model. Students should note the standard sequence of themes and the presence of a
development and recap but should identify the return of the second theme in the recap in
C major instead of the expected C minor and note the expanded coda as somewhat of a
departure from the Classical model. Ask students whether one central theme stands out
among the others. Emphasize the monothematic nature of the symphony as an example of
Beethoven’s pushing the boundaries of standard sonata-allegro form through this
unifying procedure in all the movements.
ASSIGNMENT SUGGESTIONS
1. Consider this excerpt from a newspaper review Beethoven’s Fifth Symphony by the
celebrated German Romantic poet, playwright, composer, and critic E. T. A. Hoffmann:
“[The] music sets in motion the machinery of awe, of fear, of terror, of pain, and awakens
that infinite yearning which is the essence of romanticism. He is therefore a purely romantic
composer. Might this explain why his vocal music is less successful, since it does not
permit a mood of vague yearning but can only depict from the realm of the infinite those
feelings capable of being described in words?” How does Hoffmann define romanticism?
Which characteristics of Beethoven’s Fifth Symphony do you think lead Hoffmann to his
conclusions?
2. Beethoven’s music has been used to meet a wide variety of political ends since the
nineteenth century, even in countries outside the West. Now that you have some more
familiarity with Beethoven’s music, how do you explain its seemingly universal political
appeal? What makes it such an attractive vehicle for expressing political messages?
TEACHING CHALLENGES
Understanding Beethoven’s music as heroic is an important aspect of this chapter, but how to