Unfolding the Rondeau: Form and Meaning in Early 15Th-Century Chansons Elizabeth Randell Upton
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Reading Questions
Music 331 – Burkholder (10th edition) Reading Questions Free Advice: Begin by reading each chapter without the questions at hand. Next, read each question and begin to reread the chapter, jotting down your answers as you find the information you need. Part I: The Ancient and Medieval Worlds—Chapter 1: Music in Antiquity 1. What are the four historical traces of music from past eras? 2. What two categories of musical evidence survive from the Stone Age? 3. On what occasions did the Mesopotamians perform music? (name 4) 4. What genre did the earliest known composer write, and what might be surprising about that composer? 5. When did Babylonians begin to write down aspects of music, and what did they record? 6. What is the date of earliest known (nearly) complete piece, and what genre is it? 7. Which three instruments were most important to the ancient Greeks, & what “trace” evidence survives? 8. In what two categories did the Greeks write about music? 9. For the Greeks (not Plato), what did harmonia mean, and what did it encompass? 10. What is ethos, and how does music relate to it? 11. Which harmoniai did Plato endorse, and why? 12. Why would Aristotle have been unhappy if his son wanted to appear on American Idol or The Voice? 13. What is a tetrachord, and what are its three genera? 14. What did the word “species” mean to Cleonides (and who was he)? 15. How much ancient Greek music survives, spanning what centuries? 16. What is the Proslambanomenos of the Iastian tonos? (You can figure this out by using the tonos information on p. -
Rest, Sweet Nymphs: Pastoral Origins of the English Madrigal Danielle Van Oort [email protected]
Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2016 Rest, Sweet Nymphs: Pastoral Origins of the English Madrigal Danielle Van Oort [email protected] Follow this and additional works at: http://mds.marshall.edu/etd Part of the European History Commons, History of Religion Commons, and the Music Commons Recommended Citation Van Oort, Danielle, "Rest, Sweet Nymphs: Pastoral Origins of the English Madrigal" (2016). Theses, Dissertations and Capstones. Paper 1016. This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. REST, SWEET NYMPHS: PASTORAL ORIGINS OF THE ENGLISH MADRIGAL A thesis submitted to the Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in Music Music History and Literature by Danielle Van Oort Approved by Dr. Vicki Stroeher, Committee Chairperson Dr. Ann Bingham Dr. Terry Dean, Indiana State University Marshall University May 2016 APPROVAL OF THESIS We, the faculty supervising the work of Danielle Van Oort, affirm that the thesis, Rest Sweet Nymphs: Pastoral Origins of the English Madrigal, meets the high academic standards for original scholarship and creative work established by the School of Music and Theatre and the College of Arts and Media. This work also conforms to the editorial standards of our discipline and the Graduate College of Marshall University. With our signatures, we approve the manuscript for publication. ii ACKNOWLEDGEMENTS The author would like to express appreciation and gratitude to the faculty and staff of Marshall University’s School of Music and Theatre for their continued support. -
Le Jeu De La Feuillée. Édité Par Ernest Langlois
.' »( 1411 ,33 1923 Presented to the LIBRARY oj the UNIVERSITY OF TORONTO IN MEMORY 0? PROFESSOR H. L. HUMPHREYS t\^ LES CLASSIQUES FRANÇAIS DU MOYEN AGE publiés sous la direction de Mario Roques ADAM LE BOSSU TROUVÈRE ARTÉSIEN DU XIII- SIÈCLE LE JEU DE LA FEUILLÉE ÉDITÉ PAR ERNEST LANGLOIS DEUXIÈME ÉDITION REVUE PARIS LIBRAIRIE ANCIENNE HONORÉ CHAMPION, ÉDITEUR QUAI (vi') 5, MALAQUAIS ^ 1923* 6* LES CLASSIQUES FRANÇAIS MOYEN AGE COLLECTION DE TEXTES FRANÇAIS ET PROVENÇAUX ANTÉRIEURS A i5oo FONDÉE EN I9IO PAR Mario ROQUES Pour paraître en i g23 : Première série : Textes. La Queste DEL Saint Graal, éd. par Albert Pauphilet. Chrétien de Troies et ses continuateurs, Perceval, éd. par Mary Williams : la continuation de Gerbert de Mon- treuil, t. II. Galeran de Bretagne, éd. par Lucien Foulet. AucASSiN et Nicolette, éd. par Mario Roques. Jong^leurs^et troubadours gascons, éd. par Alfred Jean- ROY. Henaut de Beaujeu, Le Bel Inconnu, éd. par G. Perrie Williams. Le Roman de Troie en prose, éd. par L. Constans et E. Faral, t. II. Alain Chartier, Le Quadrilogue invectif, éd. par Eugé- nie Droz. Charles d'Orléans, Poésies, éd. par Pierre Champion. Maître Pierre Pathelin, éd. par R. T. Holbrook. Le Poème de Sancta Fides, éd. par Antoine Thomas. Robert de Clari, Prise de Constantinople, éd. par Phi- lippe Lauer. Deuxième série : Manuels. Petite syntaxe du moyen français, par Lucien Poulet» La musique du moyen âge, par Th. Gerold. LES CLASSIQUES FRANÇAIS DU MOYEN AGE publies sous !a direction de Mario Roques ADAM LE BOSSU TROUVÈRE ARTÉSIEN DU XIII< SIÈCLE LE JEU DE LA FEUILLÉE ÉDITÉ PAR ERNEST LA.NGL01S DEUXIÈME ÉDITION REVUE PARIS LIBRAIRIE ANCIENNE HONORÉ CHAMPION, ÉDITEUR 5, QUAI MALAQUAIS (vi^) 1923 ' "fzz INTRODUCTION I. -
Language Arts: Poetic Devices
Language Arts: Poetic Devices Students will • Read The Story of the Opera • Listen to the online selection Eddie’s Song: “I’m Running Away” from The Bremen Town Musicians included with the lesson and read the lyrics along with the song • Complete and discuss the appropriate portions of the Activity Worksheets Copies for Each Student Lyric sheet for “I’m Running Away” and the selected Activity Worksheets Copies for the Teacher Answer Keys for Activity Worksheets Getting Ready Decide which section(s) of the worksheet you wish your group to complete. Prepare internet access for The Bremen Town Musicians online listening selections. Gather pens, pencils and additional writing paper as needed for your group. Introduction Read “The Story of the Opera” to your students. Give each student a copy of Eddie’s Song:“I’m Running Away” and have them read it aloud. After reading it through once, have the students listen to the song: http://www.operatales.com/bremen/Im-running-away.mp3 Review Depending on which Activity Worksheets your class will complete, use the Poetic Devices Sheet on page 6 to review parts of a poem, rhyme scheme, alliteration, metaphors, similes or foreshadowing with your students. Guided/Independent Practice Depending on your grade level, the ability of your students, and time constraints, you may choose to have students work as a whole class, in small groups, with a partner, or individually. Read the directions on the Activity Worksheet. Provide instruction and model the activity as needed. Have students complete the portion(s) of the Activity Worksheet you have chosen with opportunity for questions. -
Songs in Fixed Forms
Songs in Fixed Forms by Margaret P. Hasselman 1 Introduction Fourteenth century France saw the development of several well-defined song structures. In contrast to the earlier troubadours and trouveres, the 14th-century songwriters established standardized patterns drawn from dance forms. These patterns then set up definite expectations in the listeners. The three forms which became standard, which are known today by the French term "formes fixes" (fixed forms), were the virelai, ballade and rondeau, although those terms were rarely used in that sense before the middle of the 14th century. (An older fixed form, the lai, was used in the Roman de Fauvel (c. 1316), and during the rest of the century primarily by Guillaume de Machaut.) All three forms make use of certain basic structural principles: repetition and contrast of music; correspondence of music with poetic form (syllable count and rhyme); couplets, in which two similar phrases or sections end differently, with the second ending more final or "closed" than the first; and refrains, where repetition of both words and music create an emphatic reference point. Contents • Definitions • Historical Context • Character and Provenance, with reference to specific examples • Notes and Selected Bibliography Definitions The three structures can be summarized using the conventional letters of the alphabet for repeated sections. Upper-case letters indicate that both text and music are identical. Lower-case letters indicate that a section of music is repeated with different words, which necessarily follow the same poetic form and rhyme-scheme. 1. Virelai The virelai consists of a refrain; a contrasting verse section, beginning with a couplet (two halves with open and closed endings), and continuing with a section which uses the music and the poetic form of the refrain; and finally a reiteration of the refrain. -
The Development of Musical Notation Carolyn S
Cedarville University DigitalCommons@Cedarville The Research and Scholarship Symposium The 2015 yS mposium Apr 1st, 2:20 PM - 2:40 PM Slashes, Dashes, Points, and Squares: The Development of Musical Notation Carolyn S. Gorog Cedarville University, [email protected] Follow this and additional works at: http://digitalcommons.cedarville.edu/ research_scholarship_symposium Part of the Composition Commons, and the Music Theory Commons Gorog, Carolyn S., "Slashes, Dashes, Points, and Squares: The eD velopment of Musical Notation" (2015). The Research and Scholarship Symposium. 5. http://digitalcommons.cedarville.edu/research_scholarship_symposium/2015/podium_presentations/5 This Podium Presentation is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in The Research and Scholarship Symposium by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Slashes, Dashes, Points, and Squares: The development of Musical Notation Slashes, Dashes, Points, and Squares: The Development of Musical Notation Music has been around for a long time; in almost every culture around the world we find evidence of music. Music throughout history started as mostly vocal music, it was transmitted orally with no written notation. During the early ninth and tenth century the written tradition started to be seen and developed. This marked the beginnings of music notation. Music notation has gone through many stages of development from neumes, square notes, and four-line staff, to modern notation. Although modern notation works very well, it is not necessarily superior to methods used in the Renaissance and Medieval periods. In Western music neumes are the name given to the first type of notation used. -
One Hundred Fifteenth Congress of the United States of America
H. R. 1892 One Hundred Fifteenth Congress of the United States of America AT THE SECOND SESSION Begun and held at the City of Washington on Wednesday, the third day of January, two thousand and eighteen An Act To amend title 4, United States Code, to provide for the flying of the flag at half-staff in the event of the death of a first responder in the line of duty. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ‘‘Bipartisan Budget Act of 2018’’. DIVISION A—HONORING HOMETOWN HEROES ACT SECTION 10101. SHORT TITLE. This division may be cited as the ‘‘Honoring Hometown Heroes Act’’. SEC. 10102. PERMITTING THE FLAG TO BE FLOWN AT HALF-STAFF IN THE EVENT OF THE DEATH OF A FIRST RESPONDER SERVING IN THE LINE OF DUTY. (a) AMENDMENT.—The sixth sentence of section 7(m) of title 4, United States Code, is amended— (1) by striking ‘‘or’’ after ‘‘possession of the United States’’ and inserting a comma; (2) by inserting ‘‘or the death of a first responder working in any State, territory, or possession who dies while serving in the line of duty,’’ after ‘‘while serving on active duty,’’; (3) by striking ‘‘and’’ after ‘‘former officials of the District of Columbia’’ and inserting a comma; and (4) by inserting before the period the following: ‘‘, and first responders working in the District of Columbia’’. (b) FIRST RESPONDER DEFINED.—Such subsection is further amended— (1) in paragraph (2), by striking ‘‘, United States Code; and’’ and inserting a semicolon; (2) in paragraph (3), by striking the period at the end and inserting ‘‘; and’’; and (3) by adding at the end the following new paragraph: ‘‘(4) the term ‘first responder’ means a ‘public safety officer’ as defined in section 1204 of title I of the Omnibus Crime Control and Safe Streets Act of 1968 (34 U.S.C. -
BRITISH and COMMONWEALTH CONCERTOS from the NINETEENTH CENTURY to the PRESENT Sir Edward Elgar
BRITISH AND COMMONWEALTH CONCERTOS FROM THE NINETEENTH CENTURY TO THE PRESENT A Discography of CDs & LPs Prepared by Michael Herman Sir Edward Elgar (1857-1934) Born in Broadheath, Worcestershire, Elgar was the son of a music shop owner and received only private musical instruction. Despite this he is arguably England’s greatest composer some of whose orchestral music has traveled around the world more than any of his compatriots. In addition to the Conceros, his 3 Symphonies and Enigma Variations are his other orchestral masterpieces. His many other works for orchestra, including the Pomp and Circumstance Marches, Falstaff and Cockaigne Overture have been recorded numerous times. He was appointed Master of the King’s Musick in 1924. Piano Concerto (arranged by Robert Walker from sketches, drafts and recordings) (1913/2004) David Owen Norris (piano)/David Lloyd-Jones/BBC Concert Orchestra ( + Four Songs {orch. Haydn Wood}, Adieu, So Many True Princesses, Spanish Serenade, The Immortal Legions and Collins: Elegy in Memory of Edward Elgar) DUTTON EPOCH CDLX 7148 (2005) Violin Concerto in B minor, Op. 61 (1909-10) Salvatore Accardo (violin)/Richard Hickox/London Symphony Orchestra ( + Walton: Violin Concerto) BRILLIANT CLASSICS 9173 (2010) (original CD release: COLLINS CLASSICS COL 1338-2) (1992) Hugh Bean (violin)/Sir Charles Groves/Royal Liverpool Philharmonic Orchestra ( + Violin Sonata, Piano Quintet, String Quartet, Concert Allegro and Serenade) CLASSICS FOR PLEASURE CDCFP 585908-2 (2 CDs) (2004) (original LP release: HMV ASD2883) (1973) -
English 201 Major British Authors Harris Reading Guide: Forms There
English 201 Major British Authors Harris Reading Guide: Forms There are two general forms we will concern ourselves with: verse and prose. Verse is metered, prose is not. Poetry is a genre, or type (from the Latin genus, meaning kind or race; a category). Other genres include drama, fiction, biography, etc. POETRY. Poetry is described formally by its foot, line, and stanza. 1. Foot. Iambic, trochaic, dactylic, etc. 2. Line. Monometer, dimeter, trimeter, tetramerter, Alexandrine, etc. 3. Stanza. Sonnet, ballad, elegy, sestet, couplet, etc. Each of these designations may give rise to a particular tradition; for example, the sonnet, which gives rise to famous sequences, such as those of Shakespeare. The following list is taken from entries in Lewis Turco, The New Book of Forms (Univ. Press of New England, 1986). Acrostic. First letters of first lines read vertically spell something. Alcaic. (Greek) acephalous iamb, followed by two trochees and two dactyls (x2), then acephalous iamb and four trochees (x1), then two dactyls and two trochees. Alexandrine. A line of iambic hexameter. Ballad. Any meter, any rhyme; stanza usually a4b3c4b3. Think Bob Dylan. Ballade. French. Line usually 8-10 syllables; stanza of 28 lines, divided into 3 octaves and 1 quatrain, called the envoy. The last line of each stanza is the refrain. Versions include Ballade supreme, chant royal, and huitaine. Bob and Wheel. English form. Stanza is a quintet; the fifth line is enjambed, and is continued by the first line of the next stanza, usually shorter, which rhymes with lines 3 and 5. Example is Sir Gawain and the Green Knight. -
Formules N°12
/(6211(7 26(/ 7(112 &217(0325$,1712& 5230(7 1,$5 UHWRXUVDXVRQQHWXRWHU UVDX VR WHQQR MDFTXHVGDUUDVMDFTXHVUpGDMDFTXHVURXEDXGFDM DUUDGVHXTF V UR GXDEX 6(//( 6RXVODGLUHFWLRQ QRLWFHULGDOVXR6 Q (052)61 G¶DODLQFKHYULHUHLUYHKFQLDOD¶G HLUYHKFQLDODG U HWGRPLQLTXH HXTLQLPRGWH H PRQFRQG¶KX\\XK¶GQRFQRP \ (89( (5 12, 12, 5(98( 6(/80 7 $ $7 (5& &6(' &6(' 052) )2508/(6 '(6&5($7,216)250(//(6 12(6,6(21 6,6 Retours au sonnet Poitiers, 1er-2 septembre 2007 Colloque organisé à l’université de Poitiers les 1er et 2 septembre 2007 par les revues Formules et Formes poétiques contemporaines avec la collaboration de la revue La Licorne et avec le soutien de l’équipe FORELL (E.A. 3816, Université de Poitiers / M.S.H.S.) 1 formules12.indb 1 28/04/2008 19:13:28 Revue publiée avec le concours du Centre National du Livre (France), et de la Communauté Française de Belgique. Formules est une publication de l’Association Reflet de Lettres, avec la collaboration de la Fondation Noésis Internationale et de l’Association Noésis-France. Formules est une revue traitant d’un domaine -
Plainchant Tradition*
Some Observations on the "Germanic" Plainchant Tradition* By Alexander Blachly Anyone examining the various notational systems according to which medieval scribes committed the plainchant repertory to written form must be impressed both by the obvious relatedness of the systems and by their differences. There are three main categories: the neumatic notations from the ninth, tenth, and eleventh centuries (written without a staff and incapable, therefore, of indicating precise pitches);1 the quadratic nota tion in use in Italy, Spain, France, and England-the "Romanic" lands from the twelfth century on (this is the "traditional" plainchant notation, written usually on a four-line staff and found also in most twentieth century printed books, e.g., Liber usualis, Antiphonale monasticum, Graduale Romanum); and the several types of Germanic notation that use a staff but retain many of the features of their neumatic ancestors. The second and third categories descended from the first. The staffless neumatic notations that transmit the Gregorian repertory in ninth-, tenth-, and eleventh-century sources, though unlike one another in some important respects, have long been recognized as transmitting the same corpus of melodies. Indeed, the high degree of concordance between manuscripts that are widely separated by time and place is one of the most remarkable aspects the plainchant tradition. As the oldest method of notating chant we know,2 neumatic notation compels detailed study; and the degree to which the neumatic manuscripts agree not only • I would like to thank Kenneth Levy, Alejandro Plan chart, and Norman Smith for reading this article prior to publication and for making useful suggestions for its improve ment. -
1 the Middle Ages
THE MIDDLE AGES 1 1 The Middle Ages Introduction The Middle Ages lasted a thousand years, from the break-up of the Roman Empire in the fifth century to the end of the fifteenth, when there was an awareness that a ‘dark time’ (Rabelais dismissively called it ‘gothic’) separated the present from the classical world. During this medium aevum or ‘Middle Age’, situated between classical antiquity and modern times, the centre of the world moved north as the civil- ization of the Mediterranean joined forces with the vigorous culture of temperate Europe. Rather than an Age, however, it is more appropriate to speak of Ages, for surges of decay and renewal over ten centuries redrew the political, social and cultural map of Europe, by war, marriage and treaty. By the sixth century, Christianity was replacing older gods and the organized fabric of the Roman Empire had been eroded and trading patterns disrupted. Although the Church kept administrative structures and learning alive, barbarian encroachments from the north and Saracen invasions from the south posed a continuing threat. The work of undoing the fragmentation of Rome’s imperial domain was undertaken by Charlemagne (742–814), who created a Holy Roman Empire, and subsequently by his successors over many centuries who, in bursts of military and administrative activity, bought, earned or coerced the loyalty of the rulers of the many duchies and comtés which formed the patchwork of feudal territories that was France. This process of centralization proceeded at variable speeds. After the break-up of Charlemagne’s empire at the end of the tenth century, ‘France’ was a kingdom which occupied the region now known as 2 THE MIDDLE AGES the Île de France.