Treatise on Gregorian Accompaniment
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The Influence of Plainchant on French Organ Music After the Revolution
Technological University Dublin ARROW@TU Dublin Doctoral Applied Arts 2013-8 The Influence of Plainchant on rF ench Organ Music after the Revolution David Connolly Technological University Dublin Follow this and additional works at: https://arrow.tudublin.ie/appadoc Part of the Musicology Commons Recommended Citation Connolly, D. (2013) The Influence of Plainchant on rF ench Organ Music after the Revolution. Doctoral Thesis. Dublin, Technological University Dublin. doi:10.21427/D76S34 This Theses, Ph.D is brought to you for free and open access by the Applied Arts at ARROW@TU Dublin. It has been accepted for inclusion in Doctoral by an authorized administrator of ARROW@TU Dublin. For more information, please contact [email protected], [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License The Influence of Plainchant on French Organ Music after the Revolution David Connolly, BA, MA, HDip.Ed Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Music Dublin Institute of Technology Conservatory of Music and Drama Supervisor: Dr David Mooney Conservatory of Music and Drama August 2013 i I certify that this thesis which I now submit for examination for the award of Doctor of Philosophy in Music, is entirely my own work and has not been taken from the work of others, save and to the extent that such work has been cited and acknowledged within the text of my work. This thesis was prepared according to the regulations for postgraduate study by research of the Dublin Institute of Technology and has not been submitted in whole or in part for another award in any other third level institution. -
Théodore Nisard's Accompagnement Du Plain-Chant from Dictionnaire Liturgique, Historique Et Théorique De Plain-Chant Et
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Student Research, Creative Activity, and Performance - School of Music Music, School of November 2006 Théodore Nisard’s Accompagnement du Plain-Chant from Dictionnaire Liturgique, Historique et Théorique de Plain-Chant et de Musique d’Église Au Moyen Age dans les Temps Modernes (1854): An English Translation Gerald W. Holbrook University of Nebraska - Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/musicstudent Part of the Music Commons Holbrook, Gerald W., "Théodore Nisard’s Accompagnement du Plain-Chant from Dictionnaire Liturgique, Historique et Théorique de Plain-Chant et de Musique d’Église Au Moyen Age dans les Temps Modernes (1854): An English Translation" (2006). Student Research, Creative Activity, and Performance - School of Music. 6. https://digitalcommons.unl.edu/musicstudent/6 This Article is brought to you for free and open access by the Music, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Student Research, Creative Activity, and Performance - School of Music by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Théodore Nisard’s Accompagnement du Plain-Chant From Dictionnaire Liturgique, Historique et Théorique de Plain-Chant et de Musique d’Église Au Moyen Age dans les Temps Modernes (1854) An English Translation By Gerald Wayne Holbrook A DOCTORAL DOCUMENT Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Musical Arts Major: Music Under the Supervision of Professors Quentin Faulkner and Christopher Marks Lincoln, Nebraska December 2006 THEODORE NISARD’S TREATISE ACCOMPAGNEMENT DU PLAIN-CHANT FROM JOSEPH LOUIS D’ORTIGUE’S DICTIONNAIRE LITURGIQUE, HISTORIQUE ET THÉORIQUE DE PLAIN-CHANT ET DE MUSIQUE D’ÉGLISE AU MOYEN AGE ET DANS LES TEMPS MODERNES AN ENGLISH TRANSLATION Gerald Wayne Holbrook, D.M.A. -
Jazz Chord Types
4. THE INTERVALLIC SERIES How does one convey musical information to others? The most basic method is ostensive: you hum the melody to the other and say”Learn this!” Or you play it on an instrument. The other person picks it up by ear, or by actually playing it. Normally, however, musicians hand each other notated music to read. The information conveyed there would be “absolute” in the sense that note pitch, duration etc. will be unquestioned. An “E above middle C played for two beats” is nothing more or less than that particular musical event. There is another method, though, which while not incorporating any rhythmic elements, nonetheless serves to convey pitch information, and this is the intervallic method. Here, instead of describing music as e.g. “E, F, Ab,” one would say “E, then up a half step, up a minor third.” In other words, music as a vertical (chordal) or horizontal (melodic) distribution of notes is described in terms of intervals relative to a certain specified note. We will name that particular note the “1.” The intervallic method is central for the jazz vocabulary. A) INTERVAL NUMBERS AND NAMES FOR CHROMATIC 12-TONE SERIES · 1 (root) · b2 (flat second) · 2 (second) · b3 (flat third) · 3 (third) · 4 (fourth) · b5 (flatted fifth, tritone) · 5 (fifth) · #5, b6 (augmented fifth) · 6 (sixth) · b7 (flat seventh) · maj7, ∆7 (major seven) · “8”(octave above root; rarely used) IMPORTANT: For purposes of symbolizing, “7” will always refer to a “b7,” and major seven will be written as “maj7” or “ ∆7.” Intervallic functions are absolute with regard to tonal distinctions between the major and minor. -
Melodic Function and Modal Process in Gregorian Chant
MELODIC FUNCTION AND MODAL PROCESS IN GREGORIAN CHANT by RICHARD PORTERFIELD A dissertation submitted to the Graduate Faculty in Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy The City University of New York 2014 ii © 2014 RICHARD PORTERFIELD All Rights Reserved iii This manuscript has been read and accepted by the Graduate faculty in Music in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Codex hic lectus acceptusque est William Rothstein ____________________ ___________________________________ Date Chair of Examining Committee Norman Carey ____________________ ___________________________________ Date Acting Executive Officer Ruth DeFord ___________________________________ Anne Stone ___________________________________ Joseph Straus ___________________________________ iv Abstract MELODIC FUNCTION AND MODAL PROCESS IN GREGORIAN CHANT by RICHARD PORTERFIELD Advisor: Professor William Rothstein This study proposes a theory and method of analysis for voice leading in the melody of Gregorian chant. It draws on historical theories and practices, particularly those of the cantus tradition which 1) pre-dates the imposition on Western ecclesiastical chant of scale theories based in the Ancient Greek science of harmonics, 2) observes and predicts actual melodic behavior, and 3) remains basic to pedagogy through the centuries. Central to cantus-tradition doctrine is the investment of melodic tones with structural functions which articulate modes as melodic archetypes; idiomelic antiphons are analyzed according to five melodic functions derived from formulaic psalmody in a framework modally conditioned by the qualitative and intervallic relationship of final and tenor. Medieval sources put forward this functional dyad as essential to modal cognition—sometimes as the basis of modal construction—through a widespread mnemonic I call the “Re-la, re-fa” Rule; these dyads are also embedded in the ninth- century Noanoeane and eleventh-century Primum quaerite melodic prototypes. -
Contextualizing the Music of Jehan Alain: Three Lenses on Variations Sur Un Thème De Clément Jannequin
Fall 08 Contextualizing the Music of Jehan Alain: Three Lenses on Variations sur un thème de Clément Jannequin Ruth Draper A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Musical Arts University of Washington 2015 Reading Committee: Carole Terry, Chair Judy Tsou Robin McCabe Program Authorized to Offer Degree: School of Music ©Copyright 2015 Ruth Draper Fall 08 University of Washington Abstract Contextualizing the Music of Jehan Alain: Three Lenses on Variations sur un thème de Clément Jannequin Ruth Draper Chair of the Supervisory Committee: Professor Carole Terry School of Music French organist and composer Jehan Alain (1911-1940) was one of the first to bring modernism to organ composition. His music is known for its highly creative, even fantastical, approach to form, rhythm, timbre and mode. This dissertation explores the relationship between Alain’s innovative compositional voice and the trends of his time, using a multipronged analysis of one piece to situate Alain in the ideological and musical currents of interwar France. Variations sur un thème de Clément Jannequin (1937) is a set of variations on a sixteenth-century chanson. The theme is an almost verbatim transcription of a polyphonic Renaissance work arranged for piano and solo voice by Jean-Baptiste Weckerlin in the 1850s. Analysis shows that the changes Weckerlin made to the 1529 source better align his arrangement with ideal “French” qualities identified and promoted throughout nineteenth- century France in a widespread attempt to overturn the prevailing negative image of French music by identifying its distinctive and positive qualities. Written comments by Alain suggest that what attracted him about this chanson were both its authentic Renaissance characteristics and the notion of Frenchness portrayed in Weckerlin’s arrangement. -
Music Theory Contents
Music theory Contents 1 Music theory 1 1.1 History of music theory ........................................ 1 1.2 Fundamentals of music ........................................ 3 1.2.1 Pitch ............................................. 3 1.2.2 Scales and modes ....................................... 4 1.2.3 Consonance and dissonance .................................. 4 1.2.4 Rhythm ............................................ 5 1.2.5 Chord ............................................. 5 1.2.6 Melody ............................................ 5 1.2.7 Harmony ........................................... 6 1.2.8 Texture ............................................ 6 1.2.9 Timbre ............................................ 6 1.2.10 Expression .......................................... 7 1.2.11 Form or structure ....................................... 7 1.2.12 Performance and style ..................................... 8 1.2.13 Music perception and cognition ................................ 8 1.2.14 Serial composition and set theory ............................... 8 1.2.15 Musical semiotics ....................................... 8 1.3 Music subjects ............................................. 8 1.3.1 Notation ............................................ 8 1.3.2 Mathematics ......................................... 8 1.3.3 Analysis ............................................ 9 1.3.4 Ear training .......................................... 9 1.4 See also ................................................ 9 1.5 Notes ................................................ -
History of Music 1
History of Music for Secondary Education is a collective work conceived, designed and created by the Secondary Education Department at Richmond-Santillana, under the supervision of Teresa Grence Ruiz. The following team has collaborated in this book: David Carabias Galindo María Isabel Gil López María Larumbe Martín Inés Reyes Ferrero Cristina Rubio Barba Sabina Sánchez de Enciso Defarge Ester Troncoso Blanco EDITORS Juan José Castro Díaz Hazel Geatches PROJECT EDITOR Eva Herrero González MANAGING DIRECTOR Mercedes Rubio Cordovés Do not write in this book. Do all the activities in your notebook. Outline of the book The Student's Book consists of six units organised into three main sections: Musical context, Music theory and Musical culture, as well as an Activity round-up and a Going further section. The accompanying Student's Audio contains the main pieces of music worked on in the Student's Book (the Class Audio for the teacher has a three-CD set with all the music for the course). The presentation of the unit is followed by the Musical context section, which gives a summary of the main historical and sociocultural events of the period being studied. Find out about and MUSICAL CONTEXT 2 1 DID YOU KNOW? Did you know?: 2 The Renaissance The early Modern period Know how to: the main The Modern period started with the fall of the Byzantine Empire, in supplementary FIND OUT ABOUT 1453, and ended with the French Revolution, in 1789. The first centuries • Renaissance textures: imitative brought many changes. After the discovery of America in 1492, Europe counterpoint, homorhythmic was no longer an isolated continent. -
Lou Harrison's
i ABSTRACT Lou Harrison’s “Old Granddad”: A Composer’s Guide by Brady J. Spitz American composer Lou Harrison was known for his activity in blending the music of the world’s cultures and, later in life, building instruments. An example of this is the creation of his “American Gamelan” in the late 1960s and early 1970s. He and William Colvig created a set of tuned pipes and aluminum slabs that were fixed to a single key; and, because the instruments were highly resonant metallophones, they became known as the “American Gamelan” (even though Harrison’s own compositional practice with them bore little resemblance to the music of Indonesia at this point). The music of these instruments (which came to be known at “Old Granddad”) are a truly significant achievement in the history of Western music. The first three chapters of this document include a history of the Old Granddad instruments, technical diagrams and descriptions, and a discussion of their tuning. Their purpose is to help future musicians build a replica. The following three chapters analyze Harrison’s three major works for Old Granddad: the opera Young Caesar (1971); the oratorio La Koro Sutro (1972); and the Suite for Violin and American Gamelan (1974). Their purpose is to provide a model for composers who wish to write more works for the instrument. A synthesis of this historical, technical, and theoretical information offers practical details that may be of use to future ii composers. The document concludes with Laurel—a commissioned piece by Shane Monds that tests the conclusions of my research. -
Variant Finals in Hymns
De musica disserenda IV/1 • 2008 • 35–45 “ARRIPUI HYMNARIUM”: VARIANT FINALS IN HYMNS FIONA MCALPINE The University of Auckland Izvleček: Ni nenavadno, da je dani himnus v Abstract: It is not unusual for a hymn to be found različnih rokopisih v različnih modusih. Ne- in a different mode in different manuscripts. katera zamenjave so pogoste: himnusi, ki so v Certain relationships are common: for example, miksolidijskem ali dorskem modusu, ali himnusi, hymns which are transmitted as mixolydian or katerih finalisi se razlikujejo za en ton. Obstoji dorian, and hymns which are transmitted with tudi povezava med himnusi z različnimi finalisi their finals a tone apart. There is also a cor- in himnusi z nestabilnimi kadencami: to so tisti relation between hymns with variant finals and himnusi, ki ustrezajo več kot eni skupini v takso- hymns with unstable cadence points: those that nomiji Janke Szendrei, ki bazira na opazovanju fit into more than one structural group in Szen- kadenčnih tonov stopnjo nad, pod finalisom ali drei’s taxonomy of hymn melodies on the basis na samem finalisu. Razprava obravnava skupino of their cadence degrees above, below or equal osmih himnusov, ki so nestabilni z ozirom na oba to the final, whatever that final shall be. This kriterija; ugotoviti je mogoče, da je odsotnost essay investigates a small group of eight hymns ključnega skoka navzgor v melodiji tista lastnost, which are unstable by both taxomic criteria, and zaradi katere so modalno nestabilni, tako da se concludes that it is their lack of meaningful leaps pojavljajo v različnih modusih. upwards that causes their instability and enables them to migrate from one mode to another. -
Chanting the Propers
Chanting the Propers: A Comparative Study of Selected English Sources for the Catholic Mass By Katherine Schmitz M.S.M., University of Notre Dame, 2013 B.M., Trinity University, 2011 Submitted to the graduate degree program in Church Music and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Musical Arts. ________________________________ Chair: Michael Bauer ________________________________ James Higdon ________________________________ Scott Murphy ________________________________ Colin Roust ________________________________ William Keel Date Defended: 11 May 2017 The dissertation committee for Katherine Schmitz certifies that this is the approved version of the following dissertation: Chanting the Propers: A Comparative Study of Selected English Sources for the Catholic Mass ___________________________________ Chair: Michael Bauer Date Approved: 11 May 2017 ii Abstract Following the Second Vatican Council, the texts of the Catholic Mass, including the Propers, were translated into the vernacular. This shift away from the Latin liturgical texts created the need for new musical settings to fit the new texts of the Propers. The function of the Propers was also altered in the transition between pre-Vatican II and post-Vatican II liturgies. English chant Propers have been published beginning in 1964 and continuing until the present day. Similarities and contrasts between these publications are found based on the following criteria: melodic and modal structure of the antiphons; chant versus modern notation; a simple listing of which Propers are set; the translation of the text; function and use in the Novus Ordo, including choral and congregational participation; and musical interpretation of the chants. Five modern sources of English Propers that have been selected for this study include: Simple English Propers (Adam Bartlett); Lumen Christi Simple Gradual (Bartlett); Lalemant Propers (Jeff Ostrowski); Proper of the Mass (Fr. -
Teacher's Upper Grade Benchmarks to The
TEACHER GUIDE TO RELEVANCE TO CALIFORNIA STANDARDS AND BENCHMARKS FOR THE VISUAL AND PERFORMING ARTS: MUSIC SOME ACTIVITIES In order to enhance your enjoyment and understanding of Indian music, you can choose one activity suggested below, or create your own activity centering around questions that you may have about Indian music. • Artistic Perception: 1.4, 1.5, 1.6 • Clap out different rhythm cycles: tintal (16), jhaptal (10) ektal (12). • Listen to a recording of classical Indian music and see if you can tell which rhythm cycles are being played (see discography on www.aacm.org) • Explain or compare Indian music’s classification of thaats with western music’s plainchant, Gregorian chant or church modes (as they are variously called). Play each of the plainchant modes on the piano from middle C using the sharps or flats as indicated (see appendix). • Play all of the church modes on the piano using only the white keys; observe the overlap: begin with Ionian mode on middle C (Bilawal That). Play Dorian (Kafi That) mode from D, play Phyrigian mode from E (Bhairavi), play Lydian mode from F (Kalyan That), play, play Mixolydian from G (Khammaj that), play Aeolian mode from A (Asawari That). Play the plainchant modes and Indian That’s from middle C, sharps or flats as needed (see appendix for listing of modes and thaats). Historical and Cultural Context: 3.7, 3.8 • Indian music: Explore the origins of western classical music. Research about Byzantine and Ambrosian chants and their relationship to the church modes. e. Research and write about a famous of Indian musicians: examples – Allauddin Khan, Ali Akbar Khan, Alla Rakha, Zakir Hussain, Vilayat Khan, Nikhil Bannerjee, Lakshmi Shankar, Asha Bhosle (famous Bollywood singer). -
Dicţionar De Termeni Muzicali Francez – Român Italian – Român Englez – Român ♫ Român – Francez /Italian /Englez
DICŢIONAR DE TERMENI MUZICALI FRANCEZ – ROMÂN ITALIAN – ROMÂN ENGLEZ – ROMÂN ♫ ROMÂN – FRANCEZ /ITALIAN /ENGLEZ CARLETA-STELUŢA CĂLIN 1 TABLE DES MATIÈRES Table des matières ....................................................................... 2 PETIT DICTIONNAIRE DE TERMES MUSICAUX ................................... 5 FRANÇAIS - ROUMAIN .................................................................... 5 ♫ ................................................................................................. 5 mic dicţionar de termeni muzicali român – francez ......................... 5 A ......................................................................................................... 6 B ......................................................................................................... 8 C ....................................................................................................... 10 E ....................................................................................................... 16 F ....................................................................................................... 17 G ....................................................................................................... 19 H ....................................................................................................... 20 I ........................................................................................................ 21 J .......................................................................................................