Portfolio of Original Compositions with Written Commentary
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“Choosing an Influence, Or Bach the Inexhaustible: the Heterophony of the Voices of Twentieth- Century Composers”
Min-Ad: Israel Studies in Musicology Online, Vol. 13, 2015-16 Yulia Kreinin -“Choosing an Influence, or Bach the Inexhaustible: The Heterophony of the Voices of Twentieth- Century Composers” “Choosing an Influence, or Bach the Inexhaustible: The Heterophony of the Voices of Twentieth-Century Composers” YULIA KREININ Bach’s influence on posterity has been evident for over 250 years. In fact, since 1829, the year of Mendelssohn’s historic performance of the St. Matthew Passion, Bach has been one of the most respected figures in European musical culture. By the start of the twentieth century, Bach’s cultural presence was a given. Nevertheless, the twentieth century witnessed a new stage in the appreciation and understanding of Bach. In the first half of the century, “Back to Bach” was a significant motto for two waves of neoclassicism. From the 1960s on, Bach’s passion genre tradition was revived and reinterpreted, while other forms of homage to him blossomed (preludes and fugues, concerti grossi, works for solo strings). Composers’ spiritual dialogue with Bach took on a new importance. In this context, it is appropriate to investigate the reason(s) for the unique persistence of Bach’s influence into the twentieth century, an influence that surpasses that of other major composers of the past, including Mozart and Beethoven. Many scholars have addressed this conundrum; musicological research on Bach’s influence can be found in the four volumes of Bach und die Nachwelt (English, “Bach and Posterity”), published in Germany,1 and the seven volumes of Bach Perspectives, published in the United States.2 Nevertheless, “Why Bach?” has found only a partial answer and merits further examination. -
Interpreting Tempo and Rubato in Chopin's Music
Interpreting tempo and rubato in Chopin’s music: A matter of tradition or individual style? Li-San Ting A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy University of New South Wales School of the Arts and Media Faculty of Arts and Social Sciences June 2013 ABSTRACT The main goal of this thesis is to gain a greater understanding of Chopin performance and interpretation, particularly in relation to tempo and rubato. This thesis is a comparative study between pianists who are associated with the Chopin tradition, primarily the Polish pianists of the early twentieth century, along with French pianists who are connected to Chopin via pedagogical lineage, and several modern pianists playing on period instruments. Through a detailed analysis of tempo and rubato in selected recordings, this thesis will explore the notions of tradition and individuality in Chopin playing, based on principles of pianism and pedagogy that emerge in Chopin’s writings, his composition, and his students’ accounts. Many pianists and teachers assume that a tradition in playing Chopin exists but the basis for this notion is often not made clear. Certain pianists are considered part of the Chopin tradition because of their indirect pedagogical connection to Chopin. I will investigate claims about tradition in Chopin playing in relation to tempo and rubato and highlight similarities and differences in the playing of pianists of the same or different nationality, pedagogical line or era. I will reveal how the literature on Chopin’s principles regarding tempo and rubato relates to any common or unique traits found in selected recordings. -
Lessons for the Vocal Cross-Training Singer and Teacher Lara C
University of South Carolina Scholar Commons Theses and Dissertations Spring 2019 Bel Canto to Punk and Back: Lessons for the Vocal Cross-Training Singer and Teacher Lara C. Wilson Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the Music Performance Commons Recommended Citation Wilson, L. C.(2019). Bel Canto to Punk and Back: Lessons for the Vocal Cross-Training Singer and Teacher. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5248 This Open Access Dissertation is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Bel Canto to Punk and Back: Lessons for the Vocal Cross-Training Singer and Teacher by Lara C. Wilson Bachelor of Music Cincinnati College-Conservatory of Music, 1991 Master of Music Indiana University, 1997 Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Musical Arts in Performance School of Music University of South Carolina 2019 Accepted by: E. Jacob Will, Major Professor J. Daniel Jenkins, Committee Member Lynn Kompass, Committee Member Janet Hopkins, Committee Member Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Lara C. Wilson, 2019 All Rights Reserved ii DEDICATION To my family, David, Dawn and Lennon Hunt, who have given their constant support and unconditional love. To my Mom, Frances Wilson, who has encouraged me through this challenge, among many, always believing in me. Lastly and most importantly, to my husband Andy Hunt, my greatest fan, who believes in me more sometimes than I believe in myself and whose backing has been unwavering. -
The University of Missouri/Columbia
BEAUTIFUL CHORAL TONE QUALITY REHEARSAL TECHNIQUES OF A SUCCESSFUL HIGH SCHOOL CHORAL DIRECTOR A Dissertation presented to the Faculty of the Graduate School University of Missouri-Columbia In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy by BONNIE L. JENKINS Dr. Wendy Sims, Dissertation Supervisor DECEMBER 2005 © Copyright by Bonnie L. Jenkins 2005 All Rights Reserved APPROVAL PAGE The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled BEAUTIFUL CHORAL TONE QUALITY: REHEARSAL TECHNIQUES OF A SUCCESSFUL HIGH SCHOOL CHORAL DIRECTOR Presented by Bonnie L. Jenkins A candidate for the degree of Doctor of Philosophy And hereby certify that in their opinion it is worthy of acceptance. Dedication This project is dedicated to my loving mother, Charlotte L. Mitchell She passed away one year ago and had so wanted to see me reach this goal. My mother not only supported and encouraged me but she inspired me to work hard to see my goals fulfilled. Acknowledgements The author wishes to express deep appreciation to the following individuals: • To Dr. Wendy Sims for her support, encouragement, expert teaching, and guidance of my program and project. • To Dr. Martin Bergee, Prof. Anne Harrell, and Dr. Jay Scribner for their additional support, encouragement, and excellent teaching. • To my husband, Doug, who has not only encouraged and supported but has sacrificed and helped care for the family through this entire process. • To my two beautiful children, Deja and Mitchell, who have loved, supported, and also sacrificed to help me fulfill this goal. • To my father, Leon Mitchell, the rest of my family, and friends who have given love, encouragement, and support. -
Counterpoint | Music | Britannica.Com
SCHOOL AND LIBRARY SUBSCRIBERS JOIN • LOGIN • ACTIVATE YOUR FREE TRIAL! Counterpoint & READ VIEW ALL MEDIA (6) VIEW HISTORY EDIT FEEDBACK Music Written by: Roland John Jackson $ ! " # Counterpoint, art of combining different melodic lines in a musical composition. It is among the characteristic elements of Western musical practice. The word counterpoint is frequently used interchangeably with polyphony. This is not properly correct, since polyphony refers generally to music consisting of two or more distinct melodic lines while counterpoint refers to the compositional technique involved in the handling of these melodic lines. Good counterpoint requires two qualities: (1) a meaningful or harmonious relationship between the lines (a “vertical” consideration—i.e., dealing with harmony) and (2) some degree of independence or individuality within the lines themselves (a “horizontal” consideration, dealing with melody). Musical theorists have tended to emphasize the vertical aspects of counterpoint, defining the combinations of notes that are consonances and dissonances, and prescribing where consonances and dissonances should occur in the strong and weak beats of musical metre. In contrast, composers, especially the great ones, have shown more interest in the horizontal aspects: the movement of the individual melodic lines and long-range relationships of musical design and texture, the balance between vertical and horizontal forces, existing between these lines. The freedoms taken by composers have in turn influenced theorists to revise their laws. The word counterpoint is occasionally used by ethnomusicologists to describe aspects of heterophony —duplication of a basic melodic line, with certain differences of detail or of decoration, by the various performers. This usage is not entirely appropriate, for such instances as the singing of a single melody at parallel intervals (e.g., one performer beginning on C, the other on G) lack the truly distinct or separate voice parts found in true polyphony and in counterpoint. -
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7'tie;T;e ~;&H ~ t,#t1tMftllSieotOg, UCLA VOLUME 3 1986 EDITORIAL BOARD Mark E. Forry Anne Rasmussen Daniel Atesh Sonneborn Jane Sugarman Elizabeth Tolbert The Pacific Review of Ethnomusicology is an annual publication of the UCLA Ethnomusicology Students Association and is funded in part by the UCLA Graduate Student Association. Single issues are available for $6.00 (individuals) or $8.00 (institutions). Please address correspondence to: Pacific Review of Ethnomusicology Department of Music Schoenberg Hall University of California Los Angeles, CA 90024 USA Standing orders and agencies receive a 20% discount. Subscribers residing outside the U.S.A., Canada, and Mexico, please add $2.00 per order. Orders are payable in US dollars. Copyright © 1986 by the Regents of the University of California VOLUME 3 1986 CONTENTS Articles Ethnomusicologists Vis-a-Vis the Fallacies of Contemporary Musical Life ........................................ Stephen Blum 1 Responses to Blum................. ....................................... 20 The Construction, Technique, and Image of the Central Javanese Rebab in Relation to its Role in the Gamelan ... ................... Colin Quigley 42 Research Models in Ethnomusicology Applied to the RadifPhenomenon in Iranian Classical Music........................ Hafez Modir 63 New Theory for Traditional Music in Banyumas, West Central Java ......... R. Anderson Sutton 79 An Ethnomusicological Index to The New Grove Dictionary of Music and Musicians, Part Two ............ Kenneth Culley 102 Review Irene V. Jackson. More Than Drumming: Essays on African and Afro-Latin American Music and Musicians ....................... Norman Weinstein 126 Briefly Noted Echology ..................................................................... 129 Contributors to this Issue From the Editors The third issue of the Pacific Review of Ethnomusicology continues the tradition of representing the diversity inherent in our field. -
The Application of Bel Canto Concepts and Principles to Trumpet Pedagogy and Performance
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1980 The Application of Bel Canto Concepts and Principles to Trumpet Pedagogy and Performance. Malcolm Eugene Beauchamp Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Beauchamp, Malcolm Eugene, "The Application of Bel Canto Concepts and Principles to Trumpet Pedagogy and Performance." (1980). LSU Historical Dissertations and Theses. 3474. https://digitalcommons.lsu.edu/gradschool_disstheses/3474 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]. INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. -
The Italian Girl in Algiers
Opera Box Teacher’s Guide table of contents Welcome Letter . .1 Lesson Plan Unit Overview and Academic Standards . .2 Opera Box Content Checklist . .8 Reference/Tracking Guide . .9 Lesson Plans . .11 Synopsis and Musical Excerpts . .32 Flow Charts . .38 Gioachino Rossini – a biography .............................45 Catalogue of Rossini’s Operas . .47 2 0 0 7 – 2 0 0 8 S E A S O N Background Notes . .50 World Events in 1813 ....................................55 History of Opera ........................................56 History of Minnesota Opera, Repertoire . .67 GIUSEPPE VERDI SEPTEMBER 22 – 30, 2007 The Standard Repertory ...................................71 Elements of Opera .......................................72 Glossary of Opera Terms ..................................76 GIOACHINO ROSSINI Glossary of Musical Terms .................................82 NOVEMBER 10 – 18, 2007 Bibliography, Discography, Videography . .85 Word Search, Crossword Puzzle . .88 Evaluation . .91 Acknowledgements . .92 CHARLES GOUNOD JANUARY 26 –FEBRUARY 2, 2008 REINHARD KEISER MARCH 1 – 9, 2008 mnopera.org ANTONÍN DVOˇRÁK APRIL 12 – 20, 2008 FOR SEASON TICKETS, CALL 612.333.6669 The Italian Girl in Algiers Opera Box Lesson Plan Title Page with Related Academic Standards lesson title minnesota academic national standards standards: arts k–12 for music education 1 – Rossini – “I was born for opera buffa.” Music 9.1.1.3.1 8, 9 Music 9.1.1.3.2 Theater 9.1.1.4.2 Music 9.4.1.3.1 Music 9.4.1.3.2 Theater 9.4.1.4.1 Theater 9.4.1.4.2 2 – Rossini Opera Terms Music -
Studies in Instrumentation and Orchestration and in the Recontextualisation of Diatonic Pitch Materials (Portfolio of Compositions)
Studies in Instrumentation and Orchestration and in the Recontextualisation of Diatonic Pitch Materials (Portfolio of Compositions) by Chris Paul Harman Submitted to The University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Music School of Humanities The University of Birmingham September 2011 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract: The present document examines eight musical works for various instruments and ensembles, composed between 2007 and 2011. Brief summaries of each work’s program are followed by discussions of instrumentation and orchestration, and analysis of pitch organization. Discussions of instrumentation and orchestration explore the composer’s approach to diversification of instrumental ensembles by the inclusion of non-orchestral instruments, and redefinition of traditional hierarchies among instruments in a standard ensemble or orchestral setting. Analyses of pitch organization detail various ways in which the composer renders diatonic -
Misirli Ahmet: the Clay Darbuka Technique and Its Performance Analysis
RAST MÜZİKOLOJİ DERGİSİ Uluslararası Müzikoloji Dergisi www.rastmd.com MISIRLI AHMET: THE CLAY DARBUKA TECHNIQUE AND ITS PERFORMANCE ANALYSIS Esra Karaol1 Nilgün Doğrusöz2 ABSTRACT Although its roots are seen in ancient times and despite the fact that it plays a huge role in the historical developments of Turkish and world music, the darbuka and its performance have not been extensively taken under musicological studies. This article is about the performance analysis of the darbuka techniques developed by Misirli Ahmet and studied under the light of the fact that the existing musical discourse has been transferred from teacher to student through ages orally. Parallel to the cultural changes, the advancement of civilizations throughout the course of history, the emergence of the instrument has shown differences. Therefore the material of the clay darbuka has been the most important factor affecting the different techniques of playing the instrument. The reason why we emphasize on the performance analysis is that it is of fundamental importance to make observations and decipher its characteristics within the discipline of musical theory. Keywords: Mısırlı (Egyptian) Ahmet, clay darbuka, split finger technique. MISIRLI AHMET: TOPRAK DARBUKA TEKNİĞİ VE İCRA ANALİZİ ÖZET Kökleri antik çağlara kadar dayandırılmasına, günümüze kadar Türk ve dünya müziklerinin tarihsel sürecinde önemli rolü olmasına rağmen, darbuka ve icrası müzikoloji çalışmalarında kapsamlı ele alınmamıştır. Müzikal tekniğin ustadan çırağa sözlü aktarım ve görsel öğrenim geleneği ile iletilmiş olduğu tespit edilmiştir. Toprak darbuka çalgısı üzerinde şekillenen, darbuka icracısı Mısırlı Ahmet’in geliştirdiği tekniğin icra 1 Yardımcı Doçent Doktor, Istanbul Üniversitesi Devlet Konservatuarı, Mirgün Köşkü-Emirgan & Türkiye, [email protected] 2 Profesör Doktor, Istanbul Teknik Üniversitesi, TMDK-Maçka & Türkiye, [email protected] 50 Mısırlı Ahmet: The Clay Darbuka Technique and Its Performance Analysis bağlamında analiz edildiği kısımlar vurgulanmaktadır. -
GEORGIEV Martin
MARTIN GEORGIEV’s artistic activity connects the fields of composition, conducting and research in a symbiosis. As a composer and conductor he has collaborated with leading orchestras and ensembles, such as the Brussels Philharmonic, BBC Symphony Orchestra, Bulgarian National Radio Orchestra, Heidelberg Philharmonic Orchestra, Sofia National Philharmonic Orchestra, National Orchestra of Belgium, Azalea Ensemble, Manson Ensemble, Cosmic Voices choir, Isis Ensemble and Ensemble Musiques Nouvelles. More recently he was Composer in Residence to the City of Heidelberg - 'Komponist für Heidelberg 2012|13", featuring the orchestral commission The Secret which premiered in 2013 with the Heidelberg Philharmonic Orchestra conducted by the composer. Since 2013 he works as Assistant Conductor for the Royal Ballet at ROH Covent Garden, London, where he is involved with a number of world premieres. In 2010-11 he was SAM Embedded Composer with the BBC Symphony Orchestra, London. He has completed a PhD doctorate in Composition at the Royal Academy of Music, University of London (2012), in which he developed his Morphing Modality technique for composition. He also holds Masters' degrees in both Composition and Conducting from the Royal Academy of Music and the National Academy of Music 'Pancho Vladigerov', Sofia, Bulgaria. Born in 1983 at Varna, Bulgaria, he is based in London since 2005, holding both Bulgarian and British citizenship. He is a laureate of the International Composers' Forum TACTUS in Brussels, Belgium, where his works featured in the selection in 2004, 2008 and 2011; the Grand Prize for Symphonic Composition dedicated to the 75th Anniversary of the Sofia National Philharmonic Orchestra in 2003; the UBC Golden Stave Award in 2004; orchestral commission prize in memory of Sir Henry Wood by the Royal Academy of Music, London, in 2011; he was a finalist of the Hindemith Prize of the Schleswig-Holstein Music Festival in Germany in 2011 and a recipient of 15 prizes from national and international competitions as a percussionist. -
2008-2009 Annual Report
ANNUAL REPORT OF THE JACKMAN HUMANITIES INSTITUTE 2008-2009 TABLE OF CONTENTS 1. Overview: The First Full Year at the Jackman Humanities Institute 1 2. Statement from the Director of the Jackman Humanities Institute 2 3. Governance 4 4. Space and Staffing 6 5. Fellows 9 6. Jackman Humanities Institute Program for the Arts 12 7. Jackman Humanities Institute Working Groups 14 8. Looking Ahead: Announcements for 2009–2010 15 1. OVERVIEW: THE FIRST FULL YEAR 1 1. Overview: The First Full Year at the Jackman Humanities Institute Annual Theme, 2008–2009: Telling Stories Most fellowships and programs at the Jackman Humanities Institute (JHI) are chosen for their achievement, scholarly merit and their relevance to a single annual theme. This annual focus permits coherent, imaginative and meaningful communication between widely separated disciplines, while the year-by-year variation allows for an equitable rotation of concentration between units. The themes are chosen by consensus of the Advisory Board of the Jackman Humanities Institute. The following are selected both for scholarly excellence and for relevance to the annual theme: Fellowships . Jackman Humanities Institute Faculty Research Fellowships (12 Month) . Andrew W. Mellon Postdoctoral Fellowships (incoming year only) . Chancellor Jackman Graduate Fellowships in the Humanities . Jackman Humanities Institute Undergraduate Fellowships . Jackman Humanities Institute Distinguished Visiting Fellows Programs . Jackman Humanities Institute Program for the Arts The following are selected for scholarly excellence independent of relevance to the annual theme: Professorships . Chancellor Henry N.R. Jackman Distinguished Professor in Philosophical Studies . Chancellor Jackman Professorships in the Arts Fellowships . Jackman Humanities Institute Faculty Research Fellowships (6 month) .