This paper has two specific but intersectional focus points: The Heiligenstadt Testament, a letter Beethoven wrote (but never sent) in 1802, when he was 32 years old. The Fifth Symphony, written between 1804 & 1808, during Beethoven’s second of three compositional periods (often termed his “heroic” period by musical historians). To do this assignment, you will need: Notes on Beethoven (located on Blackboard under Course Content) The text of the Heiligenstadt Testament (located on Blackboard under Course Content) The above documents are available on Blackboard both as Word documents for download, and within BB itself (look far down the Course Content page) This specific link to Beethoven’s Fifth Symphony: https://www.youtube.com/watch?v=msolhqi-PC0&t=1437s Gustavo Dudamel, conductor, with the Simón Bolívar Symphony Orchestra of Venezuela Movement 1, Allegro con brio: very start of video Movement 2, Andante con moto: 8:02 Movement 3, Scherzo – Allegro: 16:53 Movement 4: Allegro – Presto: 25:57 Regarding the 3rd movement, Scherzo – Allegro: Keep in mind that the 3rd movement moves without stopping straight into the 4th movement. This may be a musical joke of sorts (“joke” is the literal meaning of the word “scherzo”), as this was a very surprising thing to do. Usually, symphony movements have clear endings and beginnings. Not here! Process: First, carefully read the letter several times. Summarize the main points Beethoven makes in his letter. What do you judge his emotional state to have been when he wrote it? A summary is a “brief statement of the essential content of a book, article, speech, court record, etc.” The ability to summarize material accurately is valuable in academic work and many professions that require one to keep up with research in the field, digest new regulations, etc. Please note that to summarize does not mean to simply rewrite. It requires you to carefully examine the writing in question and identify its main points. Please do not plagiarize (steal) some other summary, or any part of one. Turnitin checks for plagiarism, and even if it didn’t, I would probably know. Plagiarism will cost you many, many points, and I may just throw out your paper entirely, especially at this late point in the semester. Do the work yourself. Scholars and historians often associate music of Beethoven’s middle period, in particular, with themes of struggle and triumph (this period, from about 1802-12, is often called the “heroic” period). Do you find this applies to the letter? Give examples of struggle mentioned by Beethoven. Is there any way in which some of what he says might point towards the triumphs he did in fact achieve over the following 25 years? NEXT: Listen to each of the four movements of the Fifth Symphony (1804-8) several times, using the above link. Write down your subjective impressions of mood and emotion as the music shifts and changes. Keep in mind that the 3rd movement segues straight into the 4th (and last) movement, whereas there are brief breaks between movements 1 & 2, and 2 & 3. Write a subjective response to each movement, using starting and ending timings (i.e., “from 8:09 to 8:34”) to specifically identify sections or moments that seem to you to express struggle, determination, peacefulness, loneliness, sadness, joy, triumph, humor, anger, suspense, or any other mood/emotion that occurs to you. Each movement should have its own good-sized paragraph. The more timings you use, the more specific your observations will be. Specificity is always better than generality, and will earn you a better grade. Of course, be sure your timings are thoughtfully chosen to support your points. DO NOT USE ANYONE’S WORK BUT YOUR OWN. See above re plagiarism. Overall, does the Symphony subjectively suggest a journey of struggle towards triumph to you? Please note that you are not required to hear that in the music. This is an exploration of this symphony with reference to how it has very frequently been interpreted over the past two centuries. FORMAL POINTS: Length: 2.5 pages Double-spaced Use 12 point Times or Times New Roman font First, write for content. Content = WHAT you say. Check your content against the above instructions. Then, go back and act as your own copy editor. Goal: upgrade HOW you present your content. This is about carefully checking your grammar, spelling, and the clarity with which you communicate your thoughts. Consult the Editorial Notations Keys (under Course Content on Blackboard) to remind yourself of grammar and other points to look out for. Proofread OUT LOUD. Be sure to double check spelling. POINTS: This paper is worth 10% of your overall course grade.  Webster’s New World Dictionarbcqy, Third College Edition, 1988
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