Twelve-Tone Serialism: Exploring the Works of Anton Webern James P
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A Comparative Analysis of the Six Duets for Violin and Viola by Michael Haydn and Wolfgang Amadeus Mozart
A COMPARATIVE ANALYSIS OF THE SIX DUETS FOR VIOLIN AND VIOLA BY MICHAEL HAYDN AND WOLFGANG AMADEUS MOZART by Euna Na Submitted to the faculty of the Jacobs School of Music in partial fulfillment of the requirements for the degree, Doctor of Music Indiana University May 2021 Accepted by the faculty of the Indiana University Jacobs School of Music, in partial fulfillment of the requirements for the degree Doctor of Music Doctoral Committee ______________________________________ Frank Samarotto, Research Director ______________________________________ Mark Kaplan, Chair ______________________________________ Emilio Colón ______________________________________ Kevork Mardirossian April 30, 2021 ii I dedicate this dissertation to the memory of my mentor Professor Ik-Hwan Bae, a devoted musician and educator. iii Table of Contents Table of Contents ............................................................................................................................ iv List of Examples .............................................................................................................................. v List of Tables .................................................................................................................................. vii Introduction ...................................................................................................................................... 1 Chapter 1: The Unaccompanied Instrumental Duet... ................................................................... 3 A General Overview -
Music Analysis: an Annotated Bibliography. INSTITUTION Southwest Regional Library for Educational Research and Development, Los Alamitos, Calif
DOCUMENT RESUME ED 067 359 SO 004 665 AUTHOR Fink, Michael TITLE Music Analysis: An Annotated Bibliography. INSTITUTION Southwest Regional Library for Educational Research and Development, Los Alamitos, Calif. REPORT NO TR-43 BUREAU NO BR- 6-2865 PUB DATE 1 Aug 72 NOTE 25p. EDRSPRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Annotated Bibliographies; *Applied Music; Elementary Education; Higher Education; Music; Musical Composition; Music Appreciation; *Music Education; Music Techniques; *Music Theory; Secondary Education ABSTRACT One hundred and forty citations comprise this annotated bibliography of books, articles, and selected dissertations that encompass trends in music theory and k-16 music education since the late 19th century. Special emphasis is upon writings since the 19501s. During earlier development, music analysts concentrated upon the elements of music (i.e., melody, harmony, rhythm, and form). Since 1950, varying viewpoints on the teaching of music analysis have emerged, producing a surge of various analytical trends and philosophies derived from other than musical contexts. Information theory, phenomenology, and the application of computers have made the strongest impact upon music theory in recent years. Classified headings in the listing cover:1) general discussions of music analysis, 2)the analysis of specific elements of music (melody, harmony, etc.),3)principal trends and approaches to the subject, and 4)samples of analytic models. The headings reflect the evolution of trends within the subject. Author entries are alphabetically arranged under headings. Whief descriptive annotations are provided. (Author/SJM) ibie ks!) 1 I5A) SOUTHWEST REGIONAL LABORATORY FOR EDUCATIONAL RESEARCH & DEVELOPMENT Music Analysis: An AnnotatedBibliography Tit 431 August 1972 I U.S. -
School of Music Undergraduate Journal
39 20th Century Discussions on Instrumentation and Timbre in Regards to Pierre Boulez and Le marteau sans maître By: Elsa Marshall As elements of music, including tonality, rhythm, and form, became more and more unfamiliar in modern compositions of the 20th century, the instrumentation of a piece sometimes provided the only link to the familiarity of Western art music. The use of unconventional timbres in other pieces further weakened relations to what was conventionally understood to be music and lead to intellectual debates on what is sound and what is music. The role of electronic instruments and machines in composition, as well as the inclusion of non-Western instruments beyond the role of sound effects, were new considerations for composers of the time. For some, the inclusion of these new sounds was necessary to the development of new music. In this paper I will first discuss composers John Cage, Edgard Varèse, and Pierre Boulez's ideas about instruments and timbres. I will then examine Boulez's ideas more specifically and how these relate to the aforementioned ideas. Finally, I will study various analyses of his instrumentation in Le marteau sans maître (1952-55) in relation to these modern debates. Discussions of Technology and Sound in Compositions and Writings of Boulez, Varèse, and Cage A large part of the discussions about defining music in the writings and interviews of Cage, Varèse, and Boulez consists of the analysis of timbres used in musical composition. More specifically, there are debates over the role of timbre in composition and the distinction or lack thereof between an object that produces sound and a musical instrument. -
The Order of Numbers in the Second Viennese School of Music
The order of numbers in the Second Viennese School of Music Carlota Sim˜oes Department of Mathematics University of Coimbra Portugal Mathematics and Music seem nowadays independent areas of knowledge. Nevertheless, strong connections exist between them since ancient times. Twentieth-century music is no exception, since in many aspects it admits an obvious mathematical formalization. In this article some twelve-tone music rules, as created by Schoenberg, are presented and translated into math- ematics. The representation obtained is used as a tool in the analysis of some compositions by Schoenberg, Berg, Webern (the Second Viennese School) and also by Milton Babbitt (a contemporary composer born in 1916). The Second Viennese School of Music The 12-tone music was condemned by the Nazis (and forbidden in the occupied Europe) because its author was a Jew; by the Stalinists for having a bourgeois cosmopolitan formalism; by the public for being different from everything else. Roland de Cand´e[2] Arnold Schoenberg (1874-1951) was born in Vienna, in a Jewish family. He lived several years in Vienna and in Berlin. In 1933, forced to leave the Academy of Arts of Berlin, he moved to Paris and short after to the United States. He lived in Los Angeles from 1934 until the end of his life. In 1923 Schoenberg presented the twelve-tone music together with a new composition method, also adopted by Alban Berg (1885-1935) and Anton Webern (1883-1945), his students since 1904. The three composers were so closely associated that they became known as the Second Viennese School of Music. -
The Elements of Music
KSKS35 The elements of music Anna Gower was by Anna Gower a secondary music teacher and head of music for 18 years. She now works as a consultant for Trinity College London INTRODUCTION and Musical Futures International, as well The elements of music. DR P SMITH or MAD T SHIRT; posters on the walls of your classroom; a handy checklist as with various MEH for writing a model answer to a GCSE question; or a guide to development in an A level composition. and organisations in the UK and overseas. The elements of music have long been an important component of KS3 music, whether they’re taught as a stand- alone unit or topic, or threaded through performing, composing or listening activities in a topic-based curriculum. Often described as the ‘building blocks’ of music, the However, the elements of music are really just a set of labels and concepts under which sits a wealth of musical elements of music understanding, and a heap of vocabulary and musical language that can help to hone student responses to may have slightly music that they hear, play, sing or compose from the very start of their music education. different labels that vary from school to school. But they It’s that further layer beneath the label and concept that’s much harder to measure, and which weaves through each come with all good music learning and teaching. It’s about crafting an understanding of what makes music a medium a label or name (pitch, rhythm, through which to be expressive, to make sense of sound, and to arrange it into meaningful musical experiences etc), a concept that allow students to demonstrate their learning in ways other than a listening test or performance assessment. -
A Heretic in the Schoenberg Circle: Roberto Gerhard's First Engagement with Twelve-Tone Procedures in Andantino
Twentieth-Century Music 16/3, 557–588 © Cambridge University Press 2019. This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited. doi: 10.1017/S1478572219000306 A Heretic in the Schoenberg Circle: Roberto Gerhard’s First Engagement with Twelve-Tone Procedures in Andantino DIEGO ALONSO TOMÁS Abstract Shortly before finishing his studies with Arnold Schoenberg, Roberto Gerhard composed Andantino,a short piece in which he used for the first time a compositional technique for the systematic circu- lation of all pitch classes in both the melodic and the harmonic dimensions of the music. He mod- elled this technique on the tri-tetrachordal procedure in Schoenberg’s Prelude from the Suite for Piano, Op. 25 but, unlike his teacher, Gerhard treated the tetrachords as internally unordered pitch-class collections. This decision was possibly encouraged by his exposure from the mid- 1920s onwards to Josef Matthias Hauer’s writings on ‘trope theory’. Although rarely discussed by scholars, Andantino occupies a special place in Gerhard’s creative output for being his first attempt at ‘twelve-tone composition’ and foreshadowing the permutation techniques that would become a distinctive feature of his later serial compositions. This article analyses Andantino within the context of the early history of twelve-tone music and theory. How well I do remember our Berlin days, what a couple we made, you and I; you (at that time) the anti-Schoenberguian [sic], or the very reluctant Schoenberguian, and I, the non-conformist, or the Schoenberguian malgré moi. -
Bmus 1 Analysis Week 9 Project 2
BMus 1 Analysis: Week 9 1 BMus 1 Analysis Week 9 Project 2 Just to remind you: the second project for this module is an essay (c. 1500 words) on one short post-tonal work from the list below. All of the works can be found in the library; if they’re not available for any reason, ask me for a copy. (Most can be found online as well.) Béla Bartók, 44 Duos for Violin, no. 33: ‘Erntelied’ (‘Harvest Song’) Harrison Birtwistle, Duets for Storab, any two movements Ruth Crawford-Seeger, String Quartet, movt. 2: ‘Leggiero’ or movt. 3: ‘Andante’ György Kurtag, Játékok Book 6, ‘In memoriam András Mihály’ Elisabeth Lutyens, Présages op. 53, theme and variations 1-2. Olivier Messiaen, Préludes, no. 1: ’La Colombe’ Kaija Saariaho, Sept Papillons, movements 1 and 2 Arnold Schoenberg, 6 Little Piano Pieces, Op.19: No. 2 (Langsam) Igor Stravinsky, 3 pieces for String Quartet, no. 1 Anton Webern, Variations op 27: no. 2 What to cover You may format your essay as you wish, according to what best suits the piece you’ve selected. However, you should aim to comment on the following (interrelated) features of your chosen work: • Formal Design o How is this articulated? This may involve pitch / tempo / changes of texture / dynamics / phrasing and other musical features. • Pitch Structure o Use of interval / mode(s) / pitch sets / 12-note chords and other techniques • Nature and Handling of Melodic and Harmonic Materials o How is the material constructed, treated, developed and/or elaboration in the work? Do not forget the importance of rhythm as well as pitch. -
Edinburgh International Festival 1962
WRITING ABOUT SHOSTAKOVICH Edinburgh International Festival 1962 Edinburgh Festival 1962 working cover design ay after day, the small, drab figure in the dark suit hunched forward in the front row of the gallery listening tensely. Sometimes he tapped his fingers nervously against his cheek; occasionally he nodded Dhis head rhythmically in time with the music. In the whole of his productive career, remarked Soviet Composer Dmitry Shostakovich, he had “never heard so many of my works performed in so short a period.” Time Music: The Two Dmitrys; September 14, 1962 In 1962 Shostakovich was invited to attend the Edinburgh Festival, Scotland’s annual arts festival and Europe’s largest and most prestigious. An important precursor to this invitation had been the outstanding British premiere in 1960 of the First Cello Concerto – which to an extent had helped focus the British public’s attention on Shostakovich’s evolving repertoire. Week one of the Festival saw performances of the First, Third and Fifth String Quartets; the Cello Concerto and the song-cycle Satires with Galina Vishnevskaya and Rostropovich. 31 DSCH JOURNAL No. 37 – July 2012 Edinburgh International Festival 1962 Rostropovich and Vishnevskaya in Edinburgh Week two heralded performances of the Preludes & Fugues for Piano, arias from Lady Macbeth of Mtsensk, the Sixth, Eighth and Ninth Symphonies, the Third, Fourth, Seventh and Eighth String Quartets and Shostakovich’s orches- tration of Musorgsky’s Khovanschina. Finally in week three the Fourth, Tenth and Twelfth Symphonies were per- formed along with the Violin Concerto (No. 1), the Suite from Lady Macbeth of Mtsensk, the Three Fantastic Dances, the Cello Sonata and From Jewish Folk Poetry. -
Study Guide: Graduate Placement Examination in Music History
GRADUATE PLACEMENT EXAMINATION IN MUSIC HISTORY STUDY GUIDE The Graduate Placement Examination in Music History is designed to ascertain whether incoming graduate students have a knowledge of music history commensurate with an undergraduate degree in music. It is typically offered prior to the first day of classes each semester. Students are asked to identify important historical figures, define important terms, compose a brief essay, and draw conclusions from a musical score. Some knowledge of musical traditions beyond the Western/European classical traditions, including topics such as “world music,” “folk music,” and “popular music,” is also expected. The ninety-minute examination comprises the following sections: 1. identification of composers and schools of composition (choose from a list provided during the exam); worth 25 points, allow approximately 20 minutes 2. identification of terms (choose from a list provided during the exam); worth 25 points, allow approximately 20 minutes 3. essay (choose a topic from a list provided during the exam); worth 30 points, allow approximately 30 minutes 4. score identification, including: historical period and approximate date of composition; genre, its important stylistic features, and how/where they can be seen in the piece; and the name of the likely composer; worth 20 points, allow approximately 20 minutes. This study guide provides lists, organized by historical era (with approximate dates), of major figures, genres, and terms from music history. They are not necessarily complete or comprehensive lists of items that will appear on the test. For further review, the faculty recommend consulting the textbook (and accompanying scores and recordings) used in the undergraduate core music history sequence in the Department of Music. -
An Examination of Minimalist Tendencies in Two Early Works by Terry Riley Ann Glazer Niren Indiana University Southeast First I
An Examination of Minimalist Tendencies in Two Early Works by Terry Riley Ann Glazer Niren Indiana University Southeast First International Conference on Music and Minimalism University of Wales, Bangor Friday, August 31, 2007 Minimalism is perhaps one of the most misunderstood musical movements of the latter half of the twentieth century. Even among musicians, there is considerable disagreement as to the meaning of the term “minimalism” and which pieces should be categorized under this broad heading.1 Furthermore, minimalism is often referenced using negative terminology such as “trance music” or “stuck-needle music.” Yet, its impact cannot be overstated, influencing both composers of art and rock music. Within the original group of minimalists, consisting of La Monte Young, Terry Riley, Steve Reich, and Philip Glass2, the latter two have received considerable attention and many of their works are widely known, even to non-musicians. However, Terry Riley is one of the most innovative members of this auspicious group, and yet, he has not always received the appropriate recognition that he deserves. Most musicians familiar with twentieth century music realize that he is the composer of In C, a work widely considered to be the piece that actually launched the minimalist movement. But is it really his first minimalist work? Two pieces that Riley wrote early in his career as a graduate student at Berkeley warrant closer attention. Riley composed his String Quartet in 1960 and the String Trio the following year. These two works are virtually unknown today, but they exhibit some interesting minimalist tendencies and indeed foreshadow some of Riley’s later developments. -
Survey of Music History I
MUHL M106 Introduction to Music Literature 2 credits Spring semester 2019 Ravi Shankar and Philip Glass working on Passages, 1990 (image from Maria Popova, “Remembering the Godfather of World Music: Ravi Shankar + Philip Glass, 1990,” Brain Pickings (13 December 2013), https://www.brainpickings.org/2012/12/13/pa ssages-ravi-shankar-philip-glass-1990/ , accessed 1 January 2020) Classes TR 8:30-9:20, CM 204g WF 10:30-11:20, CM 135 Bulletin description This course is an introduction to fundamental musical concepts and terminology as applied to listening skills. Students will study a selected body of standard genres and styles used in western art music from c. 800 to the present. This semester I am experimenting: rather than the “snapshots” focused on single pieces we have used in this course in recent years, we will consider specific decades (“snapshots”) in the “long twentieth century” (for me starting in 1889, the year Claude Debussy encountered gamelan music at the Paris World Exhibition), bringing together musics from across the traditional boundaries of western art music (aka “classical” music), jazz, popular, and world musics. We will, as usual, begin with a more general unit on the elements of music. A major focus throughout the course will be on developing skills in active listening and writing/talking about music. Prerequisites Co-requisite: MUTH-M103. This means you must currently be taking (or have taken) Theory II. Please let me know if you have questions on this front or are unsure if this course is appropriate for you. This course is not available for Loyola Core credit. -
Surrealism and Music in France, 1924-1952: Interdisciplinary and International Contexts Friday 8 June 2018: Senate House, University of London
Surrealism and music in France, 1924-1952: interdisciplinary and international contexts Friday 8 June 2018: Senate House, University of London 9.30 Registration 9.45-10.00 Welcome and introductions 10.00-11.00 Session 1: Olivier Messiaen and surrealism (chair: Caroline Potter) Elizabeth Benjamin (Coventry University): ‘The Sound(s) of Surrealism: on the Musicality of Painting’ Robert Sholl (Royal Academy of Music/University of West London): ‘Messiaen and Surrealism: ethnography and the poetics of excess’ 11.00-11.30 Coffee break 11.30-13.00 Session 2: Surrealism, ethnomusicology and music (chair: Edward Campbell) Renée Altergott (Princeton University): ‘Towards Automatism: Ethnomusicology, Surrealism, and the Question of Technology’ Caroline Potter (IMLR, School of Advanced Study, University of London): ‘L’Art magique: the surreal incantations of Boulez, Jolivet and Messiaen’ Edmund Mendelssohn (University of California Berkeley): ‘Sonic Purity Between Breton and Varèse’ 13.00 Lunch (provided) 13.45 Keynote (chair: Caroline Potter) Sébastien Arfouilloux (Université Grenoble-Alpes) : ‘Présences du surréalisme dans la création musicale’ 14.45-15.45 Session 3: Surrealism and music analysis (chair: Caroline Rae) Henri Gonnard (Université de Tours): ‘L’Enfant et les sortilèges (1925) de Maurice Ravel et le surréalisme : l’exemple du préambule féerique de la 2e partie’ James Donaldson (McGill University): ‘Poulenc, Fifth Relations, and a Semiotic Approach to the Musical Surreal’ 15.45-16.15 Coffee break 16.15-17.15 Session 4: Surrealism and musical innovation (chair: Paul Archbold) Caroline Rae (Cardiff University): ‘André Jolivet, Antonin Artaud and Alejo Carpentier: Redefining the Surreal’ Edward Campbell (Aberdeen University): ‘Boulez’s Le Marteau as Assemblage of the Surreal’ 17.15 Concluding remarks 17.45-18.45 Concert: Alexander Soares, Chancellor’s Hall Programme André Jolivet: Piano Sonata no.