| A | B |
|---|
| Timbre (Tone color) | dark vs. bright; different instrumental sounds that can create specific atmospheres |
| Tableau | individual scenes from a ballet |
| dissonance | combination of tones that sound discordant or bad together |
| Finale: | the ending of a piece of music |
| atonal | music that has no tonal center or key signature |
| twelve-tone serialism | a technique where 12 chromatic tones are arranged in rows to creat a larger work |
| Sprechstimme | speech singing |
| 1900 to present | time period of Modern Period |
| atmospheric | type of new music created by Impressionist composers |
| Expressionists | composers who used intense emotions and rejected consonant sounds |
| World War I and II, Vietnam War; invention of electricity; the Great Depression | World Events during Modern Period |
| recording technology; invention of pop music; movies, radio and television | important musical events of Modern Period |
| music publisher; member of recording industry; music critic | new employment opportunities for musicians during the Modern Period |
| Advant-Garde, Neo-classical, Neo-Romantic | 3 compositional styles of Modern Period |
| Romantic and Modern | Debussy was the bridge between these two periods of music |
| Javanese gamelan music | type of exotic music that influenced Debussy |
| fleeting moods and misty atmospheres | Debussy's music evoked what two things |
| Prelude to the Afternoon of a Faun | title piece of Debussy that was studied in class |
| Nicolay Rimsky-Korsakov | famous composer who privately tutored Stravinsky |
| Ballet Russe | name of ballet company that commissioned Stravinsky to write three ballets |
| The Firebird; Petrushky; The Rite of Spring | 3 ballets that Stravinsky wrote for the Ballet Russe |
| The Firebird (Finale) | name of piece by Stravinsky that was studied in class |
| The Second Viennese School | Schoenberg was the leader of this school |
| 12-tone serialism | important compositional style developed by Schoenberg |
| "Der Mondfleck" | piece by Shoenberg that we studied in class that had a vocalist |
| original tone row; retrograde; inversion; retrograde inversion | 4 main aspects of twelve-tone serialism |
| Debussy | composer that was considered an impressionist |
| Schoenberg | composer that was considered an expressionist |
| Stravinsky | composer who experienced a riot at the premier of one of his most famous pieces |
| Debussy | composer that was considered the bridge between the romantic and modern period |
| United States | country Copland was from |
| rural and western America | subject matter Copland used for most of his works |
| American people needed something that made more musical sense | reason Copland tried to re-popularize classical music |
| Appalachian Spring | piece of music by Copland studied in class |
| It features the "Simple Gifts" | way you will identify "The Appalachian Spring" |
| consonance | combination of tones that sound concordant or nice |
| neo-classical | compositional style of Stravinsky |
| neo-romantic | compositional style of Debussy |
| Prix de Rome | famouse prize won by Debussy for outstanding composition |
| wanted to return to Paris | reason Debussy gave up his prize for outstanding compositon |
| flute, harp, French horn, English horn | instruments featured in "Prelude to the Afternoon of a Faun" |
| lawyer | profession that Igor Stravinsky'f father wanted for Igor |
| Prince Ivan, The Firebird, Kaschei the Immortal | 3 characters from the Firebird ballet |
| painting, sketches | what Schoenberg was famous for other than composing music |
| expressionism | compositional style of Schoenberg |
| neo-classicism | compositional style of Copland |
