Leonard Bernstein
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American Masters 200 List Finaljan2014
Premiere Date # American Masters Program Title (Month-YY) Subject Name 1 ARTHUR MILLER: PRIVATE CONVERSATIONS On the Set of "Death of a Salesman" June-86 Arthur Miller 2 PHILIP JOHNSON: A SELF PORTRAIT June-86 Philip Johnson 3 KATHERINE ANNE PORTER: THE EYE OF MEMORY July-86 Katherine Anne Porter 4 UNKNOWN CHAPLIN (Part 1) July-86 Charlie Chaplin 5 UNKNOWN CHAPLIN (Part 2) July-86 Charlie Chaplin 6 UNKNOWN CHAPLIN (Part 3) July-86 Charlie Chaplin 7 BILLIE HOLIDAY: THE LONG NIGHT OF LADY DAY August-86 Billie Holiday 8 JAMES LEVINE: THE LIFE IN MUSIC August-86 James Levine 9 AARON COPLAND: A SELF PORTRAIT August-86 Aaron Copland 10 THOMAS EAKINS: A MOTION PORTRAIT August-86 Thomas Eakins 11 GEORGIA O'KEEFFE September-86 Georgia O'Keeffe 12 EUGENE O'NEILL: A GLORY OF GHOSTS September-86 Eugene O'Neill 13 ISAAC IN AMERICA: A JOURNEY WITH ISAAC BASHEVIS SINGER July-87 Isaac Bashevis Singer 14 DIRECTED BY WILLIAM WYLER July-87 William Wyler 15 ARTHUR RUBENSTEIN: RUBENSTEIN REMEMBERED July-87 Arthur Rubinstein 16 ALWIN NIKOLAIS AND MURRAY LOUIS: NIK AND MURRAY July-87 Alwin Nikolais/Murray Louis 17 GEORGE GERSHWIN REMEMBERED August-87 George Gershwin 18 MAURICE SENDAK: MON CHER PAPA August-87 Maurice Sendak 19 THE NEGRO ENSEMBLE COMPANY September-87 Negro Ensemble Co. 20 UNANSWERED PRAYERS: THE LIFE AND TIMES OF TRUMAN CAPOTE September-87 Truman Capote 21 THE TEN YEAR LUNCH: THE WIT AND LEGEND OF THE ALGONQUIN ROUND TABLE September-87 Algonquin Round Table 22 BUSTER KEATON: A HARD ACT TO FOLLOW (Part 1) November-87 Buster Keaton 23 BUSTER KEATON: -
MSM WIND ENSEMBLE Eugene Migliaro Corporon, Conductor Joseph Mohan (DMA ’21), Piano
MSM WIND ENSEMBLE Eugene Migliaro Corporon, Conductor Joseph Mohan (DMA ’21), piano FRIDAY, JANUARY 18, 2019 | 7:30 PM NEIDORFF-KARPATI HALL FRIDAY, JANUARY 18, 2019 | 7:30 PM NEIDORFF-KARPATI HALL MSM WIND ENSEMBLE Eugene Migliaro Corporon, Conductor Joseph Mohan (DMA ’21), piano PROGRAM JOHN WILLIAMS For New York (b. 1932) (Trans. for band by Paul Lavender) FRANK TICHELI Acadiana (b. 1958) At the Dancehall Meditations on a Cajun Ballad To Lafayette IGOR ST R AVINSKY Concerto for Piano and Wind Instruments (1882–1971) Lento; Allegro Largo Allegro Joseph Mohan (DMA ’21), piano Intermission VITTORIO Symphony No. 3 for Band GIANNINI Allegro energico (1903–1966) Adagio Allegretto Allegro con brio CENTENNIAL NOTE Vittorio Giannini (1903–1966) was an Italian-American composer calls upon the band’s martial associations, with an who joined the Manhattan School of Music faculty in 1944, where he exuberant march somewhat reminiscent of similar taught theory and composition until 1965. Among his students were efforts by Sir William Walton. Along with the sunny John Corigliano, Nicolas Flagello, Ludmila Ulehla, Adolphus Hailstork, disposition and apparent straightforwardness of works Ursula Mamlok, Fredrick Kaufman, David Amram, and John Lewis. like the Second and Third Symphonies, the immediacy MSM founder Janet Daniels Schenck wrote in her memoir, Adventure and durability of their appeal is the result of considerable in Music (1960), that Giannini’s “great ability both as a composer and as subtlety in motivic and harmonic relationships and even a teacher cannot be overestimated. In addition to this, his remarkable in voice leading. personality has made him beloved by all.” In addition to his Symphony No. -
Myths, Legends, Fairy Tales and Folk Tales in Music ______
______________________________________________________________________________________________________ Sounds of Enchantment: Myths, Legends, Fairy Tales and Folk Tales in Music ______________________________________________________________________________________________________ Gioacchino ROSSINI Overture from William Tell Felix MENDELSSOHN Scherzo from A Midsummer Night’s Dream Sergei PROKOFIEV Waltz Coda and Midnight from Cinderella, Op. 87 David CROWE How Birds Came Into the World John WILLIAMS Raiders March from Raiders of the Lost Ark Piotr Ilyich TCHAIKOVSKY Scene from Swan Lake Modest MUSSORGSKY / arr. Ravel Baba Yaga and The Great Gate of Kiev from Pictures at an Exhibition HOW TO USE THIS STUDY GUIDE This guide is designed as a curriculum enhancement resource primarily for music teachers, but is also available for use by classroom teachers, parents, and students. The main intent is to aid instructors in their own lesson preparation, so most of the language and information is geared towards the adult, and not the student. It is not expected that all the information given will be used or that all activities are applicable to all settings. Teachers and/or parents can choose the elements that best meet the specific needs of their individual situations. Our hope is that the information will be useful, spark ideas, and make connections. TABLE OF CONTENTS Sounds of Enchantment Overview – Page 4 Program Notes – Page 7 ROSSINI | Overture from William Tell Page 8 MENDELSSOHN | Scherzo from A Midsummer Night’s Dream Page 10 PROKOFIEV | Waltz Coda and Midnight from Cinderella, Op. 87 Page 13 CROWE | How Birds Came Into the World Page 17 WILLIAMS | Raiders March from Raiders of the Lost Ark Page 20 TCHAIKOVSKY | Scene from Swan Lake Page 22 MUSSORGSKY | Baba Yaga and The Great Gate of Kiev from Pictures at an Exhibition Page 24 Activities — Page 27 Student Section— Page 39 CREDITS This guide was originally created for the 2008-2009 Charlotte Symphony Education Concerts by Susan Miville, Chris Stonnell, Anne Stewart, and Jane Orrell. -
National Museum of American Jewish History, Leonard Bernstein
Narrative Section of a Successful Application The attached document contains the grant narrative and selected portions of a previously funded grant application. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the Research Programs application guidelines at https://www.neh.gov/grants/public/public-humanities- projects for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative and selected portions, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Leonard Bernstein: The Power of Music Institution: National Museum of American Jewish History Project Director: Ivy Weingram Grant Program: America's Historical and Cultural Organizations: Planning Grants 1100 Pennsylvania Ave., N.W., Rm. 426, Washington, D.C. 20506 P 202.606.8269 F 202.606.8557 E [email protected] www.neh.gov THE NATURE OF THE REQUEST The National Museum of American Jewish History (NMAJH) respectfully requests a planning grant of $50,000 from the National Endowment for the Humanities to support the development of the special exhibition Leonard Bernstein: The Power of Music (working title), opening in March 2018 to celebrate the centennial year of Bernstein’s birth. -
Our History 1971-2018 20 100 Contents
OUR HISTORY 1971-2018 20 100 CONTENTS 1 From the Founder 4 A Poem by Aaron Stern 6 Our Mission 6 Academy Timeline 8 Academy Programs 22 20 Years in Pictures 26 20 Years in Numbers 26 Where We’ve Worked 27 20th Anniversary Events 28 20th Anniversary Images Send correspondence to: Laura Pancoast, Development Coordinator 133 Seton Village Road Santa Fe, NM 87508 [email protected] ON THE COVER & LEFT: Academy for the Love of Learning photo © Kate Russell 20 YEARS of the Academy for the Love of Learning Copyright © 2018 Academy for the Love of Learning, Inc. 2018 has been a very special year, as it marks the 20th anniversary of FROM THE FOUNDER the Academy’s official founding in 1998. 2018 is also, poignantly and coincidentally, the 100th anniversary of Leonard Bernstein’s birth. Lenny, as I knew him, the great musician, the 20th century giant with whom, in 1986, I conceived the Academy, was one of the first people with whom I engaged in dialogue about “this thing,” as he called it, just before proposing that we call our “thing” the Academy for the Love of Learning. “Why that name?”, I asked – and he said: “because you believe that if we truly open ourselves to learning, it will liberate us and bring us home, individually and collectively. So, the name is perfect, because the acronym is ALL!” I resisted it at first, but soon came to realize that the name indeed was perfect. This and other prescient dialogues have helped us get to where we are today – a thriving, innovative organization. -
Sunday Playlist
November 25, 2018: (Full-page version) Close Window “I was obliged to be industrious. Whoever is equally industrious will succeed equally well.” — Johann Sebastian Bach Start Buy CD Program Composer Title Performers Record Label Stock Number Barcode Time online Sleepers, Watkinson/King's Chamber 00:01 Buy Now! Handel Ombra mai fu ~ Serse (Xerxes) Sony Classical 89370 696998937024 Awake! Orchestra/Malgoire 00:05 Buy Now! Beethoven Piano Sonata No. 18 in E flat, Op. 31 No. 3 "Hunt" Wilhelm Kempff DG 429 306 n/a 00:27 Buy Now! Hanson Symphony No. 1 in E minor, Op. 21 "Nordic" Nashville Symphony/Schermerhorn Naxos 8.559072 636943907221 01:01 Buy Now! Gershwin Lullaby for String Quartet Manhattan String Quartet Newport Classics 60033 N/A 01:09 Buy Now! Bach Brandenburg Concerto No. 1 in F, BWV 1046 Il Giardino Armonico/Antonini Teldec 6019 745099844226 01:29 Buy Now! Dvorak Violin Concerto in A minor, Op. 53 Luca/Saint Louis Symphony/Slatkin Nonesuch 79052 07559790522 02:00 Buy Now! Duffy Three Jewish Portraits Milwaukee Symphony/Macal Koss Classics 1022 021299710388 String Quartet No. 14 in D minor, D. 810 "Death and the 02:11 Buy Now! Schubert Amadeus Quartet DG 410 024 028941002426 Maiden" 02:51 Buy Now! Gottschalk The Dying Poet Robert Silverman Marquis Classics 161 774718116123 03:00 Buy Now! Schumann String Quartet in A, Op. 41 No. 3 St. Lawrence String Quartet EMI 56797 724355679727 03:33 Buy Now! Foote Second Suite for Piano, Op. 30 Virginia Eskin Northeastern 223 n/a 03:47 Buy Now! Still Miniatures Powers Woodwind Quintet White Pine Music 215 700261334110 Suzuki/Orlovsky/Indianapolis 03:59 Buy Now! Canning Fantasy on a Hymn by Justin Morgan Decca 458 157 028945845725 SO/Leppard 04:11 Buy Now! Telemann Trumpet Concerto No. -
The "Stars for Freedom" Rally
National Park Service U.S. Department of the Interior Selma-to-Montgomery National Historic Trail The "Stars for Freedom" Rally March 24,1965 The "March to Montgomery" held the promise of fulfilling the hopes of many Americans who desired to witness the reality of freedom and liberty for all citizens. It was a movement which drew many luminaries of American society, including internationally-known performers and artists. In a drenching rain, on the fourth day, March 24th, carloads and busloads of participants joined the march as U.S. Highway 80 widened to four lanes, thus allowing a greater volume of participants than the court- imposed 300-person limitation when the roadway was narrower. There were many well-known celebrities among the more than 25,000 persons camped on the 36-acre grounds of the City of St. Jude, a Catholic social services complex which included a school, hospital, and other service facilities, located within the Washington Park neighborhood. This fourth campsite, situated on a rain-soaked playing field, held a flatbed trailer that served as a stage and a host of famous participants that provided the scene for an inspirational performance enjoyed by thousands on the dampened grounds. The event was organized and coordinated by the internationally acclaimed activist and screen star Harry Belafonte, on the evening of March 24, 1965. The night "the Stars" came out in Alabama Mr. Belafonte had been an acquaintance of Dr. Martin Luther King, Jr. since 1956. He later raised thousands of dollars in funding support for the Freedom Riders and to bailout many protesters incarcerated during the era, including Dr. -
Patuna, Genehouaiy Suppott the Opeltation Oti the Tangtewood
TANGLEWOOD MUSIC CENTER The Tanglewood Music Center is maintained by the Boston Symphony Orchestra to offer advanced training in music to young pre-professional musicians. The Orchestra underwrites the cost of operating the Music Center with generous help from donors to the Annual Fellowship Program and with the sustaining support of income from the following permanent endowment funds: Faculty Funds Chairman of the Faculty endowed by the Charles E. Culpeper Foundation Head of Keyboard Activities endowed in memory of Marian Douglas Martin by Marilyn Brachman Hoffman Master Teacher endowed by Mr. and Mrs. Edward L. Bowles Endowed Guarantor Fellowships Leonard Bernstein Fellowship Charles E. Culpeper Foundation Omar del Carlo Tanglewood Fellowship Clowes Fund Fellowship Endowed Fellowshi s in the Following Names Anonymous The Luke B. Hancock Foundation Mr. and Mrs. David B. Arnold, Jr. Harold Hodgkinson Kathleen Hall Banks C. D. Jackson Leo L. Beranek Philip and Bernice Krupp Leonard Bernstein Lucy Lowell Helene R. and Norman L. Cahners Stephen and Persis Morris Rosamond Sturgis Brooks Ruth S. Morse Stanley Chapple Albert L. and Elizabeth P. Nickerson Alfred E. Chase- Northern California Fund Nat King Cole Theodore Edson Parker Foundation Caroline Grosvenor Congdon David R. and Muriel K. Pokross Dr. Marshall N. Fulton Daphne Brooks Prout Juliet Esselborn Geier Harry and Mildred Remis Gerald Gelbloom Hannah and Raymond Schneider Armando A. Ghitalla Surdna Foundation, Inc. Fernand Gillet R. Amory Thorndike Marie Gillet Augustus Thorndike John and Susanne Grandin Other Funds Anonymous Jascha Heifetz Fund The Rothenberg/Carlyle Foundation Fund Howard/Ehrlich Fund Charles E. Merrill Trust Fund Dorothy Lewis Fund Koussevitzky Centenrial Fund Northern California Audition Fund Jason Starr Fund Asher J. -
Leonard Bernstein's MASS
27 Season 2014-2015 Thursday, April 30, at 8:00 Friday, May 1, at 8:00 The Philadelphia Orchestra Saturday, May 2, at 8:00 Sunday, May 3, at 2:00 Leonard Bernstein’s MASS: A Theatre Piece for Singers, Players, and Dancers* Conducted by Yannick Nézet-Séguin Texts from the liturgy of the Roman Mass Additional texts by Stephen Schwartz and Leonard Bernstein For a list of performing and creative artists please turn to page 30. *First complete Philadelphia Orchestra performances This program runs approximately 1 hour, 50 minutes, and will be performed without an intermission. These performances are made possible in part by the generous support of the William Penn Foundation and the Andrew W. Mellon Foundation. Additional support has been provided by the Presser Foundation. 28 I. Devotions before Mass 1. Antiphon: Kyrie eleison 2. Hymn and Psalm: “A Simple Song” 3. Responsory: Alleluia II. First Introit (Rondo) 1. Prefatory Prayers 2. Thrice-Triple Canon: Dominus vobiscum III. Second Introit 1. In nomine Patris 2. Prayer for the Congregation (Chorale: “Almighty Father”) 3. Epiphany IV. Confession 1. Confiteor 2. Trope: “I Don’t Know” 3. Trope: “Easy” V. Meditation No. 1 VI. Gloria 1. Gloria tibi 2. Gloria in excelsis 3. Trope: “Half of the People” 4. Trope: “Thank You” VII. Mediation No. 2 VIII. Epistle: “The Word of the Lord” IX. Gospel-Sermon: “God Said” X. Credo 1. Credo in unum Deum 2. Trope: “Non Credo” 3. Trope: “Hurry” 4. Trope: “World without End” 5. Trope: “I Believe in God” XI. Meditation No. 3 (De profundis, part 1) XII. -
PRELUDE, FUGUE News for Friends of Leonard Bernstein RIFFS Spring/Summer 2004 the Leonard Bernstein School Improvement Model: More Findings Along the Way by Dr
PRELUDE, FUGUE News for Friends of Leonard Bernstein RIFFS Spring/Summer 2004 The Leonard Bernstein School Improvement Model: More Findings Along the Way by Dr. Richard Benjamin THE GRAMMY® FOUNDATION eonard Bernstein is cele brated as an artist, a CENTER FOP LEAR ll I IJ G teacher, and a scholar. His Lbook Findings expresses the joy he found in lifelong learning, and expounds his belief that the use of the arts in all aspects of education would instill that same joy in others. The Young People's Concerts were but one example of his teaching and scholarship. One of those concerts was devoted to celebrating teachers and the teaching profession. He said: "Teaching is probably the noblest profession in the world - the most unselfish, difficult, and hon orable profession. But it is also the most unappreciated, underrat Los Angeles. Devoted to improv There was an entrepreneurial ed, underpaid, and under-praised ing schools through the use of dimension from the start, with profession in the world." the arts, and driven by teacher each school using a few core leadership, the Center seeks to principles and local teachers Just before his death, Bernstein build the capacity in teachers and designing and customizing their established the Leonard Bernstein students to be a combination of local applications. That spirit Center for Learning Through the artist, teacher, and scholar. remains today. School teams went Arts, then in Nashville Tennessee. The early days in Nashville, their own way, collaborating That Center, and its incarnations were, from an educator's point of internally as well as with their along the way, has led to what is view, a splendid blend of rigorous own communities, to create better now a major educational reform research and talented expertise, schools using the "best practices" model, located within the with a solid reliance on teacher from within and from elsewhere. -
West Side Story
West Side Story West Side Story is an American musical with a book rary musical adaptation of Romeo and Juliet . He prpro-o- byby Arthur Laurents, mmususiic bbyy Leonard Bernstein,, posed that the plot focus on the conflict between an Irish libretto/lyrics by Stephen Sondheim, and conception and Catholic family and a Jewish family living on the Lower choreography byby Jerome Robbins..[1] It was inspired by East Side ofof Manhattan,,[6] during the Easter–Passover William Shakespeare's play Romeo and Juliet .. season. The girl has survivvived the Holocaust and emi- The story is set in the Upper West Side neighborhood grated from Israel; the conflict was to be centered around in New York City in the mid-1950s, an ethnic, blue- anti-Semitism of the Catholic “Jets” towards the Jewish “Emeralds” (a name that made its way into the script as collar ne neighighborhood. (In the early 1960s much of thethe [7] neineighborhood would be clecleared in anan urban renewal a reference). Eager to write his first musical, Laurents project for the Lincoln Center, changing the neighbor- immediately agreed. Bernstein wanted to present the ma- hood’s character.)[2][3] The musical explores the rivalry terial in operatic form, but Robbins and Laurents resisted between the Jets and the Sharks, two teenage street gangs the suggestion. They described the project as “lyric the- of different ethnic backgrounds. The members of the ater”, and Laurents wrote a first draft he called East Side Sharks, from Puerto Rico, are taunted by the Jets, a Story. Only after he completed it did the group realize it white gang.[4] The young protagonist, Tony, a former was little more than a musicalization of themes that had member of the Jets and best friend of the gang leader, alreadybeencoveredinin plaplaysys liklikee Abie’s Irish Rose. -
Notes from the Editor Bruce Gleason University of St
Research & Issues in Music Education Volume 9 Number 1 Research & Issues in Music Education, v.9, Article 1 2011 2011 Notes from the Editor Bruce Gleason University of St. Thomas, [email protected] Follow this and additional works at: http://ir.stthomas.edu/rime Part of the Music Education Commons, and the Music Pedagogy Commons Recommended Citation Gleason, Bruce (2011) "Notes from the Editor," Research & Issues in Music Education: Vol. 9 : No. 1 , Article 1. Available at: http://ir.stthomas.edu/rime/vol9/iss1/1 This Notes from the Editor is brought to you for free and open access by UST Research Online. It has been accepted for inclusion in Research & Issues in Music Education by an authorized editor of UST Research Online. For more information, please contact [email protected]. Gleason: Notes from the Editor A main element guiding conversations in last spring’s University of St. Thomas undergraduate Music of the U.S.: Oral and Written Traditions course was Alan Merriam’s functions of music as he delineated them in The Anthropology of Music. While I was introduced to Merriam’s work as a graduate student, I have long thought that this information would be a great component of undergraduate education, and I was pleased to find that students engaging with these ideas before embarking on their careers resulted in thoughtful discussions. As the class moved through the Sacred Harp, Mahalia Jackson, J.D. Sumner and the Blackwood Brothers, Sonny Terry, Sister Rosetta Tharpe, the Fisk Jubilee Singers, Pete Seeger, Scott Joplin, Glen Miller, George Gershwin, John Philip Sousa, Patsy Cline, Leonard Bernstein, Samuel Barber, Amy Beach, Aaron Copland, Esperanza Spalding, F.