An Analytical and Educational Survey of Howard Hanson's Dies ...

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45Sequence for LearningPrerequisites: Students should already be able to play the range of their instrument asneeded in this piece. Students should also have a good tone on their instrument and beable to make tuning adjustments before and during the rehearsal.The rehearsal sequence below serves as a general unit plan. Lesson topics may spanseveral rehearsals for completion and student achievement.1) The rehearsal cycle should begin with an initial reading of the piece. Students maylisten once to a recording of the piece before playing to obtain an aural image.2) The theme and variations form of the work should be introduced, with emphasis on theLutheran chorale theme. All students should be able to sing the chorale melody so as tounderstand and internalize the melodic material developed throughout the piece.3) Subsequent rehearsals may be organized by individual sections of the work withattention to note and rhythmic accuracy, intonation, and phrasing. The melody andtonality of the chorale should continue to be emphasized so that the contrast of thevariations is more apparent. As each variation is rehearsed, this connection to the themeshould be reinforced.4) The relationship of each variation's melodic material to the original chorale melodyshould be introduced. Musical terms should be explained as they influence the style ofeach variation.5) Important harmonies should be discussed, including melodic minor and major seventh,augmented, and major minor seventh chords.6) Students should compose a variation on the chorale based on the previous discussionsof melodic and harmonic material.7) Rehearsals toward the end of the sequence should return to a contextualization,focusing on conveying style and musicality.8) Following the performance and or conclusion of the rehearsal sequence, studentsshould reflect on their musical experience by evaluating the group performance, based onthe specific and general knowledge they gained during the learning sequence.
.46National Standards for Music Education1Singing, alone and with others, a varied repertoire of music.2. Performing on instruments, alone and with others, a varied repertoire of music.3. Improvising melodies, variations, and accompaniments.4. Composing and arranging music within specified guidelines.5. Reading and notating music.6. Listening to, analyzing, and describing music.7. Evaluating music and music performances.8. Understanding relationships between music, the other arts, and disciplinesoutside the arts.9. Understanding music in relation to history and culture.National Standards retrieved from:National Standards for Music Education. Retrieved April 2, 2010, fromhttp://www.menc.org
Page 2 and 3: Digitized by the Internet Archivein
Page 4 and 5: Columbus State UniversityAN ANALYTI
Page 6 and 7: 3Table of ContentsChapter 1 :Howard
Page 8 and 9: Chapter 1 : Howard HansonBiographyH
Page 10 and 11: Sweden. He visited the studio of Na
Page 12 and 13: he used different terminology and f
Page 14 and 15: 11Promotion ofAmerican MusicHanson
Page 16 and 17: 13Compositional StyleHanson is wide
Page 18 and 19: 15Chapter 2: Dies NatalisDies Natal
Page 20 and 21: 17InstrumentationTime of Performanc
Page 22 and 23: 19on the secondary seventh of the d
Page 24 and 25: 21Ex. 2: Piano reduction of chorale
Page 26 and 27: 23Five Variations: Style OverviewEa
Page 28 and 29: 25Five Variations: Melodic Elements
Page 30 and 31: 27the chords that the melodies arpe
Page 32 and 33: P29intervallic relationship of a fi
Page 34 and 35: 131Variation II.The harmonic materi
Page 36 and 37: 33The tritone is an essential eleme
Page 38 and 39: 35Five Variations: Rhythmic Element
Page 40 and 41: 37Five Variations: Dynamics and Orc
Page 42 and 43: 139FinaleThe Finale to Dies Natalis
Page 44 and 45: Chapter 4: Teacher's Guide41
Page 46 and 47: 43The first variation has a small n
Page 50 and 51: 47Objectives• Students will perfo
Page 52 and 53: 49Chimes: m. 208-215All drums with
Page 54 and 55: Ai,!rrrr51Lesson IIObjective:• St
Page 56 and 57: 53Lesson HIObjective:• Students w
Page 58 and 59: 5515. nelmodo Gregoriano - (Italian
Page 60 and 61: '—57Composition AssignmentStudent
Page 62 and 63: 59Evaluation SheetName:Date:Title o
Page 64 and 65: 61Chapter 5: Student's GuideStudent
Page 66 and 67: 63Hanson's use of the chorale almos
Page 68 and 69: irr'r-F'rrr'rrrr65Dies Natalis Chor
Page 70 and 71: s»67O Morning Star, How Fair and B
Page 72 and 73: 69(Butterworth, 1998)Plate 9: 1972
Page 74 and 75: .7114. mosso -15. nelmodo Gregorian
Page 76 and 77: 73Evaluation RubricYour Name:Your I
Page 78 and 79: 75ReferencesButterworth, N. (1998).
Page 80 and 81: Appendices77
Page 82 and 83: 79Appendix B: Premiere of Dies Nata
Page 84 and 85: i81Appendix D: Hymn Musical Setting
Page 86 and 87: 83Appendix F: Hanson Photographs(Bu
Page 88 and 89: 11851970 The Mystic Trumpeter1974 L
Page 90 and 91: 87Appendix H: DiscographyThe Cornel

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