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Tese Correções Defesa-23-7-16
! ALEXANDER SCRIABIN THE DEFINITION OF A NEW SOUND SPACE IN THE CRISIS OF TONALITY Luís Miguel Carvalhais Figueiredo Borges Coelho Tese apresentada à UniversidadeFiguiredo de Évora para obtenção do Grau de Doutor em Música e Musicologia Especialidade: Musicologia ORIENTADORES: Paulo de Assis Benoît Gibson ÉVORA, JULHO DE 2016 INSTITUTO DE INVESTIGAÇÃO E FORMAÇÃO AVANÇADA ALEXANDER SCRIABIN THE DEFINITION OF A NEW SOUND SPACE IN THE CRISIS OF TONALITY Luís Miguel Carvalhais Figueiredo Borges Coelho Tese apresentada à Universidade de Évora para obtenção do Grau de Doutor em Música e Musicologia Especialidade: Musicologia ORIENTADORES: Paulo de Assis Benoît Gibson ÉVORA, JULHO DE 2016 INSTITUTO DE INVESTIGAÇÃO E FORMAÇÃO AVANÇADA iii To Marta, João and Andoni, after one year of silent presence. To my parents. v ACKNOWLEDGEMENTS I would like to express my gratitude to my friend Paulo de Assis, for all his dedication and encouragement in supervising my research. His enthusiasm, knowledge and always-challenging opinions were a permanent stimulus to look further. I thank Benoît Gibson for having accepted to co-supervise my work, despite my previous lack of any musicological experience. I extend my gratitude to Stanley Hanks, whose willingness to supervise my English was only limited by the small number of pages I could submit to his advice before the inexorable deadline. Thanks are also due to my former piano teachers—Amélia Vilar, Isabel Rocha, Vitaly Margulis, Dimitri Bashkirov and Galina Egyazarova—for having taught me everything I know about music. To my dear friends Catarina and André I will be always grateful: without their indefatigable assistance in the final assembling of this dissertation, my erratic relation with the writing software would have surely slipped into chaos. -
John Corigliano's Fantasia on an Ostinato, Miguel Del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles
Graduate Theses, Dissertations, and Problem Reports 2016 Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano's Fantasia on an Ostinato, Miguel del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles Tse Wei Chai Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Chai, Tse Wei, "Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano's Fantasia on an Ostinato, Miguel del Aguila's Conga for Piano, and William Bolcom's Nine New Bagatelles" (2016). Graduate Theses, Dissertations, and Problem Reports. 5331. https://researchrepository.wvu.edu/etd/5331 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Pedagogical and Performance Aspects of Three American Compositions for Solo Piano: John Corigliano’s Fantasia on an Ostinato, Miguel del Aguila’s Conga for Piano, and William Bolcom’s Nine New Bagatelles Tse Wei Chai A Doctoral Research Project submitted to The College of Creative Arts at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Piano Performance James Miltenberger, D.M.A., Committee Chair & Research Advisor Peter Amstutz, D.M.A. -
Computational Methods for Tonality-Based Style Analysis of Classical Music Audio Recordings
Fakult¨at fur¨ Elektrotechnik und Informationstechnik Computational Methods for Tonality-Based Style Analysis of Classical Music Audio Recordings Christof Weiß geboren am 16.07.1986 in Regensburg Dissertation zur Erlangung des akademischen Grades Doktoringenieur (Dr.-Ing.) Angefertigt im: Fachgebiet Elektronische Medientechnik Institut fur¨ Medientechnik Fakult¨at fur¨ Elektrotechnik und Informationstechnik Gutachter: Prof. Dr.-Ing. Dr. rer. nat. h. c. mult. Karlheinz Brandenburg Prof. Dr. rer. nat. Meinard Muller¨ Prof. Dr. phil. Wolfgang Auhagen Tag der Einreichung: 25.11.2016 Tag der wissenschaftlichen Aussprache: 03.04.2017 urn:nbn:de:gbv:ilm1-2017000293 iii Acknowledgements This thesis could not exist without the help of many people. I am very grateful to everybody who supported me during the work on my PhD. First of all, I want to thank Prof. Karlheinz Brandenburg for supervising my thesis but also, for the opportunity to work within a great team and a nice working enviroment at Fraunhofer IDMT in Ilmenau. I also want to mention my colleagues of the Metadata department for having such a friendly atmosphere including motivating scientific discussions, musical activity, and more. In particular, I want to thank all members of the Semantic Music Technologies group for the nice group climate and for helping with many things in research and beyond. Especially|thank you Alex, Ronny, Christian, Uwe, Estefan´ıa, Patrick, Daniel, Ania, Christian, Anna, Sascha, and Jakob for not only having a prolific working time in Ilmenau but also making friends there. Furthermore, I want to thank several students at TU Ilmenau who worked with me on my topic. Special thanks go to Prof. -
Music Theory Syllabus (With Introduction to Music) Frenship
Music Theory Syllabus (with Introduction to Music) 1306.030 Frenship High School Blue Days 12:54-2:24pm 2020-2021 Instructor: Angela Bradford Office: Room 1316 Phone: 806-866-4440, ext. 1028 Email: [email protected] Remind: Text to 81010 and message @329a99b Conference Times: 2:30-4:00pm, Blue and Gold days Course Text: Tonal Harmony by Stefan Kostka, Dorothy Payne and Byron Almen, 7th Edition. (Provided) Supplemental Material: Barron’s AP Music Theory by Nancy Scoggin (Optional) Course Purpose: The purpose of this Dual Credit course is to teach the language of Music Theory to students and help them develop the skills and knowledge to build students music literacy (reading, writing, hearing intelligently, and respond or performing) through analysis and composition. Course Overview: A) Oral Quizzes B) Score analysis C) Error Detection D) Aural association E) Association with familiar music Grading: 50% Written theory and composition- Daily Work (Fundamentals and Analysis) and Assessment Grades – 25% Composition 1 – 5%, Composition 2 – 5%, Composition 3 - 15% 30% Ear training – Intervals, Inversions, Chords, Scales on Assessment and quiz grades 20% Oral training (Sight-Reading), music literature and history (composers and music periods), and piano fundamentals in practice (chords, scales in major and minor, intervals) Course Outline: 1st Six Weeks Week 1 (2-3 class meetings - 1hr. 30 minutes class) Chap. 1 Elements of Pitch and Chap. 2 Elements of Rhythm 1 Notation a) The aspects of sound: pitch, amplitude, timbre, envelope (articulation) and duration. b) After a brief explanation of each, discuss aspects of notation as they relate to aspects of sound. -
Unified Music Theories for General Equal-Temperament Systems
Unified Music Theories for General Equal-Temperament Systems Brandon Tingyeh Wu Research Assistant, Research Center for Information Technology Innovation, Academia Sinica, Taipei, Taiwan ABSTRACT Why are white and black piano keys in an octave arranged as they are today? This article examines the relations between abstract algebra and key signature, scales, degrees, and keyboard configurations in general equal-temperament systems. Without confining the study to the twelve-tone equal-temperament (12-TET) system, we propose a set of basic axioms based on musical observations. The axioms may lead to scales that are reasonable both mathematically and musically in any equal- temperament system. We reexamine the mathematical understandings and interpretations of ideas in classical music theory, such as the circle of fifths, enharmonic equivalent, degrees such as the dominant and the subdominant, and the leading tone, and endow them with meaning outside of the 12-TET system. In the process of deriving scales, we create various kinds of sequences to describe facts in music theory, and we name these sequences systematically and unambiguously with the aim to facilitate future research. - 1 - 1. INTRODUCTION Keyboard configuration and combinatorics The concept of key signatures is based on keyboard-like instruments, such as the piano. If all twelve keys in an octave were white, accidentals and key signatures would be meaningless. Therefore, the arrangement of black and white keys is of crucial importance, and keyboard configuration directly affects scales, degrees, key signatures, and even music theory. To debate the key configuration of the twelve- tone equal-temperament (12-TET) system is of little value because the piano keyboard arrangement is considered the foundation of almost all classical music theories. -
Burkholder/Grout/Palisca, Eighth Edition, Chapter 35 38 Chapter 35
38 17. After WW II, which group determined popular music styles? Chapter 35 Postwar Crosscurrents 18. (910) What is the meaning of generation gap? 1. (906) What is the central theme of Western music history since the mid-nineteenth century? 19. The music that people listened to affected their ____ and _______. 2. What are some of the things that pushed this trend? 20. What is the meaning of charts? 3. Know the definitions of the boldface terms. 21. What is another term for country music? What are its sources? 4. What catastrophic event occurred in the 1930s? 40s? 5. (907) Who are the existentialist writers? 22. (911) Why was it valued? 6. What political element took control of eastern Europe? 23. Describe the music. 7. What is the name of the political conflict? What are the names of the two units and who belongs to each? 24. What are the subclassifications? 8. What's the next group founded in 1945? 25. Name the stars. 9. What are the next wars? What is the date of the moon landing? 26. What's the capital? Theatre? 27. What's the new style that involves electric guitars? City? 10. TQ: What is a baby boom? G.I. Bill? Musician? 28. What phrase replaced "race music." 11. (908) Know the meaning of 78-rpm, LP, "45s." 12. Know transistor radio and disc jockey. 29. What comprised an R&B group? 13. When were tape recorders invented? Became common? 14. (909) When did India become independent? 30. What structure did they use? 15. Name the two figures important for the civil rights 31. -
The Order of Numbers in the Second Viennese School of Music
The order of numbers in the Second Viennese School of Music Carlota Sim˜oes Department of Mathematics University of Coimbra Portugal Mathematics and Music seem nowadays independent areas of knowledge. Nevertheless, strong connections exist between them since ancient times. Twentieth-century music is no exception, since in many aspects it admits an obvious mathematical formalization. In this article some twelve-tone music rules, as created by Schoenberg, are presented and translated into math- ematics. The representation obtained is used as a tool in the analysis of some compositions by Schoenberg, Berg, Webern (the Second Viennese School) and also by Milton Babbitt (a contemporary composer born in 1916). The Second Viennese School of Music The 12-tone music was condemned by the Nazis (and forbidden in the occupied Europe) because its author was a Jew; by the Stalinists for having a bourgeois cosmopolitan formalism; by the public for being different from everything else. Roland de Cand´e[2] Arnold Schoenberg (1874-1951) was born in Vienna, in a Jewish family. He lived several years in Vienna and in Berlin. In 1933, forced to leave the Academy of Arts of Berlin, he moved to Paris and short after to the United States. He lived in Los Angeles from 1934 until the end of his life. In 1923 Schoenberg presented the twelve-tone music together with a new composition method, also adopted by Alban Berg (1885-1935) and Anton Webern (1883-1945), his students since 1904. The three composers were so closely associated that they became known as the Second Viennese School of Music. -
Reconsidering Pitch Centricity Stanley V
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: School of Music Music, School of 2011 Reconsidering Pitch Centricity Stanley V. Kleppinger University of Nebraska-Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/musicfacpub Part of the Music Commons Kleppinger, Stanley V., "Reconsidering Pitch Centricity" (2011). Faculty Publications: School of Music. 63. http://digitalcommons.unl.edu/musicfacpub/63 This Article is brought to you for free and open access by the Music, School of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: School of Music by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Reconsidering Pitch Centricity STANLEY V. KLEPPINGER Analysts commonly describe the musical focus upon a particular pitch class above all others as pitch centricity. But this seemingly simple concept is complicated by a range of factors. First, pitch centricity can be understood variously as a compositional feature, a perceptual effect arising from specific analytical or listening strategies, or some complex combination thereof. Second, the relation of pitch centricity to the theoretical construct of tonality (in any of its myriad conceptions) is often not consistently or robustly theorized. Finally, various musical contexts manifest or evoke pitch centricity in seemingly countless ways and to differing degrees. This essay examines a range of compositions by Ligeti, Carter, Copland, Bartok, and others to arrive at a more nuanced perspective of pitch centricity - one that takes fuller account of its perceptual foundations, recognizes its many forms and intensities, and addresses its significance to global tonal structure in a given composition. -
Citymac 2018
CityMac 2018 City, University of London, 5–7 July 2018 Sponsored by the Society for Music Analysis and Blackwell Wiley Organiser: Dr Shay Loya Programme and Abstracts SMA If you are using this booklet electronically, click on the session you want to get to for that session’s abstract. Like the SMA on Facebook: www.facebook.com/SocietyforMusicAnalysis Follow the SMA on Twitter: @SocMusAnalysis Conference Hashtag: #CityMAC Thursday, 5 July 2018 09.00 – 10.00 Registration (College reception with refreshments in Great Hall, Level 1) 10.00 – 10.30 Welcome (Performance Space); continued by 10.30 – 12.30 Panel: What is the Future of Music Analysis in Ethnomusicology? Discussant: Bryon Dueck Chloë Alaghband-Zadeh (Loughborough University), Joe Browning (University of Oxford), Sue Miller (Leeds Beckett University), Laudan Nooshin (City, University of London), Lara Pearson (Max Planck Institute for Empirical Aesthetic) 12.30 – 14.00 Lunch (Great Hall, Level 1) 14.00 – 15.30 Session 1 Session 1a: Analysing Regional Transculturation (PS) Chair: Richard Widdess . Luis Gimenez Amoros (University of the Western Cape): Social mobility and mobilization of Shona music in Southern Rhodesia and Zimbabwe . Behrang Nikaeen (Independent): Ashiq Music in Iran and its relationship with Popular Music: A Preliminary Report . George Pioustin: Constructing the ‘Indigenous Music’: An Analysis of the Music of the Syrian Christians of Malabar Post Vernacularization Session 1b: Exploring Musical Theories (AG08) Chair: Kenneth Smith . Barry Mitchell (Rose Bruford College of Theatre and Performance): Do the ideas in André Pogoriloffsky's The Music of the Temporalists have any practical application? . John Muniz (University of Arizona): ‘The ear alone must judge’: Harmonic Meta-Theory in Weber’s Versuch . -
City, University of London Institutional Repository
City Research Online City, University of London Institutional Repository Citation: Pace, I. ORCID: 0000-0002-0047-9379 (2021). New Music: Performance Institutions and Practices. In: McPherson, G and Davidson, J (Eds.), The Oxford Handbook of Music Performance. Oxford, UK: Oxford University Press. This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link: https://openaccess.city.ac.uk/id/eprint/25924/ Link to published version: Copyright: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to. Reuse: Copies of full items can be used for personal research or study, educational, or not-for-profit purposes without prior permission or charge. Provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. City Research Online: http://openaccess.city.ac.uk/ [email protected] New Music: Performance Institutions and Practices Ian Pace For publication in Gary McPherson and Jane Davidson (eds.), The Oxford Handbook of Music Performance (New York: Oxford University Press, 2021), chapter 17. Introduction At the beginning of the twentieth century concert programming had transitioned away from the mid-eighteenth century norm of varied repertoire by (mostly) living composers to become weighted more heavily towards a historical and canonical repertoire of (mostly) dead composers (Weber, 2008). -
Study Guide: Graduate Placement Examination in Music History
GRADUATE PLACEMENT EXAMINATION IN MUSIC HISTORY STUDY GUIDE The Graduate Placement Examination in Music History is designed to ascertain whether incoming graduate students have a knowledge of music history commensurate with an undergraduate degree in music. It is typically offered prior to the first day of classes each semester. Students are asked to identify important historical figures, define important terms, compose a brief essay, and draw conclusions from a musical score. Some knowledge of musical traditions beyond the Western/European classical traditions, including topics such as “world music,” “folk music,” and “popular music,” is also expected. The ninety-minute examination comprises the following sections: 1. identification of composers and schools of composition (choose from a list provided during the exam); worth 25 points, allow approximately 20 minutes 2. identification of terms (choose from a list provided during the exam); worth 25 points, allow approximately 20 minutes 3. essay (choose a topic from a list provided during the exam); worth 30 points, allow approximately 30 minutes 4. score identification, including: historical period and approximate date of composition; genre, its important stylistic features, and how/where they can be seen in the piece; and the name of the likely composer; worth 20 points, allow approximately 20 minutes. This study guide provides lists, organized by historical era (with approximate dates), of major figures, genres, and terms from music history. They are not necessarily complete or comprehensive lists of items that will appear on the test. For further review, the faculty recommend consulting the textbook (and accompanying scores and recordings) used in the undergraduate core music history sequence in the Department of Music. -
5. Calling for International Solidarity: Hanns Eisler’S Mass Songs in the Soviet Union
From Massenlieder to Massovaia Pesnia: Musical Exchanges between Communists and Socialists of Weimar Germany and the Early Soviet Union by Yana Alexandrovna Lowry Department of Music Duke University Date:_______________________ Approved: ___________________________ Bryan Gilliam, Supervisor ___________________________ Edna Andrews ___________________________ John Supko ___________________________ Jacqueline Waeber Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Music in the Graduate School of Duke University 2014 i v ABSTRACT From Massenlieder to Massovaia Pesnia: Musical Exchanges between Communists and Socialists of Weimar Germany and the Early Soviet Union by Yana Alexandrovna Lowry Department of Music Duke University Date:_______________________ Approved: ___________________________ Bryan Gilliam, Supervisor ___________________________ Edna Andrews ___________________________ John Supko ___________________________ Jacqueline Waeber An abstract of a dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Music in the Graduate School of Duke University 2014 Copyright by Yana Alexandrovna Lowry 2014 Abstract Group songs with direct political messages rose to enormous popularity during the interwar period (1918-1939), particularly in recently-defeated Germany and in the newly- established Soviet Union. This dissertation explores the musical relationship between these two troubled countries and aims to explain the similarities and differences in their approaches to collective singing. The discussion of the very complex and problematic relationship between the German left and the Soviet government sets the framework for the analysis of music. Beginning in late 1920s, as a result of Stalin’s abandonment of the international revolutionary cause, the divergences between the policies of the Soviet government and utopian aims of the German communist party can be traced in the musical propaganda of both countries.