Music of the Twentieth Century a Study of Its Elements and Structure
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Boca Raton and the Florida Land Boom of the 1920S
20 TEQUESTA Boca Raton and the Florida Land Boom of the 1920s by Donald W. Curl The Florida land boom of 1924-25 is commonly mentioned by historians of the twenties and of the South. Most of them see the boom as a phenomenon of the Miami area, though they usually mention in passing that no part of the state remained immune to the speculation fever. Certainly Miami's developments received major attention from the national press and compiled amazing financial statistics for sales and inflated prices. Still, similar activity took place throughout the state. Moreover, the real estate boom in Palm Beach County began as early as that in Miami, contained schemes that equaled that city's in their imagination and fantasy, and also captured national attention. Finally, one of these schemes, that of Addison Mizner's Boca Raton, probably served as the catalyst for exploiting the boom bubble. The Florida land boom resulted from a number of complex fac- tors. Obviously, the mild winter climate had drawn visitors to the state since the Civil War. Summer was said "to spend the winter in West Palm Beach." Now with the completion of the network of roads known as the Dixie Highway and the increasing use of the automobile, Florida became easily accessible to the cities of the northeast and midwest. For some, revolting against the growing urbanization of the north, Florida became "the last frontier." Others found romance in the state's long and colorful history and "fascination in her tropical vege- tation and scenery." Many were confident in the lasting nature of the Coolidge prosperity, and, hearing the success stories of the earliest Donald W. -
Musical Hybridization and Political Contradiction: the Success of Arthur Honegger╎s Antigone in Vichy France
Butler Journal of Undergraduate Research Volume 7 2021 Musical Hybridization and Political Contradiction: The Success of Arthur Honegger’s Antigone in Vichy France Emma K. Schubart University of North Carolina, Chapel Hill Follow this and additional works at: https://digitalcommons.butler.edu/bjur Recommended Citation Schubart, Emma K. (2021) "Musical Hybridization and Political Contradiction: The Success of Arthur Honegger’s Antigone in Vichy France," Butler Journal of Undergraduate Research: Vol. 7 , Article 4. Retrieved from: https://digitalcommons.butler.edu/bjur/vol7/iss1/4 This Article is brought to you for free and open access by the Undergraduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Butler Journal of Undergraduate Research by an authorized editor of Digital Commons @ Butler University. For more information, please contact [email protected]. BUTLER JOURNAL OF UNDERGRADUATE RESEARCH, VOLUME 7 MUSICAL HYBRIDIZATION AND POLITICAL CONTRADICTION: THE SUCCESS OF ARTHUR HONEGGER’S ANTIGONE IN VICHY FRANCE EMMA K. SCHUBART, UNIVERSITY OF NORTH CAROLINA, CHAPEL HILL MENTOR: SHARON JAMES Abstract Arthur Honegger’s modernist opera Antigone appeared at the Paris Opéra in 1943, sixteen years after its unremarkable premiere in Brussels. The sudden Parisian success of the opera was extraordinary: the work was enthusiastically received by the French public, the Vichy collaborationist authorities, and the occupying Nazi officials. The improbable wartime triumph of Antigone can be explained by a unique confluence of compositional, political, and cultural realities. Honegger’s compositional hybridization of French and German musical traditions, as well as his opportunistic commercial motivations as a Swiss composer working in German-occupied France, certainly aided the success of the opera. -
Music Standards
5th Grade Singing alone and with others Standard 1 Students sing alone or in groups, on pitch and in rhythm, using good tone, diction, breath control, and posture while maintaining a steady tempo. They sing from memory a variety of song repertoire, including ostinatos, partner songs, rounds, and music of many cultures and styles. They sing accurately with appropriate dynamics, breath control, phrasing, and interpretation. Students in fifth grade sing in groups, blending vocal sounds, matching dynamics, and following the conductor. 5.1.1 Sing warm-ups that stress diction, posture, and an appropriate singing tone. 5.1.2 Sing a round with appropriate dynamics, phrasing and interpretations. Maintain an independent part and keep a steady beat. 5.1.3 Sing a memorized song in a foreign language. 5.1.4 Follow the conductor. Playing an instrument alone and with others Standard 2 Students perform accurately, independently, and expressively on an instrument, either alone or in an ensemble. They echo easy rhythmic, melodic, and chordal patterns. Students perform in groups, blending instrumental tones, matching dynamics, and responding to the conductor. They perform instrumental parts while other students sing or play different parts. 5.2.1 Play an ostinato part independently. 5.2.2 Play a melody or rhythm in the proper tempo, using appropriate dynamics. 5.2.3 Play an accompaniment to a class or group song. Example: On a keyboard, guitar, mallet instrument, or autoharp, play an ostinato pattern while the group sings. 5.2.4 Play a variety of music of various cultures and styles. 5.2.5 Maintain an independent part on an instrument in a group while following the conductor. -
First-Generation Historians Leaving a Mark: Yasmeen Ragab, Carmen Gutierrez, Johnna Jones, Jason Smith PAGE 2 Letter from the Chair
University of Illinois at Urbana-Champaign www.history.illinois.edu Spring 2020 First-Generation Historians Leaving a Mark: Yasmeen Ragab, Carmen Gutierrez, Johnna Jones, Jason Smith PAGE 2 Letter from the Chair fter twenty years in Champaign-Urbana and sixteen years as a faculty member, I became interim chair of the department in August 2019. I feel so lucky to lead Asuch an amazing group of scholars—faculty, graduate students, and undergradu- ate majors—for the next two years. I am grateful to Clare Crowston for her advice and wise counsel throughout the summer as we prepared for the transition. My faculty joins me in wishing her all the best for a productive and restorative sabbatical this year and in the new position she’ll assume in August 2020 as Associate Dean for the Humanities and Interdisci- plinary Programs in the College of Liberal Arts and Sciences. The dedicated staff in 309 Gregory Hall provide the support we all need to keep the department running smoothly, attending to every detail. I have relied on their expertise, experience, and professionalism as I have learned the job, and I am grateful to each of them. For the past eighteen years, Tom Bedwell, our business manager, has ensured the successful running of all aspects of departmental operations. His total commitment, professionalism, and skill as a financial manager are matched by his unflagging dedication to the welfare of each and every faculty member, student, and staff. Dawn Voyles assists Tom working effi- ciently to reserve flights for faculty, pay honoraria to visiting scholars, and process receipts. -
Pace Final 26.11.15
Positions, Methodologies and Aesthetics in the Published Discourse about Brian Ferneyhough: A Critical Study Ian Pace1 Since Brian Ferneyhough achieved a degree of public recognition following the premiere of his Transit (1972-75) in March 1975 at the Royan Festival, a range of writings on and reviews of his work have appeared on a relatively regular basis. The nature, scope, style, and associated methodologies of these have expanded or changed quite considerably over the course of Ferneyhough's career––in part in line with changes in the music and its realization in performance––but nonetheless one can discern common features and wider boundaries. In this article, I will present a critical analysis of the large body of scholarly or extended journalistic reception of Ferneyhough's work, identifying key thematic concerns in such writing, and contextualizing it within wider discourses concerning new music. Several key methodological issues will be considered, in particular relating to intentionality and sketch study, from which I will draw a variety of conclusions that apply not only to Ferneyhough, but to wider contemporary musical study as well. Early Writings on Ferneyhough The first extended piece of writing about Ferneyhough's work was an early 1973 article by Elke Schaaf2 (who would become Ferneyhough's second wife),3 which deals with Epicycle (1968), Missa Brevis (1969), Cassandra's Dream Song (1970), Sieben Sterne (1970), Firecyle Beta (1969-71), and the then not-yet-complete Transit. Schaaf’s piece already exhibits one of the most -
Surviving Antigone: Anouilh, Adaptation, and the Archive
SURVIVING ANTIGONE: ANOUILH, ADAPTATION AND THE ARCHIVE Katelyn J. Buis A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2014 Committee: Cynthia Baron, Advisor Jonathan Chambers ii ABSTRACT Dr. Cynthia Baron, Advisor The myth of Antigone has been established as a preeminent one in political and philosophical debate. One incarnation of the myth is of particular interest here. Jean Anouilh’s Antigone opened in Paris, 1944. A political and then philosophical debate immediately arose in response to the show. Anouilh’s Antigone remains a well-known play, yet few people know about its controversial history or the significance of its translation into English immediately after the war. It is this history and adaptation of Anouilh’s contested Antigone that defines my inquiry. I intend to reopen interpretive discourse about this play by exploring its origins, its journey, and the archival limitations and motivations controlling its legacy and reception to this day. By creating a space in which multiple readings of this play can exist, I consider adaptation studies and archival theory and practice in the form of theatre history, with a view to dismantle some of the misconceptions this play has experienced for over sixty years. This is an investigation into the survival of Anouilh’s Antigone since its premiere in 1944. I begin with a brief overview of the original performance of Jean Anouilh’s Antigone and the significant political controversy it caused. The second chapter centers on the changing reception of Anouilh’s Antigone beginning with the liberation of Paris to its premiere on the Broadway stage the following year. -
Prohibition, American Cultural Expansion, and the New Hegemony in the 1920S: an Interpretation
Prohibition, American Cultural Expansion, and the New Hegemony in the 1920s: An Interpretation IAN TYRRELL* In the [920s American prohibitionists, through the World League against Alcohol ism, sought to extend their war on liquor beyond the boundaries of the United States. Prohibitionistsfailed in their efforts due to anti-American sentiment, complex class and cultural opposition to prohibition, and negative reporting of the experi ment with prohibition in the U.S. Nevertheless, restrictive anti-alcohol laws were introduced in a number ofcountries. Moreover, the efforts ofAmerican prohibition ists furthered the larger process of American cultural expansion by emphasizing achievements of the U.S. in economic modernization and technical advancement. This episode in American cultural expansion occurred with the support of anti alcohol groups in foreign countries that embraced the message equating American reform with modernity. Prohibitionists abroad colluded in the process, thereby accepting a form ofAmerican cultural hegemony. En 1920, par l'intermédiaire de la World League against Alcoholism, les prohibi tionnistes américains se sont efforcés de pousser leur lutte contre l'alcool au-delà des frontières des États-Unis. Cependant, le sentiment anti-américain, l'opposition complexe des classes et de la culture à l'endroit de la prohibition ainsi que la mauvaise presse dont l'expérience américaine a fait l'objet ont fait échouer leurs efforts. Néanmoins, plusieurs pays ont adopté des lois restrictives contre l'alcool. Qui plus est, les efforts des prohibitionnistes américains ont favorisé l'expansion de la culture américaine en mettant en valeur les réussites des É.-u. au chapitre de la modernisation économique et de l'avancement de la technologie. -
Teaching Guide: Area of Study 7
Teaching guide: Area of study 7 – Art music since 1910 This resource is a teaching guide for Area of Study 7 (Art music since 1910) for our A-level Music specification (7272). Teachers and students will find explanations and examples of all the musical elements required for the Listening section of the examination, as well as examples for listening and composing activities and suggestions for further listening to aid responses to the essay questions. Glossary The list below includes terms found in the specification, arranged into musical elements, together with some examples. Melody Modes of limited transposition Messiaen’s melodic and harmonic language is based upon the seven modes of limited transposition. These scales divide the octave into different arrangements of semitones, tones and minor or major thirds which are unlike tonal scales, medieval modes (such as Dorian or Phrygian) or serial tone rows all of which can be transposed twelve times. They are distinctive in that they: • have varying numbers of pitches (Mode 1 contains six, Mode 2 has eight and Mode 7 has ten) • divide the octave in half (the augmented 4th being the point of symmetry - except in Mode 3) • can be transposed a limited number of times (Mode 1 has two, Mode 2 has three) Example: Quartet for the End of Time (movement 2) letter G to H (violin and ‘cello) Mode 3 Whole tone scale A scale where the notes are all one tone apart. Only two such scales exist: Shostakovich uses part of this scale in String Quartet No.8 (fig. 4 in the 1st mvt.) and Messiaen in the 6th movement of Quartet for the End of Time. -
Sampling and Remixes
DE FR EN SEARCH Sampling and Remixes The articles about arrangements in the “Good to know” series have so far focused on “conventional” arrangements of musical works. Sampling and remixes are two additional and specic forms of arrangement. What rights need to be secured when existing recordings are used to produce a new work? What agreements have to be contracted? Text by Claudia Kempf and Michael Wohlgemuth From the copyright point of view, remixes and sampling are specic forms of arrangement. (Photo: Tabea Hüberli) Sound samplings come in many dierent forms and techniques. But they all have one thing in common: they incorporate parts of a musical recording into a new work. This regularly raises the question whether such parts of works or samples are protected by copyright or – especially in the case of very short sound sequences – whether they may be used freely. In the case of a remix, an existing production is taken and re-arranged and re-mixed. This may involve taking apart a whole work and putting it together again with the addition of new elements. Theoretically, the degree of re-arrangement in a remix may range from a simple cover version to a completely new arrangement. As a rule, a remix is simply an arrangement. Remixes generally keep a work’s existing title and add a tag which refers either to the form of use (radio edit / extended club version, or similar) or the name of the remixer (generally a well-known DJ). By contrast with conventional arrangements, in addition to using an existing work to create a derived work or arrangement, samples and remixes also use an existing sound recording. -
Glossary for Music the Glossary for Music Includes Terms Commonly Found in Music Education and for Performance Techniques
Glossary for Music The glossary for Music includes terms commonly found in music education and for performance techniques. The intent of the glossary is to promote consistent terminology when creating curriculum and assessment documents as well as communicating with stakeholders. Ability: natural aptitude in specific skills and processes; what the student is apt to do, without formal instruction. Analog tools: category of musical instruments and tools that are non-digital (i.e., do not transfer sound in or convert sound into binary code), such as acoustic instruments, microphones, monitors, and speakers. Analyze: examine in detail the structure and context of the music. Arrangement: setting or adaptation of an existing musical composition Arranger: person who creates alternative settings or adaptations of existing music. Articulation: characteristic way in which musical tones are connected, separated, or accented; types of articulation include legato (smooth, connected tones) and staccato (short, detached tones). Artistic literacy: knowledge and understanding required to participate authentically in the arts Atonality: music in which no tonic or key center is apparent. Artistic Processes: Organizational principles of the 2014 National Core Standards for the Arts: Creating, Performing, Responding, and Connecting. Audiate: hear and comprehend sounds in one’s head (inner hearing), even when no sound is present. Audience etiquette: social behavior observed by those attending musical performances and which can vary depending upon the type of music performed. Benchmark: pre-established definition of an achievement level, designed to help measure student progress toward a goal or standard, expressed either in writing or as an example of scored student work (aka, anchor set). -
Guitar Best Practices Years 1, 2, 3 and 4 Nafme Council for Guitar
Guitar Best Practices Years 1, 2, 3 and 4 Many schools today offer guitar classes and guitar ensembles as a form of music instruction. While guitar is a popular music choice for students to take, there are many teachers offering instruction where guitar is their secondary instrument. The NAfME Guitar Council collaborated and compiled lists of Guitar Best Practices for each year of study. They comprise a set of technical skills, music experiences, and music theory knowledge that guitar students should know through their scholastic career. As a Guitar Council, we have taken careful consideration to ensure that the lists are applicable to middle school and high school guitar class instruction, and may be covered through a wide variety of method books and music styles (classical, country, folk, jazz, pop). All items on the list can be performed on acoustic, classical, and/or electric guitars. NAfME Council for Guitar Education Best Practices Outline for a Year One Guitar Class YEAR ONE - At the completion of year one, students will be able to: 1. Perform using correct sitting posture and appropriate hand positions 2. Play a sixteen measure melody composed with eighth notes at a moderate tempo using alternate picking 3. Read standard music notation and play on all six strings in first position up to the fourth fret 4. Play melodies in the keys C major, a minor, G major, e minor, D major, b minor, F major and d minor 5. Play one octave scales including C major, G major, A major, D major and E major in first position 6. -
'Race' and Diaspora: Romani Music Making in Ostrava, Czech Republic
Music, ‘Race’ and Diaspora: Romani Music Making in Ostrava, Czech Republic Melissa Wynne Elliott 2005 School of Oriental and African Studies University of London PhD ProQuest Number: 10731268 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10731268 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Abstract This thesis is a contribution towards an historically informed understanding of contemporary music making amongst Roma in Ostrava, Czech Republic. It also challenges, from a theoretical perspective, conceptions of relationships between music and discourses of ‘race’. My research is based on fieldwork conducted in Ostrava, between August 2003 and July 2004 and East Slovakia in July 2004, as well as archival research in Ostrava and Vienna. These fieldwork experiences compelled me to explore music and ideas of ‘race’ through discourses of diaspora in order to assist in conceptualising and interpreting Romani music making in Ostrava. The vast majority of Roma in Ostrava are post-World War II emigres or descendants of emigres from East Slovakia. In contemporary Ostrava, most Roma live on the socio economic margins and are most often regarded as a separate ‘race’ with a separate culture from the dominant population.