Two Instrumental Arrangements from Early Sixteenth-Century Bohemia Edward Kovarik
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Spotlight Classical Instrumental Rules
SPOTLIGHT CLASSICAL INSTRUMENTAL RULES WHAT’S REQUIRED OF ME FOR MY CLASSICAL INSTRUMENTAL PRELIMINARY 1 VIDEO AUDITION All students begin with a Preliminary 1 video audition. You will present one piece of music. Those scoring highest will advance to Preliminary 2 live auditions in December 2021. If you advance to Preliminary 2, you will be required to play two solo pieces. Those scoring highest after Preliminary 2 will advance to the Semifinals • For the Preliminary 1 video round, your solo piece must be from the Baroque/ Classical period (1650- 1820 Example: Bach, Mozart, Vivaldi, Beethoven, Haydn, etc.). OR from the Romantic, Impressionistic, or Contemporary period (1820-present Example: Chopin, Tchaikovsky, Debussy, Stravinsky, Bartók, Hindemith, etc.). • For the Preliminary 1 video round, your one piece can be any length. Should you advance to the Preliminary 2, (live audition round), your two pieces must fit within 10-minutes. • Prior performance or competition video is acceptable if filmed within the last 8 months • If you choose a contemporary piece, please email the name of the composer for approval at [email protected]. • Original compositions are not allowed. • You may only apply to this category with one instrument. • Piano: Concertos are not allowed; only solo piano pieces. • All other instruments: Pieces written with accompaniment must be performed with live or pre-recorded accompaniment. • A capella performances of works requiring accompaniment are not allowed. • If you advance to Preliminary 2, you may change your piece for the next round and will be required to perform one piece from the Baroque/Classical period and one from the Romantic, Impressionistic or Contemporary period. -
December 9–11, 2016
December 9–11, 2016 2016-2017 Season Sponsor Jeanne Lamon Hall, Trinity-St. Paul’s Centre, 427 Bloor St. West With sincere appreciation and gratitude salutes Al and Jane Forest for their leadership and generous support of this production Be a part of our next CD Recording! The Consort will be heading into the studio to record The Italian Queen of France For your generous support, you will receive the following benefits: Amount You will receive $10 – $124 advance access to purchase the new CD when it is released in the Fall of 2017 $125 – $499 a copy of the new CD $500 or more two copies of the new CD All project donors will receive a tax receipt and will be listed in the house programs for our 2017-18 season Join us in the gymnasium to offer your support today! Magi videntes stellam Chant for the Feast of the Epiphany Nova stella apparita Florence Laudario, ca 1325 Salutiam divotamente Cortona Laudario, ca 1260 Ave regina caelorum Walter Frye (d. 1474) Gabriel fram hevene-King England, late mid-14th century Estampie Gabriel fram hevene-King arr. Toronto Consort Veni veni Emanuel France, ca 1300 O frondens virga Hildegard von Bingen (1098-1179) Nicolaus pontifex Paris, ca 1250 Nicolai sollempnia Das Glogauer Liederbuch, ca 1480 Wynter Tours, 14th century Deh tristo mi topinello northern Italy, ca 1400 Farwel Advent Selden MS, England, ca 1450 INTERMISSION Please join us for refreshments and the CD Boutique in the Gymnasium. Hodie aperuit nobis Hildegard von Bingen Nowel! Owt of your slepe aryse and wake Selden MS In dulci jubilo Liederbuch -
Young Americans to Emotional Rescue: Selected Meetings
YOUNG AMERICANS TO EMOTIONAL RESCUE: SELECTING MEETINGS BETWEEN DISCO AND ROCK, 1975-1980 Daniel Kavka 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 2010 Committee: Jeremy Wallach, Advisor Katherine Meizel © 2010 Daniel Kavka All Rights Reserved iii ABSTRACT Jeremy Wallach, Advisor Disco-rock, composed of disco-influenced recordings by rock artists, was a sub-genre of both disco and rock in the 1970s. Seminal recordings included: David Bowie’s Young Americans; The Rolling Stones’ “Hot Stuff,” “Miss You,” “Dance Pt.1,” and “Emotional Rescue”; KISS’s “Strutter ’78,” and “I Was Made For Lovin’ You”; Rod Stewart’s “Do Ya Think I’m Sexy“; and Elton John’s Thom Bell Sessions and Victim of Love. Though disco-rock was a great commercial success during the disco era, it has received limited acknowledgement in post-disco scholarship. This thesis addresses the lack of existing scholarship pertaining to disco-rock. It examines both disco and disco-rock as products of cultural shifts during the 1970s. Disco was linked to the emergence of underground dance clubs in New York City, while disco-rock resulted from the increased mainstream visibility of disco culture during the mid seventies, as well as rock musicians’ exposure to disco music. My thesis argues for the study of a genre (disco-rock) that has been dismissed as inauthentic and commercial, a trend common to popular music discourse, and one that is linked to previous debates regarding the social value of pop music. -
Secondary Instrumental Summer Resources Week
SECONDARY INSTRUMENTAL SUMMER RESOURCES WEEK ONE: Get to know real orchestra musicians in our area: check out the New Haven Symphony’s YouTube channel! https://www.youtube.com/user/NewHavenSymphony/videos Make sure to check to see if one of them plays your instrument! WEEK TWO: Watch this orchestra performance and click around to change which families of instruments you see: https://play.lso.co.uk/performances/Berlioz-Symphonie-Fantastique See if you can find your instrument and follow along with their part in the music! WEEK THREE: Have you ever been conducted by someone great? (Besides Barkon, Socha, Gunn, Rothbard?) Here is a short video where you can watch some of today’s greatest conductors rehearsing their groups. See, it’s not just your teachers that work their instrumentalists hard! https://www.youtube.com/watch?v=0otfQGoU13U WEEK FOUR: Are orchestral instruments still relevant today? Check out BLACK VIOLINS - an amazing duo who will help you to see that once you learn an instrument, there are no limits! https://www.youtube.com/watch?v=9I-_jWchUeA WEEK FIVE: This week, check out all the videos some examples of “found sound” in this playlist: https://www.youtube.com/playlist?list=PL3Nl9lAEaSN7baBC4yeSQLKPMgvxpr9Pi. Let the videos give you ideas for using things around your house to create sounds. Play along with your favorite songs, or make up your own music, using objects and things you have around your home. WEEK SIX: Line Riders ride to classical music. We have lots of videos posted combining a popular game with some great music. This is a great way to “see” the music in a different way! Take a look here: https://www.youtube.com/playlist?list=PL3Nl9lAEaSN4_Xd-0DE_ZeViotAwcu4Mi WEEK SEVEN: Watch some amazing instrumentalists solo on their instruments. -
1 "Disco Madness: Walter Gibbons and the Legacy of Turntablism and Remixology" Tim Lawrence Journal of Popular Music S
"Disco Madness: Walter Gibbons and the Legacy of Turntablism and Remixology" Tim Lawrence Journal of Popular Music Studies, 20, 3, 2008, 276-329 This story begins with a skinny white DJ mixing between the breaks of obscure Motown records with the ambidextrous intensity of an octopus on speed. It closes with the same man, debilitated and virtually blind, fumbling for gospel records as he spins up eternal hope in a fading dusk. In between Walter Gibbons worked as a cutting-edge discotheque DJ and remixer who, thanks to his pioneering reel-to-reel edits and contribution to the development of the twelve-inch single, revealed the immanent synergy that ran between the dance floor, the DJ booth and the recording studio. Gibbons started to mix between the breaks of disco and funk records around the same time DJ Kool Herc began to test the technique in the Bronx, and the disco spinner was as technically precise as Grandmaster Flash, even if the spinners directed their deft handiwork to differing ends. It would make sense, then, for Gibbons to be considered alongside these and other towering figures in the pantheon of turntablism, but he died in virtual anonymity in 1994, and his groundbreaking contribution to the intersecting arts of DJing and remixology has yet to register beyond disco aficionados.1 There is nothing mysterious about Gibbons's low profile. First, he operated in a culture that has been ridiculed and reviled since the "disco sucks" backlash peaked with the symbolic detonation of 40,000 disco records in the summer of 1979. -
Awards & Nominations 2
Sultans of String – Awards • 2015 JUNO Award Nominees for "Instrumental Album of the Year" – Symphony! • 2014 SIRIUSXM Independent Music Awards Winner- World Group of the Year • 2014 IMA Independent Music Award Winner – Instrumental Song - "Josie" • 2014 IMA Independent Music Vox Pop Award - Music Producer - Symphony! -Chris McKhool • 2013 ISC International Songwriting Competition- Instrumental category - "Monti's Revenge" • 2013 Folk Music Ontario- Songs of the Heart Winner - Instrumental category - "Monti's Revenge" • 2013 Festivals & Events- Performer of The Year • 2013 Queen’s Diamond Jubilee Medal for bandleader Chris McKhool • 2013 SiriusXM Canadian Indie Awards Nominee for World Group of the Year • 2012 Canadian Folk Music Awards winners– World Music Group of the Year • 2012 Canadian Folk Music Awards nominees – Instrumental Group & Pushing the Boundaries • 2012 Canadian Folk Music Award nominee- Producer of the Year for Chris McKhool • 2012 OCFF Songs of the Heart Winner • 2012 Festivals & Events- Entertainer of The Year • 2011 Ontario Contact - Artist of the Year • 2011 International Acoustic Music Awards Finalist – Instrumental • 2011 Independent Music Award 2x Finalist – Instrumental Album & World Beat Album - Yalla Yalla! • 2011 ISC International Songwriting Competition 2x Finalist- Instrumental & World Music categories • 2010 JUNO Award Nominees for "Instrumental Album of the Year" - Yalla Yalla! • 2010 Canadian Independent Music Awards nominees- Favourite World Artist/Group • 2009 International Songwriting Competition (ISC) -
Introduction to Music Technology
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION INTRODUCTION TO MUSIC TECHNOLOGY Length of Course: Semester (Full Year) Elective / Required: Elective Schools: High Schools Student Eligibility: Grade 9-12 Credit Value: 5 credits Date Approved: September 24, 2012 Introduction to Music Technology TABLE OF CONTENTS Statement of Purpose ----------------------------------------------------------------------------------- 3 Introduction ------------------------------------------------------------------------------------------------- 4 Course Objectives ---------------------------------------------------------------------------------------- 6 Unit 1: Introduction to Music Technology Course and Lab ------------------------------------9 Unit 2: Legal and Ethical Issues In Digital Music -----------------------------------------------11 Unit 3: Basic Projects: Mash-ups and Podcasts ------------------------------------------------13 Unit 4: The Science of Sound & Sound Transmission ----------------------------------------14 Unit 5: Sound Reproduction – From Edison to MP3 ------------------------------------------16 Unit 6: Electronic Composition – Tools For The Musician -----------------------------------18 Unit 7: Pro Tools ---------------------------------------------------------------------------------------20 Unit 8: Matching Sight to Sound: Video & Film -------------------------------------------------22 APPENDICES A Performance Assessments B Course Texts and Supplemental Materials C Technology/Website References D Arts -
Objectives by Grade Instrumental Music
Instrumental Music - Strings Objectives by Grade Component Objective Grade 10 1 Students will be able to perform the following bowing techniques: spiccato and col légno bowstroke. 2 Students will be able to perform by memory major scales in the keys of C, G, D, A, E, F, Bb, Eb, and Ab using the PMEA audition scale pattern. 3 Students will be able to perform by memory a one octave chromatic scale. Students will be able to perform by memory a chromatic scale. Violins: G-G, Viola/Cello: C-C, String Bass: E-E 4 Students will be able to count and clap rhythms in simple, compound and asymmetrical meters (2/4, 3/4, 4/4, 6/4, 3/8, 6/8, 9/8, 12/8, 5/4, 7/4, 5/8, 7/8) up to and including eighth notes. 5 Students will demonstrate an understanding of note and rest values from whole notes through thirty-second notes through verbal and written responses and performance. 7 The student will correctly define forty of the "Principal Terms Used In Music." 8 Student will perform ensemble literature using appropriate clefs in the concert keys of Bb, F, C, G, D and A in 2/4, 3/4, 4/4, 5/4, cut time, and 6/8 meters 9 Student will demonstrate balance, blend, and intonation within section and between sections 10 Student will perform ensemble literature with note/pitch accuracy, rhythmic accuracy and stability, appropriate style, accurate phrasing, with dynamic contrast 11 Sightread ensemble literature using appropriate clefs in the concert keys of Bb, F, C, G, D and A in 2/4, 3/4, 4/4, 5/4, cut time, and 6/8 meters. -
Music Technology Grade 6
MUSIC TECHNOLOGY GRADE 6 THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 Revision Date: February 25, 2019__ Michael Nitti Written by: Music Teachers Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria. Table of Contents Page Preface 3 21st Century Life and Careers 4 Scope of Essential Learning: Unit 1: Introduction to Music Technology (9 Class Sessions) 5 Unit 2: Acoustics: The Science of Sound (5 Class Sessions) 9 Unit 3: Sound Engineering (12 Class Sessions) 13 Unit 4: The Technology of Music (9 Class Sessions) 16 Unit 5: Final Project Creation (10 Class Sessions) 20 Sample 21st Century, Career, & Technology Integration 23 Preface The purpose of all music courses in The Ewing Public Schools is to develop comprehensive musicianship with a focus on musical literacy. As music educators, we believe all students are musical by nature and have a tremendous potential to learn and enjoy music. While research shows that music helps students to develop higher-order skills and increases desire to learn, our driving goal is to help students become more enlightened and truly alive through a balanced, comprehensive and sequential program of study. The Middle School General Music program allows students to transfer prior knowledge and skills and to explore and develop their musicianship through various units of study. The Music Technology class is a semester-long course offered to 6th graders, every other day for 41 minutes. 3 21st Century Life and Careers In today's global economy, students need to be lifelong learners who have the knowledge and skills to adapt to an evolving workplace and world. -
ALSO AVAILABLE on Signumclassics
174Booklet 7/8/09 13:06 Page 1 ALSO AVAILABLE on signumclassics Guillaume de Machaut: Motets, Mass music Brussels 5557: Masses by Frye Guillaume Dufay: Sacred music from & songs by Machaut from the Ivrea Codex and Plummer Bologna Q15 The Clerks The Clerks The Clerks SIGCD011 SIGCD015 SIGCD023 “Each singer has a naturally light, straight- “I am always impressed with the way they “It is an absorbing and revealing collection, toned voice and can effortlessly flat over the balance precision and polished vocal blend and everything is delivered with tonal beauty vocal lines like ‘a feather on the breath in the most difficult music … unlike other and scholarly stylishness” of God’” groups singing this music, the Clerks’ Group Early Music The Gramophone don’t seem to break a sweat.” Goldberg Available through most record stores and at www.signumrecords.com For more information call +44 (0) 20 8997 4000 174Booklet 7/8/09 13:06 Page 3 Don’t Talk - Just Listen! p Don’t run low [0.20] a Be an egg donor [0.23] s Please to not betray [0.46] d Five Motets Robert Saxton Royal from Day One [0.17] f 1 Motet 1: Dixit autem Dominus ad Abram [3.27] I am woman [0.35] g 2 Motet 2: Distant, a family travels [2.52] Vocal ensemble for hire [0.33] h 3 Motet 3: Down the ages a song has echoed [2.34] Proactive, professional [0.32] j 4 Motet 4: Returning, wander weary [2.25] Mature composer seeks work [0.27] k 5 Motet 5: Igitur egressus Iacob [4.27] Guarantee [0.36] 6 Thou wast present as on this day Antony Pitts [6.44] Three Contrafacta l The Man who spills his soup -
Claude Longchamp
3è Atelier de musique ancienne (Gruyères, 21-28.08.2005) Duo Crawford Young (USA) Margit Uebellacker (Autriche) 25.08.2005 Le duo de ce soir associe les cordes pincées (avec une plume d'autruche) du luth et de la guiterne, et les cordes frappées du "dulce melos" (forme de hackbrett de poche médiéval), un instrument décrit dans le Traité de Paulus Paulirinus (1460) comme "le plus beau parmi tous les instruments de musique". Les deux instruments sont bien adaptés à l'accompagnement de la danse, rôle central de la musique de cour médiévale, et le programme de ce soir contient plusieurs "Balleti", "Pizochara", "Petits Riens" à danser. Crawford Young et Margit Uebellacker nous emmènent en première partie de soirée à la Cour des Visconti (Pavie, 1400), puis à la Cour de Charles le Téméraire à Dijon (où brille Guillaume Dufay) et un peu plus tard à la Cour de Nuremberg. Outre les danses virtuoses, ils interprètent les mises en tablature savantes de chansons et motet célèbres de ce temps, de Francesco Landini, de Johannes Ciconia ou de Walter Frye. Notes sur le programme Association Guitare & Luth – CP 2254 – 1630 Bulle 2 CCP 17-6617-8 Compte BCF no 25 01 176.463-07 www.anselmus.ch/fr/association.htm Program notes : whose works turn up in a manuscript auctioned at Sotheby’s in 1996 and currently owned by the Oesterreichische Nationalbibliothek in Tonight’s program of fifteeenth-century arrangements for gittern/ lute Wien. Blindhammer may be considered something of a “missing link” solos and, with dulce melos, duos, consists of three focal points of leading to the Gerle / Neusidler generation of prominent Nürnberg musical culture, the Visconti court (Pavia/ Milan ca. -
Reception of Josquin's Missa Pange
THE BODY OF CHRIST DIVIDED: RECEPTION OF JOSQUIN’S MISSA PANGE LINGUA IN REFORMATION GERMANY by ALANNA VICTORIA ROPCHOCK Submitted in partial fulfillment of the requirements For the degree of Doctor of Philosophy Dissertation Advisor: Dr. David J. Rothenberg Department of Music CASE WESTERN RESERVE UNIVERSITY May, 2015 CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the thesis/dissertation of Alanna Ropchock candidate for the Doctor of Philosophy degree*. Committee Chair: Dr. David J. Rothenberg Committee Member: Dr. L. Peter Bennett Committee Member: Dr. Susan McClary Committee Member: Dr. Catherine Scallen Date of Defense: March 6, 2015 *We also certify that written approval has been obtained for any proprietary material contained therein. TABLE OF CONTENTS List of Tables ........................................................................................................... i List of Figures .......................................................................................................... ii Primary Sources and Library Sigla ........................................................................... iii Other Abbreviations .................................................................................................. iv Acknowledgements ................................................................................................... v Abstract ..................................................................................................................... vii Introduction: A Catholic