Y3. Lesson 21. Composers - Ludwig van Beethoven
Prior learning: None
Duration: 30 minutes
Materials: Recorders
Keywords: Beat, rhythm, singing, chanting, partners, rhymes, circle games.
Difficulty: 
Prepare
Present
Composers - Ludwig van Beethoven
Practise
Ludwig van Beethoven, baptised on December 17, 1770, in Bonn and passing away on March 26, 1827, in Vienna, is a monumental figure bridging the Classical and Romantic musical eras. Celebrated as possibly the most influential composer to have ever lived, Beethoven's work transcends the conventions established by his predecessors like Haydn and Mozart, weaving the burgeoning ideas of humanism, nationalism, and philosophical thought evident in the era's literature and philosophical discourse.
His compositions, often devoid of spoken text, articulate a profound philosophical narrative, embodying the quintessence of human will and emotion. Notably, his Sixth Symphony introduced the concept of program music, aiming to express emotion rather than depict scenes. Beethoven also innovated musical forms, expanding the sonata, symphony, concerto, and quartet, and uniquely merged vocal and instrumental music in his Ninth Symphony. His life was a testament to overcoming adversity, notably his battle with deafness, during which he produced some of his most significant works. Beethoven's ability to support himself through his compositions, independent of traditional patronage, marks a significant shift in the composer's societal role.
Melodic development
Students add an afro-american spiritual song to their repertoire.
- Teach that "Chatter with the Angels" is a joyful song that African American people created long ago. It's about talking and being happy with angels in heaven. The music is cheerful and makes you want to clap and sing along. It's like imagining a bright, happy place filled with friendly angels.
- Teach the song line-by-line until secure.
- This song has a learning intention that will be discussed in forthcoming lessons.
Rhythmic development
Students discover how to read and say the time syllables of a song.
- Project or print out the score.
- As musical detectives, students must use time names to describe the song's score.
- For example, the first measure reads: tika ttika, ti-ti.
- Choose a student to read the first measure.
- Ask the class to indicate the correctness of the answer by thumbs up or thumbs down.
- Repeat with another student for the next measure until the song's end.
- Remember to refresh students' awareness of the recently learned ti-tika time name.
Creative movement
Students sing and clap in this seated circle game.
- Students are seated in a large circle.
- A student is chosen to patrol the outside of the circle with a prop (such as a cap).
- Lead the class singing the song as students put the beat on their laps.
- The chosen student skips to the beat.
- On the words 'one for me', they touch the cap to the nearest student's head.
- On the words 'one for you', they touch the cap to the next student's head.
- On the words 'one for sister/brother [student name], the student places the cap on the head of the last student.
- That student now patrols the perimeter, and the game begins again.
Listening
Students discover some music by Ludwig van Beethoven.
Class discussion
- Discuss the differences between the two pieces of music.
- Ask students to use the musical terms that they have previously discovered.
- Ask if the Moonlight Sonata is played legato or staccato and if the dynamics are piano or forte.
- Ask volunteers what they feel and think when they hear this music.
- Ask the same questions for the beginning of Symphony No.5. Do the dynamics change in the music? Is the start staccato or legato?
- Play the first track. Teach that Ludwig van Beethoven's "Moonlight Sonata" is a beautiful piano piece. Imagine looking at the moonlit landscape by a window on a quiet night.
- It starts with slow, gentle notes that feel like moonbeams dancing on water. Beethoven created this music to express deep feelings without using any words.
- It is like he's telling a story of calmness, mystery, and beauty, all with the piano.
- Play the second track. Beethoven's Symphony No. 5 is like a thrilling adventure story told with music. It starts with four famous notes, "Da-da-da-DUM"—like knocking on a door or a call to action.
- This music is full of energy and big feelings. Beethoven uses the orchestra to take us on a journey through stormy weather to sunny skies. It feels like he's showing us how to find hope and joy after facing challenges. The music gets louder and more exciting until it ends with a victorious celebration.
Visual learning
Students discover details of Beethoven's life in images.
Beethoven was a brilliant pianist and played on pianos that were slightly different from the ones we see today. His pianos had fewer keys and a softer sound. Even though they weren't as loud, Beethoven still managed to create powerful music. He poured his emotions into every note, making his piano come alive with feelings.
Beethoven's house was a place full of music and creativity. One of the houses he lived in was in Vienna, Austria, where he worked on his famous compositions. His home was simple, filled with music sheets and a piano where he played. Even though Beethoven became deaf, his house remained where beautiful music was born.
Beethoven's final resting place is in the Zentralfriedhof, Vienna's central cemetery. It's a beautiful spot visited by many who admire his music. His tomb is a monument to his legacy, marking the final rest of a man whose compositions moved the world. It's a place of respect and reflection.
Beethoven used special ear trumpets, or listening horns, to help him hear as his hearing started to fade. He would hold These long, horn-shaped tubes to his ear to catch sounds more clearly. They were crucial tools that helped him continue composing music even as he became deaf.
Instruments
Students discover how to play in 3/4 time.
- Teach that this song is in triple metre, which students may have investigated in previous lessons.
- Remind students that each measure of music has three beats.
- Say and repeat the count of 1 - 2 - 3, and have the class repeat after you.
- Teach that a semibreve, or half note [too], has a count of two beats.
- Demonstrate the song line-by-line and have the class repeat after you.
Part work
Students
- Distribute untuned percussion instruments, such as hand drums, shakers, tambourines, etc.
- Divide the class into two, each group with a different instrument.
- The first group should play the beat, with a strong emphasis on the first beat. Let them practise for a short time.
- Teach an ostinato pattern to the second group suitable for this triple time [3/4] song. Examples might include ti-ti, ta, ta or ta, ti-ti, ti-ti. Let this group practise.
- When secure, count the class in and have both groups play together.
Assess
Suggested lessons
Y1. Beat II
Y1. Beat III
Y1. Beat IV