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Opening Agenda

Engage in Baroque art & music study with classwork and listening quiz. Learn about composers, terms like fugue & aria, and delve into architectural comparison in a dynamic learning experience.

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Opening Agenda

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  1. Opening Agenda 1- Steven Begley 22- Alyssa 2- Payten 23- 3- 24- Charlreese 4- Larrisha 25- Andrew 5- Daquanna 26- 6- Jordan 27- Trevor P. 7- 28- Trae 8- Zach 29- Kollin 9- Larry (Mikey) 30- Tianah 10- Caresia 31- Jasmine 11- Zach F. 32- Kayne 12- Lacey 13- Steven Breathett 14- Qunina 15- Tesia 16- Tylan 17- Whitney 18- Cody 19- Nneka 20- Courtney 21- Michael • Things to Get: • Notebook paper for notes and opener • 3 handouts from the front of the room. • Things to Do: • Opener: Review Baroque Art • Class work: Baroque Music • Exit Slip: Practice Listening Quiz

  2. Opening Agenda 2) Fernando 3) Antonio 4) Trevor  6) Audonus 8) Jessica  9)Derante 10)Judith 11) Jeorshell 12) Labrentta  14) Marco 15) Fernando  17) Alfonzo 19) Jamarii 20) Darien  22) Martez • Things to Get: • Notebook paper for notes and opener • Things to Do: • Opener: Review Baroque Art • Class work: Baroque Music • Exit Slip: Practice Listening Quiz

  3. Opener Complete the following chart and questions on your paper: • 1) • 2) How did Renaissance architecture differ from Baroque architecture? (This is in your architecture notes) • 3) What are the architectural styles found in St. Paul’s Cathedral? (This was on your work from the book) • 4) Why is the Hall of Mirrors Baroque? • (This was in our power point from last class) • 5) Name the building pictured here: • (Remember….St. Lawrence was roasted….)

  4. Baroque MusicThe Vocabulary

  5. Counterpoint: Type of compositional technique in which two melodies combine to create the harmony, instead of one harmony and chords to accompany it. VOCABULARY

  6. VOCABULARY • Improvisation: • Term referring to the spontaneous performance of music without previous preparation or any written notes. • Improvisation can be seen in music of the Baroque era, where ornamentation and realization of figured bass was common.

  7. VOCABULARY • Fugue: • A form of composition in which a theme or subject is introduced by one voice, and is imitated by other voices in succession. • Usually only the first few notes of the subject are imitated exactly, then each voice deviates slightly until the next time it enters again with the subject. • Generally the voices overlap and weave in and out of each other forming a continuous, tapestry-like texture.

  8. VOCABULARY • Figured bass:The bass part -generally of a Baroque composition- that is marked so as to indicate the harmonies that should go with each note. The bottom staff shows the figured bass, the Grand Staff above shows what the musician could play!

  9. VOCABULARY • Ornamentation:Decorative notes of short duration added to compositions to emphasize certain notes and to add flavor to the composition. • Ornamentation is particularly prominent in the music of the Baroque era and is not limited to specific instruments, but may be performed on almost any instrument, including the voice.

  10. VOCABULARY • Genre: Style, manner • The genre originated in the 16th century (Renaissance period) and developed to its peak during the Baroque period. • Oratorio:Large scale dramatic composition with text usually based on religious subjects. • Oratorios are performed by choruses and solo voices with an instrumental accompaniment, and are similar to operas but without costumes, scenery and actions.

  11. VOCABULARY • Opera: A drama set to music, usually sung throughout, originating in 17th century Italy. Opera is a combination of music, drama, scenery, costumes, dance, etc., to create a complete art form. • Opera became a very important vehicle for composers during the Baroque period.http://www.music.vt.edu/musicdictionary/

  12. Vocabulary • Aria: a song meant for a soloist and an orchestra • Recitative: sung conversation between characters to advance the storyline • Concerto: a composition for one or more principle instruments, with orchestral accompaniment, now usually in symphonic form.

  13. Baroque Composers • Definition of Baroque(adj.): • When you are out of Monet.

  14. Character Collages • Objective: • To understand the life and distinctive qualities of the major Baroque Composers • Assignment: • In groups of three, create three character collages over the three major Baroque composers: • Vivaldi Bach Handel • Requirements • In your character sketch, you must include the following information about your composer: • Personal Life • Musical Background • Instrument of Specialty • Influences • What makes this individual different or unique? • This information must be included in all character collages • Time allotted: 20 minutes • Notes: Use the article provided

  15. Group One: • Ms. Rawlings • Daquanna • Larrisha • Qunina • Group Two: • Ms. Davis • Cody • Whitney • Andrew • Group Three: • Ms. McCollum • Tesia • Kayne • Jasmine Group Four: Ms. McCollum • Michael • Zach • Trevor Group Five: • Ms. McCollum • Steven Begley • Kollin • Courtney • Group Six: • Ms. McCollum • Alyssa • Tianah • Trae • Group Seven: • Steven Breathett • Jordan • Savion • Group Seven: • Ms. G. • Tylan • Caresia • Kneka

  16. Character Collages • Composers: Vivaldi Bach Handel • Requirements (for each composer) • Personal Life • Musical Background • Instrument of Specialty • Influences • What makes this individual different or unique? • Time allotted: 20 minutes • Rubric: See image on the right

  17. Character Collages Carousel • Objective: • To gain a greater understanding of Baroque composers • To evaluate your work and the work of your peers • Assignment: • Complete your guided notes in groups of three using the posters created by your peers • You are responsible for the information on the Baroque Composers Sheet! • Time Allotted: 10 minutes • Additional Directions: • Go to your seat when you have your notes completed

  18. Baroque ComposersAnd their musical legacy… • “A guitarist was so Baroque, he robbed a music store and ran off with the lute. His percussionist friend took a drum and beat it.”

  19. Bach’s Toccata and Fugue in D minor • is a piece of organ music • composed sometime between 1703 and 1707. • It is one of the most famous works in the organ repertoire, and has been used in a variety of popular media ranging from film, to video games, to rock music, and ringtones. • In your notes! • Write ONE phrase that will help you remember this song.

  20. Overview: Messiah • Listening Example: Hallelujah Chorus, from Messiah by Handel • Messiah contains pieces for the orchestra alone (e.g. overture), • for soloists -Soprano, Contralto, Tenor, Bass (arias, duets), • for choir (e.g. Hallelujah Chorus), and for combinations of the three. • It is tradition that whenever the Hallelujah Chorus is sung the audience stands. • In your notes! • Write ONE phrase that will help you remember this song.

  21. Antonio Vivaldi 1678-1741 • The Four Seasons is a set of four short violin concertos written around 1720. • Spring, Autumn, Winter, Summer • Each “season” is a three-movement work lasting about ten minutes. • This music ranks among the most popular ever written. In your notes! Write ONE phrase that will help you remember each piece.

  22. EXIT SLIP Can you match the composer to the work? Song One: Title, Composer and form. Song Two: Title, Composer and form. Song Three: Title, Composer and form. (Oratorio, concerto, or fugue?) Vivaldi’s Four Seasons are what form? These are two integral to the Baroque musical style. What musical form fuses music, theater, scenery, and dance?

  23. Exit Slip • Objective: • To demonstrate your understanding and knowledge of Baroque Composers • Assignment: • You and your group of three will receive note cards • You must categorize the note cards with the appropriate composer • For example… Let’s imagine it’s the Renaissance… • If your card said MASS…. You would put it on which composer’s poster. • If your card said Ave Maria… You would put it on which composer’s poser? • Time Allotted: 8 minutes

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