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The String Quartets of George Onslow First Edition
The String Quartets of George Onslow First Edition All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Edition Silvertrust a division of Silvertrust and Company Edition Silvertrust 601 Timber Trail Riverwoods, Illinois 60015 USA Website: www.editionsilvertrust.com For Loren, Skyler and Joyce—Onslow Fans All © 2005 R.H.R. Silvertrust 1 Table of Contents Introduction & Acknowledgements ...................................................................................................................3 The Early Years 1784-1805 ...............................................................................................................................5 String Quartet Nos.1-3 .......................................................................................................................................6 The Years between 1806-1813 ..........................................................................................................................10 String Quartet Nos.4-6 .......................................................................................................................................12 String Quartet Nos. 7-9 ......................................................................................................................................15 String Quartet Nos.10-12 ...................................................................................................................................19 The Years from 1813-1822 ...............................................................................................................................22 -
An Approach to the Pedagogy of Beginning Music Composition: Teaching Understanding and Realization of the First Steps in Composing Music
AN APPROACH TO THE PEDAGOGY OF BEGINNING MUSIC COMPOSITION: TEACHING UNDERSTANDING AND REALIZATION OF THE FIRST STEPS IN COMPOSING MUSIC DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Vera D. Stanojevic, Graduate Diploma, Tchaikovsky Conservatory ***** The Ohio State University 2004 Dissertation Committee: Approved By Professor Donald Harris, Adviser __________________________ Professor Patricia Flowers Adviser Professor Edward Adelson School of Music Copyright by Vera D. Stanojevic 2004 ABSTRACT Conducting a first course in music composition in a classroom setting is one of the most difficult tasks a composer/teacher faces. Such a course is much more effective when the basic elements of compositional technique are shown, as much as possible, to be universally applicable, regardless of style. When students begin to see these topics in a broader perspective and understand the roots, dynamic behaviors, and the general nature of the different elements and functions in music, they begin to treat them as open models for individual interpretation, and become much more free in dealing with them expressively. This document is not designed as a textbook, but rather as a resource for the teacher of a beginning college undergraduate course in composition. The Introduction offers some perspectives on teaching composition in the contemporary musical setting influenced by fast access to information, popular culture, and globalization. In terms of breadth, the text reflects the author’s general methodology in leading students from basic exercises in which they learn to think compositionally, to the writing of a first composition for solo instrument. -
Totalartwork
spınetL an Experiment on Gesamtkunstwerk Totalartwork Thursday–Friday October 21–22, 2004 The Cooper Union for the Advancement of Science and Art www.birgitramsauer.net/spinet 21 October 22 October Panel Discussion 6–7pm Panel Discussion 6–7pm Contemporary artists and an The Gesamtkunstwerk (Totalartwork) historical instrument in the 21st century Moderator: Moderator: Christopher McIntyre Christopher McIntyre Associate Music Curator, The Kitchen Associate Music Curator, The Kitchen Participants include: Jens Barnieck, pianist Participants include: Enrico Cocco, composer Jens Barnieck, pianist Gearoid Dolan, artist Enrico Cocco, composer Kyle Gann, composer, critic Gearoid Dolan, artist Thea Herold, word performer Thea Herold, word performer Charlie Morrow, composer Charlie Morrow, composer Aloisia Moser, philosopher Wolf-Dieter Neupert, company Wolf-Dieter Neupert, company for historical instruments for historical instruments Georg Nussbaumer, composer Georg Nussbaumer, composer Birgit Ramsauer, artist Birgit Ramsauer, artist Kartharina Rosenberger, Katharina Rosenberger, composer composer David Grahame Shane, architect, urbanist, author Concert 8pm Gerd Stern, poet and artist Gloria Coates Abraham Lincoln’s Performance 8pm Cooper Union Address* Frieder Butzmann Stefano Giannotti Soirée pour double solitaires * L’Arte des Paesaggio Charlie Morrow, alive I was silent Horst Lohse, Birgit’s Toy* and in death I do sing* Intermission Enrico Cocco, The Scene of Crime* Heinrich Hartl, Cemballissimo Aldo Brizzi, The Rosa Shocking* Katharina Rosenberger, -
La Cultura Italiana
LA CULTURA ITALIANA BALDASSARE GALUPPI (1706–1785) Thousands of English-speaking students are only familiar with this composer through a poem by Robert Browning entitled “A Toccata of Galuppi’s.” Few of these students had an inkling of who he was or had ever heard a note of his music. This is in keeping with the poem in which the toccata stands as a symbol of a vanished world. Although he was famous throughout his life and died a very rich man, soon after his death he was almost entirely forgotten until Browning resurrected his name (and memory) in his 1855 poem. He belonged to a generation of composers that included Christoph Willibald Gluck, Domenico Scarlatti, and CPE Bach, whose works were emblematic of the prevailing galant style that developed in Europe throughout the 18th century. In his early career he made a modest success in opera seria (serious opera), but from the 1740s, together with the playwright and librettist Carlo Goldoni, he became famous throughout Europe for his opera buffa (comic opera) in the new dramma giocoso (playful drama) style. To the suc- ceeding generation of composers he became known as “the father of comic opera,” although some of his mature opera seria were also widely popular. BALDASSARE GALUPPI was born on the island of Burano in the Venetian Lagoon on October 18, 1706, and from as early as age 22 was known as “Il Buranello,” a nickname which even appears in the signature on his music manuscripts, “Baldassare Galuppi, detto ‘Buranello’ (Baldassare Galuppi, called ‘Buranello’).” His father was a bar- ber, who also played the violin in theater orchestras, and is believed to have been his son’s first music teacher. -
SAN DIEGO SYMPHONY ORCHESTRA a JACOBS MASTERWORKS CONCERT Cristian Măcelaru, Conductor
SAN DIEGO SYMPHONY ORCHESTRA A JACOBS MASTERWORKS CONCERT Cristian Măcelaru, conductor October 27 and 29, 2017 GEORGES BIZET Suite No. 1 from Carmen (Arr. Fritz Hoffmann) Prelude and Aragonaise Intermezzo Seguedille Les Dragons d’Alcala Les Toréadors WYNTON MARSALIS Violin Concerto in D Major Rhapsody Rondo Burlesque Blues Hootenanny Nicola Benedetti, violin INTERMISSION NIKOLAI RIMSKY-KORSAKOV Scheherazade, Op. 35 The Sea and Sindbad’s Ship The Tale of Prince Kalendar The Young Prince and the Princess The Festival at Bagdad; The Sea; The Ship Goes to Pieces on a Rock Suite No. 1 from Carmen GEORGES BIZET Born October 25, 1838, Paris Died June 3, 1875, Bougival Carmen – Bizet’s opera of passion, jealousy and murder – was a failure at its first performance in Paris in March 1875. The audience seemed outraged at the idea of a loose woman and murder onstage at the Opéra-Comique. Bizet died three months later at age 37, never knowing that he had written what would become one of the most popular operas ever composed. After Bizet’s death, his publisher Choudens felt that the music of the opera was too good to lose, so he commissioned the French composer Ernest Guiraud to arrange excerpts from Carmen into two orchestral suites of six movements each. The music from Carmen has everything going for it – excitement, color and (best of all) instantly recognizable tunes. From today’s vantage point, it seems impossible that this opera could have been anything but a smash success from the first instant. The Suite No. 1 from Carmen contains some of the most famous music from the opera, and it also offers some wonderful writing for solo woodwinds. -
Music and the English Lyric Poem: Explorations in Conceptual Blending Qualification: Mmus
Access to Electronic Thesis Author: Dr Keith Green Thesis title: Music and the English Lyric Poem: Explorations in Conceptual Blending Qualification: MMus This electronic thesis is protected by the Copyright, Designs and Patents Act 1988. No reproduction is permitted without consent of the author. It is also protected by the Creative Commons Licence allowing Attributions-Non-commercial-No derivatives. If this electronic thesis has been edited by the author it will be indicated as such on the title page and in the text. Music and the English Lyric Poem: Explorations in Conceptual Blending Keith Michael Charles Green Thesis submitted for the award of Master of Music Department of Music May 2011 Music and the English Lyric Poem: Explorations in Conceptual Blending CONTENTS Chapter One: Preliminaries and Theory 1. The Nature of The Problem 1 2. Research on Poetry and Music 4 3. Saussure’s Contribution 9 4. The Nature of Poetry and Jacobson’s Theory 21 Chapter Two: The Music of Poetry and the Poetry of Music 1. Prosody of English 33 2. The Musicality of Poetry 36 3. The English Lyric Poem 39 4. English Song and the Problem of Irony 41 Chapter Three: Songs, Settings and Blended Spaces 1. Semantics and Syntax of Music 49 2. Music, Poetry and Conceptual Blending 55 3. Conceptual Blending in Butterworth’s Setting of ‘Loveliest of Trees’ 61 Bibliography 69 Chapter One: Preliminaries and Theory Of one thing we can be certain; what Hanslick called ‘the morganatic marriage of words and music’ is the least destructible of all musical elements (Gerald Finzi, Crees Lecture, 1954). -
Enovation 8: Chord Shapes, Shifts, and Progression NOTE: Video and Audio Files Are Found in the Media Playlist at the Bottom of Each Lesson Page
P a g e | 1 eNovation 8: Chord Shapes, Shifts, and Progression NOTE: Video and audio files are found in the media playlist at the bottom of each lesson page. eNovation 8 Overview Summary: In eNovation 8 the focus is on recognition and secure performance of commonly found chord shapes and facility in moving between these different shapes Goals on the keyboard. The theoretical understanding of primary chords is emphasized so that students can quickly play chords, harmonize melodies, and realize lead sheets. Key Elements: • Technique: Chord Shapes: 5/3, 6/3, 6/4, 6/5 • Technique: Chordal Shifts and Progressions I, IV6/4, V6/3 and I, IV6/4, V6/5 • Reading: Chords and Inversions • Rhythm: Sixteenth Notes in Compound Meters • Theory: Inversions / Slash Chord Notation • Cadences: I – V7 • Styles: Broken Chord, Alberti Bass, Waltz Bass, Polka, Keyboard Style Go to eNovation 8 Topic Page Topic 1: Introduction to Chord Shapes and Inversions / Sixteenth Notes in Compound Meter Lesson Goals In this eNovation, students learn the 'feel’ of the different chord shapes and to quickly and comfortably shift between them. They will learn how the figured bass symbols for chords and inversions assist in reading and playing chords by shape. Students will also develop understanding of structure, content and fingerings for the different chord inversions. Activity Type / Title with Links Instructions/Comments ☐ Video Inversion Fingerings Watch instructional video Chord inversions have a distinctive shape on the staff and keyboard which Chord Shapes and Figured Bass Inversion determines its figured bass designation. ☐ Theory Symbols (Video and Flashcards) Watch the video: Chord Shapes and Figured Bass Inversion Symbols, then drill with the video flashcards. -
The Baroque. 3.3: Vocal Music: the Da Capo Aria and Other Types of Arias
UNIT 3: THE BAROQUE. 3.3: VOCAL MUSIC: THE DA CAPO ARIA AND OTHER TYPES OF ARIAS EXPLANATION 3.3: THE DA CAPO ARIA AND OTHER TYPES OF ARIAS. THE ARIA The aria in the operas is the part sung by the soloist. It is opposed to the recitative, which uses the recitative style. In the arias the composer shows and exploits the dramatic and emotional situations, it becomes the equivalent of a soliloquy (one person speach) in the spoken plays. In the arias, the interpreters showed their technique, they showed off, even in excess, which provoked a lot of criticism from poets and musicians. They were often sung by castrati: soprano men undergoing a surgical operation so as not to change their voice when they grew up. One of them, the most famous, Farinelli, acquired international fame for his great technique and vocal expression. He lived twenty-five years in Spain. THE DA CAPO ARIA The Da Capo aria is a vocal work in three parts or sections (tripartite form). It began to be used in the Baroque in operas, oratorios and cantatas. The form is A - B - A, the last part being a repetition of the first. 1. The first section is a complete musical entity, that is to say, it could be sung alone and musically it would have complete meaning since it ends in the tonic. The tonic is the first grade or note of a scale. 2. The second section contrasts with the first section in tonality, texture, mood and sometimes in tempo (speed). 3. -
Rousseau and the Social Contract
In Dialogue with Humanity Rousseau and The Social Contract by Leung Mei Yee Ho Wai Ming Yeung Yang Part I Rousseau‟s life and works Part II The Discourses – Critique of society and civilization Part III The Social Contract Part 1 Rousseau‟s life and works… and the people who influenced him 3 Jean-Jacques Rousseau (1712-1778) One of the most influential yet controversial figures of the Enlightenment 4 He was the most portrayed character of the 18th century apart from Napoleon. (Jean-Jacques Monney) 5 Best known to the world by his political theory, he was also a well admired composer, and author of important works in very different fields. 6 Major works Novels Julie: or the New Héloïse (1761) Emile: or, on Education (1762) Autobiographical works The Reveries of the Solitary Walker (1782) The Confessions (1782-89) Essays Discourse on the Sciences and Arts (1750) Discourse on Inequality (1755) Discourse on Political Economy (1755-56) The Social Contract (1762) 7 Major Works Letters Letters on French Music (1753) Letters on the Elements of Botany (1780) Letter to M. d’Alembert on the Theatre (1758) Letters written from the Mountain (1764) Music Opera: Le devin du village (1752) Dictionary of Music (1767) 8 Born in 1712 in Geneva Small Calvinist city-state surrounded by large, predominately Catholic nations; Republic in the midst of duchies and monarchies Was brought up by his father The house where Rousseau since his mother died in was born at number 40, place du Bourg-de-Four childbirth 9 Left Geneva at the -
A Countertenor's Reference Guide to Operatic Repertoire
A COUNTERTENOR’S REFERENCE GUIDE TO OPERATIC REPERTOIRE Brad Morris A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC May 2019 Committee: Christopher Scholl, Advisor Kevin Bylsma Eftychia Papanikolaou © 2019 Brad Morris All Rights Reserved iii ABSTRACT Christopher Scholl, Advisor There are few resources available for countertenors to find operatic repertoire. The purpose of the thesis is to provide an operatic repertoire guide for countertenors, and teachers with countertenors as students. Arias were selected based on the premise that the original singer was a castrato, the original singer was a countertenor, or the role is commonly performed by countertenors of today. Information about the composer, information about the opera, and the pedagogical significance of each aria is listed within each section. Study sheets are provided after each aria to list additional resources for countertenors and teachers with countertenors as students. It is the goal that any countertenor or male soprano can find usable repertoire in this guide. iv I dedicate this thesis to all of the music educators who encouraged me on my countertenor journey and who pushed me to find my own path in this field. v PREFACE One of the hardships while working on my Master of Music degree was determining the lack of resources available to countertenors. While there are opera repertoire books for sopranos, mezzo-sopranos, tenors, baritones, and basses, none is readily available for countertenors. Although there are online resources, it requires a great deal of research to verify the validity of those sources. -
Multiple Choice
Unit 4: Renaissance Practice Test 1. The Renaissance may be described as an age of A. the “rebirth” of human creativity B. curiosity and individualism C. exploration and adventure D. all of the above 2. The dominant intellectual movement of the Renaissance was called A. paganism B. feudalism C. classicism D. humanism 3. The intellectual movement called humanism A. treated the Madonna as a childlike unearthly creature B. focused on human life and its accomplishments C. condemned any remnant of pagan antiquity D. focused on the afterlife in heaven and hell 4. The Renaissance in music occurred between A. 1000 and 1150 B. 1150 and 1450 C. 1450 and 1600 D. 1600 and 1750 5. Which of the following statements is not true of the Renaissance? A. Musical activity gradually shifted from the church to the court. B. The Catholic church was even more powerful in the Renaissance than during the Middle Ages. C. Every educated person was expected to be trained in music. D. Education was considered a status symbol by aristocrats and the upper middle class. 6. Many prominent Renaissance composers, who held important posts all over Europe, came from an area known at that time as A. England B. Spain C. Flanders D. Scandinavia 7. Which of the following statements is not true of Renaissance music? A. The Renaissance period is sometimes called “the golden age” of a cappella choral music because the music did not need instrumental accompaniment. B. The texture of Renaissance music is chiefly polyphonic. C. Instrumental music became more important than vocal music during the Renaissance. -
1 the Recitative in Trombone Music William J. Stanley ©2019 at First
The Recitative in Trombone Music William J. Stanley ©2019 At first glance, the linking of recitative with a trombone might seem contradictory. After all, the recitative is found most often in opera and oratorio as a speech like style of musical expression performed by singers. But over the past several years, as I was preparing music for performance and assisting students with their preparation, recurring examples of recitative in trombone music appeared more than occasionally. Trombonists will readily recognize concertos by Ferdinand DaviD (1837), Launy Grøndahl (1924) and Gordon Jacob (1956) as often performed pieces that include a recitative. Nicolai Rimsky-Korsakov has provided two well-known solo recitatives for the orchestral second trombonist in Scheherazade, op. 35, and La Grande Pâque Russe, op. 36. These works and several others prompted, at first, an informal list to simply satisfy my curiosity. A subsequent more thorough search has found a large number of works that contain a recitative. To date well over 100 pieces have been discovereD. These span over 250 years and include unaccompanied solos, orchestral solos, pieces with piano, organ, orchestra and/or band accompaniment, and in various ensemble settings for tenor, bass and alto trombones. While that number and breadth of works might be surprising to some, the fact that composers have continued to use vocally influenceD materials in trombone music should be of no surprise to trombonists. We know there is the long tradition of the use of the trombone in vocal settings throughout its history. A thorough examination of this practice goes well beyond the scope and intent of this study, but it is widely known that the trombone was commonly used throughout the sixteenth- and seventeenth-centuries as an accompanying and doubling instrument in sacred settings with choirs.