Women and BIPOC Composer Bios
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Introduction
INTRODUCTION The present volume contains Carl Philipp Emanuel revision of the body of work that had accrued up to that Bach’s first two published sets of keyboard sonatas: the time.2 For the publication of his two keyboard cycles, Bach six “Prussian” (Wq 48) and six “Württemberg” (Wq 49) chose engravers and printers from Nuremberg: Balthasar Sonatas. The exact date of publication for each collection Schmid for Wq 48, and Johann Wilhelm Windter/Johann is not entirely clear. NV 1790 gives 1743 for the first set Ulrich Haffner for Wq 49. The connection with Nurem- and 1745 for the second, while the Autobiography gives 1742 berg, for which Bach’s father likely served as the catalyst, and 1744, respectively. Advertisements in the Nuremberg lasted well into the 1760s.3 newspaper Friedens- und Kriegs-Currier might have pro- The source situation of the “Prussian” and “Württem- vided some clarification, but no mention has been found berg” Sonatas may be described as quite favorable: both of the Wq 48 print in any of the 1742 issues, and no issues exist in authorized prints. After their publication Bach from 1743 or 1744 appear to be extant. An advertisement most likely destroyed or gave away the original autographs, for the Wq 49 set does show up in 1745, but this is proba- as he would do with later prints. Some autograph sketch bly not for the first printing. A composition date for each material exists for Wq 49/3 (see appendix), and some em- of the twelve sonatas is given in NV 1790; for Wq 48 the bellishments and varied reprises exist for Wq 49/6 (see dates range from 1740 to 1742, and for Wq 49 from 1742 source A), but no other source has survived that can be to 1744. -
Louise Farrenc (1804-1875)
Universität für Musik und darstellende Kunst Graz Institut 15: Alte Musik und Aufführungspraxis „Eine Künstlerin, hochverdient und mit einer ganz männlichen musikalischen Gestaltungsgabe …“ Louise Farrenc (1804-1875) Pianistin, Komponistin, Pädagogin, Editorin Wissenschaftliche Bachelorarbeit vorgelegt von Irina Vaterl Betreut durch Ao.Univ.Prof. Mag.phil. Dr.phil Ingeborg Harer September 2013 Inhaltsverzeichnis Vorwort ............................................................................................................. 4 Einleitung und Forschungsstand ................................................................... 6 TEIL 1. Louise Farrenc. Biografie .................................................................. 9 Paris um 1800 ....................................................................................... 10 Familie Dumont- eine Künstlerfamilie über Generationen .................... 11 Kindheit in der Künstlersiedlung ........................................................... 16 Die musikalische Ausbildung ................................................................ 18 Ehe mit Aristide Farrenc ....................................................................... 20 Victorine Farrenc .................................................................................. 23 Die letzten Lebensjahre ........................................................................ 25 TEIL 2. Louise Farrenc. Pianistin, Komponistin, Pädagogin, Editorin ..... 28 Die Pianistin Louise Farrenc ................................................................ -
THE VIRTUOSO UNDER SUBJECTION: HOW GERMAN IDEALISM SHAPED the CRITICAL RECEPTION of INSTRUMENTAL VIRTUOSITY in EUROPE, C. 1815 A
THE VIRTUOSO UNDER SUBJECTION: HOW GERMAN IDEALISM SHAPED THE CRITICAL RECEPTION OF INSTRUMENTAL VIRTUOSITY IN EUROPE, c. 1815–1850 A Dissertation Presented to the Faculty of the Graduate School of Cornell University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Zarko Cvejic August 2011 © 2011 Zarko Cvejic THE VIRTUOSO UNDER SUBJECTION: HOW GERMAN IDEALISM SHAPED THE CRITICAL RECEPTION OF INSTRUMENTAL VIRTUOSITY IN EUROPE, c. 1815–1850 Zarko Cvejic, Ph. D. Cornell University 2011 The purpose of this dissertation is to offer a novel reading of the steady decline that instrumental virtuosity underwent in its critical reception between c. 1815 and c. 1850, represented here by a selection of the most influential music periodicals edited in Europe at that time. In contemporary philosophy, the same period saw, on the one hand, the reconceptualization of music (especially of instrumental music) from ―pleasant nonsense‖ (Sulzer) and a merely ―agreeable art‖ (Kant) into the ―most romantic of the arts‖ (E. T. A. Hoffmann), a radically disembodied, aesthetically autonomous, and transcendent art and on the other, the growing suspicion about the tenability of the free subject of the Enlightenment. This dissertation‘s main claim is that those three developments did not merely coincide but, rather, that the changes in the aesthetics of music and the philosophy of subjectivity around 1800 made a deep impact on the contemporary critical reception of instrumental virtuosity. More precisely, it seems that instrumental virtuosity was increasingly regarded with suspicion because it was deemed incompatible with, and even threatening to, the new philosophic conception of music and via it, to the increasingly beleaguered notion of subjective freedom that music thus reconceived was meant to symbolize. -
The Pedagogical Legacy of Johann Nepomuk Hummel
ABSTRACT Title of Document: THE PEDAGOGICAL LEGACY OF JOHANN NEPOMUK HUMMEL. Jarl Olaf Hulbert, Doctor of Philosophy, 2006 Directed By: Professor Shelley G. Davis School of Music, Division of Musicology & Ethnomusicology Johann Nepomuk Hummel (1778-1837), a student of Mozart and Haydn, and colleague of Beethoven, made a spectacular ascent from child-prodigy to pianist- superstar. A composer with considerable output, he garnered enormous recognition as piano virtuoso and teacher. Acclaimed for his dazzling, beautifully clean, and elegant legato playing, his superb pedagogical skills made him a much sought after and highly paid teacher. This dissertation examines Hummel’s eminent role as piano pedagogue reassessing his legacy. Furthering previous research (e.g. Karl Benyovszky, Marion Barnum, Joel Sachs) with newly consulted archival material, this study focuses on the impact of Hummel on his students. Part One deals with Hummel’s biography and his seminal piano treatise, Ausführliche theoretisch-practische Anweisung zum Piano- Forte-Spiel, vom ersten Elementar-Unterrichte an, bis zur vollkommensten Ausbildung, 1828 (published in German, English, French, and Italian). Part Two discusses Hummel, the pedagogue; the impact on his star-students, notably Adolph Henselt, Ferdinand Hiller, and Sigismond Thalberg; his influence on musicians such as Chopin and Mendelssohn; and the spreading of his method throughout Europe and the US. Part Three deals with the precipitous decline of Hummel’s reputation, particularly after severe attacks by Robert Schumann. His recent resurgence as a musician of note is exemplified in a case study of the changes in the appreciation of the Septet in D Minor, one of Hummel’s most celebrated compositions. -
City Research Online
City Research Online City, University of London Institutional Repository Citation: Pace, I. (2012). Instrumental performance in the nineteenth century. In: Lawson, C. and Stowell, R. (Eds.), The Cambridge History of Musical Performance. (pp. 643-695). Cambridge University Press. This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/6305/ Link to published version: http://dx.doi.org/10.1017/CHOL9780521896115.027 Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] C:/ITOOLS/WMS/CUP-NEW/2654833/WORKINGFOLDER/LASL/9780521896115C26.3D 643 [643–695] 5.9.2011 7:13PM . 26 . Instrumental performance in the nineteenth century IAN PACE 1815–1848 Beethoven, Schubert and musical performance in Vienna from the Congress until 1830 As a major centre with a long tradition of performance, Vienna richly reflects -
Brief Synopsis of Economic Impact of Slavery in USA 1619 – 1863-> 244 Years
Brief Synopsis of economic impact of slavery in USA 1619 – 1863-> 244 years. [Followed by Slavery Time line.VM] The First shipment of 94 involuntary migrants from Africa arrived in Jamestown, VA in 1619 94 healthy men, women and children were bought and sold like chattel. By 1860's there were 4 million contributing to the wealth and power of the USA e.g. 4 million bales of cotton were produced annually. About the time the Constitution was adopted in the final state Rhode Island in 1790 about 4,000 bales of cotton were produced and 700,000 involuntary migrants from Africa were being bought and sold like one of the bales of cotton. VM Slavery Timeline 1901-2003 A Chronology of Slavery, Abolition, and Emancipation WARNING! Page under Construction! Some useful information may be available, but there are large gaps This page will, over time, develop into a detailed timeline of the main historical, literary, and cultural events connected with British slavery, abolition, and emancipation between 1901 and the present day. It also includes references to the most significant events taking place outside of the British zone of influence. At the start of the twentieth century Britain, despite being the world's largest empire, was officially opposed to slavery wherever it could be found. In reality, other forms of coerced labour had emerged around the world. In many areas slavery remained - and remains to this day - a serious problem. Click on a date in the list below, or scroll down the page, for information. Links are given to pages on this website only. -
574094 Itunes Farrenc
Louise FARRENC (1804–1875) Symphony No. 1 Overtures Grand Variations on a Theme by Count Gallenberg Jean Muller, Piano Solistes Européens, Luxembourg Christoph König Louise Farrenc (1804–1875) rhythmic ‘stutter’ at the very beginning already brings the dedicatee of the ‘Moonlight’ Sonata of 1802. As is so Symphony No. 1 • Overtures, Opp. 23 & 24 • Grand Variations on a Theme by Count Gallenberg hints of dark and momentous tragedy; its sudden often the case with sets of variations, there is nothing movement away from E flat to D major in the central particularly remarkable about Gallenberg’s original theme, Louise Farrenc (originally named Jeanne-Louise Dumont) Farrenc wrote her Symphony No. 1 in 1841, and two development section is as unexpected as it is effective. but it is what Farrenc does with it that is interesting. was born in Paris on 31 May 1804 into a highly artistic further symphonies in 1845 and 1847, and they can all be No less a figure than Berlioz was one of those who took Indeed, she wrote a large number of sets of variations, family. Both her father, Jacques-Edme Dumont, and her considered significant contributions to the symphonic note of her talent as an orchestrator in this work. including works on themes by Rossini, Bellini, Weber, brother, Auguste Dumont, were highly successful literature of this period. In fact, the third was a huge The Grand Variations on a Theme by Count Donizetti and Onslow. She used the form as a vehicle for sculptors, as their predecessors had also been. She success, its first performance at the Conservatoire in Gallenberg , written immediately after the Overture in E flat all the elegance and technical display of which she was became renowned throughout France and beyond as a 1849 being talked about for years afterwards. -
Creolizing Contradance in the Caribbean
Peter Manuel 1 / Introduction Contradance and Quadrille Culture in the Caribbean region as linguistically, ethnically, and culturally diverse as the Carib- bean has never lent itself to being epitomized by a single music or dance A genre, be it rumba or reggae. Nevertheless, in the nineteenth century a set of contradance and quadrille variants flourished so extensively throughout the Caribbean Basin that they enjoyed a kind of predominance, as a common cultural medium through which melodies, rhythms, dance figures, and per- formers all circulated, both between islands and between social groups within a given island. Hence, if the latter twentieth century in the region came to be the age of Afro-Caribbean popular music and dance, the nineteenth century can in many respects be characterized as the era of the contradance and qua- drille. Further, the quadrille retains much vigor in the Caribbean, and many aspects of modern Latin popular dance and music can be traced ultimately to the Cuban contradanza and Puerto Rican danza. Caribbean scholars, recognizing the importance of the contradance and quadrille complex, have produced several erudite studies of some of these genres, especially as flourishing in the Spanish Caribbean. However, these have tended to be narrowly focused in scope, and, even taken collectively, they fail to provide the panregional perspective that is so clearly needed even to comprehend a single genre in its broader context. Further, most of these pub- lications are scattered in diverse obscure and ephemeral journals or consist of limited-edition books that are scarcely available in their country of origin, not to mention elsewhere.1 Some of the most outstanding studies of individual genres or regions display what might seem to be a surprising lack of familiar- ity with relevant publications produced elsewhere, due not to any incuriosity on the part of authors but to the poor dissemination of works within (as well as 2 Peter Manuel outside) the Caribbean. -
Black Georgians
Subject Guide Black Georgians Ref. Wong/6/98 Ref. AN/3 Ref. EPHEMERA/292 Background The Georgian period covers the years 1714 to 1837, from the reign of King George I, the great grandson of King James I, through to the end of King William IV’s reign. For some, the Georgian period extends only until 1830, finishing with the death of King George IV. This subject guide, however, recognises the regency of King George IV’s brother, King William IV, which ended with his death in 1837. In 1837, Queen Victoria ascends to the throne, ending the Georgian period and introducing the Victorian period. The Georgian period was a time of immense growth and change in Britain, a pivotal point in British history. The emergence of Industrialisation during the eighteenth and nineteenth centuries changed the landscape and economy of Britain forever, through the introduction of steam engines, large-scale production factories, and the development of a new network of canals.1 During the eighteenth century, there were a number of pioneering individuals who worked relentlessly as abolitionists, poets, political leaders, and radicals. They actively challenged prevailing notions of white supremacy and the system of enslavement that, until then, was dominating British consciousness. A number of these individuals published first- person testimonies relating the horrors of enslavement. These forcefully drew attention to a trade that many in Georgian society were unable to fully comprehend. These prevailing notions of white supremacy were challenged in all aspects of British society, through the arts, politics and sports. Whilst there were a number of prominent figures leading and shaping the campaign for racial equality in Georgian Britain, there were a larger number of more “everyday” Black Georgians, working particularly as domestic servants. -
The Abolition of the British Slave Trade Sofía Muñoz Valdivieso (Málaga, Spain)
The Abolition of the British Slave Trade Sofía Muñoz Valdivieso (Málaga, Spain) 2007 marks the bicentenary of the Abolition of individual protagonists of the abolitionist cause, the Slave Trade in the British Empire. On 25 the most visible in the 2007 commemorations March 1807 Parliament passed an Act that put will probably be the Yorkshire MP William an end to the legal transportation of Africans Wilberforce, whose heroic fight for abolition in across the Atlantic, and although the institution Parliament is depicted in the film production of of slavery was not abolished until 1834, the 1807 Amazing Grace, appropriately released in Act itself was indeed a historic landmark. Britain on Friday, 23 March, the weekend of Conferences, exhibitions and educational the bicentenary. The film reflects the traditional projects are taking place in 2007 to view that places Wilberforce at the centre of commemorate the anniversary, and many the antislavery process as the man who came different British institutions are getting involved to personify the abolition campaign (Walvin in an array of events that bring to public view 157), to the detriment of other less visible but two hundred years later not only the equally crucial figures in the abolitionist parliamentary process whereby the trading in movement, such as Thomas Clarkson, Granville human flesh was made illegal (and the Sharp and many others, including the black antislavery campaign that made it possible), but voices who in their first-person accounts also what the Victoria and Albert Museum revealed to British readers the cruelty of the exhibition calls the Uncomfortable Truths of slave system. -
'The Extraordinary Negro': Ignatius Sancho, Joseph Jekyll, and the Problem of Biography
L 'The extraordinary Negro': Ignatius Sancho, Joseph Jekyll, and the Problem of Biography BRYCCHAN CAREY For much of the past two hundred years, The Letters of the Late Ignatius Sancho, An African, where they have been considered at all, have normally been read as a footnote to Joseph Jekyll's Life of Ignatius Sancho.I This short biography, which has prefaced every edition of the Letters to appear so far, tells the story of the 'extraordinary Negro' who, though born on a slave ship, died comfortably in London, a well-known figure in the literary and artistic circles of the late eighteenth century. It is a story that has fascinated historians and critics alike. Eighteenth-century abolitionists viewed it as proof positive of the humanity and intellectual capacity of Africans.2 In the twentieth century, Sancho's life provided a reminder that black people had been making a positive contribution to English society for centuries. 3 Yet until relatively recently, most critics and historians who wrote about Sancho followed the lead set by the eighteenth-century review magazines, merely quoting from Jekyll, and in some cases reproducing the entire biography verbatim.4 Although in the last twenty years Sancho's life story has been explored with increasing frequency and critical sophistication, the letters themselves, with one or two notable exceptions, are still discussed only infrequently. This approach is deeply problematic since, while the Letters at least represent Sancho's own idea of himself, Jekyll's biography is unverifiable at best and in places directly contradicts Sancho's own self• representation. -
Haitian Historical and Cultural Legacy
Haitian Historical and Cultural Legacy A Journey Through Time A Resource Guide for Teachers HABETAC The Haitian Bilingual/ESL Technical Assistance Center HABETAC The Haitian Bilingual/ESL Technical Assistance Center @ Brooklyn College 2900 Bedford Avenue James Hall, Room 3103J Brooklyn, NY 11210 Copyright © 2005 Teachers and educators, please feel free to make copies as needed to use with your students in class. Please contact HABETAC at 718-951-4668 to obtain copies of this publication. Funded by the New York State Education Department Acknowledgments Haitian Historical and Cultural Legacy: A Journey Through Time is for teachers of grades K through 12. The idea of this book was initiated by the Haitian Bilingual/ESL Technical Assistance Center (HABETAC) at City College under the direction of Myriam C. Augustin, the former director of HABETAC. This is the realization of the following team of committed, knowledgeable, and creative writers, researchers, activity developers, artists, and editors: Marie José Bernard, Resource Specialist, HABETAC at City College, New York, NY Menes Dejoie, School Psychologist, CSD 17, Brooklyn, NY Yves Raymond, Bilingual Coordinator, Erasmus Hall High School for Science and Math, Brooklyn, NY Marie Lily Cerat, Writing Specialist, P.S. 181, CSD 17, Brooklyn, NY Christine Etienne, Bilingual Staff Developer, CSD 17, Brooklyn, NY Amidor Almonord, Bilingual Teacher, P.S. 189, CSD 17, Brooklyn, NY Peter Kondrat, Educational Consultant and Freelance Writer, Brooklyn, NY Alix Ambroise, Jr., Social Studies Teacher, P.S. 138, CSD 17, Brooklyn, NY Professor Jean Y. Plaisir, Assistant Professor, Department of Childhood Education, City College of New York, New York, NY Claudette Laurent, Administrative Assistant, HABETAC at City College, New York, NY Christian Lemoine, Graphic Artist, HLH Panoramic, New York, NY.