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

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Ai,!rrrr51Lesson IIObjective:• Students will be able to sing the chorale melody as demonstrated by their activeparticipation in large group, small group, and individual sessions.Standards:• Singing, alone and with others, a varied repertoire of music.• Understanding music in relation to history and culture.The teacher should facilitate a discussion about the chorale Wie schon leuchtet derMorgenstern and its significance to Dies Natalis for Band. The teacher should have athorough understanding of general chorale form and historical background of chorales. Acopy of this hymn and its modified version for the piece are located in the student packet.Students should be able to internalize and sing the chorale melody to demonstrate anunderstanding of the theme and to understand the variations of the melody.Learning sequence:-History and significance of the hymn should be discussed. Are students familiarwith this hymn? Are they familiar with hymn form?-A brief explanation of hymn text should occur. There are several text settings tothis hymn, and it is uncertain which one Hanson was most familiar with. Theoriginal German text and translation and a setting of this translation may be foundin Appendices D and E.-The hymn melody and Hanson's version of the chorale melody should bedemonstrated for the students by playing or singing.-Students should play the melody together on their instruments using the handoutin the student packet.-Students should sing the melody together. Singing the chorale melody isimperative for students to internalize the theme and to thoroughly understand it.Learning to sing the chorale may be done one phrase at a time; it may be helpfulto alternate playing and singing phrases. The teacher may choose for students touse solfege, numbers, note names, or lyrics for vocalization.-Once students are comfortable singing the melody, have them sing the melody insmall groups by instrument section.-The teacher may choose to listen to students sing the melody in smaller settingsoutside of class time to ensure aural memory.Dies Natalis Chorale Melodyi\ \mp@rfrJJ |JJ |rr
52Score to Transpositions of Dies Natalis Chorale MelodyC concertinstrumentsm» mfJ o -B?instEb instU IHA^^mF instC instgmm ^r -Mrr^mr^C instB?inst*tW^Wm±w^Up*El> instmFinst^rvwC insta
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 48 and 49: 45Sequence for LearningPrerequisite
Page 50 and 51: 47Objectives• Students will perfo
Page 52 and 53: 49Chimes: m. 208-215All drums with
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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