Introduction. Defining the Renaissance in Music Philippe Vendrix
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MUH 5684 Tuesday, Period 3 | Thursday, Periods 3–4 • MUB 232 • Spring 2020 Dr
detail from F-Pn vma ms 1068 | hand of violinist Pierre Baillot | photo by Michael Vincent Introduction to Historical Musicology MUH 5684 Tuesday, Period 3 | Thursday, Periods 3–4 • MUB 232 • Spring 2020 Dr. Michael Vincent • [email protected] • MUB 351 • Thursday & Friday period 5 Please visit me during my office hours. I’m available to discuss our course or issues of professional development. Overview We explore critical approaches to the history of musicology as an academic discipline. The readings provide an overview of fundamental concepts and methodologies, and significant musicological writings representing style periods and conceptual issues. While musicologists traditionally focus on European music in the classical tradition, we will sample scholarship that focuses on a broad range of repertoires. Students will be encouraged to approach the discipline and its history critically. This critical approach will inform your personal work, giving you the tools to investigate your own topic in novel and insightful ways. Each student will choose a “lab rat” at the beginning of the semester: an artistic period, repertoire, performer, social movement, or composer. You will investigate your lab rat using the weekly methodology, diversifying your knowledge of your chosen subject. Your lab rat may grow in unexpected ways as the semester progresses. This course has prerequisites: successful completion of the complete undergraduate music history sequence; graduate student status; and successful completion of the music history entrance exam or the review course. Expectations ❖ Reading You’re expected to come to class having completed all reading on the syllabus for that week. You must be ready to engage with the materials. -
Multiple Choice
Unit 4: Renaissance Practice Test 1. The Renaissance may be described as an age of A. the “rebirth” of human creativity B. curiosity and individualism C. exploration and adventure D. all of the above 2. The dominant intellectual movement of the Renaissance was called A. paganism B. feudalism C. classicism D. humanism 3. The intellectual movement called humanism A. treated the Madonna as a childlike unearthly creature B. focused on human life and its accomplishments C. condemned any remnant of pagan antiquity D. focused on the afterlife in heaven and hell 4. The Renaissance in music occurred between A. 1000 and 1150 B. 1150 and 1450 C. 1450 and 1600 D. 1600 and 1750 5. Which of the following statements is not true of the Renaissance? A. Musical activity gradually shifted from the church to the court. B. The Catholic church was even more powerful in the Renaissance than during the Middle Ages. C. Every educated person was expected to be trained in music. D. Education was considered a status symbol by aristocrats and the upper middle class. 6. Many prominent Renaissance composers, who held important posts all over Europe, came from an area known at that time as A. England B. Spain C. Flanders D. Scandinavia 7. Which of the following statements is not true of Renaissance music? A. The Renaissance period is sometimes called “the golden age” of a cappella choral music because the music did not need instrumental accompaniment. B. The texture of Renaissance music is chiefly polyphonic. C. Instrumental music became more important than vocal music during the Renaissance. -
An Historical and Analytical Study of Renaissance Music for the Recorder and Its Influence on the Later Repertoire Vanessa Woodhill University of Wollongong
University of Wollongong Research Online University of Wollongong Thesis Collection University of Wollongong Thesis Collections 1986 An historical and analytical study of Renaissance music for the recorder and its influence on the later repertoire Vanessa Woodhill University of Wollongong Recommended Citation Woodhill, Vanessa, An historical and analytical study of Renaissance music for the recorder and its influence on the later repertoire, Master of Arts thesis, School of Creative Arts, University of Wollongong, 1986. http://ro.uow.edu.au/theses/2179 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] AN HISTORICAL AND ANALYTICAL STUDY OF RENAISSANCE MUSIC FOR THE RECORDER AND ITS INFLUENCE ON THE LATER REPERTOIRE by VANESSA WOODHILL. B.Sc. L.T.C.L (Teachers). F.T.C.L A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts in the School of Creative Arts in the University of Wollongong. "u»«viRsmr •*"! This thesis is submitted in accordance with the regulations of the University of Wotlongong in partial fulfilment of the requirements for the degree of Master of Arts. I hereby certify that the work embodied in this thesis is the result of original research and has not been submitted for a higher degree at any other University or similar institution. Copyright for the extracts of musical works contained in this thesis subsists with a variety of publishers and individuals. Further copying or publishing of this thesis may require the permission of copyright owners. Signed SUMMARY The material in this thesis approaches Renaissance music in relation to the recorder player in three ways. -
Conducting Studies Conference 2016
Conducting Studies Conference 2016 24th – 26th June St Anne’s College University of Oxford Conducting Studies Conference 2016 24-26 June, St Anne’s College WELCOME It is with great pleasure that we welcome you to St Anne’s College and the Oxford Conducting Institute Conducting Studies Conference 2016. The conference brings together 44 speakers from around the globe presenting on a wide range of topics demonstrating the rich and multifaceted realm of conducting studies. The practice of conducting has significant impact on music-making across a wide variety of ensembles and musical contexts. While professional organizations and educational institutions have worked to develop the field through conducting masterclasses and conferences focused on professional development, and academic researchers have sought to explicate various aspects of conducting through focussed studies, there has yet to be a space where this knowledge has been brought together and explored as a cohesive topic. The OCI Conducting Studies Conference aims to redress this by bringing together practitioners and researchers into productive dialogue, promoting practice as research and raising awareness of the state of research in the field of conducting studies. We hope that this conference will provide a fruitful exchange of ideas and serve as a lightning rod for the further development of conducting studies research. The OCI Conducting Studies Conference Committee, Cayenna Ponchione-Bailey Dr John Traill Dr Benjamin Loeb Dr Anthony Gritten University of Oxford University of -
Foundations: Music and Music Technology, Session 1
Chapter 1. Meeting 1, Foundations: Music and Music Technology 1.1. Announcements • 21M.380: Music Technology: Contemporary History and Aesthetics 1.2. An Intertwined History • Since humans have made music with things other than the voice, technology and music have always been interrelated • Instruments and interfaces • Storing and communicating music • Conceptualizing and producing music • Old problems repeatedly find new solutions • New problems emerge, leading to new solutions • New solutions cause new problems 1.3. Example: The Drum Machine • Developed out of need to have auto-accompaniment for home organs • Earliest solutions used transistors to produce poor imitations of drum sounds • 1980: Roland TR-808 Rhythm Composer 1 Image courtesy of dAvid on Flickr. • hobnox: Audiotool: Software recreation of hardware http://www.hobnox.com/index.1056.de.html • New sounds were embraced by some, and influenced new musical styles • The interface permitted a new way of thinking about rhythm and rhythmic cycles • As others tried to solve this problem, new solutions emerged • As new solutions emerged, musicians created new problems 1.4. Technology is Messy • “Technology is messy and complex. It is difficult to define and to understand. In its variety, it is full of contradictions, laden with human folly, saved by occasional benign deeds, and rich with unintended consequences.” “Yet today most people in the industrialized world reduce technology’s complexity, ignore its contradictions, and see it as little more than gadgets and as a handmaiden of commercial capitalism and the military. Too often, technology is narrowly equated with computers and the Internet …” (Hughes 2004, p. 1) • What is technology? 2 1.5. -
The Classical Period (1720-1815), Music: 5635.793
DOCUMENT RESUME ED 096 203 SO 007 735 AUTHOR Pearl, Jesse; Carter, Raymond TITLE Music Listening--The Classical Period (1720-1815), Music: 5635.793. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 42p.; An Authorized Course of Instruction for the Quinmester Program; SO 007 734-737 are related documents PS PRICE MP-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS *Aesthetic Education; Course Content; Course Objectives; Curriculum Guides; *Listening Habits; *Music Appreciation; *Music Education; Mucic Techniques; Opera; Secondary Grades; Teaching Techniques; *Vocal Music IDENTIFIERS Classical Period; Instrumental Music; *Quinmester Program ABSTRACT This 9-week, Quinmester course of study is designed to teach the principal types of vocal, instrumental, and operatic compositions of the classical period through listening to the styles of different composers and acquiring recognition of their works, as well as through developing fastidious listening habits. The course is intended for those interested in music history or those who have participated in the performing arts. Course objectives in listening and musicianship are listed. Course content is delineated for use by the instructor according to historical background, musical characteristics, instrumental music, 18th century opera, and contributions of the great masters of the period. Seven units are provided with suggested music for class singing. resources for student and teacher, and suggestions for assessment. (JH) US DEPARTMENT OP HEALTH EDUCATION I MIME NATIONAL INSTITUTE -
IMS Musicological Brainfood 3, No. 1 (2019)
IMS Musicological Brainfood3, no. 1 (2019) Global musicology is a provocation. It is not just entirely feasible to write a history of Western a matter of including the Other but allowing the music without Western music as the focus. Also, Other the change the way we understand our‐ for the first time, we have a group-authored ar‐ selves. In this issue ofIMS Musicological Brain‐ ticle; as the scholarship becomes more global, food, we consider how a global perspective chal‐ the interconnections across time and space that lenges music theory and music history. Its alter‐ define the object of study, make it difficult to ity both distances us from what we assume we contain expertise in a single author. The global know, and encourages us to see how our identi‐ is just too complex: is group scholarship itself a ties are so connected with the Other that it is symptom of global musicology? Working Group Future Histories of Music Theory “Global” is hot. Witness:global history of ideas, Recently,agroupofusmetinFrankfurtatthe global history of philosophy, global history of Max Planck Institute for Empirical Aesthetics science, global medieval studies, global history under the auspices of theResearch Group His‐ of music, etc. Laudably, the recent and various tories of Music, Mind, and Body,toshareouron‐ global-historical turns have been accompanied going work in the history of music theory. Our by self-critical reflections on the methods and aim was to consolidate mounting interest in di‐ motives of such global expansions. Of course, versifying the scope of available music-theoreti‐ global-historical perspectives are nothing new cal sources. -
Music in the Renaissance Objectives Renaissance Themes
2/9/2017 Music in the Renaissance objectives • two aspects of Renaissance music • Nuper rosarum flores: – “old‐fashioned” isorhythmic motet – symbolism Renaissance themes • back to the ancients • back to nature 1 2/9/2017 Giotto, Ognissanti madonna (1310) Michelangelo, David (1504) 2 2/9/2017 Renaissance themes • back to the ancients – music theory • back to nature – 3rds & 6ths – text setting fall of the Eastern (Byzantine) Empire • 1265 • 1355 • 1450 • Christian scholars flee to Italy • no modern transcriptions of ancient Greek music until 1581 Guillaume Du Fay and Pope Eugenius IV 3 2/9/2017 Cathedral of Florence (3/25/1436) Pantheon, Rome 27 CE Du Fay, Nuper rosarum flores I. The harsh winter [of the Hebraic Law] III. Therefore, sweet parent Having past, roses, And daughter of your son, A recent papal gift, God, virgin of virgins, perpetually adorn To you your devoted The Temple of the grandest structure Populace of Florence petitions Piously and devoutly dedicated That whoever begs for something To you, heavenly Virgin. With pure spirit and body II. Today the vicar IV. Through your intercession Of Jesus Christ and successor And the merits Of Peter, Eugenius, Of your son, their lord, This same most enormous Temple Owing to His carnal torment, With sacred hands It may be worthy to receive And holy oils Gracious benefits and Has deigned to consecrate. Forgiveness of sins. Amen. Guillaume Du Fay, Nuper rosarum flores (1436) [score] • Isorhythmic motet – tenor: Terribilis est locus iste • From mass used to consecrate churches – canon 4 2/9/2017 Tenor voice = Guillaume Du Fay, Nuper rosarum flores (1436) • Isorhythmic motet – tenor: Terribilis est locus iste • From mass used to consecrate churches – canon • Symbolic proportions – 6:4:2:3 – text = 4 x 7 1 Kings 6, vv. -
The Tallis Scholars
Friday, April 10, 2015, 8pm First Congregational Church The Tallis Scholars Peter Phillips, director Soprano Alto Tenor Amy Haworth Caroline Trevor Christopher Watson Emma Walshe Clare Wilkinson Simon Wall Emily Atkinson Bass Ruth Provost Tim Scott Whiteley Rob Macdonald PROGRAM Josquin Des Prez (ca. 1450/1455–1521) Gaude virgo Josquin Missa Pange lingua Kyrie Gloria Credo Santus Benedictus Agnus Dei INTERMISSION William Byrd (ca. 1543–1623) Cunctis diebus Nico Muhly (b. 1981) Recordare, domine (2013) Arvo Pärt (b. 1935) Tribute to Caesar (1997) Byrd Diliges dominum Byrd Tribue, domine Cal Performances’ 2014–2015 season is sponsored by Wells Fargo. 26 CAL PERFORMANCES PROGRAM NOTES he end of all our exploring will be Josquin, who built on the cantus firmus tradi- Tto arrive where we started and know the tion of the 15th century, developing the freer place for the first time.” So writes T. S. Eliot in parody and paraphrase mass techniques. A cel- his Four Quartets, and so it is with tonight’s ebrated example of the latter, the Missa Pange concert. A program of cycles and circles, of Lingua treats its plainsong hymn with great revisions and reinventions, this evening’s flexibility, often quoting more directly from performance finds history repeating in works it at the start of a movement—as we see here from the Renaissance and the present day. in opening soprano line of the Gloria—before Setting the music of William Byrd against moving into much more loosely developmen- Nico Muhly, the expressive beauty of Josquin tal counterpoint. Also of note is the equality of against the ascetic restraint of Arvo Pärt, the imitative (often canonic) vocal lines, and exposes the common musical fabric of two the textural variety Josquin creates with so few ages, exploring the long shadow cast by the voices, only rarely bringing all four together. -
Renaissance Terms
Renaissance Terms Cantus firmus: ("Fixed song") The process of using a pre-existing tune as the structural basis for a new polyphonic composition. Choralis Constantinus: A collection of over 350 polyphonic motets (using Gregorian chant as the cantus firmus) written by the German composer Heinrich Isaac and his pupil Ludwig Senfl. Contenance angloise: ("The English sound") A term for the style or quality of music that writers on the continent associated with the works of John Dunstable (mostly triadic harmony, which sounded quite different than late Medieval music). Counterpoint: Combining two or more independent melodies to make an intricate polyphonic texture. Fauxbourdon: A musical texture prevalent in the late Middle Ages and early Renaissance, produced by three voices in mostly parallel motion first-inversion triads. Only two of the three voices were notated (the chant/cantus firmus, and a voice a sixth below); the third voice was "realized" by a singer a 4th below the chant. Glogauer Liederbuch: This German part-book from the 1470s is a collection of 3-part instrumental arrangements of popular French songs (chanson). Homophonic: A polyphonic musical texture in which all the voices move together in note-for-note chordal fashion, and when there is a text it is rendered at the same time in all voices. Imitation: A polyphonic musical texture in which a melodic idea is freely or strictly echoed by successive voices. A section of freer echoing in this manner if often referred to as a "point of imitation"; Strict imitation is called "canon." Musica Reservata: This term applies to High/Late Renaissance composers who "suited the music to the meaning of the words, expressing the power of each affection." Musica Transalpina: ("Music across the Alps") A printed anthology of Italian popular music translated into English and published in England in 1588. -
Notes on Heinrich Isaac's Virgo Prudentissima Author(S): Alejandro Enrique Planchart Source: the Journal of Musicology, Vol
Notes on Heinrich Isaac's Virgo prudentissima Author(s): Alejandro Enrique Planchart Source: The Journal of Musicology, Vol. 28, No. 1 (Winter 2011), pp. 81-117 Published by: University of California Press Stable URL: http://www.jstor.org/stable/10.1525/jm.2011.28.1.81 Accessed: 26-06-2017 18:47 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms University of California Press is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Musicology This content downloaded from 128.135.12.127 on Mon, 26 Jun 2017 18:47:45 UTC All use subject to http://about.jstor.org/terms Notes on Heinrich Isaac’s Virgo prudentissima ALEJandro ENRIQUE PLANCHART Thomas Binkley in memoriam In 1520 Sigmund Grimm and Marx Wirsung published their Liber selectarum cantionum quas vulgo mutetas appellant, a choirbook that combined double impression printing in the manner of Petrucci with decorative woodcuts. As noted in the dedicatory letter by the printers and the epilogue by the humanist Conrad Peutinger, the music was selected and edited by Ludwig Senfl, who had succeeded his teacher, Heinrich Isaac, as head of Emperor Maximilian’s chapel 81 until the emperor’s death in 1519. -
Universiv Microtlms International 300 N
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