2. Do Now: Dec. 9   Thinking back to your Romantic unit in English, what do you think are characteristics of Romantic period music? Give at least two ideas and use sentences on your Do Now notecard.

3. Romantic Period  The Romantic period began around 1830 and ended around 1900.  Yes, there was some overlap between the classical period and romantic period.  In fact, Beethoven bridged the two periods during his lifetime.

4. Romantic Music: Features  Music is very passionate and dramatic.  It’s emotional. Composers used music to overwhelm listeners with emotion, writing sad, sweeping pieces about love and heartbreak and magical fantasies about goblins, witches, and swans.

5. Romantic Instruments & Ensembles  The orchestra is a full orchestra and arranged as we know it and was led by a conductor with a baton.  The most popular instrument was the piano.

6. Romantic Form & Composers  Program music tells a story or describes something. So, when you were at the concert, you would imagine the story while listening to the music. So, when you were at the concert, you would imagine the story while listening to the music. Sometimes, they create musical themes to fit characters, like Yoda from Star Wars or Hedwig from Harry Potter each have their own themes. These themes musically describe the characters. Sometimes, they create musical themes to fit characters, like Yoda from Star Wars or Hedwig from Harry Potter each have their own themes. These themes musically describe the characters.  Composers: Beethoven (later in his life) Mussourgsky Tchaikovsky

7. Can you answer these?  Who bridged the Classical and Romantic time periods?  What is program music?  What was the most popular instrument?

8. Romantic Listening Example  “March,” from The Nutcracker  By Tchaikovsky

9. Video Clip - Fantasia  Sorcerer’s Apprentice by Paul Dukas  Dukas used a poem by Johann Wolfgang von Goethe.  The poem begins as an old sorcerer departs his workshop, leaving his apprentice with chores to perform. Tired of fetching water by pail, the apprentice enchants a broom to do the work for him, using magic in which he is not fully trained. The floor is soon awash with water, and the apprentice realizes that he can’t stop the broom because he doesn’t know how.  The apprentice splits the broom in two with an ace, but each of the pieces becomes a whole new broom. The poem continues and you’ll see it portrayed soon.  Disney took this program music and turned it into a cartoon.  https://www.youtube.com/watch?v=Ait_Fs6UQhQ https://www.youtube.com/watch?v=Ait_Fs6UQhQ

10. Creating Program Music!!!  Each student will work by themselves. Make up a character and write 3 descriptions about them using sentences on your Do Now notecard. Make up a character and write 3 descriptions about them using sentences on your Do Now notecard. For example: My character is Freddie the fish. My fish is fast, happy, and energetic.For example: My character is Freddie the fish. My fish is fast, happy, and energetic. Go to the piano and quickly create and play the theme by ear. Go to the piano and quickly create and play the theme by ear. For example, my theme would be something fast, in a happy mood, and probably an upbeat rhythm to match my description of my fish.For example, my theme would be something fast, in a happy mood, and probably an upbeat rhythm to match my description of my fish.