Anna Cajiga
MUS 463
Listening Activity
December 1, 2005
Grade Level:
4th/5th Grade
Materials:
Call chart (attached)
CD that features “1812 Overture” by Pyotr Ilyich Tchaikovsky
CD player
Pencil for each student
Paper for each student
Music Goals:
Students will…
*Strengthen their listening skills as they listen carefully to music selections and take note of differences in tempo, rhythm and instruments used
* Learn to describe music in terms of the tempo, rhythm, and instruments used
* Gain an increased awareness of famous composers throughout history, specifically, Pyotr Ilyich Tchaikovsky
Social Studies Curricular Goals:
Students will…
* Develop a deep understanding of the nature of war – specifically, the conditions that lead to war, the emotions associated with war, and the results of war
* Become familiar with the Napoleonic Wars that took place in the 1800s between France and Russia
* Improve their ability to relate to history on a personal and emotional level by using questioning and imagining
Teaching Process:
Play “1812 Overture” by Pyotr Ilyich Tchaikovsky once through. Before beginning the song, instruct students to close their eyes and listen carefully to the music. Ask them what images come to mind as they listen. After “1812 Overture” is over, ask students to take a few moments to jot down what came to mind while the music played. Then, lead a class discussion about what sorts of things the students were thinking about as they listened to the music.
Tell the class that this piece is by a man named Pyotr Ilyich Tchaikovsky who lived in Russia during the late 1800s. Explain that he wrote “1812 Overture”as a celebratory song after Russia defeated France during the Napoleonic Wars. Tell students a bit about the Napoleonic Wars, when France was occupying Russia against the will of Russian citizens. Ask the class how they would feel if another country took control of their homeland. Explain that this is one reason countries go to war, and cite other examples throughout history. Tell students that after the Napoleonic Wars, Russia succeeded in winning their liberations from France, and the Russians once again had control of their own country. Tell them, however, that this victory was not without great loss, as is the case with any war. Talk with students about other difficulties that are related to war, including families being split up, economic hardship, constant fear and worry, and most importantly, an incredible loss of life. Ask students to imagine that they were a Russian citizen in 1812. Do they think that going to war to fight for their freedom would be worth risking their own lives and the lives of others? How would they feel if they were living in Russia during this time?
Play “1812 Overture” again, and this time instruct students to listen carefully for qualities of the song that make them think of war. Suggest that they listen for changes in tempo, rhythm and volume, and also ask them to try to identify some of the instruments used. Tell students to write down their ideas while they listen. After the piece is over, discuss the children’s findings as a class.
After the discussion, play the piece one more time, this time using the call chart to show students what Tchaikovsky intended the various parts of the song to represent. Display the call chart at the front of the room while the song plays, and help children follow along by pointing to each symbolic representation of the music as that portion of the piece plays. After listening, expand on the information presented in the call chart by telling the class how the quiet, sad sounding music at the beginning of the piece represents the Russians’ feelings as war was declared. The music gradually increases in volume and tempo, and then cannons blast, which represents the beginnings of war as the conflict escalated. Tell students that the music slowly returning to slower and quieter represents initial losses in battles, and the deaths that occurred during the war. The church bells represent victory bells that rang after Russia finally drove France from their country once and for all, and the trumpets in the music are meant to mimic the marching of armies returning home after the war. Finally, the music increasing in volume and with a fast rhythm and tempo represents the country celebrating their victory. At the end of the piece, the cannons are meant to suggest the happiness of the people as they celebrate, similar to how we would use fireworks today. Also take time to point out the fact that the French national anthem is integrated into the song at the beginning, as a reference to French occupying Russia, but after the Russians are liberated, the Russian national anthem is integrated into the song. After explaining this to children, discuss the differences between this interpretation of the song and their own interpretations of the changes in tempo, rhythm, instruments use and volume.
Assessment:
Pay close attention to students’ responses and jot down notes about each student’s contributions during class discussions. As students participate, look for signs that students are able to identify various instruments used in the piece and that they notice changes in the music, such as volume, tempo, and rhythm. Also verify that students are able to draw conclusions about the impact that these changes have on the way the music makes us feel and what images the music brings to mind as a result of these changes. To ensure that students are grasping social studies curriculum as well, pay attention to how their comments reflect and understanding of the causes of war, the emotional impact of war, and the results of war.
At the conclusion of the lesson, ask students to answer the following question in a short essay, writing on the same piece of paper they used earlier in the lesson.
We learned that “1812 Overture” is a song that celebrates the Russian victory against France during the Napoleonic Wars. Describe some of the qualities of this piece that suggest the music relates to the Napoleonic Warsand an eventual celebration of the Russian victory. How do you think the music would be different if it were about a loss during war?
Collect students’ papers, and carefully review them. While assessing the children’s work, first look at students’ initial thoughts as they listened to the piece to ensure that they were in fact imagining something while they music played, and that they were able to articulate their thoughts. Then, review their short essays and look for specific references to characteristics of the music (instruments, tempo, rhythm, volume), and justification of why these characteristics suggest war or celebration of victory. In the responses, also look for evidence of students relating qualities of the piece to key facts about the Napoleonic Wars, for example, the fact that both the French and Russian national anthems are featured in the music, or that the music is celebratory at the end because the Russians prevailed. Read students’ explanations of how the music would be different if it were about a loss during war and assess if they are able to explain how music about a loss would most likely feature slower and quieter music that evokes feelings of sadness, much like the portion of “1812 Overture” that relates to death from war.