Experience Music 4th Edition Charlton
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Part 05
The Classical Era (Chapters 11 to
15)
True / False Questions
1. The first encyclopedia was written in the mid-1700s.
TRUE
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism
2. The art style known as rococo was very simple and refined without the ornamentation popular during the baroque.
FALSE
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism
Part 05 - The Classical Era (Chapters 11 to 15) 5-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
3. Empfindsamkeit was an artistic style defined by its heavy ornamentation. FALSE
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism
4. Classicism is rooted in the clean lines and balance of ancient Greek art. TRUE
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism
Part 05 - The Classical Era (Chapters 11 to 15) 5-2
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
5. Stylistically, the music of the classical era was a reaction to the instrumental polyphony of the late baroque. TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: texture
6. The classical style was essentially polyphonic.
FALSE Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: texture
7. A motive is an extended conclusion to a piece of music.
FALSE
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
8. In the development section of a piece, composers would break the themes down into small melodic or rhythmic motives. TRUE
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: sonata form
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
9. The theme and variations form was never used for independent compositions.
Learning Objective: Define theme and variations, and know its structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: theme and variations
10. A minuet and trio movement is essentially binary in form.
Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: minuet and trio
11. The minuet and trio is a carryover from the paired dances of the 1600s, when a trio of instruments played the second dance to provide contrast.
Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: minuet and trio
12. Ludwig van Beethoven used a faster tempo for the third movement and called it a scherzo and trio.
Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: classical music
Topic: form
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
13. The classical orchestra was exactly the same as the baroque orchestra, with no standardized makeup.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: orchestra
14. Wolfgang Amadeus Mozart was a child prodigy, composing music by age five.
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
15. Mozart's father carefully supervised his musical education, making sure that young Wolfgang and his sister Nannerl spent their childhood quietly at home.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
16. Mozart was finally able to secure a permanent post as the concertmaster for the emperor of Austria.
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
17. Mozart's principal instrument was the violin. FALSE
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music
18. Mozart was buried with pomp and circumstance in the royal cemetery in Vienna. FALSE
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music
19. Mozart said that, in essence, he composed his music in his head and later simply wrote it down. TRUE
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: musical techniques
20. Unlike Vivaldi's "Spring," Mozart's Symphony no. 40 is considered absolute music. TRUE
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: absolute music
Topic: classical music
Topic: classicism
Multiple Choice Questions
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
21. Which composer is associated with the rococo style of music?
A. Wolfgang Amadeus Mozart
B. François Couperin
C. Georg Frideric Handel
D. Carl Philipp Emanuel Bach
Learning Objective: Know and compare leading composers of the classical period
Topic: classical music
Topic: classicism
Topic: form
Topic: rococo style
Topic: style
22. Which composer is associated with the Empfindsamkeit style of music?
A. Wolfgang Amadeus Mozart
B. François Couperin
C. Georg Frideric Handel
D. Carl Philipp Emanuel Bach
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: style
23. Which composer is associated with classicism in music?
A. Wolfgang Amadeus Mozart
B. François Couperin
C. Georg Frideric Handel
D. Carl Philipp Emanuel Bach
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: classical music
Topic: classicism
Topic: form
Topic: style
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
24. Which musical element is NOT common in classical music?
A. Basso continuo
B. Homophonic textures
C. Contrasting melodies
D. Clear sectional structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: musical techniques
Topic: style
25. Your textbook gives a generic structural layout for multimovement works, detailing threeand four-movement plans. The first movement is in sonata form. Sonata form consists of
A. four sections.
B. two sections.
C. three sections.
D. one long section.
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: musical techniques
Topic: sonata form
26. The exposition in sonata form
A. introduces two primary themes in two different keys.
B. introduces two primary themes in the same key.
C. introduces three primary themes.
D. is always set forth in a free, improvisatory manner.
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
27. The development in sonata form
A. introduces the two primary themes in two different keys.
B. introduces the two primary themes in the same key.
C. introduces new thematic ideas.
D. manipulates the themes with frequent modulations to new tonal centers.
Learning Objective: Describe the structure of the sonata form
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form
28. The recapitulation in sonata form
A. manipulates the primary themes with frequent modulations to new tonal centers.
B. restates the exposition, moving the second theme to the home key.
C. restates the exposition exactly, with no changes.
D. introduces two new themes.
Learning Objective: Describe the structure of the sonata form
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form
29. The first movement of a classical multimovement work is most often in _____ form.
A. Minuet and trio
B. Rondo
C. Sonata form
D. Scherzo and trio
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
30. Which form is usually NOT included in a three-movement classical composition?
A. Sonata form
B. Minuet and trio
C. Scherzo
D. Rondo
Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: minuet and trio
31. The director of the Mannheim orchestra and the man credited with standardizing the makeup of the classical orchestra was
A. Johann Stamitz.
B. Wolfgang Amadeus Mozart.
C. Ludwig van Beethoven.
D. Franz Joseph Haydn.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: orchestra
32.
_____ is often called the "Father of the Symphony."
A. Wolfgang Amadeus Mozart
B. Johann Stamitz
C. Franz Joseph Haydn
D. Ludwig van Beethoven
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: symphony
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
33. Mozart's music was compiled into a roughly chronological listing by
A. Ludwig van Beethoven.
B. Franz Joseph Haydn.
C. his wife, Constanze.
D. Ludwig von Köchel.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music
34. Symphonies are often structured in
A. a two-movement plan based on the French overture.
B. a multimovement plan based on a series of dances.
C. a four-movement plan beginning with a sonata-form movement.
D. a three-movement plan beginning with a sonata-form movement.
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form
Topic: symphony
35. Which movement of the classical symphony is generally the sonata-form movement?
A. First
B. Second
C. Third
D. Fourth
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: sonata form
Topic: symphony
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
36. The second movement of a symphony is generally
A. in sonata form.
B. a minuet and trio.
C. slower than the first movement and in a contrasting key.
D. faster than the first movement and can take a variety of forms.
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: symphony
37. Which movement of a classical symphony is usually the minuet and trio?
A. First
B. Second
C. Third
D. Fourth
Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: minuet and trio
Topic: symphony
38. An orchestral conductor is responsible for
A. setting the tempo of a piece.
B. controlling the dynamics of a piece.
C. bringing the players in at the correct place.
D. all of the above.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: musical techniques
Topic: orchestra
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
39. The conductor controls phrasing, which is
A. how loudly or softly a musical line is played.
B. how smoothly or detached a musical line is played.
C. how fast a piece is played.
D. how specific notes are begun and ended.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: melody
Topic: musical techniques
Topic: orchestra
Topic: performers
Topic: style
40. The conductor directs the articulation of the music, which is
A. how loudly or softly a musical line is played.
B. how smoothly or detached a musical line is played.
C. how fast a piece is played.
D. how specific notes are begun and ended.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: melody
Topic: musical techniques
Topic: orchestra
Topic: performers
41. Classical music is centered on ideals of
A. balance and symmetry.
B. violent emotions.
C. heavy ornamentation.
D. a driving bass line.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: musical techniques
Matching Questions
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42. Match each style to its description.
1. Rococo
2. Empfindsamkeit
3. Classicism
A style of art known as the "sensitive style," which was simple and not ornamental. 2
A style of art that was elegant and delicate, with a great deal of ornamentation. 1
A style of art that was defined by clean lines and balanced forms 3
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: rococo style
Topic: style
43. Match each composer with his biographical facts.
1. Wolfgang Amadeus Mozart He is credited with standardizing the makeup of the orchestra. 4
2. Ludwig van Beethoven He is often called the "Father of the Symphony." 3
3. Franz Joseph Haydn
4. Johann Stamitz
He was a child prodigy but he struggled financially, dying a poor man. 1
He changed the minuet and trio to a scherzo and trio. 2
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: Wolfgang Amadeus Mozart
Topic: classical music
True / False Questions
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
44. During the classical period, the solo concerto was developed, while the concerto grosso fell into disuse.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: orchestra
45. The primary element of a classical concerto is the contrast of the soloist and orchestra.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: orchestra
46. Solo concertos were written for a number of orchestral instruments.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra
47. The favored instruments for classical solo concertos were the piano and violin.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
48. Unlike the baroque concerto, the classical concerto has four movements.
FALSE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
49. A conductor is not necessary for concertos, since the soloist is in charge.
FALSE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: orchestra
Topic: performers
50. No public concerts were held during the classical period; music was enjoyed primarily by the nobility.
FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: musical techniques
51. During the classical period, concert audiences rarely knew anything at all about the music being performed.
FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
52. Many classical composers were also concerto soloists.
TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers
53. Johann Joachim Quantz composed nearly three hundred flute concertos for his patron.
TRUE
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Johann Joachim Quantz
Topic: classical music
Topic: concerto
54. Frederick the Great, king of Prussia, was a flute player who frequently performed in public.
FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: performers
55. During the classical period, concerto cadenzas were usually improvised by the soloists, although they were frequently based on themes included in the movement.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
56. In a concerto, the soloist would play a trill to cue the conductor to bring the orchestra back in.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers
57. Today's performers of classical concertos often play cadenzas composed by other performers.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers
58. Musicians other than the original composer have written cadenzas for concertos.
TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
59. Mozart composed suggested cadenzas for his performers in case they chose not to improvise. TRUE
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers
60. The term double exposition in a concerto sonata-form movement means that only the orchestra, not the soloist, introduces the themes.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: concerto
Topic: form
Topic: sonata form
61. Mozart composed the cadenza in his Piano Concerto no. 23 in A major (first movement).
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers
Multiple Choice Questions
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
62. The type of concerto that became popular during the classical period was the
A. concerto grosso.
B. unaccompanied concerto.
C. solo concerto.
D. concerto for singer and orchestra.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra
63. Which of the following elements is essential to the classical concerto?
A. The contrast between the solo instrument and orchestra
B. Homophonic texture
C. A large orchestra
D. The contrast between a small group of instruments and orchestra
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: orchestra
64. The movement structure of the classical concerto is
A. fast, fast, slow.
B. slow, fast, slow.
C. fast, slow, fast.
D. fast, slow, minuet and trio, fast.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
65. The movement present in a symphony but missing from the classical concerto is
A. the sonata-form movement.
B. the minuet and trio.
C. the slow, contrasting movement.
D. the fast finale.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: minuet and trio
Topic: symphony
66. The second movement of a classical concerto is usually
A. a sonata-form movement.
B. a slow movement in a contrasting key.
C. a minuet and trio.
D. a fast movement in some structure other than sonata form.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
67. During the classical period, public concerts were frequently held in
A. the court of the local nobility.
B. churches.
C. parks.
D. theaters or halls normally used for other purposes.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: orchestra
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
68. Admission to public concerts was
A. generally free.
B. fairly expensive.
C. minimal, so that all could attend.
D. affordable only by the wealthiest of the nobility.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
69. Composers wrote concertos for
A. professional musicians who commissioned them.
B. themselves to play.
C. their students.
D. all of the above.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: performers
70. Johann Joachim Quantz composed flute concertos for
A. his patron, Frederick the Great, king of Prussia.
B. a young student of his.
C. a renowned flutist who worked for Fredrick the Great, king of Prussia.
D. himself only; he allowed no one else to perform them.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Johann Joachim Quantz
Topic: classical music
Topic: concerto
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
71. The section of a concerto where the performer can show off his or her skills is called the
A. cadence.
B. staccato.
C. cadenza.
D. trill.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers
72. A cadenza is most frequently found
A. at the beginning of a movement.
B. in the middle of a movement.
C. at the end of a movement.
D. all of the above.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
73. Classical cadenzas were usually
A. written out by the performer.
B. written by the composer.
C. written by the conductor.
D. improvised by the performer.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
74. Rapid alternation between two notes is called a
A. cadenza.
B. cadence.
C. trill.
D. staccato.
Topic: classical music
Topic: melody
Topic: musical techniques
Topic: performers
Topic: sound
75. The first-movement structure of a classical concerto is most frequently
A. binary.
B. in sonata form.
C. a minuet and trio.
D. strophic.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: sonata form
76. In a concerto, the themes of the sonata-form movement
A. are stated twice once by the orchestra and once by the soloist.
B. are not introduced in the exposition.
C. are introduced only once in the exposition by the orchestra.
D. are introduced in the development.
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: melody
Topic: orchestra
Topic: sonata form
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Part 05 - The Classical Era (Chapters 11 to 15)
77. The development section of a concerto sonata-form movement
A. introduces the primary themes.
B. alternates between orchestra and soloist.
C. is played by the orchestra only.
D. is played by the soloist only.
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra
Topic: performers
True / False Questions
78. Classical-era chamber music was written primarily for middle-class concert audiences. FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: classicism
79. A piano trio is a work for three pianos. FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: musical techniques
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
80. Chamber music performers do not typically rehearse together but simply practice at home alone.
FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: performers
81. No conductor is necessary for chamber music.
TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: performers
Topic: rhythm
82. The string quartet, in spite of its popularity during the classical period, fell out of favor by 1800.
FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers
83. Much chamber music has the same four-movement plan as does the symphony.
TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: form
Topic: symphony
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
84. Franz Joseph Haydn began composing at the age of five.
FALSE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
85. Haydn was born into the nobility, but his family disowned him when he expressed his desire to become a musician.
FALSE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
86. Haydn sang as a choirboy until his voice changed, at which time he was dismissed.
TRUE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
87. Haydn played in street bands at one point in his life.
TRUE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
88. Much of Haydn's music was owned by his patron, Prince Paul Anton Esterházy. TRUE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
89. Haydn was granted a position of nobility while at the court of Prince Esterházy.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
90. Responsibility for phrasing and articulation in chamber music falls to each performer and to the group as a whole.
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: dynamics
Topic: musical techniques
Topic: performers
Topic: rhythm
91. Tuning while onstage serves no purpose except tradition. FALSE
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: musical techniques
Topic: pitch
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
92. During Haydn's Symphony No. 45, The Farewell, musicians stop at various points during the fourth movement and leave the stage.
TRUE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: performers
Topic: symphony
93. Mozart and Haydn were friends.
TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Wolfgang Amadeus Mozart
Topic: classical music
94. Haydn gave music lessons to Beethoven.
TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: classical music
95. After Haydn's death, Prince Esterházy assigned opus numbers to his works.
TRUE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Part 05 - The Classical Era (Chapters 11 to 15)
Multiple Choice Questions
96. Instrumental ensemble music that normally requires only one player per part is called
A. orchestral music.
B. sonata music.
C. theater music.
D. chamber music.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers
97. A string quartet consists of
A. four violins.
B. one violin, one viola, one cello, and one bass.
C. two violins, one viola, and one cello.
D. two violins and two violas.
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers
Topic: string instruments
98. A piano quintet is written for
A. five pianos.
B. string quartet and piano.
C. a singer, two pianos, and two violins.
D.
two violins, a bassoon and a piano.
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: keyboard instruments
Topic: performers
Topic: string instruments
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
99. The most important chamber ensemble during the classical period was the
A. string quartet.
B. piano trio.
C. piano quintet.
D. string trio.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: string instruments
100. Franz Joseph Haydn's most lucrative position was
A. as music director for Prince Esterházy.
B. as music director for the emperor of Austria.
C. as music director of St. Stephen's Cathedral in Vienna.
D. as music director of the Royal Opera House in London.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
101. Haydn's position at the Esterházy palace was that of a(n)
A. nobleman.
B. servant.
C. honored son.
D. priest.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
102. Under the patronage of Prince Esterházy, Haydn composed
A. only symphonies.
B. symphonies and chamber music.
C. primarily operas.
D. whatever the prince desired.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
103. The instrument that Prince Esterházy played, and for which Haydn composed, was the A. organ.
B. baryton.
C. flute.
D. guitar.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: string instruments
104. Decisions in the performance of chamber music are made by
A. the conductor.
B. the concertmaster/mistress.
C. all the members of the ensemble.
D. the first violinist.
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
105. After Haydn gained his independence from the second Prince Esterházy, he worked for an impresario in
A. Vienna.
B. Paris.
C. New York.
D. London.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music
106. Which major composer was a student of Haydn's?
A. Schubert
B. Mozart
C. Beethoven
D. Brahms
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: classical music
107. At the end of his career, Haydn focused on composing
A. masses and oratorios.
B. operas.
C. solo songs.
D. fugues.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: mass
Topic: oratorio
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
108. Haydn's opus 33 string quartets were first performed for
A. Johann Solomon in London.
B. the future Russian tsar Paul I and his wife.
C. Prince Esterházy.
D. the emperor of Austria.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
109. A rondo is a movement structure
A. in sonata form.
B. in which the first theme keeps returning.
C. in ternary form.
D. in minuet and trio form.
Learning Objective: Define rondo, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: rondo
110. A rondo that includes a development section is called a
A. developmental rondo.
B. rondo with development.
C. standard rondo.
D. sonata rondo.
Learning Objective: Define rondo, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: rondo
Topic: sonata-rondo
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
111. Which composer wrote the Grand Sonata no. 85 for flute and guitar?
A. Franz Joseph Haydn
B. Wolfgang Amadeus Mozart
C. Ludwig van Beethoven
D. Mario Giuliani
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: sonata
Topic: string instruments
Topic: woodwind instruments
Matching Questions
112. Match each genre with its description.
1. Classical concerto A three-movement genre featuring the contrast of soloist and orchestra. 1
2. String quartet
3. Chamber music
A four-movement orchestral genre featuring a sonataform first movement. 4
Chamber music, in a four-movement structure, written for two violins, viola, and cello. 2
4. Classical symphony Music for two to nine players, usually with one player per part. 3
Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: concerto
Topic: form
Topic: symphony
True / False Questions
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
113. In general, instrumental music was considered more important than vocal music during the classical period. TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: style
Topic: vocal music
114. Beethoven wrote numerous operas.
FALSE
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: opera
115. Haydn's operatic output was centered on his duties at Esterházy. TRUE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: classical music
Topic: opera
116. Today, Haydn's operas are the core of the repertoire of most opera houses. FALSE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: opera
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
117. Haydn had great success with his Masses and oratorios.
TRUE
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: mass
Topic: oratorio
118. Opera was still thought of as an Italian art form during the classical period.
TRUE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: opera
119. Classical operas intended for German audiences were written in German.
FALSE
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: opera
120. Today, opera houses use surtitles to translate the text for the audience. TRUE
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: musical techniques
Topic: opera
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Part 05 - The Classical Era (Chapters 11 to 15)
121. In his Marriage of Figaro, Mozart wrote the part of the young man, Cherubini, for a woman to sing.
TRUE
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: vocal music
Topic: voices
122. Opera singers perform only the types of roles that their voices are suited to.
TRUE
Topic: classical music
Topic: musical techniques
Topic: opera
Topic: vocal music
Topic: voices
123. Beaumarchais's play Le Nozze di Figaro was a simple, light drama that poked fun at the servant class.
FALSE
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Topic: classical music
Topic: opera
124. Louis XVI attempted to ban Beaumarchais's play Le Nozze di Figaro
TRUE
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Topic: classical music
Topic: opera
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
125. As a result of public pressure, Louis XVI relented, allowing some public performances of The Marriage of Figaro.
FALSE
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: opera
126. In his version of The Marriage of Figaro, Mozart removed all of the political controversy from the plot.
FALSE
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Multiple Choice Questions
127. Haydn's most important contributions to vocal music were his A. operas.
B. solo songs.
C. motets and madrigals.
D. Masses and oratorios.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: classical music
Topic: mass
Topic: oratorio
Topic: vocal music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
128. Haydn's Creation is a(n)
A. Mass.
B. oratorio.
C. opera.
D. symphony.
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: oratorio
Topic: vocal music
129. The greatest classical composer of opera was
A. Beethoven.
B. Haydn.
C. Mozart.
D. Vivaldi.
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
130. The language of the Singspiel is
A. Italian.
B. German.
C. Latin.
D. French.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: musical techniques
Topic: vocal music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Part 05 - The Classical Era (Chapters 11 to 15)
131. A "trouser" role in classical opera is
A. a castrato role.
B. a role for a woman performing the part of a young man, usually a teenager.
C. a heroic male role.
D. a role for a man performing the part of a comic male lover.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: opera
Topic: performers
Topic: vocal music
Topic: voices
132. A singer with a florid, very high soprano voice is a(n)
A. coloratura soprano.
B. lyric soprano.
C. dramatic soprano.
D. alto soprano.
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: opera
Topic: performers
Topic: vocal music
Topic: voices
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Part 05 - The Classical Era (Chapters 11 to 15)
133. Some singers, especially sopranos, are often given this title because of their egoistic tendencies:
A. Star.
B. Coloratura.
C. Diva.
D. Profundo.
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: opera
Topic: performers
Topic: vocal music
Topic: voices
134. Mozart's Marriage of Figaro is a(n)
A. opera seria.
B. opera buffa.
C. singspiel.
D. oratorio.
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: style
Topic: vocal music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
135. Operas are divided into large sections called
A. acts.
B. movements.
C. sections.
D. parts.
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: opera
Topic: vocal music
136. Mozart's Marriage of Figaro is divided into
A. three acts.
B. four acts.
C. three movements.
D. four movements.
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: form
Topic: opera
Topic: vocal music
137. Mozart's Marriage of Figaro is based on a play by
A. Wolfgang Amadeus Mozart.
B. Franz Joseph Haydn.
C. Beaumarchais.
D. Lorenzo da Ponte.
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: vocal music
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
138. The libretto for The Marriage of Figaro was written by
A. Wolfgang Amadeus Mozart.
B. Franz Joseph Haydn.
C. Beaumarchais.
D. Lorenzo da Ponte.
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: vocal music
139. Which conflict does the plot of The Marriage of Figaro foreshadow?
A. The Thirty Years' War
B. The battle of Waterloo
C. The French Revolution
D. The Mexican Revolution
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: classicism
Topic: opera
140. The leading characters in The Marriage of Figaro
A. a young shepherd and shepherdess.
B. a count and countess.
C. a noble daughter and a commoner.
D. servants.
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
are
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Matching Questions
141. Match each type of opera with its description.
1. Singspiel Serious opera 3
2. Opera buffa Italian comic opera 2
3. Opera seria German opera 1
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: opera
Topic: style
Topic: vocal music
142. Match each composition with its composer.
1. The Nelson Mass Franz Joseph Haydn 1
2. The Marriage of Figaro Ludwig von Beethoven 3
3. Fidelio Wolfgang Amadeus Mozart 2
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: oratorio
Topic: vocal music
True / False Questions
143. The music of Beethoven has lost its public appeal over the years. FALSE
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Part 05 - The Classical Era (Chapters 11 to 15) 5-45
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