Possible topics covered in music listening and theoretical questions

In this article you will find information regarding possible topics covered in music listening and theoretical questions at The 2nd International Music Olympiad Riga 2014, Latvia



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Group I

1. The meaning of the musical terminology listed below (and using these terms in practice): 

metre, measure, time signature, bar line, repeat sign, double bar lines, staves, note head, note stem, diatonic scale, dot as extension of note length; 

pickup measure, treble clef, keyboard, major key, minor key, absolute pitch (letter names), tonality, tonic or keynote, key signatures, accidental signatures, sharp, flat, natural and relative major/minor; 

choir conductor, choir, ensemble, soloist, folk song, folk musical instrument, folk dance, conductor, orchestra, composer and lyricist; 

piece of music, stanza/verse, chorus, canon, march, polka, waltz, ostinato, accompaniment, prelude and interlude; 

rhythm, melody, tempo, dynamics, timbre; 

andante, moderato, allegro, largo, ritenuto, accelerando, piano, forte, mezzopiano, mezzoforte, pianissimo, fortissimo, crescendo and diminuendo; fermata 

vocal music, solo singing, choir singing, instrumental music, performer and improvisation; 

timbre, types of singing voice (soprano, mezzo-soprano, alto, tenor, baritone and bass) and groups of musical instruments (keyboard, string, wind and percussion instruments). 

2. Means of musical expression (the melody, rhythm, tempo, dynamics and structure of a musical piece) by listening to characteristic pieces of music;

• make the auditory distinction between songs and instrumental music;
• make the auditory distinction between a march, waltz and polka;
• describe and characterise the mood and character of a piece of music they have listened to using the musical terminology they have learned;
•  listen to and compare vocal music: types of voice (soprano, mezzo-soprano, alto, tenor, baritone and bass), choir types (children’s, boys’, men’s, women’s and mixed choirs); 
•  make the distinction by sound and shape between keyboard, string, wind and percussion instruments, electrophones and grouped musical instruments 
•  listen to instrumental music and make the distinction between its different components: groups of musical instruments (keyboard, string, wind and percussion instruments) and symphony orchestra;
• simple forms of music: binary (AB), ternary (ABA), simple rondo and variation.
• famous composers, performers, conductors, ensembles, orchestras and major musical events;
•  understand the meaning of the symbols of sound lengths, rhythmic figures and pauses (follow the link to find out exact rhythm values) 

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• understand the meaning of 2/4, 3/4, 4/4 time signatures and the pickup measure and take them into account in making music;
• use relative pitch (scale degrees) and make the connection with absolute pitch (letter names);
• understand the meaning of the treble clef and absolute pitch, g–G2 understand the meaning of relative major/minor (C–a, G–e and F–d).

Music listening and theoretical questions are related to a piece of music.
(The allotted time for listening and answering the theoretical questions will be 45 minutes. )

3. Sing a simple melody, using relative pitch (scale degrees) or absolute pitch (letter names);
or play a simple melody.

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Group II

• Origin and nature of music. Means of expression in music. The role of music in ancient advanced nations and modern society.
• The Middle Ages. Cultural historical background of the period and means of expression in music. Gregorian chant, the mass, development of polyphony and musical notation and the culture of chivalry.
• The Renaissance Cultural historical background of the period and means of expression in music. Development of polyphonic music, secular songs and dance music, instrumental music, the Reformation and changes in sacred music.
• Baroque. Cultural historical background of the period and means of expression in music. Court music, opera, oratorio, passion, concerto, prelude and fugue.
• Classicism. Cultural historical background of the period and means of expression in music. Sonata cycle, string quartet, symphony, concert of instrumental music, requiem, classical symphonic orchestra and development of opera.
• Romanticism. Cultural historical background of the period and means of expression in music. Solo singing, smaller instrumental forms, programme music (symphonic poem) and music for the stage (opera, operetta and ballet). National schools. Late Romanticism.
• 20th and 21st century music. Cultural historical background of the period and means of expression in music. Mass culture and high culture. Impressionism, expressionism and neoclassicism. Overview of the musical styles and trends of the second half of the 20th century.
• Jazz music. Cultural historical background of jazz music and its means of expression. Symphonic jazz. Jazz music traditions.
• Pop and rock music. Cultural historical background of pop and rock music, their means of expression, development and present status and contemporary trends in musical life and the music industry.

Musical examples from the output of the following composers: Monteverdi, Handel, Bach, Vivaldi, Haydn, Mozart, Beethoven, Schubert, Chopin, Liszt, Berlioz, Verdi, Wagner, Tchaikovsky, Sibelius, Grieg, Strauss, Debussy, Ravel, Stravinsky, Schoenberg, Orff, Britten, Prokofiev, Shostakovich, Messiaen, Cage, Boulez, Reich, Glass, Gershwin. Musical examples of jazz, rock and pop music.

All participants (Group II) should be able to:

• demonstrate an understanding/overview of the general cultural settings of different periods and can find links with the musical cultures of given periods; 
• demontrate their familiarity with the basic features, important genres and forms of different periods based on the musical examples they have listened to and are able to compare them; 
• express their opinions on the music listened to and compare, analyse and argue using their knowledge of musical terminology; 

Latvian composers and performers included are:

Group I
Composers:

1. Jazeps Vitols (the founder of the Latvian Music Academy) - "Amethist" from suite "The Jewels" http://www.youtube.com/watch?v=xLrm_nLEsnU
2. Erik Esenvalds - "O salutaris hostia" - http://www.youtube.com/watch?v=bPCj1yfdFfU

Performe:

1. Elina Garanča 

Group II
Composers

1. Jazeps Vitols - "Gaismas pils" (The Castle of Light) http://www.youtube.com/watch?v=pJ_RA3YLt9I
2. Erik Esenvalds - "Legend of the Walled-In Woman" http://www.youtube.com/watch?v=detF17YIV40

Performers:

1. Baiba Skride 
2. Andris Nelsons