Assignment 1This assignment is due in Module 8. There are many v.docx
- 1. Assignment 1 This assignment is due in Module 8. There are many variations on WebQuests. Please make sure you follow these instructions and not those listed in the textbook. Although, reading the texts and learning another variation will only benefit you in the future. This assignment is worth 100 points. 1. Find a good website in which you can use for the exercise. If you want your students to learn more about zoo animals, then maybe you should locate your local zoo website and use it as a source. Make sure you choose a site that is age appropriate for your students. And please identify which grade and subject level you have chosen in the title. 2. After deciding on a website, create the student instructions for this exercise. Make sure to incorporate aesthetic value (picture). The instructions are very important because you do want your students to be excited about the activity. 3. You will ask the students 10 questions about the site and its information. Be sure the website is clear in its direction and easily navigated so the students can find the information. Create the questions and type them into a Word document with lines for students to use to fill in their answers. 4. After you finish your WebQuest, make sure you include a sheet with the answers to the questions. 5. Save the document as a .doc, .docx, or pdf and submit it via the assignment drop box by clicking on the title of the assignment. Submission: To submit, choose the Assignment 4: WebQuest link above and use the file attachment feature to browse for and upload your completed document. Remember to choose Submit to complete the submission. Grading: This assignment is worth 100 points toward your final grade and will be graded using the Webquest Rubric. Please use it as a guide toward successful completion of this assignment.
- 2. Assignment 2 This assignment is due in Module 9. The objective of this lesson is to utilize the Internet to help clarify/expand upon your teaching, while creating a field trip environment for your students. There are times when you will not have the funding to take your class on an actual field trip. With the help of technology, you can now visit various sites without leaving the room. For assignment 4, you are going to plan a virtual field trip for your classroom. Think about the grade level, subject area, possible topics for the curriculum that you teach, and appropriate online communication. You must create an original, virtual field trip. You cannot use someone else's field trip. Remember, you can utilize various software (PowerPoint, Prezi, etc.) to create this field trip, but be careful, it is not a lesson with technology assisted software. The students have to feel like they are truly at the location of the field trip looking at the exhibit, animal, statue, and so forth. There should be no words on the slides because it is not a classroom lesson, it is a field trip. You will be the tour guide, and everything you plan to say as the guide should be written in the comment/notes section—not on the slides. If you take us to the Georgia aquarium, they should feel like they are standing in front of an aquarium full of gorgeous fish! Furthermore, if you use software that does not allow you to add comments, then you will have to include a Word document with everything you would say as the tour guide for each slide. Consider the following information in order to complete this assignment. You will be turning in an abbreviated lesson plan with the Virtual Field Trip as a separate attachment.
- 3. Grade Level - List the grade level of the students Subject - List your specific topic Objective - State what the students will learn Standards: · http://www.cpalms.org/Public/search/Standard Materials - List all of the needed materials (include the website) Activity - Please list the activity in steps Assessment - List how you will measure what the students know Writing Clear Objectives: Many of you may not be clear on writing objectives for lesson plans. Below are two links that help explain and give examples of how to write clear objectives as well as why it is important. Make sure to incorporate Bloom’s Taxonomy in your lesson objectives. A Clear Guide to Writing Objective Statements Final Note: This is a field trip; therefore, the students should not only feel like they have visited that location, but it needs to be long enough to justify the experience. Seeing only 6 exhibits at the Georgia Aquarium probably would be not be conclusive enough. Submission: To submit, choose the Assignment 5: Virtual Field Trip link above and use the file attachment feature to browse for and upload your completed document. Remember to choose Submit to complete the submission. Grading: This assignment is worth 100 points toward your final grade and will be graded using the Virtual Field Trip PresentationRubric. Please use it as a guide toward successful completion of this assignment. SAN DIEGO SYMPHONY ORCHESTRA MOZART AND DVOŘÁK
- 4. A Jacobs Masterworks Concert Johannes Debus, conductor November 30 and December 2, 2018 WITOLD LUTOSŁAWSKI Mala suita (Little Suite) Fife Hurra Polka Song Dance W. A. MOZART Violin Concerto No. 5 in A Major, K. 219: Turkish Allegro aperto Adagio Rondo: Tempo di menuetto Jeff Thayer, violin INTERMISSION ANTONÍN DVOŘÁK Symphony No. 6 in D Major, Op. 60 Allegro non tanto Adagio Scherzo (Furiant): Presto Finale: Allegro con spirito
- 5. MUSIC FROM CENTRAL EUROPE All three works on this program were composed in Central Europe, and all three are very attractive music. So attractive, in fact, that one might not guess that they all reflect some of the tensions that have afflicted the region of their creation. Lutosławski’s charming Mala suita (Little Suite) was composed at a time when communist authorities had locked their artists into a suffocating straitjacket, allowing them to create only “politically correct” works. The last movement of Mozart’s Turkish Concerto charms audiences today, but it reminds us that in the eighteenth century Turkey (and all the forces to the east) were a threat to the Hapsburg Empire, a threat that sometimes brought war. But the Hapsburg Empire could in turn be quite threatening
- 6. itself – the Vienna Philharmonic refused to play the Dvořák symphony on this program because it did not want to promote non-Germanic composers. Dvořák had to go to Prague to get it premiered. Mala suita (Little Suite) WITOLD LUTOSŁAWSKI Born January 25, 1913, Warsaw Died February 7, 1994, Warsaw A pretty tough story lurks behind this gentle little piece. Witold Lutosławski graduated from the Warsaw Conservatory in 1937, but his plans to study in Paris were thwarted by the German invasion of Poland in September 1939. Lutosławski served as a radio operator in the Polish army but was captured by the Nazis. He escaped, walked 250 miles back to Warsaw, and went underground. The Nazis banned concerts during the war, and Lutosławski supported himself by playing the piano in nightclubs until the uprising in the Warsaw Ghetto forced him to flee that city – he lost all his early compositions when that part of the city was destroyed. After the war, Poland fell under the domination of the Soviets, who
- 7. enforced a rigorously simplistic artistic doctrine: all art must be accessible to the masses, inspiring and uncomplicated. When Lutosławski’s First Symphony was premiered in 1948, Russian critics walked out, the Polish vice-minister of culture remarked that Lutosławski should be thrown under a streetcar, and further performances were banned. Serious composers found that any thought of developing according to their own ideals was impossible. Lutosławski’s good friend Andrzej Panufnik fled to the West in 1954 and made his career in England, but Lutosławski chose to remain in Warsaw, where he found his options limited: he was free to compose film scores, patriotic choruses and children’s songs. A further possibility was music based on folk songs, and here Lutosławski turned to the model of a composer he greatly admired, Béla Bartók (though the irony of course is that Bartók’s music was banned by the Soviets for its “formalism”). In 1950, two years after the debacle of his First Symphony,
- 8. Lutosławski had a request from Warsaw Radio for a piece based on folklore. For that commission he composed his Little Suite, and it was premiered the same year by what the official catalog of his works describes as “a light-music chamber orchestra.” The Little Suite proved a success, and the following year Lutoslawski arranged it for full symphony orchestra. This version was successfully premiered by the Polish Radio Symphony Orchestra under Grzegorz Fitelberg on April 20, 1951. Lutosławski’s model for the Little Suite may well have been Bartók’s charming Romanian Folk Dances of 1915, in which Bartók orchestrated and briefly extended folk dance tunes. Lutosławski chose folk tunes from around the village of Máchow in the far southeastern corner of Poland and used them to compose his Little Suite, whose four movements span barely ten minutes. Fajurka (that title translates as “fife”) opens appropriately with the bright sound of piccolo stamping out the principal theme; this is developed energetically, and the opening melody returns to close out the movement. The curious thing
- 9. about the Hurra Polka (Hurray Polka) is that it dances in a triple meter rather than the duple meter we expect of the polka. A melancholy clarinet solo opens Piosenka (Song), but this quiet opening quickly builds to a strident climax before the music subsides to its quiet close. The vivacious concluding Taniec (Dance) does indeed dance brightly before giving way to a singing, surging central episode; the opening material returns, but Lutosławski rounds off the Little Suite with a brisk and emphatic coda. What are we to make of this gentle and apparently well- behaved piece of music? Is it the work of an obedient servant intent on satisfying repressive authorities? Or is it perhaps something more significant? When he wrote the Little Suite, Lutosławski was working within tight strictures, but he recognized – just as Bartók had before him – that there were possibilities within folk music. In Little Suite he refines his technique carefully: he presents the folk tunes, develops them crisply and subtly, and orchestrates them cleanly and brightly. Lutosławski’s use
- 10. of folk material would culminate in his Concerto for Orchestra of 1954, in which folk tunes are broken down into component intervals and bits and used as the basis for a brilliant orchestral work. The Concerto for Orchestra was a sort of break-out work for Lutosławski. Its success, and gradually relaxing government control, allowed him to compose serial music and later music based in part on chance. By the time he reached an authentic voice as a composer, Lutosławski had left his early folk-inspired pieces far behind. But the Little Suite remains one of the most popular of his early works. Violin Concerto No. 5 in A Major, K. 219: Turkish WOLFGANG AMADEUS MOZART Born January 27, 1756, Salzburg Died December 5, 1791, Vienna Mozart’s twenty-seven piano concertos span his career, but he wrote only five violin concertos, and these all come from his teenage years. The absence of more concertos for violin is surprising, given the fact that Mozart was admired as much for
- 11. his violin playing as for his piano playing. Mozart wrote his First Violin Concerto in 1773, and the remaining four come from June, September, October and December 1775. Each shows clear development over the previous one, and the Fifth – written the month before Mozart’s twentieth birthday – has become the most popular of the set. The concerto’s many imaginative touches are evident from the very beginning. A vigorous orchestral introduction marked Allegro aperto (aperto means clear or distinct) opens the movement, but the entrance of the soloist brings a surprise: instead of pressing ahead at the initial tempo, the music slows to an Adagio, and over murmuring string accompaniment the violinist makes a simple and graceful entrance. The Allegro aperto suddenly resumes, and now the violinist plays the true opening theme, a variation of its slow first statement. This energetic movement takes its character from this soaring idea. By contrast, the Adagio is poised and melodic. Mozart switches to an unexpected key – E
- 12. Major, a key he almost never used – and the violin picks up and develops the orchestra’s lyric opening idea. Gradually, though, the music becomes more complex – the violin’s melodic line is encrusted with trills and decorations and moves into minor keys. The last movement, a rondo in the form of a minuet, is the most original. Solo violin immediately lays out the minuet theme and is answered by the orchestra. All seems set for a standard rondo-finale, but partway through Mozart bursts in suddenly with an Allegro that disrupts everything. The interruption is by “Turkish” music, and because of it this concerto is sometimes nicknamed the “Turkish.” In eighteenth-century Europe there was a fascination with all things Turkish, but it was an ambivalent fascination. The East might produce coffee, tea, silk and spice, but it also brought the threat of military invasion, so there was an element of danger mixed in with the exotic. This fascination also showed up in European music of the era, where Turkish music generally meant “exotic” music, featuring
- 13. vigorous rhythms and noisy percussion instruments. This fashion can be seen in Mozart’s own opera The Abduction from the Seraglio and in works by many other composers (Beethoven’s Turkish March, for example). Here it takes the form of vigorous leaps, grace notes, thumping rhythms and chromatic growls from the orchestra. The minuet-rondo resumes, and the concerto closes with a wonderful touch: the music suddenly vanishes in mid-phrase, as easily as something disappearing into mist. Mozart would go on to write over 400 more works after completing this concerto, but none of them would be a violin concerto. The Fifth Violin Concerto – and the promise contained within this music – makes Mozart’s failure to write another violin concerto all the more painful. Symphony No. 6 in D Major, Op. 60 ANTONIN DVOŘÁK Born September 8, 1841, Muhlhausen, Bohemia Died May 1, 1904, Prague In November 1879 Hans Richter led the Vienna Philharmonic in a performance of Dvořák’s Third Slavonic Rhapsody. Dvořák, who was sitting
- 14. with his friend Brahms at that concert, reported that the applause was so strong that he was called to the stage, and on the spot Richter asked him for a new symphony. Dvořák wrote that symphony, which we know today as his Sixth, the following summer. He retreated to his summer home at Vysoká, and there – in the quiet forests and fields of the Czech countryside – he set to work on August 27, 1880. Dvořák was a fast worker: he had the symphony done by October 15, Richter was enthusiastic about it, and Dvořák hoped that it would be performed that fall. But at this point awkward problems arose. The Vienna Philharmonic was a very conservative organization, and some of its members objected to playing works by Dvořák – a foreign composer – in successive seasons. Richter tried to keep this a secret from the composer, explaining the delay as the result of illnesses within his own family, but finally Dvořák gave up and asked permission to have the symphony premiered elsewhere. Adolf Čech led the Czech Philharmonic in the first performance on March 25, 1881
- 15. (which was, coincidentally, the day Béla Bartók was born), and the audience was so enthusiastic that the symphony’s third movement had to be repeated on the spot. The Sixth was quickly performed throughout Europe, Theodore Thomas led the American premiere in New York in 1883, and Dvořák himself conducted it in London and St. Petersburg. Despite the awkwardnesses surrounding the premiere, Dvořák remained grateful to Richter and dedicated the symphony to him (and it should be noted that Richter himself eventually did conduct the Sixth Symphony). Despite its successful launch, however, the Sixth Symphony has not held the stage in the way that Dvořák’s final symphonies have. Those three symphonies – the dramatic Seventh, the lyrical Eighth, and the epic New World Symphony – have become regular features of our concert life, but the Sixth Symphony has so slipped into the shade that performances today are rare. Which is too bad, because this is an attractive piece of music, full of Dvořák’s characteristic
- 16. virtues–attractive themes, rhythmic energy and a flair for the dramatic. The Sixth has a very unassuming beginning, however. Over quietly-pulsing chords comes a gentle theme that has reminded many of the beginning of Brahms’ Second Symphony, also in D Major. Quickly comes another surprise: that gentle opening theme rises up, takes on strength, and suddenly shows that it has some dramatic bite. Dvořák sets this off with the oboe’s almost delicate second idea, and these will be the materials for this extended sonata-form movement. The movement is not as extended as it might be: Dvořák had originally written in a repeat of the entire opening section, but when he was preparing his manuscript for publication, he made clear that he did not want this repeat to be taken, noting in the manuscript: “Once and for all, without repetition.” The long development leads to a powerful coda and grand climax stamped out by trumpets and horns. The subdued opening of the Adagio is deceiving, for this movement will erupt in great explosions of sound across its long span. Dvořák sets these off
- 17. with some of his loveliest writing – this is a movement of extremes, from whispering lyricism to powerful outbursts. The third movement, the one that had to be repeated at the premiere, has always been the most popular in the symphony. Dvořák calls it a Furiant, an old Czech dance built on constantly-shifting meters, but as countless commentators have pointed out, Dvořák does not shift meters in this movement – the entire movement is in 3/4. He does, though, arrange his phrasing so that the stress often does not fall on the downbeat, and so this music feels fresh and full of rhythmic surprises; it is fast (Dvořák’s marking is Presto) and exhilarating to hear. The central episode, which slows down a little, features the silvery sound of the piccolo before accelerating back into the opening section. The finale is another movement that has reminded many of Brahms’ Second Symphony. In fact, Dvořák appears almost to have “lifted” the opening of this movement from the finale of
- 18. Brahms’ symphony: both begin quietly with themes of similar shape, and both soon explode with energy. But there are worse models than Brahms’ Second, and there is enough authentic Dvořák here to satisfy any listener. Particularly exciting is the very ending, where racing strings propel this symphony to its conclusion on a series of D Major chords that should ring throughout the hall. -Program notes by Eric Bromberger PERFORMANCE HISTORY by Dr. Melvin G. Goldzband, San Diego Symphony Archivist The Little Suite by Lutosławski is being heard for the first time at these concerts. The last and perhaps the most popular of Mozart's five violin concertos, the so-called Turkish concerto, was introduced to San Diego Symphony audiences when Yehudi Menuhin played it here during the 1972-73 season. Peter Erős conducted. Most recently, Augustin Hadelich played it under Jahja Ling's direction during the 2011-12 season, for its eighth hearing at these concerts. The
- 19. Dvořák Sixth Symphony was first played at these concerts under the direction of Charles Groves during the 1980-81 season. Since then, it has been repeated here five times, most recently under Jahja Ling's direction during the 2012-13 season.