- •Unit 1. Classical Music
- •Is fit for treason, stratagems and spoils;
- •1. Are you a music lover? What role does music play in your life? Express your ideas in a 2-page composition “Music in My Life”.
- •2. Comment on the excerpt from “The Merchant of Venice” given above. Do you agree that one can’t trust a person who is indifferent to music?
- •Recital – evening – prom
- •Item – work – piece
- •Part – movement
- •Concert – concerto – recital – show
- •Part – movement – item – number – work
- •To play the… - to play from music – to read music
- •Miscellanea
- •There’s music in our speech
- •1. Explain the meaning of the following words and phrases:
- •2. Which idiom best fills each space?
- •3. All the following sentences include a musical idiom, with one word missing. Use the words below to complete the sentences.
- •Exercises
- •Renaissance (c.1400 – c.1600)
- •Baroque (c.1600 – c.1750)
- •Classical (c.1750 – c.1830)
- •Early Romantic (c.1830 – c.1860)
- •Late Romantic (c.1860 – c.1920)
- •The Post ‘Great War’ Years (1920 to the present day)
- •Exercises
- •Speaking “for” and “against” classical music
- •Exercises
- •Exercises
- •Mr. Smeeth Goes to a Symphony Concert
- •Exercises
- •Wood-wind instruments
- •Position of players in a modern orchestra
- •(From ‘Incidental Music to “a Midsummer Night’s Dream”)
- •A Guide to Classical Listening
- •Exercises
- •Exercises
- •Mozart’s don giovanni opens in prague
- •Exercises
- •The pros and cons of rock/pop music
- •Exercises
- •The language of rock
- •Exercises
- •Справка
- •Folk music
- •Exercises
- •Jazz, sound of surprise
- •Exercises
- •The tunes you can’t refuse
- •Exercises
- •1. A description of the subject.
- •2. Detailed comments on the successful and unsuccessful features of the subject.
- •3. Summing up and recommendation.
- •Music on the mind
- •Music – the drug of choice for Britain’s Olympians
- •С Бахом… под Майкла Джексона
- •Exercises
- •Types of Music
- •1. Classical music
- •12. Orchestral music
- •13. Chamber music
- •Concert, Recital, Evening
- •14. Concert
- •15. Recital
- •16. Evening
- •17. Verbs used with concert/recital
- •Listen is not used here. Nor should it be used in translating such sentences as:
- •Concert Programmes and repertoires
- •18. Work, item, number, piece
- •19. Repertoire, repertory
- •Classical Works
- •Instrumental Works
- •Concertos are written for an orchestra with solo instrument(s) and the instrument is often specified as follows: a piano concerto, a violin concerto, Beethoven’s third piano concerto, etc.
- •26. Movement, part
- •27. Special names for musical works
- •Vocal Works
- •28. Song
- •29. Use of on with names of instruments
- •Some Common Musical Terms Note, Music, score
- •33. Choir, chorus
- •34. Types of choir
- •A Symphony Orchestra (Instruments and Players)
- •36. Conductor, leader
- •37. Tune, Melody, Theme, Subject
- •38. Types of Opera grand opera – (an) opera with a serious story in which all the words are sung
- •39. Opera Singers
- •40. Use of articles with opera
- •42. Modern Music
- •To cut a single
- •To disband (see also split up)
- •Drummer
- •To be/become a one-hit wonder
- •Supplementary materials Text 1.
- •Text 2.
- •Text 3.
- •Text 4.
- •Text 5.
- •Text 6.
- •Rethinking mozart On the 250th anniversary of his birth, a more realistic picture of the composer's musical genius is emerging.
- •Exercises
- •1. Practise reading the words from the text. Learn their Russian equivalents.
- •2. Define the following words and word-combinations. Say in what context they were used in the article.
- •3. Explain the difference between:
- •Text 7.
- •Styles of Jazz
- •Text 8. Evita (music by Andrew Lloyd Webber, lyrics by Tim Rice)
- •1. A Cinema In Buenos Aires, 26 July 1952
- •9. The Lady's Got Potential
- •10. Charity Concert/The Art Of The Possible
- •13. A New Argentina
- •14. On The Balcony Of The Casa Rosada 1
- •19. Rainbow Tour
- •Contents
- •Unit 5. The Effects of Music on the Human System ………………71
- •A short guide to composer data ………………………………………………….163 sources
Jazz, sound of surprise
Jazz is a rhythmic, vital music that originated in the United States towards the end of the 19th century. Two main characteristics define jazz: the use of improvisation, and a unique rhythmic propulsion or drive called ‘swing’. Unlike classical music, jazz is a performer’s music: every piece is a personal statement by the musician playing it. Composers do exist in jazz, writing complete pieces of music, but they are always personally involved in the performance of their music.
Beyond basic musical considerations, jazz has few rules; it is, as jazz writer Whitney Balliett aptly put it, ‘the sound of surprise’. This is why jazz and modern classical music have had practically no influence on each other. The formal classical musician and composer cannot function in the freer atmosphere of jazz, and he does not appreciate the rhythmic qualities needed for swing. The jazz musician and composer cannot tolerate the rigidity and lack of rhythmic vitality of most classical music.
Jazz is associated with commercial popular music by most people, in spite of the fact that it has been a remarkably unpopular music for much of its life and (like classical music) is essentially uncommercial. The ability to play jazz is a very rare quality, probably because it demands a good musical ear and feeling for rhythm.
Jazz differs from other kinds of music in its sound, its structure, and its use of improvisation and rhythm. But jazz also sounds different, because several different instruments are used, and in different combinations. The wind instruments of jazz play the melody – the trumpet, trombone, saxophone, the clarinet and flute. The other instruments to be heard are the piano, guitar (usually amplified), double bass, vibraphone and drums. These instruments form the rhythm section of the band, and are played percussively to create swing, although all of them except the drums may also be played melodically. Instruments such as the oboe, bassoon, harp, and the violin, viola, and cello are rarely heard in jazz.
Most jazz pieces have a very simple structure. A theme or tune is played at the beginning; improvised solos by the musicians follow, and the theme is repeated to end the piece. These themes are of two basic lengths. Many are blues (characteristic Negro melodies), which are 12 bars long; others are 32 bars long, often songs from musical shows of the 1920s and 1930s. Musicians also compose their own themes, but many stick to the 12 or 32 bar formula. In traditional jazz, marches or hymns form a staple part of the repertoire.
The improvised solos make up the central and longest part of a performance. Musicians improvise in turn, and every member of a band may play a solo. Sometimes the length of the solo is determined beforehand, and the order in which the soloists play is also worked out in advance. In traditional jazz and in the most recent form of jazz, free jazz soloists often improvise together, but in other forms this collective improvisation is only occasionally practised by the players.
(from “Music, Song and Dance”. The Marshall Cavendish Learning System.)