1. BAROQUE AND CLASSICAL CHAMBER MUSIC – AOS2

2. This lesson… All of you will be able to name some features of Baroque and Classical Chamber music. All of you will be able to explain what chamber music is. Most of you will be able to recognise how certain musical elements are used in Baroque and Classical Chamber music. Most of you will be able to hear those musical elements in a piece of Chamber music. Most of you will be able to explain the roles of the instruments within each chamber ensemble. Some of you will be able to identify, describe and compare the musical differences between Baroque and Classical Chamber music.

3. Complete PLC PLC Test 1 Score/ date Test 2 Score/ date I can explain the meaning of the term ‘chamber music’ I can name and describe two types of ensemble common in baroque chamber music I can name and describe two types of ensemble common in classical chamber music I can describe the roles of the instruments within each ensemble I can describe the origins and musical characteristics of baroque and classical chamber music I can identify and differentiate between the two types of chamber music I can compare the structures of baroque and classical chamber music I can describe the structure of classical chamber music I can identify and differentiate between the two types of chamber music I can compare the use of dynamics in baroque and classical chamber music I can justify the likely tonalities used in baroque and classical chamber music I can compare the use of ornamentation in baroque and classical music I can explain and identify the likely textures used in baroque and classical chamber music I can explain three ways in which instruments might interact with one another in order to achieve an intended effect I can explain how each instrument or instrumental family might be played (i.e. playing or vocal techniques, melodic or harmonic patterns, harmony parts, rhythmic features) I can name a composer of baroque music and a composer of classical music I can explain how the music is lead/conducted I can describe where baroque and classical chamber music is performed and explain how it is learned

4. What is Chamber Music? Music that was originally performed in a chamber or small room. Instrumental music written for a small group of players (2 – 8) Groups are labelled according to number of performers – trio for 3, quartet for 4 etc. Originally performed in front of private audiences in royal households/rich people. Now it’s performed in concert rooms/halls. Intimate musical conversation. Chance for performers to work together with precision. No conductor – a close relationship between the players is vital. Learned from sheet music Sit in a circle when rehearsing so visual signals are easy to see. Will perform in a semi-circle when performing to an audience.

5. Common ensembles… Baroque = The trio sonata was very popular during the Baroque period (roughly 1600–1750). Many Baroque trio sonatas were written for two violins (or recorders, flute or oboe) plus continuo. The continuo part was played by harpsichord (filling in the harmonies) sometimes with the cello playing the bassline - so there were often four players, not three. The harpsichord is a keyboard instrument where the strings are plucked rather than hammered. String orchestras were also common during the Baroque period. Classical = During the Classical period (roughly 1750-1810) the harpsichord largely gave way to the piano. Many composers wrote sonatas for a solo instrument plus piano. Violin, cello, and flute sonatas were all popular. The string quartet is the most familiar and most popular type of composition for a Classical chamber group. It has two violins, a viola and a cello – all the parts are equally important. The two violins have the highest parts, the viola plays in the middle and the cello has the lowest part.

6. Instruments and their roles Baroque – many combinations of instruments used Classical – became more fixed in terms of which instruments were used Melody: Violin, Viola, Recorders and traverse flute (wooden), Trumpet Accompaniment: Harpsichord – bound the orchestra together by playing chords to fit in with the harmony. Cello/Viols and Double Bass (known as the contrabass then) Classical Sonatas: Melody (solo): Violin, Cello or Flute. String family – Violin, Viola, Cello and Double Bass Accompaniment: Woodwind – Flute, Clarinet, Oboe and Bassoon String family – Violin, Viola, Cello and Double Bass Percussion – timpanis Brass – trumpets and French horns String Quartet – all equally important.

7. Common Structures Baroque Classical Vocal music Ground Bass Clear with simple melodies. Ternary form – ABA Rondo form – ABACA Symphony – an orchestral piece in 4 movements Concerto – solo instrument plus orchestra in 3 movements.

8. Dynamics Baroque Classical Changes are sudden rather than gradual. For example, loud phrases are often immediately echoed by quiet ones. Use of harpsichord limited Baroque composers in how they could use dynamics in their music. The blocks of loud and quiet sound they created are known as terraced dynamics. The invention of the piano (with it’s touch sensitive keys) and developments in other instruments meant that it became easier for composers to include more subtle dynamic changes. More crescendos and diminuendos in Classical music than in Baroque music.

9. Ornaments (trills, mordents, grace notes, turns) Baroque Classical A characteristic feature of Baroque music, especially in any repeated sections of a piece. Even though you may not see many ornaments written out in the music itself, they are usually added in by performers to decorate the melody. Used less in Classical music (Need to revise ornaments and other melodic features that could come up in the exam? Click on the link…. http://www.bbc.co.uk/schoo ls/gcsebitesize/music/elem ents_of_music/melody1.sht ml ornaments is on page 6, but the other pages are very useful!) http://www.bbc.co.uk/schoo ls/gcsebitesize/music/elem ents_of_music/melody1.sht ml

10. Texture Baroque Classical Contrapuntal - each line in the music is independent from the others. E.g. In a quartet, 4 separate line of music, 4 different melodies made up of different notes and rhythms. Imitation - At other times each line will have the same or similar melody, but heard slightly apart from each other. All notes heard at the same time have to create good harmony. This technique of composing is called counterpoint. Homophonic texture – all parts (melody and accompaniment) move with a similar/the same rhythm creating a chordal effect. Melody with accompaniment – one part has a clear melody and the others provide an accompaniment. Accompanying parts are made up of broken or block chords, rather than independent melodies. Question and answer phrasing – a pair of phrases performed by different instruments where the 2 nd phrase is heard as a reply to the 1 st phrase.

11. PLC – extension (A-A* answers) “ I can explain how each instrument or instrumental family might be played (i.e. playing or vocal techniques, melodic or harmonic patterns, harmony parts, rhythmic features)” http://www.bbc.co.uk/schools/gcsebitesize/music/elements_of_ music/ http://www.bbc.co.uk/schools/gcsebitesize/music/elements_of_ music/ “I can explain three ways in which instruments might interact with one another in order to achieve an intended effect” (think about the different roles in texture and the different forms/structures Baroque and Classical music would have used to achieve an intended effect)

12. More information…. Further listening tests – Question 1 and 2 on AOS2 Shared Music/Practice Papers – MyHighcliffe. http://pond.highcliffe.dorset.sch.uk/index.phtml?d=213436