The Composer's Process
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Page 1 (1/31/20) Waltz in E-Flat Major, Op. 19 FRÉDÉRIC CHOPIN
Page 1 (1/31/20) Waltz in E-flat major, Op. 19 FRÉDÉRIC CHOPIN (1810-1849) Composed in 1831. Chopin’s Waltz in E-flat major, Op. 18, his first published specimen of the genre and one of his most beloved, was composed in 1831, when he was living anxiously in Vienna, almost unknown as a composer and only slightly appreciated as a pianist. In 1834, he sold it to the Parisian publisher Pleyel to finance his trip with Ferdinand Hiller to the Lower Rhineland Music Festival at Aachen, where Hiller introduced him to his long-time friend Felix Mendelssohn. The piece was dedicated upon its publication to Mlle. Laura Horsford, one of two sisters Chopin then counted among his aristocratic pupils. (Sister Emma had received the dedication of the Variations on “Je vends des scapulaires” from Hérold’s Ludovic, Op. 12 the year before.) The Waltz in E-flat follows the characteristic Viennese form of a continuous series of sixteen- measure strains filled with both new and repeated melodies that are capped by a vigorous coda. Ballade No. 1 in G minor, Op. 23 FRÉDÉRIC CHOPIN Composed 1831. In the Ballades, “Chopin reaches his full stature as the unapproachable genius of the pianoforte,” according to Arthur Hedley, “a master of rich and subtle harmony and, above all, a poet — one of those whose vision transcends the confines of nation and epoch, and whose mission it is to share with the world some of the beauty that is revealed to them alone.” Though the Ballades came to form a nicely cohesive set unified by their temporal scale, structural fluidity and supranational idiom, Chopin composed them over a period of more than a decade. -
MODEST MUSSORGSKY Born March 21, 1839 in Karevo, Pskov District, Russia; Died March 28, 1881 in St
MODEST MUSSORGSKY Born March 21, 1839 in Karevo, Pskov District, Russia; died March 28, 1881 in St. Petersburg A Night on Bald Mountain (1867; arranged in 1886) Arranged by Nikolai Rimsky-Korsakov (1844-1908) PREMIERE OF WORK: St. Petersburg, October 15, 1886 Russian Symphony Orchestra Nikolai Rimsky-Korsakov, conductor APPROXIMATE DURATION: 12 minutes INSTRUMENTATION: woodwinds in pairs plus piccolo, four horns, two trumpets, three trombones, tuba, timpani, percussion, harp and strings In the 1860s, Russian music was just beginning to find its distinctive voice. A number of composers — Balakirev, Cui, Borodin, Rimsky-Korsakov and Mussorgsky — explored native musical and folkloric sources as the basis of a national art, and became loosely confederated into a group known as “The Mighty Handful” in Russia and “The Five” in the West. Since their works took their inspiration largely from indigenous legends and folk music, Mussorgsky considered himself lucky to receive a commission in 1861 (when he was just 21) for a dramatic musical composition based on a specifically Russian subject. On January 7th, he wrote to his mentor, Balakirev, “I have received an extremely interesting commission [for music for a drama titled The Witch by his friend Baron Georgy Fyodorovitch Mengden], which I must prepare for next summer. It is this: a whole act to take place on Bald Mountain … a Witches’ Sabbath, separate episodes of sorcerers, a solemn march for all this nastiness, a finale — the glorification of the Sabbath into which is introduced the commander of the whole festival on the Bald Mountain. The libretto is very good. I already have some material for it; it may turn out to be a very good thing.” The mountain to which Mussorgsky referred, well known in Russian legend, is Mount Triglav, near Kiev, reputed to be the site of the annual witches’ sabbath that occurs on St. -
Unit 7 Romantic Era Notes.Pdf
The Romantic Era 1820-1900 1 Historical Themes Science Nationalism Art 2 Science Increased role of science in defining how people saw life Charles Darwin-The Origin of the Species Freud 3 Nationalism Rise of European nationalism Napoleonic ideas created patriotic fervor Many revolutions and attempts at revolutions. Many areas of Europe (especially Italy and Central Europe) struggled to free themselves from foreign control 4 Art Art came to be appreciated for its aesthetic worth Program-music that serves an extra-musical purpose Absolute-music for the sake and beauty of the music itself 5 Musical Context Increased interest in nature and the supernatural The natural world was considered a source of mysterious powers. Romantic composers gravitated toward supernatural texts and stories 6 Listening #1 Berlioz: Symphonie Fantastique (4th mvmt) Pg 323-325 CD 5/30 https://www.youtube.com/watch?v=QwCuFaq2L3U 7 The Rise of Program Music Music began to be used to tell stories, or to imply meaning beyond the purely musical. Composers found ways to make their musical ideas represent people, things, and dramatic situations as well as emotional states and even philosophical ideas. 8 Art Forms Close relationship Literature among all the art Shakespeare forms Poe Bronte Composers drew Drama inspiration from other Schiller fine arts Hugo Art Goya Constable Delacroix 9 Nationalism and Exoticism Composers used music as a tool for highlighting national identity. Instrumental composers (such as Bedrich Smetana) made reference to folk music and national images Operatic composers (such as Giuseppe Verdi) set stories with strong patriotic undercurrents. Composers took an interest in the music of various ethnic groups and incorporated it into their own music. -
Glossary for Music the Glossary for Music Includes Terms Commonly Found in Music Education and for Performance Techniques
Glossary for Music The glossary for Music includes terms commonly found in music education and for performance techniques. The intent of the glossary is to promote consistent terminology when creating curriculum and assessment documents as well as communicating with stakeholders. Ability: natural aptitude in specific skills and processes; what the student is apt to do, without formal instruction. Analog tools: category of musical instruments and tools that are non-digital (i.e., do not transfer sound in or convert sound into binary code), such as acoustic instruments, microphones, monitors, and speakers. Analyze: examine in detail the structure and context of the music. Arrangement: setting or adaptation of an existing musical composition Arranger: person who creates alternative settings or adaptations of existing music. Articulation: characteristic way in which musical tones are connected, separated, or accented; types of articulation include legato (smooth, connected tones) and staccato (short, detached tones). Artistic literacy: knowledge and understanding required to participate authentically in the arts Atonality: music in which no tonic or key center is apparent. Artistic Processes: Organizational principles of the 2014 National Core Standards for the Arts: Creating, Performing, Responding, and Connecting. Audiate: hear and comprehend sounds in one’s head (inner hearing), even when no sound is present. Audience etiquette: social behavior observed by those attending musical performances and which can vary depending upon the type of music performed. Benchmark: pre-established definition of an achievement level, designed to help measure student progress toward a goal or standard, expressed either in writing or as an example of scored student work (aka, anchor set). -
Gnomes” from Pictures at an Exhibition
“Gnomes” from Pictures at an Exhibition Modest Mussorgsky Born: March 21, 1839 In addition to his instrumental Died: March 28, 1881 music, Mussorgsky wrote songs, and several operas. His operatic Modest Mussorgsky was born in masterpiece is Boris Godunov, the Russian village of Karevo. about a Russian Tsar who lived His mother gave him his first in the 1500’s. piano lessons, and it was clear early on that Mussorgsky was a Mussorgsky wrote Pictures at very good pianist. an Exhibition to honor his friend Victor Hartman, an artist and Modest went to military architect who died at the age of boarding school, and when he 39. After viewing a memorial graduated, he joined the army exhibition of Hartman’s work, as an officer. Then, Mussorgsky Mussorgsky decided to create his started studying music with own tribute - music depicting ten Russian composer Mily pieces of art in the show. Pictures Balakirev, and left the army to at an Exhibition was originally become a composer. He was written for piano, but there have part of a group of five Russian been many orchestrations of the composers known as “The Five,” piece. The most famous is by or the “Mighty Handful.” Maurice Ravel. Mussorgsky had a hard time The first picture in Mussorgsky’s making a living as a composer, musical exhbition is a sketch especially after his family lost all for a nutcracker shaped like a its money; so he found a gnome. government job, and continued to spend all his spare time composing. Picture This Modest Mussorgsky We can not see the painting of the “Gnomes” Mussorsky saw. -
Musically Russian: Nationalism in the Nineteenth Century Joshua J
Cedarville University DigitalCommons@Cedarville The Research and Scholarship Symposium The 2016 yS mposium Apr 20th, 3:40 PM - 4:00 PM Musically Russian: Nationalism in the Nineteenth Century Joshua J. Taylor Cedarville University, [email protected] Follow this and additional works at: http://digitalcommons.cedarville.edu/ research_scholarship_symposium Part of the Musicology Commons Taylor, Joshua J., "Musically Russian: Nationalism in the Nineteenth Century" (2016). The Research and Scholarship Symposium. 4. http://digitalcommons.cedarville.edu/research_scholarship_symposium/2016/podium_presentations/4 This Podium Presentation is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in The Research and Scholarship Symposium by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Musically Russian: Nationalism in the Nineteenth Century What does it mean to be Russian? In the eighteenth and early nineteenth centuries, Russian nobility was engrossed with French culture. According to Dr. Marina Soraka and Dr. Charles Ruud, “Russian nobility [had a] weakness for the fruits of French civilization.”1 When Peter the Great came into power in 1682-1725, he forced Western ideals and culture into the very way of life of the aristocracy. “He wanted to Westernize and modernize all of the Russian government, society, life, and culture… .Countries of the West served as the emperor’s model; but the Russian ruler also tried to adapt a variety of Western institutions to Russian needs and possibilities.”2 However, when Napoleon Bonaparte invaded Russia in 1812, he threw the pro- French aristocracy in Russia into an identity crisis. -
MTO 23.3: De Clercq, Embracing Ambiguity in Pop/Rock Form
Embracing Ambiguity in the Analysis of Form in Pop/Rock Music, 1982–1991 Trevor de Clercq KEYWORDS: Form, popular music, rock music, verse, chorus, bridge ABSTRACT: A central concern for theories of form in pop/rock music is the division of a song into sections and, consequently, the categorization of these sections according to a standard set of section labels. Psychological research on categorization shows that it is inherently a perceptual process, one that involves graded membership and fuzzy boundaries. Thus in contrast to prior theorists, who often a2empt to minimi/e ambiguity in the analysis of form in pop/rock music, I confront ambiguity directly, organi/ing and describing many of the common types encountered. I focus e4clusively on the time period 198 –1991, 1hen verse5chorus form can be considered to have achieved 1idespread currency. After providing an illustrative e4emplar, I discuss three types of ambiguity common to this decade, each based on the main section role involved: 16 verse ambiguity, 1hich typically derives from 1eak section di7erentiation8 6 chorus ambiguity, 1hich usually involves a blend of more than one section role8 and 36 bridge ambiguity, 1hich often results from di7erent hierarchical meanings of the bridge label. Received December 2016 :olume 23, Number 3, September 2017 Copyright © 2017 Society for Music Theory Introduction ?1.1] ,he analysis of form in pop/rock music traditionally involves partitioning a song into various discrete sections, such as verse, chorus, and bridge. Perhaps unsurprisingly, this process is not al1ays straightfor1ard, since t1o di7erent analysts sometimes provide t1o di7erent interpretations of the same song. -
6 Slides Per Page
9/16/2018 Outline • Musical forms Musical Form • Sonata allegro form • Example – Mozart Eine kleine Nachtmusik Module 2 of Music: Under the Hood John Hooker Carnegie Mellon University Osher Course September 2018 1 2 Musical Forms Musical Forms • The main point is not the specific form • Most common musical structure – The main point is that the music must be intelligible – Exposition – The listener • Introduce the main musical ideas should not • Tonic key get lost – Development • Explore implications of main ideas • Other keys – Recapitulation • Return to original ideas with sense of closure • Tonic key 3 4 Musical Forms Musical Forms • Some basic forms • Block structure common in “classical” period – Binary – AB • Haydn, Mozart, etc. • Common in dances, pop music (verse-chorus) • Organic development more common in “Baroque” period – Sonata allegro – AABA with B = development – Blocks correspond to keys • Best known form in Western music – Makes for easy listening • Chorus-verse-chorus in pop music • Still the standard today – Rondo – ABACA – Sonata Allegro form – Theme and variations is best known – Passacaglia/chaconne • 121 of Beatles’ 211 songs have more or less this form • Variations over repeating bass • For example, Richard Rogers’ Blue Moon 5 6 1 9/16/2018 Sonata Allegro Form Sonata Allegro Form • AABA structure – AA: Exposition, repeated • Main theme in tonic • Secondary theme in dominant Diagram of sonata allegro form – B: Development • Multiple keys, usually minor – A: Recapitulation • Main theme returns in tonic • Secondary theme in dominant I VV Various I VII – Many variations! keys 7 8 Sonata Allegro Form Example • Basic contradiction? • Mozart’s Eine kleine Nachtmusik (1787) – Secondary theme in recapitulation is in dominant key. -
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. -
Sholund Scholarship Concert Chapman Symphony Orchestra
Chapman University Chapman University Digital Commons Printed Performance Programs (PDF Format) Music Performances 5-5-2002 Sholund Scholarship Concert Chapman Symphony Orchestra Chapman University Choir Follow this and additional works at: http://digitalcommons.chapman.edu/music_programs Recommended Citation Chapman Symphony Orchestra and Chapman University Choir, "Sholund Scholarship Concert" (2002). Printed Performance Programs (PDF Format). Paper 1067. http://digitalcommons.chapman.edu/music_programs/1067 This Other Concert or Performance is brought to you for free and open access by the Music Performances at Chapman University Digital Commons. It has been accepted for inclusion in Printed Performance Programs (PDF Format) by an authorized administrator of Chapman University Digital Commons. For more information, please contact [email protected]. 1· l\. r > CJ ..·IAP M....A ···. 1\1l' l..... 1·~ 1··y·1. ..•, ·· f.,,) ('I '.. .....I 'Y . Sc:H<)OL 01; MtJsrc: presents the a C.<Mfl pnn;id(~s.financia[support a1u{assista1z,ce to tlie Scfioo[ of· Music i11 tfie.f(Jll(J·uJinf:J 'U)(1ys: J;"~ <F11-nd1:118 <For .<Master Cliisses ··-"' 4 ·t·... ('"'""'"' "'""). <;" ·1··~1 .. ··1 r·1 1·.. <.......) 1·..1 .. ~r~ ;4nnualSclioo[ of Music ;4·u)ards <l)inner G·-· 1"(' .. ... " ... ]\;,;:,, ... \.)." . .J~~ <l?J;ceptions J )_ 1 .1 Cruest, c·l"'onauctor C7. Al· ,un znus l?f .tne YC~tir J"' T)sfiersf()r .:A1usic <E·vents .S~ <Fundi'ntJ_f(Jr Cfiora[ Q?.Jsers CllAPMAN SYMI>lJ()NY ()R.("'.'.1Il1:S'['RA John Koshak, Music L>irector ctnd (::·onductor ("~ C: 1-IAP MA"N lJ. N . .lVT; , ·1>,,~ c·1 '... l ..... ,.. y··. •... f 1•······1·( ..... ) 1··.... ·1) \. -
On the Benthic Water Bug Aphelocheirus Aestivalis (FABRICIUS 1794) (Heteroptera, Aphelocheiridae): Minireview 9-19 © Österr
ZOBODAT - www.zobodat.at Zoologisch-Botanische Datenbank/Zoological-Botanical Database Digitale Literatur/Digital Literature Zeitschrift/Journal: Entomologica Austriaca Jahr/Year: 2012 Band/Volume: 0019 Autor(en)/Author(s): Papacek Miroslav Artikel/Article: On the benthic water bug Aphelocheirus aestivalis (FABRICIUS 1794) (Heteroptera, Aphelocheiridae): Minireview 9-19 © Österr. Ent. Ges. [ÖEG]/Austria; download unter www.biologiezentrum.at Entomologica Austriaca 19 9-19 Linz, 16.3.2012 On the benthic water bug Aphelocheirus aestivalis (FABRICIUS 1794) (Heteroptera, Aphelocheiridae): Minireview M. PAPÁČEK Abstract: PAPÁČEK M.: On the benthic water bug Aphelocheirus aestivalis (FABRICIUS 1794) (Heteroptera, Aphelocheiridae): Minireview. Diagnostic characters of Aphelochirus aestivalis are listed, re-examined and figured in detail. Distribution, habitats, conservation status and biology of the species are briefly reviewed. Key words: Aphelocheirus aestivalis, diagnosis, distribution, habitats, biology. Introduction Aphelocheirus (Aphelocheirus) aestivalis (FABRICIUS 1794) was described as Naucoris aestivalis by FIEBER (1794: 66) who also characterized type material locality only by brief note: ‘Habitat in Galliae aquis Muf. Dom. Bofc.’. Historical name Gallia was used by Romans for Belgium, France, northern Italy, western Switzerland and parts of the Netherland and Germany. FABRICIUS (1794) meant most probably France. Exact holo- type locality is unknown and holotype is missing. For this reason LANSBURY (1965, p. 109) designated the lectotype (&, France) that is deposited in The Oxford University Museum, Hope Entomological Collections, Oxford, Great Britain. Furthermore KANYUKOVA (1995, p. 61) surveyed the synonymy of A. aestivalis (shortened version see below): Aphelocheirus breviceps HORVÁTH 1895: 160 (syn. KANYUKOVA 1974: 1730) Aphelocheirus kervillei KUHLGATZ 1898: 114 (syn. HORVÁTH 1899: 262) Aphelocheirus nigrita HORVÁTH 1899: 257, 263 (syn. -
Program Notes for Classics 1: the Bohemian Spirit • Smetana – “The Moldau” from Má Vlast • Beethoven – Piano Concerto No
Program Notes for Classics 1: The Bohemian Spirit • Smetana – “The Moldau” from Má vlast • Beethoven – Piano Concerto No. 3 in C minor, Op. 37 • Dvořák – Symphony No. 7 in D minor, Op. 70 Bedřich Smetana “The Moldau” from Má vlast (My Country) THE VITAL STATS Composer: born March 2, 1824, Leitomischl (now Litomyšl), Bohemia; died May 12, 1884, Prague Works composed: Smetana wrote his six patriotic symphonic poems Má vlast between 1872-79. The second of these, The Moldau, was composed in three weeks during November 1874. World premiere: Adolf Čech conducted the first performance The Moldau on April 4, 1875, in Prague Instrumentation: piccolo, 2 flutes, 2 oboes, 2 clarinets, 2 bassoons, 4 horns, 2 trumpets, 3 trombones, tuba, timpani, bass drum, cymbals, triangle, 2 harps and strings. Estimated duration: 15, 11, 11 and 13 minutes, respectively During the years 1874-1879, Bedřich Smetana worked on a series of symphonic poems titled Má Vlast (My Country). The most famous of these, The Moldau (Vltava), written in late November-early December of 1874, musically represents the river Moldau, which flows through the countryside near Smetana’s childhood home in Bohemia. Smetana’s family was determined to preserve their national heritage and their native tongue from extinction by Austria’s systematic oppression of all things Czech. Because of that country’s deliberate attempts to destroy Czech as a living language, Smetana himself learned only German in school and spoke no Czech until adulthood. He felt it his mission as a composer to find and develop the Czech voice in music; this goal became the defining factor of Smetana’s compositional style and the driving spirit behind his creative impulses.