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Harmony Crib Sheets
Jazz Harmony Primer General stuff There are two main types of harmony found in modern Western music: 1) Modal 2) Functional Modal harmony generally involves a static drone, riff or chord over which you have melodies with notes chosen from various scales. It’s common in rock, modern jazz and electronic dance music. It predates functional harmony, too. In some types of modal music – for example in jazz - you get different modes/chord scale sounds over the course of a piece. Chords and melodies can be drawn from these scales. This kind of harmony is suited to the guitar due to its open strings and retuning possibilities. We see the guitar take over as a songwriting instrument at about the same time as the modes become popular in pop music. Loop based music also encourages this kind of harmony. It has become very common in all areas of music since the late 20th century under the influence of rock and folk music, composers like Steve Reich, modal jazz pioneered by Miles Davis and John Coltrane, and influences from India, the Middle East and pre-classical Western music. Functional harmony is a development of the kind of harmony used by Bach and Mozart. Jazz up to around 1960 was primarily based on this kind of harmony, and jazz improvisation was concerned with the improvising over songs written by the classically trained songwriters and film composers of the era. These composers all played the piano, so in a sense functional harmony is piano harmony. It’s not really guitar shaped. When I talk about functional harmony I’ll mostly be talking about ways we can improvise and compose on pre-existing jazz standards rather than making up new progressions. -
Msm Camerata Nova
Saturday, March 6, 2021 | 12:15 PM Livestreamed from Neidorff-Karpati Hall MSM CAMERATA NOVA George Manahan (BM ’73, MM ’76), Conductor PROGRAM JAMES LEE III A Narrow Pathway Traveled from Night Visions of Kippur (b. 1975) CHARLES WUORINEN New York Notes (1938–2020) (Fast) (Slow) HEITOR VILLA-LOBOS Chôros No. 7 (1887–1959) MAURICE RAVEL Introduction et Allegro (1875–1937) CAMERATA NOVA VIOLIN 1 VIOLA OBOE SAXOPHONE HARP Youjin Choi Sara Dudley Aaron Zhongyang Ling Minyoung Kwon New York, New York New York, New York Haettenschwiller Beijing, China Seoul, South Korea Baltimore, Maryland VIOLIN 2 CELLO PERCUSSION PIANO Ally Cho Rei Otake CLARINET Arthur Seth Schultheis Melbourne, Australia Tokyo, Japan Ki-Deok Park Dhuique-Mayer Baltimore, Maryland Chicago, Illinois Champigny-Sur-Marne, France FLUTE Tarun Bellur Marcos Ruiz BASSOON Plano, Texas Miami, Florida Matthew Pauls Simi Valley, California ABOUT THE ARTISTS George Manahan, Conductor George Manahan is in his 11th season as Director of Orchestral Activities at Manhattan School of Music, as well as Music Director of the American Composers Orchestra and the Portland Opera. He served as Music Director of the New York City Opera for 14 seasons and was hailed for his leadership of the orchestra. He was also Music Director of the Richmond Symphony (VA) for 12 seasons. Recipient of Columbia University’s Ditson Conductor’s Award, Mr. Manahan was also honored by the American Society of Composers and Publishers (ASCAP) for his “career-long advocacy for American composers and the music of our time.” His Carnegie Hall performance of Samuel Barber’s Antony and Cleopatra was hailed by audiences and critics alike. -
Essai Sur Pierre Boulez Rennes, Presses Universitaires De Rennes, 2017
Transposition Musique et Sciences Sociales 8 | 2019 Musique : patrimoine immatériel ? Lambert Dousson, Une manière de penser et de sentir : Essai sur Pierre Boulez Rennes, Presses Universitaires de Rennes, 2017 Edward Campbell Electronic version URL: http://journals.openedition.org/transposition/2890 DOI: 10.4000/transposition.2890 ISSN: 2110-6134 Publisher CRAL - Centre de recherche sur les arts et le langage Electronic reference Edward Campbell, « Lambert Dousson, Une manière de penser et de sentir : Essai sur Pierre Boulez », Transposition [Online], 8 | 2019, Online since 15 September 2019, connection on 17 December 2020. URL : http://journals.openedition.org/transposition/2890 ; DOI : https://doi.org/10.4000/transposition. 2890 This text was automatically generated on 17 December 2020. La revue Transposition est mise à disposition selon les termes de la Licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International. Lambert Dousson, Une manière de penser et de sentir : Essai sur Pierre Boulez 1 Lambert Dousson, Une manière de penser et de sentir : Essai sur Pierre Boulez Rennes, Presses Universitaires de Rennes, 2017 Edward Campbell REFERENCES Lambert Dousson, Une manière de penser et de sentir : Essai sur Pierre Boulez, Rennes, Presses Universitaires de Rennes, 2017, 380 p. 1 Une manière de penser et de sentir : Essai sur Pierre Boulez, is the product of Lambert Dousson’s doctoral thesis, defended at the University of Nanterre in 2011. Dousson sets out to show how Boulez’s musical thought contains ‘an unstated [‘informulé’] philosophy of the subject’ that is practiced ‘tacitly’ in his composition (p. 17) and which corresponds to the author’s conviction that ‘every practice is at the same time a practice of the self’ [‘pratique de soi’], a starting point that undoubtedly resonates with statements made by Boulez. -
JAZZ FUNDAMENTALS Jazz Piano, Theory, and More
JAZZ FUNDAMENTALS Jazz Piano, Theory, and More Dr. JB Dyas 310-206-9501 • [email protected] 2 JB Dyas, PhD Dr. JB Dyas has been a leader in jazz education for the past two decades. Formerly the Executive Director of the Brubeck Institute, Dyas currently serves as Vice President for Education and Curriculum Development for the Thelonious Monk Institute of Jazz at UCLA in Los Angeles. He oversees the Institute’s education and outreach programs including Jazz In America: The National Jazz Curriculum (www.jazzinamerica.org), one of the most significant and wide-reaching jazz education programs in the world. Throughout his career, he has performed across the country, taught students at every level, directed large and small ensembles, developed and implemented new jazz curricula, and written for national music publications. He has served on the Smithsonian Institution’s Task Force for Jazz Education in America and has presented numerous jazz workshops, teacher-training seminars, and jazz "informances" around the globe with such renowned artists as Dave Brubeck and Herbie Hancock. A professional bassist, Dyas has appeared with Jamey Aebersold, David Baker, Jerry Bergonzi, Red Rodney, Ira Sullivan, and Bobby Watson, among others. He received his Master’s degree in Jazz Pedagogy from the University of Miami and PhD in Music Education from Indiana University, and is a recipient of the prestigious DownBeat Achievement Award for Jazz Education. 3 Jazz Fundamentals Text: Aebersold Play-Along Volume 54 (Maiden Voyage) Also Recommended: Jazz Piano Voicings for the Non-Pianist and Pocket Changes I. Chromatic Scale (all half steps) C C# D D# E F F# G G# A A# B C C Db D Eb E F Gb G Ab A Bb B C Whole Tone Scale (all whole steps) C D E F# G# A# C Db Eb F G A B Db ___________________________________________________________________________________________________________ II. -
THE CLEVELAN ORCHESTRA California Masterwor S
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2018 Fall Olympics Events and Rules: Game 1: Flip Cup- 5 Games
2018 Fall Olympics Events and Rules: Game 1: Flip Cup- 5 games • Teams of 4 line up across the table from each other. • Each player has approximately half a cup of beer. The amount should be the same for each player. • The goal is for each player to chug their drink and then flip their empty solo cup using the edge of the table so that it lands upside down. • Once a cup is successfully flipped, the next player will than need to drink their beer and then flip the cup. • This is a relay race so the first team to have all their beer finished and their cups flipped wins. • Winning of team receives 1 point for each of the 5 games. Winning team remains at their table, losing team rotates to next table over. Game 2: Dizzy Bat – 2 Games • 4 players on each team • There will be 2 players on each side of a 20 yard “field” • Side A: Person 1 will do 5 spins with bat, then chug their beer, then run to side B with bat in hand • Person 1 from side A will hand bat to person 2 on Side B who then does the same…. 5 spins w/ bat, chug, then run to Side A to person 3…. Repeat until person 4 crosses line at sign A. • First team to get person 4 across side A wins. • Teams will be lined up 10 yds apart from each other (no tripping, adjusting the cones or interfering with the competing team or you will be given a 10 second penalty each time). -
Study Guide for State Certification for Sdmta
STUDY GUIDE FOR STATE CERTIFICATION FOR SDMTA Be able to define the following terms: rit, accelerando, molto, poco, fermata, dolce, la melodia, simile, chromatic, cantabile, misterioso, leggiero, presto, adagio, subito, scherzando, vivace, tenuto, senza, con brio, semplice, alla marcia, submediant, leading tone, super tonic, tritone, dominant, bouree, ecossaise, musette, quadrille, rondo, giocoso, clavichord, harpsichord, primo, secondo, etc. Be able to identify perfect, major, minor, augmented, and dimished intervals. Be able to identify the following chords: major, minor, diminished, augmented, dominant 7 th , minor 7 th , half diminished, neopolitan 6 th , tone cluster Be able to write the following scales: major, minor (3 forms), pentatonic, whole tone, chromatic Be able to write the following modes: dorian, phrygian, lydian, mixolydian, locrian Be able to identify key signatures and analyze bass chords Have an understanding of the following: orchestral music, symphony music, sonata, opus, number, oratorio, opera Describe the following cadences: authentic, plagal, half, deceptive Describe 3 methods of modulation List the 4 main periods of music history and give their dates; give characteristics of each style; be able to name 3 composers in each Know which period the following forms and styles were prominent: dance suite, waltz, fugue, mazurka, sonata allegro form, polytonality, canon, etude, modal, tone clusters, inventions, rondo, polyphonic, tone row, dissonance, whole tone scales, describing nature, alberti bass, homophonic, jazz -
Kyle Gann, the Music of Conlon Nancarrow, the Music
Preface My first thanks must go to Stuart Smith, who got me started on this project and spent tremendous unrecompensed time reading and ofFering suggestions. 1 I profusely thank H. Wiley Hitchcock for his help, advice, and encouragement in this project as in so many other?. Trimpin became my comrade in Nancarrow scholarship, giving me pages and pages of helpful computerized charts over steins The music: general considerations German beer. Peter Garland, Sylvia Srmth, and Don Gillespie provided me with scores, James Tenney with the unpublished works and some helpful analytical advice. Charles Amirkhanian smoothed my way to a composer reputed to be difficult to approach. Eva Soltes, Helen Zimbler, WiUiam Duckworth, and Carlos Sandoval contributed valuable information. Doug Simmons provided expert editing advice. Penny Souster made the book possible. My wife Nancy Cook, Compared to the musical traditions of Africa, India, and Indonesia, European who became a “Nancarrow widow” the way some women become football wid classical music has always been rhythmically limited. As sOon as American com ows, accepted my idee fixe witfc humor and love. Yoko Seguira, Mrs Nancarrow, posers broke away firom Europe following World War I, they made an aggressive was a warm, funny, and helpful informant, and a gracious hostess. And Charles attempt to remedy this deficiency. They found themselves thwarted, however, Nancarrow, since departed, treated me to a defightful evening of reminiscence. first by the difficulty of notating extreme rhythmic complexity,-then by the greater Most of all I thank C)onlon Nancarrow for cooperating in every possible obstacle of getting performers to execute their rhythms acfcurately. -
Pierre-Laurent Aimard, Piano Tamara Stefanovich, Piano
Thursday, March 12, 2015, 8pm Zellerbach Hall Pierre-Laurent Aimard, piano Tamara Stefanovich, piano The Piano Music of Pierre Boulez PROGRAM Pierre Boulez (b. 1925) Notations (1945) I. Fantastique — Modéré II. Très vif III. Assez lent IV. Rythmique V. Doux et improvisé VI. Rapide VII. Hiératique VIII. Modéré jusqu'à très vif IX. Lointain — Calme X. Mécanique et très sec XI. Scintillant XII. Lent — Puissant et âpre Boulez Sonata No. 1 (1946) I. Lent — Beaucoup plus allant II. Assez large — Rapide Boulez Sonata No. 2 (1947–1948) I. Extrêmement rapide II. Lent III. Modéré, presque vif IV. Vif INTERMISSION PLAYBILL PROGRAM Boulez Sonata No. 3 (1955–1957; 1963) Formant 3 Constellation-Miroir Formant 2 Trope Boulez Incises (1994; 2001) Boulez Une page d’éphéméride (2005) Boulez Structures, Deuxième livre (1961) for two pianos, four hands Chapitre I Chapitre II (Pièces 1–2, Encarts 1–4, Textes 1–6) Funded, in part, by the Koret Foundation, this performance is part of Cal Performances’ – Koret Recital Series, which brings world-class artists to our community. This performance is made possible, in part, by Patron Sponsor Françoise Stone. Hamburg Steinway piano provided by Steinway & Sons, San Francisco. Cal Performances’ – season is sponsored by Wells Fargo. CAL PERFORMANCES PROGRAM NOTES THE PROGRAM AT A GLANCE the radical break with tradition that his music supposedly embodies. If Boulez belongs to an Tonight’s program includes the complete avant-garde, it is to a French avant-garde tra - piano music of Pierre Boulez, as well as a per - dition dating back two centuries to Berlioz formance of the second book of Structures for and Delacroix, and his attitudes are deeply two pianos. -
MUSIC 214 Is a Course That Further Explores Chromatic Harmony and Introduces the Student to 20Th Century Compositional Techniques
COURSE OUTLINE : MUSIC 214 D Credit – Degree Applicable COURSE ID 010231 AUGUST 2020 COURSE DISCIPLINE : MUSIC COURSE NUMBER : 214 COURSE TITLE (FULL) : Harmony IV COURSE TITLE (SHORT) : Harmony IV CALIFORNIA STATE UNIVERSITY SYSTEM C-ID : MUS 150 – Harmony IV CATALOG DESCRIPTION MUSIC 214 is a course that further explores chromatic harmony and introduces the student to 20th century compositional techniques. Emphasis is placed on Neapolitan, augmented-sixth, tall, added sixth and altered dominant chords, and modulation to distantly-related keys. Students compose examples of the music concepts being studied. 20th compositional techniques covered in MUSIC 214 include impressionism, tone rows, pandiatonicism, polytonalism, and advanced approaches to meter and rhythm. Total Lecture Units: 3.00 Total Laboratory Units: 0.00 Total Course Units: 3.00 Total Lecture Hours: 54.00 Total Laboratory Hours: 0.00 Total Laboratory Hours To Be Arranged: 0.00 Total Contact Hours: 54.00 Total Out-of-Class Hours: 108.00 Prerequisite: MUSIC 213 or equivalent. Corequisite: MUSIC 204. GLENDALE COMMUNITY COLLEGE --FOR COMPLETE OUTLINE OF RECORD SEE GCC WEBCMS DATABASE-- Page 1 of 5 COURSE OUTLINE : MUSIC 214 D Credit – Degree Applicable COURSE ID 010231 AUGUST 2020 ENTRY STANDARDS Subject Number Title Description Include 1 MUSIC 213 Harmony III Identify and write secondary/applied and Yes borrowed chords; 2 MUSIC 213 Harmony III realize figured bass lines using secondary Yes chords, sequences, and modulation; 3 MUSIC 213 Harmony III conduct intermediate to advance -
1 MUHL M406 Topics in Music History 1850-Present, 2 Credits, MUHL
MUHL M406 Topics in Music History 1850-present, 2 credits, MUHL M815, 3 credits Topic: Three American Mavericks: Charles Ives, Ruth Crawford Seeger, and Aaron Copland Fall 2006 Instructor: Dr. Valerie Goertzen, Communications/Music 201 Phone 865-2207; email [email protected] Office hours: Mondays, 2-3 p.m., Tuesdays, 9:30 to10:30 a.m., or by appointment Class meeting time: Wednesdays, 4:30-6:20, Room CM 135. Bulletin description: A seminar-style study of a single topic concerning music from Wagner to the present, usually focusing on some aspect of western art music but including consideration of influences from nonwestern and popular musics. Course may be repeated for credit, as long as topic is different. Topic description: According to Aaron Copland, “contemporary music as an organized movement in the U.S.A. was born at the end of the First World War” (Our New Music, 1941). Copland (1900-90) and Ruth Crawford Seeger (1901-53) were among a group of Americans who strived to create independent and challenging approaches to composition in the 1920s. With the coming of the Great Depression in the 1930s and World War II, they transformed their work in accordance with the prevailing spirit of nationalism and populism. Copland composed his famous ballets and other accessible works drawing on materials of the Americas, and Seeger largely set aside composition in order to collect and preserve folk music and to devote her energies to music for children. The compositions of the staunch individualist Charles Ives (1874-1954) of the previous generation became known to a broad spectrum of musical America only beginning in the 1920s, and thus also formed a part of this emerging repertory of new music. -
Nationalism, Primitivism, & Neoclassicism
Nationalism, Primitivism, & Neoclassicism" Igor Stravinsky (1882-1971)! Biographical sketch:! §" Born in St. Petersburg, Russia.! §" Studied composition with “Mighty Russian Five” composer Nicolai Rimsky-Korsakov.! §" Emigrated to Switzerland (1910) and France (1920) before settling in the United States during WW II (1939). ! §" Along with Arnold Schönberg, generally considered the most important composer of the first half or the 20th century.! §" Works generally divided into three style periods:! •" “Russian” Period (c.1907-1918), including “primitivist” works! •" Neoclassical Period (c.1922-1952)! •" Serialist Period (c.1952-1971)! §" Died in New York City in 1971.! Pablo Picasso: Portrait of Igor Stravinsky (1920)! Ballets Russes" History:! §" Founded in 1909 by impresario Serge Diaghilev.! §" The original company was active until Diaghilev’s death in 1929.! §" In addition to choreographing works by established composers (Tschaikowsky, Rimsky- Korsakov, Borodin, Schumann), commissioned important new works by Debussy, Satie, Ravel, Prokofiev, Poulenc, and Stravinsky.! §" Stravinsky composed three of his most famous and important works for the Ballets Russes: L’Oiseau de Feu (Firebird, 1910), Petrouchka (1911), and Le Sacre du Printemps (The Rite of Spring, 1913).! §" Flamboyant dancer/choreographer Vaclav Nijinsky was an important collaborator during the early years of the troupe.! ! Serge Diaghilev (1872-1929) ! Ballets Russes" Serge Diaghilev and Igor Stravinsky.! Stravinsky with Vaclav Nijinsky as Petrouchka (Paris, 1911).! Ballets