The Moldau
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Date
Dec 6, 2023
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docx
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Uploaded by JusticeIce17994
Source: http://freebigpictures.com/river-pictures/
Music: responding
The Moldau (Die Moldau) by Smetana
http://www.youtube.com/watch?v=h3_EsIKarl8
Note the four sections of this document to be completed
1. Response in another medium
2. Guided listening
3. Background research
4. Observations
Information about
The Moldau
The Moldau
is the best-known of the six symphonic poems that constitute
Má vlast
("My
Country"), composed by Bedrich Smetana between 1874 and 1879.
A 'symphonic poem' means that the music illustrates or evokes a poem/painting/story. In this
case - the
journey
of a river is being evoked. It is the Vltava which runs through the heart of
the present day Czech Republic, towards Prague.
The music is also known as
program music
referring to the fact that the 'story' being
conveyed in the music is outlined in the concert program for the audience to read. Knowing
the ‘story’ adds to the appreciation of the music in such cases:
In the shady depths of the Bohemian forest, two springs gush forth, the one warm and
spouting, the other cool and tranquil. They trickle over rocky beds through the undergrowth
before uniting to form a larger brook that flows along glistening in the rays of the morning
sun. It continues flowing on until it flows into the river Vltava. The journey continues through
Bohemia's valleys: the river flows through wooded areas where the hunters’ horns are heard;
it flows through pastures and lowlands, where a wedding feast is celebrated with song and
dancing the polka. Night falls and the haunting wood and water nymphs revel in the
moonlight. The river glides on through the night past fortresses and castles that are witnesses
of the past glory and history of bygone ages. At the St. John Rapids the waters become
turbulent, weaving through the cataracts, before crashing through the rocky chasm into a
broad and calm expanse beyond. It glides majestically onward before disappearing in the far
distance.
(Adapted from: http://www.kennedy-center.org/calendar/?
fuseaction=composition&composition_id=2102)
1. Response in another medium
1. Listen to The Moldau
http://www.youtube.com/watch?v=h3_EsIKarl8
just allowing
yourself to 'go with the flow'. When listening for the first time it is a good idea not to watch
the video as it will be distracting.
2. On a piece of white paper and using your choice of drawing/painting media, create a visual
response to the music while playing it again. You're not required to represent anything
pictorially. (No landscapes.) The lines and colours are a response to the music in the moment.
You can choose to respond to the stages of the whole piece or a segment.
3. Insert a scanned picture of your drawn/painted response here:
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2. Guided listening
Complete this guided listening activity by filling in your responses:
1. When the music begins we hear the sound of water bubbling up from springs and
creating little rippling streams deep in the forest. The three main orchestral instruments
creating this effect are:
The flute is initially being used, followed by the violin being plucked and lastly the clarinets
joining in.
2. In the first 90 seconds of video you see the violins being played in two different ways.
What are they and how does this change the sound? The musical term ‘pizzicato’ is
relevant here.
Within the first 90 seconds, the two violins are played by plucking which is referred to as
pizzicato as well as being played by bowing or drawing the bow diagonally across the strings
which is known as arco. Plucking the violin or pizzicato is generally done with the index
finger on your dominant hand and letting go quickly (ViolinInspiration, 2023). Arco is using
and dragging the bow against the strings. Pizzicatos aim is to get better at the various
rhythmical patterns to get a beautiful even tone (ViolinInspiration, 2023).
3. The music captures the journey of the river. Write down the video time code for each
of these stages of the journey identifying where the musical passage begins and where it
ends.
a.
Two springs beginning in the forest and bubbling over rocks:
0:00-1:18
b.
The streams have grown and become a gliding river
: 1:19-3:39
c.
The river passes through dark forests where hunters’ horns can be heard:
3:40-
4:44
d. The river passes through pastures and lowlands where a wedding feast is being
held:
4:45-6:15
Assistance:
1.
Instruments of the orchestra (great website for kids too!!) If you need assistance for questions 1 and 5 go to the
San Francisco Symphony website for kids where you’ll find a section on instruments.
2.
https://www.classicsforkids.com/music/instruments_orchestra.php
or
https://www.youtu
be.com/watch?v=M0Jc4sP0BEE
.
3.
To answer a number of questions you need to refer to the video time code. This is found at the bottom left of the
video. The time codes do not have to be precise but ‘in the zone’ for where the musical passage begins and where it
ends.
Record the time codes like this: 1:27 - 2:18
e. Night falls and visions of castles and fortresses under the moonlight create a
haunting reminder of past glories:
6:16-9:04
f. Day comes and the river continues on. Suddenly the river becomes turbulent it
strikes the rapids and chasms. The turbulent passage of music:
9:05-10:30 the day
begins, 10:30-11:47 the turbulent passage begins.
g. Past the turbulence, the river widens again and flows majestically through the
city of Prague and on into the distance. The majestic river passage of music:
11:53-
14:08
4. In musical compositions a
theme
is a recognisable melody on which the whole
composition is based. The theme is repeated in various configurations several times
throughout the composition. Listen to the passage of music you hear at
1:27 - 2:18
time
code
.
At what time code/s does this occur again?
2:35-3:39, 9:32-10:30
5. The French horn (an orchestral instrument) features prominently in one passage of
the music. What is the time code?
3:40 -3:39
What do the French horns represent in
the musical story?
The French horns add a deep tone when the river passes the hunters,
signifying their horns blasting. It is loud and upbeat which indicates courage and victory.
6. Aim to identify how the composer has worked with the elements of music to create the
effects that bring to life the changing nature of the river. The video will be helpful. For
example, an increase in volume (musical element: dynamics) may help create the sense
of the river widening and becoming mightier. (200 words approx.)
Each section of The Moldau alters to create a vivid image of the Vltava River and its journey
through the valley to become a bigger vast of water in Prague. The rhythm throughout is
irregular with small changes to support the idea of the journey of the river. This is represented
in timecode (a). The musical element timbre is also shown in timecode (a) with the use of
different instruments and how they can be played by starting thin and increasing the
impression. Timecode (b) reflects on the musical element of dynamics with the increase in
volume to create a sense the river is widening (Dinham 2022, p.352). Between each
timecode, timbre oscillates as instruments join in for the next section to create imagery of the
journey. This can be heard with timecode (b) and (f). Throughout timecode (c) the entire
orchestra intensifies with the dynamics and texture as the woodwinds and brass play
frantically to show the river passing the hunters. According to Dinham (2022) form refers to
the primary patterns and repetitions that convey musical ideas (p.330). This is proven in the
timecode (b) and (f) that is repeated several times throughout the piece. The collaboration of
instruments creates a perfectly balanced melody river theme without overpowering the piece.
The tempo and duration of notes portray the river's speed (Kirch 2012, p.3) and play an
important role in setting the mood of each scene.
3. Background research
Part of appreciating artworks and becoming knowledgeable about the world of art is to
know something of the artist (composer), the artwork (musical composition) and the
historical/cultural/social context of the artwork’s creation. Complete these sections by
undertaking some on-line research.
1. Composer’s biographical information:
Name:
Bedrich Smetana
Nationality:
Czech, Austrian, Bohemian
Born and died:
March 2nd, 1824 – May 12th, 1884.
2. Cultural context of the musical composition:
What is the cultural significance of The Moldau? For example, what older forms of
music have been used as inspiration for this composition? What is the political
significance of
The Moldau
and why did the Nazis ban it? (300 words approx.)
The Moldau was a piece composed by Bedrich Smentana in the 1870s which at that time the
Bohemians had an interest in independence from German culture (Mathias 2017). It consists
of six movements or poems that make up a greater work called Má vlast called ‘My Country’
and took four years to complete.
The Moldau was precisely intended to induce the sounds of
one of Bohemia’s great rivers – the Vltava River (Mathias 2017). The name ‘The Moldau’
comes from the German name of the river in the Bohemian mountains. Smentana wrote this
patriotic poem to a Czech text even though he had no intention of learning the language
himself (Guion 2017).
In the 1900s when the Nazis and Hitler invaded Czechoslovakia, the
Czechs played The Moldau as an objection against the invasion. This continued till the Nazis
banned the performance in Prague which led to the break of the Czechs independent spirit.
According to Many Strings (Many-Strings.com, (n.d.) the creator's intention was for his
masterwork to remind both his countrymen and outsiders of Bohemia’s destiny, special
beauty, and culture The Moldau is an adaption of a piece called La Montovana which also
inspired the Israeli National Anthem, Hatikvah (Mathias, 2017). After the World War II with
the defeat of the Nazis, the Czech culture as well as the Moldau regained their impact as
symbols of Czechs character and pride. The unhappiness with how the Czechs were unfairly
treated contributed to the opposition of their unwanted rulers and the composition of The
Moldau.
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4. Observations
Based on your personal experience - and in light of your readings - describe four
valuable things you learned/observed from listening and responding to The Moldau.
1. As stated in in Dinham (2022 p.321) by Gardner (1999) making music is an essential part
of being human as well as music intelligence being one of the eight ways of knowing.
Reading music, interpreting music, and playing music are talented tasks that not all can
endure. Listening to The Moldau gave me some insight into interpreting the music and its
meaning. The imagery of the music is a powerful and unique aspect that I got to partake in.
2. Before listening to The Moldau I had no idea of all the instruments that could make a
significant piece be used especially the violins—the fact the violin could be played in two
different ways for example Acro or Pizzicato.
3. The elements of music all play a unique role in this piece which are all defined as the
building blocks (ACARA, 2015). By singing and playing music, children are already using
elements. I also use elements of music every day when I am listening or singing to a song
without realising it.
4. After listening to The Moldau the first time I thought the piece was a complicated, complex
orchestra piece of music that I could not understand. After the 10
th
time, it was clearly defined
the different aspects of the music, for example, the running river or the horns and how they
are signified with the French horn. Each time I listened, I was actively listening to the
different sounds, instruments etc. This became a communicative dimension to convey moods
and ideas to the listener (Dinham 2022 p. 322).
Based on what you have learned from your readings and practical experience, describe
the educational value of guided listening with children. (400 words approx.)
According to Dinham (2022), by making and listening to music, a student or child's
comprehension of the elements of music and the role they play is knowingly developed (p.
327). Guided listening with children is very important to allow individuals to reflect upon and
apply their learning by sharing ideas or opinions and discussing. Through music participation
and appreciation, children discover more of themselves, gain self-esteem and awareness of
cultural diversity (Dinham 2022, p.322). Guided listening gives teachers a unique creative
approach when introducing different musical pieces like ‘The Moldau’. To strengthen a
student's learning is to push the first-hand experience of concepts and ideas, also known as
praxis. Guided listening allows students to understand and listen out for all the musical
elements and how they work together to combine a musical attribute. According to the Childs
Play Video (2011), when playing together children respond to each other with purposeful
exploration, playing rhythms and patterns. Children seem to respond better to music when
unintentionally playing or listening than from direct instruction (Mader, 2022). Guided
listening promotes active listening especially to a teacher and the music to appreciate the
significance of the piece.
Phonemic skills, pre-literacy skills and critical thinking are key
abilities that children learn when guided listening to music. Listening to The Moldau several
times myself gave me the knowledge of how to interpret and actively listen myself. This will
be beneficial to pass down to my future students in lessons. As a future teacher, I aim to plan
listening lessons that will help to develop aural differences within students (Dinham 2022,
p.332). According to Russell-Bowie (2012), children or individuals who participate in the arts
especially music can express themselves in a diversity of media, as well as been proven to
show an increase in academic achievement and necessary life skills to be active citizens
within a community (p.60). Research states there are several listening and reading approaches
to contemplate when utilising guided listening with children. These include making
conclusions and predictions, shaping important ideas, making connections, visualising,
synthesizing, asking questions and incorporating
metacognition with each element being used
to utilise the student's abilities and enhance their understanding (Donohue, 2007).