Strings ARIAM & LRIAM Diploma Syllabus
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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. -
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. -
Revisiting the Origins of the Italian Madrigal Using Machine Learning
Revisiting the Origins of the Italian Madrigal (with machine learning) Julie E. Cumming Cory McKay Medieval and Renaissance Music Conference Maynooth, Ireland, July 6, 2018 1 The origins of the madrigal Current consensus • The madrigal emerges as a new genre of Italian-texted vocal music in the 1520s • The Italian-texted works by Verdelot are madrigals • It originated in Florence (and Rome?) in the 1520s But where did it come from? • The frottola (Einstein 1949) • The chanson and motet (Fenlon and Haar 1988) • Florentine song: carnival song, and improvised solo song (A. Cummings 2004) 2 Finding the origins: what happened before Verdelot? • Verdelot arrived in Florence in 1521 • Earliest sources of the madrigal New focus: Florence, 1515-1522 Music Printsbefore Verdelot Thanks to I. Fenlon, J. Haar, and A. Cummings Naming of Genres: Canzona in 1520s; Madrigale 1530 Prints (in or near Rome) • Pisano, Musica sopra le Canzone del petrarcha (partbooks, Petrucci, Fossombrone, 1520) (all Madrigals) • Motetti e Canzone I (partbooks, Rome, 1520) • Libro primo de la croce, choirbook, c. 1522 (surviving copy, later ed., Rome, Pasoti & Dorico, 1526) • Mix of frottole, villotte, and madrigals 4 Music MSS before Verdelot Thanks to I. Fenlon, J. Haar, and A. Cummings Florentine Manuscripts (all from Florence) • Florence, Basevi 2440, choirbook, c. 1515-22; 2 sections: • music with multiple stanzas of text (frottole) • through-composed works (madrigals & villotte) • Florence, BNC 164-167, partbooks, c. 1520-22 (4 sections) • Florence 164 or F 164 henceforth 5 My hypothesis The madrigal was deliberately created as a • high-style genre of secular music • that emulates the style of the motet Why? • Musical sources • Texts • Musical style • Cultural context (not today) 6 What do sources tell us? Madrigals are the first secular genre to be treated like Latin-texted motets in prints and manuscripts Copied and printed in partbooks (previously used only for Masses and motets) • Motetti e Canzone I (Rome, 1520), partbooks • Florence 164 (c. -
ACET Junior Academies'
ACET Junior Academies’ Scheme of Work for music Year 5 Unit 1.1: A Musical Masque About this unit: This unit of work is linked to the History scheme of work HT 1.1 Post 1066 Study: The Tudors. It is a starting point for exploration into Tudor music. In it children will begin to learn about Tudor Dance music, in particular the Pavan as a popular Tudor dance. Children will identify its characteristic musical features and rhythms before attempting to dance the Pavan and performing their own Pavan melody over a drone accompaniment. Children will then move on to learn about traditional Tudor musical instruments before exploring Tudor songs and madrigal-style songs with a ‘fa, la, la, la’ refrain. Where they will compose their own lyrics to a madrigal melody. Fanfares are explored briefly before children work towards putting on a Tudor style banquet/concert combining elements of all the musical learning in to a class performance. Unit structure National Curriculum objectives: This unit is structured around six sequential music enquiries: 1. What is a Pavan? Links to previous and future National Curriculum 2. How do we perform a Pavan? units/objectives 3. What do Tudor instruments sound like? KS2 4. What is a Madrigal? ● Listen with attention to detail and recall sound with 5. What is a Fanfare? increasing aural memory. BBC Ten Pieces 6. A musical masque – banquet/concert. ● Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. ● Play and perform in solo ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. -
Understanding Music Past and Present
Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Dahlonega, GA Understanding Music: Past and Present is licensed under a Creative Commons Attribu- tion-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorpo- rated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. Image Disclaimer: All images and figures in this book are believed to be (after a rea- sonable investigation) either public domain or carry a compatible Creative Commons license. If you are the copyright owner of images in this book and you have not authorized the use of your work under these terms, please contact the University of North Georgia Press at [email protected] to have the content removed. ISBN: 978-1-940771-33-5 Produced by: University System of Georgia Published by: University of North Georgia Press Dahlonega, Georgia Cover Design and Layout Design: Corey Parson For more information, please visit http://ung.edu/university-press Or email [email protected] TABLE OF C ONTENTS MUSIC FUNDAMENTALS 1 N. -
Renaissance Terms
Renaissance Terms Cantus firmus: ("Fixed song") The process of using a pre-existing tune as the structural basis for a new polyphonic composition. Choralis Constantinus: A collection of over 350 polyphonic motets (using Gregorian chant as the cantus firmus) written by the German composer Heinrich Isaac and his pupil Ludwig Senfl. Contenance angloise: ("The English sound") A term for the style or quality of music that writers on the continent associated with the works of John Dunstable (mostly triadic harmony, which sounded quite different than late Medieval music). Counterpoint: Combining two or more independent melodies to make an intricate polyphonic texture. Fauxbourdon: A musical texture prevalent in the late Middle Ages and early Renaissance, produced by three voices in mostly parallel motion first-inversion triads. Only two of the three voices were notated (the chant/cantus firmus, and a voice a sixth below); the third voice was "realized" by a singer a 4th below the chant. Glogauer Liederbuch: This German part-book from the 1470s is a collection of 3-part instrumental arrangements of popular French songs (chanson). Homophonic: A polyphonic musical texture in which all the voices move together in note-for-note chordal fashion, and when there is a text it is rendered at the same time in all voices. Imitation: A polyphonic musical texture in which a melodic idea is freely or strictly echoed by successive voices. A section of freer echoing in this manner if often referred to as a "point of imitation"; Strict imitation is called "canon." Musica Reservata: This term applies to High/Late Renaissance composers who "suited the music to the meaning of the words, expressing the power of each affection." Musica Transalpina: ("Music across the Alps") A printed anthology of Italian popular music translated into English and published in England in 1588. -
Mirrors and Music in the Decameron
Heliotropia 7.1-2 (2010) http://www.heliotropia.org Mirrors and Music in the Decameron t the end of the First Day of Boccaccio’s Decameron, Queen Pam- pinea urges the brigata to make music. Emilia promptly sings “In mine own beauty take I such delight That to no other love could I A 1 my fond affections plight,” a ditty about finding pleasure in one’s own ref- lection. She continues, “why seek out past delights, or new ones try When all content within my glass I find?”2 Scholars have interpreted Emilia’s mirror in myriad ways: as a symbol of truth, of God’s presence, or of Grammar, one of the Liberal Arts.3 In this essay, I will examine the mirror in relation to music, first investigating its significance in the Decameron, followed by a study of parallel examples in the Divine Comedy, visual im- ages of the period, including those by Lorenzetti, Cimabue and Giotto, and Trecento compositions by Lorenzo Masini. In so doing, I will establish that the mirror thoroughly enriched the primary texts in which it was imbed- ded, serving as a symbol of balance, judgment and transcendence. The Decameron’s most prominent mirror appears in Story 8 of the Sixth Day. Emilia, the singer of the mirror song in the First Day, also tells the story of a vainglorious woman: Cesca, the niece of Fresco da Celatico, spends much of her time criticizing others and trumpeting her own vir- tues. At the end of the story, her exasperated uncle implores: “If you can’t bear the sight of horrid people, my girl, I advise you for your own peace of mind, never to look at yourself in the glass” (466).4 This is followed by the 1 Decameron, translated by G. -
Graduate-Dissertations-21
Ph.D. Dissertations in Musicology University of North Carolina at Chapel Hill Department of Music 1939 – 2021 Table of Contents Dissertations before 1950 1939 1949 Dissertations from 1950 - 1959 1950 1952 1953 1955 1956 1958 1959 Dissertations from 1960 - 1969 1960 1961 1962 1964 1965 1966 1967 1968 1969 Dissertations from 1970 - 1979 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 Dissertations from 1980 - 1989 1980 1981 1982 1983 1984 1985 1986 1987 1988 1989 Dissertations from 1990 - 1999 1990 1991 1992 1994 1995 1996 1998 1999 Dissertations from 2000 - 2009 2000 2001 2002 2003 2005 2006 2007 2008 2009 Dissertations since 2010 2010 2013 2014 2015 2016 2018 2019 Dissertations since 2020 2020 2021 1939 Peter Sijer Hansen The Life and Works of Dominico Phinot (ca. 1510-ca. 1555) (under the direction of Glen Haydon) 1949 Willis Cowan Gates The Literature for Unaccompanied Solo Violin (under the direction of Glen Haydon) Gwynn Spencer McPeek The Windsor Manuscript, British Museum, Egerton 3307 (under the direction of Glen Haydon) Wilton Elman Mason The Lute Music of Sylvius Leopold Weiss (under the direction of Glen Haydon) 1950 Delbert Meacham Beswick The Problem of Tonality in Seventeenth-Century Music (under the direction of Glen Haydon) 1952 Allen McCain Garrett The Works of William Billings (under the direction of Glen Haydon) Herbert Stanton Livingston The Italian Overture from A. Scarlatti to Mozart (under the direction of Glen Haydon) 1953 Almonte Charles Howell, Jr. The French Organ Mass in the Sixteenth and Seventeenth Centuries (under the direction of Jan Philip Schinhan) 1955 George E. -
Early and Renaissance Music ?
Early and Renaissance Music ? - 1600 Periods of Musical History A quick guide to getting the most information from this presentation… • All concepts are in bold • Important information in blue Early and Renaissance Music • In music, the word renaissance is used to describe music composed or performed between 1450 – 1600. Music composed or performed earlier than 1450 may be referred to as early or medieval music. Early and Renaissance Music • The word renaissance literally means rebirth, the name is appropriate to the time as there was a keen interest in learning and culture. Most of this learning was based on the ideas expressed by the ancient Greeks and the Romans. A little perspective… • 1492 Columbus “discovers” North America • 1431 Joan of Arc burned at the stake • Scotch whiskey was invented • Psychiatric hospitals • Printing press c.1450 • 1452-1519 Leonardo da Vinci • 1564-1616 William Shakespeare • The first flushing toilet c.1591 Famous composers of Early and Renaissance music PALESTRINA MONTEVERDI BYRD Renaissance Instruments • Lute • Lyre • Sackbut • Hurdy gurdy Consort • A group of instruments all from the same family playing together. Modes • Early and renaissance music was composed using a system of modes, modes are an early version of the major and minor scale systems we use today. This means that the music from this period is modal. It is easy to identify which mode a melody is written in, all you have to do is look at the note which the melody begins and ends on, and the range of the melody. Sacred and Secular • Some of the greatest pieces of music from the renaissance period were sacred. -
5217.Pdf (2.077Mb)
~~h ~33 presents its 12th program I t'! ."". of the 1988-89 season: / 1, - ~ -~ QJ~ .rl)'- . THE MADRIGAL SINGERS ~ '; . I,' Joan Catoni Conlon, Director . .... ' COLLEGIUM MUSICUM Margriet Tindemans, Director School of - 111 Music University of- _- Washington or - .,-f 'r: . rA £. • . - -- /1- Program oJ Cnnstmas ~:;VLUStC ..... from the %idd[e Jlges and2\?naissance December 5 and 6, 1988 8:00 PM, Brechemin Auditorium l C! J:fffI L) ,9 ijb .' . PROGRAM From Orient lands An ass came, Handsome and strong, THE COLLEGIUM MUSICUM An excellent beast of burden. Throughout the ages Christmas has been the occasion for exuberant Hey, ho, hey, Sir Ass, and hey! festivities within and outside the church. The miracle of the birth of In the hills of Sichem Jesus Christ from the Virgin Mother continues to capture our imagina He was raised by Reuben, tion as it has done for centuries. Christmas was the time when the He crossed over the Jordan community of believers actually participated in the church rituals. And sped into Bethlehem. Elements of ancient folklore, even traces of older pagan ri tes were tol Hey, ho, hey, Sir Ass, and hey! erated by the Church officials at Christmastime as a means of bringing the faith closer to the people. He leaped higher than a stag, Musically speaking, it is in the medieval songs for the Christmas An antelope or chamois, season that we can catch a glimpse of the musical tradition of the lower Faster than the dromedaries classes, a tradition that because of its entirely oral transmission is From distant Media. -
The Renaissance Period (1400 – 1600) a Cappella: the Golden Age
General Music Cycle 7 Mr. Hamilton Period 3A The Renaissance Period (1400 – 1600) Renaissance means rebirth. This period saw a rebirth in knowledge. The Renaissance was turning from God to man. Science and the arts were becoming more important. Christopher Columbus discovered America and Michelangelo was painting the Sistine Chapel. William Shakespeare was writing his famous plays. Secular music is non-religious music and it was becoming more popular during this time. There was a rise in instrumental music and dance music, too. Johannes Gutenberg invented the printing press during the Renaissance. Some people consider the printing press to be the most important contribution to civilization in the last one thousand years! The printing press allowed documents to be printed quickly. Before the Renaissance, documents had to be copied by hand. One of the most famous persons from the Renaissance was Leonardo da Vinci. He was known as a Renaissance man because he could do many things well. He was a painter, architect, inventor, scientist, poet, musician, and teacher. A Cappella: The Golden Age of Singing This was the golden age of the a cappella style. That means that singers sang without instruments. At this point in history, vocal music was still more important than instrumental music. Madrigals were popular during the Renaissance. These song forms were performed in groups of four, five, or six singers. A madrigal is secular music. This is non-religious music. Madrigals were usually love songs. Religious music was still very important. Choral music of the Renaissance was an extension of the Gregorian chant. It was sung a cappella and sung in Latin. -
MUSIC in the RENAISSANCE Western Music in Context: a Norton History Walter Frisch Series Editor
MUSIC IN THE RENAISSANCE Western Music in Context: A Norton History Walter Frisch series editor Music in the Medieval West, by Margot Fassler Music in the Renaissance, by Richard Freedman Music in the Baroque, by Wendy Heller Music in the Eighteenth Century, by John Rice Music in the Nineteenth Century, by Walter Frisch Music in the Twentieth and Twenty-First Centuries, by Joseph Auner MUSIC IN THE RENAISSANCE Richard Freedman Haverford College n W. W. NORTON AND COMPANY Ƌ ƋĐƋ W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program—trade books and college texts— were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today—with a staff of four hundred and a comparable number of trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees. Copyright © 2013 by W. W. Norton & Company, Inc. All rights reserved Printed in the United States of America Editor: Maribeth Payne Associate Editor: Justin Hoffman Assistant Editor: Ariella Foss Developmental Editor: Harry Haskell Manuscript Editor: Bonnie Blackburn Project Editor: Jack Borrebach Electronic Media Editor: Steve Hoge Marketing Manager, Music: Amy Parkin Production Manager: Ashley Horna Photo Editor: Stephanie Romeo Permissions Manager: Megan Jackson Text Design: Jillian Burr Composition: CM Preparé Manufacturing: Quad/Graphics-Fairfield, PA A catalogue record is available from the Library of Congress ISBN 978-0-393-92916-4 W.