Franz Joseph Haydn: Symphony No. 94, "Surprise," Second Movement
Cross-Disciplinary Lesson Plans
Social Studies, K-5
K-5 Benchmark
History
A. Place events in correct order on a time line.
Objective
Students will put large visuals into a timeline.
Materials
Haydn Timeline: Simplified | Expanded
Haydn Timeline in Visual Format
Haydn Booklet
1. Teacher should read the Haydn booklet before holding this discussion on historical events.
2. Discuss: What would it be like to live during Haydn's time?
3. Have the class work in teams or as one large group to put the timeline together.
Extension: Use this timeline as a wall mural and add in historical facts that the students find from additional research.
K-2 Benchmark
History
A. Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.
Objective
The students will create a depiction of daily life during Haydn's time as a child.
Materials
Haydn Timeline: Simplified | Expanded
For teacher: HumanitiesWeb.org website
1. This lesson should follow the above lesson on the timeline of Haydn's life.
2. Discuss:
- What was Haydn like as a child?
- How would his life be the same / different than yours?
- How was the world around Haydn the same / different than the world today?
3. Have the students create a depiction of a day in the life of Haydn from the viewpoint of one of his friends. Ideas: Modeling clay, drawings, paintings, a short story, a small drama.
K-2 Benchmark
History
A. Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.
Objective
The students will create a line of influence from Haydn to their everyday life.
Materials
Haydn Timeline: Simplified | Expanded
1. This lesson is a teacher led discussion. The teacher helps the students realize the influence Haydn had on classical music, composers, musicians, and music of today.
Basic discussion plan:
- Haydn was a talented child with a gift for singing
- Therefore
- Haydn was given the opportunity to study music and sing with a famous boys choir.
- Therefore
- He became trained with little to no expense by being involved with this choir
- Therefore
- He had the talent and knowledge to begin his career in music as a teacher, composer, and performer. He also was well liked and had a great sense of humor. This came in handy when needing a job. It later became handy for keeping his job.
- Therefore
- He landed his prime spot with the Esterhazy family - and he stayed for over 30 years. (They liked his music and his personality)
- Therefore
- He had the money to continue to do what he loved and the fame which came by publishing his works.
- Therefore
- He had the connections to meet Mozart and become Beethoven's teacher.
- Therefore
- influencing both of these composers, Mozart and Beethoven
- Therefore
- influencing all music to come out of Europe
- Therefore
- influencing the music of today.
K-2 Benchmark
Geography
A. Identify the location of the students' home state, the United States, the continents and oceans on maps, globes and other geographic representations.
Objective
Students will be able to find a variety of locations, i.e., the United States, the continents, oceans, and Italy on an appropriate map or globe.
Materials
Haydn biography
Haydn booklet
World Map
Historical Map of Austria
Eastern European Map
United States Map
Or, use maps and globes already in the classroom
1. Display a variety of maps and/or globes for the students. Have the students choose the appropriate map and then locate each of the listed geographic areas.
Locations: - Austria
- Venice, Italy
- England
General Locations: - Continents
- Oceans
- The students' home state
- The United States of America
2. Have the students choose additional locations to find.
K-2 Benchmark
Economics
A. Explain how the scarcity of resources requires people to make choices to satisfy their wants.
B. Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.
C. Explain ways that people may obtain goods and services.
3-5 Benchmark
Economics
A. Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.
B. Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.
Objective
Students will learn what it takes to become a successful musician and composer and how the economics of supply and demand effect the style in which a composer may chose to write.
Materials
Haydn biography: Younger Readers | Older Readers
The American Society of Composers, Authors and Publishers website: Music, Money, Success and the Movies
1. Discussion:
- He was very talented.
- He could write in a wide variety of styles.
- He could compose for any instrument - even the Prince's instrument, the baryton.
- He was well liked and had a great sense of humor.
- He liked his employer. He was important to his emplyer.
2. Why was this important at the time he lived?
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To be a successful composer, one needed to be able to sell compositions. However, you could not run off your new music at the local copy shop or input your data into a computer. Everything was hand written and played by instrumentalists. Most composers were also entertainers. Haydn had the best of all worlds when he became the court composer for the Esterhazy family. He was well paid, had his own orchestra, and could compose his own music. Of course, he also needed to supply his boss with what he wanted - music for favorite instruments (baryton) and music for dinner parties.
As Haydn became more successful with his compositions, there was a greater demand for him to write additional music for the public. This is supply and demand. He supplied the public and the Esterhazy famly with music as they would demand it. If they no longer wanted to hear a certain style of music, they would no longer pay him to write it.
Beethoven was one of Haydn's students. Beethoven would learn from Haydn's life style. By the time Haydn became Beethoven's teacher, he had left the Esterhazy household and his music was popular enough that people would pay for his compositions alone. He didn't need to take on an another job. Beethoven also did not answer to Nobility. He would later become the first composer in history who could write what he wanted to write. Luckily for him, he was such a great composer that he created his own demand for his music and supplied the music he chose to write.
Modern composers have taken after Beethoven's example. However, there are many new forms and styles for which to compose music.
- Movies
- Television
- Commercials
- Computer programs and games
- Animated feature films and musicals
- Broadway musicals
- Hand held electronic games
- Background music for stores
- All Classical forms: symphonies, quartests, chamber orchestras, operas, choruses, vocal and instumental solos.
- New instruments: Electronic and synthesized sounds
- New composition techniques: MIDI and computer programs for composition.
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a. How does this effect being a musician today?
b. Is it easier or harder to become a professional composer/musician today?
c. Is it easier or harder to learn how to compose music today than in Haydn's day?
d. Look at the webpage on "Music, Money, Success and the Movies". Discuss.
3-5 Benchmark
History
A. Construct time lines to demonstrate an understanding of units of time and chronological order.
Objective
Students will be able to create an individual timeline with the given information of world and music events during Haydn's lifetime.
Materials
Haydn biography: Younger Readers | Older Readers
Haydn Timeline
For teacher: HumanitiesWeb.org website
1. Students and teacher will discuss the given timeline in reference to Haydn's biography.
2. Students can use various reference materials. One reference could include the humanitiesweb.org site. This site has great overall timelines that can be broken down into various categories. (Daily life, music, science, world events, etc,.)
3. Students, in groups or individually, create their own timeline with clear units of time that includes information on both Haydn and world events.
Extension: Have the students include information from other areas of study, including review areas.
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