Lead a brief discussion with your students about moods. How long does a mood generally last for them? What could put them in a certain mood? What situations can your students think of that caused their mood to shift suddenly or dramatically? Dmitri Shostakovich was still a student when he wrote his first symphony, and trying to find his way through the highly charged political climate of Russia. The mood shifts in this piece are clear and decisive both within and between movements.
Translating moods into music
How would your students characterize a waltz in terms of mood? A march? How are these two types of music similar and different? In the first movement of Shostakovich’s Symphony No. 1 the music alternates between a light capricious waltz, and structured march music. By contrasting these two musical moods, what general feeling do your students think Shostakovich might be trying to convey? Mood and emotion are complex ideas, and highly personal. Ask your students to think of two contrasting moods or emotions they’ve experienced. Have them jot down some ideas about how to translate these feelings into music. Encourage your students to think of ways to combine these moods as well as contrast them to each other. Which might be easier? Why?
What should we listen for?
Listen to the New York Philharmonic radio broadcast of Symphony No. 1 by Dmitri Shostakovich and again via recording if possible. Ask your students to note the way Shostakovich not only moves back and forth between moods but also combines them. Which movements seem to be about contrast? [first and second] Which seem to have the most combining of moods? [third and fourth] Challenge your students to come up with two or three unique descriptive words about the general mood of each movement. What musical elements helped them choose these words? Do your students see a pattern developing in the mood between the four movements? [each movement seems increasingly serious and foreboding] Have them take notes in journals as they listen.
