Project #4: Middle/ High School Lesson Plan

Objective: To explore the history of a classical cadenza, written and improvised.

To compose a written cadenza, using themes of a classical piece.

Purpose: To expand knowledge of the Classical Era.

Materials Needed: Mozart: Concerto No.1 in G, K. 313, first movement: allegro maestoso (score and transparency), two recordings of K. 313 (with different performances), computer stations, Sibelius Compass software.

Anticipatory Set: Briefly discuss the ornamentation practices of the classical era, the varied uses of trills and gruppettos (turns), grace notes, etc.

Articulate the pros and cons of written and improvised cadenzas.

Procedure: Using transparency of score, follow select sections of first movement, highlighting melodic contours for themes A and B.

Compare performances of selected measures, noting use of trills, slurs, and articulations.
Consider the stylistic emphasis of thematic material. How does the use of ornamentation accentuate the theme? How does it distract the listener away from the theme?
Using Sibelius Compass, devise a set framework to develop a cadenza. Decide upon number of measures, critical points of the themes to include into the cadenza.
Set the following ornamentation criteria for a cadenza. It must include a trill at the end.
Working in groups of two or more students, create cadenzas with aforesaid criteria.

Closer: Students will compose a short cadenza for an instrumental piece from the Classical era, selection upon approval.