Siegfried Matthus: Concerto for Flute, Harp, and Orchestra (U.S.Premiere)
What is a concerto?
A concerto is a piece of music which usually features one solo instrument backed by a larger group of instruments. Typically a concerto highlights the unique qualities and virtuosic capabilities of the solo instrument. This often creates a sense of musical dialogue between the soloist and the orchestra. When there is more than one featured solo instrument that dialogue can become more complex and exciting.
Try an activity!
Exploring dynamics and balance
In Siegfried Matthus’ Concerto for Flute Harp and Orchestra the trick is to create a musical dialogue between each solo instrument and the orchestra, as well as between the two solo instruments. This task is especially difficult since both the flute and harp are not particularly loud sounding instruments. Try an experiment. Ask your students to come up with a short phrase they can all say together. Choose one student and ask them to make up a different phrase. First start the group off, repeating their phrase together at a steady pace. Then add the student soloist repeating the different phrase. Using hand gestures (higher/lower), try to achieve a balance between the group and the individual so that each can clearly hear the other. How soft did the group have to become in order to hear the soloist? Now try the experiment again, choosing an additional soloist with a third phrase. How did adding another new phrase/soloist change the balance again? [even more difficult to hear the phrases clearly; group must be even more sensitive]
Create a classroom concerto
Ask your students to choose two instruments to feature. In choosing, they should be aware of how the instruments compliment each other in both combination and contrast. What kind of musical dialogue might occur between these instruments? Between the solo instruments and the orchestra? What unique qualities do each of the solo instruments have? What are some ways your students think these qualities can be shown in a virtuosic manner? List these ideas on the board. Ask your students to come up with a general outline of the musical dialogue. When should the orchestra be featured? The soloists? When should the dialogue occur and between which instruments? Once this outline is on the board, select two students to act as soloists and try out your classroom concerto! Save time for evaluation. What worked, what didn’t, and why?
