R E A D I N G A patron is someone who suppor ts and sponsors ar tists and intellectuals so that they can carr y out their works. Throughout histor y, monarchs, popes aristocrats, and other inf luential people have had a decisive role in the creation of European cultural heritage. Today, various types of public and private organisations act as patrons, but there are also more and more individuals making small contributions for different causes. In 1884 , France gave the Statue of Liber ty to the United States as a gif t to commemorate the centenar y of the Declaration of Independence. The statue was sailing to its destination, but there wasn' t enough money to build a pedestal to put it on. Then the newspaper The New York World asked for money to finance the pedestal, with the amount of money that each person could pay. In exchange, all the names of the donors would be published in the newspaper. In a little more than five months, enough money was collected, thanks to the 120,000 New Yorkers who donated money. 80% of them had paid less than one dollar. Over a centur y later, in 1998 , the Spanish group Extremoduro recorded the demo of their first record. They financed it by selling raff le tickets for 1,000 pesetas in exchange for a copy of the demo and a mention in the credits. And in 2003 , a musician and computer programmer from New York, called Brian Camelio, had an idea for an online crowdfunding initiative. He created it for ar tists that could only release their material by financing it themselves. And so Ar tistShare was born, a platform where musicians could ask for help to finance their projects. The launch of Ar tistShare made it possible to release Concert in the Garden, by the jazz composer Maria Schneider. Thanks to the suppor t of her fans, she was able to cover the costs of her new album before star ting to record it. It was a huge success and won a Grammy Award in 2005 . Many similar initiatives have appeared in recent years . One example is the platform K ickstar ter, which broke all records for crowdfunding in 2012 when the singer Amanda Palmer raised over a million dollars to record her album Theatre Is Evil. Journalists and producers were ver y sur pr ised and couldn' t understand how a punk musician could raise such a huge sum of money from people. Palmer gave a straight answer : ‘ I didn' t make them, I asked them. Through the ver y act of asking people, I connected with them.’ So it looks like today ever yone can become the patron of their favour ite ar tist . Patrons of the 21st century Key questions 1 What is a patron? What does ‘crowdfunding’ mean? 2 Have you ever participated in a crowdfunding project? Which artist would you like to f inance in their next piece of work, if you haven't done this yet? 50 I The Renaissance ES0000000151531 228847_UNIDAD_02_112310.indd 50 20/1/22 13:45 O R G A N I S E YO U R I D E AS T Y P E S O F R E N A I S S A N C E MU S I C Vo c a l 29. DANCE this pavane by an unknown composer. ➔ Starting position: Get into a line made up of several pairs, f acing forward . Each pair will hold hands as follows: the partner on the left with the palm of the right hand f acing upwards, and the partner on the right with their left hand pl aced on their partner's palm . ➔ Basic step: wal k forward to the duple beat of the music. Make each step with your toes f irst and then your heel . The sequence is four bars long. ➔ Do the following movements around the room with your partner. Each part l asts 8 bars and the whole sequence is performed twice. T E XT U R E S FO R S E V E R A L VO I C E S Formed by several independent melodic lines that imitate each other, starting one af ter the other. Imitative counterpoìnt Formed by several similar melodic lines that move simultaneously, sharing the same words and a similar or identical rhythm (homorhythm). A main melodic line can be identif ied clearly against a harmonic accompaniment . Po ly p h o n y H o m o r h y t h m i c h o m o p h o n y M e l o d y- d o m i n a t e d h o m o p h o n y Take a step with your lef t foot and bring your right foot together. Motet : more than three voices, which sing the same biblical text in Latin. Mass: formed by several pieces of music based on liturgical texts in Latin. Chorale: words in the local language, linked to the Protestant liturgy, and with a homorhythmic homophony texture. Religious forms Instruments Monophonic: such as the recorder and the sackbut . Polyphonic: such as the harpsichord, the clavichord, the viol , the vihuela and the lute. Madrigal : in the local language and sung by four or more voices. It originated in Italy. Romance: based on popular poetic ballads and consisting of four stanzas. It comes f rom Spain. Song: in the local language and sung by one voice with instrumental accompaniment . It was popular in England. Vi llancico: of traditional origin, the text has a ref rain-stanza-ref rain structure. It was developed in Spain. Chan son : in the local language and sung by several voices. With homorhythmic homophony texture and instrumental accompaniment . It was popular in France. En sa lada: a combination of different secular vocal forms, languages and textures. It also comes f rom Spain Secular forms I n s t r u m e n t a l Instrumental forms Based on vocal music, such as the tiento. Based on improvisation, such as the toccata. With theme and variations structure, such as the diferencia s. 47 ES0000000151531 228847_UNIDAD_02_112310.indd 47 20/1/22 13:43 C H EC K YO U R P R O G R E S S 1 Copy and complete. The Modern period l asted f rom the year to the year . In this period a new social cl ass became more and more inf luential : the . This new social cl ass, the nobility and the Church were all interested in the , and the sciences . This is how the f irst appeared . The was a cultural movement that spread all over Europe during the and centuries . It was characterised by a belief in the as the centre of interest , the use of as a basis for everything , including art , and by the ‘rebirth’ of the culture of antiquity. 2 Answer the questions in your notebook. a. What is the difference between melody and harmony? b. Which musical textures were used the most during the Renaissance? c. What is imitative counterpoint? d. What is homorhythmic homophony? e. What is homorhythm? f. What do polyphony, homorhythmic homophony and melody-dominated homophony have in common? 3 Def ine melody-dominated homophony and represent it with a drawing. 4 Copy the scores and write the correct terms and def initions next to them. 44 & b œ™ œ j œ œ ˙ Ó main melodic line 44 & b ˙˙˙ œœœ™ ™ ™ œJ œœ™ ™ œJ ˙˙ harmonic accompaniment Notes that are played simultaneously. Notes that are played one af ter the other. 5 Look at the score and answer the questions. 44 44 & & ˙˙ ˙ ˙ œœœœ œ œ Ó ˙ ˙ œœœœ ˙ Ó Ó ˙ ˙ ˙ œœœœ œœ Ó ˙ ˙ ˙ œœœœ˙ a. How many musical phrases does the f irst voice have? And the second voice? b. Does it have the texture of a canon? Why? c. How is its texture different f rom that of melody-dominated homophony? d. Draw the texture of the excerpt . 6 Look at the score and answer the questions. 44 44 44 & b & b & b ˙™ œ ˙ ˙ œ œ œ œ ˙ ˙ ˙™ œ ˙ ˙ œ œ œ œ ˙ ˙ ˙™ œ ˙ ˙ œ œ œ œ ˙ ˙ ‹ a. Do all the voices have a similar melodic line? And the same rhythm? b. What texture does the piece have? Draw it . c. How is it different f rom imitative counterpoint? d. In the second bar, why is there a tie and not a dot? 7 Find the odd one out and explain why. a. Monophony, Gregorian chant , homorhythmic homophony, plainsong. b. Imitative counterpoint , canon, polyphony, unison. c. Rhythmic modes, melody-dominated homophony, harmony, homorhythm. 48 I The Renaissance ES0000000151531 228847_UNIDAD_02_112310.indd 48 20/1/22 13:44 Appendix ES0000000151531 228847_FINALES_112312.indd 137 20/1/22 15:22 ➔ Organise your ideas and make sure that you have learnt the essential knowledge with the help of the concept maps which include the main contents of the unit. ➔ Check and apply what you have learnt through the numerous activities included in this material. ➔ Assess your learning process and be aware of what you have learnt and the way you have built this knowledge. SA B E R ES BÁS I CO S ➔ Critical thinking. Analyse a news article and answer the questions that will help you to think about and show your reasoning. Make connections between music and other subject areas and share your knowledge. ➔ Don't stop now! Find the terms that you can't remember in the glossary, check the recorder fingering chart and the basic chords on the guitar and the keyboard to perform the suggested pieces of music. 4 R E I N FO R C E YO U R K N OW L E D G E : CH EC K YO U R P R O G R ES S 5 R E F L EC T A N D R ES E A R CH 6 G O F U R T H E R ➔ Check the LibroMedia and discover all the videos, audio recordings and multimedia materials associated with this book. 7 A N D T H E R E ' S M O R E . . . 3
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