An Introduction to Hardy's Poetry
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Le Nozze Di Figaro' Author(S): John Platoff Source: Music & Letters, Vol
Tonal Organization in 'Buffo' Finales and the Act II Finale of 'Le nozze di Figaro' Author(s): John Platoff Source: Music & Letters, Vol. 72, No. 3 (Aug., 1991), pp. 387-403 Published by: Oxford University Press Stable URL: https://www.jstor.org/stable/736215 Accessed: 26-02-2019 18:45 UTC JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms Oxford University Press is collaborating with JSTOR to digitize, preserve and extend access to Music & Letters This content downloaded from 132.174.255.206 on Tue, 26 Feb 2019 18:45:02 UTC All use subject to https://about.jstor.org/terms TONAL ORGANIZATION IN 'BUFFO' FINALES AND THE ACT II FINALE OF 'LE NOZZE DI FIGARO' BY JOHN PLATOFF THE TONAL PLAN of the finale to Act II of Mozart and Da Ponte's Le nozze di Fzgaro is an admirably clear structure, and one that has drawn nearly as much ap- proving comment from analysts as the opera itself has received from audiences.' The reasons for this favourable view of the finale's tonal scheme are not hard to find: its eight sections or movements move from the tonic of E flat to the dominant and then by a descending third to G, from which point the return to the tonic occurs through a regular series of falling fifths (see Table I). -
S Y N C O P a T I
SYNCOPATION ENGLISH MUSIC 1530 - 1630 'gentle daintie sweet accentings1 and 'unreasonable odd Cratchets' David McGuinness Ph.D. University of Glasgow Faculty of Arts April 1994 © David McGuinness 1994 ProQuest Number: 11007892 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11007892 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 10/ 0 1 0 C * p I GLASGOW UNIVERSITY LIBRARY ERRATA page/line 9/8 'prescriptive' for 'proscriptive' 29/29 'in mind' inserted after 'his own part' 38/17 'the first singing primer': Bathe's work was preceded by the short primers attached to some metrical psalters. 46/1 superfluous 'the' deleted 47/3,5 'he' inserted before 'had'; 'a' inserted before 'crotchet' 62/15-6 correction of number in translation of Calvisius 63/32-64/2 correction of sense of 'potestatis' and case of 'tactus' in translation of Calvisius 69/2 'signify' sp. 71/2 'hierarchy' sp. 71/41 'thesis' for 'arsis' as translation of 'depressio' 75/13ff. Calvisius' misprint noted: explanation of his alterations to original text clarified 77/18 superfluous 'themselves' deleted 80/15 'thesis' and 'arsis' reversed 81/11 'necessary' sp. -
The Concise Oxford Dictionary of Literary Terms
The Concise Oxford Dictionary of Literary Terms CHRIS BALDICK OXFORD UNIVERSITY PRESS OXFORD PAPERBACK REFERENCE The Concise Oxford Dictionary of Literary Terms Chris Baldick is Professor of English at Goldsmiths' College, University of London. He edited The Oxford Book of Gothic Tales (1992), and is the author of In Frankenstein's Shadow (1987), Criticism and Literary Theory 1890 to the Present (1996), and other works of literary history. He has edited, with Rob Morrison, Tales of Terror from Blackwood's Magazine, and The Vampyre and Other Tales of the Macabre, and has written an introduction to Charles Maturin's Melmoth the Wanderer (all available in the Oxford World's Classics series). The most authoritative and up-to-date reference books for both students and the general reader. Abbreviations Literary Terms Oxford ABC of Music Local and Family History Paperback Accounting London Place Names* Archaeology* Mathematics Reference Architecture Medical Art and Artists Medicines Art Terms* Modern Design* Astronomy Modern Quotations Better Wordpower Modern Slang Bible Music Biology Nursing Buddhism* Opera Business Paperback Encyclopedia Card Games Philosophy Chemistry Physics Christian Church Plant-Lore Classical Literature Plant Sciences Classical Mythology* Political Biography Colour Medical Political Quotations Computing Politics Dance* Popes Dates Proverbs Earth Sciences Psychology* Ecology Quotations Economics Sailing Terms Engineering* Saints English Etymology Science English Folklore* Scientists English Grammar Shakespeare English -
Course Outline
MUSICIANSHIP - Course Outline General information about the approach Audiation - the ability to think in sound - is at the core of musicianship training. Musical elements and concepts are sequentially introduced, from the simple to the complex, and are practiced in ways that actively develop understandings in pitch, tonality, rhythm and harmony. These understandings are reinforced through engagement in a variety of modes of learning: aural (critical listening, the linking of sound to syllable using tonic solfa, absolute pitch names and rhythm duration syllables), kinaesthetic (use of the Curwen hand sign system, conducting patterns and other physical indications for beat, rhythm, phrase), and visual (linking sound to a variety of notational systems). Thorough musicianship practise involves using musical elements and concepts in known contexts (such as in performing, part work and memorisation), and unknown contexts (such as in sight reading, dictation, improvisation and composition). True musicianship is achieved not only when known elements can be successfully reproduced in these many contexts, but when they are applied with sensitivity to genre and culture, and then imbued with appropriate personal expression. Artistic training must equally involve active engagement and reflection. This is the key to developing the musical imagination in both intellectual and emotional realms. Overview: Musicianship involves the study of sight singing, score reading, aural perception, musical dictation and analysis using the tools of the Kodály philosophy (tonic solfa, rhythm duration syllables and hand signs). This class will study core repertoire as decided by the course lecturer. All participants will complete a 1.5hr class of Musicianship each day. These classes provide intensive skill development in aural musicianship as well as theoretical components of music. -
A Commentary on the Poems of THOMAS HARDY
A Commentary on the Poems of THOMAS HARDY By the same author THE MAYOR OF CASTERBRIDGE (Macmillan Critical Commentaries) A HARDY COMPANION ONE RARE FAIR WOMAN Thomas Hardy's Letters to Florence Henniker, 1893-1922 (edited, with Evelyn Hardy) A JANE AUSTEN COMPANION A BRONTE COMPANION THOMAS HARDY AND THE MODERN WORLD (edited,for the Thomas Hardy Society) A Commentary on the Poems of THOMAS HARDY F. B. Pinion ISBN 978-1-349-02511-4 ISBN 978-1-349-02509-1 (eBook) DOI 10.1007/978-1-349-02509-1 © F. B. Pinion 1976 Softcover reprint of the hardcover 15t edition 1976 All rights reserved. No part of this publication may be reproduced or transmitted, in any form or by any means, without permission First published 1976 by THE MACMILLAN PRESS LTD London and Basingstoke Associated companies in New York Dublin Melbourne Johannesburg and Madras SBN 333 17918 8 This book is sold subject to the standard conditions of the Net Book Agreement Quid quod idem in poesi quoque eo evaslt ut hoc solo scribendi genere ..• immortalem famam assequi possit? From A. D. Godley's public oration at Oxford in I920 when the degree of Doctor of Letters was conferred on Thomas Hardy: 'Why now, is not the excellence of his poems such that, by this type of writing alone, he can achieve immortal fame ...? (The Life of Thomas Hardy, 397-8) 'The Temporary the AU' (Hardy's design for the sundial at Max Gate) Contents List of Drawings and Maps IX List of Plates X Preface xi Reference Abbreviations xiv Chronology xvi COMMENTS AND NOTES I Wessex Poems (1898) 3 2 Poems of the Past and the Present (1901) 29 War Poems 30 Poems of Pilgrimage 34 Miscellaneous Poems 38 Imitations, etc. -
A Natural Pulse Man-Made Pulses Beats
SECONDARY/KEY STAGE 3 MUSIC – I ’ V E G O T R H Y THM Pulse 5 MINUTES READING #1 “Rhythm is sound in Have you ever been driven crazy by someone hammering just outside your motion. It is related room – someone fixing some shelves or workmen digging up the road? Did you to the pulse, the put your headphones or earphones on and sigh with relief as some of your heartbeat, the way music replaced the unwanted noise? Why was one set of sounds so much we breathe. It rises and falls. It takes more pleasant than the other? An important part of the answer lies in the us into ourselves; it effect of what musicians call pulse. takes us out of Many annoying sounds, like hammering or roadworks are not regular. There ourselves.” - Edward Hirsch may be a bang when you’re not expecting it, then silence, then more sudden noises. Music is different. Once it has started you can sense when the next sound is going to happen. And with most types of music you can move or tap your foot in time to a clear and regular pulse. A natural pulse It is not surprising that we find a regular pulse satisfying. Even before we are born, we become aware of the beating of our mother’s heart so it is something that is natural to all of us from a very early age. The heart circulates blood around our bodies with a regular pumping action. Questions to think about: The speed with which these pumping movements follow each other is called our pulse-rate. -
Rhythm and Metre Definition of Key Terms
Area of Study One Rhythm and Metre Definition of Key Terms Key Word Definition Pulse The beat in a piece of music Metre The number of beats in a bar Tempo The speed of the music – measured in BPM and also uses metronome markings Simple Time Time signatures where the beat is divided into two: typically, a crotchet beat divided into two quavers Compound Time Time signatures based on a dotted crotchet beat, divided into three quavers, for example 6/8 Regular Time Music which keeps to a single time signature Irregular Time Music where the time signature changes (usually a lot), or where the accents frequently shift Free Time Where the rhythm of the music is not set by regular bar lines but determined by the performer Hemiola Where two bars of 3/4 are played as three bars of 2/4 or one bar of 3/2 Cross rhythm When two different rhythms of usually different metres are played together at the same time Dotted rhythm The effect produced when two conflicting rhythms are heard together Triplet Three notes being played in the time of two Syncopation When the notes are played off the beat Rubato Literally ‘robbed time’, where rhythms are played freely for expressive effect Polyrhythm When two or more rhythms are played at the same time. (Often with different pulses) Drum fill Usually heard at the end of a phrase, this is where the drummer plays a free rhythmic pattern Italian Tempo Markings Italian Term Meaning Largo Slowly and broadly Adagio ‘At ease’ (play slowly) Andante At a walking pace Moderato At moderate speed Allegro Fast Vivace Lively Presto Very quick Accelerando Gradually speeding up Rallentando Gradually slowing down Ritenuto Immediately slower Allargando Getting slower and broadening Time Signatures ! " Time signatures contain two numbers ! " The top number indicates the number of beats in each bar ! " The bottom number indications the length of each beat. -
Note Value Recognition for Piano Transcription Using Markov Random Fields Eita Nakamura, Member, IEEE, Kazuyoshi Yoshii, Member, IEEE, Simon Dixon
JOURNAL OF LATEX CLASS FILES, VOL. XX, NO. YY, ZZZZ 1 Note Value Recognition for Piano Transcription Using Markov Random Fields Eita Nakamura, Member, IEEE, Kazuyoshi Yoshii, Member, IEEE, Simon Dixon Abstract—This paper presents a statistical method for use Performed MIDI signal 15 (sec) 16 1717 1818 199 20 2121 2222 23 in music transcription that can estimate score times of note # # # # b # # onsets and offsets from polyphonic MIDI performance signals. & # # # Because performed note durations can deviate largely from score- ? Pedal indicated values, previous methods had the problem of not being able to accurately estimate offset score times (or note values) Hidden Markov model (HMM) etc. and thus could only output incomplete musical scores. Based on Incomplete musical score by conventional methods observations that the pitch context and onset score times are nœ œ œ œ #œ œ œ œ œ œ œ influential on the configuration of note values, we construct a # 6 œ œ œ œ nœ & # 8 œ œ œ œ œ œ bœ nœ #œ œ context-tree model that provides prior distributions of note values œ œ #œ nœ œ œ œ œ œ nœ œ œ œ œ ? # 6 œ n œ œ œ œ œ œ œ # 8 œ using these features and combine it with a performance model in (Rhythms are scaled by 2) the framework of Markov random fields. Evaluation results show Markov random field (MRF) model that our method reduces the average error rate by around 40 percent compared to existing/simple methods. We also confirmed Complete musical score by the proposed method that, in our model, the score model plays a more important role # œ nœ œ œ œ œ œ œ #œ œ œ œ ˙. -
Music Early Years Year Group Learning Objective Knowledge
Kentmere Academy and Nursery- Knowledge and Skills- Music Early Years Year Learning Objective Knowledge Skills Group Early To join in singing favourite songs. I know some popular nursery rhymes. I can identify my favourite songs. Years To create sounds by banging, shaking, tapping or I know that sounds can be created in many ways. I can join in with my favourite songs. blowing. I know that there are many different musical I can create sounds by banging, shaking, tapping instruments. To shows an interest in the way musical or blowing. I know that music has a beat. instruments sound. I can name some musical instruments. I know that a series of beats is called a rhythm. I am interested in the different sounds you can To sing a few familiar songs. I know that sounds can be changed. make with musical instruments. To beginning to move rhythmically. I know a variety of different songs. To imitate movement in response to music. I can sing some familiar songs. To taps out simple repeated rhythms. I can move to the beat of a piece of music. To explore and learn how sounds can be changed. I can repeat a rhythm. To begin to build a repertoire of songs and I can clap out a repeated rhythm. dances. I can explore sound and learn how to change it. To explore the different sounds of instruments. I can explore how instruments sound different to each other. I can sing a variety of songs. Cycle A- Year 1/2 Year Group Topic Week Learning Objective Knowledge Skills Year 1/2 Dinosaur Autumn 1 To learn and perform a song. -
Desire and the “Expressive Eye” Introduction : Le Désir Et L’Expression Du Regard
FATHOM a French e-journal of Thomas Hardy studies 5 | 2018 Desire and the Expressive Eye Introduction: Desire and the “Expressive Eye” Introduction : le désir et l’expression du regard Annie Ramel Electronic version URL: http://journals.openedition.org/fathom/854 DOI: 10.4000/fathom.854 ISSN: 2270-6798 Publisher Association française sur les études sur Thomas Hardy Electronic reference Annie Ramel, « Introduction: Desire and the “Expressive Eye” », FATHOM [Online], 5 | 2018, Online since 22 April 2018, connection on 01 May 2019. URL : http://journals.openedition.org/fathom/854 ; DOI : 10.4000/fathom.854 This text was automatically generated on 1 May 2019. Introduction: Desire and the “Expressive Eye” 1 Introduction: Desire and the “Expressive Eye” Introduction : le désir et l’expression du regard Annie Ramel EDITOR'S NOTE Several articles from this issue are being published jointly by FATHOM and the Hardy Review as part of a collaborative work. “In a Eweleaze Near Weatherbury” (Illustrations 154) 1 Hardy’s famous drawing of a pair of glasses superimposed on a pastoral landscape, an illustration for the poem “In a Eweleaze near Weatherbury”, is chosen by Catherine Lanone as her starting-point in the essay she wrote for this volume. What better illustration could be found for our subject, whose problematics is the connection between desire and the gaze? Indeed the onlooker requires glasses to see the landscape better: are we not all afflicted by some kind of structural myopia, or “misvision”? Does not the Bible repeatedly assert that we have eyes, but cannot see? (see Jeremiah 5:21, Ezekiel 12:2, FATHOM, 5 | 2018 Introduction: Desire and the “Expressive Eye” 2 Mark 4:12 and 8:18). -
?. M Ot, Minor Professor
THOMAS HARDY AND ARTHUR SCHOPENHAUER: A COMPARATIVE STUDY APPROVED: Major Professor /?. M Ot, Minor Professor f-s>- eut~ Director of the Department of English. Dean of the Graduate School ' THOMAS HARDY AND ARTHUR SCHOPENHAUER: A COMPARATIVE STUDY THESIS Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS By Jerry Keys Denton, Texas June, 1969 TABLE OP CONTENTS Chapter Pag© I. INTRODUCTION 1 II, THE PHILOSOPHY OP SCHOPENHAUER ....... $ III. HARDY AND SCHOPENHAUER 31 IV. TESS OF TEE D1URBERVILLES AND JUDE THE OBSCURE: AN EXPRESSION OP SCHOPENHAUER«S PHILOSOPHY $2 V. THOMAS HARDY1S POETRY: AN EXPRESSION OP PHILOSOPHICAL DEVELOPMENT 73 VI. CONCLUSION . 96 BIBLIOGRAPHY 101 CHAPTER I INTRODUCTION The purpose of this thesis is to show the influence of Arthur Schopenhauer's philosophy upon two of Thomas Hardy's novels and selected poems from six volumes of his poetry* Both writers saw the first cause of our universe as a blind, unconscious force, and this study will concern itself with how closely Thomas Hardy's philosophy resembles that of Schopenhauer and how Schopenhauer's concepts affected Hardy's writing# Hardy a product of the. philosophic and scientific rebellion of the nineteenth century. His aesthetic response to this realistic view of nature and the universe wa-s sensitive and intellectual. Hardy af*©iee contemptuously of "Nature's holy plan" and stressed a view of reality in which the first cause of the universe wa*s unconscious of man's suffering and desires# The unconscious quality of the first cause is the essence of Schopenhauer's concept of a blind, striving will to live. -
A Bibliography of the Richard Johnson Collection of Hardyana “Hardy’S Se�Ings Always Intrigued Me” “HARDY’S SETTINGS ALWAYS INTRIGUED ME”
“HARDY’S SETTINGS ALWAYS INTRIGUED ME” A Bibliography of the Richard Johnson Collection of Hardyana “Hardy’s Se�ings Always Intrigued Me” “HARDY’S SETTINGS ALWAYS INTRIGUED ME” A Bibliography of the Richard Johnson Collection of Hardyana Prepared by Lyle Ford and Jan Horner University of Manitoba Libraries 2007 The University of Manitoba Libraries Thomas Hardy Collection: An Introduction _______________________ The start of what was to become an ongoing fascination with the writings of Thomas Hardy came for me in 1949-50 when I was in Grade XII at Gordon Bell High School in Winnipeg. At that time, the English requirement was a double course that represented a third of the year’s curriculum. The required reading novel in the Prose half of the course was The Return of the Native. The poetry selections in the Poetry and Drama half were heavily weighted with Wordsworth but included five or six of Hardy’s poems to represent in part, I suppose, “modern” poetry. I was fortunate to have Gordon (“Pop”) Snider as my English teacher for Grades X through XII at Gordon Bell (the original school at Wolseley and Maryland). Up to that point English classes had involved an interminable run of texts in the “Vitalized English” series that entailed studies of word usage, required 7 readings, and the repetitive study of parts of speech that le� me cold. Snider introduced us to figures of speech in a systematic way in Grade X and from there made literature come alive for me. At the same time, I was completing five years of Latin with W.