1. 1750-1830 Unit 4: Classical

2. Review What does this visual help show us about the texture of the music? (Hint: it is a vocab word) http://www.youtube.com/watch?v=xvtoqE33iZg http://www.youtube.com/watch?v=xvtoqE33iZg Vocab word: Texture  The way multiple voices interact in a composition  Monophonic, Polyphonic…  Homophonic!

3. Wolfgang Amadeus Mozart (1756-1791) Prolific  Over 600 works  Note: Bach had over 1,000 Virtuosic  Piano and violin  Performed for European royalty…  as a child Prodigy  Composing at age 5 Influential  Trained other classical musicians, starting point and inspiration for ROMANTICISM

4. Life Story (1756-1791) Father (Leopold) was a well-employed court musician Had one surviving sister, “Nannerl” (Maria Anna)  When she began piano at age 7, Mozart was 3. He watched, imitated, and explored with her. “The Mozart Family Grand Tour” (1762-1773) included Munich, Mannheim, Paris, London, Zurich… then without his sister (1771)to Italy.  Met and befriended many musicians, including J. C. Bach! Quickly employed as a court musician, but grew restless and traveled again (to Paris, 1777-8, and Vienna, 1781)  Was treated “unfairly” in Vienna (not given special treatment) and literally kicked out Became a freelance performer and composer (and did well) Moved in with the Weber family, married their third-eldest daughter, had six children (only two survived infancy.) Spent much time with Haydn (1782-5) Wrote some opera (his later, most famous opera: “The Magic Flute” Struggled with depression and finances (Austria –Turkish war) Became ill and bed-ridden, spent all his last effort trying to finish Requiem  Died at the age of 35 (exact sickness unknown, called “severe miliary fever”) http://www.youtube.com/watc h?v=C2ODfuMMyss

5. Review Solfege:  Using special note names so you can have the same melody in different keys  Key: a “home base” pitch (called “tonic”)  Simply transfer the pattern. (do-re-mi is still do-re-mi.) Intervals:  A number used to define how far apart two pitches are  Renaissance: used to build harmonies in fauxbourdon  Started on “home base” and stacked two intervals DOWN  Baroque: used to build harmonies in basso continuo  Realizing figured base: started on “home base” and stacked many intervals UP.  Classical: Used as melodic ideas! Harmonies evolved into----- ---- CHORDS!!!  Root, third, and fifth. (Technically still intervals, but grouping those three notes was so standardized, they used one number to label the entire chord!)

6. Classical Music Theory CHORDS!! Combined the “transfer pattern” idea of solfege … … and the “chords” mentality about harmonies… Eventually, those ideas brought us things like this: (2:56) http://www.youtube.com/watch?v=Os68jp4siFY