1. BEETHOVEN FINALE SCHNITTKE $20 SCHOOLS’ TICKETS PROGRAM RESOURCES SONATA FOR VIOLIN AND CHAMBER ORCHESTRA

2. One of the world’s most lauded chamber ensembles, the Australian Chamber Orchestra is renowned for its inspired programming and unrivalled virtuosity, energy and individuality. Its unique programming extends across six centuries, spanning popular masterworks, adventurous cross-artform projects and pieces specially commissioned for the ensemble. Outstanding Australian violinist Richard Tognetti has been at the helm of the ACO since 1989. AUSTRALIAN CHAMBER ORCHESTRA SEE THE ACO IN ACTION ACO

3. ALFRED SCHNITTKE About Alfred Schnittke Russian composer, Born in 1934 and died in 1998 Influenced by Shostakovich, another Russian composer Wrote more than 70 film scores Adopted Serialism Created a new style called “polystylism,” where he wrote in more than one style in a piece, combining differing musical styles. SERIALISM A composition method or technique that uses a series of values to manipulate different musical elements. Began primarily with Arnold Schoenberg's twelve-tone technique. POLYSTYLISM The use of multiple styles or techniques in literature, art, film, or, especially, music, and is a postmodern characteristic.

4. SONATA FOR VIOLIN AND CHAMBER ORCHESTRA Instead of using traditional diatonic harmony, this piece uses a tone row, a specific order of the twelve notes in the chromatic scale, which can be heard in the opening violin solo. This part of a wider style known as SERIALISM. This piece was written in Soviet Russia, in a time where only approved music was legal. Schnittke was exposed to Serialism and other western contemporary music by listening to tapes which had to be smuggled into the Soviet Union! AndanteAllegroLargo Allegretto Scherzando MOVEMENTS

5. AURAL/ MUSICOLOGY Each sequence of Lessons provided by the ACO will focus on developing key skills: PERFORMANCE, COMPOSITION and AURAL/MUSICOLOGY. This sequence of lessons will focus on PERFORMANCE by examining COMPOSITION

6. ENSEMBLE SKILLS Performing is an art form which takes a lifetime to perfect. Performing with others can sometimes be even more difficult. This series of exercises seeks to develop students' understanding of performing and ensemble skills in particular. Watch the first movement (roughly two minutes) of the Schnittke Sonata for Violin and Chamber Orchestra.Sonata for Violin and Chamber Orchestra While watching, consider the following questions. 1.In the beginning of the movement, is the Violinist or the Conductor leading? 2.Throughout the performance, does the conductor follow the violinist, or the other way around? 3.Is this a professional concert or a student concert? How do you know? 4.What can we take from this performance to make our own more polished and professional?

7. PERFORMANCE ACTIVITY- LEADING AN ENSEMBLE EVERYONE GET AN INSTRUMENT! As a group, perform a simple tune like Mary had a Little Lamb, Hot Cross Buns, or even just a pentatonic scale. Easy! This time, try beginning the piece exactly together – but without speaking. Choose a leader to bring everyone in. The leader must only use body language. Try and finish exactly together as well. DO THIS A FEW TIMES WITH DIFFERENT LEADERS. Next, not only is the leader going to concentrate on starting and finishing together, but is going to get faster and slower, all without speaking. The ensemble must follow exactly, and not lose the beat. Try doing the tune a few times through, but not telling the ensemble when you're finishing! Try this a few times with different leaders. Finally, choose a leader who will start everyone together, indicate to finish together, get faster and slower … and also louder/softer. The ensemble must follow all changes the leader decides to make! Again, try this with different leaders. Remember – no speaking – just body language and performing.

8. PERFORMANCE ACTIVITY A FEW TIPS FOR ENSEMBLE SKILLS: – Don't start until you have everyone's attention. – Think about the first phrase and tempo before you begin. – Breathe in on the upbeat – even if you don't play a wind instrument. – If you're part of the ensemble, breathe with the lead, even if you don't play a wind instrument. – Generally, speaking – breathe together, play together. – If you're the leader, exaggerate all movements to be clearer. – Know your role in the ensemble! Should you be blending in right now? Or playing out? – Always be listening. KNOW YOUR INSTRUMENT. What happens to the pitch when you play high? Or low? Or soft? Or loud? If you know this, you can adjust as you listen and play.

9. PERFORMANCE ACTIVITY Watch this short video of the ACO practising and rehearsing a piece of music.ACO DISCUSSION: How did the ACO practise? Was the performance exactly as the rehearsal, or did the players have to follow changes made in the performance? What can you take from the ACO's preparation that you can do to improve your own rehearsal and performance? How can you better lead your own ensemble in rehearsals and performances?

10. AT THE CONCERT When you go to the concert, use the knowledge and skills we have explored and consider the following questions: – What elements of style can you hear in the ACO's performance? – How do they demonstrate their understanding of style? – How does their understanding of style change the performance?

11. TEACHER’S NOTES Teacher's Notes for reference to the Draft Australian Curriculum: The Arts and NSW Stage 6 Music 1 & Music 2 Syllabus.Australian Curriculum: The ArtsMusic 1Music 2 General Capabilities LIT – Reading the score, writing about the Concepts of Music (CoM). NUM – Identifying and discussing meter and rhythm. ICT – Utilising internet resources. CCT – Critically discussing the set work/s. PSC – Sharing personal responses to set work/s. EU – Working collaboratively with peers in group discussions. ICU – Discussing cultural issues surrounding the set work/s. Cross-Curriculum Links & Priorities English, Humanities and Social Sciences, Mathematics, History, Language Viewpoints2 – Extend discussions into the links between the repetitive nature of these works and that of cultural music of Asian regions (eg; Balinese, Chinese).

12. TEACHER’S NOTES MUSIC 1 Topic Links Music of the 20 th & 21 st Centuries Music for Small Ensembles Music and the Related Arts (Hermann & Stravinsky) MUSIC 2 Topic Links Music 1900 – 1945 Music 1945-25 Years Ago Music of the Last 25 Years (Although the Tüür work is not Australian) MUSIC 1 Outcome Links P – 4,5,6,7,8,10,11 H – 4,5,6,7,8,10,11 MUSIC 2 Outcome Links P – 4,5,6,7,8,10,11 H – 4,5,6,7,8,10,11 NSW Stage 6 Syllabus Links –

13. OPPORTUNITIES FOR YOUNG MUSICIANS WITH THE ACO Find out about more great opportunities with the ACOopportunities