Student Workbook Beethoven UCC

GCSE Music

SET WORK BOOKLET

Ludwig van Beethoven (1770-1827) Piano Sonata Op.13 No.8 in C Minor ‘Pathétique’ 1st Movement

Student Name………………………………………

You will need to use this booklet in conjunction with your course book, where you will find the score of each set work.

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Basic Information Background Beethoven was born into a musical family in 1770; his father was a court musician. His father wanted him to be a child prodigy and removed him from school at 11. The young Ludwig was a pupil of Haydn and an admirer of Mozart and knew many pieces by these two composers (including their piano sonatas).

He started to lose his hearing in 1796 (our piece was written in 1799) and became profoundly deaf, although he continued to write music (impressive!). In his later pieces, he had to turn to face the audience after conducting a performance so that he could see them clapping as, by then, he couldn’t hear anything.

He died at the age of 56 in 1827.  

Beethoven wrote his music across two musical periods – Classical and Romantic. This meant that his early music clearly had Classical influences but his later music had more developed and Romantic features.

In fact, Beethoven is credited as being one of the composers who most influenced the early Romantic genre and is still considered one of the most influential composers today.

KEY FEATURES OF CLASSICAL MUSIC (1750-1820) 1. More subtle dynamics (than the earlier Baroque period).

2. The solo concerto became more popular.

3. Orchestral music used mainly strings.

4. New structures were developed. (Sonata Form).

5. Diatonic harmony.

6. Constant tempo.

7. The piano was invented (in about 1700). It was developed during the Classical period but even the pianos which Beethoven was using were not as advanced as the ones we use today.

Other well-known Classical composers 

Mozart _____________________________________



Haydn _____________________________________

KEY FEATURES OF ROMANTIC MUSIC (1820-1900) 1. More expressive, with lots of contrasting emotions.

2. Wide range of dynamics.

3. Tempo changes.

4. Use of dissonance and chromaticism.

5. Larger orchestras, with more varied use of woodwind and brass.

6. Composers wrote technically difficult music.

Other well-known Romantic composers 

Tchaikovsky ________________________________



Wagner ____________________________________



Chopin _____________________________________

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Consolidation activity Here is a selection of tasks that get progressively more challenging. You should spend about an hour completing this.

1) What are the dates and nationalities of the five composers listed on the previous page?

(Write these next to their names)?

2) Write definitions (that YOU understand) of all the key terms which have been underlined on the previous page. You should do this in the box below.

3) This piece is one movement from the whole Piano Sonata Op.13 No.8. How many movements are there in total and is this typical? ________________________________ 4) What is the difference between a sonata and sonata form? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5) Listen to another piano sonata by Beethoven and complete the statement below.

I listened to_________________________________ and I thought that things which were similar were: a) _________________________________________________________ b) _________________________________________________________ c) _________________________________________________________ And things which were different were: a) _________________________________________________________ b) _________________________________________________________ c) _________________________________________________________ Extension: Was the sonata you listened to written before or after our set work? ___________

Keywords and their definitions Dynamics __________________________________________________________ Diatonic ___________________________________________________________ Dissonance ________________________________________________________ Chromaticism ______________________________________________________ Tempo ____________________________________________________________ Technically difficult __________________________________________________ Sonata form ________________________________________________________ Piano sonata _______________________________________________________ Classical period _____________________________________________________ Romantic period _____________________________________________________

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Wider Listening (General) Each piece you listen to requires you to also know about other SIMILAR types of music. They could be similar because  the same composer wrote them  because they are written in the same musical period,  many other reasons.

Here is a list of pieces of music which could be linked to this set work and the composer. The Youtube links are also provided (should you wish to access this booklet online or do the listening on your computer). In the boxes provided, make some notes about why you think each piece is included in the wider listening for this set work.

Piece 1: Beethoven’s Symphony No.9 (it’s over an hour… so perhaps plan some time for this!)

Youtube link: https://www.youtube.com/watch?v=t3217H8JppI Comments:

Piece 2: Mozart’s Piano Sonata No.8 in A minor Youtube link: https://www.youtube.com/watch?v=fRgxY8VUOz8 Comments:

Piece 3: Chopin’s Piano Sonata No.1 Youtube link: https://www.youtube.com/watch?v=vL-NDDI4BfE Comments:

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Analysis of Piano Sonata Op.13 No.8 in C Minor ‘Pathétique’ 1st Movement Facts about the context and background of the piece What style is it? What are the key features of this style? Are they in this piece? Is it part of a bigger piece?

If so, where does this piece ‘sit’ in comparison?

Performing forces and their handling (sonority) Think about: what instruments are playing in the piece? What role does each of them have? (don’t forget singers!). Is it tricky to play? Why? Does it use a large range for that instrument? Are there any specific techniques used (like mutes, effects etc)? What are the dynamics like in the piece?

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Structure Think about is it varied? Repeated? Contrasted? Ternary? Sonata Form? Another structure?

Texture Think about: Monophonic? Polyphonic? Homophonic? Antiphonal? Heterophonic? Pedal?

Countermelody? Exchanging ideas in parts? (DIALOGUE).

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Melody Think about: instruments? Doubled melody? Octaves? 3rds? Unison? Regular phrases? Tessitura?

Conjunct? Disjunct? Diatonic? Chromatic? Rising? Falling?

Tonality Think about: Major? Minor? Modal? Atonal? Does the key change?

Harmony Think about: Use of chords? Chord progressions? Circle of 5ths? 12-bar blues? Important patterns at cadences? Diatonic or chromatic? Functional (I and V and cadences)? Harmonic rhythm? Does it stay the same?

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Tempo, rhythm and metre Think about: Dotted notes? Triplets? Swung quavers? Syncopation? Hemiola? Anacrusis? Time signature (and changes to it)? Strong beats of the bar? Repeated patterns? Key rhythms in the piece?

What is the speed of the piece? Does it change? Can you use an Italian term to describe the tempo?

Dynamics Think about: How would you describe the volume of the piece? Does it change? Are all the instruments the same volume?

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Listening activities related to your set work LISTENING 1 (0.00-1.10) You will hear this extract 3 times. Answer all of the following questions 1) Underline the word that best suits the description of the texture at the start of the extract.

Monophonic

Homophonic

Unison

Polyphonic

(1)

2) Describe the use of dynamics in this extract.

(3) ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3) The performance description at the start of this piece is ‘Grave’. What does this mean? __________________________________ (1) 4) This extract is taken from the opening of the piece. Which section comes next? __________________________________

(1)

5) Describe ONE difference and ONE similarity in the melody and rhythm in Bar 1 compared to Bar 2.

(2)

Similarity ____________________________________________________ Difference ___________________________________________________ Total

/8 marks

LISTENING 2 (2.25-3.10) You will hear the piece 3 times. Answer all of the following questions.

1) Name the most used articulation during this extract? ______________________

(1)

2) Name one of the two ornaments heard in this extract. _____________________

(1)

3) The extract contains material based on which subject?

(1)

1st Subject

2nd Subject

Neither

4) Describe the two roles of the left hand during this extract?

(2) ______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5) Describe two differences heard at the end of the extract compared with the rest. i) ______________________________________________________

(2)

ii)______________________________________________________ Total

/7 marks

REINFORCING YOUR LEARNING; In addition to these listening questions you should also be listening to this set work at times when we aren’t studying this piece. You should also be able to identify when particular sections change and also the keys and instruments.

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Extended Response question For each set work, you MIGHT be asked to write in more detail about the piece. You will hear the piece played to you and you will also have a piece of music you’ve NOT studied as well.

They will be linked in some way (for example, if you are asked to write about a vocal piece, then the unknown piece is likely to be a vocal piece too).

Discuss what you can ‘spot’ about this piece. Write your notes in the space provided.

Mozart Piano Sonata in D Major, K.311 (https://youtu.be/SzzK7Ikef0Q)

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NOTES ON ‘UNFAMILIAR’ PIECE OF MUSIC

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Typical Question Using the notes you have made above and the notes earlier in this booklet about your set work, then answer the following question. You should spend no more than 25 minutes putting the answer together.    

Things to consider You need to give facts EQUALLY about both pieces.

It will be marked out of 12 (see the page 17 for the marking guidance from the exam board).

You should back up each point with a bar reference (or example) from the score. You will need to use the score from your course book for the Purcell.

Include a conclusion at the end.

QUESTION Evaluate the similarities and differences in the use of rhythm, articulation and dynamics between the exposition of the Beethoven Piano sonata and that of Mozart’s Piano Sonata (see skeleton score). You should ensure that you reference any valid points made.

(12 marks)

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Teacher comments and mark

/12

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Writing Frame Help Essay Question: Evaluate the similarities and differences in the use of rhythm, articulation and dynamics between the exposition of the Beethoven Piano Sonata and that of the Mozart Sonata (see skeleton score). You should ensure that you reference any valid points made. (12 marks) Which musical elements in your notes is this question asking you to discuss?

Paragraph 1 – short introduction.

When were these pieces composed? Are they from the same period? Are they the same kind of piece? Write one sentence about how you are going to set out your answer. Give bar numbers for the exposition of the Beethoven sonata.

Paragraph 2 – use of rhythm in the exposition of Beethoven’s Sonata.

Identify the tempo and metre for the exposition. Identify any specific rhythmic features; are they repeated and, if so, are they treated in the same way each time? Briefly write about the note values. How does rhythm contribute to the overall effect of the movement?

Paragraph 3 – use of rhythm in the exposition of Mozart’s Sonata.

Identify the tempo and metre of the piece. Are there any rhythm patterns that you can identify as important and/or repeated often enough to be significant? How do the note values compare with Beethoven’s piece? Is there the same rhythmic effect in this piece as in the Beethoven?

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Paragraph 4 – use of articulation in the exposition of Beethoven’s Sonata.

Is the exposition mostly staccato or legato, or is it a mixture? Can you identify any use of accented notes?

Are there any phrase marks? How does the articulation contribute to the overall effect of the piece?

Paragraph 5 - use of articulation in the exposition of Mozart’s Sonata.

Is the exposition mostly staccato or legato, or is it a mixture? Can you identify any use of accented notes?

Are there any phrase marks? How does the articulation contribute to the overall effect of the piece? How does Mozart’s use of articulation compare to that of Beethoven.

Paragraph 6 - use of dynamics in the exposition of Beethoven’s Sonata.

What is the range of dynamics used? Are dynamics marked throughout the section and are they detailed?

Can you find gradation of dynamics? Are the changes of dynamics frequent and/or sudden? How do dynamics contribute to the overall effect of the extract?

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Paragraph 7 - use of dynamics in the exposition of Mozart’s Sonata.

How do the dynamics compare to the Beethoven sonata? Are the markings as frequent and are they as detailed? Are the changes of dynamics gradual or sudden, or a mixture of both? How do the dynamics contribute to the overall effect of the piece?

Paragraph 4 – short conclusion.

What are your conclusions? Did you find more differences or more similarities? Did you find one more interesting or effective than the other? If so, why? In your judgement, do the differences and/or similarities suggest that they are typical of their genre/period/style or not?

Teacher comments and mark:

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Mark Scheme for 12 mark responses

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Challenge and consolidation activities Here is a selection of different activities you could try in relation to this set work. Some are designed to help you check your understanding and others (marked with an *) are designed to challenge you.

Sometimes, these will be set as personalised homework, but other times, they should be used by you outside of your classroom learning to support your knowledge.

1) Can you write 2 sentences which describe the structure of this piece?

2) Can you create a crossword which includes at least 20 keywords related to this piece?

3) What key is this piece in? How do you know? Does it always stay in this key?

4) Find two examples of different musical textures in the piece. Write the bar numbers, followed by a single word describing the texture (monophonic, homophonic, polyphonic).

5) In what way is the flute phrase at bar 79 a variant of the opening theme? Name both a similarity of rhythm and a similarity of interval.

6) Apart from playing the written part, the harpsichordist had another role in the performance. What was it?

7) Can you list 4 facts about the composer of this piece?

8) Can you name 3 other Classical/Early Romantic composers?

9) *Which features of Classical/Early Romantic music ARE NOT found in this set work?

10) *What features of Classical music were developed as the music moved into the Romantic period?

11) *Which features of Classical music were no longer used as the music moved into the Romantic period?

12) Listen to the other movements of this piano sonata. Which movement do you prefer and why?

13) *What are the main chords and cadences used in this set work?

Cross off each of the questions when you have completed them. Lined paper is provided at the end of this booklet for these tasks.

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