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Swr2 Programm Kw 34
SWR2 PROGRAMM - Seite 1 - KW 34 / 23. - 29.08.2021 Montag, 23. August Frédéric Chopin: 8.58 SWR2 Programmtipps Mazurka f-Moll op. 68 Nr. 4 Arturo Benedetti Michelangeli 9.00 Nachrichten, Wetter 0.03 ARD-Nachtkonzert (Klavier) Carl Maria von Weber: Josef Mysliveček: 9.05 SWR2 Musikstunde „Oberon“, Ouvertüre Allegro assai aus dem Violinkonzert Leopold Mozart – Ein Mann mit Staatskapelle Dresden D-Dur EvaM 9a:D2 vielen Talenten (1) Leitung: Bernard Haitink Leila Schayegh (Violine) Der Augsburger Carl Loewe: Collegium 1704 Mit Bettina Winkler Streichquartett G-Dur op. 24 Nr. 1 Leitung: Václav Luks Hallensia Quartett Giovanni Battista Pescetti: Eugen d’Albert: Sonate Nr. 6 c-Moll Musikliste: Sinfonie F-Dur op. 4 Xavier de Maistre (Harfe) Emilia Giuliani: MDR-Sinfonieorchester John Field: Capriccio für Gitarre Leitung: Jun Märkl Rondo aus dem Klavierkonzert Nr. 7 Siegfried Schwab (Gitarre) Jan Dismas Zelenka: c-Moll Leopold Mozart, Wolfgang Sonate Nr. 4 g-Moll ZWV 181 Míceál O’Rourke (Klavier) Amadeus Mozart: Ensemble con bravura London Mozart Players 1. Satz: Allegro „Neue Lambacher Tom Tykwer: Leitung: Matthias Bamert Sinfonie“ aus: Sinfonie G-Dur KV „Cloud Atlas“, End Title Matthew Locke: Anh. 293 MDR-Sinfonieorchester Music for His Majesty’s Sackbuts The Academy of Ancient Music Leitung: Kristjan Järvi and Cornetts Leitung: Christopher Hogwood Philip Jones Brass Ensemble Wolfgang Amadeus Mozart: 2.00 Nachrichten, Wetter Robert Schumann: Der Zauberer, Lied für Sopran und Finale aus Fantasiestücke op. 88 Nr. Klavier KV 472 2.03 ARD-Nachtkonzert 4 Juliane Banse (Sopran) Johann Sebastian Bach: Martha Argerich (Klavier) András Schiff (Klavier) Orchestersuite Nr. 1 C-Dur BWV Gidon Kremer (Violine) Hans Leo Haßler: 1066 Mischa Maisky (Violoncello) Cantate Domino, Psalmmotette für Café Zimmermann fünfstimmigen Chor a cappella, Sacri Antonín Dvořák: 6.00 SWR2 am Morgen Concentus (Augsburg, 1601) Slawische Tänze op. -
4. Non-Heptatonic Modes
Tagg: Everyday Tonality II — 4. Non‐heptatonic modes 151 4. Non‐heptatonic modes If modes containing seven different scale degrees are heptatonic, eight‐note modes are octatonic, six‐note modes hexatonic, those with five pentatonic, while four‐ and three‐note modes are tetratonic and tritonic. Now, even though the most popular pentatonic modes are sometimes called ‘gapped’ because they contain two scale steps larger than those of the ‘church’ modes of Chapter 3 —doh ré mi sol la and la doh ré mi sol, for example— they are no more incomplete FFBk04Modes2.fm. 2014-09-14,13:57 or empty than the octatonic start to example 70 can be considered cluttered or crowded.1 Ex. 70. Vigneault/Rochon (1973): Je chante pour (octatonic opening phrase) The point is that the most widespread convention for numbering scale degrees (in Europe, the Arab world, India, Java, China, etc.) is, as we’ve seen, heptatonic. So, when expressions like ‘thirdless hexatonic’ occur in this chapter it does not imply that the mode is in any sense deficient: it’s just a matter of using a quasi‐global con‐ vention to designate a particular trait of the mode. Tritonic and tetratonic Tritonic and tetratonic tunes are common in many parts of the world, not least in traditional music from Micronesia and Poly‐ nesia, as well as among the Māori, the Inuit, the Saami and Native Americans of the great plains.2 Tetratonic modes are also found in Christian psalm and response chanting (ex. 71), while the sound of children chanting tritonic taunts can still be heard in playgrounds in many parts of the world (ex. -
Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form by David Beach
Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form by David Beach. New York and London: Routledge, 2012.1 Review by David Carson Berry After Allen Forte’s and Steven Gilbert’s Introduction to Schenkerian Analysis was published in 1982, it effectively had the textbook market to itself for a decade (a much older book by Felix Salzer and a new translation of one by Oswald Jonas not withstanding).2 A relatively compact Guide to Schenkerian Analysis, by David Neumeyer and Susan Tepping, was issued in 1992;3 and in 1998 came Allen Cadwallader and David Gagné’s Analysis of Tonal Music: A Schenkerian Approach, which is today (in its third edition) the dominant text.4 Despite its ascendance, and the firm legacy of the Forte/Gilbert book, authors continue to crowd what is a comparatively small market within music studies. Steven Porter offered the interesting but dubiously named Schenker Made Simple in 1 Advanced Schenkerian Analysis: Perspectives on Phrase Rhythm, Motive, and Form, by David Beach. New York and London: Routledge, 2012; hardback, $150 (978-0- 415-89214-8), paperback, $68.95 (978-0-415-89215-5); xx, 310 pp. 2 Allen Forte and Steven E. Gilbert, Introduction to Schenkerian Analysis (New York: Norton, 1982). Felix Salzer’s book (Structural Hearing: Tonal Coherence in Music [New York: Charles Boni, 1952]), though popular in its time, was viewed askance by orthodox Schenkerians due to its alterations of core tenets, and it was growing increasingly out of favor with mainstream theorists by the 1980s (as evidenced by the well-known rebuttal of its techniques in Joseph N. -
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 -
Lucrezia Vizzana's Componimenti
“READING BETWEEN THE BRIDES”: LUCREZIA VIZZANA’S COMPONIMENTI MUSICALI IN TEXTUAL AND MUSICAL CONTEXT BY Copyright 2011 KATRINA MITCHELL Submitted to the graduate degree program in the School of Music and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. _________________________________ Chairperson, Dr. Paul Laird _________________________________ Dr. Charles Freeman _________________________________ Dr. Thomas Heilke _________________________________ Dr. Deron McGee _________________________________ Dr. Roberta Freund Schwartz Date Defended: 9 June 2011 The Dissertation Committee for Katrina Mitchell certifies that this is the approved version of the following dissertation: “READING BETWEEN THE BRIDES”: LUCREZIA VIZZANA’S COMPONIMENTI MUSICALI IN TEXTUAL AND MUSICAL CONTEXT _________________________________ Chairperson, Dr. Paul Laird Date approved: 9 June 2011 ii ABSTRACT “Reading Between the Brides”: Lucrezia Vizzana’s Componimenti musicali in Textual and Musical Context There had never been a Bolognese nun known to have published her music when Lucrezia Vizzana’s Componimenti musicali was printed in 1623, nor has there been any since then. This set of twenty motets became a window into the musical world of cloistered nuns in the seventeenth century. Following the research of Craig Monson in Disembodied Voices: Music and Culture in an Early Modern Italian Convent (Berkeley: University of California Press, 1995), this project identifies similarities and differences present in Vizzana’s motets using a number of clarifying means not yet explored. Looking at each work in detail, we are able to surmise some favorite musical devices of Vizzana and how they fit in with other monodists of the day. This project fills a specific lacuna in that ten of the twenty motets are not known to be published in modern notation and are available here for the first time in that form. -
The Songs of the Beggar's Opera
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1966 The onS gs of The Beggar's Opera Carolyn Anfinson Eastern Illinois University This research is a product of the graduate program in Music at Eastern Illinois University. Find out more about the program. Recommended Citation Anfinson, Carolyn, "The onS gs of The Beggar's Opera" (1966). Masters Theses. 4265. https://thekeep.eiu.edu/theses/4265 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. PAPER CERTIFICATE #3 To: Graduate Degree Candidates who have written formal theses. Subject: Permission to reproduce theses. The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. Please sign one of the following statements. Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institutionts library or research holdings. Date I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced because Date Author THE SONGS OF THE BEGGAR'S OPERA (TITLE) BY Carolyn Anfinson THESIS SUBMIITTD IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF M.S. -
THE MODES of ANCIENT GREECE by Elsie Hamilton
THE MODES OF ANCIENT GREECE by Elsie Hamilton * * * * P R E F A C E Owing to requests from various people I have consented with humility to write a simple booklet on the Modes of Ancient Greece. The reason for this is largely because the monumental work “The Greek Aulos” by Kathleen Schlesinger, Fellow of the Institute of Archaeology at the University of Liverpool, is now unfortunately out of print. Let me at once say that all the theoretical knowledge I possess has been imparted to me by her through our long and happy friendship over many years. All I can claim as my own contribution is the use I have made of these Modes as a basis for modern composition, of which details have been given in Appendix 3 of “The Greek Aulos”. Demonstrations of Chamber Music in the Modes were given in Steinway Hall in 1917 with the assistance of some of the Queen’s Hall players, also 3 performances in the Etlinger Hall of the musical drama “Sensa”, by Mabel Collins, in 1919. A mime “Agave” was performed in the studio of Madame Matton-Painpare in 1924, and another mime “The Scorpions of Ysit”, at the Court Theatre in 1929. In 1935 this new language of Music was introduced at Stuttgart, Germany, where a small Chamber Orchestra was trained to play in the Greek Modes. Singers have also found little difficulty in singing these intervals which are not those of our modern well-tempered system, of which fuller details will be given later on in this booklet. -
Bengt Hambraeus' Livre D'orgue
ORGAN REGISTRATIONS IN BENGT HAMBRAEUS’ LIVRE D’ORGUE CRITICAL EXPLORATIONS AND REVISIONS Mark Christopher McDonald Organ and Church Music Area Department of Performance Schulich School of Music McGill University, Montreal, Quebec May 2017 A paper submitted to McGill University in partial fulfillment of the requirements of the degree of D.Mus. Performance Studies. © 2017 Mark McDonald CONTENTS Index of Figures ......................................................................................................................... iv Abstract ..................................................................................................................................... vi Résumé ..................................................................................................................................... vii Acknowledgements .................................................................................................................. viii I. Introduction – Opening a Time Capsule .................................................................................. 1 Bengt Hambraeus and the Notion of the “Time Capsule” .................................................... 2 Registration Indications in : Interpretive Challenges......................................... 3 Livre d’orgue Project Overview ................................................................................................................ 4 Methodology ..................................................................................................................... -
AP Music Theory Course Description Audio Files ”
MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. -
APPENDIX 1 Inventories of Sources of English Solo Lute Music
408/2 APPENDIX 1 Inventories of sources of English solo lute music Editorial Policy................................................................279 408/2.............................................................................282 2764(2) ..........................................................................290 4900..............................................................................294 6402..............................................................................296 31392 ............................................................................298 41498 ............................................................................305 60577 ............................................................................306 Andrea............................................................................308 Ballet.............................................................................310 Barley 1596.....................................................................318 Board .............................................................................321 Brogyntyn.......................................................................337 Cosens...........................................................................342 Dallis.............................................................................349 Danyel 1606....................................................................364 Dd.2.11..........................................................................365 Dd.3.18..........................................................................385 -
CENTURY ORGAN MUSIC for the Degree of MASTER of MUSIC By
ol 0002 -T-E CHACONNE AND PASSACAGLIA IN TVVENTIETH CENTURY ORGAN MUSIC THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF MUSIC By U3arney C. Tiller, Jr., B. M., B. A. Denton, Texas January, 1966 TABLE OF CONTENTS Chapter Page I. INTRODUCTION . II. THE HISTORY OF THE CHACONNE AND PASSACAGLIA . 5 III. ANALYSES OF SEVENTEEN CHACONNES AND PASSACAGLIAS FROM THE TWENTIETH CENTURY. 34 IV. CONCLUSIONS . 116 APPENDIX . 139 BIBLIOGRAPHY. * . * . * . .160 iii LIST OF TABLES Table Page I. Grouping of Variations According to Charac- teristics of Construction in the Chaconne by Brian Brockless. .. 40 TI. Thematic Treatment in the Chaconne from the Prelude, Toccata and Chaconne by Brian Brockless. .*0 . 41 III. Thematic Treatment in the Passacaglia from the Passacaglia and Fugue by Roland Diggle. 45 IV. Thematic Treatment in the Passacaglia from the Moto Continuo and Passacglia by 'Herbert F. V. Thematic Treatment in the Passacaglia from the Introduction and Passacaglia by Alan Gray . $4 VI. Thematic Treatment in the Passacaglia from the Introduction and Passacaglia b Robert . .*. -...... .... $8 Groves * - 8 VII. Thematic Treatment in the Passacaglia by Ellis B. Kohs . 64 VIII. Thematic Treatment in the Passacaglia from the Introduction and Passaglia in A Minor by C. S. Lang . * . 73 IX. Thematic Treatment in the Passacaglia from the Passaca a andin D Minor by Gardner Read * . - - *. -#. *. 85 X. Thematic Treatment in the Passacaglia from the Introduction, Passacgland ugue by Healey Willan . 104 XI. Thematic Treatment in the Passacaglia from the Introduction, Passacaglia and F by Searle Wright . -
02-11-Nonchordtones.Pdf
LearnMusicTheory.net 2.11 Nonchord Tones Nonchord tones = notes that aren't part of the chord. Nonchord tones always embellish/decorate chord tones. Keep in mind that many authors use the term "consonance" for a chord tone, and "dissonance" for a nonchord tone. suspension (S) = "delayed step down" passing tone (PT) neighbor tone (NT) 1. Starts as chord tone, then becomes... PTs are approached and NTs are approached and 2. Nonchord tone metrically accented, left by step in the left by step in different 3. ...then resolves down by step same direction. directions. Common types: 7-6, 4-3, 9-8, 2-3 Preparation Suspension Resolution C:IV6 I escape tone (esc.) retardation (R) -"step-leap" 1. Starts as chord tone, then becomes... appoggiatura (app.) -"leap-step" -to escape, you "step to window, 2. Nonchord tone metrically accented leap out" 3. ...then resolves up by step -may be metrically accented or unaccented -may be metrically accented or unaccented "DELAYED STEP UP" -sometimes called "incomplete neighbor tone" -also sometimes called "incomplete Preparation Retardation Resolution neighbor tone" vii°6 I anticipation (ant.) cambiata (c) -- LESS COMMON -approached by leap or step -also called "changing tone" from either direction -connect 2 consonances a 3rd apart -unaccented (i.e. C-A in this example) neighbor group (n gr.) -must be a chord tone in the -only the 2nd note of the pattern is -upper and lower neighbor together next harmony a dissonance -can also be lower neighbor -may or may not be tied into -specific pattern shown below followed by upper neighbor the resolution note -common in 15th and 16th centuries vii°6 I pedal point or pedal tone (bottom C in left hand) from Bach, WTC, Fugue I in C, m.