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Summary Edexcel Music GCSE Grade 9 notes - Defying Gravity (Wicked) $13.97   Add to cart

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Summary Edexcel Music GCSE Grade 9 notes - Defying Gravity (Wicked)

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made these in 2019 to get a Grade 9 in summer 2019. These notes are extremely detailed and one of a kind. Wouldnt have got my grade without them.

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  • February 27, 2022
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  • 2019/2020
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DEFYING GRAVITY – FROM WICKED

CONTEXT:

 Stephen Schwartz is a American music theatre composer and lyricist.
 Wrote scores for God spell and lyrics to Pochahantas
 In 2003 took on role of composer and lyricist of Wicked.
 Wicked is an alternate story of wizard of oz which tells is from the point of view
of the witches.
 Defying gravity is the finale song of the 1st act when Elphaba discovers that the
wizard of Oz is not such a historic figure she originally believed him to be.
Realising this Elphaba vows to do everything in her power to fight the wizard
with her sinister plans.
 She sings of living a life without limits
 Originally written of D flat but is now in D major.
 Musical theatre- integrates songs, spoken dialogue, acting and dance within a
popular idiom. Musicals are an extended piece of music theatre.
 Wicked was written against a historical backdrop of socialism, Marxism,
capitalism and globalisation.
 Wicked is a musical which manages to share the social, historical and cultural
consciousness of the postmodern audiences. The fact that they can relate in
some way to its plot and messages makes it popular in addition to its great
music.
 There are constant reminders in public places against racism, sexism,
classism and ageism.
 In the context of postmodern, twenty first century social culture, Wicked came
at the right time. It is written for an audience which is more than ready to
embrace a musical which promotes tolerance.
 The plot includes: propaganda and rumour, which was a war strategy used in
World War II
 Popularity seeking, which is a strategy every politician uses to get into power
 scapegoating, resulting in witch hunts such as what happened to the Jews under
the Nazis
 racism and prejudice, such as what happened to emancipated slaves and their
descendants in the USA
 oppression, such as what many dictators did to their people in the twentieth
century
 It wanted the audience to consider
 Here was a green girl, Elphaba, who was not treated well because of her skin
colour. This implies racism was occurring.
 When she saw the faults of her superiors, she was rejected instead of them.
This shows a form of classism.
 The talking animals were also discriminated against because of their physical
appearance and were treated as inferior. They suffered a form of racism and
classism.
 The intentions of the animals were not recognised as valid
 yet they were seen as a potenti
 al threat, like the slaves of the African holocaust.
 Choosing current social political topics to make a musical plot out of is nothing
new to the modern musical.
 Show Boat was about interracial relationships, which were illegal in the USA in
the early twentieth century.
 West Side Story was about the racial and gang based conflict between Mexican
and white Americans in the west side of New York in the mid twentieth century.

, INTRODUCTION: ‘I hope you’re happy’

 Triple time (3/2)
 Ambiguous
 Free tempo (colla voice) with voice
 Recitative like
 Duet is a mix of sung and spoken dialogue
 D major
 Large orchestra cause dramatic effect
 Simple triple time
 Orchestral stabs – sparse texture
 Conjunct and syllabic
 E answers back semitone lower mocking
 Monophonic
 Ambiguous (chromatic)
 Ascending sequence
 Guitar with overdrive creates distortion
 Became chordal and sustained
 Change to duple time

 Changes to B major on ‘now
 Andante tempo changes show emotional changes
 Homophonic chordal opening
 F major
 Legato conjunct melody
 Dissonance
 D major
 Tremolo in strings adds to tension

VERSE 1 (b34-50): ‘something has changed within me’

 Tremolando
 Melody dominated homophony
 Step wise
 Perfect 5th
 Angular leaps

CHORUS(50-63): ‘it’s time to try defying gravity.’

 Title hook leaping melody is sung over broken chord accompaniment and
driving hi-hat rhythms.
 Closed hi-hat propels music forward excitement
 Glinda sings crotchet triple based melody
 Elphaba takes over with syncopated versio.

VERSE 2(b63-79): ‘I’m through accepting limits.’

 Melody dominated homophony
 Syncopated rhythm

CHORUS (b79-88): ‘I’d sooner try defying gravity.’

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