Singing from the Book: an Analysis of the Middle

Total Page:16

File Type:pdf, Size:1020Kb

Singing from the Book: an Analysis of the Middle SINGING FROM THE BOOK: AN ANALYSIS OF THE MIDDLE ENGLISH AND LATIN LULLABY LYRICS IN HARLEY 913 By CYNTHIA A. ROGERS Bachelor of Arts/Science in English Oklahoma State University Stillwater, OK 2008 Submitted to the Faculty of the Graduate College of Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF ARTS July, 2008 SINGING FROM THE BOOK; AN ANALYSIS OF THE MIDDLE ENGLISH AND LATIN LULLABY LYRICS IN HARLEY 913 Thesis Approved: Merrall Llewelyn Price Thesis Adviser Randi Eldevik Edward Jones Allen Scott A. Gordon Emslie Dean of the Graduate College ii ACKNOWLEDGEMENTS The expertise and patience of my committee members have been a source of unending support in the pursuit of my research and writing. Merrall Llewelyn Price, my committee chair, has given unstintingly of her time to comment on drafts and listen to me work through my arguments in conversations with her. It is not every advisor who relishes working through codicological details—I am quite aware how much I have to thank her for. Randi Eldevik holds a special place in this project since it was in her class more than a decade ago that I first encountered the "Lollai" lyrics. Her expertise in Latin and Middle English has made this a much cleaner work than it otherwise would have been. Certainly all the errors in the translations are mine, and the moments of clarity are due to her assistance. Allen Scott from the Music Department at OSU has always greeted my appearance in his office with good humor and enthusiasm, no matter how exotic or mundane my questions were. Edward Jones gave me excellent advice about working in the field with manuscripts, and it was literally on his recommendation that the British Library let me in the door of the manuscript room. This work could not have been written without the generous financial support of my research from Oklahoma State University, in the form of two Robberson Summer Research Scholarships (2004, 2007) and the Women's Faculty Council Award for Research (2004). These scholarships allowed me to spend two weeks in London in 2004 iii studying at the University of London's Summer Paleography courses and doing primary research on Harley 913 at the British Library. The second Robberson in 2007 allowed me to attend the University of Toronto's Medieval Summer Latin program and to do secondary research at their Pontifical Institute's non-circulating research library. I am also grateful to the British Library for permission to use reproductions of pages from MS Harley 913 in my thesis, and for graciously waiving their usual use- charges. Finally, I am grateful for the love and support of my family and extended family of friends. Literally, it has taken a village to get me through this process. iv TABLE OF CONTENTS Chapter Page I. INTRODUCTION..................................................................................................1 The Christ Child Lullaby Tradition......................................................................1 Scholarship and Questions ...................................................................................2 Overview.............................................................................................................2 Apparatus ............................................................................................................4 II. PROVENANCE....................................................................................................5 Physical Description ............................................................................................6 Composition, Compilation, and Manufacture.......................................................7 Franciscan Connections .......................................................................................9 History of Ownership.........................................................................................10 III. LITERATURE REVIEW...................................................................................12 IV. DISARRANGEMENT OF THE MANUSCRIPT ..............................................19 Current Order of Harley 913 ..............................................................................22 Reconstruction Based on the Text, Booklet Similarities, and Vellum Fold-patterns...................................................................................25 Vellum Fold Pattern Analysis ............................................................................26 Proposed New Reconstruction of Harley 913 and Notes on Quires.....................31 The Purposes of the Rebinder ............................................................................40 Further Study.....................................................................................................42 V. "LOLA, LOLA:" AN ANALYSIS OF THE LATIN LULLABY ........................43 Classical and Medieval Punctuation Uses...........................................................43 Application to "Lola, Lola"................................................................................45 Goliardic Meter .................................................................................................49 Capitalum and Paragraphus Marks ...................................................................54 An Opposing Argument.....................................................................................57 Thematic Analysis of "Lola, Lola" and its Precursors.........................................57 v Chapter Page VI. AN ANALYSIS OF THE MIDDLE ENGLISH LYRIC "LOLLAI, LOLLAI:" 63 Comparison of Punctuation................................................................................63 Viewing the First Two Stanzas as a Translation .................................................67 Metrical Analysis...............................................................................................71 Was the Latin Lullaby Originally Longer? .........................................................74 The Addition of Verses......................................................................................75 Analysis of Grimestone's "Lullay" .....................................................................79 The Grimestone Lyric's Meter and Punctuation..................................................80 Speculations on the Relationship Between the Grimestone Harley Lullabies......83 Lullaby Tradition Lineage..................................................................................84 Descendants.......................................................................................................86 APPENDICES.........................................................................................................89 A. Middle English "Lollai, lollai" Transcription and Translation........................89 B. Latin "Lola, Lola" Transcription and Translation...........................................94 C. Grimestone's "Lullay, Lullay"Transcription and Translation..........................98 D. English Translation of Heuser's Comentary from Die Kildare-Gedichte ...... 100 E. Glossary of Specialized Terms..................................................................... 104 WORKS CITED.................................................................................................... 111 NOTES.................................................................................................................. 117 VITA........................................................................................................................... ABSTRACT................................................................................................................ vi LIST OF FIGURES Figure Page 1 Folio 63V- "Lola" Fragment .............................................................................46 2 Folio 32R- Beginning of "Lollai"......................................................................65 3 Folio 32V- End of "Lollai"................................................................................66 vii CHAPTER ONE INTRODUCTION The Christ Child Lullaby Tradition The medieval lullaby "Lollai, lollai, whi wepistou so sore" gives a mother's words as she soothes a crying baby. At the same time she sings lulling sounds to quiet the baby, she acknowledges that he has reason to weep, for the world is harsh and his life will be full of suffering. If one hears her words as being from the Virgin Mary to the Christ child, another layer of poignancy is added. The child has chosen to come to save mankind from their sins, but that does not change the fact that at the moment of the lullaby, omnipotent God has become a baby who cries in his cradle and needs comfort from his mother. This paradoxical image is so compelling that similar lullabies continued to be written for hundreds of years. Some of them are still sung in churches today at Christmas time. "Lollai" has long been considered the great-grandmother of this tradition, the oldest of all the lullaby lyrics. The song is preserved in a fourteenth-century Franciscan friar's little traveling book that he carried in his pouch. It is in company with other songs, theological treatises, a list of Franciscan holdings, satires, and sermon materials—a miscellaneous wealth that must have been useful to the friar that copied it into his book. Since the Franciscans took vows of poverty, they carried very little with them in their walking journeys, hence the tiny size of the book. The friar probably traveled from place to place in eastern Ireland preaching and
Recommended publications
  • Remembering Music
    lawrence m. zbikowski Remembering Music This article considers the role of memory in musical understanding through an exploration of some of the cognitive resources recruited for musical memory, with a special emphasis on processes of categorization and on the different memory systems which are brought to bear on musical phenomena. This perspective is then developed through a close analysis of the ways memory is exploited and expanded in To- ru Takemitsu’s Equinox, a short work for guitar written in 1993. Early in the second volume of Marcel Proust’s À la recherche du temps perdu (translated as In the Shadow of Young Girls in Flower) the narrator – having overcome a bit of awkwardness with Charles Swann – has become an intimate of Swann’s household, and the favored friend of his daughter Gilberte. On some days he joins the Swanns as they while away the afternoon at home, but on most occasions he joins them for a drive in the Bois de Boulogne. On occasion, before she changes her dress in preparation for their drive, Madame Swann sits down at the piano: The fingers of her lovely hands, emerging from the sleeves of her tea gown in crêpe de Chine, pink, white, or at times in brighter colors, wandered on the keyboard with a wistful- ness of which her eyes were so full, and her heart so empty. It was on one of those days that she happened to play the part of the Vinteuil sonata with the little phrase that Swann had once loved so much.1 This event provides Proust with an opportunity to reflect on the challenges of listening to music, and in particular on the difficulty of making something of a new piece on our first encounter with it.
    [Show full text]
  • 24. Debussy Pour Le Piano: Sarabande (For Unit 3: Developing Musical Understanding)
    24. Debussy Pour le piano: Sarabande (For Unit 3: Developing Musical Understanding) Introduction and Performance circumstances Debussy probably decided to compose a Sarabande partly because he knew Erik Satie’s three sarabandes of 1887, with their similarly sensuous harmony. There are no grounds for referring to Debussy’s Sarabande as ‘impressionist’, even though the piece is very similar in date to his Prélude à l’après-midi d’un faune. The term ‘neoclassical’ may be more suitable, although we do not hear the post-World War I type of ‘wrong-note’ neoclassicism of, for example, Stravinsky’s Pulcinella. In public performance Debussy’s Sarabande is most likely to be heard as part of a piano recital, along with the two other movements which flank it (Prélude and Toccata) from Pour le piano. Incidentally the suite was published in 1901, but the Sarabande (in a slightly different version to the one we know) dates back to 1894. Performing Forces and their Handling Sarabande, for solo piano, does not depend for its effect on any virtuosity or display. Marguerite Long, a pupil of Debussy, noted that the composer ‘himself played [the piece] as no one [else] could ever have done, with those marvellous successions of chords sustained by his intense legato’. A wide range is involved, from (several) very low C sharps to E just over five octaves higher; there are no extremely high notes. Some left-hand chords extend to well over an octave and have to be spread. Texture The texture is almost entirely homophonic, with much parallelism, and is often extremely sonorous on account of the many chords with six or more notes.
    [Show full text]
  • 4. Wagner Prelude to Tristan Und Isolde (For Unit 6: Developing Musical Understanding)
    4. Wagner Prelude to Tristan und Isolde (For Unit 6: Developing Musical Understanding) Background information and performance circumstances Richard Wagner (1813-1883) was the greatest exponent of mid-nineteenth-century German romanticism. Like some other leading nineteenth-century musicians, but unlike those from previous eras, he was never a professional instrumentalist or singer, but worked as a freelance composer and conductor. A genius of over-riding force and ambition, he created a new genre of ‘music drama’ and greatly expanded the expressive possibilities of tonal composition. His works divided musical opinion, and strongly influenced several generations of composers across Europe. Career Brought up in a family with wide and somewhat Bohemian artistic connections, Wagner was discouraged by his mother from studying music, and at first was drawn more to literature – a source of inspiration he shared with many other romantic composers. It was only at the age of 15 that he began a secret study of harmony, working from a German translation of Logier’s School of Thoroughbass. [A reprint of this book is available on the Internet - http://archive.org/details/logierscomprehen00logi. The approach to basic harmony, remarkably, is very much the same as we use today.] Eventually he took private composition lessons, completing four years of study in 1832. Meanwhile his impatience with formal training and his obsessive attention to what interested him led to a succession of disasters over his education in Leipzig, successively at St Nicholas’ School, St Thomas’ School (where Bach had been cantor), and the university. At the age of 15, Wagner had written a full-length tragedy, and in 1832 he wrote the libretto to his first opera.
    [Show full text]
  • A Study of Musical Rhetoric in JS Bach's Organ Fugues
    A Study of Musical Rhetoric in J. S. Bach’s Organ Fugues BWV 546, 552.2, 577, and 582 A document submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS in the Keyboard Division of the College-Conservatory of Music March 2015 by Wei-Chun Liao BFA, National Taiwan Normal University, 1999 MA, Teachers College, Columbia University, 2002 MEd, Teachers College, Columbia University, 2003 Committee Chair: Roberta Gary, DMA Abstract This study explores the musical-rhetorical tradition in German Baroque music and its connection with Johann Sebastian Bach’s fugal writing. Fugal theory according to musica poetica sources includes both contrapuntal devices and structural principles. Johann Mattheson’s dispositio model for organizing instrumental music provides an approach to comprehending the process of Baroque composition. His view on the construction of a subject also offers a way to observe a subject’s transformation in the fugal process. While fugal writing was considered the essential compositional technique for developing musical ideas in the Baroque era, a successful musical-rhetorical dispositio can shape the fugue from a simple subject into a convincing and coherent work. The analyses of the four selected fugues in this study, BWV 546, 552.2, 577, and 582, will provide a reading of the musical-rhetorical dispositio for an understanding of Bach’s fugal writing. ii Copyright © 2015 by Wei-Chun Liao All rights reserved iii Acknowledgements The completion of this document would not have been possible without the help and support of many people.
    [Show full text]
  • An Account of Emotional Specificity in Classic– Romantic Music
    An Account of Emotional Specificity in Classic– Romantic Music Jeffrey Swinkin Many, if not most, contemporary philosophers of music contend that the musical expression of an emotion does not depend upon the perceiver feel- ing that emotion.1 That is, while these scholars do not necessarily deny that emotional responses to music are valuable, even inevitable, they do not view such responses as properly part of the emotional content of the work itself, or even properly part of an aesthetic experience of the work (as opposed to a more informal one). Some argue this on the basis that musical emotions lack intentional objects: if a piece expresses sadness, for example, this could not consist in the listener feeling sad for the piece gives him nothing to be sad about.2 Others invoke the problematic paradox of negative emotion: if music really made us feel sad, why would we want to listen to it? (Davies [1997] and Levinson [1997] explore this issue.) Still others observe that pieces often evoke feelings they do not express and vice versa; as Goodman states, “whatever emotion may be excited [by music] is seldom the one expressed” (1976:47). As a consequence, even when the emotions expressed by the music and those felt by the listener happen to coincide, the latter are nonetheless incidental to musical expression. Equally incidental is what composers feel when they compose. As Peter Kivy avers, “It is unthinkable that I should amend my characterization of the opening bars of Mozart’s G–minor Symphony (K. 550) as somber . if I were to discover evidence of Mozart’s happiness .
    [Show full text]
  • The Computer Analysis of Medieval Irish English
    In: Raymond Hickey, Merja Kytö, Ian Lancashire and Matti Rissanen (eds) Tracing the trail of time. Proceedings of the conference on diachronic corpora, Toronto, May 1995. (Amsterdam: Rodopi, 1997, 167-83). The computer analysis of medieval Irish English Raymond Hickey Essen University 1. Introduction The history of English in Ireland began in the late 12th century with the coming of Norman settlers who had English speakers (along with some Welsh and Flemish) in their retinue. The long-term effect of this initial settlement was the virtually complete Anglicisation of Ireland. However this did not involve a simple substitution of Irish by English. The fortunes of English in the beginning suffered some reverses due to the resurgence of Gaelic culture in the centuries after the coming of the original settlers. This phenomenon provides the historical justification for dividing the development of English in Ireland into two main periods. The first is that of medieval Irish English which lasted from the end of the 12th to at least the 15th century and the second is the modern period which began in the early 17th century with the demise of the Gaelic social and political order as a consequence of military defeat by the English. One of the immediate effects of the latter was the spread of new varieties of English, particularly with the settlement of relatively large numbers of ‘planters’ as of the mid 17th century. At the time of the first English incursions in the latter half of the 12th century the linguistic situation in Ireland was quite homogeneous. It is true that in the 9th century Ireland was ravaged by Scandinavians just like the rest of Britain but these had settled down in the following three centuries and become assimilated with the native Irish population much as they did in other countries, such as England and France.
    [Show full text]
  • Town in the 14Th Century
    URBANIZATION AND POLLUTION IN AN IRISH (?) TOWN IN THE 14TH CENTURY In this article my intention is to offer a rather different interpretation from the ones so far provided by scholars who have analysed the medieval poem known as Satire on the people of Kildare by underlining the sociological and ‘environmentalist’ concerns of the anonymous author of this work contained in MS. British Library Harley 913. The latter is a parchment codex composed of 64 folia in 12mo, which can be roughly ascribed to the first quarter of the 14th century, the terminus post quem being 1308, year of the death of Piers of Birmingham, the fierce opponent of the Irish in memoriam of whom a poem in the manuscript, which is now considered a mock-eulogy, is dedicated.1 Its pocket-size measure (140 x 91 mm.) and the items it contains, which were described by Wanley for the first time on the occasion of the cataloguing of the Harley collection, Catalogi librorum manuscriptorum Angliae et Hiberniae in unum collecti, cum indice alphabetico, which he started work on in 1708, and whose list was reproposed by Heuser,2 would lead us to presume that it was destined for personal use. It is a trilingual miscellany, containing mainly Latin texts, 16 poems written in English (but the number rises to 17 if we add the short Five hateful things, on Fl. 6v, which is not in Wanley’s list) and two in French; a linguistic composition not infrequent in other miscellanies of English origin of that age, although in Harley 913 the presence of French “is of too little importance to provide much compilatory stimulus” (Scahill 2003: 31).
    [Show full text]
  • SYMPHONIES of HORROR Musical Experimentation in Howard Shore's
    SYMPHONIES OF HORROR Musical Experimentation in Howard Shore’s Work with David Cronenberg A thesis submitted to the Oberlin College & Conservatory Musical Studies Department in fulfillment of the requirements for University Honors by Vikram Shankar Spring 2017 Shankar, Symphonies of Horror 2 Table of Contents: Introduction 3 Methodology 6 Theoretical Frameworks 9 Early Experimentation: The Brood 20 Synthesized Surrealism: Videodrome 30 Breaking Through to the Mainstream: The Fly 40 Scoring the Unfilmable: Naked Lunch 60 Conclusion 77 Works Cited 81 Nosferatu, A Symphony of Horror: original score 84 Acknowledgments 86 Shankar, Symphonies of Horror 3 INTRODUCTION With a career spanning almost forty years, Canadian composer Howard Shore has become one of the most respected and sought after film composers working in the industry today. Much of his work, in particular his scores for the Lord of the Rings films, have received much academic attention; his longstanding working relationship with Canadian horror filmmaker David Cronenberg, however, has not yet benefited from such academic inquiry. Using the films The Brood, Videodrome, The Fly, and Naked Lunch as case studies, this thesis examines the way that Shore uses the arena of Cronenberg’s films as a laboratory for personal musical experimentation. Examples include Shore’s use of electronic synthesizer sounds alongside a string orchestra for Videodrome, implementations of canonic techniques and against-the-grain writing for The Fly, and the incorporation of free-jazz aesthetics in Naked Lunch. Using as sources Howard Shore’s words and what academic inquiry exists in this field, but more often utilizing my own analysis and observations of the music and films, I argue that Shore’s scores incorporate such musical experimentation to work in tandem with Cronenberg’s own experimental art.
    [Show full text]
  • “Words As Bearers of History”: Testimony and Trauma in Seamus Heaney's Early Poetry
    Hacettepe University Graduate School of Social Sciences Department of English Language and Literature English Language and Literature “WORDS AS BEARERS OF HISTORY”: TESTIMONY AND TRAUMA IN SEAMUS HEANEY’S EARLY POETRY Gülay GÜLPINAR ÖZORAN Ph.D. Thesis Ankara, 2019 “WORDS AS BEARERS OF HISTORY”: TESTIMONY AND TRAUMA IN SEAMUS HEANEY’S EARLY POETRY Gülay GÜLPINAR ÖZORAN Hacettepe University Graduate School of Social Sciences Department of English Language and Literature English Language and Literature Programme Ph.D. Thesis Ankara, 2019 KABUL VE ONAY YAYIMLAMA VE FİKRİ MÜLKİYET HAKLARI BEYANI ETİK BEYAN DEDICATION To my family, who patiently and graciously tolerated my absence during long years devoted to this study v ACKNOWLEDGEMENTS I used to Welcome the first-year students to the department, Where I Worked for ten years, With a motivational speech draWing an analogy betWeen the challenging and adventurous journey of mythical heroes and the journey the neW students Were about to embark upon. Joseph Campbell’s idea of the “monomyth” Was there in the back of my mind and I literally saW no difference betWeen the difficult but at the same time reWarding road lying before the students and the mythical heroes at the beginning of their stories. I encouraged my students to believe in their capacity to complete their journey With success fit for heroes and constantly advised them to persevere. However, I myself failed to remember at times during the process of Writing this dissertation that I Was also on that road, that Ph.D. Was that challenging and reWarding journey, and that I, too, had to persevere in the face of challenges.
    [Show full text]
  • Musical Rhetoric, Narrative, Drama, and Their Negation in Morton Feldman's Piano and String Quartet
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 Musical Rhetoric, Narrative, Drama, and Their Negation in Morton Feldman's Piano and String Quartet Ryan Michael Howard Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/487 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] MUSICAL RHETORIC, NARRATIVE, DRAMA, AND THEIR NEGATION IN MORTON FELDMAN’S PIANO AND STRING QUARTET by Ryan M. Howard A dissertation submitted to the Department of Music of the Graduate Center, City University of New York in partial fulfillment of the degree of Doctor of Philosophy 2014 © Ryan M. Howard, 2014 All Rights Reserved ii This manuscript has been read and accepted by the Graduate Faculty in Music in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Dr. Jeff Nichols, Advisor Dr. Joseph Straus, First Reader Dr. David Olan Dr. Bruce Saylor Dr. Nils Vigeland supervisory committee iii Abstract Musical Rhetoric, Narrative, Drama, and Their Negation in Morton Feldman’s Piano and String Quartet by Ryan Howard Advisor: Dr. Jeff Nichols Though Morton Feldman famously expressed his aversion to conventional compositional rhetoric early in his career, an examination of his music from the late 1970s onward reveals a more complex and ambiguous relationship with musical rhetoric than has often been acknowledged.
    [Show full text]
  • WB Yeats and Modernist Poetry
    5 LAURA O’CONNOR W. B. Yeats and Modernist Poetry I Widely acclaimed as a major modernist and a foundational Irish-national poet, W. B. Yeats is essential to any discussion of Irish-modernist poetry. However, among the major Irish modernists – Yeats, James Joyce, and Samuel Beckett – only Joyce’s modernism is uncontroversial, not least for generational reasons. Yeats was born twenty years before and Beckett twenty years after most of the acclaimed high modernists, who, like Joyce, were born in the 1880s. A Victorian and self-professed “last Romantic” as well as a modernist, Yeats upsets the supposition that modernism constitutes a radical departure from what precedes it. Yeats’s publishing career corre- sponds exactly with the c.1890–1939 periodization of modernism: Oscar Wilde favorably reviewed Yeats’s The Wanderings of Oisin in 1889, and – at Yeats’s request – “Under Ben Bulben” was published in Irish newspapers after his death in 1939. Although Beckett is less known for his poetry than for his prose and plays, his poems in English and French extend from the prize-winning “Whoroscope” (1930) to “Comment Dire” (1989), so that their joint poetic production spans a century. Sanctioned by the expansionist trend of new modernist studies, many critics treat “modernism” as cover- ing the long twentieth century, or as radical aesthetic responses to moder- nity from roughly Charles Baudelaire to the present. This essay adopts that longer perspective, but concentrates on the 1930s–1950s period, between the heyday of 1920s high modernism and the second eff orescence of Irish poetry in the late 1960s.
    [Show full text]
  • Dublin and Middle English
    In: Peter J. and Angela M. Lucas (eds) Middle English. From tongue to text. Selected papers from the Third International Conference on Middle English: Language and Text held at Dublin, Ireland, 1-4 July 1999. Frankfurt: Lang, 2002, 187-200. Dublin and Middle English Raymond Hickey Essen University 1 Introduction The link in the title of this paper between the capital of the Republic of Ireland and the language of the Middle English period is justified on a number of counts. Even the most cursory glance at English spoken in Dublin today reveals a variety which is quite different from other forms of urban English in the Anglophone world. And there are a number of reasons why should one examine Dublin English in the context of late medieval English, three of which are listed below. 1) Dublin English is a highly idiosyncratic variety of English which has existed separate from the mainland of Britain since the late 12th century. 2) Dublin English offers insights into historical processes which are assumed to have taken place in the history of English and where the time depth is difficult to determine. 3) As opposed to English in other parts of Ireland, there is an unbroken continuity of English in the capital from the late Middle Ages so that one can with some justification link features of the present-day urban dialect with the initial forms of English taken to Dublin. 2 The settlement of Dublin As opposed to England which experienced a change in location with the capital city during the history of its language, in Ireland Dublin has been the political and cultural centre of the country during the entire development of Irish English.
    [Show full text]