The Supplemental Hymn and Tune Book
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Cleveland Museum of Natural History
* * * * * * * * PLANETARIUMS * * * and their use * PAPERS FROM * * A SYMPOSIUM for * HELD ~ * AUGUST 28-31 EDUCATION * * 1960 * * * * * * THE CLEVELAND MUSEUM * * OF NATURAL HISTORY * <" * VOLUME 2 * * * * * TABLE OF CONTENTS Introduction William E. Scheele ________________________________ -;_Prefixed Exploring the Universe Dr. J. J. Nassau _____________________ -______________ _ 3 Establishing a Space Science Curriculum John E. Kosoloski ___________________________________ 8 A Survey of Planetarium Programs Margaret Noble ________________________________________ _ 18 A Program for Elementary School Classes Doris McMillan ____ ______ _______________________________ 28 Teaching Navigation in a Planetarium Capt. A. Roland J ones ________________________ ~'______ 35 Educational Aids in a General Astronomy Course ~ THE RALPH MUELLER PLANETARIUM Dr. L. H. Roberts ____________________________________ _ 39 CLEVELAND MUSEUM OF NATURAL HISTORY Approaches to Public Programs Dan Snow __________________________________________ _ 43 Using Special Projectors to Enhance the Educational Value of Planetarium Programs John M. Cavanaugh _____________ _______________________ 61 Special Projectors at the Stamford Museum THIS SYMPOSIUM William Dutton _______________________ ______________ 69 SPONSORED BY NATIONAL SCIENCE FOUNDATION Models and Special Projectors William Schultz ____________________________________ _ 79 Recent Developments in Planetarium Projectors and Accessories Herbert N. Williams _________________________________ _ 86 The Use of Slides in -
JOHN Wesley's “DIRECTIONS for SINGING”
Methodist History, 47:4 (July 2009) JOHN WESLEy’S “DIRECTIONS FOR SINGING”: METHODIST HYMNODY AS AN EXPRESSION OF METHODIST BELIEFS IN THOUGHT AND PRACTICE MARTIN V. CLARKE John Wesley’s “Directions for Singing” was included as an appendage to Select Hymns: with Tunes Annext (1761), a collection of hymn texts and tunes designed for congregational use across the Methodist Connexion.1 Although a list of only seven brief points, it reveals much about the way in which Wesley desired music to be used in Methodist worship and the ben- efits that he believed could be reaped from its effective use. Carlton Young suggests that the “Directions” represent “Wesley’s attempts to standardize hymn singing performance and repertory,”2 which is borne out by their pub- lication together with the tunes of Select Hymns, which Wesley advocated as authentically Methodist. The full significance of these instructions can only be understood when they are considered in relation to the theological and doctrinal position of Methodism, while they need to be assessed alongside Select Hymns and other collections of tunes used within Methodism in order to evaluate their impact. They highlight the importance Wesley attached to Select Hymns, while also offering more general practical advice, before con- cluding with a reminder of the purpose of congregational singing: That this part of Divine Worship may be the more acceptable to God, as well as the more profitable to yourself and others, be careful to observe the following direc- tions. I. Learn these Tunes before you learn any others; afterwards learn as many as you please. -
The Enigma of the Mason Hymn-Tunes
Title: The Enigma of the Mason Hymn-Tunes Author(s): George Brandon Source: Brandon, G. (1992, Fall). The enigma of the Mason hymn- tunes. The Quarterly, 3(3), pp. 48-53. (Reprinted with permission in Visions of Research in Music Education, 16(3), Autumn, 2010). Retrieved from http://www-usr.rider.edu/~vrme/ It is with pleasure that we inaugurate the reprint of the entire seven volumes of The Quarterly Journal of Music Teaching and Learning. The journal began in 1990 as The Quarterly. In 1992, with volume 3, the name changed to The Quarterly Journal of Music Teaching and Learning and continued until 1997. The journal contained articles on issues that were timely when they appeared and are now important for their historical relevance. For many authors, it was their first major publication. Visions of Research in Music Education will publish facsimiles of each issue as it originally appeared. Each article will be a separate pdf file. Jason D. Vodicka has accepted my invitation to serve as guest editor for the reprint project and will compose a new editorial to introduce each volume. Chad Keilman is the production manager. I express deepest thanks to Richard Colwell for granting VRME permission to re-publish The Quarterly in online format. He has graciously prepared an introduction to the reprint series. The Enigma Of The Mason HYfl1fl-Tunes By George Brandon Davis, California orn into a familv of active amateur Many younger men of Mason's time, in- musicians, Lowell Mason attended cludingJ. S. Dwight and A. W. Thayer, prob- Bsinging schools conducted by local ably looked upon Lowell Mason as an elder figures such as Amos Albee and Oliver Shaw. -
Emily Jane Brontë - Poems
Classic Poetry Series Emily Jane Brontë - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive Emily Jane Brontë(30 July 1818 – 19 December 1848) Emily Brontë was an English novelist and poet, best remembered for her only novel, Wuthering Heights, now considered a classic of English literature. Emily was the third eldest of the four surviving Brontë siblings, between the youngest Anne and her brother Branwell. She published under the pen name Ellis Bell. <b>Biography</b> Emily Brontë was born on 30 July 1818 in Thornton, near Bradford in Yorkshire, to Maria Branwell and Patrick Brontë. She was the younger sister of Charlotte Brontë and the fifth of six children. In 1824, the family moved to Haworth, where Emily's father was perpetual curate, and it was in these surroundings that their literary gifts flourished. <b>Early Life and Education</b> After the death of their mother in 1821, when Emily was three years old, the older sisters Maria, Elizabeth and Charlotte were sent to the Clergy Daughters' School at Cowan Bridge, where they encountered abuse and privations later described by Charlotte in Jane Eyre. Emily joined the school for a brief period. When a typhus epidemic swept the school, Maria and Elizabeth caught it. Maria, who may actually have had tuberculosis, was sent home, where she died. Emily was subsequently removed from the school along with Charlotte and Elizabeth. Elizabeth died soon after their return home. The three remaining sisters and their brother Patrick Branwell were thereafter educated at home by their father and aunt Elizabeth Branwell, their mother's sister. -
Three Preludes on Hymn Tunes John G
Bridgewater College BC Digital Commons Music Faculty Scholarship Department of Music 1992 Three Preludes on Hymn Tunes John G. Barr Follow this and additional works at: https://digitalcommons.bridgewater.edu/ music_faulty_scholarship Part of the Music Commons Recommended Citation Barr, John G. Three Preludes on Hymn Tunes. FL: H.W. Gray Publications, c/o CPP/Belwin, Inc., 1992. This Sheet Music is brought to you for free and open access by the Department of Music at BC Digital Commons. It has been accepted for inclusion in Music Faculty Scholarship by an authorized administrator of BC Digital Commons. For more information, please contact [email protected]. ~- ·---- - - · - -- - ---- - --- ------ --- ~------ ---- ·~aiut Qlrrilia~rrirs ®rg.an <fotttpn.attiott.a THREE PRELUDES ON HYMN TUNES (AURELIA, MELITA AND CWM RHONDDA) by JOHNG.BARR ~nint Qlrrili ®rgnu Qlnmpnnir THREE PRELUDES ON HYM (AURELIA, MELITA. AND CWM RHONDDA) by JOHNG.BARR Copyright© 1992 H.W. Gray Publications, c/o CPP/Belwin, Inc., Miami, FL. 33014 International Copyright Secured Made in U.S.A. All Rights Reserved 2 for Mrs. Lois Wine PRELUDE ON "AURELIA"* (The Church's One Foundation) SW: Principal Chorus GT: Principal Chorus PED: Bourdons 16', 8', Sw. to Ped. JOHNG.BARR Sw. ~ f\ I -.., -1 I ,,, I IF, I - I I I J. h I llflll f.lllli. 1111111 .... I ... --, I r r I I I I - v - Ir "\-.a IF 'J !""' ,_ !""' .... .... I I I . I I I .-1 I 1111111 1111111 I- I .... ..... Ill/I/fl ..... .-1 I .-1 I I I .-1 I 'Jilli! 1111111 - ' \J - - - HJ I - - • - - - • .__ v=== ...=.,.- ...... - ....- - - mp --- r 111111" r - L ,. -
School Ofmusic
University of Washington 1998-1999 School ofMusic ~ 13, f£"'9 presents CD I ?, 4(p 0 I< 6~ ( 'if If THE LITTLEFIELD ORGAN SERIES '1-1.,) i with guest artist DAVID ROTHE April 23, 1999 12:30 PM and 8:00 PM Walker-Ames Room PROGRAM CD ill Prelude and Fugue in C Minor (5'30 (BWV 549, Arnstadt 1703) .... " ......"' ... ~..... ~.t ................ Johann Sebastian Bach (1685-1750) o Settings from orgelb.uchlein (Weimar, c. 1717) ...... ~.............................................J. S. Bach o Mensch bewein dein Sunde gross (BWV 622) 4-: 'to) Durch Adams Fall ist ganz verderbt (BWV 637) ,',If0) ~ Two shorr settings of "Christ ist erstanden" .{t.:}~)......... Buxheimer Orgelbuch (c. 1470) ttl Nun bittenwir den Heiligen Geist (BuxWV 2078)~:~.~)Dietrich Buxtehude (1637-1707) rn Praeludium in e minor (The Greater) .... .c.2'JQ.~.) ..................Nicolaus Bruhns (1665-1697) [kl Englische Nachtigal (Celler Clavierbuch, 1662).. C.!.~.Y.C?L .......Anonymous, 17th C. German [jJ From the Eighteen Great Chorales (Leipzig, 1747-49) ..~L::?2 ............................]. S. Bach Komm, Gott Schopfer, heiliger Geist (BWV 667) 00 Prelude and fugue in C Major (BWV 547, Leipzig, 1744) ... J¥.;.%.)....................]. S. Bach Ci1 6V\ tcrfe:. - (2- ~2-2) ----~~- The first piece. on today's .program, t~e Prelude an,d mostly anonymous composers,~nd is written in .. new" Fugue in C Mmor, was wntte~ early In J. S. B~ch s German organ tablature. The pieces are mostly dances, career, perhaps while he was std! a tee!lager., This set songs, arias. hymns, chorales and variation cycles which (sometimes called 'the Arnstadt) begms with a bold were probably used for entertainment, dancing and pedal cadenza, reminiscent of the works of Georg B6hm devotional services at the court of CelIe. -
Luther's Hymn Melodies
Luther’s Hymn Melodies Style and form for a Royal Priesthood James L. Brauer Concordia Seminary Press Copyright © 2016 James L. Brauer Permission granted for individual and congregational use. Any other distribution, recirculation, or republication requires written permission. CONTENTS Preface 1 Luther and Hymnody 3 Luther’s Compositions 5 Musical Training 10 A Motet 15 Hymn Tunes 17 Models of Hymnody 35 Conclusion 42 Bibliography 47 Tables Table 1 Luther’s Hymns: A List 8 Table 2 Tunes by Luther 11 Table 3 Tune Samples from Luther 16 Table 4 Variety in Luther’s Tunes 37 Luther’s Hymn Melodies Preface This study began in 1983 as an illustrated lecture for the 500th anniversary of Luther’s birth and was presented four times (in Bronxville and Yonkers, New York and in Northhampton and Springfield, Massachusetts). In1987 further research was done on the question of tune authorship and musical style; the material was revised several times in the years that followed. As the 500th anniversary of the Reformation approached, it was brought into its present form. An unexpected insight came from examining the tunes associated with the Luther’s hymn texts: Luther employed several types (styles) of melody. Viewed from later centuries it is easy to lump all his hymn tunes in one category and label them “medieval” hymns. Over the centuries scholars have studied many questions about each melody, especially its origin: did it derive from an existing Gregorian melody or from a preexisting hymn tune or folk song? In studying Luther’s tunes it became clear that he chose melody structures and styles associated with different music-making occasions and groups in society. -
Hymn Tune Hymn Tune Common Title 1 Aberystwyth Savior
TO DIAL A HYMN NUMBER: While pressing the HYMN PLAYER piston, press General pistons. (Zero is piston #10). Press PLAY. After the intro and each verse press PLAY. (PEDALS ARE DISABLED DURING HYMN PLAYING). TO PLAY A CONTINUOUS PRELUDE: Rotate the SELECT knob to MODE. Select General or Christmas. Press PLAY for continuous play. HYMN TUNE HYMN TUNE COMMON TITLE 1 ABERYSTWYTH SAVIOR, WHEN IN DUST TO YOU (THEE) 2 ACK, VAD AR DOCK LIVET HAR JESUS, IN THY DYING WOES 3 ADELAIDE HAVE THINE OWN WAY 4 ADESTES FIDELES O COME, ALL YE FAITHFUL 5 ALL IS WELL IT IS WELL WITH MY SOUL 5 ALL IS WELL WHEN PEACE LIKE A RIVER 6 ALL THE WAY ALL THE WAY MY SAVIOR LEADS ME 7 ALL TO CHRIST ALL TO CHRIST 8 AMERICA GOD BLESS OUR NATIVE LAND 9 AMSTERDAM OPEN LORD MY INWARD EAR 9 AMSTERDAM PRAISE THE LORD WHO REIGNS ABOVE 9 AMSTERDAM RISE, MY SOUL, AND STRETCH THY WINGS 10 ANGEL'S STORY ANGEL'S STORY 11 ANGELIC SONGS ANGELIC SONGS 12 ANTIOCH JOY TO THE WORLD 13 AR HYD Y NOS FOR THE FRUITS OF ALL CREATION 13 AR HYD Y NOS DAY IS DONE 13 AR HYD Y NOS GO, MY CHILDREN, WITH MY BLESSING 13 AR HYD Y NOS GOD, WHO MADE THE EARTH AND HEAVEN 14 ARLINGTON I'M NOT ASHAMED TO OWN MY LORD 15 ASCEND TO ZION'S ASCEND TO ZION'S HIGHEST 16 ASH GROVE SENT FORTH BY GOD'S BLESSING 16 ASH GROVE LET ALL THINGS NOW LIVING 17 ASSAM I HAVE DECIDED TO FOLLOW JESUS 18 ASSURANCE BLESSED ASSURANCE 19 AURELIA O FATHER, ALL CREATING 19 AURELIA O LIVING BREAD FROM HEAVEN 19 AURELIA THE CHURCH'S ONE FOUNDATION 20 AUSTRIAN HYMN GLORIOUS THINGS OF YOU ARE SPOKEN 20 AUSTRIAN HYMN PRAISE THE LORD! O HEAVENS -
Mnemopoetics
Mnemopoetics Memory and Slavery in African American Drama P.I.E. Peter Lang Bruxelles z Bern z Berlin z Frankfurt am Main z New York z Oxford z Wien DRAMATURGIES TEXTS, CULTURES AND PERFORMANCES Series Editor Marc Maufort, Université Libre de Bruxelles Editorial Board Christopher Balme, University of Munich Franca Bellarsi, Université Libre de Bruxelles Judith E. Barlow, State University of New York-Albany Johan Callens, Vrije Universiteit Brussel Jean Chothia, Cambridge University Harry J. Elam, Stanford University Albert-Reiner Glaap, University of Düsseldorf André Helbo, Université Libre de Bruxelles Ric Knowles, University of Guelph Alain Piette, École d’interprètes internationaux-Mons John Stokes, King's College, University of London Joanne Tompkins, University of Queensland-Brisbane Editorial Assistant Caroline DE WAGTER, Université Libre de Bruxelles Valérie BADA Mnemopoetics Memory and Slavery in African American Drama Dramaturgies No.14 The author and publisher gratefully acknowledge permission for use of the following material: Extracts from Langston Hughes’s The Sun Do Move (manuscript, Yale Collection of American Literature, Beinecke Rare Book and Manuscript Collection, Yale University) used by permission of Harold Ober Associates Incorporated as agents for the Estate of Langston Hughes. Copyright © The Estate of Langston Hughes. Excerpts from Owen Dodson’s Amistad (manuscript, Yale Collection of American Literature, Beinecke Rare Book and Manuscript Collection, Yale University) used by permission of James Vernon Hatch, executor of the Estate of Owen Dodson. No part of this book may be reproduced in any form, by print, photocopy, microfilm or any other means, without prior written permission from the publisher. All rights reserved. © P.I.E. -
Tifh CHORALE CANTATAS
BACH'S TREATMIET OF TBE CHORALi IN TIfh CHORALE CANTATAS ThSIS Presented to the Graduate Council of the North Texas State College in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Floyd Henry quist, B.A. Denton, Texas August, 1950 N. T. S. C. LIBRARY CONTENTS Page LIST OF ILLUSTRATIONS. ...... .... v PIEFACE . vii Chapter I. ITRODUCTION..............1 II. TECHURCH CANTATA.............T S Origin of the Cantata The Cantata in Germany Heinrich Sch-Utz Other Early German Composers Bach and the Chorale Cantata The Cantata in the Worship Service III. TEEHE CHORAI.E . * , . * * . , . , *. * * ,.., 19 Origin and Evolution The Reformation, Confessional and Pietistic Periods of German Hymnody Reformation and its Influence In the Church In Musical Composition IV. TREATENT OF THED J1SIC OF THE CHORAIJS . * 44 Bach's Aesthetics and Philosophy Bach's Musical Language and Pictorialism V. TYPES OF CHORAJETREATENT. 66 Chorale Fantasia Simple Chorale Embellished Chorale Extended Chorale Unison Chorale Aria Chorale Dialogue Chorale iii CONTENTS (Cont. ) Chapter Page VI. TREATMENT OF THE WORDS OF ThE CHORALES . 103 Introduction Treatment of the Texts in the Chorale Cantatas CONCLUSION . .. ................ 142 APPENDICES * . .143 Alphabetical List of the Chorale Cantatas Numerical List of the Chorale Cantatas Bach Cantatas According to the Liturgical Year A Chronological Outline of Chorale Sources The Magnificat Recorded Chorale Cantatas BIBLIOGRAPHY . 161 iv LIST OF ILLUSTRATIO1S Figure Page 1. Illustration of the wave motive from Cantata No. 10e # * * # s * a * # . 0 . 0 . 53 2. Illustration of the angel motive in Cantata No. 122, - - . 55 3. Illustration of the motive of beating wings, from Cantata No. -
A Transformational Method for Chorale Generation
A Transformational Method for Chorale Generation Raymond Whorley1 and Darrell Conklin1,2 1 Department of Computer Science and Artificial Intelligence University of the Basque Country UPV/EHU, San Sebasti´an, Spain 2 IKERBASQUE, Basque Foundation for Science, Bilbao, Spain [email protected],[email protected] Abstract. Music sampled from a statistical model tends to lack long- term structure. This problem can be ameliorated by transforming an existing piece of music into a new one, such that the structure of the original is retained. A method for transforming Bach chorales is pre- sented here. Sampling is constrained by chord symbols, phrase boundary information, soprano note lengths and key regions from the original mu- sic. Two corpora are used: one of hymn tune harmonisations by various composers, and the other of chorale melody harmonisations by J. S. Bach. 1 Introduction A problem with Markov models for music generation is that music sampled from a model tends to lack long-term structure; that is, the output can seem to wander due to the limited context used. The solution proposed here is to transform an existing piece of music such that the new piece is related to the original in some abstract way. To generate a well-structured four-part harmonic texture, hopefully including a coherent and novel melody, a structural template is created from a chorale melody harmonisation by J. S. Bach. Multiple pieces are then generated in line with the template with the aim of finding low cross- entropy (negative mean log probability) solutions, as these tend to be in better compliance with generally agreed rules of harmony [1]. -
Instrumental - Copy
instrumental - Copy All Library Opus Score Parts Publishe Number Title # Composer Arranger Larger Work Instrumentation Y/N? Y/N? r Notes *Accessory to the 500 Hymns for Various Lillenas Hymnal, 0001 500 Hymns for Instruments* Lane, Harold Instruments Combinations N Y Lillenas "Worship in Song" *Accessory to the 500 Hymns for Various Lillenas Hymnal, 0001-001 How Firm a Foundation Early American Melody Lane, Harold Instruments* Combinations N Y Lillenas "Worship in Song" *Accessory to the Joyful, Joyful, We Adore 500 Hymns for Various Lillenas Hymnal, 0001-002 Thee Beethoven, Ludwig van Lane, Harold Instruments* Combinations N Y Lillenas "Worship in Song" *Accessory to the 500 Hymns for Various Lillenas Hymnal, 0001-003 To God Be the Glory Doane, W. H. Lane, Harold Instruments* Combinations N Y Lillenas "Worship in Song" *Accessory to the A Mighty Fortress Is Our 500 Hymns for Various Lillenas Hymnal, 0001-004 God Luther, Martin Lane, Harold Instruments* Combinations N Y Lillenas "Worship in Song" *Accessory to the 500 Hymns for Various Lillenas Hymnal, 0001-005 How Great Thou Art! Swedish Folk Melody Lane, Harold Instruments* Combinations N Y Lillenas "Worship in Song" *Accessory to the 500 Hymns for Various Lillenas Hymnal, 0001-006 O Worship the King Haydn, Johann Michael Lane, Harold Instruments* Combinations N Y Lillenas "Worship in Song" *Accessory to the 500 Hymns for Various Lillenas Hymnal, 0001-007 Majestic Sweetness Hastings, Thomas Lane, Harold Instruments* Combinations N Y Lillenas "Worship in Song" *Accessory to the Holy, Holy, Holy, Lord God 500 Hymns for Various Lillenas Hymnal, 0001-008 Almighty Dykes, John B.