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Movement analysis
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The piece itself begins with the cello playing a solo melody fairly high up the fingerboard, with the viola and violin 2 playing a simple syncopated rhythm for harmony. What is notable for this movement is that the first violin doesn’t even begin playing until measure 24, where it picks up the melody that the cello began with. For both the cello and first violin, their melodies are labeled with the instructions “cantabile ed espressivo.” This means that the solos are meant to be played in a “singing style, and with much expression” (Italian Musical Terms). From the beginning of this movement up until measure 47, the timbre and rhythm is decidedly the same. The melody is passed on from the cello to the violin 1, and little change is seen in
the violin 2 and viola parts, apart from the viola beginning to play a repeated 8th note line around the chord structure once the first violin receives the melody. However, all of this changes at measure 47. Here, the violin 1 is labeled “a tempo” and this develops into a much more passionate and frenzied part of the movement. The violin 1 plays an ascending line that is comprised entirely of 16th notes, and it is almost completely chromatic.
Next, was the longest movement, Molto vivace. Dominated by D minor, this movement resembled the introduction of the opening theme in the first movement but with more lightheartedness. Also called a scherzo because of its “dancelike” theme, this section utilized the Flute, Oboe, Clarinet, Bassoon, French Horn, Trumpet, Trombone, Timpani, and Strings. I also noticed a downbeat around every three beats throughout the fast tempo in this section.
The live theatrical production I chose to see was 9 to 5 The Musical. The production was performed by Fayetteville Technical Community College’s very own Fine Arts Department. The musical is based on the film released by Fox in 1980. Collin Higgins adapted the film from the book 9 to 5 written by Patricia Resnick. It wasn’t until 2008 that the film was adapted to a theatrical production. The production was originally brought to broadway by Robert Greenbait and Dolly Parton wrote the lyrics and the music for the Musical. The run on broadway was very short but the production later toured in other countries around the around the world.
In “How we listen to music” by Aaron Copland from McGraw-Hill What to Listen for in Music (1988), the author has organised the listening process so that it had been split into three parts: the sensuous place, the expressive plane, and the sheerly musical plane. Aaron Copland thesis is that each plane of listening has its own function and advantages and knowing about them can help us enhance our listening experience. The purpose of Copland’s essay is to educate his readers on the three main ways people listen to music, and to inspire readers to listen in a more compound way. In the authors casual analysis, Copland tries to for sees his readers’ questions and objections at many points in the essay. He includes the thoughts of his readers to
The String Quartet in C Minor, Mvmt IV by Ludwig van Beethoven was composed from 1798-1800. It consists of four movements: Allegro ma non tanto – fast lively tempo, Andante scherzoso quasi allegretto - moderately slow tempo (e.g. walking). Faster than adagio but slower than allegretto, Menuetto - A graceful, courtly French dance of the Baroque and Classical period with a triple meter and a moderate tempo. It was introduced at the court of Louis XIV. In classical forms such as the symphony or chamber music, the minuet evolved into the more vigorous scherzo. : Allegretto - moderately quick tempo, and slower than allegro but faster than andante (Christiansen, 2005). The instruments that Beethoven uses in the song is two violins: 1st violin and 2d violin, a viola, and a cello (typical string quartet). He also uses the rondo form within this song. The rondo form features a tuneful main theme (A) which returns several times with other themes. This form is really easy to remember because this piece is repeated throughout the song, people can usually recognize its return. Also, because of it...
The Wiz is a musical/movie released in 1978 that was an adaptation of the popular film “Wizard of Oz”. It included several very popular stars of the time, which were Diana Ross, Michael Jackson and Nipsey Russell. The movie set place in New York City where the main character, Dorothy, suddenly is swept by a tornado in the middle of a snowstorm. She later then found herself lost in a city she had no clue about and curious as to how she could return home. After meeting 3 other characters during her journey that share similarities, they all embarked on a trip to OZ to fix each of their problems. Throughout the movie characters apply their own soundtrack through singing songs in harmony that compliment the mood of each scene.
Mendelssohn’s Violin Concerto in E Minor is a staple in professional violin literature. The music starts out with the solo violin playing the main theme. It is noted that before Mendelssohn officia...
The song has an intriguing melody that makes me think of London in Europe, maybe it is just because I watched a movie that takes the setting of London or maybe it was the beat of the percussion and the brass, maybe more other instruments, but it created a nice light and deep feeling within the sound. The opening of the song was greatly influential releasing a great amount of energy to the audience. In the middle of the song, it was going down, but then the energy returned and renewed, propelling the overture to the finish. At the same time, it creates an opening for some kind of curtains onstage to drop down dramatically. Having the string and woodwind to act as the cushion of the song being dark and downhill while the brass and the percussion act as a representation of the beating heart of all living things. In the beginning of the song, it was in allegro but throughout the song, it goes downward with the beat being downbeat but once it hit adagio the song become more upbeat and the tempo become vivace. With the brass, woodwind playing vivace and the percussion breaking up the parts each second. Until near the ending, all instruments hit their big parts that would come as a dramatic timing. This song was a classic and I believe it was in many comedy animations back in the good old
The first movement is in sonata form - Allegro ma non troppo, un poco maestoso. Strings and horns appear from the distance as if they had been already playing out of earshot. The music gradually intensifies in volume until the final explosion into the first subject. Then this whole process is repeated. The first movement shows a contrast of emotion that seems to return in the recapitulation befor...
The same instruments continue into the next theme, but the women’s voices are replaced by the men’s of the choir. This creates unity, as the lines are reiterated. The two groups keep things interesting by switching back and forth a couple of times, while building tension and increasing tempo and while getting much louder and livlier. They reach a peak and a release when they begin overlapping and then singing together. They don’t stay together long, and the women sing again, while the men wait for their pause and then mimic the last melodic lines. The woodwind instruments and larger string instruments have been playing throughout most of this time, creating a comfortable familiar harmony. Not until this point do the violins join in making things sound large and loud. The full choir sings together again, as the violins stop, making things intense. They finish loud, rapid, and strong until the end. What seemed to start as a simple structure with the choirs taking turns, and the same grouping of instruments playing for most of the time, became much more complex as the groups overlapped, some of the time with reiterations, sometimes with new ideas, altering length themes, etc. It shared the same religious purposes as the last section, as they are from the same
The piece opens with an allegro, minor melody with cymbal crashes and timpani rolls. There is a short pause then a major trill. Harp glissandos then accompany a legato oboe melody, which is repeated with a pizzicato string bass. The melody is then repeated by the whole orchestra. There is a crescendo with the tim...
...re was very interesting transitions between the variation, for example, string section plays the variation from low to high, when they reach the highest note, the brass family takes over and continue with the scale and make it more higher. Tremolo style was used in this piece, which is a quick ups and downs stroke mode. The music were very soothing and attracted the audience. Lastly, they end the piece with the same variations that was played at the beginning.
... then plays allegro passages of semi quavers, accompanied by timpani and descending scales in the woodwind. The clarinet, takes over the main melody whilst the cello accompanies with sequences. The French horn takes over the melody, accompanied by the strings. The flute briefly plays the melody before the cello plays octaves, accompanying the woodwind as they play a reprise of the DSCH theme and the timpani crashes. Repeating the themes in the first movement, the cello plays the DSCH motif followed by the "tate ta, tate ta" rhythm in the strings. The horn then plays the theme in augmentation, whilst the cello plays passages of ascending and descending scales, and the theme is heard again in the strings. The movement builds up with the motif appearing increasingly often in the woodwind and strings and climaxes with octaves by the soloist and a boom from the timpani.
...chestral introduction with an imperfect cadence. A strong rhythmic ¾ allegro passage, with sequences and descending scales is played by the orchestra, with timpani and cymbals. The music modulates, and a short, quiet woodwind passage is then alternated with an orchestral passage with dotted rhythms, creating a `terraced dynamics' effect. Part B begins with a major clarinet melody accompanied by pizzicato strings. A minor flute sequence follows, and is followed by a repetition of the oboe melody. A string sequence is then played, imitated by the oboe. There is a crescendo, then the rhythmic orchestral melody returns, alternated with a short flute passage. There are suspensions, descending scales and a crescendo, followed by a strong rhythmic passage with the timpani playing on the beat. Imperfect cadences are played, before the piece finishes with a perfect cadence.
Although music is a very diverse and broad topic, it finds its own way to bring people together and allow people to express themselves in many ways. There are various ways that people can express themselves through music; singing, playing an instrument, or even just listening to music. When playing an instrument, you can either do it independently, with a small band, concert/jazz band, or an orchestra. Although these are all common, the typical high school band is a concert band, which consists of many sections of instruments. First, there is the woodwind section, which usually holds the main melody, and the harmony. Then, there is the brass section which holds both the melody, and the countermelody. The final section of the band resides in the back, which is the percussion section.
The song, Anna's Theme, begins with a haunting solo female voice, singing a melody that never resolves, moving only in circular motion with the last note of a phrase beginning the next. Slowly, the violin blends itself into th...