MAPEH 9 3rd Monthly Reviewer: Instrumental Music of the Romantic Period PDF

**MAPEH 9 -- 3^rd^ Monthly Reviewer** **Instrumental Music of the Romantic Period** **1. Overview of the Romantic Period in Music** - **Time Frame:** Late 18th century to early 20th century. - **Characteristics:** - Emphasis on emotional expression and individualism. - Explorat...

**MAPEH 9 -- 3^rd^ Monthly Reviewer** **Instrumental Music of the Romantic Period** **1. Overview of the Romantic Period in Music** - **Time Frame:** Late 18th century to early 20th century. - **Characteristics:** - Emphasis on emotional expression and individualism. - Exploration of nature, the supernatural, and personal experiences. - Expansion of musical forms and orchestration. **2. Key Composers and Their Contributions** **A. Niccolò Paganini** - **Nationality:** Italian - **Role:** Violinist and composer - **Significance:** - **Virtuoso Performer:** Known for his incredible technical skill on the violin. - **Innovations:** - Developed new techniques such as left-hand pizzicato and harmonics. - Influenced the development of modern violin playing. - **Works:** - 24 Caprices for Solo Violin, Op. 1 - Violin Concertos No. 1 in D major, Op. 7 - La Campanella (from Violin Concerto No. 2) - The Carnival of Venice - 15 Quarters for Guitar and Strings Trio - Concerto No. 1 in Eb, Op 6 - **Legacy:** Inspired future generations of violinists and composers. - **Other Info:** Italian Violin Virtuoso, Born on Oct. 27, 1782 in Genoa, Italy, Learnt to play the Mandolin at age 5 and the Violin at age 7 **B. Frédéric Chopin** - **Nationality:** Polish - **Role:** Composer and virtuoso pianist - **Significance:** - **Piano Focus:** Primarily composed for solo piano, creating a distinct style. - **Early Fame:** Gained recognition as a child prodigy, performing at age 8. - **Compositions:** - **Polonaises:** Nationalistic works reflecting Polish heritage. - **Sonatas:** Notable works include Piano Sonata No. 2 in B-flat minor, Op. 35. - **Preludes:** 24 Preludes, Op. 28, each in a different key. - **Scherzos:** Four Scherzos, known for their technical demands. - **Mazurkas:** Over 50 Mazurkas, showcasing Polish folk-dance influences. - **Études:** 27 Études, Op. 10 and Op. 25, focusing on technical prowess. - **Waltzes:** 17 Waltzes, blending elegance with virtuosity. - **Nocturnes:** 21 Nocturnes, characterized by lyrical melodies. - **Impromptus:** Four Impromptus, showcasing improvisational style. - **Influence:** His music remains central to piano repertoire and pedagogy. - **Other Info:** Polish Virtuoso Pianist, Born on Mar. 1, 1810 in Zelazowa, Poland, Poet of the Piano, Learnt to play the Piano at age 4 and at age 7 composed the Polonaise, Studied Piano in Warsaw Conservatory, Finished formal studies on 1829 **C. Franz Liszt** - **Nationality:** Hungarian - **Role:** Pianist and composer - **Significance:** - **Child Prodigy:** Gained fame as a concert pianist by age 6. - **Innovative Performer:** Known for his charismatic stage presence and technical brilliance. - **Works:** - **Piano Concertos:** Piano Concerto No. 1 in E-flat major, S. 124. - **Symphonic Poems:** Works like \"Les Préludes and Hamlet\" pioneering the genre. - **Transcriptions of Lieder:** Transcribed symphonic works for piano, expanding accessibility. - **Hungarian Rhapsodies:** A set of 19 piano pieces based on Hungarian folk themes. - **Don Sanche:** His only opera, showcasing his compositional range. - **La Campanella:** Piano - **Liebestraume No.** **3** - **Liszt's "Hungarian Rhapsodies":** Most popular was The Hungarian Rhapsody No. 2 - **Un Sospiro** - **Sonata in B Minor** - **Arrangements of the 9 Beethoven Symphonies** - **Legacy:** Influenced the development of piano music and performance. - **Other Info:** Hungarian Virtuoso Pianist, A renowned child prodegy **D. Robert Alexander Schumann** - **Nationality:** German - **Role:** Composer, pianist, and music critic - **Significance:** - **Dual Career:** Initially pursued a career as a virtuoso pianist before focusing on composition. - **Works:** - **Piano Works:** "Abegg Variations," Opu 1; "Davidsbundlertanze ("Dacnes of the Band of David")," Opus 6; \"Carnaval,\" Op. 9; \"Kinderszenen,\" Op. 15; \"Fantasiestücke,\" Op. 12; "Phantasiestucke," Opus 12; "Kreisleriana," Opus 16. - **Lieder/Art Songs:** Over 100 songs, including \"Dichterliebe ("A Poet's Love")" and "Frauenliebe und Leben ("A Woman's Love and Life")". - **Symphonies:** Four symphonies, with Symphony No. 3 (\"Rhenish\") being particularly notable. - **Chamber Music:** Piano Quintet in E-flat major, Op. 44; Piano Quartet in E-flat major, Op. 47. - **Orchestral Music:** "Piano concerto in A Minor," Opus 54; "Overture," Scherzo; "Finale," Opus 52; "Konzertstuck in F Major for Four Horns and Orchestra," Pus 86 - **Influence:** His writings on music criticism shaped the discourse of the time. **E. Louis-Hector Berlioz** - **Nationality:** French - **Role:** Composer and conductor - **Significance:** - **Innovative Orchestration:** Known for his unique orchestral color and texture. - **Works:** - **Symphonie Fantastique:** A programmatic symphony depicting an artist\'s unrequited love. - **Harold in Italy:** A symphony with a solo viola part, inspired by Lord Byron\'s poem. - **Romeo et Juliette:** A dramatic symphony based on Shakespeare\'s play, blending orchestral and vocal elements. - **Influence:** Pioneered the use of the orchestra as a storytelling medium. - **Other Info:** Lived from Dec. 11, 1803 to Mar. 8, 1869 **F. Pyotr Ilyich Tchaikovsky** - **Nationality:** Russian - **Role:** Composer - **Significance:** - **Emotional Depth:** Known for his expressive melodies and rich harmonies. - **Works:** - **Ballets:** \"Swan Lake,\" \"The Nutcracker,\" and \"Sleeping Beauty,\" which remain staples in ballet repertoire. - **Romeo and Juliet:** Musical Poem Composition - **Symphonies:** Six symphonies, with Symphony No. 6 (\"Pathétique\") being particularly renowned. Also, Symphony No. 2 - **Concertos:** Piano Concerto No. 1 in B-flat minor, Op. 23, celebrated for its lyrical themes. - **Overtures:** \"1812 Overture,\" famous for its use of cannon fire and choral elements. - **Legacy:** His music has a lasting impact on both classical and popular music. - **Other Info:** Born on May 7, 1840 in Votkinsk, Russia and dies on Nov. 6, 1893. **G. Charles-Camille Saint-Saëns** - **Nationality:** French - **Role:** Composer, organist, conductor, and pianist - **Significance:** - **Versatile Composer:** Contributed to various genres, including symphonic, operatic, and chamber music. - **Works:** - **Symphonies:** Notable for his Symphony No. 3 (\"Organ Symphony\"), which features a prominent organ part. - **Concertos:** Violin Concerto No. 3 in B minor, Op. 61, and Piano Concerto No. 2 in G minor, Op. 22. - **Opera:** \"Samson et Dalila,\" a significant work in the operatic repertoire. - **Carnival of the Animals:** A humorous suite for chamber ensemble, showcasing various animals through music. - **The Swan** - **Danse Macabre** - **Influence:** His works are celebrated for their melodic charm and orchestral color. - **Other Info:** He made elegant , neat, polished and clean music. Born on Oct. 9, 1835 in Paris, France. **3. Types of Music in the Romantic Period** **A. Piano Music** - **Characteristics:** - Focus on expressive melodies and intricate harmonies. - Use of the piano as a solo instrument, showcasing virtuosity. - Development of new forms such as the nocturne, étude, and ballade. - **Notable Composers:** Frédéric Chopin, Franz Liszt, Robert Schumann. - **Examples:** - Chopin\'s Nocturnes and Études highlight technical skill and emotional depth. - Liszt\'s Hungarian Rhapsodies demonstrate virtuosic flair and nationalistic themes. **B. Violin Music** - **Characteristics:** - Emphasis on technical prowess and expressive capabilities. - Use of innovative techniques to expand the instrument\'s range and sound. - Integration of the violin into orchestral and chamber music settings. - **Notable Composers:** Niccolò Paganini, Johannes Brahms, Camille Saint-Saëns. - **Examples:** - Paganini\'s Caprices showcase extreme technical demands and creativity. - Brahms\' Violin Concerto in D major, Op. 77, combines lyrical beauty with orchestral richness. **C. Program Music** - **Characteristics:** - Instrumental music that tells a story or paints a picture. - Often associated with specific themes, narratives, or emotions. - **Notable Composers:** Hector Berlioz, Richard Strauss, Tchaikovsky. - **Examples:** - Berlioz\'s \"Symphonie Fantastique\" depicts an artist\'s obsession and despair. - Tchaikovsky\'s \"Romeo and Juliet Overture\" captures the essence of Shakespeare\'s tragic love story. **Other Info:** - Ballade- is a narrative that is set to music - Etude- is for development / specific technique - Mazurka- polish dance - Nocturne- dreamy mood - Polonaise- slow polish dance - Prelude- preface / introduction - Waltz- german dance - Impromptu- short free form - Scherzo- playful characters - Sonata- for one or more solo instruments **First Aid and Health Education** **I. Introduction to First Aid** - **Definition of First Aid** - Immediate care given to an injured or ill person. - Aims to preserve life, prevent further injury, and promote recovery. - Includes self-help and home care when medical assistance is unavailable or delayed. - **Role of a First Aider** - A trained individual who provides first aid. - Must be knowledgeable about emergency procedures and protocols. **II. Dos and Don'ts in Giving First Aid** - **Dos:** - **Assess the Situation:** - Ensure the scene is safe for both the first aider and the victim. - **Call for Help:** - Contact emergency services if the situation is beyond your control. - **Perform a Primary Survey:** - Quickly check for life-threatening conditions. - Look for responsiveness, breathing, and circulation. - **Provide Care:** - Administer appropriate first aid based on the injury or illness. - Use personal protective equipment (PPE) when necessary. - **Don'ts:** - **Don't Panic:** - Stay calm to effectively assess and assist the victim. - **Don't Move the Victim:** - Unless there is an immediate danger (e.g., fire), do not move the injured person. - **Don't Give Food or Drink:** - Avoid giving anything by mouth if the person is unconscious or semi-conscious. - **Don't Diagnose:** - Do not attempt to diagnose the condition; provide care based on observable symptoms. **III. Primary Survey** - **Purpose:** - To quickly identify life-threatening conditions. - **Steps:** - **Check for Responsiveness:** - Tap the person and shout to see if they respond. - **Airway:** - Ensure the airway is clear. If not, perform the necessary maneuvers (e.g., head-tilt, chin-lift). - **Breathing:** - Look, listen, and feel for breathing. If absent, begin CPR. - **Circulation:** - Check for pulse. If absent, initiate CPR and use an AED if available. - **Control:** - Control any severe bleeding by applying direct pressure. **IV. Emergency Action Principles** - **Principles to Follow:** - **Stay Calm and Focused:** - Your demeanor can influence the victim's response. - **Prioritize Life Threats:** - Address the most critical issues first (e.g., airway, breathing, circulation). - **Communicate Clearly:** - Provide clear instructions to bystanders and emergency responders. - **Document the Incident:** - Record details of the incident and care provided for future reference. **V. Conclusion** - **Importance of First Aid Training:** - Being trained in first aid can save lives and improve outcomes in emergencies. - Regularly refresh your knowledge and skills to stay prepared. - **Encouragement to Practice:** - Engage in hands-on practice and simulations to enhance your confidence and competence in providing first aid. **VI. Additional Resources** - **Recommended Reading:** - First Aid manuals and guidelines from recognized organizations (e.g., Red Cross, St. John Ambulance). - **Training Courses:** - Enroll in certified first aid and CPR courses to gain practical experience.