Author:
John Standerford
Subject:
Arts and Humanities, Performing Arts
Material Type:
Activity/Lab
Level:
Upper Primary, Middle School
Tags:
  • Composers
  • Dvorak
  • Iowa
  • Music
  • Romantic Era Music
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Text/HTML

    Symphony No. 9 "For the New World" - Antonin Dvorak

    Symphony No. 9 "For the New World" - Antonin Dvorak

    Overview

    An introduction to the themes in program music using Antonin Dvorak's Symphony No. 9, Movement 4 Allegro con fuoco.

    Background information review (to be completed after Part 1: Antonin Dvorak and the Music of the Romantic era

    The following resources can be utilized if the teacher needs further information about Antonin Dvorak, Symphony No. 9 "From the New World," or Romantic era program music:

       

    Minnesota Public Radio Class Notes Antonín Dvořák in the New World

              minnesota.publicradio.org/radio/services/cms/education/dvorak.pdf

         

    St. Louis Symphony Programs notes - Symphony No. 9

            www.slso.org/globalassets/connect/playbill-articles/1617/1617_new_world_symphony_program_notes.pdf

     

    Britannica Online - Program music

              https://www.britannica.com/art/program-music

     

    Choose the best answer using the knowledge learned in the previous lesson.

    During what historical era did Antonin Dvorak live?

    Renaissance     Baroque     Classical     Romantic

     

     

    Review 2

    In what country was Antonin Dvorak born? (use modern name)

     

    Germany        Austria        Czech Republic        Poland

    Review 3

    What form of music was Dvorak particularly fond of while a young person?

     

    Motets          Chorales          Folk music          Rock music

    Review 4

    Why did Dvorak leave Europe and travel to New York City?

     

    To take a new job       To take his family on vacation       To run away from his family       To study

    Review 5

    Where did Dvorak and his family spend the year 1893?

     

    New York City            Iowa and Minnesota            Missouri            Wisconsin

    Review 5

    What two things did Dvorak "fall in love with" in America?

     

                        Hot dogs and apple pie                                            Baseball and tales of the old West

     

    Tales of the Old West and music of the slaves               Music of the slaves and dime store novels     

    Review 6

    Which best describes "program music?"

    Music that is intended to evoke images or convey the impression of events.

     

              Serious or conventional music following long-established principles.

     

    Music that is considered to be at the forefront of innovation in its field.

           

              Music usually including strings, woodwinds, brass instruments, and percussion instruments.

    Listening 1

    Play the first 15 seconds of the YouTube video Gustavo Dudamel : Dvorak - Symphony no. 9 - 4th movement - Allegro con fuoco www.youtube.com/watch?v=vHqtJH2f1Yk

    Pause for student think time and response.

    (Allegro - performed at a brisk tempo  Con fuoco - A musical directive to the performer to play a particular passage with vehement energy or fervid emotion. with fire, in a fiery manner.)

     

    Listen as your teacher plays the first excerpt from

         Antonin Dvorak's Symphony No. 9, Movement 4 Allegro con fuoco

     

    Can you guess what Allegro con fuoco means?

    Listening 2

    Restart the recording (YouTube video Gustavo Dudamel : Dvorak - Symphony no. 9 - 4th movement - Allegro con fuoco www.youtube.com/watch?v=vHqtJH2f1Yk) from the beginning and stop at 3:50.

    Students should hear 5 distinct themes.

                     Introduction: 0:00-0:15                 (No, it's NOT the Jaws theme. Dvorak did it way before John Williams)

                     Theme 1 - 0:15-0:42

                     Theme 2 - 0:43-0:58

                     Theme 1 returns - 0:58-1:14                 These first 4 are sometimes combined as "Introducing the Hero"

                     Theme 3 - 1:14-1:40                    

                     Transition - 1:40-1:52 

                     Theme 4 - 1:53-2:50                 Sometimes called the "Love" theme 

                     Transistion 2 - 2:50-3:15  

                     Theme 5 - 3:15-3:50

    The "top o' the morning to you" motion is like you are tipping your old-fashioned tophat to someone. 

    The teacher could utilize the following resource for more information and listening guide details for Symphony No. 9 www.antonin-dvorak.cz/en/symphony9.

    Your teacher will start the performance at the beginning for you to listen.

    Listen carefully!

    As you listen to the beginning section of Symphony No. 9, Movement 4 Allegro con fuoco (brisk with fire) can you hear different themes to the music?

    As you hear a new theme emerge, give a "top o' the morning to you" motion to your teacher.

    Listening 3

    Play the conclusion the recording (YouTube video Gustavo Dudamel : Dvorak - Symphony no. 9 - 4th movement - Allegro con fuoco www.youtube.com/watch?v=vHqtJH2f1Yk

    Begin at 10:15 and stop at 11:36

     

    The "Hero" theme or Theme 1 is restated and then the piece finishes triumphantly.

     

    End with a wrap-up of identifying themes in music. Ask students if they could relate musical themes to images or events (program music). Prep for the next class by telling them that as we continue talking about themes we will transfer the concept of musical themes that we hear into images or events that we could write a story about.

     

    Assessment: There is no formal assessment at the conclusion of this lesson.

    Informal assessment:

         Check student responses during the Background Review to check for understanding and recall of prior learning.

         Check student responses during Listening examples. Watch for "top o' the morning to you" motion

    Formal assessment of Romantic Music Unit will take place after Part 3 activity.

    Listen as your teacher plays the final excerpt from

         Antonin Dvorak's Symphony No. 9, Movement 4 Allegro con fuoco

     

    Which theme that you heard in the beginning of the Movement has returned?