Transcript beethoven finale schnittke

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BEETHOVEN FINALE
SCHNITTKE
SONATA FOR VIOLIN AND CHAMBER
ORCHESTRA
AUSTRALIAN CHAMBER
ORCHESTRA
One of the world’s most lauded
chamber ensembles, the
Australian Chamber Orchestra
is renowned for its inspired
programming and unrivalled
virtuosity, energy and
individuality.
SEE THE
ACO IN
ACTION
Its unique programming
extends across six centuries,
spanning popular masterworks,
adventurous cross-artform
projects and pieces specially
commissioned for the
ensemble.
Outstanding Australian
violinist Richard Tognetti has
been at the helm of the ACO
since 1989.
ALFRED SCHNITTKE
About Alfred Schnittke
•
•
•
•
•
Russian composer, Born in 1934
and died in 1998
Influenced by Shostakovich,
another Russian composer
Wrote more than 70 film scores
Adopted Serialism
Created a new style called
“polystylism ,” where he wrote in
more than one style in a piece,
combining differing musical
styles.
SERIALISM
A composition method or technique that uses
a series of values to manipulate
different musical elements.
Began primarily with Arnold Schoenberg's
twelve-tone technique.
POLYSTYLISM
The use of multiple styles or techniques in
literature, art, film, or, especially, music,
and is a postmodern characteristic.
SONATA FOR VIOLIN
AND CHAMBER
ORCHESTRA
MOVEMENTS
Andante
Allegro
Largo
Allegretto
Scherzando
• Instead of using traditional diatonic
harmony, this piece uses a tone row,
a specific order of the twelve notes
in the chromatic scale, which can be
heard in the opening violin solo.
•
• This part of a wider style known as
SERIALISM.
•
This piece was written in Soviet
Russia, in a time where only
approved music was legal.
•
Schnittke was exposed to Serialism
and other western contemporary
music by listening to tapes which
had to be smuggled into the Soviet
Union!
AURAL/
MUSICOLOGY
• Each sequence of Lessons
provided by the ACO will
focus on developing key
skills: PERFORMANCE,
COMPOSITION and
AURAL/MUSICOLOGY.
• This sequence of lessons
will focus on
PERFORMANCE by
examining
COMPOSITION
ENSEMBLE SKILLS
•
Performing is an art form which takes a lifetime to
perfect. Performing with others can sometimes be
even more difficult. This series of exercises seeks to
develop students' understanding of performing and
ensemble skills in particular.
•
Watch the first movement (roughly two minutes) of
the Schnittke Sonata for Violin and Chamber
Orchestra .
•
While watching, consider the following questions.
1.
In the beginning of the movement, is the Violinist
or the Conductor leading?
2.
Throughout the performance, does the conductor
follow the violinist, or the other way around?
3.
Is this a professional concert or a student concert?
How do you know?
4.
What can we take from this performance to make
our own more polished and professional?
PERFORMANCE ACTIVITY- LEADING AN
ENSEMBLE
EVERYONE GET AN INSTRUMENT!
As a group, perform a simple tune like Mary had a Little Lamb, Hot Cross Buns, or even just
a pentatonic scale.
Easy!
This time, try beginning the piece exactly together – but without speaking. Choose a
leader to bring everyone in. The leader must only use body language. Try and finish exactly
together as well.
DO THIS A FEW TIMES WITH DIFFERENT LEADERS.
Next, not only is the leader going to concentrate on starting and finishing together, but is
going to get faster and slower, all without speaking. The ensemble must follow exactly, and
not lose the beat. Try doing the tune a few times through, but not telling the ensemble
when you're finishing! Try this a few times with different leaders.
Finally, choose a leader who will start everyone together, indicate to finish together, get
faster and slower … and also louder/softer. The ensemble must follow all changes the
leader decides to make! Again, try this with different leaders. Remember – no speaking –
just body language and performing.
PERFORMANCE
ACTIVITY
KNOW YOUR
INSTRUMENT
.
What happens to the
pitch when you play
high? Or low? Or soft?
Or loud?
If you know this, you
can adjust as you listen
and play.
• A FEW TIPS FOR ENSEMBLE
SKILLS:
– Don't start until you have everyone's
attention.
– Think about the first phrase and tempo
before you begin.
– Breathe in on the upbeat – even if you
don't play a wind instrument.
– If you're part of the ensemble, breathe
with the lead, even if you don't play a wind
instrument.
– Generally, speaking – breathe together,
play together.
– If you're the leader, exaggerate all
movements to be clearer.
– Know your role in the ensemble! Should
you be blending in right now? Or playing
out?
– Always be listening.
PERFORMANCE ACTIVITY
• Watch this short video of the ACO practising and
rehearsing a piece of music.
DISCUSSION:
• How did the ACO practise? Was the performance exactly
as the rehearsal, or did the players have to follow changes
made in the performance?
• What can you take from the ACO's preparation that you
can do to improve your own rehearsal and performance?
• How can you better lead your own ensemble in rehearsals
and performances?
AT THE CONCERT
When you go to the concert, use the
knowledge and skills we have explored and
consider the following questions:
– What elements of style can you hear in the
ACO's performance?
– How do they demonstrate their
understanding of style?
– How does their understanding of style
change the performance?
TEACHER’S NOTES
Teacher's Notes for reference to the Draft Australian Curriculum: The Arts and NSW
Stage 6 Music 1 & Music 2 Syllabus.
General LIT – Reading the score, writing about the Concepts of Music (CoM).
Capabilities NUM – Identifying and discussing meter and rhythm.
ICT – Utilising internet resources.
CCT – Critically discussing the set work/s.
PSC – Sharing personal responses to set work/s.
EU – Working collaboratively with peers in group discussions.
ICU – Discussing cultural issues surrounding the set work/s.
Cross-Curriculum English, Humanities and Social Sciences, Mathematics, History, Language
Links & Priorities
Viewpoints 2 – Extend discussions into the links between the repetitive nature of these works
and that of cultural music of Asian regions (eg; Balinese, Chinese).
TEACHER’S NOTES
NSW Stage 6 Syllabus Links –
MUSIC 1 Music of the 20th & 21st
Topic Links Centuries
Music for Small Ensembles
Music and the Related Arts
(Hermann & Stravinsky)
MUSIC 1 P – 4,5,6,7,8,10,11
Outcome Links H – 4,5,6,7,8,10,11
MUSIC 2 Music 1900 – 1945
Topic Links Music 1945-25 Years Ago
Music of the Last 25 Years
(Although the Tüür work is not
Australian)
MUSIC 2 P – 4,5,6,7,8,10,11
Outcome Links H – 4,5,6,7,8,10,11
OPPORTUNITIES FOR YOUNG
MUSICIANS WITH THE ACO
Find out about more great opportunities
with the ACO