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Download 12 the lamb 2015 - My Music Classroom
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Year 12: AS Music Learning Objectives Lesson Content -To recognise key fingerprints of the postmodernist period and the anthem Performance Friday Essay Due - To review the elements of music and use them to identify key points in a set work -To apply improved knowledge of the elements of music to set work studies Annotate text -Most important words -Sum up meaning The Lamb – the context • Tavener is a British composer • Do not confuse with the Renaisance composer • Song for Athene 1997 • This was written in 1982 and is an anthem • Text by Blake • Scored for SATB (treble) •What are ranges of each voice? • An example of postmodernism Jonathan Kramer – Music Theorist on Postmodernism • Challenges barriers between 'high' and 'low' styles • Shows disdain for the often unquestioned value of structural unity • Questions the mutual exclusivity of elitist and populist values • Avoids totalizing forms (e.g., does not want entire pieces to be tonal or serial or cast in a prescribed formal mould) • Distrusts binary oppositions • Includes fragmentations and discontinuities Aural Analysis Sing Reflect Analyse A deeper musical understanding… Understanding the text Poetic structure: There are five couplets (pairs of lines) in each stanza. • Couplet 1 has two similar six-syllable lines. • 5 has the same line twice. • 2, 3 and 4 are rhyming couplets with seven-syllable lines. Musical structure: Verse 1 1-10 Verse 2 11-20 (rescored of previous – what difference in voices) Strophic Texture Identify each of the following textures within the piece Monophonic 2 part 4 part Homorhythmic Octave writing Two parts doubled at the octave Text setting and rhythm How does Tavener use rhythm to control and promote the Blake text? • • • • • • Syllabic Flexible Slow movement in even quavers No time signature or bar lines Augmentation – sense of being slower Homorhythmic Melody and structure Strophic Monothematic – 7 notes – economical (b.1&2) analyse this ‘cell’ • Moves in step, conjunct, repetition, small intervals only • ‘Prime’ • Retrograde • Inversion Harmony and Tonality A tale of 2 halves! List conventional and non conventional tonal and harmonic features… Unconventional Conventional No key sig Implied G major Bitonal Eb vs G Aeolian mode bar 7-11 Bar 7 unprepared 7th in tenor ‘thee’ Consecutive 5ths in sop and tenor Functional – phrases end with V-I Harmonies in 3rds at this point Suspensions Built on triads and 7th Year 12: AS Music Learning Objectives Lesson Content -To recognise key fingerprints of a good comparisons essay Essay planning -To apply improved knowledge of the elements of music to set work studies Homework: essay and consolidation [email protected] -To identify passing notes, accented passing notes, echappe, auxiliary notes, The Lamb Compare and contrast the use of tonality and harmony and melody in Dowland and Monteverdi [18] To be able to consolidate musical features into the musical elements. Structure Tonality and Harmony Texture and Instrumentation Rhythm and Metre Melody Text Setting Teacher led lesson context of work (research) note taking score annotation Studying a set work? Homework listening consolidation Comprehension questions Essay writing Consolidation lesson Private study Revise for exam Private Study Paraphrase notes provided Annotated score from lessons and the notes Own notes – added consolidation Notes written up in the A3 elements grid with detail Monteverdi research and homework all present Folder Scrutiny Consolidation – notes, private study Context Instrumentation & Timbre Form & Structure Tonality & Harmony Melody Rhythm & Metre Texture
