What Beethoven Heard - Baltimore Symphony Orchestra

What Beethoven Heard
Creative and
Innovative Lesson
Seeds, Sprouts and
Resources
STEAM
activated
arts integrated
MUSIC FOR YOUTH
● Grades 4-6
Wednesday, October 30, 2013
10am & 11:30am
Thursday, October 31, 2013
10am & 11:30am
WHAT BEETHOVEN HEARD
TABLE OF CONTENTS ●
OVERVIEW
INTRODUCTION ● page 2
HOW TO USE THIS GUIDE ● page 3
LESSON PLAN SEEDS
STEM CONNECTION ACTIVITIES
SEED 1 ● page 4
Beethoven Biography
SEED 2 ● page 5
Perform “Ode to Joy”
SEED 3 ● page 6
Overcoming adversity
WHAT BEETHOVEN MIGHT HAVE HEARD ● page 9
BEETHOVEN HEARING LOSS MAP ● page 10
UNDERSTANDING AMPLITUDE ● page 11
OBSERVING SOUND WAVES ● page 16
DIAGRAM OF THE EAR ● page 19
SEED 4 ● page 7
How the ear works: The science of sound
SEED 5 ● page 8
Hearing protection
BIOGRAPHY
LUDWIG VAN BEETHOVEN ● page 20
BIOGRAPHY ACTIVITY ● page 21
MUSIC RESOURCES
DULCIMER ● page 22
GUITAR CHORDS ● page 23
CLASSICAL GUITAR ● page 24
PIANO ● page 25
RECORDER ● page 26
POST CONCERT
FIELD TRIP REVIEW ● page 27
ADDITIONAL SCIENCE & MUSIC RESOURCES
GENERAL & CLOSING ACTIVITIES ● page 28
SCIENCE OF SOUND, HEARING PROTECTION & MEDICAL HISTORY ● page 29
CHORAL, BAND, ORCHESTRA, GUITAR, PIANO & RECORDER ● page 30
ACKNOWLEDGEMENTS
SPECIAL THANKS ● page 31
1
INTRODUCTION ●
Welcome to the Baltimore Symphony Orchestra’s Teachers’ Resource Guide!
We are delighted you will be joining us, along with educators and students from across the state of
Maryland and beyond, for the BSO’s 2013-14 Midweek Education Concerts.
What Beethoven Heard explores Beethoven’s hardships and triumphs through music and physical
adversity. Looking into historical evidence of Beethoven’s gradual hearing decline, the concert links
to STEM curricular themes of anatomy, health and medicine.
This guide was thoughtfully designed by a hand-picked team of teachers from a range of counties
across Maryland. The Lesson Plan Seeds and Sprouts are built upon the STEAM Initiative (Science,
Technology, Engineering, Arts, and Mathematics) and immersed in an Arts Integrated format. This
guide was also produced in consultation with Dr. Charles Limb, a member of the BSO Science
Advisory team, to strengthen the STEAM connections. Additionally we worked in close
collaboration with Arts Education in Maryland Schools Alliance (AEMS), to ensure these resources
meet a high standard for educators.
The guide has been created to be easy to read, inspirational for implementation, and most
importantly, a fun way to explore the concert’s themes and curricular connections. For each lesson
plan seed, we have identified the key standards that link directly to the provided seeds and sprouts,
and have listed a variety of additional resources to enhance classroom activities.
We hope you find the resources exciting, engaging, and invaluable as you plan your upcoming
concert visit and we so look forward to seeing you at the Meyerhoff!
Annemarie Guzy
Director of Education
Baltimore Symphony Orchestra
2
HOW TO USE THIS GUIDE ●
Lesson Plan Seeds and Sprouts
Choose one or grow your own!
Seed
Each BSO Education Concert has approximately five lesson “seed” suggestions. Think of the
lesson seed as a topic. Each seed has an objective, essential questions, standards, and
resources.
Sprout
Each seed has approximately five suggested “sprouts” or ideas that grow out of the seed. As
you grow the sprouts, look to the resource list on each page. This list contains resources that
are provided within this teachers’ guide, as well as a range of additional resources you may
wish to use.
Grow your own! We hope one of our lesson ideas will spark a new idea for you and your
students. Encourage collaboration with other teachers in your building, and create your own
arts-integrated seeds & sprouts.
Don’t leave your concert experience
behind at the Meyerhoff!
Use another sprout as a follow-up activity,
use one of our suggested closure activities,
or use our wrap-up worksheet.
Tell us what you think by sharing your
feedback and ideas with the BSO!
3
LESSON PLAN SEEDS ● STEAM Activated –Arts Integrated
THE MUSIC:
WHAT BEETHOVEN HEARD
Sprout 1: Read all about him!
LESSON PLAN
Seeds & Sprouts
Discover stories about his life and
music.
(Choose one or grow your own!)
Sprout 2: Beethoven at the
Movies! Discover videos
for kids about his life and music.
SEED 1: Beethoven Biography
Sprout 3: What if Beethoven lived upstairs?
ESSENTIAL QUESTONS
Watch the movie Beethoven Lives Upstairs.
 Who was Beethoven?
 What kind of life did he live?
 Does his music reflect or express what was
happening with his progressive hearing loss?
Sprout 4: What did Beethoven really hear?
STANDARDS
Music Content Standard: 2.0 Historical, Cultural, and Social Context:
Students will demonstrate an understanding of music as an essential
aspect of history and human experience.
OBJECTIVES
Students will dig deeper into Beethoven’s life and
music by reading stories, listening to music, and
watching videos about his life and music.
English Language Arts Content Standard: 1. Students read a wide
range of print and non-print texts to build an understanding of texts,
of themselves, and of the cultures of The United States and the world;
to acquire new information; to respond to the needs and demands of
society and the workplace; and for personal fulfillment. Among these
texts are fiction and nonfiction, classic and contemporary works.
BSO RESOURCES
BSO Teachers’ Guide Digital CD: http://www.bsomusic.org/bsokids/main.taf?p=1,2,2,1
STEM Connection Activities: What Beethoven Might Have Heard, p. 9
Composer Biography: Ludwig van Beethoven, p. 20
ADDITIONAL RESOURCES
Bauer, Helen. Beethoven for Kids: His Life and Music with 21 Activities. Chicago Review Press, 2011.
Krull, Kathleen and Kathryn Hewitt. Lives of the Musicians: Good Times, Bad Times (and What the Neighbors
Thought). Harcourt Brace & Company, 1993.
Venezia, Mike. Ludwig van Beethoven (Getting to Know the World’s Greatest Composers). Children’s Press, 1996.
Walcker, Yann and Charlotte Voake. Ludwig van Beethoven (First Discovery: Music). Moonlight Publishing, 2012.
Devine, David, director and producer “Beethoven Lives Upstairs,” 1992.
Hearing loss article from NPR, with examples of hearing loss with spoken word.
http://www.npr.org/blogs/health/2013/04/06/175945670/the-real-sounds-of-hearing-loss
Peter Schickele does a “sportscast” parody of Beethoven’s 5th. http://www.youtube.com/watch?v=MzXoVo16pTg
Beethoven’s Baseball. Online game. http://www.dsokids.com/games/beethovens-baseball.aspx
4
LESSON PLAN SEEDS ● STEAM Activated –Arts Integrated
THE MUSIC:
WHAT BEETHOVEN HEARD
Sprout 1: Perform “Ode to
LESSON PLAN
Joy” on general music
instruments: piano, guitar,
recorder
Seeds & Sprouts
(Choose one or grow your own!)
SEED 2: Perform “Ode to Joy”
Sprout 2: Perform “Ode to Joy” in performing
ensembles: band, orchestra, chorus
ESSENTIAL QUESTONS
 Can we play Ode to Joy? Can we play a selection of
music by Beethoven?
 What was the historic musical accomplishment
Beethoven achieved in his Symphony No. 9?
 How did Beethoven’s supporters and critics respond to
his idea of adding vocals to the instrumental piece?
What is your response?
OBJECTIVES
Students will experience Beethoven’s Symphony No. 9 by
performing the main tune, “Ode to Joy”, on classroom
instruments.
STANDARDS
Music Content Standard: 1.0 Perceiving and Responding:
Aesthetic Education- Students will demonstrate the ability to
perceive, perform and respond to music.
Music Content Standard: 4.0 Aesthetics and Criticism: Students
will demonstrate the ability to make aesthetic judgments.
BSO RESOURCES
“Ode to Joy” for dulcimer, p. 22
“Ode to Joy” for guitar chords, p. 23
“Ode to Joy” for classical guitar. p.24
“Ode to Joy” for piano, p.25
“Ode to Joy” for recorder, p.26
ADDITIONAL RESOURCES
Grab Another Partner. Sally Albrecht and Jay Alhouse. Contains “Ode to Joy” as a
partner song.
"Ode to Peace" Jill Galina, partner song.
"Ode to Beethoven" Arr. Lois Brownsey and Marti Lunn Lantz, 2-pt.
"Ode to Joy" from Sister Act 2, arr. Roger Emerson. 2-pt.
"Ode to Joy" Arr. Robert Sheldon. Band, very easy.
"Ode to Joy" Arr. Elliot Del Borgo. Band, easy.
"Ludwig's Tango" Richard Meyer. String orchestra, easy.
"Afterthoughts" Brian Balmages, string orchestra, easy. First movement written in
form and style of Beethoven's 5th.
Everybody's Music for Guitar, A collection of the very best popular music. Arr. Philip
Groeber and David Hoge. The FJH Music Company, Inc: 2009. (pg. 17)
Schmid, Will. Hal Leonard Guitar Method. Hal Leonard: 1977. (pg. 10)
Bastien, James. The Older Beginner Piano Course, level 1, Kjos West: 1977. (pg. 15)
Alfred's Basic Piano Library. All-in-One Course, Book Four, Alfred: 1975. (pg. 9)
5
LESSON PLAN SEEDS ● STEAM Activated –Arts Integrated
THE MUSIC:
WHAT BEETHOVEN HEARD
LESSON PLAN
Seeds & Sprouts
(Choose one or grow your own!)
SEED 3: Overcoming adversity
Sprout 1: Beethoven’s most
productive music output occurred
after he realized that he was going
to permanently lose his hearing.
Consider how did Beethoven
overcome his handicap throughout his life.
Sprout 2: Write a letter to a Beethoven as a child
ESSENTIAL QUESTONS
to encourage him.
 How did Beethoven overcome his difficult home
life?
STANDARDS
OBJECTIVES
Students will make a personal connection to
Beethoven’s life by discussing hardships Beethoven
faced and how he overcame them.
Music Content Standard: 2.0 Historical Cultural and Social
Context: Students will demonstrate an understanding of music
as an essential aspect of history and human experience.
English Language Arts Content Standard: 4. Students adjust
their use of spoken, written, and visual language (e.g.,
conventions, style, vocabulary) to communicate effectively with
a variety of audiences and for different purposes.
BSO RESOURCES
BSO Teachers’ Guide Digital CD: http://www.bsomusic.org/bsokids/main.taf?p=1,2,2,1
STEM Connection Activities: What Beethoven Might Have Heard, p. 9
STEM Connection Activities: Beethoven Hearing Loss Map, p. 10
Composer Biography: Ludwig van Beethoven, p. 20
ADDITIONAL RESOURCES
Graphic Organizers, for letter writing.
http://www.netrover.com/~kingskid/graphic/graphic.htm
6
LESSON PLAN SEEDS ● STEAM Activated –Arts Integrated
THE MUSIC:
WHAT BEETHOVEN HEARD
Sprout 1: Use diagrams from
LESSON PLAN
science sources to examine the
inner workings of your ear.
Seeds & Sprouts
(Choose one or grow your own!)
SEED 4: How the ear works: The science
of sound
ESSENTIAL QUESTONS
 How do we hear?
 What are sound waves?
 Why can we hear a neighboring car stereo or radio
when we are in our own car?
OBJECTIVES
After studying the science of how the ear works,
students will determine possible explanations for
Beethoven’s hearing loss.
STANDARDS
Music Content Standard: 1.0 Perceiving and Responding:
Aesthetic Education- Students will demonstrate the ability to
perceive, perform and respond to music.
Sprout 2:
Explore internet games, activities,
and apps to learn more about how the ear works.
Sprout 3: Become a scientist and perform
experiments: Observing Sound Waves
STANDARDS CONT.
Science Content Standard: 4-PS3-2: Make observations to
provide evidence that energy can be transferred from place to
place by sound, light, heat and electric currents.
Science Content Standard: 4-LS1-2: Use a model to describe
that animals receive different types of information through
their senses, process the information in their brain, and
respond to the information in different ways.
BSO RESOURCES
STEM Connection Activities: Observing Sound Waves, p.16
STEM Connection Activities: Diagram of the Ear, p. 19
ADDITION AL RESOURCES
Kid’s Health – How the Body Works
Select “ear” from the rotating menu for activities, word search, and a quiz.
http://kidshealth.org/kid/htbw/
Brain Pop: Hearing (subscription required)
www.brainpop.com
Tulga, Phil. “Science of Sound.”
http://www.philtulga.com/MSSActivities.html
Apple App: Frequencies (demonstration of frequencies that humans and
animals can hear).
7
LESSON PLAN SEEDS ● STEAM Activated –Arts Integrated
THE MUSIC:
WHAT BEETHOVEN HEARD
LESSON PLAN
Sprout 1: Modern noises: Dangerous
Decibels
Seeds & Sprouts
Sprout 2: Understanding amplitude:
(Choose one or grow your own!)
decibel flashcard games
SEED 5: Hearing protection
Sprout 3: Protecting your hearing today
ESSENTIAL QUESTONS
STANDARDS
 Why did Beethoven lose his hearing?
 How loud is loud?
 In today’s world, what can you do to protect
your ears?
Health Education Content Standard: Standard 5: Students will
demonstrate the ability to use decision-making skills to enhance
health.
OBJECTIVES
Health Education Content Standard: Standard 7: Students will
demonstrate the ability to practice health-enhancing behaviors and
avoid or reduce health risks.
Students will examine the effects of various
sound levels on the ear in order to develop and
discover ways to protect their own hearing.
BSO RESOURCES
STEM Connection Activities: What Beethoven Might Have Heard, p. 10
STEM Connection Activities: Beethoven Hearing Loss Map, p. 10
STEM Connection Activities: Understanding Amplitude, p.11
ADDITIONAL RESOURCES
Noisy Planet, National Institute of Health.
Activities, handouts and posters about protecting hearing. Call the NIH for free copies
of all materials. http://www.noisyplanet.nidcd.nih.gov/Pages/Default.aspx
Dangerous Decibels
http://www.dangerousdecibels.org/
Especially view the virtual exhibit – fun to do on the Smartboard!
http://www.dangerousdecibels.org/virtualexhibit/index.html
Listen to Your Buds: Making Kids Safe in Sound http://www.asha.org/buds/
8
STEM CONNECTION ACTIVITIES ● WHAT BEETHOVEN MIGHT HAVE HEARD
Dr. Charles Limb, noted professor at Johns Hopkins University and Peabody Conservatory,
has carefully studied Beethoven’s medical history. Through extensive research, he has
created four models of Beethoven’s hearing decline throughout his life. Listen to the
examples below and try to determine what parts of the music are missing.
1.
Early Hearing Loss
2.
Moderate Hearing Loss
3.
Severe Hearing Loss
4.
Profound Hearing Loss
9
STEM CONNECTION ACTIVITIES ● BEETHOVEN HEARING LOSS MAP
Dates
Music
b. 1770
1796
1798
Piano Sonata No. 8 “Pathétique”
1801
Moonlight Sonata, piano
1802
1805
1806-1807
Dec 1808 – premiere
1808
Dec 1808 – premiere
1808, 1810
1809
1826
d. 1827
May have begun to notice first signs of
hearing loss (at only age 26!).
First mention of hearing loss (left ear) in
letter.
Ears “hum and buzz”
Has stopped attending social functions
because he can’t hear conversations; must
sit close to the orchestra at the theater or
else he can’t hear.
Heiligenstadt Testament: hearing loss is
severely affecting his daily life, realization
that hearing loss will continue and
eventually be complete, considers suicide.
Symphony #3
Symphony #5
Symphony #6
Bagatelle “Für Elise”
Piano Concerto #5, “The
Emperor”
1814
1817
1818
1819-1823
1821
1822-1824
May 1824 – premiere
1825-1826
Hearing Loss Progression
Receives “ear trumpets.”
Requests louder piano.
Uses conversation books, because he can’t
hear anyone’s response.
Mass in D “Missa Solemnis”
Earaches.
Symphony #9
“Late” String Quartets
(Op. 132, 130, 133, 135)
Complete loss of hearing.
Bolded pieces (excerpts) will be played by the BSO on the concert What Beethoven Heard.
10
STEM CONNECTION ACTIVITIES ● UNDERSTANDING AMPLITUDE
THE SCIENCE:
WHAT BEETHOVEN HEARD
Purpose
These cards are designed as a sorting activity to be completed in either small groups or as a whole class
activity. These should be printed on cardstock, cut out, folded in half, and taped closed. Have students sort
the sounds according to their decibel levels. Pose several of the thought questions below for group
discussion.
Teacher Background
THOUGHT QUESTONS
Sounds have many characteristics. Sounds can
be soft or loud. This characteristic is a sound’s
amplitude, or volume. Amplitude measures
how much energy a sound wave contains. A
sound’s volume is measured in units called
decibels (dB).
 Which sounds do you think could damage your ears if listened
to for an extended period of time? (over 85dB considered
dangerous)
NEXT GENERATION STANDARDS
 Based on his biography, what decibel ranges do you think
Beethoven could hear when he was in the early stages of
hearing loss? When he was experiencing moderate hearing
loss? And severely impaired?
4-LS1-2.Use a model to describe that animals receive
different types of information through their senses,
process the information in their brain, and respond
to the information in different ways.
 How long do you think you would need to be exposed to these
sounds to damage your ears? (ex. bulldozer idling at 85dB
after just one 8 hour workday, or personal headphones at
100dB after one week of 15 minutes per day!)
 Today, one-fourth of Americans who experience hearing loss
is due to noise-induced hearing loss (NIHL). What preventative
measures could we take to protect our hearing?
 Many believe that if Beethoven had been alive today, his
hearing could have been restored through cochlear implants.
How do you think his restored hearing would have affected his
works?
11
STEM CONNECTION ACTIVITIES ● UNDERSTANDING AMPLITUDE CARDS
Jet Takeoff
130 dB
Live Rock
Music
120 dB
Power Saw
110 dB
Lawn Mower
100 dB
12
STEM CONNECTION ACTIVITIES ● UNDERSTANDING AMPLITUDE CARDS
Food Blender
90 dB
Garbage
Disposal
80 dB
Telephone
Dial Tone
70 dB
Normal
Conversation
60 dB
13
STEM CONNECTION ACTIVITIES ● UNDERSTANDING AMPLITUDE CARDS
Quiet
Conversation
50 dB
Library
40 dB
Quiet Living
Room
30 dB
Whisper/
Rustling
Leaves
20 dB
14
STEM CONNECTION ACTIVITIES ● UNDERSTANDING AMPLITUDE CARDS
Breathing
10 dB
Weakest
Sound Heard
0 dB
15
STEM CONNECTION ACTIVITIES ● OBSERVING SOUND WAVES
THE SCIENCE:
WHAT BEETHOVEN HEARD
Purpose: This activity is designed to demonstrate how sound waves travel through air as a medium. After
conducting the experiment, students will understand that sound is a vibrational form of energy, and that
sounds with greater energy (amplitude) will move more air molecules.
EXPLANATION
Sound is created by vibrations. Have your
students put their hands on their throats
to feel the vibrations when they talk.
These vibrations caused the plastic to
vibrate, too, which made the sugar
crystals bounce. These same sounds
vibrate our ear drum (tympanum), which
transfers sounds from the outer ear to
the inner ear, and finally, our brain,
which makes sense of what we’re
hearing!
MATERIALS NEEDED





empty bowl for each group
plastic wrap
rubber bands
colored sugar crystals
noise generating materials (ex: pencils,
cookie sheet, rubber bands)
PROCEDURE
1. Have each group cut a piece of plastic wrap large enough to stretch over
the top of the bowl.
2. Instruct students to stretch the rubber band over the plastic and around
the top of the bowl to hold the plastic in place. Make sure the plastic
wrap is held tight, and isn’t drooping.
3. Next, sprinkle a small pinch of colored sugar crystals in the center of the
plastic.
4. Now, have students take turns getting down close to the cup, and
saying his/her name aloud. Watch the sugar crystals. Ask them to
describe what they saw happening. (The sugar crystals look like they’re
on a trampoline! They're moving!)
5. Have students try to explain what is happening. If they believe their
breath causes the sugar to move, have them try the experiment again,
humming instead of talking, careful not to breathe on the sugar. Do
they still move?
6. Ask your students to think of ways to alter their voices to repeat this
test. (ex: louder, softer, singing voice, speaking voice, high pitch, low
pitch, whisper, etc.)
7. For fun, try making other sounds and testing the effects of the
vibrations. Try banging on a pot. Try stretching a rubber band across the
ends of your fingers, and then give a pluck. Try making a clucking sound
with your tongue. Observe the sugar. What happens?
NEXT GENERATION STANDARDS
4-PS3-1.Use evidence to construct an explanation relating the speed of an object to
the energy of that object.
4-PS3-2.Make observations to provide evidence that energy can be transferred
from place to place by sound, light, heat, and electric currents.
16
STEM CONNECTION ACTIVITIES ● OBSERVING SOUND WAVES
THE SCIENCE:
WHAT BEETHOVEN HEARD
Name __________________________________ Period _______________________________
DATA TABLE
Sounds
Speaking Voice
Humming
Tap spoon on cookie
sheet
Whisper
Choose your own
sound:
_________________
Choose your own
sound:
_________________
Directions:
Loud/Medium/Soft
Observations
 With your group
members, stretch the
plastic wrap tightly
over the top of the
bowl. Stretch the
rubber band around
the plastic wrap to
secure it in place.
 Place a small pinch of
colored sugar crystals
in the center of the
plastic wrap.
 Make the below
sounds close to, but
not touching the
plastic wrap, and
observe the results.
Classify the sounds as
loud, medium, or soft.
 Record your results in
the data table and
answer the questions.
What did you see? Be
descriptive!
17
STEM CONNECTION ACTIVITIES ● OBSERVING SOUND WAVES
Name __________________________________ Period _____________________
1. Which sounds made the sugar crystals jump the highest?
Did you categorize these sounds as loud or soft?
2. Which sounds made the sugar crystals jump the least?
How did you categorize these sounds?
3. Did any of your sounds have no effect on the sugar crystals? If so, which ones, and why do you think
this is?
4. Based on this experiment, what conclusions could you draw about sound waves?
5. Which sounds carry more energy: loud or soft? How could you tell based on this experiment?
6. We discovered that sound waves can travel through air. Do you think that sounds can travel through
solids and liquids as well? Why or why not?
7. If you wanted a sound to travel farther, what could you do?
18
STEM CONNECTION ACTIVITIES ● DIAGRAM OF THE EAR
19
COMPOSER BIOGRAPHY ● LUDWIG VAN BEETHOVEN
The Composer who Changed Classical Music Forever
Beethoven grew up in a very musical family. His grandfather sang,
composed and was a choir director in Bonn. His father sang in a choir and
began teaching young Beethoven music when he was 4 years old.
Beethoven did not have a happy family life- his father was very unkind to
him and his brothers. Still, Beethoven played the violin and piano. He also
took lessons from another famous composer, Franz Josef Haydn. When
Beethoven was 17 he played for Mozart. Mozart thought that he would
become a great composer.
He was a friend of the highest noble families in Vienna and he had
many generous patrons. Until 1812, he was able to work as a composer, his
music was played constantly and he was something of a celebrity. After
1812, when he was 42 years old, his hearing loss became a real problem. He
couldn’t hear what people were saying to him, he retreated from friends
and social life and became ill and grouchy. However, he kept on composing.
His 9th Symphony was so well received that people were standing and cheering. Beethoven couldn’t hear
them, so one of the singers tapped him on the arm
and had him turn around so he could see the
audience.
Born:
Beethoven is especially known for his nine
December 16, 1770
large symphonies, his many string quartets (sixteen in
Bonn-on-Rhine, Germany
all) and his works for piano. Beethoven loved the
piano. He loved to compose at the piano and to play.
Died:
As he began to lose his hearing, Beethoven became so
March 26, 1827
frustrated because he couldn’t hear his beloved piano.
He decided to saw the legs off and put the piano on
Vienna, Austria
the floor. He then tried playing while lying on the
floor, in an attempt to hear the vibrations through the
floor. Beethoven also loved the Symphony Orchestra. He continued the trend of his predecessors, that of
expanding the size of the orchestra. His last symphony even included solo singers and a huge chorus!
20
BIOGRAPHY ACTIVITY ● LUDWIG VAN BEETHOVEN
Name __________________________________ Period _______________________________
Ludwig van Beethoven
The Composer who Changed Classical Music Forever
1. Describe Beethoven’s musical family?
_____________________________________________________________________________
_____________________________________________________________________________
2. What other famous composers did Beethoven meet in his life?
_______________________________
_______________________________
3. When his hearing loss became a huge problem for him, Beethoven ___________________
from friends and became _________ and _____________.
4. Did people like his 9th Symphony? ________ How did he find out?
_____________________________________________________________________________
_____________________________________________________________________________
5. What was Beethoven’s favorite instrument? _______________________________________
6. How did Beethoven change the definition of the symphony orchestra?
_____________________________________________________________________________
_____________________________________________________________________________
21
MUSIC RESOURCES ● ODE TO JOY MELODY ● DULCIMER
THE MUSIC:
WHAT BEETHOVEN HEARD
556776543345
544
556776543345
433
22
MUSIC RESOURCES ● ODE TO JOY MELODY ● GUITAR CHORDS
THE MUSIC:
WHAT BEETHOVEN HEARD
23
MUSIC RESOURCES ● ODE TO JOY MELODY ● GUITAR CLASSICAL
THE MUSIC:
WHAT BEETHOVEN HEARD
24
MUSIC RESOURCES ● ODE TO JOY MELODY ● PIANO
THE MUSIC:
WHAT BEETHOVEN HEARD
25
MUSIC RESOURCES ● ODE TO JOY MELODY ● RECORDER
THE MUSIC:
WHAT BEETHOVEN HEARD
26
Name __________________________________ Class _________________________________
BALTIMORE SYMPHONY ORCHESTRA
Concert & Fieldtrip Review
1. What concert did you see the Meyerhoff Symphony Hall?
_____________________________________________________________________________
_____________________________________________________________________________
2. Who was the composer (or composers) featured?
_____________________________________________________________________________
_____________________________________________________________________________
3. What pieces did you hear?
_____________________________________________________________________________
_____________________________________________________________________________
4. What was your favorite part of the concert?
_____________________________________________________________________________
_____________________________________________________________________________
5. What part of the concert would you like to know more about?
_____________________________________________________________________________
_____________________________________________________________________________
27
ADDITIONAL RESOURCES ● General & Closing Activities
Grout, Donald Jay and Claude V. Palisca A History of Western Music. Fifth Edition. New York: Norton & Company, 1996.
General/Multi-Discipline
Bauer, Helen. Beethoven for Kids: His Life and Music with 21 Activities. Chicago Review Press, 2011.
Krull, Kathleen and Kathryn Hewitt. Lives of the Musicians: Good Times, Bad Times (and What the Neighbors Thought).
Harcourt Brace & Company, 1993.
Venezia, Mike. Ludwig van Beethoven (Getting to Know the World’s Greatest Composers). Children’s Press, 1996.
Walcker, Yann and Charlotte Voake. Ludwig van Beethoven (First Discovery: Music). Moonlight Publishing, 2012.
“Beethoven Lives Upstairs” Video, 1992. Directed and produced by David Devine.
Hearing loss article on NPR, with examples of hearing loss with spoken word
http://www.npr.org/blogs/health/2013/04/06/175945670/the-real-sounds-of-hearing-loss
Just for Fun/Closing Activities
Peter Schickele does a “sportscast” parody of Beethoven’s 5th. Search YouTube for “PDQ Bach – Beethoven 5th.” The
video is about 10 minutes long. After learning about the theme and form of the first movement, students might enjoy
seeing the parody.
http://www.youtube.com/watch?v=MzXoVo16pTg
Beethoven’s Baseball. Online game.
http://www.dsokids.com/games/beethovens-baseball.aspx
28
ADDITIONAL RESOURCES ● Science of Sound, Hearing Protection &
Medical History
Science of Sound
Kid’s Health – How the Body Works
Select “ear” from the rotating menu for activities, word search, quiz
http://kidshealth.org/kid/htbw/
Brain Pop: Hearing (subscription required)
www.brainpop.com
Phil Tulga “Science of Sound”
http://www.philtulga.com/MSSActivities.html
Experiment: Model Eardrum
Apps: Frequencies (demonstration of frequencies that humans/animals can hear)
Hearing Protection
Noisy Planet, National Institute of Health.
Activities, handouts and posters about protecting hearing. Call the NIH for free copies of all materials.
http://www.noisyplanet.nidcd.nih.gov/Pages/Default.aspx
Dangerous Decibels
http://www.dangerousdecibels.org/
Especially view the virtual exhibit – fun to do with kids on the smartboard!
http://www.dangerousdecibels.org/virtualexhibit/index.html
Listen to Your Buds: Making Kids Safe in Sound
http://www.asha.org/buds/
Medical History
WebMD: A Look Back at Old-Time Medicines
http://www.webmd.com/a-to-z-guides/features/look-back-old-time-medicines
Breslaw, Elaine G. “What Was Healthcare Like in the 1800’s?”
http://hnn.us/articles/what-was-healthcare-1800s
“The History of Medicine”
http://www.mnwelldir.org/docs/history/history03.htm
29
ADDITIONAL RESOURCES ● Choral, Band, Orchestra, Guitar, Piano, Recorder
Chorus
Grab Another Partner. Albrecht, Sally and Jay Alhouse. http://www.jwpepper.com/3298595.item
"Ode to Peace" Jill Galina, two-part partner song
"Ode to Beethoven" Arr. Lois Brownsey and Marti Lunn Lantz, 2-pt and 3-pt mixed.
"Ode to Joy" from Sister Act 2, Roger Emerson. two-part, three-part mixed.
Band
"Ode to Joy" Ludwig van Beethoven/arr. Robert Sheldon. Band. Very easy.
"Ode to Joy" Ludwig van Beethoven/Elliot Del Borgo. Band, easy.
Orchestra
"Ludwig's Tango" Richard Meyer. String orchestra, easy
"Afterthoughts" Brian Balmages, string orchestra, easy, first movement written in form and style of Beethoven's 5th.
Guitar
http://www.traditionalmusic.co.uk/session-guitar-tab/pdf/ode_to_joy-guitar-tab.pdf
Everybody's Music for Guitar, A collection of the very best popular music. arr. Philip Groeber and David Hoge. The FJH Music Company, Inc: 2009.
(pg. 17)
Schmid, Will. Hal Leonard Guitar Method. Hal Leonard, 1977. (pg. 10)
Piano
http://www.music-for-music-teachers.com/ode-to-joy.html
Bastien, James. The Older Beginner Piano Course, level 1 (pg. 15) Kjos West, 1977.
Alfred's Basic Piano Library. All-in-One Course. Book Four (pg. 9) Alfred, 1975.
For the truly ambitious! Symphonies 1-5 for Piano Four Hands, Ludwig van Beethoven. Dover Publication, 2006.
Recorder
http://recordersheetmusic.webs.com/apps/photos/photo?photoid=128513899
30
SPECIAL THANKS
The Baltimore Symphony Orchestra acknowledges with gratitude
the work of the following individuals who contributed to the
development of these materials:
Michael DuBose, Lesson Plan Writing Workshop Facilitator; Lead Writer
Music Technology Specialist for Prince George’s County Public Schools
The Baltimore Symphony Orchestra is
proud to acknowledge support for its
Midweek Education Series from the
following funders:
Official Education Partner:
Elizabeth Fetters, Music Specialist
Music teacher, Southhampton Middle School, Harford County Public Schools
Joann Benson, Music Specialist
Vocal and general music teacher at Sandy Mount Elementary School, Carroll
County
Official Curriculum and Assessment
Partner:
Christa Huber, Science Specialist
Science & Social Studies teacher, Patterson Park Charter School, Baltimore
County
Dr. Charles Limb, Science Advisor for the Baltimore Symphony Orchestra
Associate Professor at Johns Hopkins University: Otolaryngology-Head &
Neck Surgery; Faculty at Peabody Conservatory of Music
Midweek Education Concert Series
Sponsors:
Mary Cary, Executive Director
Arts Education in Maryland Schools Alliance
Carol Bogash, Vice President for Education and Community Engagement
Baltimore Symphony Orchestra
Annemarie Guzy, Director of Education
Baltimore Symphony Orchestra
Ken Lam, Education Conductor
Baltimore Symphony Orchestra
Maryland State
Department of Education
31