Kamien (161) notes that "theme and variations" was a basic musical idea widely used in the Classical period. In the second movement of Haydn's Symphony No. 94, the strings play the theme for the first time, softly and sweetly. Suddenly, the orchestra sounds a loud and dramatic chord -- the surprise. From there, the melody soars and dips as Haydn explores variations. He adds instruments to bring a fuller sound to the strings' playing of the theme and introduces a counterpoint melody. The music becomes bold and ominous-sounding with the change to a minor key. The "walking pace" begins to sound heavier, then Haydn returns to the lightness of the strings accompanied by the orchestra playing with much less volume. There is a dramatic pause and the movement ends as it began, with the simple staccato-like repeat of Haydn's basic theme.
The third movement, Minuet, Allegro Molto, is quick and lively, as the name suggests. The minuet form was typically used for the third movement of classical symphonies, string quartets and other works. Even though the form originated as a dance, its use as a symphonic movement was intended for listening, not dancing (Kamien 164). As with the second movement, Haydn explores a different theme and variations. The movement begins with full orchestra playing regally in 3/4 time. As Haydn explores the theme, the dynamic movement adds drama and excitement. The flute asks a question and the oboe answers. This musical idea is repeated later in the movement when the oboe plays a response to the strings. The strings soar and fall in this movement. Haydn effectively uses dramatic pauses before introducing another variation on the theme. This provides another way he can surprise his audience. As before, he uses the minor scale to great effect before returning, and then closing, with the main theme.
The...
EDSE 600: History and Philosophy of Education / / 3.0 credits The class entitled, History and Philosophy of Education, focused on the origin of education and the "philosophical influences of modern educational theory and practice. Study of: philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and social-emotional
In the scene where the Emperor and his aides argue about the language for the new opera, one of the aides notes, "Plain German for plain people," and "German is too brutal" ("Amadeus"). Underlying this conversation is the idea that the north could not possibly be civilized or educated, and only the elite and attuned listened to the classical music emanating from Italy. This also indicates how the culture
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