CHOICE ONE: CLASSICAL MUSIC
Listen to one (1) composition (for a symphony) by Haydn or Mozart, either at the Websites below or in this week’s Music Folder. Identify the work that you have chosen, and describe the way in which the composition expresses the specific qualities of the Classical music style. Use the key terms from the textbook that are related to that particular music style, and explain what you like or admire about the work. What do the qulaities of Classical music that you have discussed about tell you about the values of the culture that this music emergeed from?
CHOICE ONE: MUSIC LINKS
- Chapter 25 (pp. 818-824), classical style described; examples
- Haydn at http://www.youtube.com/watch?v=JESXMWrwzVQ and http://www.npr.org/artists/16110605/franz-joseph-haydn
- Mozart at http://www.youtube.com/watch?v=hywOY9BS9tQ and http://www.npr.org/artists/15327819/wolfgang-amadeus-mozart
CHOICE TWO: EARLY ABOLITIONIST ART
Explain whether you think an autobiographical or fictional account by a slave (such as Phillis Wheatley and Olaudah Equiano) is more persuasive than a biographical or fictional account by a white author (such as John Gabriel Stedman or Aphra Behn).
Next, explain whether you believe the representations of slavery in the visual arts (such as William Blake’s illustrations, William Hackwood’s cameo, or John Singleton Copley’s painting) were more compelling and convincing of the injustices of slavery than the literary representations already mentioned. In your explanations, use specific examples and consider both audience and the content and nature of the work.
What art forms today are vehicles for taking action against injustice?
CHOICE TWO: EARLY ABOLITIONIST ART LINKS
Early Abolitionist Art & Literature
- Chap. 26 (pp. 864-6): Equiano, Stedman, Wheatley, Behn; Chapter 26 (pp. 871-3): Equiano and Behn
- Wheatley at http://www.vcu.edu/engweb/webtexts/Wheatley/phil.htm
- Chapter 26 (pp. 864-7): Blake, Hackwood, Copley