Teaching students about classical music can admittedly be a daunting task, especially in today’s world of electronic beats and pop anthems. However, the beauty and complexity of classical music can captivate young minds in a way that nothing else can. One piece of music that is perfect for introducing students to the world of classical music is Bedřich Smetana’s “The Moldau.”
“The Moldau” (also known as “Vltava” in Czech) is a symphonic poem written by Smetana in 1874, as part of his larger work “Ma Vlast” (“My Homeland”), which is an ode to the Czech landscape and culture. The piece is a perfect demonstration of musical storytelling, with its flowing melodies and dynamic changes invoking the imagery of the Czech River, the Moldau.
To teach students about “The Moldau,” it’s important to give them a bit of background on its composer and the time period in which it was written. Smetana was a Czech composer who rose to prominence during the late Romantic Era of music. “The Moldau” was written in the aftermath of the Austro-Prussian War (1866), during a time of great political and social upheaval in Europe. It’s important to help students understand the context in which this piece was created, as it can help them better appreciate the passion and emotion conveyed in Smetana’s work.
Once students have a basic understanding of the background of the piece, you can move on to breaking it down musically. Start with the overarching structure of the piece, highlighting the four main themes that represent different parts of the river: the flowing and serene main melody that represents the Moldau’s source springs, the rippling of the river along rocks and moss, the sweeping dance of the water through the valleys, and the grand appearance of the Moldau in Prague. Once students have an understanding of the structure and motifs of the piece, you can dive deeper into the specific elements of music, such as the use of dynamics, tempo, and instrumentation to create emotion and atmosphere.
One popular way to get students engaged with the piece is to have them close their eyes and imagine themselves walking along the river at different points in the piece. Allow the music to transport them to a different time and place, and encourage them to share their own interpretations of what they’ve heard.
