“The Planets” by Gustav Holst Unit- Piano II Class

Prep Activity: Name the planets (in order!); extra points if you can add a defining characteristic
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Group Topics (4 groups)
a. Major Historical Events during Holst’s Lifetime
b. Life History
1. Birth/Death
2. Musical Experience
3. Compositional Influences
4. Interesting Facts
c. Inspiration for The Planets
1. What is The Planets based on? Why is Earth not included?
d. The Planets: Performances
1. The premiere and reactions
2. How do we know the music today?
1. Share with the class!
2. Resources
. https://artsandculture.google.com/search?q=gustav%20holst
a. https://en.wikipedia.org/wiki/The_Planets?scrlybrkr
b. http://www.utahsymphony.org/insight/program-notes/1254-holst-the-planets
https://www.sfsymphony.org/Watch-Listen-Learn/Read-Program-
Notes/ProgramNotes/Holst-The-Planets
c. http://www.gustavholst.info/
d. https://www.classicfm.com/composers/holst/pictures/holsts-planets-guide/
Lesson 1: “Mars- The Bringer of War”

 Listen to Mars listening guide

o https://www.youtube.com/watch?v=fdwwzn3X6hE&t=8s

 Have students clap the motiv and ask if they know the time signature
 Explain time signature (uneven time)
 Explain conducting pattern
 Students practice conducting pattern
 Students play motiv
 ½ conduct ½ play with partners and switch

 Extension: take out a piece of paper: what about the music makes this movement war-
like? Articulation? Dyanmics? Tonality? mood?
 Star wars/Mars comparison

Composition Project
 What would Earth or Pluto sound like? Make a list of all of Earth or Pluto’s qualities and
choose musical elements to match
Lesson 2: “Mercury- The Winged Messenger”

Prep Activity:

1. Based on what you know about Mercury, how do you THINK the piece will sound? (Think,
Pair, Share)

2. After listening to a portion of Mercury, what are some musical elements (articulation,
dynamics, instrumentation, etc.) that you hear?

3. If you were composing for a character that was the opposite of Mercury, what musical
elements would you change?

What do we know about Mercury the mythological figure?

 Mercury was primarily a god of merchandise and merchants.
 To astrologers, Mercury is “the thinker.”
 The composer makes this a virtuosic scherzo, unstable, nervously changeable in meter
and harmony-in a word, “mercurial.”

What do you know about Mercury the planet?

 Fun Fact! Mercury is gravitationally locked
 Closest to the sun
 Relatively small

Based on what you know about Mercury, how do you THINK the piece will sound?

Listen to Mercury listening guide:

https://www.youtube.com/watch?v=8ykZKsrs8LM

What is a scherzo? (a vigorous, light, or playful composition, typically comprising a movement in

a symphony or sonata.)
 6/8 time vs 2/4
 Conducting activity
 In pairs, one person conduct 6/8 while the other person conducts 2/4,
notice the similarities and the differences in feel.
So far, what are some musical elements (articulation, dynamics, instrumentation) that you hear in
Mercury?

If you were composing for the opposite of Mercury (a slow unathletic unmystical thing) What
would you change musically?

Listen to all of Mercury

 Art activity! Draw whatever comes to mind while listening to the piece.
Lesson 3: “Jupiter- Bringer of Jolity”

What do you know about Jupiter the planet?

 Failed star
 HUGE
 Gaseous
 Fifth from the sun
What do you know about Jupiter the mythological figure?
 Sky god of all planets
 Good luck and bounty
 Optimism and growth
 Jupiter is associated with humor, good will, and mercy

Listen to listening guide: https://www.youtube.com/watch?v=-C1nC0NHnbo

 What qualities make this piece so jolly?
 Describe the chorale, what emotions does it bring about?
 Play “I vow to thee my country”
 Split one person right hand, one person left hand if needed
 Fun fact: RVW asked Holst to compose a hymn and he realized the chorale from
Jupiter fit perfectly

Listen to all of Jupiter

 Art activity
 Introductions- horn calls
 Section I- Jupiter dances
 Section II- Hymn transition
 Section III- Jupiter dances recap
 Coda

Music inspired by Jupiter:

Melodica: https://www.classicfm.com/composers/holst/music/holst-melodica-men/
Manfred: https://www.youtube.com/watch?v=ThSIVW6eb58
Lesson 4: Saturn- “The Bringer of Old Age”

Prep discussion: Are you afraid of getting old?

What do we know about Saturn the planet?

 RINGS made of rock, ice, and dust particles
 Sixth from the sun
 Gaseous
 Second largest in our solar system
 Beige colored
 Hexagonal storm on North pole
 Cassini
 Least dense planet of the solar system- would float in water!
 Spins so fast that it’s a little flattened!

What do we know about Saturn the mythological figure?

 God of generation, God of time
 Father of Jupiter!

Listening Guide: https://www.youtube.com/watch?v=e2CQlJe4rwc

 How does this movement make you feel?

 How do you think Holst perceived the idea of getting old?

Playing activity: play “ticking clock” motiv

 Write motiv on the board (B, F, A- A Eb G)

 Explain tri-tone
 Divides octave exactly in half
 Tritone history: diabolus in musica
 Play motiv as a class

Listen to all of Saturn

 Art Activity!
Lesson 5: “Uranus- The Magician”

What do we know about Uranus the planet?

 It’s light blue: ammonia and methane
 7th from the sun
 Gaseous
 Tipped on its side
 One trip around the sun = 84 EARTH YEARS
 Icey core and mantle
 Two sets of very thin rings
 French wanted to name it “Herschal”

What do we know about Uranus the mythological figure?

 The magician
 God of the Sky
 Father of Saturn
 Married to mother Earth

Listen to listening guide:

https://www.youtube.com/watch?v=yTSQm3aJbP8

 Brass and timpani signify the arrival of the magician

 Opening reminds us that sorcerer has a dark side
 Dance: upside down um-pa
 Performs many different tricks throughout the movement
 Magician is bumbling and accident prone

Create your own SHORT motiv that might signify a magician

 Think about your own magic trick, how would you put that to music?
 Think about what musical elements make the piece so magic-like (ariculations, trills,
swift lines?)
 Pair up and play your motifs for a partner!

Listen to the entirety of Uranus, with art!

https://www.youtube.com/watch?v=aDFGmiXnLjU
Lesson 6: “Neptune- The Mystic”

What do we know about Neptune the planet?

 14 moons
 5 rings
 164.8 years to orbit the sun
 Methane absorbs red light, making it blue!
 Hydrogen and helium
 Great dark spot (huge storm lasting 5 years) fastest winds recorded in the solar system

What do we know about Neptune the mythological figure?

 God of sea
 Brother of Jupiter and Pluto
 Identical to Poseiden

Listen to Neptune listening guide: https://www.youtube.com/watch?v=PBhYlmIbbfw

What does the choir add to the movement?

What makes the music so mystic?

Playing Activity:
 Explain concept of bitonality
 Play bitonal scale
 ½ class play in one key, ½ in another
 switch!

Listen to the entirety of Neptune with the art activitiy:

https://www.youtube.com/watch?v=v4wuV14QlNM