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Cornerstone 1 - Close Study Questions for Each Listening Example “Dance of the Adolescents” from The Rite of Spring by Igor Stravinsky Encounter #1: Initial Responses and General Understanding How do you feel listening to this song? If this song were the soundtrack to a movie, what do you think would be happening on the screen? https://www.youtube.com/watch?v=TWSsjQMwJ3o “Dance of the Adolescents” from The Rite of Spring by Igor Stravinsky Encounter #2: Key Details A. Track the dynamics (volume) of this piece on a timeline. Each time the song gets louder or softer, write down the time in the recording and write down whether the song got louder or softer. A. Track the texture of this piece on a timeline. Write down the name of each instrument that plays at a given time on the timeline. As additional instruments begin to play, mark them down as well. “Dance of the Adolescents” from The Rite of Spring by Igor Stravinsky Encounter #3: Structure A. Are there any melodies or rhythms that recur throughout this piece? Notate them or name the instrument(s) that play them. A. How does the texture change from beginning, the middle, and the end? Do more instruments play together in some parts of the song than others? “Dance of the Adolescents” from The Rite of Spring by Igor Stravinsky Encounter #3: Structure A. Are there any melodies or rhythms that recur throughout this piece? Notate them or name the instrument(s) that play them. A. How does the texture change from beginning, the middle, and the end? Do more instruments play together in some parts of the song than others? “Dance of the Adolescents” from The Rite of Spring by Igor Stravinsky Encounter #4: Structure A. Listen to other songs in the Close Study song set. Which expressive elements do the other artists use that this artist also uses? What emotions do these expressive elements evoke? Do they create or release tension? Do these expressive elements have a different effect than in the original piece? Close Study Listening Examples: “Dance of the Adolescents” from Rite of Spring by Igor Stravinsky “Daybreak Express” by Duke Ellington “It Don’t Mean a Thing - If It Ain’t Got the Go Go Swing” by Chuck Brown “La Vida es un Carnaval” by Celia Cruz “Dance of the Adolescents” from The Rite of Spring by Igor Stravinsky Encounter #5: Connections and Opinions A. Choose a song you like that elicits an emotional response from the audience. In what ways does this song elicit a response? Does the artist do a better or worse job than this composer at eliciting a response from the audience? B. If you were to arrange or rewrite this piece, in what other ways could you increase tension throughout the music? How would this change the emotion evoked by the music? “Daylight” by Duke Ellington Encounter #1: Initial Responses and General Understanding A. How do you feel listening to this song? B. If this song were the soundtrack to a movie, what do you think would be happening on the screen? https://www.youtube.com/watch?v=fsO09U5u_Ws “Daylight” by Duke Ellington Encounter #2: Key Details A. Track the tempo (speed) of this piece on a timeline. Each time the song gets faster or slower, write down the time in the recording and write down whether the song got faster or slower. B. Track the texture of this piece on a timeline. Write down the name of each instrument that plays at a given time on the timeline. As additional instruments begin to play, mark them down as well. “Daylight” by Duke Ellington Encounter #3: Structure A. Are there any melodies or rhythms that recur throughout this piece? Notate them, or name the instrument(s) that play them. B. How does the texture change from beginning, middle, to end? Do more instruments play together in some parts of the song than others? “Daylight” by Duke Ellington Encounter #4: Intent & Inferences A. Listen to other songs in the Close Study song set. Which expressive elements do the other artists use that this artist also uses? What emotions do these expressive elements evoke? Do they create or release tension? Do these expressive elements have a different effect than in the original piece? Close Study Listening Examples: “Dance of the Adolescents” from Rite of Spring by Igor Stravinsky “Daybreak Express” by Duke Ellington “It Don’t Mean a Thing - If It Ain’t Got the Go Go Swing” by Chuck Brown “La Vida es un Carnaval” by Celia Cruz “Daylight” by Duke Ellington Encounter #5: Connections and Opinions A. Choose a song you like that increases tension throughout the song from beginning to end. In what ways does this song increase tension? Does the artist do a better or worse job than Ellington at increasing tension? A. If you were to arrange or rewrite this piece, in what other ways could you increase tension throughout the music? How would this change the emotion evoked by the music? “Go Go Swing” by Chuck Brown and The Soul Searchers Encounter #1: Initial Responses and General Understanding A. How would you describe the feel of “Go Go Swing”? A. Where would ““It Don’t Mean a Thing - If It Ain’t Got the Go Go Swing” by Chuck Brown“be performed? Describe the event in detail. https://www.youtube.com/watch?v=sICtAySqjW8 “Go Go Swing” by Chuck Brown and The Soul Searchers Encounter #2: Key Details A. Describe the instrumentation. Map each instrument that performs on the timeline. B. Describe the role of the percussion. “Go Go Swing” by Chuck Brown and The Soul Searchers Encounter #3: Structure A. Using the form map, map each section of Go Go Swing A. On the map, include which portions are part of the structure and which parts are specific to the live performance? “Go Go Swing” by Chuck Brown and The Soul Searchers Encounter #4: Intent & Inferences A. How does the selection utilize repetition? What is the value of repetition in this song? What is its purpose? A. How is it influenced by a famous song by jazz great Duke Ellington. Why do you think Chuck Brown chose to use Duke Ellington’s music as a foundation? Does it work? Why or why not? “Go Go Swing” by Chuck Brown and The Soul Searchers Encounter #5: Connections and Opinions A. Some of the music you hear is placed in a structured and predetermined form. However, you also hear Chuck Brown call out and speak to people in the audience which is a common element of go-go. He will also improvise or create based on his audience. Why do you think this is a common element of go-go? Do you think that it enhances the music? Why or why not? B. Choose an uplifting phrase or idea that you could write to create a meaningful and personalized song. Think of instrumentation and style of music that you would like to use. Describe it and explain your choices. “La Vida es un Carnival” by Celia Cruz Encounter #1: Initial Responses and General Understanding A. What idea is the vocalist attempting to communicate? A. Where do you imagine this piece would be performed? https://www.youtube.com/watch?v=0nBFWzpWXuM “La Vida es un Carnival” by Celia Cruz Encounter #2: Key Details A. Describe the instrumentation. Map each instrument that performs on the timeline. A. Describe the role of the percussion. Be as specific as you can. “La Vida es un Carnival” by Celia Cruz Encounter #3: Structure A. Map the sections of the piece using the Form Map*. Listen to the piece multiple times. During the first listenings, mark the different sections on the timeline using different colored markers. On the second listening, look at the vocabulary at the bottom or your map and write which specific section the piece is in. A. During the different sections of the piece, how does the instrumentation and expressive choices the vocalist make vary? “La Vida es un Carnival” by Celia Cruz Encounter #4: Intent & Inferences A. Look carefully and analyze the English translation of the lyrics. If you are fluent in Spanish, please analyze the lyrics in Spanish. A. Why do you think the composer chose to write the piece in a minor mode? What was the composer’s intent? How does this relate or create tension between the lyrics and the accompaniment. “La Vida es un Carnival” by Celia Cruz Encounter #5: Connections and Opinions A. Think about other selection of music you know where there is tension created between the lyrics and the accompaniment? Explain how this tension is created. Be as descriptive and detailed in your explanation of the music as possible. A. Describe how you would create a music selection that demonstrates tension between two or more thematic ideas. What themes would you use in your lyrics? Which instrumentation would you use and why? How would your chosen instrumentation help create interest and complexity to your song?
