Anna Featherston

Secondary Teaching Unit

MUSIC 670:

Advanced Studies in Music Education

Spring 2020

 A Teacher’s Guide To:
Edward Elgar’s

Elegy, Op. 58

Goodmusic Publishing Company

grade 4

created by Anna Featherston, Kansas State University, 2020,

for MUSIC 670: Advanced Studies in Music Education


 Contents

Introduction ..…………………………………………………………………………….. 3

Learning Goals …….……………………………………………………………. 3

Score Analysis …….……………………………………….………………….………… 4

Melody ……..……………………………………….……………………………. 4

Harmony …………………………………………….……………………………. 4

Rhythm …….……………………………………….……………………………. 4

Form ……………………………………………….……………………………. 5

Timbre ……………………………………………….……………………………. 6

History and Culture ……………………………….……………………………. 6

Concept Lessons & Assessments ……………………….……………………………. 7

Lesson 1-Letter/Poem Writing …….…………….……………………………. 7

Lesson 2-Moving with the Music …….………….……………………………. 9

Lesson 3-Clap it Out …….……………………….……………………………. 11

Lesson 4-Building with LEGOs …….…………….……………………………. 13

Lesson 5-Error Detection …….……………………….………………………. 15

Warm Up Strategies ……………………………………….………………….………… 18

Warm Ups Score …..……………….………………….………… …………….. 20

Glossary …………………………………………………….……………………………. 25

Resources ……………………………………………………………………….……… 27

Recordings ………………………………………….…………………………… 27

Websites ………………………………………….………………………………. 27

Student Guide …….……………………………………….………………….………… 28


 Introduction

Title: Elegy, Op. 58

Composer: Edward Elgar

Publisher: Goodmusic Publishing Company

Grade Level: 4

Learning Goals (as aligned with the 2014 NAfME Music Standards for Ensembles)

By the end of the unit, students will…

1. identify and explain the stylistic features of the given musical work and its
relationship to to historical and cultural content (MU:Pr6.1.E.IIa)

2. create and implement effective rehearsal planning techniques that enhance

ensemble performance (MU:Pr5.3.E.IIa)

3. evaluate a performance, composition, arrangement, or improvisation by

comparing it to similar or exemplary models (MU:Re9.1.E.Ia)

4. play by ear simple melodies on a melodic instrument and simple

accompaniments on a harmonic instrument (MU:Cr1.1.E.Ia)

5. explain ways in which the principles and subject matter of various disciplines
outside the arts are interrelated with those of music (MU:Cn11.0.T.Ia)

3
 Score Analysis

Melody

The first violins are given the melody throughout the piece, but would be
incomplete without the harmonic lines. The melody and piece is primarily
represented in 4-bar phrases.

Above is the beginning of the climax of the piece with the first violin melody. In
several parts of the piece, the first violins split in octaves.

Harmony

The second violins hold the main harmony throughout the piece, but the violas
often double this part and have some variance, making it interesting. During the
introduction, the cello/basses hold the line that is moving the most. The cellos/
basses double for most of the piece. When they are not doubling, the basses
are either not playing or doing pizzicato on beat two.

Above is the second violin harmony during the previously mentioned beginning
of the climax, starting at measure 26. Their primary role is to add interest and
movement to the first violin melody.

Elegy incorporates sections with monophony, homophony, and polyphony.

Rhythm

Although the piece is slow, the rhythms are very important. Moving exactly on
the beat and together is much harder when a piece is slower. There are also
many tempo changes throughout the pieces, making it extremely important that
all performers and parts stay together. The piece is in and is conducted in 3/4,
but it is best, especially for the performers, to feel it in a slow 1 so that it does
not becoming so note-to-note. The cello/basses move the most during the

4
 introduction and the second violins and violas have the lines that are moving
the most throughout the rest of the piece.

Above is the first 11 measures of the piece, showcasing the beginning

movement in the lower strings and the slower motion in the upper strings. This
part is especially hard to keep from being note-to-note. In measure 7, the first
violins continue the slower movement and the second violins and violas take
over the main movement, which is continued for the majority of the rest of the
piece.

Although the rhythms are often the same

in the second violins and violas, the
seconds have the most movement and
difficult rhythms throughout the piece. To
the left is measures 35 and 36,
showcasing second violin movement.

Form

The form of the piece is ABA’ with a short intro and outdo. Each phrase is about
4 measures long. Each phrase and each section have many rises and falls of
dynamic and many pushes and pulls in tempo. The piece should not be so
strict with time, but should be felt with lots of emotion.

5
Timbre

Because Elegy was written for a chamber ensemble, it is extremely important

that the performing ensemble keeps the sound they are creating in mind. The
piece has a very rich core of sound, but must not be too full, especially when
being performed in larger groups.

History and Culture

1909 was a fairly successful year for England. The unemployment rate was only
7.7% of the working population and the average wage for a manual worker was
23 shillings per week. Louis Bleriot won £1000 for becoming the first man to fly
across the English Channel. The first rugby football match was played at
Twickenham Stadium, with Harlequins winning against Richmond. Higher
education was expanding and the University of Bristol was opened after
receiving rather large donations from the Fry and Willis families.

Sir Edward William Elgar (1857-1934) was a late 19th-century Romantic

composer, born and raised in Worcestershire, England. He grew up with a father
as a musician, so it was no surprise when he started working as a bandmaster
and church organist. Elgar’s best instruments were the violin and bassoon.
Although only one piece of his written for solo bassoon survives, fifteen pieces
for solo violin still survive. Choral pieces were a specialty of Elgar’s, but 37 of
his orchestral pieces still survive. Most of his pieces can be described as very
lyrical, colorful, and mysterious.

An elegy is defined as “a poem of serious reflection, typically a lament for the

dead,” thus making elegies in music sorrowful and lyrical. Elegy was written in
memory of Elgar’s close friend August Jaeger. Jaeger died at the age of 49 after
being very ill for a long time. Elgar never formally addressed Jaeger’s death or
the fact of the piece being attributed for him, but he was more formally
addressed in Elgar’s Nimrod movement from his Enigma Variations. Elegy was
first performed on July 14, 1909, in London. This was towards the middle of
Elgar’s career, but only 25 years before his death.

6
Concept Lessons & Assessments

Lesson 1
Letter/Poem Writing

Instructional Objective

While listening to Elegy, students will write a letter or a poem as Elgar

expressing his thoughts and feelings towards his loss of Jaeger.

Score Analysis Component

historical

Activity Description

Edward Elgar wrote Elegy in remembrance of his friend August Jaeger. While
listening to the piece, write a letter or a poem as Elgar expressing his thoughts
and feelings towards his loss of Jaeger.

Materials

• professional recording of Elegy

• paper

• writing utensil

Procedure

• introduction

• importance of understanding Elgar’s thoughts and feelings

• analyze and recreate Elgar’s thoughts and feelings

• what is an elegy

• directions

• listen to piece

• write a letter or poem as Elgar

• express his thoughts and feelings towards the loss of his friend

• follow the sequence and characters of the piece

Assessment

We will not share our letters and poems in class because it is so personal.
Students will each turn in their writing, but the importance is that they
understand what Elgar was feeling. This is why the attached rubric has very
little included. Assess that students understand the sequence and characters of
the piece, as well as using emotion.

7
 Letter/Poem Writing Rubric

3 2 1

sequence follows the sequence and somewhat follows the does not follow the
characters of the piece sequence and characters of sequence and characters
the piece of the piece

emotion shows emotions shows emotions associated does not include

associated with an elegy with an elegy, but not specific emotions associated with
and specific to Elgar to Elgar an elegy

planning thought out, not random not completely random, but random
does not seem thought out

total

/9

8
 Lesson 2

Moving with the Music

Instructional Objective

Using different types of bodily movement, students will move to a recording of

Elegy.

Score Analysis Component

movement

Activity Description

Moving is an important part of creating and expressing music. Using different

types of movement, move along to the recording of Elegy.

Materials

• professional recording of Elegy

• space for students to move around

• YouTube videos

• “When the Party’s Over Billie Eilish - Lyrical Dance Chelsea Nicholls”
https://www.youtube.com/watch?v=cVfPB_-K6P0

• “1st World Taijiquan Championships - Women’s Group A Compulsory Chen

Taijiquan - 1st Place CHN” https://www.youtube.com/watch?
v=RA8iHFarIng

Procedure

• watch YouTube videos showing moving to music

• example types of movement (encourage students to join)

• moving arms

• walking around

• circles

• etc

• example appropriate and inappropriate movements

• appropriate - slow and fluid motions

• inappropriate - quick and spastic

• it’s not a quick and spastic piece

• do the activity with students

• encourage students to only pay attention to how they feel the music and not
others

• do several times to allow students to get comfortable

• encourage expressing different motions each time

9
 • discussion

• lead discussion about how students felt, what they were listening for, etc

Assessment

Assess students based on their participation and types of movement.

Understand that it make take others more time to get comfortable with moving
around in front of their classmates and friends. Assess also based on the
discussion afterwards. Do the students understand the feeling of the piece.

10
 Lesson 3

Clap it Out

Instructional Objective

Students, in quintets, will clap the rhythm and dynamics of their part with 90%
accuracy.

Score Analysis Component

rhythm

Activity Description

Having a solid foundation of rhythms and dynamics helps greatly when learning
and performing a piece. Teacher will assign a number of measures for students
to clap their rhythm and dynamics in quintets.

Materials

• individual parts for Elegy

• online randomizer

• rubric

Procedure

• introduce activity

• randomly assign quintets

• depending on the number of players on each part, some may have to

go more than once

• assign different measures for each group (2 or 3 phrases)

• randomly assign order quintets will perform

• students that have to go more than once will receive the highest score as
their grade

• directions

• clap rhythm for given measures

• include dynamics in clapping

• student guided

• agree on a tempo before beginning

• watch 1st violinist to know when to start

• move together

• activity

• in the random order, quintets take turns performing their measures

• include proper rhythms and dynamics

11
Assessment

Teacher assess students based on the attached rubric. Those that have to go
more than once because of the number of players on each part will be given
their highest score.

Clap it Out Activity Rubric

4 3 2 1

rhythmic > 90% of accurate > 80% of accurate > 70% of accurate < 70% of accurate
rhythms rhythms rhythms rhythms
accuracy
dynamic > 90% of accurate > 80% of accurate > 70% of accurate < 70% of accurate
dynamics dynamics dynamics dynamics
accuracy

appropriate tempo within 5 tempo within 10 tempo within 15 tempo within 20 or

bpm of 66 bpm bpm of 66 bpm bpm of 66 bpm more bpm of 66
tempo bpm

steady tempo tempo did not tempo barely tempo tended to tempo was not
fluctuate fluctuated fluctuate stead

ensemble > 90% of the > 80% of the > 70% of the < 70% of the
performance was performance was performance was performance was
together together together together

Total
/20

12
 Lesson 4

Building with LEGOs

Instructional Objective

Students will build a structure with LEGOs representing the form of Elegy.

Score Analysis Component

form

Activity Description

Using LEGOs, students will build a structure that represents the form of Elegy.
There must be part that represents the following sections:

• intro

• A

• B

• A’

• outro

Materials

• LEGOs (about 600 for a class of 40)

• individual parts for Elegy

• rubric

Procedure

• review the form of the piece with the ensemble

• ask what they think it is

• where does each section start and end

• transitions?

• in pairs or individually, students have 20 minutes to build a structure as

complex, or not, as they see fit, as long as it follows the form of the piece

• may use their music as reference

• students can grab as many LEGOs as they see necessary/are available

• after 20 minutes, the pair or individual that built each structure will take turns
presenting to the class

Assessment

Teacher assesses student work using the attached rubric while student(s)
present.


13
 Building with LEGOs Rubric

4 3 2 1
Communication Communicates Communicates Communicates Communicates
with considerable with a good deal with some with little
of Ideas
effectiveness of effectiveness effectiveness effectiveness what
what the structure what the structure what the structure the structure
represents. represents. represents. represents.

Planning/ The structure is The structure There was some Structure was not
very well planned looks planned planning for the planned out. It
Organization
and organized. and organized. structure, but the appears that
Everything is There are very construction still materials were
attached for a few random appears a bit attached at
reason. additions. random. random.

Presentation All content Content directly Had difficulty Presentation did

directly related to related to the explaining how not relate to topic.
the topic. Content topic. Included the content and Included few
was thoroughly many details that topic relate. details and relied
developed and demonstrated heavily upon
demonstrated knowledge of the unsupported
detailed topic. opinion.
knowledge of the
topic.

Use of n/a n/a Used at least 5 Used less than 5

different LEGOs. different LEGOs.
Materials
Total
/14

14
 Lesson 5

Error Detection

Instructional Objective

Students will identify errors in melody or rhythm using aural skills with 90%
accuracy.

Score Analysis Component

melody, harmony, and rhythm

Activity Description

Students will listen to an excerpt from Elegy and identify where the example has
note or rhythmic errors. They will circle the error in the written melody and
denote with P for pitch or R for rhythm.

Materials

• professional recording of Elegy

• recording of incorrect playing of excerpt from Elegy

• Error Detection Worksheet

• pencil

• hard surface to write on

Procedure

• introduce activity

• use of aural and reading skills

• everyone will need to spread out so everyone is writing down their

own answer

• may start moving once the music starts

• need to listen intently

• pick spots that will not tempt you to talk or borrow answers

• just need a pencil, a hard surface to write on, and Error Detection
Worksheet

• class listens to professional recording of Elegy

• students spread out

• directions

• students read all directions on worksheet

• ask if everyone understands/anyone has any questions

• activity

• play recording of incorrect playing of excerpt from Elegy 10 times

with about 30 seconds in between each playing

15
 • give one minute at end for students to wrap up

• collect/turn in worksheets

• student self-assessment

• ask students to rate how they felt about the task by holding up a
number between 1 and 5

• 1 is easiest and 5 is hardest

• take note of how the students felt

Assessment

Student Self-Assessment

Ask students to rate how they felt about the task by holding up a
number between 1 and 5; 1 is easiest and 5 is hardest.

Teacher Assessment

Students will turn in the worksheet to asses their knowledge. To receive

credit, at least 10 errors should be circled and marked with either a P or
an R.

16
 Name: ANSWER KEY

Elegy Error Detection Worksheet

After listening to the professional recording of Edward Elgar’s Elegy, you will hear an
excerpt of an incorrect performance of the melody. This excerpt has AT LEAST 10
errors. Below is the correct music. Circle each error and mark the kind of error made
above the note; P for pitch and R for rhythm. The error may be one or both. 1 point will
be granted for each correct circle and P or R marking.

The excerpt will be played 10 times with about 30 seconds in between each playing.
There will be about 1 minute after the final listening to wrap up.

R
P P R
P

P
P P
P P

17
 Warm Up Strategies

Each warm up is designed to help students with different aspects of the piece.
Students should be able to connect their warm ups to various parts of Elegy. Each
warm up is centered around the Eb Major scale, consistently helping students learn the
spacing of their fingers and pitch relationships. All of these warm ups can be played
with and without the mute. It is encouraged to play without the mute first in order to be
able to hear the full sound of the ensemble. After the ensemble understands how to
utilize their instruments in the best way, the mute may be added to give the same effect
used in Elegy.

Strategy 1 - Common Rhythms

Warm Up 1 features rhythms commonly found throughout the piece. The upper
strings play in unison. The lower strings have a variation that is very similar to
the upper strings, taking out the parts that make less sense with their part and
instrument. It is to be played at the same dynamic throughout to focus on these
rhythms and their relationships with the others around them.

Strategy 2 - Growth & Decay

Warm Up 2 starts off by following the natural dynamic curve of the scale.

Students are then challenged by doing the opposite of what they are used to
and what their instrument naturally wants to do. Each part is in unison
throughout the warm up.

Strategy 3 - Sustaining/Bow Control

Warm Up 3 is designed to help students with bow control. The scale is first
played at a mezzoforte dynamic to get used to consistently moving the bow at
the same speed. The warm up then follows the dynamic pattern used in Elegy,
showing students how to continue to sustain the bow at different dynamic
levels. This warm up is also in unison.

Strategy 4 - Textures

Elegy utilizes texture fully throughout the piece. Warm Up 4 is designed to help
students hear understand moving together with different notes and rhythms.
Each part includes rhythms commonly found together. The first violins are
moving on their own, like most of the piece. The second violins and violas are in
unison because this, or both parts playing the same rhythms with different
pitches, is often the case throughout the piece. The cellos and basses have the
same part, similar to the piece.

18
Strategy 5 - Listening

Although the first violins have the main melody throughout the piece, the other
parts have notes and rhythms that should be listened to in order to get the full
intended sound of the piece. Warm Up 5 has students pay attention to the
dynamics they are given. While each part is playing the scale together, the
dynamics tell everyone which part to be listening for. 


19
20
21
22
23
24
 Glossary

a tempo-back to the previous steady tempo

adagio-slow tempo; this piece is marked at

allargando-slow and broad, often also full in tone

arco-play with the bow

articulation-how a note is shaped from the beginning, middle, and end

cantabile-smooth singing style

con-with

cresc. (crescendo)-gradually get louder

dim. (diminuendo)-gradually get softer

div. (divisi)-section divides into two or more groups playing; often, in two part divisi, the
outside players on a stand takes the upper notes and the inside players takes the
bottom notes

e-and

elegy-a poem of serious reflection, typically a lament for the dead

espressivo-expression of feeling

heterophony-musical texture that has one melody but different variations

homophony-musical texture that has one melody and one, or more, supporting line(s)

lento-slowly

melody-a sequence of single notes that is the principle part in harmonized music

monophony-a musical texture that has one line that is played by multiple voices

molto-very

morendo-dying away, extreme fade

piu-more

25
pizz. (pizzicato)-pluck the string with your finger

poco-a little, somewhat

polyphony-musical texture that has multiple melodies

rit. (ritardando)-gradually get slower

sempre-always

sord. (sordino)-mute

staccato-each note sharply detached or separated from the others

tenuto-articulation that denotes a note being held full length and a little bit more

unis. (unison)-same in pitch of sounds or notes

£ (Pound sterling)-the pound currency is used across several European countries,

£1000 in 1909 equals about £117,000 today

26
 Resources

Recordings

Amsterdam Symphony, available on YouTube

London Philharmonic Orchestra, conducted by Edward Elgar, available at

https://classical-music-online.net/en/performer/9016?
composer_sort=53&prod_sort=1863

Stuttgart Radio Symphony Orchestra, available on YouTube

Websites

Encyclopedia Britannica

https://www.britannica.com/biography/Edward-Elgar

Elgar: A Chronology of Major Works

http://www.elgar.org/3chronol.htm

Elgar - His Music: Elegy for Strings, Op 58

http://www.elgar.org/3elegy.htm

The Telegraph

https://www.telegraph.co.uk/finance/newsbysector/retailandconsumer/
3980970/What-else-happened-in-1909.html

The Musicians’ Company Archive

https://www.wcomarchive.org.uk/elgars-elegy

27
 A Student’s Guide To:
Edward Elgar’s

Elegy, Op. 58

Goodmusic Publishing Company

grade 4

created by Anna Featherston, Kansas State University, 2020,

for MUSIC 670: Advanced Studies in Music Education Contents

 Contents

Introduction ..………………………………………………………………….…….…… 3

Learning Goals ……………………………………………………….…….…… 3

History ……..………………………………………………………….…….…… 4

Reference Images ………………………………………………………….…… 5

Melody ……..………………………………………………………….…….…… 6

Harmony ……………………………………………………………….………… 6

Form ………….……..………………………………………………….………… 7

Timbre ………….……..………………………………………………….……… 7

Warm Ups …….……………..……………………………………………….…….…… 8

Score ………….……..…………………………………………..……….……… 8

Violin 1 ………….……..………………………………………………….……… 13

Violin 2 ………….……..………………………………………………….……… 14

Viola ………….……..…………………………………………………….……… 15

Cello ………….……..…………………………………………………….……… 16

Bass ………….……..………………………………………………….………… 17

Activities ……………………………………………………………………….………… 18

Letter/Poem Writing …….……………………….…….………………….……. 18

Moving with the Music …….……………………….…………………….……. 19

Clap it Out ………………….……………………………………………………. 20

Building with LEGOs …….……………………….……………………….……. 21

Error Detection Worksheet …….………………….……………………..…….. 22

Glossary …………………………………………………….…………………………… 23

Resources ……………………………………………………………………….….…… 25

Recordings ………………………………………….…………………………… 25

Websites ………………………………………….…………………………..…. 25


2
 Introduction

Title: Elegy, Op. 58

Composer: Edward Elgar

Publisher: Goodmusic Publishing Company

Grade Level: 4

Learning Goals

By the end of the unit, students will…

1. identify and explain the stylistic features of the given musical work and its
relationship to to historical and cultural content.

2. create and implement effective rehearsal planning techniques that enhance

ensemble performance.

3. evaluate a performance, composition, arrangement, or improvisation by

comparing it to similar or exemplary models.

4. play by ear simple melodies on a melodic instrument and simple

accompaniments on a harmonic instrument.

5. explain ways in which the principles and subject matter of various disciplines
outside the arts are interrelated with those of music.

History and Culture

1909 was a fairly successful year for England. The unemployment rate was only
7.7% of the working population and the average wage for a manual worker was
23 shillings per week. Louis Bleriot won £1000 for becoming the first man to fly
across the English Channel. The first rugby football match was played at
Twickenham Stadium, with Harlequins winning against Richmond. Higher
education was expanding and the University of Bristol was opened after
receiving rather large donations from the Fry and Willis families.

Sir Edward William Elgar (1857-1934) was a late 19th-century Romantic

composer, born and raised in Worcestershire, England. He grew up with a father
as a musician, so it was no surprise when he started working as a bandmaster
and church organist. Elgar’s best instruments were the violin and bassoon.
Although only one piece of his written for solo bassoon survives, fifteen pieces
for solo violin still survive. Choral pieces were a specialty of Elgar’s, but 37 of
his orchestral pieces still survive. Most of his pieces can be described as very
lyrical, colorful, and mysterious.

3
An elegy is defined as “a poem of serious reflection, typically a lament for the
dead,” thus making elegies in music sorrowful and lyrical. Elegy was written in
memory of Elgar’s close friend August Jaeger. Jaeger died at the age of 49 after
being very ill for a long time. Elgar never formally addressed Jaeger’s death or
the fact of the piece being attributed for him, but he was more formally
addressed in Elgar’s Nimrod movement from his Enigma Variations. Elegy was
first performed on July 14, 1909, in London. This was towards the middle of
Elgar’s career, but only 25 years before his death.

above, Sir Edward William Elgar above, Bird’s-Eye View of

(1857-1934) London, 1909

left,

August Jaeger

above, Louis Bleriot

flying a plane

left, Twickenham

Stadium in 2009

right, street style

fashion of 1900s
London

4
Melody

The first violins are given the melody throughout the piece, but would be
incomplete without the harmonic lines. The melody and piece is primarily
represented in 4-bar phrases.

Above is the beginning of the climax of the piece with the first violin melody. In
several parts of the piece, the first violins split in octaves.

Harmony

The second violins hold the main harmony throughout the piece, but the violas
often double this part and have some variance, making it interesting. During the
introduction, the cello/basses hold the line that is moving the most. The cellos/
basses double for most of the piece. When they are not doubling, the basses
are either not playing or doing pizzicato on beat two.

Above is the second violin harmony during the previously mentioned beginning
of the climax, starting at measure 26. Their primary role is to add interest and
movement to the first violin melody.

Elegy incorporates sections with monophony, homophony, and polyphony.

5
Rhythm

Although the piece is slow, the rhythms are very important. Moving exactly on
the beat and together is much harder when a piece is slower. There are also
many tempo changes throughout the pieces, making it extremely important that
all performers and parts stay together. The piece is in and is conducted in 3/4,
but it is best, especially for the performers, to feel it in a slow 1 so that it does
not becoming so note-to-note. The cello/basses move the most during the
introduction and the second violins and violas have the lines that are moving
the most throughout the rest of the piece.

Above is the first 11 measures of the piece, showcasing the beginning

movement in the lower strings and the slower motion in the upper strings. This
part is especially hard to keep from being note-to-note. In measure 7, the first
violins continue the slower movement and the second violins and violas take
over the main movement, which is continued for the majority of the rest of the
piece.

Although the rhythms are often the same

in the second violins and violas, the
seconds have the most movement and
difficult rhythms throughout the piece. To
the left is measures 35 and 36,
showcasing second violin movement.

6
Form

The form of the piece is ABA’ with a short intro and outdo. Each phrase is about
4 measures long. Each phrase and each section have many rises and falls of
dynamic and many pushes and pulls in tempo. The piece should not be so
strict with time, but should be felt with lots of emotion.

Timbre

Because Elegy was written for a chamber ensemble, it is extremely important

that the performing ensemble keeps the sound they are creating in mind. The
piece has a very rich core of sound, but must not be too full, especially when
being performed in larger groups.

7
8
9
10
11
12
13
14
15
16
17
Activities

Letter/Poem Writing

Edward Elgar wrote Elegy in remembrance of his friend August Jaeger. While listening
to the piece, write a letter or a poem as Elgar expressing his thoughts and feelings
towards his loss of Jaeger. Be sure to follow the sequence and characters of the piece.

Letter/Poem Writing Rubric

3 2 1

sequence follows the sequence and somewhat follows the does not follow the
characters of the piece sequence and characters of sequence and characters
the piece of the piece

emotion shows emotions shows emotions associated does not include

associated with an elegy with an elegy, but not specific emotions associated with
and specific to Elgar to Elgar an elegy

planning thought out, not random not completely random, but random
does not seem thought out

total

/9

18
 Moving with the Music

Moving is an important part of creating and expressing music. After watching the two
YouTube videos, move along to the recording of Elegy based on how you feel the
music.

• “When the Party’s Over Billie Eilish - Lyrical Dance Chelsea Nicholls”

• https://www.youtube.com/watch?v=cVfPB_-K6P0

• “1st World Taijiquan Championships - Women’s Group A Compulsory Chen Taijiquan

- 1st Place CHN”

• https://www.youtube.com/watch?v=RA8iHFarIng

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 Clap it Out

Having a solid foundation of rhythms and dynamics helps greatly when learning and
performing a piece. Teacher will assign a number of measures for students to clap their
rhythm and dynamics in quintets.

Clap it Out Activity Rubric

4 3 2 1

rhythmic > 90% of accurate > 80% of accurate > 70% of accurate < 70% of accurate
rhythms rhythms rhythms rhythms
accuracy
dynamic > 90% of accurate > 80% of accurate > 70% of accurate < 70% of accurate
dynamics dynamics dynamics dynamics
accuracy

appropriate tempo within 5 tempo within 10 tempo within 15 tempo within 20 or

bpm of 66 bpm bpm of 66 bpm bpm of 66 bpm more bpm of 66
tempo bpm

steady tempo tempo did not tempo barely tempo tended to tempo was not
fluctuate fluctuated fluctuate stead

ensemble > 90% of the > 80% of the > 70% of the < 70% of the
performance was performance was performance was performance was
together together together together

Total
/20

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 Building with LEGOs

Using LEGOs, students will build a structure that represents the form of Elegy. There
must be part that represents the following sections:

• intro

• A

• B

• A’

• outro

Building with LEGOs Rubric

4 3 2 1
Communication Communicates Communicates Communicates Communicates
with considerable with a good deal with some with little
of Ideas
effectiveness of effectiveness effectiveness effectiveness what
what the structure what the structure what the structure the structure
represents. represents. represents. represents.

Planning/ The structure is The structure There was some Structure was not
very well planned looks planned planning for the planned out. It
Organization
and organized. and organized. structure, but the appears that
Everything is There are very construction still materials were
attached for a few random appears a bit attached at
reason. additions. random. random.

Presentation All content Content directly Had difficulty Presentation did

directly related to related to the explaining how not relate to topic.
the topic. Content topic. Included the content and Included few
was thoroughly many details that topic relate. details and relied
developed and demonstrated heavily upon
demonstrated knowledge of the unsupported
detailed topic. opinion.
knowledge of the
topic.

Use of n/a n/a Used at least 5 Used less than 5

different LEGOs. different LEGOs.
Materials
Total
/14

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 Name: ______________________________

Elegy Error Detection Worksheet

After listening to the professional recording of Edward Elgar’s Elegy, you will hear an
excerpt of an incorrect performance of the melody. This excerpt has AT LEAST 10
errors. Below is the correct music. Circle each error and mark the kind of error made
above the note; P for pitch and R for rhythm. The error may be one or both. 1 point will
be granted for each correct circle and P or R marking.

The excerpt will be played 10 times with about 30 seconds in between each playing.
There will be about 1 minute after the final listening to wrap up.

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 Glossary

a tempo-back to the previous steady tempo

adagio-slow tempo; this piece is marked at

allargando-slow and broad, often also full in tone

arco-play with the bow

articulation-how a note is shaped from the beginning, middle, and end

cantabile-smooth singing style

con-with

cresc. (crescendo)-gradually get louder

dim. (diminuendo)-gradually get softer

div. (divisi)-section divides into two or more groups playing; often, in two part divisi, the
outside players on a stand takes the upper notes and the inside players takes the
bottom notes

e-and

elegy-a poem of serious reflection, typically a lament for the dead

espressivo-expression of feeling

heterophony-musical texture that has one melody but different variations

homophony-musical texture that has one melody and one, or more, supporting line(s)

lento-slowly

melody-a sequence of single notes that is the principle part in harmonized music

monophony-a musical texture that has one line that is played by multiple voices

molto-very

morendo-dying away, extreme fade

piu-more

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pizz. (pizzicato)-pluck the string with your finger

poco-a little, somewhat

polyphony-musical texture that has multiple melodies

rit. (ritardando)-gradually get slower

sempre-always

sord. (sordino)-mute

staccato-each note sharply detached or separated from the others

tenuto-articulation that denotes a note being held full length and a little bit more

unis. (unison)-same in pitch of sounds or notes

£ (Pound sterling)-the pound currency is used across several European countries,

£1000 in 1909 equals about £117,000 today

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 Resources

Recordings

Amsterdam Symphony, available on YouTube

London Philharmonic Orchestra, conducted by Edward Elgar, available at

https://classical-music-online.net/en/performer/9016?
composer_sort=53&prod_sort=1863

Stuttgart Radio Symphony Orchestra, available on YouTube

Websites

Encyclopedia Britannica

https://www.britannica.com/biography/Edward-Elgar

Elgar: A Chronology of Major Works

http://www.elgar.org/3chronol.htm

Elgar - His Music: Elegy for Strings, Op 58

http://www.elgar.org/3elegy.htm

The Telegraph

https://www.telegraph.co.uk/finance/newsbysector/retailandconsumer/
3980970/What-else-happened-in-1909.html

The Musicians’ Company Archive

https://www.wcomarchive.org.uk/elgars-elegy

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