Download Prokofiev Lesson

Sergei Prokofiev
1891-1953
Russian
20th Century
“It is the duty of the composer to serve his fellow
man, to beautify human life and point the way to a
radiant future. Such is the immutable code of the
artist as I see it."
Specialist Genres: Symphonies, concertos, stage works.
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Prokofiev was born in Soutzovka, what is now the Ukraine.
His father was an agricultural engineer and his mother was a pianist.
His mother had a profound effect on his musical development. In fact, she was
his first piano teacher.
Prokofiev began composing at an early age. By the time he was 12 he had
composed an opera, a four-movement symphony and about 70 small piano
pieces.
He was also an accomplished pianist and conductor.
In 1914, he had an opportunity to meet Diaghilev, a great ballet choreographer
and a ballet impresario who commissioned a ballet from him.
In 1918, he visited the U.S and playing his first solo concert in New York.
He created new and original formulas of rhythmic, melodic and harmonic combinations that became the recognized style of his music.
Because he was liked to use dissonant and powerful harmonic combination,
some critics called his music, “football music.”
In 1953, he died from a brain hemorrhage on the same day as Josef Stalin, the
president of Russia.
Can you spell their names?
Igor Stravinsky (1882-1971), Dmitri Shostakovich (1906-1975), and
Prokofiev are the trio of great Russian composers of the 20th century.
Link up to learn more about Prokofiev!
http://www.prokofiev.org/index.cfm
“Death of Tybalt” from Romeo and Juliet
by Sergei Prokofiev
(1935)
NYS Standards Addressed:
Standard 3: Responding to and Analyzing Works of Art
Standard 4: Understanding the Cultural Dimensions and Contributions of the Arts
Performance Indicators:
3b. Students describe music in terms related to basic elements such as melody, rhythm,
harmony, dynamics, timbre, form, style, etc.
3d. Students describe the music’s context in terms related to its social and psychological
functions and settings (e.g. roles of participants, effects of music with other events or
objects, etc.).
4b. Students identify the titles and composers of well-known examples of classical concert
music and blues/jazz selections.
4c. Students identify the primary cultural, geographical, and historical settings for the music
they listen to and perform.
Objectives:
The student will create a story while listening to “Death of Tybalt.”
The student will identify the form of “Death of Tybalt” and retell the story.
Materials:
Writing paper and pencils if the teacher decides to let the students write their
own story.
Chart paper or a chalk board if the teacher decides to create a group story.
Overhead transparency of story map.
Vocabulary: Ballet
Programmatic music
Listening Repertoire:
Recordings of programmatic music or movie soundtracks.
Recording of “Death of Tybalt” by Prokofiev.
Procedure:
1. Play short examples of present day programmatic music already familiar to your
students, especially in movie scores (Harry Potter, Star Wars, Jaws, Lord of the Rings,
Titanic). Discuss what is happening in the movie when that music is played. How does
the music support the story?
2. Teacher says, “We are going to listen to a piece of music that the composer wrote to tell
a famous story. Listen to the music and try to imagine what the story could be. Also,
listen for how many sections the piece is divided into. “
3. Play the selection “Death of Tybalt.” Children create, as individuals or a group, their
own story to the music and share with the class.
4. Teacher shares the story of Romeo and Juliet and, specifically, Tybalt’s death.
5. Listen again, following the story map.
Extensions:
1. Teacher shows video of ballet (can be found in the Monroe County Library System).
2. Teacher could also compare music of Leonard Bernstein’s “West Side Story” to Prokofiev’s Romeo & Juliet.
Romeo and Juliet. A Tragic Love Story
Romeo and Juliet are two young lovers whose destiny was troubled by their families’
feud. Shakespeare was inspired by this story and turned it into a play, which became
the most famous classic love story of all the time.
Did you know?
This Romeo and Juliet was written
for the Bolshoi Ballet, but the
company initially rejected the
score!
Which one do you like?
This famous story has been adapted many times in
various ways. It has been made into an opera, a
ballet and many movies. One famous adaptation is
called West Side Story (1957) with music by Leonard
Bernstein. A more recent movie stars Leonardo
DiCaprio and Clair Danes (1996). It might be interesting to see and listen to the contrasts of either movie
and compare it to Prokofiev’s Romeo and Juliet.
Romeo and Juliet Story Map
(from Act III Scene I)
Have your students listen to the music as they look at the story map on the next page. They
should try to imagine the action taking place as you read the sections aloud.
Romeo, a Montague, and Juliet, a Capulet, have just been secretly married. Romeo is on his
way home with his friends, Mercutio and Benvolio, when they meet Tybalt, Juliet’s cousin.
1. Introductory Theme: Mercutio and Tybalt draw swords as crowd looks on.
2. Strings play a short motif: Crowd watches as Tybalt and Mercutio are poised to fight.
3. Fight Theme: Sword fight begins between Mercutio and Tybalt.
4. Introductory Theme is heard again.
5. Following crescendo: Tybalt delivers the fatal blow, as the crowd looks on in horror.
6. Musical pause: Romeo picks up a sword to avenge his friend’s death.
7. Fight theme: Tybalt’s and Romeo’s sword fight begins.
8. Following crescendo: Romeo delivers fatal blow to Tybalt.
9. Strings tremolo: The crowd gasps!
10. Fifteen strong beats: Tybalt breathes his last.
11. Beginning of heavy ostinato: Lady Capulet enters the scene and discovers her slain
nephew.
12. Brass chorus builds to the end: Lady Capulet despairs over the death of Tybalt.