handel and themessiah, part i - Latter

MUSIC
YEAR 1
Lesson
4
HANDEL AND THE MESSIAH,
PART I
Desired Result
The children will become familiar with the majesty of Handel's
Messiah by learning about the composer and listening to his music.
They will recognize his God-given gift for creating inspirational vocal
and instrumental music.
Principle 1:
Georg Friedrick Handel was born with a heavenly gift, and given
determination and divine assistance to create music.
Principle 2:
Music, even with no lyrics, can speak to us.
Preparation & Materials
Online
 1-4a—Recording: “Hallelujah,” The Messiah, Mormon Tabernacle Choir
and the Orchestra at Temple Square
 1-4b—Picture: Georg Friedrich Handel
 1-4c—Recording & Picture: Clavichords
 1-4d—Recording: “William Tell Overture,” Gioachino Rossini
 1-4e—Recording: “Rustles of Spring,” Christian August Sinding
 1-4f—Recording: “1812 Overture,” Pyotr Ilyich Tchaikovsky
 1-4g—Recording: “Brahm's Lullaby,” Johannes Brahms
 1-4h—Flashcards: Three parts of Handel's Messiah (Print out three cards.)
 1-4i— Recording: “Overture,” The Messiah, Bow Valley Orchestra &
Chorus
 1-4j—Recording: “Hallelujah,” Random Act of Culture
 1-4k—Recording: “Hallelujah,” Flash Mob in the Food Court
Home

Use web links above, or check out of the library, or purchase one copy of
the following cd: Handel's Messiah, Mormon Tabernacle Choir, Sir David
Willcocks, NightPro Symphony Orchestra, Audio CD, 2 discs. Abt $15.00.
(1:1 “Overture” and 2:17 “Hallelujah”

Purchase, borrow, or check out an appropriate number of choir books for
your family: Handel’s Messiah: An Oratorio for Four-Part Chorus of Mixed
Voices, Soprano, Alto, Tenor, and Bass Soli and Piano, G. Schirmer’s Edition,
Oratorios and Cantatas, Paperback. Abt $7.00  You will need your own
copy. Your children can share a copy (or copies) until a child needs his/her own
book. You will know when that happens:
Vocabulary
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clavichord – small keyboard instrument from the Baroque era
lyrics – poetic words that are put to music
instrumental – music with no lyrics
oratorio – musical composition for voices and orchestra, telling a sacred
story without costumes, scenery, or dramatic action
overture – a instrumental overview of an entire oratorio, opera, or drama
usually played at the beginning of a performance
Lesson
Attention Activity
 Sit the children down and without comment or instruction play 1-4a—Recording:
“Hallelujah” (or cd 2:17.) You can quietly stand, or remain standing, and see if the
children, on their own, remember to stand up when the music begins!
If any of the children stand, ask the following question:

Why did you stand? (Out of respect or to follow King George II, among
other correct responses.)
This stirring piece is part of a much larger group of songs called an oratorio, written
by a Baroque composer named Georg Friedrich Handel.  Show 1-4b—Picture:
Georg Friedrich Handel. An oratorio is a long musical composition, with instruments
and singers, which tells a sacred story without using costumes or scenery or acting.
When Handel's entire two and one-half hour oratorio was first performed in
London, England, in 1743, the audience wasn't too thrilled about it. But when the
“Hallelujah” chorus began, King George II stood. By law everyone had to follow the
King's example, and so they stood.
It seems that King George's reaction was ahead of its time. The Messiah quickly grew
in popularity in England and throughout the world, eventually becoming the bestknown and most frequently performed choral work in the western world. And the
“Hallelujah” chorus is always the highlight!
Principle 1:
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Georg Friedrich Handel was born with a heavenly gift, and given
determination and divine assistance to create music.
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LESSON 4
Research
Views of Music in Germany in the late-1600's
It may surprise you, but when Georg Friedrich Handel was a small boy, many
believed God disapproved of people who enjoyed music. Since music was thought to
be a bad influence, children were encouraged simply to be quiet, work hard, and
follow the rules of the church. People were afraid that the feelings music aroused
would cause the loss of self-control.
Reason
Let’s compare this to the way God views music.

How is it similar? (“Some music can carry evil and destructive
messages...that encourages immorality or glorifies violence through its lyrics,
beat, or intensity.” [For the Strength of Youth, 22])

How is it different? (“Some of the greatest sermons are preached by the
singing of hymns. Hymns move us to repentance and good works,” [Hymns
of the Church of Jesus Christ of Latter-day Saints, First Presidency Preface, ix])
Research
Handel Gets an Instrument
Handel's father also believed that anyone involved in music had a weak character.
He forbade young Handel from owning or playing musical instruments and insisted
that he study the law!
Young Handel was musical from the beginning. His father's concerns over music
caused a problem, as you can imagine. Handel's mother, on the other hand, secretly
smuggled a small clavichord up into the attic of their home for him.
A clavichord is like a small piano and it was used as a practice instrument because it
was not loud enough for larger performances.  Show 1-4c—Recording & Picture:
Clavichords. Look at the clavichords as we listen to a short piece quietly played on a
beautiful instrument that was actually in use in 1620.
To muffle the sound of the little clavichord further, young Handel's mother covered
the strings with a cloth. Handel could now practice every night while the family was
sleeping.
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Relate

Have you ever wanted to do something you thought was important but was
different from the thoughts of all the people around you—like attending
church on Sunday instead of going swimming, or practicing your violin
instead of watching TV, or playing outside instead of playing video games?
Research
Handel Gets His First Music Teacher
Handel was seven years old when he found himself running down the road after his
father's carriage. He wanted to go with his father to visit an older half-brother.
Handel ran quite a distance before his father finally stopped and helped him into the
carriage.
Handel's half-brother was the servant of an important duke. During their visit,
young Handel met some court musicians and soon he was cleverly seated at an organ
playing away. The duke overheard the little boy's music and absolutely insisted that
Handel's father provide him music lessons!
Reason

What do you think about Handel's mother smuggling in a clavichord, or of
Handel finding a clever way to play for a man his father respected and to
whom he would listen?
Relate

Can you think of a time when you had to be clever to get someone's
attention so you could bring about a good thing?
Research
Handel's first teacher was a composer and a cathedral organist. He trained the eager
boy to perform on all keyboard instruments as well as the oboe and violin. He had
Handel composing music every week. When Handel was an old man, he was shown
some of his early compositions. He chuckled and said, “I wrote like the devil in
those days.”
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LESSON 4
Reason

What do you think Handel meant by, “I wrote like the devil in those days?”
(Handel composed a lot of music each week.)
Research
Handel was eleven years old when his teacher exclaimed that he had taught the boy
all he knew. Returning home to his dying father, Handel's life changed direction.
Instead of getting another music teacher, he honored the wishes of his father,
attended the university, and studied the law.
Reason
Role Play Handel’s Childhood Experiences
 Let the children take turns play acting young Handel, the father, the mother, the court
musicians, the duke, or perhaps a churchman of the day. Choose a few or all of these
scenes to act out, depending on the children's interest. Encourage the children to imagine
what the characters really felt in these circumstances.
1. Wanting to play the keyboard, but father, the church, and everyone else
disapproving.
2. Smuggling in a clavichord and practicing in secret.
3. Chasing down the carriage for a ride to the brother's home.
4. Being overheard playing the organ by the duke.
Relate

Can you think of seemingly ordinary experiences in the life of your parents
or grandparents that changed their lives forever and put them on a path to
becoming who they are today?

Do you think you are having ordinary experiences in your life right now
that will help you follow God's plan for you?
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Record
 Provide Messiah choir books (as mentioned in Parent Letter and in Preparing AtHome Materials above) for the children.
Open your choir book to page 193, “No. 44 – Chorus “Hallelujah!” Try to follow
along with the words as we listen to this song again. The words go by fast, so you
will be turning pages pretty quickly, and you will probably get lost the first few
times. Don't worry about that, just keep trying to find the words you hear and move
along. Sing as you are able. That's the way everybody learns to read choir music.
As you listen and follow along, think of this little boy, born with an unquenchable
passion for music, in an era when music was not accepted as part of the main
culture. Think of the events in Handel's youth that allowed him to follow God's
musical plan for him.
 Play 1-4a—Recording: “Hallelujah” (or cd 2:17.) Listen to the music and help the
children follow along in their book/s as needed. If there is interest, listen to the song
again. Remember that repetition guides desire and will whet the appetite for more great
musical experiences. Sing as you are able.
We are blessed because, “Georg Friedrich Handel was born with a heavenly gift and
given divine assistance, and determination to create music.”  Write this principle on
the board.
Principle 2:
Music, even with no lyrics, can speak to us.
Attention Activity

Did you know that music can talk to us without using words? Listen to the
following clips and think about what the music is saying.
 Have the children get comfortable—lay on the floor, cuddle up on the sofa with a
blanket, or snuggle in your lap. Be as quiet as a daisy, even after the music stops.
Listen inside your head during this quiet time, for what the music says to you.
 Play a minute or two of the following instrumental pieces one at a time. When you
think they have listened long enough, turn the volume knob and let the music fade slowly
away into silence. Wait 30 to 60 seconds and ask the children to describe their thoughts
and feelings as they listened and during the silence afterward. You should be prepared to
share your own thoughts and feelings as an example until really listening becomes a
familiar skill with your children.
1-4d—Recording: “William Tell Overture,” Gioachino Rossini
1-4e—Recording: “Rustles of Spring,” Christian August Sinding
1-4f—Recording: “1812 Overture,” Pyotr Ilyich Tchaikovsky
1-4g—Recording: “Brahms’ Lullaby,” Johannes Brahms
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LESSON 4
Research
“No. 1 - Overture,” The Messiah
Look at page x in your choir book and find how many pieces Handel composed for
The Messiah. (Fifty-three.)
Find how many he composed for a chorus. (Nineteen.)
The rest of the pieces are for one or two singers, except two.

Can you find the two pieces that have no words or singers? (No. 1 and No.
13.) Only two of the fifty-three pieces were written for no singers at all.
They are called instrumental pieces—only written for musical instruments.
In the previous activity, you learned that music played only on instruments, with no
lyrics, can also tell stories and invoke or create feelings and emotions. The first piece
in Handel's Messiah is just this kind of piece.
An Overview of The Messiah
The Messiah can be divided into three parts.  Display Part I flashcard of 1-4h—
Flashcards: Three parts of Handel's Messiah. The first part dramatizes the great
expectancy (looking forward to) in Israel for the promised Messiah and the
crescendo of excitement (high point) as the angels sing of his birth!
The Messiah, Part I
Israel anticipates the
coming of the Messiah.
Christ is born in
Bethlehem.
In part two, the Jewish people reject the idea of a meek and lowly Messiah. Display
Part II flashcard of 1-4h—Flashcards: Three parts of Handel's Messiah. The choruses
and solos describe the tragic mortal experiences endured by Jesus leading up to his
humiliation on the cross. Finally, the truth of Jesus' resurrection and Atonement
becomes known. Through the music, the great drama of the humble carpenter of
Galilee becoming the mighty conqueror of the world spreads, by missionaries,
throughout all nations. The joy of the believers is expressed in the final chorus—one
that you know well—the most thrilling “Hallelujah” chorus!
The Messiah, Part II
Jesus Christ suffers in
mortality and is crucified.
However, the Good News will
be spread to the entire world
and the saints will rejoice!
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In part three, the oratorio begins to discuss matters of personal concern about what
the life and death and resurrection of Jesus Christ means to us.  Display Part III
flashcard of 1-4h—Flashcards: Three parts of Handel's Messiah.
Handel teaches through song that Christ's victory over sin and death translates to
our own immortality and exaltation. Then Handel's Messiah can become Our
Messiah, and when He returns to the Earth, we, too, can sing “Thanks!” “Worthy is
the Lamb!” and “Amen!!”
The Messiah, Part III
We become part of the chorus that
testifies that Jesus Christ's
personal victory is also
our victory over death and sin.
At His Second Coming,
we will join in singing
praises and thanks to God!
Record
The “Overture” of any drama tries to tell a brief version of the whole story. So as
you listen to the “Overture” to The Messiah, you will hear anticipation, worry,
sorrow, comfort and great joy! Close your eyes and see with your ears the familiar
stories of Jesus as you listen to the music.  Play your own cd or 1-4i—Recording:
“Overture” (or cd 1:1) The Messiah, and end with a few moments of silence. Again, play
it more than once now, if your children are agreeable, and several times over the next
days and weeks.
Reason
 Discuss with the children your thoughts and feelings about the piece.

What did you hear in the music? Talk about anything they wish—
instruments, dynamics, length.

What part of The Messiah story, or the stories of Jesus, did you think about?
Relate

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How powerful do you think music is in teaching about very important
ideas?
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YEAR 1
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LESSON 4
In For the Strength of Youth, we are reminded that, “Music has a profound effect on
your mind [and] spirit”, 22.

As you listen to parts of The Messiah over the next three weeks, how do you
think it will impact your testimony? Your love for the Savior? Your
missionary zeal? (It will grow even bigger.)
Always remember the power of music. Music, even with no lyrics, can speak to us.
 Write this principle on the board.
Review and Testimony
Let’s review the principles we’ve discovered today.  As directed by the Spirit share
your testimony of the principles you have taught.
Principle 1:
Georg Friedrich Handel was born with a heavenly gift, and given
divine assistance and determination to create music.
Principle 2:
Music, even with no lyrics, can speak to us.
Record
All Children
1. Record the principles you have studied today and place them in your
notebook.
Optional Teaching Ideas
The following ideas can be used to supplement this lesson.
1. Messiah
Listen to parts of The Messiah daily if you can—especially the pieces we
have studied, No. 1 and No. 44. Help your children use their choir books
as they listen, if they express an interest. Plan to take your family to a
rehearsal or performance of The Messiah, if there is one in your area.
2. “Hallelujah” Chorus
Play the three exciting YouTube videos of the “Hallelujah” chorus that are
included in the Links for Lesson 4. Look for others online as well.
a. 1-4a—Recording: “Hallelujah,” Mormon Tabernacle Choir
b. 1-4j—Recording: “Hallelujah,” Random Act of Culture
c. 1-4k—Recording: “Hallelujah,” Flash Mob in the Food Court
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3. Have conversations about this and other music they hear, especially
instrumental music. Talk about how it makes members of your family feel
and what they think about and do while it’s playing and after it plays.
4. Overture - To reinforce the nature of an “overture,” listen to the following
overtures from familiar movies. Have the children notice when the songs
inside the overture change. Since portions of all significant songs are
included in an overture, it tells the whole story in just a few minutes. If you
know the story, then just a few bars of each familiar song can bring the
emotions previously experienced rushing back. That's the joy of an overture!
a. 1-4l—Recording: “Overture” to Little Mermaid
b. 1-4m—Recording: “Overture” to Wizard of Oz
c. 1-4n—Recording: “Overture” to Phantom of the Opera
d. 1-4o—Recording: “Overture” to The King and I
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LESSON 4