Symphonic Jazz and Syncretism Connotations in George Gershwin's
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The Transformation of Pushkin's Eugene Onegin Into Tchaikovsky's Opera
THE TRANSFORMATION OF PUSHKIN'S EUGENE ONEGIN INTO TCHAIKOVSKY'S OPERA Molly C. Doran A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF MUSIC August 2012 Committee: Eftychia Papanikolaou, Advisor Megan Rancier © 2012 Molly Doran All Rights Reserved iii ABSTRACT Eftychia Papanikolaou, Advisor Since receiving its first performance in 1879, Pyotr Il’yich Tchaikovsky’s fifth opera, Eugene Onegin (1877-1878), has garnered much attention from both music scholars and prominent figures in Russian literature. Despite its largely enthusiastic reception in musical circles, it almost immediately became the target of negative criticism by Russian authors who viewed the opera as a trivial and overly romanticized embarrassment to Pushkin’s novel. Criticism of the opera often revolves around the fact that the novel’s most significant feature—its self-conscious narrator—does not exist in the opera, thus completely changing one of the story’s defining attributes. Scholarship in defense of the opera began to appear in abundance during the 1990s with the work of Alexander Poznansky, Caryl Emerson, Byron Nelson, and Richard Taruskin. These authors have all sought to demonstrate that the opera stands as more than a work of overly personalized emotionalism. In my thesis I review the relationship between the novel and the opera in greater depth by explaining what distinguishes the two works from each other, but also by looking further into the argument that Tchaikovsky’s music represents the novel well by cleverly incorporating ironic elements as a means of capturing the literary narrator’s sardonic voice. -
French Secular Music in Saint-Domingue (1750-1795) Viewed As a Factor in America's Musical Growth. John G
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1971 French Secular Music in Saint-Domingue (1750-1795) Viewed as a Factor in America's Musical Growth. John G. Cale Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Cale, John G., "French Secular Music in Saint-Domingue (1750-1795) Viewed as a Factor in America's Musical Growth." (1971). LSU Historical Dissertations and Theses. 2112. https://digitalcommons.lsu.edu/gradschool_disstheses/2112 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 72-17,750 CALE, John G., 1922- FRENCH SECULAR MUSIC IN SAINT-DOMINGUE (1750-1795) VIEWED AS A FACTOR IN AMERICA'S MUSICAL GROWTH. The Louisiana State University and Agricultural and Mechanical College;, Ph.D., 1971 Music I University Microfilms, A XEROX Company, Ann Arbor, Michigan THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED FRENCH SECULAR MUSIC IN SAINT-DOMINGUE (1750-1795) VIEWED AS A FACTOR IN AMERICA'S MUSICAL GROWTH A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The School of Music by John G. Cale B.M., Louisiana State University, 1943 M.A., University of Michigan, 1949 December, 1971 PLEASE NOTE: Some pages may have indistinct print. -
9.-Rhapsody-Short.Pdf
RHAPSODY “FORM-LESS” FORMS “FORMLESS” FORMS ! " Pieces that have no set structure ! " Consist of one section, or… ! " Consist of a series of seemingly “random” sections ! " Imitate improvisations, or the feeling of improvisation Johann Sebastian BACH (1685-1750) 1685-1750 ! "1685- 1703: Youth ! "1703-17: WEIMAR ! "1717-1723: CÖTHEN ! "1723-1750: LEIPZIG 1703-17: WEIMAR 1703-17: WEIMAR ! "In Weimar, Bach hired as organist ! "Writes the bulk of his organ music, including the TOCCATA and FUGUE in D minor 1717-1723: CÖTHEN 1717-1723: CÖTHEN ! "Hired by the Prince of Cöthen to write chamber music ! "Writes the bulk of his chamber music here, including his ! "Cello Suites (There are 6) Baroque Music is… ! " Hyper-Emotional ! " Mimics Movement (especially Dancing) ! " Dramatic Emotion Gian Lorenzo Bernini Pluto and Persephone PRELUDE from Cello Suite No. 1 ! "PRELUDE = Introductory Piece ! "Exploratory - “Warming Up” pieces ! "Improvised in 17th and 18th Centuries ! "Written down to imitate (or notate) improvised preludes PRELUDE from Bach Cello Suite No. 1 ! "The Cello Suites are sets of dances ! "Allemande, Courante, Sarabande, Gigue ! "Each set is introduced by a PRELUDE PRELUDE from Bach Cello Suite No. 1 ! "Many of Bach’s preludes are a series of CHORDS explored in a RHYTHMIC PATTERN First page of the Prelude to Cello Suite No. 1 written out by Bach’s wife Anna Magdalena She had 13 children with Johann Sebastian Bach Cellist Mischa Maisky TOCCATA and FUGUE in D minor ! "TOCCATA from the Italian word Toccare or “To Touch” ! "Freeform pieces -
ESO Highnotes November 2020
HighNotes is brought to you by the Evanston Symphony Orchestra for the senior members of our community who must of necessity isolate more because of COVID-!9. The current pandemic has also affected all of us here at the ESO, and we understand full well the frustration of not being able to visit with family and friends or sing in soul-renewing choirs or do simple, familiar things like choosing this apple instead of that one at the grocery store. We of course miss making music together, which is especially difficult because Musical Notes and Activities for Seniors this fall marks the ESO’s 75th anniversary – our Diamond Jubilee. While we had a fabulous season of programs planned, we haven’t from the Evanston Symphony Orchestra been able to perform in a live concert since February so have had to push the hold button on all live performances for the time being. th However, we’re making plans to celebrate our long, lively, award- Happy 75 Anniversary, ESO! 2 winning history in the spring. Until then, we’ll continue to bring you music and musical activities in these issues of HighNotes – or for Aaron Copland An American Voice 4 as long as the City of Evanston asks us to do so! O’Connor Appalachian Waltz 6 HighNotes always has articles on a specific musical theme plus a variety of puzzles and some really bad jokes and puns. For this issue we’re focusing on “Americana,” which seems appropriate for Gershwin Porgy and Bess 7 November, when we come together as a country to exercise our constitutional right and duty to vote for candidates of our choice Bernstein West Side Story 8 and then to gather with our family and friends for Thanksgiving and completely spoil a magnificent meal by arguing about politics… ☺ Tate Music of Native Americans 9 But no politics here, thank you! “Bygones” features things that were big in our childhoods, but have now all but disappeared. -
Insufficient Concern: a Unified Conception of Criminal Culpability
Insufficient Concern: A Unified Conception of Criminal Culpability Larry Alexandert INTRODUCTION Most criminal law theorists and the criminal codes on which they comment posit four distinct forms of criminal culpability: purpose, knowl- edge, recklessness, and negligence. Negligence as a form of criminal cul- pability is somewhat controversial,' but the other three are not. What controversy there is concerns how the lines between them should be drawn3 and whether there should be additional forms of criminal culpabil- ity besides these four.' My purpose in this Essay is to make the case for fewer, not more, forms of criminal culpability. Indeed, I shall try to demonstrate that pur- pose and knowledge can be reduced to recklessness because, like reckless- ness, they exhibit the basic moral vice of insufficient concern for the interests of others. I shall also argue that additional forms of criminal cul- pability are either unnecessary, because they too can be subsumed within recklessness as insufficient concern, or undesirable, because they punish a character trait or disposition rather than an occurrent mental state. Copyright © 2000 California Law Review, Inc. California Law Review, Incorporated (CLR) is a California nonprofit corporation. CLR and the authors are solely responsible for the content of their publications. f Warren Distinguished Professor of Law, University of San Diego. I wish to thank all the participants at the Symposium on The Morality of Criminal Law and its honoree, Sandy Kadish, for their comments and criticisms, particularly Leo Katz and Stephen Morse, who gave me comments prior to the event, and Joshua Dressler, whose formal Response was generous, thoughtful, incisive, and prompt. -
PDF of This Issue
MIT’s The Weather Oldest and Largest Today: Cloudy, 45°F (8°C) Tonight: Cloudy, 38°F (3°C) Newspaper Tomorrow: Rain, 38°F (3°C) Details, Page 2 Volume 124, Number 57 Cambridge, Massachusetts 02139 Tuesday, November 30, 2004 Bug in MyMIT System Allowed Sharing of Users’ Information By Jeffrey Chang Redwine said. In those circum- “We then had to spend a few STAFF REPORTER stances, a user could see the informa- weeks trying to understand the MIT Admissions e-mailed about tion from someone else’s registration extent of possible access to informa- 9,500 registered users of the MyMIT or application. tion,” Redwine said. Of the total admissions Web site last week to con- MIT was alerted to this problem number of people who had used the firm that their applications were cor- by a student using the portal. “As portal, about 20 percent potentially rect after discovering and correcting a soon as we heard, we took the portal could have been affected. Out of that problem where users could potential- down,” Redwine said, causing the group, only a quarter, or about ly access other students’ applications. inaccessibility of the MyMIT site 2,400, were students who had MIT Admissions realized in late around Nov. 1 and the subsequent already submitted their applications. October that under some circum- extension of the Early Action appli- stances, a user of the site could find cation deadline. It took a couple Applicants alerted via e-mail himself or herself with the same ses- days, but the difficulty, a hardware “We have recently corrected a sion ID as someone else, Dean for configuration problem, was straight- Undergraduate Education Robert P. -
Music to My Ears: a Structural Approach to Teaching the Soundtrack
Music to My Ears: A Structural Approach to Teaching the Soundtrack Kathryn Kalinak Introduction and Rationale In one of the first film classes I ever took, the professor described the aim of the course as visual indoctrination: to loose the innocence of the untrained eye. Looking back on my own experi ence as a professor of film studies, I have come to realize how apt his characterization remains today. Beginning film students quickly learn the vocabulary to describe a film's image track. Mise-en-scene, camera position and movement, focal distance, and editing are common currency in the textbooks and courses which introduce film as an art form in colleges and universities across the country. Within the last decade there has been a noticeable effort to regard the soundtrack with the same attention: increased scholarship in the area, especially in terms of theory, and more and better chapters on the soundtrack in film textbooks. As a result, film students are growing more comfortable with the concepts and language necessary to describe the ways in which sound can be constructed. Yet how many film courses, introductory or otherwise, give equal time to the soundtrack? (c) 1991 Kathryn Kalinak 30 Indiana Theory Review Vol. 11 The case with film music is even more pronounced. Music is one of the most basic elements of the cinematic apparatus, but the vast majority of film students, undergraduate and graduate, will complete their degrees without ever formally studying it. Those students who do show an interest or aptitude often find their way to music departments where courses in film music are becoming more and more common. -
99 Stat. 288 Public Law 99-86—Aug. 9, 1985
99 STAT. 288 PUBLIC LAW 99-86—AUG. 9, 1985 Public Law 99-86 99th Congress Joint Resolution To provide that a special gold medal honoring George Gershwin be presented to his Aug. 9, li>a5 sister, Frances Gershwin Godowsky, and a special gold medal honoring Ira Gersh- [H.J. Res. 251] win be presented to his widow, Leonore Gershwin, and to provide for the production of bronze duplicates of such medals for sale to the public. Whereas George and Ira Gershwin, individually and jointly, created music which is undeniably American and which is internationally admired; Whereas George Gershwin composed works acclaimed both as classi cal music and as popular music, including "Rhapsody in Blue", "An American in Paris", "Concerto in F", and "Three Preludes for Piano"; Whereas Ira Gershwin won a Pulitzer Prize for the lyrics for "Of Thee I Sing", the first lyricist ever to receive such prize; Whereas Ira Gershwin composed the lyrics for major Broadway productions, including "A Star is Born", "Lady in the Dark", "The Barkleys of Broadway", and for hit songs, including "I Can't Get Started", "Long Ago and Far Away", and "The Man That Got Away"; Whereas George and Ira Gershwin collaborated to compose the music and lyrics for major Broadway productions, including "Lady Be Good", "Of Thee I Sing", "Strike Up the Band", "Oh Kay!", and "Funny Face"; Whereas George and Ira Gershwin collaborated to produce the opera "Porgy and Bess" and the 50th anniversary of its first perform ance will occur during 1985; Whereas George and Ira Gershwin collaborated to compose -
1 Slide Per Page
Man from Mars Module 5 of Music: Under the Hood John Hooker Carnegie Mellon University Osher Course September 2018 1 Outline • Biography of George Gershwin • Analysis of Love Is Here to Stay 2 Biography • George Gershwin, 1898-1937 – Born in Brooklyn as Jacob Gershwine (Gershowitz). • Son of Russian-Jewish immigrants. – Began playing piano purchased for brother Ira – Much later, had 10-year relationship with Kay Swift, also an excellent composer. – Died from brain tumor, age 38. George and Ira 3 Biography • Musical career – Studied piano and European classical music, beginning at age 11. – Wrote songs for Tin Pan Alley, beginning age 15. – Moved to Paris to study with Nadia Boulanger • She said he didn’t need her instruction. – Wanted to study with Igor Stravinsky • Stravinsky asked, “How much money do you make a year?” On hearing the answer, he said, “Perhaps I should study with you, Mr. Gershwin.” 4 Biography • Musical career – Band leader Paul Whiteman asked Gershwin to write a piece that would improve the respectability of jazz. • He promised to do so, but forgot about it. • When he saw his piece advertised, he hurriedly wrote something – Rhapsody in Blue. 5 Biography • Musical career – Played and composed constantly. • Annoyed fellow musicians by hogging the piano. – Became known for highly original style • “Man from Mars” musically. • Example: Three Preludes (2nd at 1:22) • Perhaps result of effort to adjust European training to jazz and blues. 6 Biography • Famous compositions – Rhapsody in Blue (1924), for piano and orchestra -
Underwater Music: Tuning Composition to the Sounds of Science
Underwater Music: Tuning Composition to the Sounds of Science The MIT Faculty has made this article openly available. Please share how this access benefits you. Your story matters. Citation Helmreich, Stefan. “Underwater Music: Tuning Composition to the Sounds of Science.” Oxford Handbooks Online (December 2, 2011). As Published http://dx.doi.org/10.1093/oxfordhb/9780195388947.013.0044 Publisher Oxford University Press Version Original manuscript Citable link http://hdl.handle.net/1721.1/114601 Terms of Use Creative Commons Attribution-Noncommercial-Share Alike Detailed Terms http://creativecommons.org/licenses/by-nc-sa/4.0/ OUP UNCORRECTED FIRST-PROOF 7/6/11 CENVEO chapter 6 UNDERWATER MUSIC: TUNING COMPOSITION TO THE SOUNDS OF SCIENCE stefan helmreich Introduction How should we apprehend sounds subaqueous and submarine? As humans, our access to underwater sonic realms is modulated by means fl eshy and technological. Bones, endolymph fl uid, cilia, hydrophones, and sonar equipment are just a few apparatuses that bring watery sounds into human audio worlds. As this list sug- gests, the media through which humans hear sound under water can reach from the scale of the singular biological body up through the socially distributed and techno- logically tuned-in community. For the social scale, which is peopled by submari- ners, physical oceanographers, marine biologists, and others, the underwater world —and the undersea world in particular — often emerge as a “fi eld” (a wildish, distributed space for investigation) and occasionally as a “lab” (a contained place for controlled experiments). In this chapter I investigate the ways the underwater realm manifests as such a scientifi cally, technologically, and epistemologically apprehensible zone. -
Gershwin Part 1: “I Got Rhythm” Music from 9AM – 9:30 - Log On, Get Your Coffee, Listen, Relax
Gershwin Part 1: “I Got Rhythm” Music from 9AM – 9:30 - Log on, get your coffee, listen, relax. • “I Got a Crush on You” recorded by Nat Adderley in 1960 on Work Song. Written in 1928 for Treasure Girl. • “Nice Work If You Can Get It” recorded by Sarah Vaughn in 1950 on Sarah Vaughn with George Treadwell and his All Stars. Written in 1937 for Damsels in Distress. • “Isn’t It A Pity” recorded by Cheryl Bentyne in 2010 on The Gershwin Songbook. Written in 1933 for Pardon My English. • “I Loves You, Porgy” recorded by Billie Holiday, accompanied by Bobby Tucker. Written in 1935 for Porgy & Bess. • “Let’s Call The Whole Thing Off” recorded by Ella Fitzgerald and Louis Armstrong with the Oscar Peterson Trio in 1957 on Ella and Louis Again. Written in 1937 for Shall We Dance. • “They Can’t Take That Away From Me” recorded by Frank Sinatra in 1962 on Sinatra and Swingin’ Brass. Written in 1937 for Shall We Dance. • “Do It Again” recorded by Beverly Kenney accompanied by Ellis Larkins in 1958 on Beverly Kenney Sings for Playboys. Written in 1922 for The French Doll. • “Love is Here to Stay” recorded in 1955 by Carmen McRae. Written in 1937 for The Goldwyn Follies. • “My One and Only” recorded in 1950 by Ella Fitzgerald with Ellis Larkin on Ella Sings Gershwin. Written in 1927 for Funny Face. • “I Got Rhythm” recorded in 1964 in Sweden by Sarah Vaughn. Written in 1930 for Girl Crazy. Class Begins at 930AM The Gershwins Part 1: “I Got Rhythm” Course Agenda showing the music 1. -
Aesthetics of the Motion Picture Soundtrack Columbia College, Chicago Spring 2014 – Section 01 – Pantelis N
Aesthetics of the Motion Picture Soundtrack Columbia College, Chicago Spring 2014 – Section 01 – Pantelis N. Vassilakis Ph.D. http://lms.colum.edu Course # / Section 43-2410 / 01 Credits 3 hours Class time / place Thursday 12:30 – 3:20 p.m. 33 E. Congress Ave., Room LL18 (Lower Level – Control Room C) Course Site On MOODLE http://lms.colum.edu Instructor Pantelis N. Vassilakis, Ph.D. Phone Office: 312-369-8821 – Cell: 773-750-4874 e-mail / web [email protected] / http://www.acousticslab.org Office hours By appointment; Preferred mode of Communication: email Pre-requisites 52-1152 “Writing and Rhetoric II” (C or better) AND 43-2420 “Audio for Visual Media I” OR 24-2101 “Post Production Audio I” OR 43-2310 “Psychoacoustics” INTRODUCTION During the filming of Lifeboat, composer David Raksin was told that Hitchcock had decided against using any music. Since the action took place in a boat on the open sea, where would the music come from? Raksin reportedly responded by asking Hitchcock where the cameras came from. This course examines film sound practices, focusing on cross-modal perception and cognition: on ways in which sounds influence what we “see” and images influence what we “hear.” Classes are conducted in a lecture format and involve multimedia demonstrations. We will be tackling the following questions: • How and why does music and sound effects work in films? • How did they come to be paired with the motion picture? • How did film sound conventions develop and what are their theoretical, socio-cultural, and cognitive bases? • How does non-speech sound contribute to a film’s narrative and how can such contribution be creatively explored? Aesthetics of the Motion Picture Soundtrack – Spring 2014 – Section 01 Page 1 of 12 COURSE DESCRIPTION & OBJECTIVES Course examines Classical Hollywood as well as more recent film soundtrack practices, focusing on the interpretation of film sound relative to ‘expectancy’ theories of meaning and emotion.