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Melinda Feldmann Comprehensive Musicianship

Graduate Presentation Summer 2011

High School Level Choir

O Magnum Mysterium

Morten Lauridsen

SATB a cappella

Copyright 1994 Southern Music Publishing Co.

Peermusic: New York – Hamburg

Background Information

O Magnum Mysterium is a 20th century SATB a cappella vocal piece designed for

high school level and beyond. Marshall Rutter originally commissioned the piece for his

wife, Terry Knowles. The Los Angeles Master Chorale performed the World Premiere in

Los Angeles on December 18th, 1994, under the direction of Paul Salamunovich.

• Morten Lauridsen speaks about the text of O Magnum Mysterium:

For centuries, composers have been inspired by the beautiful O Magnum Mysterium text with its juxtaposition of the birth of the new-born King amongst the lowly animals and shepherds. This affirmation of God’s grace to the meek and the adoration of the Blessed Virgin are celebrated in my setting through a quiet song of profound inner joy.

A Note About the Composer

Morten Johannes Lauridsen was the composer-in- residence of the Los Angeles Master Chorale from 1994 -2001, and continues to be a professor of composition at the

University of Southern California Thornton School of Music, where he has taught for more than 30 years. Ensembles across the globe have performed his works,

the most popular being Dirait-on, O Nata Lux, and O Magnum Mysterium. Mr. Lauridsen is a recipient of the 2007 National Medal of Arts.

• The original Latin text of O Magnum Mysterium is a Catholic Responsorial Chant

from the Matins of Christmas. Many famous composers (Byrd, Victoria,

Gabrieli, Palestrina, & Poulenc) have used this text in composition. Here is the

original text:

O magnum mysterium, et admirabile sacramentum,

ut animalia viderent Dominum natum,

jacentem in praesepio! Beata Virgo, cujus viscera

meruerunt portare Dominum Christum.

Alleluia.

• Ron Jeffers provides the English translation of the text:

O great mystery,

and wondrous sacrament,

that animals should see the new-born Lord, lying in their manger!

Blessed is the Virgin whose womb was worthy to bear

the Lord Jesus Christ. Alleluia!

Elements of Music Form

This piece is through - composed and very phrase-oriented. The composer moves

in expressive 4 bar phrases, except where the time signature shifts to 3/2, as in measure 9

and 10. The climactic phrase occurs as the “golden mean” of the piece, from measure 45

to measure 58. Dynamics and lyrics are key in distinguishing between phrases. The

dynamics grow to the climax, where the text returns to “O Magnum Mysterium.” The

composer then extends the 4 bar phrase to an 8 bar phrase at measure 65 to finish the

piece on the Alleluia text.

Rhythm

The rhythm does not stray from the steady pulse of the piece. Although the piece

is in 4/4, the performer feels the steady half beat pulse. The opening bass line

demonstrates this underlying homophonic pulse:

This pattern is repeated in all vocal parts in measures 1-4, 5-8, 19-22, 23-26, 46-

49, and 50-53.

A variation of this rhythmic motive can be found in measures 11-16, 29-34, and

56-61. This rhythmic variation is:

w \ h. q \ h. q \ h. q \ h. q \ q q q /

The pulsing quarter note melody weaves through different vocal parts in these

homophonic rhythmic motives.

The tempo is given as adagio, molto legato e espressivo ( q = ca. 72).

Melody and Harmony

There are two main melodic motives in this piece. The first melody is very fluid,

passing between each voice part. At any given time, one voice part is moving in

juxtaposition to the chords of the other parts. The brain thus perceives a single melody

line moving with legato ease, though in reality the line passes through each vocal part.

The soprano and alto lines begin the piece with two recurring overlapping

melodic motives in the first 4 bar phrase, creating this first melodic motif of one moving

line for the listener.

The first soprano motif, measures 1-4:

The alto line overlaps simultaneously, providing the rest of the melody line:

The same melodic idea repeats at measures 5, 19, 23, 46, and 50. It then reappears in a

canon form during the extended Alleluia phrase at the end of the piece.

The second melodic motive begins with homophonic harmony, with 3 steady

repeated quarter notes building to a new soaring melody line that again passes through

each vocal part. This occurs in the second half of measures 10, 28, 37, 41, and 55.

Measures 38 and 41 differ slightly by providing an intriguing harmonic surprise with the

G# dissonance in the alto line.

The key signature of the piece is D Major, and the harmonies remain within the

key signature (no modulations). The only harmonic surprise is the previously mentioned

G# dissonance in the alto line.

The use of tension and repose in the harmonies supports the expressive nature of

the piece.

Timbre

The timbre of this piece is a blended a cappella vocal sound. The open Latin

vowels and the long vocal phrases create a calm and tranquil mood. The text of O

Magnum Mysterium reflects the legato vocal timbre, providing another level of depth to

the expressive nature of the piece.

Texture

This piece is a cappella, requiring no accompaniment, only voices. Throughout

the piece, 3 vocal parts are homophonic, with the melody line passing through the 4th

vocal part. The lack of constant breaks in sound lend to the tranquility of the piece. The

composer deliberately inserts breath marks where he wants a break to occur, often

placing them before a change in rhythmic and melodic motif. An example can be found

in measure 43. The canon style of the 8 bar Alleluia ending also reflects the fluid texture

of the piece.

Expression

Expression is the big picture in O Magnum Mysterium. All musical elements

support the expressive nature of the piece. In addition, the climactic rise in dynamics,

coupled with the slight changes in tempi, allow the conductor and performer to truly

express the beauty of the piece to the audience. The composer uses a slight ritardando to

end phrases, jumping back into a tempo or occasionally poco meno mosso. At the climax

he incorporates a molto rit that moves to an a tempo, poco deliberamente. The effect is

an ebb and flow felt by conductor, performer, and audience alike.

The Heart

The heart of this piece captures the profundity and tranquility of the Magnum

Mysterium, or great mystery, of the birth of Christ. It is able to incorporate stasis and

movement simultaneously, with opposition and compliance working in unity.

Introducing the piece

Play a recording of O Magnum Mysterium, instructing students to think about

what the music makes them see/feel/etc. Tell them to be prepared to share a one word

description of what they feel. Share and discuss responses (post-it notes/group

organizing). Then play the recording of O Magnum Mysterium while showing itunes

visualizer. Compare/contrast. This will Immediately touch the heart of the piece

(expressiveness). [The itunes visualizer shifts images in response to changes in the

piece.]

Skill Outcome

1. Students will sing using breath support that sustains a tone.

2. Students will match their singing to blend with others.

3. Students will identify vocal parts within the piece. (on piano/sing part on

lala’s)

4. Students will accurately pronounce Latin text.

5. Students will discriminate between 3 different interpretations of a phrase and

identify which is most expressive.

Knowledge Outcome

1. Students will identify homophony in the piece and explain why the composer

incorporates it into the piece.

2. Students will explain how and why dynamics are used to create

expressiveness.

3. Students will explain how and why phrasing and manipulation of time help

create expressiveness.

Affective Outcome

1. Students will describe how the piece makes them feel.

2. What is it about the piece that makes them feel this way?

3. To what extent does the mood you are feeling match what the composer

intended?

Write the Concert

Program Notes Write the program notes for O Magnum, focusing

on how and why this piece is expressive.

Choices for

O Magnum Mysterium

Projects

Music Video Design a music video for O

Magnum Mysterium. Choose an expression you

want to convey in your video, and be prepared to

justify how your video portrays this expression.

Powerpoint Presentation Design a powerpoint

presentation about how and why O Magnum Mysterium is expressive. Be prepared

to justify your answers.

Photo/Art Collage

Design a collage or piece of art about how and why O Magnum Mysterium is

expressive. Be prepared to explain your work.

Design the Choral Bulletin

Board Design the bulletin board to show how and why O Magnum Mysterium is

expressive. Be prepared to justify your design.

Choreograph an original dance

Choreograph a dance to the recording of O Magnum

Mysterium, focusing on the expressive quality of the

piece. Be prepared to perform your dance.

* * * * *

* * * * * *

* * * *

* * * * *

* * * * *

* * * *

Strategies

1. Students will choose the following strategies as a medium of exploring the

question “How and why is this piece expressive?” (40 pts)

• Music Video

• Program Notes

• Photo/Art collage

• Powerpoint presentation

• Original Dance

• Design the Choral Bulletin Board

• Other (by permission of instructor)

2. Students will provide feedback to choir through listening squads. (20 pts)

3. Students will submit a final one page paper with an explanation of how the

personal exploration of the expressiveness of O Magnum Mysterium has helped

them in the performance of the piece. (20 pts)

4. Students will perform O Magnum Mysterium in concert. (20 pts)

Assessment

Daily Checklist for choir rehearsal:

Am I Ready?

____Do I have my music?

____Do I have a pencil?

____Is my cell phone off?

____Do I have correct posture?

____Can I see the teacher?

____Is my mind focused?

Am I ready to learn?

Breakdown of Rehearsal Schedule

High School Concert Choir meets every day for 40 minutes. For the 6 weeks

between the Fall Warm-up concert and the Winter Concert, I see them a total of 1200

minutes, or 20 hours, about 200 minutes/3.3 hours a week. I have set aside 240 total

minutes for CMP, leaving 960 minutes for traditional instruction of 3-4 other pieces.

Here is a breakdown of the schedule:

Monday 40 minutes

Tuesday 40 minutes

Wednesday 40 minutes

Thursday 40 minutes

Friday 40 minutes

Week 1 200 minutes

Introduce the piece 10 m

Choose Strategy Project 30 m

Week 2 200 minutes

O Magnum 10m Project 30m

Listening Squads Response 10m

Week 3 200 minutes


Listening Squads Response10m

Week 4 200 minutes



Week 5 200 minutes



Week 6 200 minutes

Project Presentations


Week 7 Concert

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~~~~~~~~~~>

~~~~~~~~~>

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Students will submit a final one page paper with an explanation of how the personal exploration

of the expressiveness of O Magnum Mysterium has helped them in the performance of the piece.

Thesis 4 pts

4 Thesis clearly

stated

3 Thesis stated

2 Thesis poorly

stated

1 Does not state

thesis Explanation

8 pts 8 7

Student provides excellent

explanation

6 5 Student provides good explanation

4 3 Student provides fair explanation

2 1 Does not provide

explanation

Examples 4 pts

4 Student provides 3

examples


examples


example

1 Does not provide

examples Clarity of Writing

4 pts

4 Student’s writing

is clear and understandable


is acceptable


needs work

1 Did not attempt

assignment

Listening Squad members will choose one of the 7 areas of focus, and share their

observations with the class after the choir sings the piece. Rating Scale: 4 is the highest, 1 the lowest.

Listening Squad Observation Sheet Squad Members for _ _ / _ _ /20_ _

1. Dynamics O ------------- O ------------- O ------------- O 4 3 4 3 2 2 1 1

2. Phrasing O ------------- O ------------- O ------------- O 4 3 4 3 2 2 1 1

3. Breath Support O ------------- O ------------- O ------------- O 4 3 4 3 2 2 1 1

4. Diction O ------------- O ------------- O ------------- O 4 4 3 3 2 2 1 1

5. Blend O ------------- O ------------- O ------------- O 4 3 4 3 2 2 1 1

6. Expression O ------------- O ------------- O ------------- O 4 3 4 3 2 2 1 1

7. Faces O ------------- O ------------- O ------------- O 4 3 4 3 2 2 1 1

Comments/Other Observations:

Rating Scale for Original Dance “Capture the expressiveness of the piece through dance.”

Student Name: Date: 1. Uses O Magnum recording O ------------- O ------------- O ------------- O

4 3 4 3 2 2 1 1 2. Performs dance for class O ------------- O ------------- O ------------- O

4 3 4 3 2 2 1 1 3. Choreography is original O ------------- O ------------- O ------------- O

4 3 4 3 2 2 1 1

4. Dance captures the expressive O ------------- O ------------- O ------------- O qualities of the piece 4 3 4 3 2 2 1 1

Additional Comments:

Rating Scale for Powerpoint “How and why is this piece expressive?” Student Name: Date: 1. Student correctly uses O ------------- O ------------- O ------------- O powerpoint software 4 3 4 3 2 2 1 1 2. Student gives presentation O ------------- O ------------- O ------------- O in class 4 3 4 3 2 2 1 1 3. Student illustrates an O ------------- O ------------- O ------------- O understanding of the 4 3 4 3 2 2 1 1 expressiveness of the piece 4. Student provides justification O ------------- O ------------- O ------------- O for their answer 4 3 4 3 2 2 1 1 Additional Comments:

Rating Scale for Music Video “Capture emotion through a music video.” Student Name: Date: 1. Uses O Magnum recording O ------------- O ------------- O ------------- O

4 3 4 3 2 2 1 1 2. Displays video for class O ------------- O ------------- O ------------- O

4 3 4 3 2 2 1 1

3. The material selected captures O ------------- O ------------- O ------------- O the emotional qualities 4 3 4 3 2 2 1 1 of the piece 4. Student can explain the link O ------------- O ------------- O ------------- O between the video images 4 3 4 3 2 2 1 1 and the emotion expressed Additional Comments:

Rating Scale for Concert Notes “How and why is this piece expressive?” Student Name: Date: 1. Writing is clear and O ------------- O ------------- O ------------- O concise 4 3 4 3 2 2 1 1 2. Student provides clear O ------------- O ------------- O ------------- O reasons how this piece is 4 3 4 3 2 2 1 1 expressive 3. Student provides clear O ------------- O ------------- O ------------- O reasons why this piece is 4 3 4 3 2 2 1 1 expressive

4. Content is accurate _____yes _____no Additional Comments:

Rating Scale for Bulletin Board “How and why is this piece expressive?” Student Name: Date: 1. Student includes images O ------------- O ------------- O ------------- O that capture the expressive 4 3 4 3 2 2 1 1 nature of O Magnum 2. Material on board is organized O ------------- O ------------- O ------------- O coherently 4 3 4 3 2 2 1 1 3. Student can justify how this O ------------- O ------------- O ------------- O board shows how and why 4 3 4 3 2 2 1 1 O Magnum is expressive Additional Comments:

Rating Scale for Photo/Art Collage “Capture the expression of the piece through art” Student Name: Date: 1. Displays collage for class O ------------- O ------------- O ------------- O

4 3 4 3 2 2 1 1 2. Images connect to the O ------------- O ------------- O ------------- O question 4 3 4 3 2 2 1 1 3. Student can explain the link O ------------- O ------------- O ------------- O between the photo images 4 3 4 3 2 2 1 1 and the expressiveness of the piece Additional Comments:

Breakdown of Rehearsal Schedule

High School Concert Choir meets every day for 40 minutes. For the 6 weeks

between the Fall Warm-up concert and the Winter Concert, I see them a total of 1200

minutes, or 20 hours, about 200 minutes/3.3 hours a week. I have set aside 240 total

minutes for CMP, leaving 960 minutes for traditional instruction of 3-4 other pieces.

Here is a breakdown of the schedule:

Monday

40 minutes Tuesday 40 minutes

Wednesday 40 minutes

Thursday 40 minutes

Friday 40 minutes

Week 1 200 minutes

Introduce the piece 10 m

Choose Strategy Project 30 m

Week 2 200 minutes



Week 3 200 minutes


Listening Squads Response10m

Week 4 200 minutes



Week 5 200 minutes



Week 6 200 minutes

Project Presentations


Week 7 Concert

~~~~~~~~~~~~~>

~~~~~~~~~~>

~~~~~~~~~>

~~~~~~~~|

Incorporating Projects into Concert

An insert of the program notes would be included in the program. Art Collages

and Video Loops of music videos would be displayed in the Lobby of the Auditorium as

audience entered. Students would stand next to project to explain what their project is

and why they feel it is important to their music education. Original Dance could be

performed while the Choir performed the piece. A pre-concert lecture could be given by

students presenting powerpoint presentations. The Bulletin Board would be on display in

the area where parents pick up students after the concert.

Music Selection

O Magnum Mysterium is a beautiful piece to perform. The composition is well

crafted, and has been performed the world over. The piece provides opportunities for

expression, vocal support, blending, phrasing, and singing Latin text. I believe the piece

is transcendent, in that it has the potential to take the performer and audience to a new

level of musical experience.

These are alternate ideas of focus for future use:

• The place music held within the Catholic Mass

• Music as a language

• Modern Interpretations of historical texts

Recordings

UST Alumni Singers, Allan Diona Sims director, Hollywood Choir Festival 2006,

Hollywood UMC across from the Kodak Theater. Online at:

http://www.youtube.com/watch?v=1J0O8wTzvIc

Websites

Morten Lauridsen Official Website. Online at: www.mortenlauridsen.com July 2009. Wikipedia Article. Found online at:

http://en.wikipedia.org/wiki/O_Magnum_Mysterium July 2009.

Additional Resources

O Magnum Mysterium, Choral Score, composed by Morten Lauridsen, copyright 1995 by

Southern Music Publishing Co.

O Magnum Mysterium “A Robert Shaw Christmas:Angels on High”

Produced by Telarc International Corporation, 1997.

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