Music Appreciation

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Credits: .5  (90-lesson course, There is a 90-lesson Art Appreciation course that could be paired with this for a full-year credit.)

Course Description: Students will grow in their understanding of music as they listen to classics from the Baroque period through the Jazz Age. Students will develop their ear to identify instruments, musical pieces, and musical periods by their sound. Students will also learn music terminology and music theory in order to express in writing accurate descriptions of music.

Lesson 1* (Note that an asterisk * indicates that there is a worksheet on this day)

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

  1. If you didn’t get here through My EP Assignments, I suggest you go there and create an account.

If a link is not working to follow the steps on the FAQ page.

  1. “All books on understanding music are agreed on one point: You can’t develop a better appreciation of the art merely by reading a book about it. If you want to understand music better, you can do nothing more important than listen to it. Nothing can possibly take the place of listening to music.”  p. 15  What to Listen for in Music, Aaron Copland
  2. Listen to Aaron Copland’s Appalachian Spring.
  3. *Print out a grading sheet to keep track of your grades for this course or use the Excel version. I also suggest using a regular 180-day chart to check off each day as completed, if the work was completed to satisfaction. That will be considered as part of the final grade.
  4. This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.

Lesson 2

  1. Listen to these two songs. Does the first sound familiar? Why? The second?
  2. If you don’t know why the first should have sounded familiar, listen to this, starting at 20:30. (This links to YouTube.)
  3. Read about this tune.
  4. What does this show you about music?  (answer: It is adaptable. It can grow and change. The same song can be done hundreds of ways: different tempo, different instruments, arrangements.)

Lesson 3

  1. You are going to be learning more about the instruments and some music terminology so you know what you are listening to and can describe it.
  2. Watch this video on the violin until 5:35. You will want to be able to recognize when a violin is playing. (He talks about vibrato. That’s a word to remember.)
  3. Watch this video on the flute.
  4. Later in the course you will be identifying musical instruments by their sound. Learn about them, but also learn what they sound like. Take notes that you can use later when this comes up again.
  5. Click on each word in the music dictionary under A. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 4

  1. Watch the video on on the French horn.
  2. Watch this video on timpani drums.
  3. Take notes on the instruments that you are learning about in the videos. You need to do this each time you learn about a new video. I’m not going to remind you each time to take notes. You need to do that yourself.
  4. Click on each word under B in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 5

  1. You have learned about one instrument from each of the main sections. Click on Instruments of the Orchestra and click on each section. Click on the play button at the bottom to listen to it. You should be able to easily identify each section, each main type of instrument. Take notes so you can refer back to them later.
  2. Watch this video on the cello. How is this string instrument different from the violin? How is it the same?
  3. Watch this video on the clarinet. How is this woodwind instrument different from the flute? How is it the same?
  4. Click on each word under C, down through chord, in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 6

  1. Watch this short video of a violinist. Use your budding music vocabulary to write some descriptions of her playing.
  2. Watch this video on the trumpet.
  3. Watch this video on the harp until 6:30.
  4. Click on each word under C, chorus through concertmaster, in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 7

  1. Click on each word under C, starting from concerto down to the end, in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.
  2. You heard pieces of a violinist playing Mendelssohn’s Violin Concerto on Lesson 6. Now watch this listening guide to the piece. Listen for your vocabulary words!
  3. Now listen to Mendelssohn’s Violin Concerto in E Minor. In the beginning he’s tuning his instrument. Listen. Listen for the things mentioned in the guide. Use the vocabulary you know to write some descriptions of the music, anything you noticed.

Lesson 8

  1. Watch this video on the bassoon, up until 8:30.
  2. Watch the video on the trombone.
  3. Click on each word under D in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 9

  1. Watch this video on the percussion instruments.
  2. Click on each word under E in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 10

  1. Listen to the composer talk about his violin concerto.
  2. Watch and listen to his violin concerto.

Lesson 11

  1. Read Mahler’s quote. Now read the quote on this page. From what you have seen so far, do you think there are an infinite number of musical possibilities for creating new music? Why or why not?
  2. Listen for what is described.
  3. Click on each word under F in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 12

  1. Mahler borrowed inspiration from other composers. Compare Beethoven‘s opening “buzz” to Mahler‘s opening.
  2. Mahler used his surroundings for inspiration. He was supposedly inspired for that First Symphony, which you just listed to for its opening, by walking in the countryside. Listen to it some more and see if you can find any nature connection in the sound.
  3. Write a paragraph about what things Mahler borrowed and how he used them.
  4. Click on each word under G in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 13

  1. Read “musical signatures.” This is for the reading. The buttons aren’t working.
  2. Now listen to Mahler’s Fifth Symphony, the second movement. It was discussed in the “Devoted to Counterpoint” section.
  3. Click on each word under H in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 14

  1. Mahler used parody in his music. You are going to listen to music that is described like this. “Two musics collide in the slow movement of the First Symphony, when the jaunty music of the dance band violently jolts the funeral march into a quicker tempo.” (Keeping Score)
  2. Listen to the music of the third movement of his First Symphony.
  3. Mahler also used words in his music. Here is Songs of a Wayfarer.
  4. Click on each word under I in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 15

  1. Listen to the first movement of Mahler’s third symphony. It is called, “Pan Awakes. Summer Comes Marching In.” Can you hear summer marching in? It is overcoming death and reviving.
  2. Take a look at an original piece of his music.
  3. Click on each word under J in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 16

  1. “The end of the second movement of Mahler’s Fifth Symphony evokes the sounds of church chorales. The music reflects a particularly productive period in his life, when his job at the Vienna Court Opera allowed him the resources to build a home in Maiernigg, where he conceived the Fifth Symphony.” (Keeping Score)
  2. Give a listen.
  3. Click on each word under K in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 17

  1. Here’s the folk dance section of Mahler’s ninth symphony. It is the second movement.
  2. Listen for a waltz, 1-2-3, 1-2-3. You may hear a louder note and then two quieter notes.

Lesson 18

  1. Read the epilogue on Mahler. This is for the reading only.
  2. Listen to the finale of Mahler’s Symphony No. 10.
  3. Use your music terminology and describe the music you heard.
  4. Click on each word under L in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 19

  1. Click on each word under M in the music dictionary through the word Meter. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.
  2. Watch this listener’s guide to Mahler’s Symphony No. 6.
  3. Listen to the symphony.
  4. Write a description of the symphony. Use your terminology.
  5. Music description rubric:
    • Description lets the reader “hear” the music by describing: instruments (at least instrument families), volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary
    • Record out of 5.

Lesson 20

  1. Learn about the oboe.
  2. Learn about the tuba.
  3. Click on each word under M in the music dictionary starting with the word Metronome.(If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 21

  1. Learn about the piccolo.
  2. Learn about the bass clarinet.
  3. Learn about keyboards.
  4. Click on each word under N in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 22

  1. Watch the listening guide on Lutoslawski’s concerto for orchestra.
  2. Listen to the concerto.
  3. While you are listening, write a description of the music. Use your music terminology.
  4. Music description rubric:
    • Description lets the reader “hear” the music by describing: instruments, volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary
    • Record your score out of 5.

Lesson 23

  1. Click on each word under P in the music dictionary, through Pianoforte. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 24

  1. Click on each word under P in the music dictionary, starting with “Piccolo.” (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 25

  1. Click on each word under Q in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Write down the words that you think will come in handy when you listen and describe music.
    • Write definitions or descriptions that will help you remember what the words mean.
  2. Watch the listening guide to Debussy‘s “Prelude to the Afternoon of a Faun.”
  3. Listen to it. It’s very quiet in the beginning. Turn up your volume.
  4. While you are listening, write a description of the music. Use your terminology.
  5. Music description rubric:
    • Description lets the reader “hear” the music by describing: instruments, volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary

Lesson 26

  1. Read about Charles Ives and listen to his bio. Tell someone about George’s experiments.
  2. Click on each word under R in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 27

  1. Listen to Beethoven’s 5th Symphony.
  2. While you are listening, write a description of it. Use your terminology.
  3. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary

Lesson 28

  1. Learn about the viola. What makes it different from a violin?
  2. Learn about the double base. What makes it different from a cello?
  3. Learn about the cor anglais. What makes it different from an oboe.
  4. Click on each word under S in the music dictionary up through Snare Drum. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 29

  1. Try listening to Shostakovich’s Symphony Number 5 at different speeds. Listen to the music played at different speeds and answer the following questions. Does it change the meaning? How?
    • To listen at different speeds, click on the gear symbol in the bottom right of the video by the Youtube name. Then choose playback speed and listen at .5 and 1.5. I tried this around the 9 minute mark.
  2. Click on each word under S in the music dictionary starting with Solo. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 30

  1. Listen to the fourth movement of this 5th Symphony. It’s called “Allegro non troppo,” meaning fast, but not too fast. Just listen. Close your eyes. Turn away from the computer. Just listen. What do you hear? What do you “see” or feel, listening to this music?
  2. What do you think when it changes its sound? What do you feel as the drum at the end slows down? There are no right answers. The only wrong answer is not having a thought.

Lesson 31

  1. Read the “epilogue.” This is just for reading.
  2. What do you think of the symphony? Was he playing Stalin’s music or singing a different tune?
  3. Read the “opinions.” This is just for reading.
  4. Don’t click on anything on these pages.

Lesson 32

  1. Click on each word under T in the music dictionary through transcription. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 33

  1. Listen to the first half of Shostakovich’s Symphony Number 5. Stop at 24:30.
  2. Write a description of the music.
  3. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary

Lesson 34

  1. Listen to the second half of Shostakovich’s Symphony Number 5. Start at 24:30.
  2. Write a description of the music.
  3. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary

Lesson 35

  1. Click on each word under T in the music dictionary, starting with treble. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.
  2. Read through your vocabulary and study your words. When we get to the end of the alphabet, there will be a test.

Lesson 36

  1. Learn about the E Flat Clarinet.
  2. Read about the contrabass clarinet.
  3. Learn about the contrabassoon.
  4. Read about the saxophone.
  5. Click on each word under U in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.

Lesson 37

  1. Learn about the bass trombone.
  2. Click on each word under V in the music dictionary. (If the listening isn’t working, you can find the words on this dictionary page for the pronunciation and example.)
    • Take notes. Write down the words that you think will come in handy when you listen and describe music. Write definitions or descriptions that will help you remember what the words mean.
  3. Also learn about the xylophone.
  4. Do you think when you hear an instrument you could recognize easily if an instrument is from the string, brass, woodwind or percussion family? Use this page to review if necessary.
  5. Click on Instruments of the Orchestra. Ask someone to click on the four different instrument family sections on this page. Can you identify the instrument family?
  6. Record 2 points for each correct answer, 1 point if you get it on the second guess. (Out of 8 points)

Lesson 38  

  1. Your midterm will have three parts. First, you will identify instruments. Second, you will identify music. Third, you will take a multiple choice music terminology test.
  2. Here’s your terminology study guide. The words you will be tested on will come from here.
  3. Here is the list of instruments you need to be able to recognize by sound. You will hear them playing different tunes for your test.
    • violin, cello, snare drum, timpani, clarinet, flute, trumpet, tuba
    • Use this site to listen to them for practice. Here’s another site to use to listen.
  4. You will also need to recognize Appalachian Spring, Shostakovich’s Symphony Number 5, Mendelssohn’s Violin Concerto in E Minor, Beethoven’s 5th Symphony.   For full points you will need to recognize it at a point not at the beginning of the music. If you get that wrong, it will be started at the beginning.
  5. Study today and Lesson 39.

Lesson 39

  1. Study for Lesson 40’s midterm. Use Day 38 for a reference.
  2. You will need someone to administer the listening portion of the test.

Lesson 40  

  1. DO NOT CLICK ON ME. This is for the test administrator. Call someone over to the computer. You go sit nearby but somewhere you can’t see the screen. You don’t need any paper. You’ll just say the answers. Did you study?
  2. After the listening portion is complete, take this vocabulary test on music terminology.
  3. Total your scores and record them. This is out of 78. Record it out of 75. There is a potential for 3 points extra credit.

Lesson 41

  1. Listen to Stravinsky’s The Rite of Spring.
  2. As you listen, write a description of the music. What do you picture happening?
  3. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary

Lesson 42

  1. Watch the Rite of Spring.  
  2. How does the movement/story match the music?

Lesson 43

  1. Learn about theme and variation.
  2. Listen for the variations.
  3. You’ve been looking at music. You have probably learned the basics of reading music before. Take a quick refresher course. Go through the lessons under Basics. Make sure you click on the ones with the little speaker to listen.

Lesson 44

  1. Go through the Rhythm and Meter lessons.
  2. What is the meter? What are the rhythms? Listen to some and clap along to the rhythm.
  3. What can you identify about the music? Notes, duration, ties, sharps, flats, time signature…
  4. Listen to part of Beethoven’s Eroica (translates to “Heroic”). You should be able to pick out that scale motif in there!

Lesson 45

  1. Learn about major and minor scales. Make sure to listen.
  2. Listen to the video about keys and how Beethoven used them.
  3. How are the different keys used? In other words, why would a major or minor key be used?  (answer: They evoke  feelings.  Which evoked which feeling?)
  4. When notes follow the pattern, what does that make the listener feel? When they don’t, what d0es the listener feel? What’s that called? (answer: feels natural and pleasant, feels uncomfortable, dissonance)

Lesson 46

  1. Do the last three sections under Key Signatures.
  2. Listen to the end of Beethoven’s Eroica.

Lesson 47

  1. Watch the first half of this video on Beethoven’s Eroica. Make it full screen.
  2. Stop after the tambourine playing, around 21 minutes. The whole thing is about 55 minutes.

Lesson 48

  1. Watch the second half of the documentary, starting where you left off around 21-22 minutes. This ends around 55 minutes. Make it full screen.

Lesson 49

  1. Do the lessons on intervals.
  2. Listen to this interval video.
  3. Listen to the intervals on this page.

Lesson 50

  1. Do the lessons under “Chords.“
  2. Play with chords.
    • What’s the difference between major and minor?
    • Can you make it sound good?
    • Can you make a song?

Lesson 51

  1. If you are into the music theory, go through the rest of the chord lessons. You can listen to the music below too if you like.
  2. If it’s all getting to be over your head, listen to music. Skip the first, but listen to the other excerpts.

Lesson 52

  1. Listen to the listening guide for Stravinsky’s Firebird.
  2. Listen to Stravinsky’s Firebird Suite. What images/feelings does the music invoke?
  3. Take notes while you are listening.

Lesson 53

  1. Read about Stravinsky and watch and listen to part of the Firebird.
  2. How did the animators interpret the music? Did the story, pictures, motion, fit the music?
  3. Write a description of the music.
  4. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume, speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 4 points based on the inclusion of none to all of these things)
    • +1 point for using the musical vocabulary

Lesson 54

  1. Look at the paintings while listening to the music linked under it.
  2. Does it change the experience of the music or the painting? What do you think?

Lesson 55

  1. Look at the score while you listen. What can you read and understand and follow on the score?
  2. Make it full screen.

Lesson 56

  1. “All books on understanding music are agreed about one point: You can’t develop a better appreciation of the art merely by reading a book about it. If you want to understand music better, you can do nothing more important than listen to it. Nothing can possibly take the place of listening to music.”  (p. 15  What to Listen for in Music, Aaron Copland)
  2. We aren’t going to be using those websites anymore. You will be listening to music every day. You will listen to pieces more than once, and I will be helping with some other people’s interpretations of what they are hearing.
  3. Listen to Beethoven’s 4th Symphony.
  4. Whenever there is a feature of an instrument, write down it’s name. Refer to this page if necessary.

Lesson 57

  1. Listen again to Beethoven’s 4th Symphony and read along.
  2. Part two
  3. Part three
  4. Part four
  5. Listen to this description by a famous conductor.

Lesson 58

  1. Listen again.
  2. Write a description of the music.
  3. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume and speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 3 points based on the inclusion of none to all of these things)  *notice difference here
    • What about feeling? mood? color? (+1 for inclusion)
    • +1 point for using the musical vocabulary

Lesson 59

  1. Listen to Beethoven’s 2nd Symphony. (This link is directly on YouTube.  Make the screen full-screen and don’t let other recommendations play afterwards.)
  2. Take notes.
  3. While you are listening, write a description.
  4. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume and speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 3 points based on the inclusion of none to all of these things)  *notice difference here
    • What about feeling? mood? color? (+1 for inclusion)
    • +1 point for using the musical vocabulary

Lesson 60

  1. Listen to Beethoven’s 2nd Symphony and read along. (It starts in the middle of the first movement.)
  2. Part two
  3. Part three
  4. Part four
  5. Part five
  6. Write a description.
  7. Record your score out of 5. Music description rubric:
    • Description lets the reader “hear” the music by describing: instruments, volume and speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 3 points based on the inclusion of none to all of these things)  *notice difference here
    • What about feeling? mood? color? (+1 for inclusion)
    • +1 point for using the musical vocabulary

Lesson 61

  1. Watch the first half of Berlioz’s Symphonie Fantastique. Stop just after 30 minutes.

Lesson 62

  1. Watch the second half of Berlioz’s Symphonie Fantastique. Start just after 30 minutes.

Lesson 63

  1. Watch and read along.
  2. 2nd movement

Lesson 64

  1. 3rd movement
  2. 4th movement
  3. 5th movement

Lesson 65

  1. Watch the first half of Berlioz’s Symphonie Fantastique. Stop just after 27 minutes.

Lesson 66

  1. Watch the second half of Berlioz’s Symphonie Fantastique. Start just after 27 minutes.
  2. While you are listening, write a description.
    1. Music description rubric. Record your score out of 5.
      • Description lets the reader “hear” the music by describing: instruments, volume and speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 3 points based on the inclusion of none to all of these things)  *notice difference here
      • What about feeling? mood? color? (+1 for inclusion)
      • +1 point for using the musical vocabulary

Lesson 67

  1. Listen to Hayden’s Opus 33 String Quartet No. 1.
  2. Take notes as you listen.
  3. Watch them play the “presto” portion of the movement.

Lesson 68

  1. Listen and read along to Hayden’s Opus 33 String Quartet No. 1.
  2. Second movement
  3. Third movement
  4. Finale
  5. Do not write your description until you are finished watching.
  6. Write a description of the music of No. 1.
  8. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume and speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 3 points based on the inclusion of none to all of these things)  *notice difference here
    • What about feeling? mood? color? (+1 for inclusion)
    • +1 point for using the musical vocabulary

Lesson 69

  1. Listen to “The Joke.” Listen and make a guess as to why it is called, “The Joke.” This is Hayden’s Opus 33 String Quartet No. 2. (This is on YouTube. Make sure you have safety mode on.)
  2. Read about these musical pieces.

Lesson 70

  1. Listen to Hayden’s Opus 33 String Quartet No. 3.  (This is on YouTube. Make sure safety mode is on.)
  2. Second movement
  3. Third movement
  4. Fourth movement

Lesson 71

  1. Go through this lesson on ragtime and stride.
  2. Listen to music on ragtime radio for fifteen minutes. Click on the play button. If there are commercials, wait for the music to start.
  3. Write a description of ragtime music.

Lesson 72

  1. Read about George Gershwin and listen to his bio.
  2. Listen to the radio show on “What is a Rhapsody?“
  3. Listen to the radio show on Rhapsody in Blue.
  4. Listen to the radio show on  jazz in classical music.
  5. Record 12 points for completing today’s work.

Lesson 73

  1. Read about Scott Joplin and listen to his bio.
  2. Listen to the show on ragtime music.
  3. Listen to the show on classical music and the movies.
  4. Listen to the show on black composers and classical music.
  5. Write a description of Joplin’s music or describe it to someone.
  6. Record 12 points for completing today’s work.

Lesson 74

  1. Read the description of baroque music on the page and then listen to the piece by Bach.
  2. Take notes. You’ll want to be able to place featured artists in their correct time period. You’ll also want to recognize what time period the music is from.
  3. Listen to part of the famous, Handel’s Messiah. You don’t have to listen to the whole thing, but you could let it play in the background as you do your work today. Before you turn it off though, jump to 1:45 and listen for a few minutes. This is a famous section of the piece.
  4. Listen to the Four Seasons by Vivaldi.
  5. Write a description of the Four Seasons by Vivaldi.
  6. Music description rubric. Record your score out of 5.
      • Description lets the reader “hear” the music by describing: instruments, volume and speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 3 points based on the inclusion of none to all of these things)  *notice difference here
      • What about feeling? mood? color? (+1 for inclusion)
      • +1 point for using the musical vocabulary

Lesson 75

  1. We’ve been learning about music and listening to music. Now we’re taking a quick trip through music history.
  2. As you listen to Baroque music, read an overview of the music of the period.
  3. Here are some of the famous Baroque artists. Make the video full screen and jump around and listen to different bits. What can you identify in them that links them together as one musical period?

Lesson 76

  1. You’ll want to be able to identify artists and pieces of music as part of the Classical period.
  2. Here are some composers from the Classical period.
  3. Listen to pieces by Beethoven, Haydn, and Mozart. Make the video full screen and jump around and listen to different bits. What can you identify in them that links them together as one musical period?

Lesson 77

  1. Click Classical Period. Choose a composer to learn more about by using at least four of the listed shows from the Classical period.
  2. Take notes.

Lesson 78

  1. Read the description of the Romantic period while you listen to music from Romantic period composers such as Bizet, Brahms, Chopin, Dvorak, Grieg, and Mendelssohn.
  2. Remember that you’ll want to be able to identify these artists and pieces of music as part of the Romantic period.
  3. Spend time reviewing your notes on the periods of music.

Lesson 79

  1. Listen to more music of the Romantic period. Some other composers from the era are: Mussorgsky, Offenbach, Rimsky-Korsakov, Rossini, Schubert, Schumann, Sousa, Strauss, Tchaikovsky, and Verdi.
  2. Remember that you’ll want to be able to identify these artists and pieces of music as part of the Romantic period.

Lesson 80

  1. Read the first sentence description of the Impressionist period and then listen to some of the music for Debussy and Ravel.
  2. Listen to Debussey’s Children’s Corner.
  3. Write a description of the music.
  4. Music description rubric. Record your score out of 5.
    • Description lets the reader “hear” the music by describing: instruments, volume and speed, quality of sound–sharp, ringing, clanging, discordant, staccato, vibrato… (0 to 3 points based on the inclusion of none to all of these things)  *notice difference here
    • What about feeling? mood? color? (+1 for inclusion)
    • +1 point for using the musical vocabulary

Lesson 81

  1. Read the introduction to Debussy.
  2. Listen to The Children’s Corner.

Lesson 82

  1. Our last category is jazz, spirituals, and the blues. Listen to the music on the pages linked below.
  2. Learn about William Grant Still. Listen to his bio.
  3. Learn about Gershwin. Listen to his bio.
  4. Learn about Scott Joplin. Listen to his bio.
  5. Describe their music in writing or to someone and tell about his life.

Lesson 83

  1. Review the music from Lessons 72-82 and recognize which time period it belongs to. You should also be able to match those composers with their time period.
  2. Also prepare to recognize: Firebird, Beethoven’s 2nd Symphony, Hayden’s Opus 33 String Quartet No. 2, Beethoven’s 4th symphony.
  3. Review your music vocabulary.
  4. Want some music to listen to while you study? It actually can help you focus and remember.

Lesson 84

  1. Review the music from Lessons 72-82 and recognize which time period it belongs to. You should also be able to match those composers with their time period.
  2. Also prepare to recognize: Firebird, Beethoven’s 2nd Symphony, Hayden’s Opus 33 String Quartet No. 2, Beethoven’s 4th symphony.
  3. Review your music vocabulary.
  4. Want some music to listen to while you study? It actually can help you focus and remember.

Lesson 85

  1. Review the music from Days 72-82 and recognize which time period it belongs to. You should also be able to match those composers with their time period.
  2. Also prepare to recognize: Firebird, Beethoven’s 2nd Symphony, Hayden’s Opus 33 String Quartet No. 2, Beethoven’s 4th symphony.
  3. Review your music vocabulary.
  4. Want some music to listen to while you study? It actually can help you focus and remember.

Lesson 86

  1. Review the music from Lessons 72-82 and recognize which time period it belongs to. You should also be able to match those composers with their time period.
  2. Also prepare to recognize: Firebird, Beethoven’s 2nd Symphony, Hayden’s Opus 33 String Quartet No. 2, Beethoven’s 4th symphony.
  3. Review your music vocabulary.
  4. Want some music to listen to while you study? It actually can help you focus and remember.

Lesson 87

  1. Review the music from Lessons 72-82 and recognize which time period it belongs to. You should also be able to match those composers with their time period.
  2. Also prepare to recognize: Firebird, Beethoven’s 2nd Symphony, Hayden’s Opus 33 String Quartet No. 2, Beethoven’s 4th symphony.
  3. Review your music vocabulary.
  4. Want some music to listen to while you study? It actually can help you focus and remember.

Lesson 88

  1. Review the music from Lessons 72-82 and recognize which time period it belongs to. You should also be able to match those composers with their time period.
  2. Also prepare to recognize: Firebird, Beethoven’s 2nd Symphony, Hayden’s Opus 33 String Quartet No. 2, Beethoven’s 4th symphony.
  3. Review your music vocabulary.
  4. Want some music to listen to while you study? It actually can help you focus and remember.

Lesson 89

  1. Review the music from Lessons 72-82 and recognize which time period it belongs to. You should also be able to match those composers with their time period.
  2. Also prepare to recognize: Firebird, Beethoven’s 2nd Symphony, Hayden’s Opus 33 String Quartet No. 2, Beethoven’s 4th symphony.
  3. Review your music vocabulary.
  4. Want some music to listen to while you study? It actually can help you focus and remember.

Lesson 90

  1. DO NOT CLICK ON ME. The person giving you your final should click on this link when you are ready. (36 points)
  2. Take the vocabulary part of your test. (35 points)
  3. For 5 final points: Name five new things you discovered about music by taking this course.
  4. Record your final score out of 75. (That’s one extra credit point available.)
  5. Take the poll.

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