Triadic Music in Twentieth-Century Russia
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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. -
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. -
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). -
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. -
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. -
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. -
“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. -
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. -
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. -
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. -
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. -
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.