Triadic Music in Twentieth-Century Russia

Total Page:16

File Type:pdf, Size:1020Kb

Triadic Music in Twentieth-Century Russia City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2013 Triadic Music in Twentieth-Century Russia Christopher Mark Segall Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1958 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] TRIADIC MUSIC IN TWENTIETH-CENTURY RUSSIA by CHRISTOPHER MARK SEGALL 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 2013 © 2013 CHRISTOPHER MARK SEGALL All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Music in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. ______________________ ______________________________________________ Date Philip A. Ewell Chair of Examining Committee ______________________ ______________________________________________ Date Norman Carey Executive Officer Joseph N. Straus, Advisor William Rothstein, First Reader Philip Lambert Philip A. Ewell Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT TRIADIC MUSIC IN TWENTIETH-CENTURY RUSSIA by CHRISTOPHER MARK SEGALL Advisor: Joseph N. Straus Twentieth-century Russian music exhibits a diversity of approaches to triadic composition. Triads appear in harmonic contexts that range from tonal to atonal, as well as in referential contexts where triadic music evokes historical styles. Theorists in Russia have approached this repertoire from perspectives that differ from those of their English-speaking counterparts, but because little Russian theory has been reliably translated into English, the work remains largely unknown. This dissertation explores three case studies dealing with the treatment of triads in contrapuntal, functionally harmonic, and atonal contexts respectively, drawing on untranslated (or in one case, poorly translated) writings from twentieth-century Russian music theory. The first study describes Sergey Taneyev’s system of generalized invertible counterpoint, arguing that its algebraic approach, designed for sixteenth-century repertoire, can be extended in the analysis of tonal contrapuntal music. The second study traces the history of Russian thought on the common third relation, known in neo-Riemannian theory as SLIDE, the relation joining triads that share a chordal third, such as C major and C-sharp minor. The Russian conception of the relation, which predates the neo-Riemannian, applies not only to triadic adjacencies but also in functional harmonic substitutions, the transformation of thematic melodies, and the altered scale degrees of Prokofiev and Shostakovich. The third study examines the strings of major and iv minor triads that Alfred Schnittke deploys in his atonal works, arguing that Schnittke has cultivated a framework that deliberately avoids the patterns of tonal writing. This allows the triads to be understood without recourse to “polystylism,” a historicizing practice under which Schnittke’s triads have typically been subsumed. In general, ideas drawn from Russian-language scholarship complement existing English-language approaches by offering new insights into repertoires that have not been fully understood. v ACKNOWLEDGMENTS During my graduate studies, I had the great fortune to work with two incomparable mentors, Joe Straus and Bill Rothstein. Joe, my advisor, guided the dissertation through its early stages and encouraged the form it ultimately took. Bill, who advised the Taneyev chapter and otherwise served as first reader, asked challenging large-scale questions and probed the small- scale analytical details. Both have been founts of scholarly and professional wisdom, for which they deserve my highest gratitude. My other committee members, Phil Lambert and Phil Ewell, read the dissertation manuscript meticulously and provided poignant feedback that greatly strengthened the final product. Phil Ewell, in addition, checked my earliest translations, giving me confidence in the efficacy of my Russian autodidacticism. Richard Cohn offered useful comments on an early draft of Chapter 3. Studies with other professors, although they did not contribute directly to the content of this dissertation, were formative for my scholarly development. My work bears the influence of Mark Spicer and Richard Kramer, as well as David Beach, Ed Laufer, Ryan McClelland, and Mark Sallmen. It was Leslie Kinton who first suggested that I pursue music theory. I could already play the piano by the time I first met Jim Anagnoson, the thinking person’s pianist, but he turned me into a musician, making a musical career possible for me. There are a number of friendships that sustained me throughout graduate school, many beers and cups of coffee shared over informal scholarly (and not-so-scholarly) discussions. Several colleagues could be named, but I have particularly valued the weekly “summits” with Ryan Jones, Rachel Lumsden, Brian Moseley, and Andrew Pau. In many ways these were the vi sequel to my undergraduate get-togethers with Keith Johnston, Mark Richards, and Martha Sprigge, all of whom now hold PhDs. My family has offered incredible encouragement throughout my studies. For their unwavering moral support, I am grateful to a whole network of parents, step- and/or -in-law: Dave, Joann, Jon, Leonie, and Liz. My mother, Mary, and my father, Simon, have been my most ardent supporters. They have always pushed me to succeed and taken pride at my accomplishments. Finally, my wife, Amanda, has given the most, allowing us to move from Toronto to New York to Tuscaloosa, and now to Cincinnati, in my pursuit of an academic career. She has helped me navigate the hurdles of the writing process with her humor, patience, understanding, and love. For giving me strength, confidence, and happiness above all, I thank her from the bottom of my heart. vii NOTE ON TRANSLITERATION In transliterating Russian-language names and titles, I follow the system introduced by Gerald Abraham in the first edition of the New Grove Dictionary with modifications as described by Richard Taruskin in his book Musorgsky .1 The bibliography follows the system strictly, as do the author-date citations that appear in the footnotes. The main text adopts Taruskin’s licenses for ease of reading: hard and soft signs are omitted, names ending -skiy are represented as -sky , diphthong ay is rendered as ai , and common Roman-alphabet spellings are used for certain names (hence Scriabin instead of Skryabin, Prokofiev instead of Prokof’yev). Some names appear one way in the main text and another in the bibliography, for instance that of theorist Lev Mazel (Mazel’ in the bibliography and citations). The bibliography attempts to maintain the spellings of authors’ names as they appear in the source documents; hence for instance there are citations to English- and German-language writings by Alfred Schnittke and Russian-language writings by Al’fred Shnitke. The name Chaikovsky appears without the customary initial T; I find Taruskin instantly convincing on this point: “If we’re past Tchekhov, why not get past Tchaikovsky?” 2 Except where otherwise noted in the bibliography, all translations from Russian and German are my own. 1 See respectively Sadie (1980, 1:xvi–xvii) and Taruskin (1993, xix–xx). 2 Taruksin (2009, 1). viii TABLE OF CONTENTS Acknowledgments vi Note on Transliteration viii Preface 1 Chapter One: Introduction 4 Chapter Two: An Introduction to Taneyevan Counterpoint with Application to 17 Tonal Contrapuntal Analysis 2.1 Vertical-Shifting Counterpoint 2.2 Horizontal-Shifting Counterpoint 2.3 Taneyev’s Analyses of Post-Renaissance Compositions 2.4 Analytical Application to Tonal Contrapuntal Music 2.4.1 Taneyev, String Trio in D Major (op. posth., 1879–80), II 2.4.2 Shostakovich, Fugue in C Major 2.5 Brower’s Translation Chapter Three: The Common Third Relation in Russian Music Theory 80 3.1 Neo-Riemannian Theory 3.2 Russian Theory 3.2.1 Lev Mazel 3.2.2 Nikolai Tiftikidi 3.2.3 Serafim Orfeyev 3.2.4 Yuri Kholopov 3.3 Analyses 3.3.1 Shostakovich, Prelude in D-flat Major, op. 34, no. 15 3.3.2 Schnittke, Requiem 3.3.3 Prokofiev, Piano Sonata No. 6 3.3.4 The Hexatonic Pole Relation 3.3.5 Shostakovich, String Quartet No. 6, I 3.4 Origins 3.5 Conclusion Chapter Four: Alfred Schnittke’s Triadic Practice 123 4.1 Introduction ix 4.2 The P, S, and M Relations 4.3 Uses 4.3.1 Polychords 4.3.2 Chains 4.3.3 Thematic Transformation 4.4 Concerto Grosso No. 2 (1981–82) 4.5 Early and Late Works 4.6 Other Chord Types 4.7 Conclusion Chapter Five: Two Additional Triadic Practices: Scriabin’s Harmonies and 150 Schnittke’s Polystylism 5.1 Semitonal Voice Leading in Scriabin and Early Shostakovich 5.2 Schnittke and Polystylism Chapter Six: Conclusion 165 Examples 169 Figures 246 Tables 251 Plates 253 Bibliography 255 x LIST OF EXAMPLES Example 1.1 Shostakovich, Fugue in F Minor, mm. 23–30 Example 1.2 Scriabin, Feuillet d’album , op. 58, mm. 1–4 Example 1.3 Prokofiev, Symphony No. 4 (revised version), op. 112, I, mm. 14–18 Example 1.4 Schnittke, Requiem , IX (Hostias), mm. 1–6 (choir only) Example 1.5 Schnittke, Violin Sonata No. 2 (“Quasi una Sonata”), mm. 257–63 Example 1.6 Shostakovich, Fugue in F Minor: (a) mm. 49–56; (b) mm. 107–14
Recommended publications
  • Chapter 1 Geometric Generalizations of the Tonnetz and Their Relation To
    November 22, 2017 12:45 ws-rv9x6 Book Title yustTonnetzSub page 1 Chapter 1 Geometric Generalizations of the Tonnetz and their Relation to Fourier Phases Spaces Jason Yust Boston University School of Music, 855 Comm. Ave., Boston, MA, 02215 [email protected] Some recent work on generalized Tonnetze has examined the topologies resulting from Richard Cohn's common-tone based formulation, while Tymoczko has reformulated the Tonnetz as a network of voice-leading re- lationships and investigated the resulting geometries. This paper adopts the original common-tone based formulation and takes a geometrical ap- proach, showing that Tonnetze can always be realized in toroidal spaces, and that the resulting spaces always correspond to one of the possible Fourier phase spaces. We can therefore use the DFT to optimize the given Tonnetz to the space (or vice-versa). I interpret two-dimensional Tonnetze as triangulations of the 2-torus into regions associated with the representatives of a single trichord type. The natural generalization to three dimensions is therefore a triangulation of the 3-torus. This means that a three-dimensional Tonnetze is, in the general case, a network of three tetrachord-types related by shared trichordal subsets. Other Ton- netze that have been proposed with bounded or otherwise non-toroidal topologies, including Tymoczko's voice-leading Tonnetze, can be under- stood as the embedding of the toroidal Tonnetze in other spaces, or as foldings of toroidal Tonnetze with duplicated interval types. 1. Formulations of the Tonnetz The Tonnetz originated in nineteenth-century German harmonic theory as a network of pitch classes connected by consonant intervals.
    [Show full text]
  • Riemann's Functional Framework for Extended Jazz Harmony James
    Riemann’s Functional Framework for Extended Jazz Harmony James McGowan The I or tonic chord is the only chord which gives the feeling of complete rest or relaxation. Since the I chord acts as the point of rest there is generated in the other chords a feeling of tension or restlessness. The other chords therefore must 1 eventually return to the tonic chord if a feeling of relaxation is desired. Invoking several musical metaphors, Ricigliano’s comment could apply equally well to the tension and release of any tonal music, not only jazz. Indeed, such metaphors serve as essential points of departure for some extended treatises in music theory.2 Andrew Jaffe further associates “tonic,” “stability,” and “consonance,” when he states: “Two terms used to refer to the extremes of harmonic stability and instability within an individual chord or a chord progression are dissonance and consonance.”3 One should acknowledge, however, that to the non-jazz reader, reference to “tonic chord” implicitly means triad. This is not the case for Ricigliano, Jaffe, or numerous other writers of pedagogical jazz theory.4 Rather, in complete indifference to, ignorance of, or reaction against the common-practice principle that only triads or 1 Ricigliano 1967, 21. 2 A prime example, Berry applies the metaphor of “motion” to explore “Formal processes and element-actions of growth and decline” within different musical domains, in diverse stylistic contexts. Berry 1976, 6 (also see 111–2). An important precedent for Berry’s work in the metaphoric dynamism of harmony and other parameters is found in the writings of Kurth – particularly in his conceptions of “sensuous” and “energetic” harmony.
    [Show full text]
  • The Musical Heritage of the Lutheran Church Volume I
    The Musical Heritage of the Lutheran Church Volume I Edited by Theodore Hoelty-Nickel Valparaiso, Indiana The greatest contribution of the Lutheran Church to the culture of Western civilization lies in the field of music. Our Lutheran University is therefore particularly happy over the fact that, under the guidance of Professor Theodore Hoelty-Nickel, head of its Department of Music, it has been able to make a definite contribution to the advancement of musical taste in the Lutheran Church of America. The essays of this volume, originally presented at the Seminar in Church Music during the summer of 1944, are an encouraging evidence of the growing appreciation of our unique musical heritage. O. P. Kretzmann The Musical Heritage of the Lutheran Church Volume I Table of Contents Foreword Opening Address -Prof. Theo. Hoelty-Nickel, Valparaiso, Ind. Benefits Derived from a More Scholarly Approach to the Rich Musical and Liturgical Heritage of the Lutheran Church -Prof. Walter E. Buszin, Concordia College, Fort Wayne, Ind. The Chorale—Artistic Weapon of the Lutheran Church -Dr. Hans Rosenwald, Chicago, Ill. Problems Connected with Editing Lutheran Church Music -Prof. Walter E. Buszin The Radio and Our Musical Heritage -Mr. Gerhard Schroth, University of Chicago, Chicago, Ill. Is the Musical Training at Our Synodical Institutions Adequate for the Preserving of Our Musical Heritage? -Dr. Theo. G. Stelzer, Concordia Teachers College, Seward, Nebr. Problems of the Church Organist -Mr. Herbert D. Bruening, St. Luke’s Lutheran Church, Chicago, Ill. Members of the Seminar, 1944 From The Musical Heritage of the Lutheran Church, Volume I (Valparaiso, Ind.: Valparaiso University, 1945).
    [Show full text]
  • Perceived Triad Distance: Evidence Supporting the Psychological Reality of Neo-Riemannian Transformations Author(S): Carol L
    Yale University Department of Music Perceived Triad Distance: Evidence Supporting the Psychological Reality of Neo-Riemannian Transformations Author(s): Carol L. Krumhansl Source: Journal of Music Theory, Vol. 42, No. 2, Neo-Riemannian Theory (Autumn, 1998), pp. 265-281 Published by: Duke University Press on behalf of the Yale University Department of Music Stable URL: http://www.jstor.org/stable/843878 . Accessed: 03/04/2013 14:34 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . 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]. Duke University Press and Yale University Department of Music are collaborating with JSTOR to digitize, preserve and extend access to Journal of Music Theory. http://www.jstor.org This content downloaded from 128.84.127.82 on Wed, 3 Apr 2013 14:34:27 PM All use subject to JSTOR Terms and Conditions PERCEIVED TRIAD DISTANCE: EVIDENCE SUPPORTING THE PSYCHOLOGICAL REALITY OF NEO-RIEMANNIAN TRANSFORMATIONS CarolL. Krumhansl This articleexamines two sets of empiricaldata for the psychological reality of neo-Riemanniantransformations. Previous research (summa- rized, for example, in Krumhansl1990) has establishedthe influence of parallel, P, relative, R, and dominant, D, transformationson cognitive representationsof musical pitch. The present article considers whether empirical data also support the psychological reality of the Leitton- weschsel, L, transformation.Lewin (1982, 1987) began workingwith the D P R L family to which were added a few other diatonic operations.
    [Show full text]
  • AP Music Theory Course Description Audio Files ”
    MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success.
    [Show full text]
  • Accelerated Piano Technique and Music Theory Ii Course Syllabus
    ACCELERATED PIANO TECHNIQUE AND MUSIC THEORY II COURSE SYLLABUS Course: Accelerated Piano Technique and Music Theory II Credit: One Carnegie Unit Course Description Accelerated Piano Technique and Music Theory II is required for graduation as a vocal music major. It is for students who have completed the requirements of Accelerated Piano Technique and Music Theory I and completes the prerequisite for all other theory classes. It satisfies the Piano Lab II requirement for vocal majors and the Music Theory II requirement for both vocal and instrumental majors. This course covers the rudiments of music theory and emphasizes basic musicianship skills in the areas of sight singing, ear training, and dictation. Basic piano fundamentals are explored: familiarization with keyboard theory, hand coordination, grand staff note reading, and an introduction to the standard intermediate piano literature. Content Standards DCPS music content standards make up the core skills, concepts and knowledge for Music Theory II: 1. Perform a variety of repertoire. 2. Improvise, compose, and arrange. 3. Read and notate music. 4. Listen, analyze, and evaluate. These standards are incorporated in the course outline below. Course Outline 1. Perform all tasks covered in Accelerated Piano Technique and Music Theory I, with emphasis on reading and writing fluently in treble and bass clefs including identification, notation, reading and writing of all leger line notes above and below the staff. 2. Identify and write all major and minor key signatures; explain and construct a diagram of the circle of fifths. 3. Identify on the page and by ear, sing*, write, and play on the piano keyboard: a.
    [Show full text]
  • “Chordal Command”
    Musician Transformation Training “CHORDAL COMMAND” This training will cover key insights and techniques you must understand in order to get the most out of the “Chord County” program, which covers Chordal Command concepts. Chords rule in contemporary music and having a deep understanding of how to build and manipulate them is the key to excelling to higher heights. From the most basic chords to complex voicings, this resource will equip you with the formulas and shortcuts to master them all! Enjoy! -Pg 1- © 2010. HearandPlay.com. All Rights Reserved Introduction In this guide, we’ll be starting with triads and what I call the “FANTASTIC FOUR.” Then we’ll move on to shortcuts that will help you master extended chords (the heart of contemporary playing). After that, we’ll discuss inversions (the key to multiplying your chordal vocaluary), primary vs secondary chords, and we’ll end on voicings and the difference between “voicings” and “inversions.” But first, let’s turn to some common problems musicians encounter when it comes to chordal mastery. Common Problems 1. Lack of chordal knowledge beyond triads: Musicians who fall into this category simply have never reached outside of the basic triads (major, minor, diminished, augmented) and are stuck playing the same chords they’ve always played. There is a mental block that almost prohibits them from learning and retaining new chords. Extra effort must be made to embrace new chords, no matter how difficult and unusual they are at first. Knowing the chord formulas and shortcuts that will turn any basic triad into an extended chord is the secret.
    [Show full text]
  • A More Attractive ‘Way of Getting Things Done’ Freedom, Collaboration and Compositional Paradox in British Improvised and Experimental Music 1965-75
    A more attractive ‘way of getting things done’ freedom, collaboration and compositional paradox in British improvised and experimental music 1965-75 Simon H. Fell A thesis submitted to the University of Huddersfield in fulfilment of the requirements for the degree of Doctor of Philosophy The University of Huddersfield September 2017 copyright statement i. The author of this thesis (including any appendices and/or schedules to this thesis) owns any copyright in it (the “Copyright”) and he has given The University of Huddersfield the right to use such Copyright for any administrative, promotional, educational and/or teaching purposes. ii. Copies of this thesis, either in full or in extracts, may be made only in accordance with the regulations of the University Library. Details of these regulations may be obtained from the Librarian. This page must form part of any such copies made. iii. The ownership of any patents, designs, trade marks and any and all other intellectual property rights except for the Copyright (the “Intellectual Property Rights”) and any reproductions of copyright works, for example graphs and tables (“Reproductions”), which may be described in this thesis, may not be owned by the author and may be owned by third parties. Such Intellectual Property Rights and Reproductions cannot and must not be made available for use without the prior written permission of the owner(s) of the relevant Intellectual Property Rights and/or Reproductions. 2 abstract This thesis examines the activity of the British musicians developing a practice of freely improvised music in the mid- to late-1960s, in conjunction with that of a group of British composers and performers contemporaneously exploring experimental possibilities within composed music; it investigates how these practices overlapped and interpenetrated for a period.
    [Show full text]
  • UC Santa Barbara Continuing Lecturer Natasha
    CONTACT: Adriane Hill Marketing and Communications Manager (805) 893-3230 [email protected] music.ucsb.edu FOR IMMEDIATE RELEASE / February 7, 2020 UC SANTA BARBARA CONTINUING LECTURER NATASHA KISLENKO TO PRESENT SOLO PIANO WORKS BY MOZART, CHOPIN, RACHMANINOFF, AND SCHNITTKE Internationally-renowned pianist to present solo piano works along with Lutosławski’s Variations on the GH theme by Paganini for two pianos with UC Santa Barbara Teaching Professor Sarah Gibson Santa Barbara, CA (February 7, 2020)—Natasha Kislenko, Continuing Lecturer of Keyboard at UC Santa Barbara, will present a solo piano recital on Friday, February 21, 2020 at 7:30 pm in Karl Geiringer Hall on the UC Santa Barbara campus. The program will include solo piano works by Wolfgang Amadeus Mozart, Frédéric Chopin, Sergei Rachmaninoff, and Alfred Schnittke, plus a duo-piano work by Witold Lutosławski, featuring UC Santa Barbara Teaching Professor Sarah Gibson. Recognized by the Santa Barbara Independent for her “vividly expressive” interpretations and “virtuosity that left the audience exhilarated,” Kislenko offers unique concert programs and presentations to a worldwide community of music listeners. A prizewinner of several international piano competitions, she has extensively concertized in Russia, Germany, Italy, Spain, Slovakia, Bulgaria, Turkey, and across the Americas. A resident pianist of the Santa Barbara Symphony since 2010, she has been a featured soloist for the Shostakovich, Grieg, Clara Schumann, de Falla, and Mozart piano concerti, to great critical acclaim. Kislenko’s UC Santa Barbara program will open with Mozart’s Six Variations in F Major on “Salve tu, Domine” by G. Paisiello, K. 398. The theme of the work is taken from Mozart’s Italian contemporary Giovanni Paisiello’s opera, I filosofi immaginari (The Imaginary Philosophers), one of Paisiello’s most recognized opere buffe, written for the court of Catherine II of Russia.
    [Show full text]
  • Icebreaker: Apollo
    Icebreaker: Apollo Start time: 7.30pm Running time: 2 hours 20 minutes with interval Please note all timings are approximate and subject to change Martin Aston looks into the history behind Apollo alongside other works being performed by eclectic ground -breaking composers. When man first stepped on the moon, on July 20th, 1969, ‘ambient music’ had not been invented. The genre got its name from Brian Eno after he’d released the album Discreet Music in 1975, alluding to a sound ‘actively listened to with attention or as easily ignored, depending on the choice of the listener,’ and which existed on the, ‘cusp between melody and texture.’ One small step, then, for the categorisation of music, and one giant leap for Eno’s profile, which he expanded over a series of albums (and production work) both song-based and ambient. In 1989, assisted by his younger brother Roger (on piano) and Canadian producer Daniel Lanois, Eno provided the soundtrack for Al Reinert’s documentary Apollo: the trio’s exquisitely drifting, beatific sound profoundly captured the mood of deep space, the suspension of gravity and the depth of tranquillity and awe that NASA’s astronauts experienced in the missions that led to Apollo 11’s Neil Armstrong taking that first step on the lunar surface. ‘One memorable image in the film was a bright white-blue moon, and as the rocket approached, it got much darker, and you realised the moon was above you,’ recalls Roger Eno. ‘That feeling of immensity was a gift: you just had to accentuate the majesty.’ In 2009, to celebrate the 40th anniversary of that epochal trip, Tim Boon, head of research at the Science Museum in London, conceived the idea of a live soundtrack of Apollo to accompany Reinert’s film (which had been re-released in 1989 in a re-edited form, and retitled For All Mankind.
    [Show full text]
  • An Introduction Via Perspectives on Consonant Triads
    Introduction and Basics The Consonant Triad Geometry of Triads Extension of Neo-Riemannian Theory Symmetries of Triads What is Mathematical Music Theory? An Introduction via Perspectives on Consonant Triads Thomas M. Fiore http://www-personal.umd.umich.edu/~tmfiore/ Introduction and Basics The Consonant Triad Geometry of Triads Extension of Neo-Riemannian Theory Symmetries of Triads What is Mathematical Music Theory? Mathematical music theory uses modern mathematical structures to 1 analyze works of music (describe and explain them), 2 study, characterize, and reconstruct musical objects such as the consonant triad, the diatonic scale, the Ionian mode, the consonance/dissonance dichotomy... 3 compose 4 ... Introduction and Basics The Consonant Triad Geometry of Triads Extension of Neo-Riemannian Theory Symmetries of Triads What is Mathematical Music Theory? Mathematical music theory uses modern mathematical structures to 1 analyze works of music (describe and explain them), 2 study, characterize, and reconstruct musical objects such as the consonant triad, the diatonic scale, the Ionian mode, the consonance/dissonance dichotomy... 3 compose 4 ... Introduction and Basics The Consonant Triad Geometry of Triads Extension of Neo-Riemannian Theory Symmetries of Triads Levels of Musical Reality, Hugo Riemann There is a distinction between three levels of musical reality. Physical level: a tone is a pressure wave moving through a medium, “Ton” Psychological level: a tone is our experience of sound, “Tonempfindung” Intellectual level: a tone is a position in a tonal system, described in a syntactical meta-language, “Tonvorstellung”. Mathematical music theory belongs to this realm. Introduction and Basics The Consonant Triad Geometry of Triads Extension of Neo-Riemannian Theory Symmetries of Triads Work of Mazzola and Collaborators Mazzola, Guerino.
    [Show full text]
  • Philip Glass
    DEBARTOLO PERFORMING ARTS CENTER PRESENTING SERIES PRESENTS MUSIC BY PHILIP GLASS IN A PERFORMANCE OF AN EVENING OF CHAMBER MUSIC WITH PHILIP GLASS TIM FAIN AND THIRD COAST PERCUSSION MARCH 30, 2019 AT 7:30 P.M. LEIGHTON CONCERT HALL Made possible by the Teddy Ebersol Endowment for Excellence in the Performing Arts and the Gaye A. and Steven C. Francis Endowment for Excellence in Creativity. PROGRAM: (subject to change) PART I Etudes 1 & 2 (1994) Composed and Performed by Philip Glass π There were a number of special events and commissions that facilitated the composition of The Etudes by Philip Glass. The original set of six was composed for Dennis Russell Davies on the occasion of his 50th birthday in 1994. Chaconnes I & II from Partita for Solo Violin (2011) Composed by Philip Glass Performed by Tim Fain π I met Tim Fain during the tour of “The Book of Longing,” an evening based on the poetry of Leonard Cohen. In that work, all of the instrumentalists had solo parts. Shortly after that tour, Tim asked me to compose some solo violin music for him. I quickly agreed. Having been very impressed by his ability and interpretation of my work, I decided on a seven-movement piece. I thought of it as a Partita, the name inspired by the solo clavier and solo violin music of Bach. The music of that time included dance-like movements, often a chaconne, which represented the compositional practice. What inspired me about these pieces was that they allowed the composer to present a variety of music composed within an overall structure.
    [Show full text]