Introduction
Aaron Copland was a 20th-century composer known for his distinctive American style, which incorporated elements of jazz and folk music. As one of the most important American composers, studying Copland in an educational setting provides students with valuable insights into his contributions to musical history and culture.
Incorporating Copland into the classroom allows students to engage with different aspects of his work and life, from the development of his unique sound to his role within the broader musical community. The following article discusses essential components of teaching students about Copland, as well as hands-on activities to make learning immersive and impactful.
Introducing Aaron Copland
Start by providing a general overview of Copland’s life and works. Born in 1900 in Brooklyn, New York, Copland studied composition in both the US and France before returning to New York City in 1924. By the 1930s, he established himself as a prominent national figure in classical music. Detail key accomplishments, such as composing ballet scores like “Appalachian Spring” and “Billy the Kid,” film scores like “The Red Pony,” orchestral music such as “Fanfare for the Common Man,” and vocal pieces like “Old American Songs.”
Analyzing Musical Style
Copland’s signature sound is defined by open harmonies, rhythmically complex melodies inspired by jazz elements, and the use of folk motifs. Divide his compositional styles into three phases:
1. Early influences – Students should be introduced to Copland’s early influences such as Igor Stravinsky and Béla Bartók, exploring how these composers impacted his avant-garde compositions.
2. “American” style – Analyzing works like “Rodeo” or “Lincoln Portrait,” focuses on Copland’s characteristic sparse textures, syncopation, and incorporation of folk themes.
3. Later works – Explore Copland’s style shift in his later years, marked by more abstract and atonal compositions like “Connotations” and the “Piano Fantasy.”
Hands-on Activities
1. Listening exercises – Introduce a variety of Copland’s pieces, allowing students to identify key elements of his style and discuss how these components contribute to the overall sense of “Americanness.”
2. Composition projects – Challenge students to compose their pieces incorporating elements of Copland’s style, such as jazz syncopation and folk themes.
3. Film score analysis – View scenes from classic movies scored by Copland, like “Of Mice and Men” or “The Heiress,” examining how the music enhances the storytelling.
Conclusion
Teaching students about Aaron Copland offers an opportunity to explore a defining figure in American music history. Through engaging with Copland’s work, students develop their critical listening skills, broaden their understanding of classical music, and discover more about the American identity reflected in art. By presenting Copland’s life story and highlighting different aspects of his compositional journey, educators can effectively introduce a new generation of musicians and music enthusiasts to this important composer.
