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In this unit's playlist, we take you on a musical journey made to elevate your senses. See suggested assignments and activities for each work on the playlist below.

Activities

Mendelssohn: Trio No. 2 in C minor for Piano, Violin, and Cello, Op. 66

UNDERSTAND

  • When was the piece written?
  • During which period in classical music was this work composed (Baroque, Classical, Romantic, Contemporary)?
  • What are common musical traits of that period?

ANALYZE

EVALUATE

  • In the accompanying Inside Chamber Music Lecture, Bruce Adolphe discusses connections between Felix Mendelssohn and J.S. Bach. Using anecdotes and musical examples discussed in the lecture, evaluate how Mendelssohn's Piano Trio in C minor could be said to be influenced by the music of J.S. Bach.
  • Pretend you are a classical music critic and write a review of this performance, comparing it to another recording in the CMS archive.

CREATE

  • Use the MuseScore application to compose a piano accompaniment for a movement from a solo violin work of J.S. Bach of your choice and share with classmates in an online forum. Refer to the techniques Bruce Adolphe discusses in the accompanying Inside Chamber Music video to guide you.

Bach: Brandenburg Concerto No. 4 in G major, BWV 1049

UNDERSTAND

  • There are 3 solo instruments featured in this work. Which instruments are they?

ANALYZE

  • In what ways does this performance differ from performances of this piece in the 18th century? (instruments, technology, etc.) What is unique about the piano being used in this performance?

EVALUATE

  • This performance features a modern piano modified to mimic the sound of a harpsichord (also known as "harpsipiano") but with the dynamic range of a modern piano. Critique (through a paper assignement or online forum) how the use of this modified instrument compares with other performances found online using the harpsichord.

CREATE

  • Learn here about how keyboard instruments produce sound by building your own toy piano.

Ravel: Quartet in F major for Strings

UNDERSTAND

  • What is the name of the "plucking" technique used at the very beginning of the second movement of this work beginning at 8:08? What other instrument does this technique remind you of?

ANALYZE

  • Search for another work by Maurice Ravel in the CMS archive. How does this work compare with that work?
  • This work is an example of Impressionism. Search for another work from the Romantic period in the CMS archive and compare and contrast Impressionism and Romanticism.

EVALUATE

  • The theme of this playlist is "Transcendence." Justify how this work fits within this theme. Think about the overall mood of the work and how the colors of the string quartet used by Ravel contribute to that view.

CREATE

  • Learn more about the "plucking" sounds featured in movement 2 by building your own stringed instrument. Instructions begin starting at 3:30.

Schubert: Quintet in C major for Two Violins, Viola, and Two Cellos, D. 956, Op. 163

UNDERSTAND

  • The instruments in this ensemble are labelled: violin 1, violin 2, viola, cello 1, cello 2. Which instrument is featured at the beginning of second movement of this work?

ANALYZE

  • Examine the effect of the added cello to the overall sound of this ensemble using musical examples from the work. Can you hear mid-range ideas? How do you think Schubert addresses this in the work?

EVALUATE

  • Evaluate the non-verbal communication happening in this performance. How does this affect the overall interpretation of the work?

CREATE

  • Learn more about the "plucking" sounds featured in movement 2 by building your own stringed instrument. Instructions begin starting at 3:30.

Messiaen: Quartet for the End of Time

UNDERSTAND

  • Describe how the paint colors and shapes in the video connect with musical moods heard in this movement from the work.
  • Why do you think Messiaen used such a unique instrumentation?

ANALYZE

  • Messiaen was synaesthetic, that is saw colors when heard sound. The painter in this video has selected colors he feels represent the mood of the composition. Analyze Messiaen's own connection to color and sound referring to online resources.

EVALUATE

  • Messiaen was synaesthatic, that is he could see colors when he heard sound. Instruments can also be said to have a color or "timbre." Evaluate the use of instrumental color by Messiaen in this work.

CREATE

  • Create your own drawings based on the colors and shapes you hear in this work and share with your classmates in an online forum.