TPO 16 Script Lecture 2
Narrator:
Listen to part of a lecture in a music history class.
Professor:
Up until now in our discussions and readings about the broken early classical periods, we've been talking about the development of musical styles and genres within the relatively narrow social context of its patronage by the upper classes. Composers, after all, had to earn a living and those who were employed in the services of a specific patron, well, I don't have to spell it out for you, the likes and dislikes of that patron, this would've had an effect on what was being composed and performed. Now, of course, there were many other influences on composers, um, such as the technical advances we've seen in the development of some of the instruments, uh, you remember the transverse flute, the clarinet and so on.
But I think if I were asked to identify a single crucial development in European music of this time, it would be the invention of the piano, which, interestingly enough also had a significant effect on European society of that time. And I'll get to that in a minute. Now, as we know, keyboard instruments existed long before the piano - the organ, which dates back to the Middle Ages, as do other keyboard instruments, such as the harpsichord which is still popular today with some musicians. But none of these has had as profound an impact as the piano.
Um, the piano was invented in Italy in 1709. The word piano is short for pianoforte, a combination of the Italian words for soft and loud. Now, unlike the harpsichord which came before it, the piano is a percussion instrument. You see, the harpsichord is actually classified as a string instrument, since pressing a key of a harpsichord causes a tiny quill that's connected to the key to pluck the strings that are inside the instrument, much the same as a guitar pick plucks the strings of a guitar But pressing the keys of a piano causes tiny felt-covered hammers to strike the strings inside the instrument, like drumsticks striking the head of a drum. This striking action is why the piano is a percussion instrument instead of a string instrument.
Okay, so why is this so important? Well, the percussive effect of those little hammers means that the pianist, unlike the harpsichordist, can control the dynamics of the sound - how softly or loudly each note is struck, hence the name, pianoforte, soft and loud. Now artistically for both composers and performers this was a major turning point. This brand new instrument, capable of producing loud and soft tones, greatly expanded the possibilities for conveying emotion. This capacity for increased expressiveness, in fact, was essential to the Romantic style that dominated 19th century music. But I'm getting ahead of myself.
Um, before we get back to the musical impact of this development, I wanna take a look at the social impact that I mentioned earlier. Now, in the late 1 7005 and the earlier 1 800s, the development of the piano coincided with the growth of the middle class in Western Europe. Of course folk music, traditional songs and dances had always been part of everyday life. But as mass production techniques were refined in the 19th century, the price of pianos dropped to the point that a larger proportion of the population could afford to own them. As pianos became more available, they brought classical music, the music which previously had been composed only for the upper classes, into the lives of the middle class people as well.
One way in particular that we can see the social impact of this instrument is its role in the lives of women of the time. Previously, it was quite rare for a woman to perform on anything, but maybe a harp or maybe she sang. But suddenly in the 19th century it became quite acceptable, even, to some extent, almost expected for a middle-class European woman to be able to play the piano, partly because among upper-middle class women it was a sign of refinement. But it was also an excellent way for some women to earn money by giving piano lessons. And some women, those few who had exceptional talent and the opportunity to develop it, their lives were dramatically affected.
Later we'll be listening to works by a composer named Robert Schumann. But let's now talk about his wife Clara Schumann. Clara Schumann was born in Germany in 1819. She grew up surrounded by pianos. Her father sold pianos and both her parents were respected piano teachers. She learned to play the instrument when she was a small child and gave her first public recital at age 9. Clara grew up to become a well-known and respected piano virtuoso, a performer of extraordinary skill who not only gave concerts across Europe, but also was one of the first important feMale composers for the instrument.
Section 2
TPO 16 Script Conversation 2
Narrator:
Listen to a conversation between a Professor and a Student .
Professor
Jeff, I'm glad you drop by. I've been meaning to congratulate you on the class leadership award.
Student
Thanks Professor Bronson, I was really happy to get it and a little surprised. I mean, there were so many other people nominated.
Professor
Well, I know the award was well deserved. Now, what can I do for you today?
Student
I needed to talk to you about the medieval history test you know, the one scheduled for Friday afternoon.
Professor
Yes?
Student
Well, there is this trip that my French class is taking. We are going to Montreal for the weekend.
Professor
Montreal? That's my favorite city. What'll you be seeing there?
Student
I'm not sure yet. Well, the reason, the main reason I wanted to go is that we'll be rooming with French speaking Students there, you know, so we can get a chance to use our French to actually talk with real French speakers.
Professor
It sounds like a good opportunity. But then, there is that test.
Student
Yeah... but.. well, the thing is the bus leaves right in the middle of when our history class meets this Friday. So, well, I was thinking maybe I could take the test on a different day like Monday morning during your office hours?
Professor
Eh...Monday morning...um...that would not be...oh wait, let me just see one thing. Aha, okay. That's what I thought. So, for your class, I was planning a take-home exam so you could just take the test along with you. Let's see, I guess you could come to class Friday just to pick up the test. That way you'd still make your bus, and then find some quiet time during your trip to complete it and you can bring it to class Wednesday when I'll be collecting everyone else's.
Student
Hmm.. . um...during the trip, well, I guess I could. So I should plan to take my books and stuff with me.
Professor
You'll definitely need your class notes. I'm giving you several short essay questions to make you think critically about the points we've discussed in class, to state.. .uh state and defend your opinion, analyze the issues, speculate about how things might have turned out differently. So, you see, I don't care if you look updates and that kind of thing. What I want is for you to synthesize information to reflect back on what we've read and discussed and to form your own ideas, not just repeat points from the textbook. Does that make sense?
Student
Yeah, I think so. You are looking for my point of view.
Professor
That's right. The mid-term exam showed me that you know all the details of who, where and when. For this test, I want to see how you can put it all together to show some original thinking.
Student
That's sounds pretty challenging, especially trying to work it into this trip. But, yeah, I think I can do it.
Professor
I'm sure you can.
Student
Thank you, Professor Bronson.
Professor
Have a great time in Montreal.
