OPUS Metrical Dissonances in the Baroque Minuet
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The Form of the Preludes to Bach's Unaccompanied Cello Suites
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 2011 The orF m of the Preludes to Bach's Unaccompanied Cello Suites Daniel E. Prindle University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Part of the Composition Commons, Musicology Commons, Music Practice Commons, and the Music Theory Commons Prindle, Daniel E., "The orF m of the Preludes to Bach's Unaccompanied Cello Suites" (2011). Masters Theses 1911 - February 2014. 636. Retrieved from https://scholarworks.umass.edu/theses/636 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE FORM OF THE PRELUDES TO BACH’S UNACCOMPANIED CELLO SUITES A Thesis Presented by DANIEL E. PRINDLE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of MASTER OF MUSIC May 2011 Master of Music in Music Theory © Copyright by Daniel E. Prindle 2011 All Rights Reserved ii THE FORM OF THE PRELUDES TO BACH’S UNACCOMPANIED CELLO SUITES A Thesis Presented by DANIEL E. PRINDLE Approved as to style and content by: _____________________________________ Gary Karpinski, Chair _____________________________________ Miriam Whaples, Member _____________________________________ Brent Auerbach, Member ___________________________________ Jeffrey Cox, Department Head Department of Music and Dance iii DEDICATION To Michelle and Rhys. iv ACKNOWLEDGEMENTS First and foremost, I would like to acknowledge the generous sacrifice made by my family. -
Download Booklet
1685 1759 - Violin Sonata in G HWV 358 Violin Sonata in E HWV 373 1 I. [Allegro] 1.57 20 I. Adagio 1.54 2 II. [Adagio] 0.49 21 II. Allegro 2.53 3 III. [Allegro] 2.35 22 III. Largo 1.35 .23 IV Allegro 2.47 Violin Sonata in D minor HWV 359a 4 I. Grave 2.32 Violin Sonata in G minor HWV 368 5 II. Allegro 1.43 24 I. Andante 2.19 6 III. Adagio 0.51 25 II. Allegro 2.49 . 7 IV Allegro 2.35 26 III. Adagio 2.01 .27 IV [Allegro moderato] 2.32 Violin Sonata in A HWV 361 8 I. Andante 2.26 Violin Sonata in F HWV 370 9 II. Allegro 1.54 28 I. Adagio 3.12 10 III. Adagio 0.50 29 II. Allegro 2.13 .11 IV Allegro 2.43 30 III. Largo 3.19 .31 IV Allegro 3.53 Violin Sonata in G minor HWV 364a 12 I. Larghetto 1.56 Violin Sonata in D HWV 371 13 II. Allegro 1.44 32 I. Affettuoso 3.11 14 III. Adagio 0.41 33 II. Allegro 2.57 .15 IV Allegro 2.14 34 III. Larghetto 2.46 .35 IV Allegro 3.55 Violin Sonata in A HWV 372 80.00 16 I. Adagio 1.15 17 II. Allegro 2.24 The Brook Street Band 18 III. Largo 1.14 Rachel Harris baroque violin .19 IV Allegro 2.57 Tatty Theo baroque cello · Carolyn Gibley harpsichord 2 Handel’s Violin Sonatas For a composer as well known as George Frideric Handel, the history of his violin sonatas is somewhat complicated. -
The Use of Multiple Stops in Works for Solo Violin by Johann Paul Von
THE USE OF MULTIPLE STOPS IN WORKS FOR SOLO VIOLIN BY JOHANN PAUL VON WESTHOFF (1656-1705) AND ITS RELATIONSHIP TO GERMAN POLYPHONIC WRITING FOR A SINGLE INSTRUMENT Beixi Gao, B.M., M.M. Dissertation Prepared for the Degree of DOCTOR OF MUSICAL ARTS UNIVERSITY OF NORTH TEXAS May 2017 APPROVED: Julia Bushkova, Major Professor Paul Leenhouts, Committee Member Susan Dubois, Committee Member Benjamin Brand, Director of Graduate Studies in the College of Music John W. Richmond, Dean of the College of Music Victor Prybutok, Vice Provost of the Toulouse Graduate School Gao, Beixi. The Use of Multiple Stops in Works for Solo Violin by Johann Paul Von Westhoff (1656-1705) and Its Relationship to German Polyphonic Writing for a Single Instrument. Doctor of Musical Arts (Performance), May 2017, 32 pp., 19 musical examples, bibliography, 46 titles. Johann Paul von Westhoff's (1656-1705) solo violin works, consisting of Suite pour le violon sans basse continue published in 1683 and Six Suites for Violin Solo in 1696, feature extensive use of multiple stops, which represents a German polyphonic style of the seventeenth- century instrumental music. However, the Six Suites had escaped the public's attention for nearly three hundred years until its rediscovery by the musicologist Peter Várnai in the late twentieth century. This project focuses on polyphonic writing featured in the solo violin works by von Westhoff. In order to fully understand the stylistic traits of this less well-known collection, a brief summary of the composer, Johann Paul Westhoff, and an overview of the historical background of his time is included in this document. -
AP Music Theory Course Description Audio Files ”
MusIc Theory Course Description e ffective Fall 2 0 1 2 AP Course Descriptions are updated regularly. Please visit AP Central® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. -
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. -
When the Leading Tone Doesn't Lead: Musical Qualia in Context
When the Leading Tone Doesn't Lead: Musical Qualia in Context Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Claire Arthur, B.Mus., M.A. Graduate Program in Music The Ohio State University 2016 Dissertation Committee: David Huron, Advisor David Clampitt Anna Gawboy c Copyright by Claire Arthur 2016 Abstract An empirical investigation is made of musical qualia in context. Specifically, scale-degree qualia are evaluated in relation to a local harmonic context, and rhythm qualia are evaluated in relation to a metrical context. After reviewing some of the philosophical background on qualia, and briefly reviewing some theories of musical qualia, three studies are presented. The first builds on Huron's (2006) theory of statistical or implicit learning and melodic probability as significant contributors to musical qualia. Prior statistical models of melodic expectation have focused on the distribution of pitches in melodies, or on their first-order likelihoods as predictors of melodic continuation. Since most Western music is non-monophonic, this first study investigates whether melodic probabilities are altered when the underlying harmonic accompaniment is taken into consideration. This project was carried out by building and analyzing a corpus of classical music containing harmonic analyses. Analysis of the data found that harmony was a significant predictor of scale-degree continuation. In addition, two experiments were carried out to test the perceptual effects of context on musical qualia. In the first experiment participants rated the perceived qualia of individual scale-degrees following various common four-chord progressions that each ended with a different harmony. -
Grade 8 Theory Requirements
Grade 8 Theory Examination Length: 2 Hours Recommended Prerequisites Questions will be based on all material • Grade 5 Theory from the previous grades plus the • Grade 6 Theory following requirements. • Grade 7 Theory Grade 8 Theory is a co-requisite for: Keys B.C.M.A., Teacher Diploma • all major and minor keys L.B.C.M. Hon., Licentiate Honours Clefs • C clefs - alto and tenor Scales • to write and identify all major and minor (harmonic and melodic) and natural, chromatic scales, modes: Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian, Locrian • to identify: whole tone, pentatonic, blues and octatonic scales • beginning on any degree of the scale, using a key signature and/or accidentals Intervals • to write and identify all simple and compound intervals and their inversions to a 15th above or below a given note, in harmonic and melodic form • using a key signature and/or accidentals Chords and Harmony • to write and identify triads - major, minor, augmented and diminished in close and open position with their inversions • built on any degree of a major or minor (natural or harmonic) scale • using functional chord symbols and root quality chords symbols • dominant sevenths with their inversions in close or open position using functional chord symbols and root quality chords symbols in major keys • leading note diminished 7th chords with their inversions in close or open position using functional chord symbols and root quality chords symbols in minor keys • to identify cluster chords, polychords and quartal chords Transposition • up or down any interval within the octave, from a major key to a major key or from a minor key to a minor key • to concert pitch of a single line of music for orchestral instruments, in B flat (clarinet, trumpet) in F (French horn, English horn) • transcription of a melody to any other clef, at the same pitch. -
Bach & Baroque Virtuosity
Byron Schenkman Friends dec Bach & 27 Baroque Virtuosity Rachell Ellen Wong u violin Andrew Gonzalez u violoncello da spalla Byron Schenkman u harpsichord Antonio Vivaldi u 1678 - 1741 Sonata in B-flat Major, RV 47 Largo Allegro Largo Allegro Élisabeth Jacquet de la Guerre u 1665 - 1729 Suite no. 2 in G Minor Prélude Allemande Courante Courante Sarabande Gigue Gigue Menuet Jean Marie Leclair u 1697 - 1764 Ciaccona from the Sonata in G, op. 5, no. 12 Johann Sebastian Bach u 1685 - 1750 Partita in D Minor, BWV 1004 Allemanda Corrente Sarabanda Giga Ciaccona Thomas Balzar u 1630 – 1663 & Davis Mell u 1604 – 1662 Divisions on “John Come Kiss Me Now” Byron Schenkman Friends 8th Season u 3rd Concert u Bach & Baroque Virtuosity www.byronandfriends.org notes on the program By Byron Schenkman Johann Sebastian Bach’s Sonatas and Partitas for As the violin became increasingly fashionable in early unaccompanied violin are large scale works which 18th-century France, French virtuosi such as Jean- transcend the possibilities one would expect from a Marie Leclair brought a distinctly French flavor to the small instrument with just four strings and a bow. In Italian sonata form. Like many of the great French writing these masterworks Bach drew on diverse styles violinists, Leclair was also a dance master and the for inspiration, including music by contemporary ciaccona which concludes his Sonata in G Major, op. Italian violinists and French harpsichordists. 5, no. 12, is a joyful tribute to the dance. While the violin and the harpsichord are well known J. S. Bach’s Partita in D Minor begins with the four instruments of the Baroque era, the violoncello da standard movements of a French suite and concludes spalla (cello of the shoulder) is an unusual Baroque with a ciaccona of monumental proportions. -
Amherst Early Music Festival Directed by Frances Blaker
Amherst Early Music Festival Directed by Frances Blaker July 8-15, and July 15-22 Connecticut College, New London CT Music of France and the Low Countries Largest recorder program in U.S. Expanded vocal programs Renaissance reeds and brass New London Assembly Festival Concert Series Historical Dance Viol Excelsior www.amherstearlymusic.org Amherst Early Music Festival 2018 Week 1: July 8-15 Week 2: July 15-22 Voice, recorder, viol, violin, cello, lute, Voice, recorder, viol, Renaissance reeds Renaissance reeds, flute, oboe, bassoon, and brass, flute, harpsichord, frame drum, harpsichord, historical dance early notation, New London Assembly Special Auditioned Programs Special Auditioned Programs (see website) (see website) Baroque Academy & Opera Roman de Fauvel Medieval Project Advanced Recorder Intensive Ensemble Singing Intensive Choral Workshop Virtuoso Recorder Seminar AMHERST EARLY MUSIC FESTIVAL FACULTY CENTRAL PROGRAM The Central Program is our largest and most flexible program, with over 100 students each week. RECORDER VIOL AND VIELLE BAROQUE BASSOON* Tom Beets** Nathan Bontrager Wouter Verschuren It offers a wide variety of classes for most early instruments, voice, and historical dance. Play in a Letitia Berlin Sarah Cunningham* PERCUSSION** consort, sing music by a favorite composer, read from early notation, dance a minuet, or begin a Frances Blaker Shira Kammen** Glen Velez** new instrument. Questions? Call us at (781)488-3337. Check www.amherstearlymusic.org for Deborah Booth* Heather Miller Lardin* Karen Cook** Loren Ludwig VOICE AND THEATER a full list of classes by May 15. Saskia Coolen* Paolo Pandolfo* Benjamin Bagby** Maria Diez-Canedo* John Mark Rozendaal** Michael Barrett** New to the Festival? Fear not! Our open and inviting atmosphere will make you feel at home Eric Haas* Mary Springfels** Stephen Biegner* right away. -
Five Late Baroque Works for String Instruments Transcribed for Clarinet and Piano
Five Late Baroque Works for String Instruments Transcribed for Clarinet and Piano A Performance Edition with Commentary D.M.A. Document Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of the The Ohio State University By Antoine Terrell Clark, M. M. Music Graduate Program The Ohio State University 2009 Document Committee: Approved By James Pyne, Co-Advisor ______________________ Co-Advisor Lois Rosow, Co-Advisor ______________________ Paul Robinson Co-Advisor Copyright by Antoine Terrell Clark 2009 Abstract Late Baroque works for string instruments are presented in performing editions for clarinet and piano: Giuseppe Tartini, Sonata in G Minor for Violin, and Violoncello or Harpsichord, op.1, no. 10, “Didone abbandonata”; Georg Philipp Telemann, Sonata in G Minor for Violin and Harpsichord, Twv 41:g1, and Sonata in D Major for Solo Viola da Gamba, Twv 40:1; Marin Marais, Les Folies d’ Espagne from Pièces de viole , Book 2; and Johann Sebastian Bach, Violoncello Suite No.1, BWV 1007. Understanding the capabilities of the string instruments is essential for sensitively translating the music to a clarinet idiom. Transcription issues confronted in creating this edition include matters of performance practice, range, notational inconsistencies in the sources, and instrumental idiom. ii Acknowledgements Special thanks is given to the following people for their assistance with my document: my doctoral committee members, Professors James Pyne, whose excellent clarinet instruction and knowledge enhanced my performance and interpretation of these works; Lois Rosow, whose patience, knowledge, and editorial wonders guided me in the creation of this document; and Paul Robinson and Robert Sorton, for helpful conversations about baroque music; Professor Kia-Hui Tan, for providing insight into baroque violin performance practice; David F. -
Greenwich High School Advanced Placement Music Theory Mr
Greenwich High School Advanced Placement Music Theory Mr. Patrick Taylor, Instructor 2012-2013 Course Syllabus Objective of Course This course is a comprehensive investigation of the 18th-century harmonic practices, which have come to form the foundation of our Western system of music. Students will strive to attain mastery of aural skills and cognitive concepts to a degree that is commensurate with a first-year collegiate music theory course. In addition to learning the techniques and materials that pertain to writing and reading music, students will develop their listening, sight-singing and compositional analysis. When combined, all of these skills will prepare students for the Advanced Placement Examination in Music Theory. Required Materials Pencil (mechanical pencils are best) NO PENS MAY BE USED IN THIS CLASS Dedicated 3-Ring binder (with hard cover) Manuscript paper (provided in class) Grading Policy Quarter grades will be given in accordance with the following formula: Class participation 60% Quizzes & Tests 30% Homework 10% Quizzes and Tests: Some classes will begin with a pop quiz on recently covered material. Students missing the quiz due to unexcused tardiness will not be allowed to make up the quiz. The pop quizzes will combine to represent a full test grade at the end of the quarter. Major tests are given at the end of significant sections of the course and during GHS Mid-term and Final Exam weeks. Beginning-of-class pop quizzes will be averaged to create one test grade each quarter. Typical Course Schedule Part I: Fundamentals Weeks 1-4 The Keyboard and Octave Registers The Staff The Major Scale Scale Degree Names Major Key Signatures / Circle of Fifths Modes / Minor Scales Minor Key Signatures Aural Training: Major and minor 2nds; whole, half and quarter notes/rests. -
The Baroque Violin: Technique, Sound, and Replication with a Modern Set-Up by Anne Mctighe
The Baroque Violin: Technique, Sound, and Replication with a Modern Set-up by Anne McTighe Emotion and Gesture in Seventeenth Century Music Winter 2013 Dr. Linda Austern BAROQUE VIOLIN: TECHNIQUE, SOUND, & REPLICATION WITH MODERN SET-UP Table of Contents Introduction 1 The Baroque Violin 1 The Baroque Bow 4 Holding the Instrument 7 Bowing Styles 9 Articulation 11 Interpretive Comparison of Bach’s Violin Concerto in A minor, BWV 1041 13 Andrew Manze 16 Jeanne Lamon 18 Anne-Sophie Mutter 19 Julia Fischer 22 Henryk Szeryng 23 Tips for Modern Violinists 25 List of Figures 27 Discography 28 Bibliography 29 BAROQUE VIOLIN: TECHNIQUE, SOUND, & REPLICATION WITH MODERN SET-UP The Baroque bow is superior to the modern bow for the music of its time. But if you think of Paganini and all the tricks of his day, you couldn’t get that bounce and ricochet with the Baroque bow. Just as you can’t play the chords of Brahms or Sibelius with a transitional bow. Their music has a drama and power that can only be achieved with a Tourte. -- Rudolf Hopfner, director of the instrument collection in Vienna’s Kunsthistorische Museum Introduction: Few people would disagree that Baroque music of the seventeenth century sounds very different than Romantic era music. But what makes it so different? The seventeenth and eighteenth century was a period of musical transformation. As style and aesthetic preferences changed, musical instruments and techniques adapted to fit the new demands. The violin we know today developed during the end of this period because of an increased desire for greater volume.