Symphonie+Fantastique

Lesson: Symphonie Fantastique (Hector Berlioz) Day 2 Subject/Grade: Music Appreciation class (High school level) This is the second day of discussion and listening to “Symphonie Fantastique” by Hector Berlioz. This piece is being used as the introduction to the Romantic period, having just ended study of the Classical period. The first day was used to explain the concept of a “fixed idea” (//idée fixe//) and discuss the story line of the first two movements. Today will be used to explain the orchestration of the symphony orchestra, discuss the 3rd, 4th, and 5th movements, and participate in a critical listening exercise. This lesson plan is for a 40 minute class period. Plan on listening to the full length of movements 4 and 5 (around 18 minutes total music) and plan lecture time accordingly. National Standards 6. Listen 7. Evaluate 8. Related Arts 9. History and Culture Materials: Recording of “Symphonie Fantastique,” students will need pen and paper to take notes. Sequence of Activities 1. Introduce instrumentation of a symphony orchestra - Review classification of instruments (brass, woodwind, etc.) and the general sound of each instrument 2. Explain plot of third movement - Listen for antiphonal effect of off-stage oboes 3. Explain plot of fourth movement - Listen to entire movement, discussing sound effects at the end, representing the drop of the guillotine. 4. Explain listening exercise - Do not explain entire plot of 5th movement, just give them the general possibility of what is going on and the title of the movement. - Ask the students to listen for instrumental sound effects. Example: “I think these high notes could represent someone screaming” or “The low drum roll sounds like thunder.” - After they listen and record their thoughts, explain the plot further. Assessment Go around the room and ask individuals what they heard and what kind of effects they think they recognized. Open to class discussion if appropriate. When I used this lesson, I told the students that I was looking for them to find 4 specific effects, but if they found other ones that would be more than acceptable. Effects I was looking for: 1. Violin glissandos – shrieks of souls in hell 2. Clarinet solo – distorted image of the “beloved” 3. Church bells – Dies Irae theme 4. Col legno playing – rattling skeletons In my Music Appreciation class, none of the students are “classically trained” musicians. I don’t expect them to use terms like “glissando,” and some times they aren’t even able to distinguish which instrument is playing. I told them that was fine, I just want them to describe what the music was doing and to think about the sound the effect was having. One student said “It sounds like someone is being chased.” I asked them in turn, “WHY does it sound like he is being chased?” The student, after some thought, decided it was the speed and consistency of the notes that made it seem frantic. I focused on asking open-ended questions and questions that made them come up with their own answers and explanations to things. Personally, I was impressed by the answers my students had to offer. Even though they seemed uninterested in classical music, they were able to think critically and use their imaginations to visualize the music and they gave great descriptive responses to the music. The students seemed happy with themselves that they could participate actively in a group discussion about difficult music that they can now analyze and understand.