Bach, Reiche, and the Leipzig Collegia Musica
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Introduction
Copyright © Thomas Braatz, 20071 Introduction This paper proposes to trace the origin and rather quick demise of the Andreas Stübel Theory, a theory which purportedly attempted to designate a librettist who supplied Johann Sebastian Bach with texts and worked with him when the latter composed the greater portion of the 2nd ‘chorale-cantata’ cycle in Leipzig from 1724 to early 1725. It was Hans- Joachim Schulze who first proposed this theory in 1998 after which it encountered a mixed reception with Christoph Wolff lending it some support in his Bach biography2 and in his notes for the Koopman Bach-Cantata recording series3, but with Martin Geck4 viewing it rather less enthusiastically as a theory that resembled a ball thrown onto the roulette wheel and having the same chance of winning a jackpot. 1 This document may be freely copied and distributed providing that distribution is made in full and the author’s copyright notice is retained. 2 Christoph Wolff, Johann Sebastian Bach: The Learned Musician (Norton, 2000), (first published as a paperback in 2001), p. 278. 3 Christoph Wolff, ‘The Leipzig church cantatas: the chorale cantata cycle (II:1724-1725)’ in The Complete Cantatas volumes 10 and 11 as recorded by Ton Koopman and published by Erato Disques (Paris, France, 2001). 4 Martin Geck, Bach: Leben und Werk, (Hamburg, 2000), p. 400. 1 Andreas Stübel Andreas Stübel (also known as Stiefel = ‘boot’) was born as the son of an innkeeper in Dresden on December 15, 1653. In Dresden he first attended the Latin School located there. Then, in 1668, he attended the Prince’s School (“Fürstenschule”) in Meißen. -
T H O M a N E R C H
Thomanerchor LeIPZIG DerThomaner chor Der Thomaner chor ts n te on C F o able T Ta b l e o f c o n T e n T s Greeting from “Thomaskantor” Biller (Cantor of the St Thomas Boys Choir) ......................... 04 The “Thomanerchor Leipzig” St Thomas Boys Choir Now Performing: The Thomanerchor Leipzig ............................................................................. 06 Musical Presence in Historical Places ........................................................................................ 07 The Thomaner: Choir and School, a Tradition of Unity for 800 Years .......................................... 08 The Alumnat – a World of Its Own .............................................................................................. 09 “Keyboard Polisher”, or Responsibility in Detail ........................................................................ 10 “Once a Thomaner, always a Thomaner” ................................................................................... 11 Soli Deo Gloria .......................................................................................................................... 12 Everyday Life in the Choir: Singing Is “Only” a Part ................................................................... 13 A Brief History of the St Thomas Boys Choir ............................................................................... 14 Leisure Time Always on the Move .................................................................................................................. 16 ... By the Way -
My Musical Lineage Since the 1600S
Paris Smaragdis My musical lineage Richard Boulanger since the 1600s Barry Vercoe Names in bold are people you should recognize from music history class if you were not asleep. Malcolm Peyton Hugo Norden Joji Yuasa Alan Black Bernard Rands Jack Jarrett Roger Reynolds Irving Fine Edward Cone Edward Steuerman Wolfgang Fortner Felix Winternitz Sebastian Matthews Howard Thatcher Hugo Kontschak Michael Czajkowski Pierre Boulez Luciano Berio Bruno Maderna Boris Blacher Erich Peter Tibor Kozma Bernhard Heiden Aaron Copland Walter Piston Ross Lee Finney Jr Leo Sowerby Bernard Wagenaar René Leibowitz Vincent Persichetti Andrée Vaurabourg Olivier Messiaen Giulio Cesare Paribeni Giorgio Federico Ghedini Luigi Dallapiccola Hermann Scherchen Alessandro Bustini Antonio Guarnieri Gian Francesco Malipiero Friedrich Ernst Koch Paul Hindemith Sergei Koussevitzky Circa 20th century Leopold Wolfsohn Rubin Goldmark Archibald Davinson Clifford Heilman Edward Ballantine George Enescu Harris Shaw Edward Burlingame Hill Roger Sessions Nadia Boulanger Johan Wagenaar Maurice Ravel Anton Webern Paul Dukas Alban Berg Fritz Reiner Darius Milhaud Olga Samaroff Marcel Dupré Ernesto Consolo Vito Frazzi Marco Enrico Bossi Antonio Smareglia Arnold Mendelssohn Bernhard Sekles Maurice Emmanuel Antonín Dvořák Arthur Nikisch Robert Fuchs Sigismond Bachrich Jules Massenet Margaret Ruthven Lang Frederick Field Bullard George Elbridge Whiting Horatio Parker Ernest Bloch Raissa Myshetskaya Paul Vidal Gabriel Fauré André Gédalge Arnold Schoenberg Théodore Dubois Béla Bartók Vincent -
Ausgewählte Werke
Gottfried August Homilius Ausgewählte Werke Reihe 4: Instrumentalwerke Band 2 herausgegeben von Uwe Wolf In Zusammenarbeit mit dem Bach-Archiv Leipzig Gottfried August Homilius 32 Praeludia zu geistlichen Liedern für zwei Claviere und Pedal Choralvorspiele für Orgel herausgegeben von Uwe Wolf Urtext 37.107 Vorwort […] Im nachmittäglichen Gottesdienste wurden 3 Lieder gesungen, und der seelige Mann hatte es sich zum Gesetz gemacht, allemal drey Gottfried August Homilius wurde am 2. Februar 1714 in Rosenthal verschiedene Vorspiele, auf die er sich den Sonnabend vorher sorgfältig vorbereitete, zu den 3 Liedern zu machen. […] Alle Musikkenner und (Sachsen) als Sohn eines Pastors geboren. Bereits kurz nach seiner Liebhaber versammelten sich Nachmittags in der Kirche, um diese Prälu- Geburt zog die Familie nach Porschendorf bei Pirna, wo Homilius dien zu hören, und Homilius erwarb sich damit den Ruhm eines großen, die ersten Jahre seines Lebens verbrachte.1 Nach dem Tod des Vaters selbst des größten Organisten seiner Zeit, wenn man Erfindung und Ge- wechselte er 1722 – wohl auf Betreiben seiner Mutter – an die von schmack mit in Anschlag bringt.7 deren Bruder geleitete Annenschule nach Dresden. Gegen Ende seiner Schulzeit übernahm Homilius bereits vertretungsweise den Von Daniel Gottlob Türk, einem anderen Schüler Homilius’, erfah- Organistendienst an der Annen-Kirche. ren wir, dass die erwähnte sorgfältige Vorbereitung tatsächlich im Im Mai 1735 wurde Homilius als Jurastudent an der Universität schriftlichen Fixieren der Praeludien bestand, -
MTO 19.3: Brody, Review of Matthew Dirst, Engaging Bach
Volume 19, Number 3, September 2013 Copyright © 2013 Society for Music Theory Review of Matthew Dirst, Engaging Bach: The Keyboard Legacy from Marpurg to Mendelssohn (Cambridge University Press, 2012) Christopher Brody KEYWORDS: Bach, Bach reception, Mozart, fugue, chorale, Well-Tempered Clavier Received July 2013 [1] Historical research on Johann Sebastian Bach entered its modern era in the late 1950s with the development, spearheaded by Alfred Dürr, Georg von Dadelsen, and Wisso Weiss, of the so-called “new chronology” of his works.(1) In parallel with this revolution, the history of the dissemination and reception of Bach was also being rewritten. Whereas Hans T. David and Arthur Mendel wrote, in 1945, that “Bach and his works ... [were] practically forgotten by the generations following his” (358), by 1998 Christoph Wolff could describe the far more nuanced understanding of Bach reception that had arisen in the intervening years in terms of “two complementary aspects”: on the one hand, the beginning of a more broadly based public reception of Bach’s music in the early nineteenth century, for which Mendelssohn’s 1829 performance of the St. Matthew Passion represents a decisive milestone; on the other hand, the uninterrupted reception of a more private kind, largely confined to circles of professional musicians, who regarded Bach’s fugues and chorales in particular as a continuing challenge, a source of inspiration, and a yardstick for measuring compositional quality. (485–86) [2] In most respects it is with the latter (though chronologically earlier) aspect that Matthew Dirst’s survey Engaging Bach: The Keyboard Legacy from Marpurg to Mendelssohn concerns itself, serving as a fine single-volume introduction to the “private” side of Bach reception up to about 1850. -
Bach and Money: Sources of Salary and Supplemental Income in Leipzig from 1723 to 1750*
Understanding Bach, 12, 111–125 © Bach Network UK 2017 Young Scholars’ Forum Bach and Money: Sources of Salary and Supplemental Income in Leipzig * from 1723 to 1750 NOELLE HEBER It was his post as Music Director and Cantor at the Thomasschule that primarily marked Johann Sebastian Bach’s twenty-seven years in Leipzig. The tension around the unstable income of this occupation drove Bach to write his famous letter to Georg Erdmann in 1730, in which he expressed a desire to seek employment elsewhere.1 The difference between his base salary of 100 Thaler and his estimated total income of 700 Thaler was derived from legacies and foundations, funerals, weddings, and instrumental maintenance in the churches, although many payment amounts fluctuated, depending on certain factors such as the number of funerals that occurred each year. Despite his ongoing frustration at this financial instability, it seems that Bach never attempted to leave Leipzig. There are many speculations concerning his motivation to stay, but one could also ask if there was a financial draw to settling in Leipzig, considering his active pursuit of independent work, which included organ inspections, guest performances, private music lessons, publication of his compositions, instrumental rentals and sales, and, from 1729 to 1741, direction of the collegium musicum. This article provides a new and detailed survey of these sources of revenue, beginning with the supplemental income that augmented his salary and continuing with his freelance work. This exploration will further show that Leipzig seems to have been a strategic location for Bach to pursue and expand his independent work. -
Rethinking J.S. Bach's Musical Offering
Rethinking J.S. Bach’s Musical Offering Rethinking J.S. Bach’s Musical Offering By Anatoly Milka Translated from Russian by Marina Ritzarev Rethinking J.S. Bach’s Musical Offering By Anatoly Milka Translated from Russian by Marina Ritzarev This book first published 2019 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2019 by Anatoly Milka All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-5275-3706-4 ISBN (13): 978-1-5275-3706-4 TABLE OF CONTENTS List of Figures........................................................................................... vii List of Schemes ....................................................................................... viii List of Music Examples .............................................................................. x List of Tables ............................................................................................ xii List of Abbreviations ............................................................................... xiii Preface ...................................................................................................... xv Introduction ............................................................................................... -
ACTA UNIVERSITATIS UPSALIENSIS Uppsala Studies in History of Ideas 48
ACTA UNIVERSITATIS UPSALIENSIS Uppsala Studies in History of Ideas 48 ANDREAS RYDBERG Inner Experience An Analysis of Scientific Experience in Early Modern Germany Dissertation presented at Uppsala University to be publicly examined in Geijersalen (Eng6-1023), Engelska Parken, Humanistiskt centrum, Thunbergsvägen 3P, Uppsala, Friday, 9 June 2017 at 10:00 for the degree of Doctor of Philosophy. The examination will be conducted in Swedish. Faculty examiner: Kristiina Savin (Lunds universitet, Institutionen för kulturvetenskaper). Abstract Rydberg, A. 2017. Inner Experience. An Analysis of Scientific Experience in Early Modern Germany. Uppsala Studies in History of Ideas 48. 245 pp. Uppsala: Acta Universitatis Upsaliensis. ISBN 978-91-554-9926-6. In the last decades a number of studies have shed light on early modern scientific experience. While some of these studies have focused on how new facts were forced out of nature in so-called experimental situations, others have charted long-term transformations. In this dissertation I explore a rather different facet of scientific experience by focusing on the case of the Prussian university town Halle in the period from the late seventeenth till the mid-eighteenth century. At this site philosophers, theologians and physicians were preoccupied with categories such as inner senses , inner experience, living experience, psychological experiments and psychometrics. In the study I argue that these hitherto almost completely overlooked categories take us away from observations of external things to the internal organisation of experience and to entirely internal objects of experience. Rather than seeing this internal side of scientific experience as mere theory and epistemology, I argue that it was an integral and central part of what has been referred to as the cultura animi tradition, that is, the philosophical and medical tradition of approaching the soul as something in need of cultivation, education, disciplination and cure. -
Rutgers State University of New York
Academic Calendars Dates are subject to change. 2001–2002 2002–2003 September September 4 Tuesday Fall term begins. 3 Tuesday Fall term begins. November November 20 Tuesday Thursday classes meet. 26 Tuesday Thursday classes meet. 21 Wednesday Friday classes meet. 27 Wednesday Friday classes meet. 22 Thursday Thanksgiving recess begins. 28 Thursday Thanksgiving recess begins. 25 Sunday Thanksgiving recess ends. December December 1 Sunday Thanksgiving recess ends. 12 Wednesday Regular classes end. 11 Wednesday Regular classes end. 13 Thursday Reading period. 12 Thursday Reading period. 14 Friday Fall exams begin. 13 Friday Reading period. 21 Friday Fall exams end. 16 Monday Fall exams begin. 22 Saturday Winter recess begins. 23 Monday Fall exams end. January 24 Tuesday Winter recess begins. 21 Monday Winter recess ends. January 22 Tuesday Spring term begins. 20 Monday Winter recess ends. March 21 Tuesday Spring term begins. 17 Sunday Spring recess begins. March 24 Sunday Spring recess ends. 16 Sunday Spring recess begins. May 23 Sunday Spring recess ends. 6 Monday Regular classes end. May 7 Tuesday Reading period. 5 Monday Regular classes end. 8 Wednesday Reading period. 6 Tuesday Reading period. 9 Thursday Spring exams begin. 7 Wednesday Reading period. 15 Wednesday Spring exams end. 8 Thursday Spring exams begin. 23 Thursday University commencement. 14 Wednesday Spring exams end. 22 Thursday University commencement. IFC 1 12/6/01, 2:30 PM Mason Gross School of the Arts Graduate Catalog 2001--2003 Contents Academic Calendars inside front -
The American Bach Society the Westfield Center
The Eastman School of Music is grateful to our festival sponsors: The American Bach Society • The Westfield Center Christ Church • Memorial Art Gallery • Sacred Heart Cathedral • Third Presbyterian Church • Rochester Chapter of the American Guild of Organists • Encore Music Creations The American Bach Society The American Bach Society was founded in 1972 to support the study, performance, and appreciation of the music of Johann Sebastian Bach in the United States and Canada. The ABS produces Bach Notes and Bach Perspectives, sponsors a biennial meeting and conference, and offers grants and prizes for research on Bach. For more information about the Society, please visit www.americanbachsociety.org. The Westfield Center The Westfield Center was founded in 1979 by Lynn Edwards and Edward Pepe to fill a need for information about keyboard performance practice and instrument building in historical styles. In pursuing its mission to promote the study and appreciation of the organ and other keyboard instruments, the Westfield Center has become a vital public advocate for keyboard instruments and music. By bringing together professionals and an increasingly diverse music audience, the Center has inspired collaborations among organizations nationally and internationally. In 1999 Roger Sherman became Executive Director and developed several new projects for the Westfield Center, including a radio program, The Organ Loft, which is heard by 30,000 listeners in the Pacific 2 Northwest; and a Westfield Concert Scholar program that promotes young keyboard artists with awareness of historical keyboard performance practice through mentorship and concert opportunities. In addition to these programs, the Westfield Center sponsors an annual conference about significant topics in keyboard performance. -
A Polonaise Duet for a Professor, a King and a Merchant: on Cantatas BWV 205, 205A, 216 and 216A by Johann Sebastian Bach 1
Understanding Bach , 2, 19-36 © Bach Network UK 2007 A Polonaise Duet for a Professor, a King and a Merchant: on Cantatas BWV 205, 205a, 216 and 216a by Johann Sebastian Bach 1 SZYMON PACZKOWSKI Bach’s cantata Zerreißet, zersprenget, zertrümmert die Gruft ( Der zufriedengestellte Aeolus or Aeolus Pacified , BWV 205) was composed in 1725 for the name-day of August Friedrich Müller, a professor of philosophy at the University of Leipzig. 2 Bach’s Collegium Musicum performed the piece on the evening of 3 August 1725 in front of the professor’s house at 2 Katharinenstraße in Leipzig. Christian Friedrich Henrici (Picander) wrote the libretto 3 with its allegorical allusions to the professor’s philosophical ideas. The libretto has attracted its fair share of scholarly criticism, and indeed derision. 4 However, the circumstances of its 1 This article is part of Szymon Paczkowski’s research project, ‘The Polish Style in German Music of the Eighteenth Century: Functions and Meaning on the Example of the Work of Johann Sebastian Bach (2004–2007)’, sponsored by the State Committee for Scientific Research of the Republic of Poland. It has been prepared for publication as part of a book entitled Polish Studies on Baroque Music (in preparation) which brings together the papers presented by Polish speakers at the 12th Biennial International Conference on Baroque Music in Warsaw (26–30 July 2006), and appears in ‘Understanding Bach’ courtesy of the book’s publishers, the Institute of Musicology at Warsaw University. 2 Hans-Joachim Schulze, Christoph Wolff, Bach-Compendium . Analytisch-bibliographisches Repertorium der Werke Johann Sebastian Bachs , Vokalwerke: Teil IV (further abbreviated to Bach- Compendium IV) (edn Peters, Leipzig: 1989), p. -
Diplomarbeit/ Diploma Thesis
DIPLOMARBEIT/ DIPLOMA THESIS Titel der Diplomarbeit/ Title of the Diploma Thesis „Der Vampirdiskurs in Enzyklopädien und Wörterbüchern des 18. Jahrhunderts“ verfasst von/ submitted by Thomas Haindl angestrebter akademischer Grad/ in partial fulfilment of the requirements for the degree of Magister der Philosophie (Mag. phil.) Wien 2017 Studienkennzahl lt. Studienblatt/ degree programme code as it appears on the student record sheet: A 190 333 313 Studienrichtung lt. Studienblatt/ degree programme as it appears on the student record sheet: Lehramtsstudium UF Geschichte UF Deutsch Betreut von / Supervisor: Univ.-Prof. Mag. Dr. Christoph Augustynowicz DANKSAGUNG Ein besonderer Dank gilt meiner Mutter Renate und meiner Freundin Marie, die mich stets ermutigt und mit viel Geduld moralisch unterstützt haben. Besonders danken möchte ich Herrn Prof. Mag. Dr. Christoph Augustynowicz für die wissenschaftliche Betreuung dieser Diplomarbeit. Ihre hilfreichen Anregungen waren eine große Hilfe bei der Erarbeitung dieser Arbeit. Zuletzt möchte ich mich bei meinen Freunden und meiner restlichen Familie bedanken, die immer ein offenes Ohr für meine Probleme hatten. 2 1. EINLEITUNG ................................................................................................................................... 5 2. METHODISCHE KONKRETISIERUNG ..................................................................................... 7 3. FORSCHUNGSSTAND .................................................................................................................