- •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
Baroque (c.1600 – c.1750)
During the Baroque period, the foundations were laid for the following 300 or so years of musical expression: the idea of the modern orchestra was born, along with opera (including the overture, prelude, aria, recitative and chorus), the concerto, sonata, and modern cantata. The rather soft-grained viol string family of the Renaissance was gradually replaced by the bolder violin, viola and cello, the harpsichord was invented.
From the beginning of the 18th century the modern harmonic system based upon the major and minor scales was effectively pan-European. Choral music no longer dominated. “Classical” music (as opposed to “popular”) gradually began to work its way into the very fabric of society, being played outdoors at dinner parties or special functions (e.g. Handel’s Water Music), or as a spectacle in the form of opera. On a purely domestic level, every wealthy lady would have a spinet to play, and at meal-times the large and rich houses would employ musicians to play what was popularly called Tafelmusik in Germany, of which Telemann was perhaps the most famous composer.
The most popular composers of the period are Bach, Handel, Rameau, Couperin, Scarlatti and Vivaldi.
Classical (c.1750 – c.1830)
The Classical period saw the introduction of a form which has dominated instrumental composition to the present day: sonata form. With it came the development of the modern concerto, symphony, sonata, trio and quartet to a new peak of structural and expressive refinement. If Baroque music is notable for its textual intricacy, then the Classical period is characterized by a near-obsession with structural clarity.
The seeds of the Classical age were sown by Gluck, Boccherini and at least three of Bach’s sons (Philip Emmanuel, Wilhelm Friedman and Johann Christian). They were representative of a period which is variously described as rococo or galante, the former implying a gradual move away from the artifice of the High Baroque, the latter an entirely novel style based on symmetry and sensibility, which came to dominate the music of the latter half of the 18th century through two composers of extraordinary significance: Joseph Haydn and Wolfgang Amadeus Mozart.
Early Romantic (c.1830 – c.1860)
This period in musical history found composers attempting to balance the expressive and the formal in music with a variety of approaches which would have left composers of any previous age utterly bewildered. As the musical map opened up, with nationalist schools beginning to emerge, it was the search for originality and individuality of expression which began here that was to become such an over-riding obsession in the 20th century.
The Romantic era was the golden age of the virtuoso, where the most difficult music would be performed with nonchalant ease, and the most innocuous theme in a composition would be developed at great length for the enjoyment of the adoring audience. The emotional range of music during this period was considerably widened. Music often had a “programme” or story-line attached to it, sometimes of a tragic or despairing nature, occasionally representing such natural phenomena as rivers or galloping horses.
Of the early romantic composers, two Nationalists deserve special mention, the Russian Glinka and the Bohemian Smetana. However, the six leading composers of the age were undoubtedly Berlioz, Chopin, Mendelssohn, Schumann, Liszt and Verdi.