What did you learn about Napoleon, Cancel Culture and Chevalier de Saint-Georges during that time?

20 pt.) A former student assumed that the classical period from the 18th century was made up of “Nothing but a bunch of old and privileged white guys”. It was a valid question. It was also obvious to me that this student knew very little about the history of composers. Most composers came from poverty or lower income and class families. They were considered and treated as servants of royalty or the church until the 19th century following the French Revolution. Most did not go beyond a third-grade education or if lucky, were home schooled. Mozart was writing some very mature piano music by age 4 and orchestral music by age 6. Other composers, the “late bloomers” were composing by age 6, 7 or 8. So much for the former students’ statement: “Nothing but a bunch of old and privileged white guys”. Composers were often commissioned to write works, but the money was minimal. They did not earn nearly enough money from their original compositions to support even a lower class living. Composers, even in their pre-teen years and throughout their live were performing, teaching or conducting or had non music related employment.
Keep in mind that textbooks, history books, political books, econ books and we can go on and on, are written with the author’s point-of–view. The author of our book, to push his narrative, purposely states some things about western culture music that simply is not true. Statements such as polyrhythms and poly meters not being part of western music are absolutely silly. Another statement that is made in our text is that western music (not country western) is lacking in improvisation. Most secular music, for centuries, was improvised before anyone decided to write it down. All composers and many musicians from the time of instrumental music, improvised. We still do. Jazz is mainly the art of improvisation. That many cultures don’t write down their music is not the fault of the West. Most real folk music from the USA was passed down by ear.
Now for the real reason that I am including this section: This is a story of a brilliant, black composer during the time period of Mozart and Beethoven. This was a time when Napoleon and his followers were busy pushing the idea of cancel culture that scarily seems to be the new push today. The video below is Cancel culture at its worst! As a side note, my grandfather’s name was removed from his poems, novels and operetta librettos due to the cancel culture mob mentality of the Nazi’s then Fascists and later by the socialists/communists. Answer this part one: There are several sections from the above information that you may wish to address. Look for information that might be new for you or may have broken some of your default the stereotyping of classical music for you. I expect college effort. Answer this part 2: on the video link below: What did you learn about Napoleon, Cancel Culture and Chevalier de Saint-Georges during that time? I expect strong effort!

(10 pt. Another well-kept secret: Impact of Female African American Classical Music Composers: Another hidden gem. https://www.youtube.com/watch?v=7KGu29lLdEc
(10 pt.) Massenet’s, Meditation performed by Clara-Jumi Kang The range from lowest to highest tones demonstrates instrumental melody rather than a tune anyone can whistle. Answer this and provide your reason: If hip-hop or rap was added to this piece, giving it a strong beat, just to “relate” to a specific age group, would it have the same meaning, a better message or lessen its musical intent? https://www.youtube.com/watch?v=gw6vB_hUPKE
(15 pt.) Two versions of the same cello piece by JS Bach: Bach Suite #1 for Cello (Prelude) Listen to both then answer the question in the next paragraph. https://www.youtube.com/watch?v=4wOOyXw7XP8
A little fun with Bach Suite #1 cello with Kevin Olusola (beat box) version Start beat box at timestamp 0:48: Answer this: Which version did you prefer and why, and why does this piece work well with additional beat box? https://www.youtube.com/watch?v=a8vp0TXrOs8
(15.pt.) The Swan composed by Saint Seans : Answer these two questions : What is the meter of this piece? Is it 3 beats per measure, or 4 beats per measure? What is your assessment of this composition on a personal not musical level? https://www.youtube.com/results?search_query=the+swan+saint+saens

(15 pt.) Reading Rhythms Participatio : Reading and clapping a beat to music: The rhythm and beat will be the same in these examples; it’s really a practice in following and clapping the rhythm which coincides with the beat. That is highly unusual. Usually the rhythm is complex and of course the beat is just the down of a foot tap. Tempo determines how fast the foot must tap the beat. Answer this: What did you gain from this exercise and after attempting this short video at least three times, how successful were you after your final attempt? https://www.dropbox.com/s/4rovnf8fskvye8y/20210619_110610.mp4?dl=0

(15 pt.) Simple look at Harmony https://www.dropbox.com/s/4f23dank8yb3qm6/chords%20and%20harmony%20%282%29.mp4?dl=0
(10 pt.)Which one or more of the 6 numbered examples above did you find most interesting? Why?
(10 pt.) Bonus points): Which one or more of the 6 did you find most informative e and why?

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