “Infernal Dance”

paying careful attention to texture. Listen again, telling the story.Add drama to the story as much as you can by

dimming lights, etc.How is the story demonstrated through the

music?

For younger students: Create masks representing the King’s

monsters in his troupe and the sorcerers (lesson plan and list of materials included in Teacher Book)

King Katschei Texture GroupsFor older students:

Discuss the 4 main types of musical texture.

Divide students into groups representing the 4.

Listen again, having small groups figure out when their “texture” takes place.

Listen once again, have them stand when they feel as if their type of texture is being represented.

“Classical music”---BORING?

The next time you hear a student say: “This music puts me to sleep”--play for them Stravinsky’s Rite of Spring or Firebird Suite.

See if they believe they can fall asleep while listening to that!!!

Claude Claude Achilles Achilles DebussyDebussy

Nocturnes - NuagesNocturnes - Nuages

BiographyBiography

Claude Achilles DebussyClaude Achilles Debussy

b. Saint-b. Saint-

Germain-en-Laye Germain-en-Laye

August 22, 1862August 22, 1862

d. Paris d. Paris

March 25, 1918March 25, 1918

Sent to live with his Aunt, Madame Sent to live with his Aunt, Madame Roustan. It was she who would take Roustan. It was she who would take him to concerts, plays and art him to concerts, plays and art exhibitions. exhibitions.

He often clashed with his He often clashed with his professors and was considered a professors and was considered a difficult student. difficult student.

1810 - Hired into the service of 1810 - Hired into the service of Madame Nadezhda von Meck, the Madame Nadezhda von Meck, the former patroness of Tchaikovsky. former patroness of Tchaikovsky. Debussy played with a group of Debussy played with a group of household musicians, taught her household musicians, taught her daughters piano and even went daughters piano and even went along on family trips. along on family trips.

In In 18841884 wins the wins the Grand Prix de RomeGrand Prix de Rome, after two , after two previous attempts, for his cantata previous attempts, for his cantata L’Enfant prodigue L’Enfant prodigue (The Prodigal Son(The Prodigal Son).).

In In 18941894 L’Apres-midi d’un faun L’Apres-midi d’un faun (Afternoon of a (Afternoon of a FawnFawn)),, a tone poem based upon Mallarme’s work of the a tone poem based upon Mallarme’s work of the same name, premiered establishing him as one of Europe’s same name, premiered establishing him as one of Europe’s important composers. important composers.

Pelleas et MellisandePelleas et Mellisande, the orchestral work , the orchestral work La Mer La Mer (The Sea)(The Sea),, and later and later The Children’s CornerThe Children’s Corner written for written for his daughter “Chou-Chou”.his daughter “Chou-Chou”.

Debussy died during the 1918 bombardment of Paris.Debussy died during the 1918 bombardment of Paris.

Impressionism

Debussy is overwhelmingly considered the father of the Impressionist movement in music.

Debussy’s impressionism is said to have parallels with it’s visual counterpart – “finely graded instrumental colors; static, non-climactic melodies, often circling round a single pitch (true of Nuages); harmony conceived as a largely coloristic element; complex textures consisting of elaborate surface figurations, often suffusing whatever melodic material they contain.” (Harvard Dictionary of Music) With his Three Nocturnes he achieves this “dreamlike” imagery.

Claude Monet’s Soleil Levant 1873

Three NocturnesComposed between the years 1897-1899,

Debussy’s are not Nocturnes in the traditional musical sense (i.e. Chopin’s Nocturnes). Debussy borrows the term from a series of paintings by the American artist JM Whistler, who’s Nocturnes depict scenes of night and dusk in the impressionist style.

JM Whistler’s Nocturne: Blue and Gold Old Battersea Bridge 1872-1877

JM Whistler’s Nocturne in Black and Gold: “The Falling Rocket”, 1875

Nuages: Dream of CLoudsNuages (Clouds) and the Heterophonic

Orchestra Texture in Music – The general pattern of

sound created by the elements of a work or passage. For example, the texture of a work that is perceived as consisting of the combination of several melodic lines is said to be contrapuntal or polyphonic. The Harvard Concise Dictionary of Music and Musicians.

The Four Main Textural Forms The Four Main Textural Forms

1.1. MonophonyMonophony – a single line or melody with – a single line or melody with no accompaniment;no accompaniment;

2.2. HomophonyHomophony – one principle voice or part – one principle voice or part with a subordinate accompaniment;with a subordinate accompaniment;

3.3. PolyphonyPolyphony – combining several different – combining several different musical lines, each retaining its own distinct musical lines, each retaining its own distinct identity; identity;

4.4. Heterophony Heterophony. In “. In “Nuages”Nuages” Debussy is Debussy is attempting to create a Heterophonic attempting to create a Heterophonic orchestral texture. Heterophonic texture is orchestral texture. Heterophonic texture is rare in Western music, more commonly found rare in Western music, more commonly found in Asian, African and even Native American in Asian, African and even Native American music. Heterophony is the simultaneous music. Heterophony is the simultaneous statement of two or more different versions of statement of two or more different versions of what is, essentially, the same melody what is, essentially, the same melody (Harvard Dictionary)..(Harvard Dictionary)..

HeterophonyHeterophony

Fig 4. Nuages – Bassoons 1 Fig 4. Nuages – Bassoons 1 and 2and 2

In In NuagesNuages Debussy achieves the fluctuating nature Debussy achieves the fluctuating nature of clouds, simultaneously revealing and obscuring of clouds, simultaneously revealing and obscuring the sky. The composer continuously reveals and the sky. The composer continuously reveals and hides the repeated melody with his use of harmony hides the repeated melody with his use of harmony and texture; giving the listener not a literal, and texture; giving the listener not a literal, “photographic” image of clouds, but more of the “photographic” image of clouds, but more of the cloud filled skies of our memories or dreams.cloud filled skies of our memories or dreams.

ActivitiesGuided Listening I - DiscussionInform students that this piece is entitled Nuages or

Clouds, and that it was composed to give the impression of clouds in the sky. Have students think about times when they have watched the clouds and ask them the following questions (Incorporate the Science related activity for older groups):

1. What do clouds look like?2. Can they be different shapes?3. Are there different types of clouds? Thick, thin,

tall, wispy, etc.4. Do the clouds stay the same or do they change?

Guided Listening II – KinestheticUse the Introduction above, but now inform students that you

would like them to move as if they were clouds. Have one or two students be the “wind” gently blowing the

clouds around the room. Instruct them to try and have there movements flow with the piece of music. This exercise works really well with scarves.

Guided Listening III – VisualDebussy was heavily influenced by the visual artists of his time.

Have students draw there own impression of clouds, first without playing the recording and then have them create a second picture attempting to draw on paper what Debussy did with music.

Ask students to think about the following: Are there differences in the two drawings and if so what are they? How did the music change your drawing?Did the music help or hinder your creation?

Guided Listening IV - TextureThe Four Main types of texture: 1. Monophony – (one sound) – music consisting of a

single line or melody without an accompaniment.2. Homophony – (same sound) – Music concentrated

on one voice or part with a secondary accompaniment and/or voice.

3. Polyphony – (many sounds) – Music employing multiple parts each keeping its own distinctiveness.

4. Heterophony – (different sounds) - music that has multiple parts or voices performing different versions of the same melody.

MonophonyHomophony

PolyphonyHeterophony

Activity – Materials –

Pieces of cloth – 3 or 4 different types (silk, burlap, cotton, rayon, etc.)

Three or Four different types of food – enough to give everyone (or just one student) a small taste. Focus on the texture of the food grainy, smooth, creamy, hard, etc.

Photographs of clouds – oCirrus, Stratus, Cumulonimbus.

Recordings of Monophonic, Homophonic, Polyphonic Music and a recording of Debussy’s Nuages.

Science Related Activity Pictures, Definitions and Word Search Types of Clouds and their Associated

Weather Patterns (Kindergarten, Second, Fifth and Seventh

Grade Science Curriculum) Types of Clouds

Types of CloudsCirrus Thin and wispy

Cirrostratus Sheetlike

Altocumulous Parallel bands

Cumulus White, fluffy

Cumulonimbus Reaching high into the sky.

Nimbostratus Low level, dark with precipitation.

Cirrus – Thin and Whispy

Cirrostratus – sheetlike

Altocumulous –parallel bands

Cumulus – White, fluffy

Cumulonimbus – Reaching high into the sky.

Nimbostratus – Low level, dark with precipitation.

Visual Arts Connections

www.impressionism.org

BibliographyBowmar, Edith M. Portraits of Composers. ND. Belwin, Inc.

Miami, Fl.Debussy, Claude. Three Orchestral Works in Full Score. 1983.

Dover Publications, Inc.Devoto, Mark. Review: Debussy's Nocturnes. 2001. Tufts

University Press. Boston, MA.Hinson, Maurice and Montgomery, June. Meet the Great

Composers. 1995. Alfred Publishing Co. Van Nuys, CA.Randel, Don Michael, Ed. The Harvard Concise Dictionary of

Musicians. 1996. The Belknap Press of Harvard University Press. Cambridge, Massachusetts.

Cloud Image/Text/Data from the University of Illinois WW2010 Project, "The Cloud Catalog."

Discussion Discussion

Christie Lynch: Department of Christie Lynch: Department of Public InstructionPublic Instruction

““An Overview of Research on An Overview of Research on Music and Learning”Music and Learning”– Larry ScrippLarry Scripp

Feedback from discussionsFeedback from discussions Planning aheadPlanning ahead Transfer- direct and indirectTransfer- direct and indirect Music MUST be integrated- we need to be better PR people- Music MUST be integrated- we need to be better PR people-

“team players”“team players” Music should be integrated AND taught for its own sakeMusic should be integrated AND taught for its own sake Promoting the importance of music on its own- be our best Promoting the importance of music on its own- be our best

advocatesadvocates Strong association between music and core subjectsStrong association between music and core subjects Behavior modificationBehavior modification Where’s the controversy?Where’s the controversy? Strong positive relationship between arts and core subjectsStrong positive relationship between arts and core subjects Positive social impact through study of artsPositive social impact through study of arts Engage our colleagues as advocates as wellEngage our colleagues as advocates as well Music is immature area in field of researchMusic is immature area in field of research Use of curricular boardUse of curricular board Fear that as we integrate- we become secondaryFear that as we integrate- we become secondary Immeasurable results?Immeasurable results?

– New way of developing assessmentsNew way of developing assessments– ESLESL