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    BBC Beethoven 2

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    mrodriguez24

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    BBC Beethoven 2

    Uploaded by

    mrodriguez24
    3 views2 pages

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    bbc beethoven 2

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    3 views2 pages

    BBC Beethoven 2

    Uploaded by

    mrodriguez24

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    LUDWIG VAN BEETHOVEN (1770 - 1827)

    Symphony No. 5 (1st movement)


    Focus of Lesson
    Introduction to the piece
    Recognition and understanding of repeated motif
    Understanding basic rhythmic patterns
    Development of motif through rhythm and melody

    Key Vocabulary
    Tempo: the speed at which a piece of music is played
    Motif: a repeated group of notes
    Movement: a ‘chapter’ from a longer piece of music
    Rhythm: pattern of different length notes or sounds

    Try to introduce the above terms and their meanings to pupils during the lesson.

    LESSON

    Introduction
    Many composers throughout history have written symphonies – which are big pieces of
    music for a whole orchestra to play. Hundreds of years ago, orchestras were smaller,
    but as time has gone on they have grown. Some symphony orchestras contain more
    than 100 players. Imagine having a football team with that many players!

    In his lifetime, Beethoven wrote nine symphonies, and this piece of music is taken from
    his fifth symphony. He started to write this symphony in 1804, and it took him four
    years to write. It is normal for symphonies to have three or four (or more) different
    movements – like chapters in a book, or episodes in a television series. This is the first
    movement, out of four movements, and is one of the most famous pieces of music in
    the world. Ask pupils if they have heard this piece of music before. Do they recognise
    the first eight notes of the piece?

    Listen to the opening four notes of the piece. This is called a motif (moe-teef), which is a
    musical term meaning a repeated group of notes. This technique is used a lot in
    symphonic writing, but this is probably one of the most famous motifs. The motif is
    heard, on different groups of instruments and using different notes, throughout the first
    movement, and throughout the entire symphony. It is used as a way of tying the four
    movements together, making them feel like they all belong. Play the extract of music to
    the pupils and ask them to raise their hands when they think they can hear the four-
    note motif being played.

    Explain the importance of rhythm in this symphony. The notes of the motif change each
    time you hear it, but the rhythm stays the same. Can the pupils explain the rhythm to
    you? Are the four notes long notes or short notes, or a mixture of both? After
    discussion, clarify that the rhythm is made up of three short notes followed by one long
    note. This is the rhythm that is repeated again and again. Clap the rhythm with the
    pupils, then play the piece again asking the pupils to listen carefully for these short and
    long notes.
    Create a rhythmic motif of no more than six notes. Pupils can do this either
    individually or in pairs, and can simply clap, tap or click the rhythm, or use an
    untuned percussion instrument. The rhythm should consist of a mixture of
    long and short notes. A simple rhythm is often the most memorable.

    Perform these rhythms to the rest of the group, in turn, and ask others to
    identify how many long notes and how many short notes make up each motif.
    If this is not clear, encourage pupil/s to demonstrate their rhythmic motif again,
    focusing hard on the combination of long and short notes.

    Extension work
    Pupils can expand the compositional aspect of this activity by creating a
    melody for their motif. This can be very simple (remind them that Beethoven’s
    motif only contains two different notes). Pupils should identify ways in which
    their motif can be developed, through using different notes, different speeds,
    and different instruments. Experimentation is the key here!

    Learning Outcomes
    Understanding the structure of a symphonic work
    Understanding the importance of rhythm in any composition or work
    Understanding the significance of a motif, or a repeated group of
    notes, as a compositional technique
    Being able to recognise and identify a rhythmic motif in context

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