The Joy of Music

One of the greatest joys in life is music.  Regular readers will know that I love musicplaying it, writing it, singing it, arranging it, analyzing it, launching it into space, etc.  As an art form, I believe music is uniquely suited to communicating ideas and beauty across time, space, and cultures.  It can be intensely nationalistic, yet still universal.

We’re back to distance learning today after a positive case of The Virus, and since it’s the day before Thanksgiving Break—historically the biggest blow-off day of the school year—my administration decided to play it safe and declare today a distance learning day.  As such, I took the assignment derived from The Story of 100 Great Composers and ported it to my high school music classes.  Those classes will share about their composers today.

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Friday Morning Reading: The Story of One Hundred Great Composers

Today my school is doing its second Live Remote Learning Rehearsal days.  These are days for us to test out remote learning in the event The Virus necessitates returning to distance learning full-timeLast time teachers tuned in from home while teachers were on-campus.  This time, both teachers and students are able to work from home, so I’ve been enjoying a more leisurely morning.

Indeed, I just wrapped up my first morning class of the day, a section of Middle School Music.  The students in that section wrote brief, rough draft biographies of renowned composers, and after giving them feedback in-class yesterday, they presented on their composers this morning.  It was a good lesson for digital learning, as it required their active participation for the bulk of the class, and they all did quite well.

I’ve assigned composer biographies in music courses for years, but what inspired the assignment this time around was the rediscovery of a charming little book I keep on a small end table in my den:  Helen L. Kaufmann’s The Story of One Hundred Great Composers.  Published in 1943, the book is a tiny, pocket-sized digest of two-to-three-page entries—arranged chronologically—of composers from the sixteenth century forward.

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The Joy of Hymnals II: The Cokesbury Worship Hymnal

This week I’ve been teaching and learning a great deal about George Frideric Handel, the great German composer who became, over his long life, a great British one.  In discussing Handel and other Baroque composers with my students, we also veered into the world of hymns.

Hymns were and are important in Protestant congregations as simple, memorable tunes with theologically rich texts.  Hymn melodies are often based on folk tunes or popular compositions.  In some cases, such as the lovely Christmas carolSilent Night,” the text is written first, then set to music (indeed, most hymns, being based on Scripture, evolved this way).  Sometimes the tune is written, then an enterprising poet sets the text.  Such was the case with Isaac Watts, who set his text for “Joy to the World” to a Handel melody.  And, of course, there are hymns written and composed by the same person.

In talking about hymns, I brought to my students a slender little hymnal in my small collection of them, The Cokesbury Worship Hymnal.  From what I can gather, my copy was published in or after 1966, when the copyright from 1938 was renewed.  There is a stamp on the inside front cover stating that the hymn book once belonged to Carteret Street Methodist Church, which I thought was in Charleston, but appears to be in Beaufort, South Carolina.  The hymnal includes 296 hymns, with fifty responsive readings—a good collection, but slim by the standards of a pewback hymnal.

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Hand it to Handel

One nugget of wisdom I’ve heard before is “if you want to learn something, teach it.”  As a private school educator who taught pretty much every course in the standard high school social studies curriculum and a plethora of music courses, I can attest to the Truth of this statement.  I essentially taught myself, for example, the highlights of Western philosophy from teaching a Philosophy course for many years (a course I very much wish the school would revive).

I’m shifting increasingly towards teaching music exclusively (though I’m still teaching a couple of American History survey courses), and teaching a Pre-AP Music Appreciation class has been one of the great joys of that transition.  Years ago I created and taught a course called “History of American Popular Music,” which covered the early Tin Pan Alley tunes all the way through blues, jazz, rock ‘n’ roll, and beyond.  This Pre-AP course is focused on the great works of Western music, going back to the medieval period.

Currently, we’re wrapping up a big unit on Baroque music.  The Baroque style—as epitomized by greats like Bach, Monteverde, Corelli, Handel, and others—delights in contrasts.  Just as Baroque paintings highlight stark contrasts between light and dark, Baroque music revels in sudden contrasts in dynamics.  It also loves to play around with complexity, as any Bach fugue will quickly demonstrate.

The last composer in our unit is George Frideric Handel.  Handel, a German-born composer, made a major splash upon his arrival in England in the 1710s, where he sought to introduce Italian opera to sophisticated London crowds.  What was meant to be a temporary visit turned into over four decades, and Handel is interred at Westminster Abbey—a huge honor.  It’s one of those delightful twists of history that Handel the German became one of the most English composers in history—and one of the greatest composers of all time.

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