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Unit 2: The Joy of Music

This unit's playlist explores music sure to brighten the mind and soul. See suggested assignments and activities for each work on the playlist below.

Playlist

Copland: Appalachian Spring Suite for Ensemble

Oct 15, 2019 0:25:15

Mendelssohn: Sextet in D major for Piano, Violin, Two Violas, Cello, and Bass, Op. 110

Oct 20, 2015 0:29:10

Haydn: Quartet in E-flat major for Strings, Hob. III:38, Op. 33, No. 2, “The Joke”

Oct 20, 2019 0:16:47

Chausson: Concerto in D major for Violin, Piano, and String Quartet, Op. 21

Mar 28, 2017 0:39:58

Schubert: Quintet in A major for Piano, Violin, Viola, Cello, and Bass, D. 667, Op. 114, “Trout”

May 5, 2022 0:35:45

Activities

Copland: Appalachian Spring Suite for Ensemble

UNDERSTAND

  • This work was originally composed for a ballet by the same name. What kinds of scenes and characters do you hear depicted in the music?

ANALYZE

  • Analyze use of the variations on the melody "Simple Gifts" Copland uses in this composition beginning at 19:20 in the recording. How does he achieve these variations? Does he vary the melodic shape, the harmony?

EVALUATE

  • Evaluate how this work is inspired by and represents an "American" style. What techniques are employed by Copland to create this effect?

CREATE

  • Sing along to "Simple Gifts" heard starting at 19:20 in the audio recording and share your recording with classmates online.

Mendelssohn: Sextet in D major for Piano, Violin, Two Violas, Cello, and Bass, Op. 110

UNDERSTAND

  • Click here to read more about violist Matthew Lipman. Explore the CMS archive for other recordings featuring Matthew and describe.

ANALYZE

EVALUATE

  • Imagine you are critic and write a review of this performance, referring to elements of the performance and of the work.

CREATE

  • Using other concert videos in the CMS archive, create your own chamber music playlist conveying the "Joy of Music."

Haydn: Quartet in E-flat major for Strings, Hob. III:38, Op. 33, No. 2, “The Joke”

UNDERSTAND

  • Start playback at 14:55. Without looking at the timecode, raise your hand when you hear the end of the movement. What techniques are used by Haydn to make the audience feel they are hearing the end of the movement?

ANALYZE

  • What other works by Haydn does this work remind you of and why? What does Haydn's musical sense of humor, especially the element of surprise, tell you about his approach to music?

EVALUATE

  • Notice all four members of the Orion String Quartet are seated on piano benches for this performance. What advantages do you think this provides the performers by being seated in this way?

CREATE

  • Create you own online game of "freeze!" using another work of Haydn's from the CMS archive with participants freezing in place when they think they hear the end of the piece.

Chausson: Concerto in D major for Violin, Piano, and String Quartet, Op. 21

UNDERSTAND

  • Click here to read more about Wu Han, CMS Artistic Director and renowned pianist who is a soloist in this performance. Find another video recording of her performance in the CMS archive and discuss what you think makes her performance style so unique.

ANALYZE

  • Select a sonata for violin and piano from the CMS archive and compare that work with this work.

EVALUATE

  • Why do you think Chausson chose to compose this chamber work with 2 soloists? What impact does that choice have on the overall effect of the work?

CREATE

  • Using other concert videos in the CMS archive, create your own chamber music playlist conveying the "Joy of Music."

Schubert: Quintet in A major for Piano, Violin, Viola, Cello, and Bass, D. 667, Op. 114, “Trout”

UNDERSTAND

  • In the accompanying Inside Chamber Music lecture for this work, Bruce Adolphe discussuses how Schubert uses the arpeggiated "trout" motive heard in the strings at 25:42 throughout the composition. Identify other moments in the work where you hear this similar idea.

ANALYZE

  • Analyze the original song upon which movement four of this work is based, Die Forelle (or "The Trout"). Why was Schubert interested in this text? Why did he omit the last verse of the original poem by Schubart in his art song setting?

EVALUATE

  • Critique the difference between sound of the quintet instrumentation of this work as compared to that of the piano quintet which was later developed by the composer Robert Schumann.

CREATE

  • Sing along to "Dir Forelle" (or "The Trout") while listening to the beginning of movement 4 starting at 24:30 and share the recording with your classmates in an online forum.