EXPERIENCE MUSIC 4Th Ed KATHERINE CHARLTON - TEST BANK

EXPERIENCE MUSIC 4Th Ed KATHERINE CHARLTON – TEST BANK

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Part 05

The Classical Era (Chapters 11 to 15)

 

 

True / False Questions

1. The first encyclopedia was written in the mid-1700s.
   TRUE

 

Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism

2. The art style known as rococo was very simple and refined without the ornamentation popular during the baroque.
   FALSE

 

Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism

3. Empfindsamkeit was an artistic style defined by its heavy ornamentation.
   FALSE

 

Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism

4. Classicism is rooted in the clean lines and balance of ancient Greek art.
   TRUE

 

Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classicism

 

5. Stylistically, the music of the classical era was a reaction to the instrumental polyphony of the late baroque.
   TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: texture

6. The classical style was essentially polyphonic.
   FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: texture

7. A motive is an extended conclusion to a piece of music.
   FALSE

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form

8. In the development section of a piece, composers would break the themes down into small melodic or rhythmic motives.
   TRUE

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: sonata form

 

9. The theme and variations form was never used for independent compositions.
   FALSE

 

Learning Objective: Define theme and variations, and know its structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: theme and variations

10. A minuet and trio movement is essentially binary in form.
    FALSE

 

Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: minuet and trio

11. The minuet and trio is a carryover from the paired dances of the 1600s, when a trio of instruments played the second dance to provide contrast.
    TRUE

 

Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: minuet and trio

12. Ludwig van Beethoven used a faster tempo for the third movement and called it a scherzo and trio.
    TRUE

 

Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: classical music
Topic: form

 

13. The classical orchestra was exactly the same as the baroque orchestra, with no standardized makeup.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: orchestra

14. Wolfgang Amadeus Mozart was a child prodigy, composing music by age five.
    TRUE

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music

15. Mozart’s father carefully supervised his musical education, making sure that young Wolfgang and his sister Nannerl spent their childhood quietly at home.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music

16. Mozart was finally able to secure a permanent post as the concertmaster for the emperor of Austria.
    FALSE

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music

 

17. Mozart’s principal instrument was the violin.
    FALSE

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music

18. Mozart was buried with pomp and circumstance in the royal cemetery in Vienna.
    FALSE

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music

19. Mozart said that, in essence, he composed his music in his head and later simply wrote it down.
    TRUE

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: musical techniques

20. Unlike Vivaldi’s “Spring,” Mozart’s Symphony no. 40 is considered absolute music.
    TRUE

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: absolute music
Topic: classical music
Topic: classicism

 

Multiple Choice Questions
 

21. Which composer is associated with the rococo style of music?
    A.Wolfgang Amadeus Mozart
    B. François Couperin
    C. Georg Frideric Handel
    D. Carl Philipp Emanuel Bach

 

Learning Objective: Know and compare leading composers of the classical period
Topic: classical music
Topic: classicism
Topic: form
Topic: rococo style
Topic: style

22. Which composer is associated with the Empfindsamkeit style of music?
    A.Wolfgang Amadeus Mozart
    B. François Couperin
    C. Georg Frideric Handel
    D. Carl Philipp Emanuel Bach

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: style

23. Which composer is associated with classicism in music?
    A.Wolfgang Amadeus Mozart
    B. François Couperin
    C. Georg Frideric Handel
    D. Carl Philipp Emanuel Bach

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: classical music
Topic: classicism
Topic: form
Topic: style

 

24. Which musical element is NOT common in classical music?
    A.Basso continuo
    B. Homophonic textures
    C. Contrasting melodies
    D. Clear sectional structure

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: musical techniques
Topic: style

25. Your textbook gives a generic structural layout for multimovement works, detailing three- and four-movement plans. The first movement is in sonata form. Sonata form consists of
    A.four sections.
    B. two sections.
    C. three sections.
    D. one long section.

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: musical techniques
Topic: sonata form

26. The exposition in sonata form
    A.introduces two primary themes in two different keys.
    B. introduces two primary themes in the same key.
    C. introduces three primary themes.
    D. is always set forth in a free, improvisatory manner.

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form

 

27. The development in sonata form
    A.introduces the two primary themes in two different keys.
    B. introduces the two primary themes in the same key.
    C. introduces new thematic ideas.
    D. manipulates the themes with frequent modulations to new tonal centers.

 

Learning Objective: Describe the structure of the sonata form
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form

28. The recapitulation in sonata form
    A.manipulates the primary themes with frequent modulations to new tonal centers.
    B. restates the exposition, moving the second theme to the home key.
    C. restates the exposition exactly, with no changes.
    D. introduces two new themes.

 

Learning Objective: Describe the structure of the sonata form
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form

29. The first movement of a classical multimovement work is most often in _____ form.
    A.Minuet and trio
    B. Rondo
    C. Sonata form
    D. Scherzo and trio

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form

 

30. Which form is usually NOT included in a three-movement classical composition?
    A.Sonata form
    B. Minuet and trio
    C. Scherzo
    D. Rondo

 

Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: minuet and trio

31. The director of the Mannheim orchestra and the man credited with standardizing the makeup of the classical orchestra was
    A.Johann Stamitz.
    B. Wolfgang Amadeus Mozart.
    C. Ludwig van Beethoven.
    D. Franz Joseph Haydn.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: orchestra

_____ is often called the “Father of the Symphony.”

1. Wolfgang Amadeus Mozart
   B. Johann Stamitz
   C. Franz Joseph Haydn
   D. Ludwig van Beethoven

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: symphony

 

33. Mozart’s music was compiled into a roughly chronological listing by
    A.Ludwig van Beethoven.
    B. Franz Joseph Haydn.
    C. his wife, Constanze.
    D. Ludwig von Köchel.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Wolfgang Amadeus Mozart
Topic: classical music

34. Symphonies are often structured in
    A.a two-movement plan based on the French overture.
    B. a multimovement plan based on a series of dances.
    C. a four-movement plan beginning with a sonata-form movement.
    D. a three-movement plan beginning with a sonata-form movement.

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form
Topic: symphony

35. Which movement of the classical symphony is generally the sonata-form movement?
    A.First
    B. Second
    C. Third
    D. Fourth

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: sonata form
Topic: symphony

 

36. The second movement of a symphony is generally
    A.in sonata form.
    B. a minuet and trio.
    C. slower than the first movement and in a contrasting key.
    D. faster than the first movement and can take a variety of forms.

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: symphony

37. Which movement of a classical symphony is usually the minuet and trio?
    A.First
    B. Second
    C. Third
    D. Fourth

 

Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: minuet and trio
Topic: symphony

38. An orchestral conductor is responsible for
    A.setting the tempo of a piece.
    B. controlling the dynamics of a piece.
    C. bringing the players in at the correct place.
    D. all of the above.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: musical techniques
Topic: orchestra
Topic: performers

 

39. The conductor controls phrasing, which is
    A.how loudly or softly a musical line is played.
    B. how smoothly or detached a musical line is played.
    C. how fast a piece is played.
    D. how specific notes are begun and ended.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: melody
Topic: musical techniques
Topic: orchestra
Topic: performers
Topic: style

40. The conductor directs the articulation of the music, which is
    A.how loudly or softly a musical line is played.
    B. how smoothly or detached a musical line is played.
    C. how fast a piece is played.
    D. how specific notes are begun and ended.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: melody
Topic: musical techniques
Topic: orchestra
Topic: performers

41. Classical music is centered on ideals of
    A.balance and symmetry.
    B. violent emotions.
    C. heavy ornamentation.
    D. a driving bass line.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: musical techniques

 

Matching Questions
 

42. Match each style to its description.

1. Rococo	A style of art known as the “sensitive style,” which was simple and not ornamental.	2
2. Empfindsamkeit	A style of art that was elegant and delicate, with a great deal of ornamentation.	1
3. Classicism	A style of art that was defined by clean lines and balanced forms.	3

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: form
Topic: rococo style
Topic: style

43. Match each composer with his biographical facts.

1. Wolfgang Amadeus Mozart	He is credited with standardizing the makeup of the orchestra.	4
2. Ludwig van Beethoven	He is often called the “Father of the Symphony.”	3
3. Franz Joseph Haydn	He was a child prodigy but he struggled financially, dying a poor man.	1
4. Johann Stamitz	He changed the minuet and trio to a scherzo and trio.	2

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: Wolfgang Amadeus Mozart
Topic: classical music

 

True / False Questions
 

44. During the classical period, the solo concerto was developed, while the concerto grosso fell into disuse.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: orchestra

45. The primary element of a classical concerto is the contrast of the soloist and orchestra.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: orchestra

46. Solo concertos were written for a number of orchestral instruments.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra

47. The favored instruments for classical solo concertos were the piano and violin.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra

 

48. Unlike the baroque concerto, the classical concerto has four movements.
    FALSE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form

49. A conductor is not necessary for concertos, since the soloist is in charge.
    FALSE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: form
Topic: orchestra
Topic: performers

50. No public concerts were held during the classical period; music was enjoyed primarily by the nobility.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: musical techniques

51. During the classical period, concert audiences rarely knew anything at all about the music being performed.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: performers

 

52. Many classical composers were also concerto soloists.
    TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers

53. Johann Joachim Quantz composed nearly three hundred flute concertos for his patron.
    TRUE

 

Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Johann Joachim Quantz
Topic: classical music
Topic: concerto

54. Frederick the Great, king of Prussia, was a flute player who frequently performed in public.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: performers

55. During the classical period, concerto cadenzas were usually improvised by the soloists, although they were frequently based on themes included in the movement.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers

 

56. In a concerto, the soloist would play a trill to cue the conductor to bring the orchestra back in.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers

57. Today’s performers of classical concertos often play cadenzas composed by other performers.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers

58. Musicians other than the original composer have written cadenzas for concertos.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers

 

59. Mozart composed suggested cadenzas for his performers in case they chose not to improvise.
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers

60. The term double exposition in a concerto sonata-form movement means that only the orchestra, not the soloist, introduces the themes.
    FALSE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: concerto
Topic: form
Topic: sonata form

61. Mozart composed the cadenza in his Piano Concerto no. 23 in A major (first movement).
    TRUE

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Mozart
Topic: classical music
Topic: concerto
Topic: musical techniques
Topic: performers

 

Multiple Choice Questions
 

62. The type of concerto that became popular during the classical period was the
    A.concerto grosso.
    B. unaccompanied concerto.
    C. solo concerto.
    D. concerto for singer and orchestra.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra

63. Which of the following elements is essential to the classical concerto?
    A.The contrast between the solo instrument and orchestra
    B. Homophonic texture
    C. A large orchestra
    D. The contrast between a small group of instruments and orchestra

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: orchestra

64. The movement structure of the classical concerto is
    A.fast, fast, slow.
    B. slow, fast, slow.
    C. fast, slow, fast.
    D. fast, slow, minuet and trio, fast.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form

 

65. The movement present in a symphony but missing from the classical concerto is
    A.the sonata-form movement.
    B. the minuet and trio.
    C. the slow, contrasting movement.
    D. the fast finale.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: minuet and trio
Topic: symphony

66. The second movement of a classical concerto is usually
    A.a sonata-form movement.
    B. a slow movement in a contrasting key.
    C. a minuet and trio.
    D. a fast movement in some structure other than sonata form.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form

67. During the classical period, public concerts were frequently held in
    A.the court of the local nobility.
    B. churches.
    C. parks.
    D. theaters or halls normally used for other purposes.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: orchestra
Topic: performers

 

68. Admission to public concerts was
    A.generally free.
    B. fairly expensive.
    C. minimal, so that all could attend.
    D. affordable only by the wealthiest of the nobility.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music

69. Composers wrote concertos for
    A.professional musicians who commissioned them.
    B. themselves to play.
    C. their students.
    D. all of the above.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: performers

70. Johann Joachim Quantz composed flute concertos for
    A.his patron, Frederick the Great, king of Prussia.
    B. a young student of his.
    C. a renowned flutist who worked for Fredrick the Great, king of Prussia.
    D. himself only; he allowed no one else to perform them.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Johann Joachim Quantz
Topic: classical music
Topic: concerto
Topic: performers

 

71. The section of a concerto where the performer can show off his or her skills is called the
    A.cadence.
    B. staccato.
    C. cadenza.
    D. trill.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques
Topic: performers

72. A cadenza is most frequently found
    A.at the beginning of a movement.
    B. in the middle of a movement.
    C. at the end of a movement.
    D. all of the above.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: musical techniques

73. Classical cadenzas were usually
    A.written out by the performer.
    B. written by the composer.
    C. written by the conductor.
    D. improvised by the performer.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: concerto
Topic: form
Topic: performers

 

74. Rapid alternation between two notes is called a
    A.cadenza.
    B. cadence.
    C. trill.
    D. staccato.

 

Topic: classical music
Topic: melody
Topic: musical techniques
Topic: performers
Topic: sound

75. The first-movement structure of a classical concerto is most frequently
    A.binary.
    B. in sonata form.
    C. a minuet and trio.
    D. strophic.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: sonata form

76. In a concerto, the themes of the sonata-form movement
    A.are stated twice—once by the orchestra and once by the soloist.
    B. are not introduced in the exposition.
    C. are introduced only once in the exposition—by the orchestra.
    D. are introduced in the development.

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: melody
Topic: orchestra
Topic: sonata form

 

77. The development section of a concerto sonata-form movement
    A.introduces the primary themes.
    B. alternates between orchestra and soloist.
    C. is played by the orchestra only.
    D. is played by the soloist only.

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: concerto
Topic: form
Topic: orchestra
Topic: performers

 

True / False Questions

78. Classical-era chamber music was written primarily for middle-class concert audiences.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: classicism

79. A piano trio is a work for three pianos.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: musical techniques
Topic: performers

 

80. Chamber music performers do not typically rehearse together but simply practice at home alone.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: performers

81. No conductor is necessary for chamber music.
    TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: performers
Topic: rhythm

82. The string quartet, in spite of its popularity during the classical period, fell out of favor by 1800.
    FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers

83. Much chamber music has the same four-movement plan as does the symphony.
    TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: form
Topic: symphony

 

84. Franz Joseph Haydn began composing at the age of five.
    FALSE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

85. Haydn was born into the nobility, but his family disowned him when he expressed his desire to become a musician.
    FALSE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

86. Haydn sang as a choirboy until his voice changed, at which time he was dismissed.
    TRUE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

87. Haydn played in street bands at one point in his life.
    TRUE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

 

88. Much of Haydn’s music was owned by his patron, Prince Paul Anton Esterházy.
    TRUE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

89. Haydn was granted a position of nobility while at the court of Prince Esterházy.
    FALSE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

90. Responsibility for phrasing and articulation in chamber music falls to each performer and to the group as a whole.
    TRUE

 

Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: dynamics
Topic: musical techniques
Topic: performers
Topic: rhythm

91. Tuning while onstage serves no purpose except tradition.
    FALSE

 

Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: musical techniques
Topic: pitch

 

92. During Haydn’s Symphony No. 45, The Farewell, musicians stop at various points during the fourth movement and leave the stage.
    TRUE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: performers
Topic: symphony

93. Mozart and Haydn were friends.
    TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Wolfgang Amadeus Mozart
Topic: classical music

94. Haydn gave music lessons to Beethoven.
    TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: classical music

95. After Haydn’s death, Prince Esterházy assigned opus numbers to his works.
    TRUE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music

 

 

Multiple Choice Questions

96. Instrumental ensemble music that normally requires only one player per part is called
    A.orchestral music.
    B. sonata music.
    C. theater music.
    D. chamber music.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers

97. A string quartet consists of
    A.four violins.
    B. one violin, one viola, one cello, and one bass.
    C. two violins, one viola, and one cello.
    D. two violins and two violas.

 

Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers
Topic: string instruments

98. A piano quintet is written for
    A.five pianos.
    B. string quartet and piano.
    C. a singer, two pianos, and two violins.
    D.

two violins, a bassoon and a piano.

 

 

Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: keyboard instruments
Topic: performers
Topic: string instruments

 

99. The most important chamber ensemble during the classical period was the
    A.string quartet.
    B. piano trio.
    C. piano quintet.
    D. string trio.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: chamber music
Topic: classical music
Topic: string instruments

100. Franz Joseph Haydn’s most lucrative position was
     A.as music director for Prince Esterházy.
     B. as music director for the emperor of Austria.
     C. as music director of St. Stephen’s Cathedral in Vienna.
     D. as music director of the Royal Opera House in London.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

101. Haydn’s position at the Esterházy palace was that of a(n)
     A.nobleman.
     B. servant.
     C. honored son.
     D. priest.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

 

102. Under the patronage of Prince Esterházy, Haydn composed
     A.only symphonies.
     B. symphonies and chamber music.
     C. primarily operas.
     D. whatever the prince desired.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

103. The instrument that Prince Esterházy played, and for which Haydn composed, was the
     A.organ.
     B. baryton.
     C. flute.
     D. guitar.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: string instruments

104. Decisions in the performance of chamber music are made by
     A.the conductor.
     B. the concertmaster/mistress.
     C. all the members of the ensemble.
     D. the first violinist.

 

Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: performers

 

105. After Haydn gained his independence from the second Prince Esterházy, he worked for an impresario in
     A.Vienna.
     B. Paris.
     C. New York.
     D. London.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: classical music

106. Which major composer was a student of Haydn’s?
     A.Schubert
     B. Mozart
     C. Beethoven
     D. Brahms

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: classical music

107. At the end of his career, Haydn focused on composing
     A.

masses and oratorios.

1. operas.
   C.solo songs.
   D. fugues.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: mass
Topic: oratorio

 

108. Haydn’s opus 33 string quartets were first performed for
     A.Johann Solomon in London.
     B. the future Russian tsar Paul I and his wife.
     C. Prince Esterházy.
     D. the emperor of Austria.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music

109. A rondo is a movement structure
     A.in sonata form.
     B. in which the first theme keeps returning.
     C. in ternary form.
     D. in minuet and trio form.

 

Learning Objective: Define rondo, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: rondo

110. A rondo that includes a development section is called a
     A.developmental rondo.
     B. rondo with development.
     C. standard rondo.
     D. sonata rondo.

 

Learning Objective: Define rondo, and know its structural pattern
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: rondo
Topic: sonata-rondo

 

111. Which composer wrote the Grand Sonata no. 85 for flute and guitar?
     A.Franz Joseph Haydn
     B. Wolfgang Amadeus Mozart
     C. Ludwig van Beethoven
     D. Mario Giuliani

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: sonata
Topic: string instruments
Topic: woodwind instruments

 

Matching Questions

112. Match each genre with its description.

1. Classical concerto	A three-movement genre featuring the contrast of soloist and orchestra.	1
2. String quartet	A four-movement orchestral genre featuring a sonata-form first movement.	4
3. Chamber music	Chamber music, in a four-movement structure, written for two violins, viola, and cello.	2
4. Classical symphony	Music for two to nine players, usually with one player per part.	3

 

Learning Objective: Define concerto, and know its key features and structure
Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key features and structure of chamber music
Topic: chamber music
Topic: classical music
Topic: concerto
Topic: form
Topic: symphony

 

True / False Questions
 

113. In general, instrumental music was considered more important than vocal music during the classical period.
     TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: style
Topic: vocal music

114. Beethoven wrote numerous operas.
     FALSE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: opera

115. Haydn’s operatic output was centered on his duties at Esterházy.
     TRUE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: classical music
Topic: opera

116. Today, Haydn’s operas are the core of the repertoire of most opera houses.
     FALSE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: opera

 

117. Haydn had great success with his Masses and oratorios.
     TRUE

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: mass
Topic: oratorio

118. Opera was still thought of as an Italian art form during the classical period.
     TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: opera

119. Classical operas intended for German audiences were written in German.
     FALSE

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: opera

Today, opera houses use surtitles to translate the text for the audience.

TRUE

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: musical techniques
Topic: opera

 

121. In his Marriage of Figaro, Mozart wrote the part of the young man, Cherubini, for a woman to sing.
     TRUE

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: vocal music
Topic: voices

122. Opera singers perform only the types of roles that their voices are suited to.
     TRUE

 

Topic: classical music
Topic: musical techniques
Topic: opera
Topic: vocal music
Topic: voices

123. Beaumarchais’s play Le Nozze di Figaro was a simple, light drama that poked fun at the servant class.
     FALSE

 

Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Topic: classical music
Topic: opera

124. Louis XVI attempted to ban Beaumarchais’s play Le Nozze di Figaro.
     TRUE

 

Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Topic: classical music
Topic: opera

 

125. As a result of public pressure, Louis XVI relented, allowing some public performances of The Marriage of Figaro.
     FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: opera

126. In his version of The Marriage of Figaro, Mozart removed all of the political controversy from the plot.
     FALSE

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera

 

Multiple Choice Questions

127. Haydn’s most important contributions to vocal music were his
     A.operas.
     B. solo songs.
     C. motets and madrigals.
     D. Masses and oratorios.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: classical music
Topic: mass
Topic: oratorio
Topic: vocal music

 

128. Haydn’s Creation is a(n)
     A.Mass.
     B. oratorio.
     C. opera.
     D. symphony.

 

Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Understand characteristics of music in works by Hadyn
Topic: Franz Joseph Haydn
Topic: classical music
Topic: oratorio
Topic: vocal music

129. The greatest classical composer of opera was
     A.Beethoven.
     B. Haydn.
     C. Mozart.
     D. Vivaldi.

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music

130. The language of the Singspiel is
     A.Italian.
     B. German.
     C. Latin.
     D. French.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: musical techniques
Topic: vocal music

 

131. A “trouser” role in classical opera is
     A.a castrato role.
     B. a role for a woman performing the part of a young man, usually a teenager.
     C. a heroic male role.
     D. a role for a man performing the part of a comic male lover.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: opera
Topic: performers
Topic: vocal music
Topic: voices

132. A singer with a florid, very high soprano voice is a(n)
     A.coloratura soprano.
     B. lyric soprano.
     C. dramatic soprano.
     D. alto soprano.

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: opera
Topic: performers
Topic: vocal music
Topic: voices

 

133. Some singers, especially sopranos, are often given this title because of their egoistic tendencies:
     A.

Star.

Coloratura.

Diva.

Profundo.

 

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: opera
Topic: performers
Topic: vocal music
Topic: voices

134. Mozart’s Marriage of Figaro is a(n)
     A.opera seria.
     B. opera buffa.
     C.

singspiel.

1. oratorio.

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: style
Topic: vocal music

 

135. Operas are divided into large sections called
     A.acts.
     B. movements.
     C. sections.
     D. parts.

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: opera
Topic: vocal music

136. Mozart’s Marriage of Figaro is divided into
     A.three acts.
     B. four acts.
     C. three movements.
     D. four movements.

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: form
Topic: opera
Topic: vocal music

137. Mozart’s Marriage of Figaro is based on a play by
     A.Wolfgang Amadeus Mozart.
     B. Franz Joseph Haydn.
     C. Beaumarchais.
     D. Lorenzo da Ponte.

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: vocal music

 

138. The libretto for The Marriage of Figaro was written by
     A.Wolfgang Amadeus Mozart.
     B. Franz Joseph Haydn.
     C. Beaumarchais.
     D. Lorenzo da Ponte.

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: vocal music

139. Which conflict does the plot of The Marriage of Figaro foreshadow?
     A.The Thirty Years’ War
     B. The battle of Waterloo
     C. The French Revolution
     D. The Mexican Revolution

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: classicism
Topic: opera

140. The leading characters in The Marriage of Figaro are
     A.a young shepherd and shepherdess.
     B. a count and countess.
     C. a noble daughter and a commoner.
     D. servants.

 

Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Learning Objective: Understand characteristics of music in works by Mozart
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera

 

 

 

Matching Questions

141. Match each type of opera with its description.

1. Singspiel	Serious opera	3
2. Opera buffa	Italian comic opera	2
3. Opera seria	German opera	1

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: opera
Topic: style
Topic: vocal music

142. Match each composition with its composer.

1. The Nelson Mass	Franz Joseph Haydn	1
2. The Marriage of Figaro	Ludwig von Beethoven	3
3. Fidelio	Wolfgang Amadeus Mozart	2

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Recognize examples of classical operas
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: Wolfgang Amadeus Mozart
Topic: classical music
Topic: opera
Topic: oratorio
Topic: vocal music

 

True / False Questions

143. The music of Beethoven has lost its public appeal over the years.
     FALSE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music

 

144. Beethoven composed many more works than Mozart because he lived much longer.
     FALSE

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: Wolfgang Amadeus Mozart
Topic: classical music

145. Beethoven’s life is generally divided into three periods.
     TRUE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music

146. Beethoven’s father wanted him to be a child prodigy like Mozart.
     TRUE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Ludwig van Beethoven
Topic: classical music

147. Beethoven had a tremendous amount of influence on the composers of the romantic period.
     TRUE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music

 

148. Beethoven was an independent musician throughout his life, never attaching himself to a court.
     TRUE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music

149. Beethoven lived primarily off his earnings from the concert hall.
     FALSE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music

150. Like Bach, Beethoven went blind.
     FALSE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Topic: Ludwig van Beethoven
Topic: classical music

151. The “immortal beloved” referred to in Beethoven’s letters was actually his sister.
     FALSE

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Ludwig van Beethoven
Topic: classical music

 

152. Beethoven increased the size of the orchestra primarily by adding brass and woodwinds.
     TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: orchestra

153. The unifying theme in Beethoven’s Fifth Symphony has this rhythmic pattern: short, short, long, long.
     FALSE

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: rhythm
Topic: symphony

154. Harpsichord players have no control over dynamics unless they play more or fewer notes at a time.
     TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: dynamics
Topic: keyboard instruments

155. The piano’s strings create sound as a result of being plucked by quills.
     FALSE

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: keyboard instruments

 

156. The original name for the piano was harpsichord.
     FALSE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: keyboard instruments

157. Beethoven, Mozart, and Haydn all composed for piano.
     TRUE

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Know key biographical facts about Wolfgang Amadeus Mozart
Learning Objective: Understand characteristics of music in works by Beethoven
Learning Objective: Understand characteristics of music in works by Hadyn
Learning Objective: Understand characteristics of music in works by Mozart
Topic: classical music
Topic: keyboard instruments
Topic: keyboard music

158. Beethoven’s “Moonlight” sonata does not follow the traditional three-movement format of classical sonatas.
     TRUE

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: classicism
Topic: form
Topic: keyboard music
Topic: sonata

159. Classical music was centered on frequent use of the chromatic scale.
     FALSE

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: harmony
Topic: key or tonality

 

 

Multiple Choice Questions

160. Which composer wrote the fewest compositions?
     A.Bach
     B. Mozart
     C. Beethoven
     D. Haydn

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: Wolfgang Amadeus Mozart
Topic: classical music

161. Which compositional period was the most productive for Beethoven?
     A.First
     B. Second
     C. Third
     D. Fourth

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music

162. Beethoven studied composition with
     A.Mozart.
     B. Bach.
     C. Haydn.
     D. Handel.

 

Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Joseph Haydn
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Franz Joseph Haydn
Topic: Ludwig van Beethoven
Topic: classical music

 

163. _____ was the first major composer to demand equal footing with the aristocracy.
     A.Haydn
     B. Mozart
     C. Bach
     D. Beethoven

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Know and compare leading composers of the classical period
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Ludwig van Beethoven
Topic: classical music

164. After he went deaf, Beethoven communicated via
     A.lip reading.
     B. notebooks that others wrote in.
     C. sign language.
     D. a message board.

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: Ludwig van Beethoven
Topic: classical music

165. Beethoven added further developmental sections to his sonata-form movements via
     A.extended codas.
     B. an added development section.
     C. development primarily in the exposition.
     D. development primarily in the recapitulation.

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form

 

166. Writing and arranging music for orchestra is called
     A.symphonization.
     B. concertizing.
     C. publishing.
     D. orchestration.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: instrument families
Topic: musical techniques
Topic: orchestra

167. Beethoven’s most popular symphony is probably his
     A.First Symphony.
     B. Third Symphony.
     C. Fifth Symphony.
     D. Seventh Symphony.

 

Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Recall historical and cultural characteristics of the classical era
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: symphony

168. In the Fifth Symphony, Beethoven introduced the concept of
     A.a unifying theme found in all four movements.
     B. using the sonata form in every movement.
     C. adding a fifth movement.
     D. basing each movement on a different poem.

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Know key biographical facts about Ludwig van Beethoven
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: form
Topic: melody
Topic: rhythm
Topic: symphony

 

169. The unification of a work by basing all the movements on a single musical idea is called
     A.strophic form.
     B. sonata form.
     C. cyclic form.
     D. rondo form.

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Examine developments and trends in classical music
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: form
Topic: symphony

170. A structural form based on a theme followed by alternate versions of that theme is a
     A.rondo.
     B. theme and variations.
     C. sonata rondo.
     D. scherzo and trio.

 

Learning Objective: Define symphony, and know its key features and structure
Learning Objective: Define theme and variations, and know its structure
Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: form
Topic: theme and variations

171. The second movement of Beethoven’s Fifth Symphony is
     A.in sonata form.
     B. a rondo.
     C. in ritornello form.
     D. a theme and variations.

 

Learning Objective: Define theme and variations, and know its structure
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: form
Topic: symphony
Topic: theme and variations

 

172. The third movement of Beethoven’s Fifth Symphony is
     A.in sonata form.
     B. a theme and variations.
     C. a scherzo and trio.
     D. a minuet and trio.

 

Learning Objective: Define minuet and trio, and know its structural pattern
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: form
Topic: minuet and trio

173. The fourth movement of Beethoven’s Fifth Symphony is
     A.in sonata form.
     B. a theme and variations.
     C. a scherzo and trio.
     D. a minuet and trio.

 

Learning Objective: Describe the structure of the sonata form
Learning Objective: Understand characteristics of music in works by Beethoven
Topic: Ludwig van Beethoven
Topic: classical music
Topic: classicism
Topic: form
Topic: sonata form
Topic: symphony

174. The predominant keyboard instrument of the classical period was the
     A.harpsichord.
     B. piano.
     C. organ.
     D. clavichord.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: keyboard instruments
Topic: keyboard music

 

175. When was the piano actually first invented? (Hint: This is when the first experiments were being made.)
     A.Late baroque
     B. 1750s
     C. 1770s
     D. 1780s

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: baroque culture
Topic: classical music
Topic: classicism
Topic: keyboard instruments

176. During the classical period, the only way the piano was NOT featured was
     A.as a solo instrument.
     B. as a solo concerto instrument.
     C. as a chamber music participant.
     D. as a member of the standard orchestra.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: keyboard instruments
Topic: keyboard music
Topic: orchestra

177. The characteristics of classical music demanded
     A.the expression of a single mood for an entire piece.
     B.

the expressions of many moods with abrupt changes in mood.

1. no expression of emotion at all.
   D.expressions of only those moods appropriate to ancient Greek doctrine.

 

Learning Objective: Examine developments and trends in classical music
Learning Objective: Recall historical and cultural characteristics of the classical era
Topic: classical music
Topic: classicism
Topic: dynamics
Topic: musical techniques
Topic: style

 

178. Which of the following is NOT a characteristic of classical music?
     A.Constant polyphony
     B. Balance and symmetry
     C. Perfection of a four-movement formal structure
     D. Strong use of major-minor tonality

 

Learning Objective: Examine developments and trends in classical music
Topic: classical music
Topic: classicism
Topic: harmony
Topic: musical techniques
Topic: texture