The Bach Experience
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Introduction
Copyright © Thomas Braatz, 20071 Introduction This paper proposes to trace the origin and rather quick demise of the Andreas Stübel Theory, a theory which purportedly attempted to designate a librettist who supplied Johann Sebastian Bach with texts and worked with him when the latter composed the greater portion of the 2nd ‘chorale-cantata’ cycle in Leipzig from 1724 to early 1725. It was Hans- Joachim Schulze who first proposed this theory in 1998 after which it encountered a mixed reception with Christoph Wolff lending it some support in his Bach biography2 and in his notes for the Koopman Bach-Cantata recording series3, but with Martin Geck4 viewing it rather less enthusiastically as a theory that resembled a ball thrown onto the roulette wheel and having the same chance of winning a jackpot. 1 This document may be freely copied and distributed providing that distribution is made in full and the author’s copyright notice is retained. 2 Christoph Wolff, Johann Sebastian Bach: The Learned Musician (Norton, 2000), (first published as a paperback in 2001), p. 278. 3 Christoph Wolff, ‘The Leipzig church cantatas: the chorale cantata cycle (II:1724-1725)’ in The Complete Cantatas volumes 10 and 11 as recorded by Ton Koopman and published by Erato Disques (Paris, France, 2001). 4 Martin Geck, Bach: Leben und Werk, (Hamburg, 2000), p. 400. 1 Andreas Stübel Andreas Stübel (also known as Stiefel = ‘boot’) was born as the son of an innkeeper in Dresden on December 15, 1653. In Dresden he first attended the Latin School located there. Then, in 1668, he attended the Prince’s School (“Fürstenschule”) in Meißen. -
Liturgical Drama in Bach's St. Matthew Passion
Uri Golomb Liturgical drama in Bach’s St. Matthew Passion Bach’s two surviving Passions are often cited as evidence that he was perfectly capable of producing operatic masterpieces, had he chosen to devote his creative powers to this genre. This view clashes with the notion that church music ought to be calm and measured; indeed, Bach’s contract as Cantor of St. Thomas’s School in Leipzig stipulated: In order to preserve the good order in the churches, [he would] so arrange the music that it shall not last too long, and shall be of such nature as not to make an operatic impression, but rather incite the listeners to devotion. (New Bach Reader, p. 105) One could argue, however, that Bach was never entirely faithful to this pledge, and that in the St. Matthew Passion he came close to violating it entirely. This article explores the fusion of the liturgical and the dramatic in the St. Matthew Passion, viewing the work as the combination of two dramas: the story of Christ’s final hours, and the Christian believer’s response to this story. This is not, of course, the only viable approach to this masterpiece. The St. Matthew Passion is a complex, heterogeneous work, rich in musical and expressive detail yet also displaying an impressive unity across its vast dimensions. This article does not pretend to explore all the work’s aspects; it only provides an overview of one of its distinctive features. 1. The St. Matthew Passion and the Passion genre The Passion is a musical setting of the story of Christ’s arrest, trial and crucifixion, intended as an elaboration of the Gospel reading in the Easter liturgy. -
Kisd Band Ms 3 Curriculum Year at a Glance
KISD BAND MS 3 CURRICULUM YEAR AT A GLANCE TEXT: Essential Elements for Band THE LEARNER WILL: 1st 9-Weeks 2nd 9-Weeks 3rd 9-Weeks 4th 9-Weeks Identify, define, write, and analyze whole, half, quarter, paired and single Identify, define, write, and analyze all previously learned elements adding eighth, sixteenth, dotted half, and dotted quarter notes with corresponding 9/8, 12/8, and 5/4 time signatures and the keys of G and Db. (1B, 1D, 1C, rests in simple time and dotted quarters and triplets in compound time; 2B, 3F) multi-measure rests; repeat, first and second endings, da capo al fine, dal segno al fine, da capo al coda, dal segno al coda; dynamics (pp-ff); staccato, Identify, define, write and analyze all previously learned elements in addition to the following: largo-presto, sforzando, fortepiano, chord structures legato, accent, marcato; crescendo, decrescendo; 2/4, 3/4 ,4/4, 2/2, 6/8; keys and tuning in a major key. (1B, 1D, 1C, 2B, 3F) of Bb, Eb, F; instrument names; musical forms; fermata; andante, moderato, ritardando, accelerando, largo, adagio, allegro. (1B, 1D, 1C, 2B, 3F) Perform a 2 octave chromatic scale with correct pitch, fingerings, and Perform from memory a 2 octave chromatic scale with correct pitch, Perform from memory a 2 octave chromatic scale with correct pitch, Perform from memory a 2 octave chromatic scale with correct pitch, accurate intonation. (1B) fingerings, and accurate intonation (quarter = 80bpm utilizing an eighth fingerings and accurate intonation (quarter = 100bpm utilizing an eighth fingerings, and accurate intonation (quarter = 100bpm utilizing a triplet note pattern). -
Ctspubs Brochure Nov 2005
THE MUSIC OF CLAUDE T. SMITH CONCERT BAND WORKS ENJOY A CD RECORDING CTS = Claude T. Smith Publications WJ = Wingert-Jones HL = Hal Leonard TITLE GRADE PUBLISHER TITLE GRADE PUBLISHER $1 OF THE MUSIC OF 7.95 each Acclamation..............................................................5 ..............Kalmus Intrada: Adoration and Praise ..................................4 ................CTS All 6 for Across the Wide Missouri (Concert Band) ................3..................WJ Introduction and Caccia............................................3 ................CTS $60 Affirmation and Credo ..............................................4 ................CTS Introduction and Fugato............................................3 ................CTS Claude T. Smith Allegheny Portrait ....................................................4 ................CTS Invocation and Jubiloso ............................................2 ..................HL Allegro and Intermezzo Overture ..............................3 ................CTS Island Fiesta ............................................................3 ................CTS America the Beautiful ..............................................2 ................CTS Joyance....................................................................5..................WJ CLAUDE T. SMITH: CLAUDE T. SMITH: American Folk Trilogy ..............................................3 ................CTS Jubilant Prelude ......................................................4 ..................HL A SYMPHONIC PORTRAIT -
The Baroque. 3.3: Vocal Music: the Da Capo Aria and Other Types of Arias
UNIT 3: THE BAROQUE. 3.3: VOCAL MUSIC: THE DA CAPO ARIA AND OTHER TYPES OF ARIAS EXPLANATION 3.3: THE DA CAPO ARIA AND OTHER TYPES OF ARIAS. THE ARIA The aria in the operas is the part sung by the soloist. It is opposed to the recitative, which uses the recitative style. In the arias the composer shows and exploits the dramatic and emotional situations, it becomes the equivalent of a soliloquy (one person speach) in the spoken plays. In the arias, the interpreters showed their technique, they showed off, even in excess, which provoked a lot of criticism from poets and musicians. They were often sung by castrati: soprano men undergoing a surgical operation so as not to change their voice when they grew up. One of them, the most famous, Farinelli, acquired international fame for his great technique and vocal expression. He lived twenty-five years in Spain. THE DA CAPO ARIA The Da Capo aria is a vocal work in three parts or sections (tripartite form). It began to be used in the Baroque in operas, oratorios and cantatas. The form is A - B - A, the last part being a repetition of the first. 1. The first section is a complete musical entity, that is to say, it could be sung alone and musically it would have complete meaning since it ends in the tonic. The tonic is the first grade or note of a scale. 2. The second section contrasts with the first section in tonality, texture, mood and sometimes in tempo (speed). 3. -
Download Recording Booklet
Johann Sebastian Bach EDITION: BREITKOPF & HÄRTEL, EDITED BY J. RIFKIN (2006) Dunedin Consort & Players John Butt director SUSAN HAMILTON soprano CECILIA OSMOND soprano MARGOT OITZINGER alto THOMAS HOBBS tenor MATTHEW BROOK bass MASS IN J S Bach (1685-1750) Mass in B minor BWV 232 B MINOR Mass in B minor Edition: Breitkopf & Härtel, edited by Joshua Rifkin (2006) Johann Sebastian Bach Dunedin Consort & Players John Butt director ach’s Mass in B Minor is undoubtedly his most spectacular choral work. BIts combination of sizzling choruses and solo numbers covering the gamut of late-Baroque vocal expression render it one of the most joyous musical 6 Et resurrexit ............................................................... 4.02 Missa (Kyrie & Gloria) experiences in the western tradition. Nevertheless, its identity is teased by 7 Et in Spiritum sanctum ................................. 5.27 countless contradictions: it appears to cover the entire Ordinary of the Catholic 1 Kyrie eleison .............................................................. 9.39 8 Confiteor ....................................................................... 3.40 Liturgy, but in Bach’s Lutheran environment the complete Latin text was seldom 2 Christe eleison ........................................................ 4.33 9 Et expecto .................................................................... 2.07 sung as a whole; it seems to have the characteristics of a unified work, yet its 3 Kyrie eleison ............................................................. -
Johann Sebastian Bach's St. John Passion from 1725: a Liturgical Interpretation
Johann Sebastian Bach’s St. John Passion from 1725: A Liturgical Interpretation MARKUS RATHEY When we listen to Johann Sebastian Bach’s vocal works today, we do this most of the time in a concert. Bach’s passions and his B minor Mass, his cantatas and songs are an integral part of our canon of concert music. Nothing can be said against this practice. The passions and the Mass have been a part of the Western concert repertoire since the 1830s, and there may not have been a “Bach Revival” in the nineteenth century (and no editions of Bach’s works for that matter) without Felix Mendelssohn Bartholdy’s concert performance of the St. Matthew Passion in the Berlin Singakademie in 1829.1 However, the original sitz im leben of both large-scaled works like his passions, and his smaller cantatas, is the liturgy. Most of his vocal works were composed for use during services in the churches of Leipzig. The pieces unfold their meaning in the context of the liturgy. They engage in a complex intertextual relationship with the liturgical texts that frame them, and with the musical (and theological) practices of the liturgical year of which they are a part. The following essay will outline the liturgical context of the second version of the St. John Passion (BWV 245a) Bach performed on Good Friday 1725 in Leipzig. The piece is a revision of the familiar version of the passion Bach had composed the previous year. The 1725 version of the passion was performed by the Yale Schola Cantorum in 2006, and was accompanied by several lectures I gave in New Haven and New York City. -
LIBRETTO LOOP” (Created by Todd Woodard)
OPERA WARM UP ACTIVITY: “LIBRETTO LOOP” (created by Todd Woodard) • OBJECTIVE: To build a foundational knowledge of some basic Opera terms through physical and vocal engagement, while simultaneously building energy and ensemble. • STARTING POSITION: A Standing Circle (or “Loop”) • Sample TA Intro: “What is Libretto? … Yes, Libretto might be the text of an opera, but those words are brought to life through music, movement, emotion and ENERGY. So in this game, we are going to use some Opera terms as our simple libretto, and share them by passing ENERGY through, across and within our LOOP, using music, movement, and emotion.” • TERMS with ACTIONS: o RECITATIVE: • Pass LIBRETTO Energy to the person next to you by singing the word “Recitative” to a TA-set or individualized melody with a directional clap • This continues in same direction until someone changes it with a different term o ARIA: “Hold onto the energy before you pass it by taking a solo moment in the spotlight” • Person sings “Aria! Aria! Aria!”, perhaps bending on a knee with arm outstretched, or striking another strong emotional pose • Then pass the energy with “Recitative” or with one of the terms below o VIBRATO • Person with energy shakes hands out in the direction of previous person to induce a vibrato in the voice while singing an extended “Vi- brAAAAA-TOOOOOO”) • This bounces the energy back to the previous person and they continue with energy pass in the opposite direction o MELODY • First person sings “Melody” to a melody of their choice as they pass it to another person -
Iolanta Bluebeard's Castle
iolantaPETER TCHAIKOVSKY AND bluebeard’sBÉLA BARTÓK castle conductor Iolanta Valery Gergiev Lyric opera in one act production Libretto by Modest Tchaikovsky, Mariusz Treliński based on the play King René’s Daughter set designer by Henrik Hertz Boris Kudlička costume designer Bluebeard’s Castle Marek Adamski Opera in one act lighting designer Marc Heinz Libretto by Béla Balázs, after a fairy tale by Charles Perrault choreographer Tomasz Wygoda Saturday, February 14, 2015 video projection designer 12:30–3:45 PM Bartek Macias sound designer New Production Mark Grey dramaturg The productions of Iolanta and Bluebeard’s Castle Piotr Gruszczyński were made possible by a generous gift from Ambassador and Mrs. Nicholas F. Taubman general manager Peter Gelb Additional funding was received from Mrs. Veronica Atkins; Dr. Magdalena Berenyi, in memory of Dr. Kalman Berenyi; music director and the National Endowment for the Arts James Levine principal conductor Co-production of the Metropolitan Opera and Fabio Luisi Teatr Wielki–Polish National Opera The 5th Metropolitan Opera performance of PETER TCHAIKOVSKY’S This performance iolanta is being broadcast live over The Toll Brothers– Metropolitan Opera International Radio Network, sponsored conductor by Toll Brothers, Valery Gergiev America’s luxury in order of vocal appearance homebuilder®, with generous long-term marta duke robert support from Mzia Nioradze Aleksei Markov The Annenberg iol anta vaudémont Foundation, The Anna Netrebko Piotr Beczala Neubauer Family Foundation, the brigit te Vincent A. Stabile Katherine Whyte Endowment for Broadcast Media, l aur a and contributions Cassandra Zoé Velasco from listeners bertr and worldwide. Matt Boehler There is no alméric Toll Brothers– Keith Jameson Metropolitan Opera Quiz in List Hall today. -
1 the Recitative in Trombone Music William J. Stanley ©2019 at First
The Recitative in Trombone Music William J. Stanley ©2019 At first glance, the linking of recitative with a trombone might seem contradictory. After all, the recitative is found most often in opera and oratorio as a speech like style of musical expression performed by singers. But over the past several years, as I was preparing music for performance and assisting students with their preparation, recurring examples of recitative in trombone music appeared more than occasionally. Trombonists will readily recognize concertos by Ferdinand DaviD (1837), Launy Grøndahl (1924) and Gordon Jacob (1956) as often performed pieces that include a recitative. Nicolai Rimsky-Korsakov has provided two well-known solo recitatives for the orchestral second trombonist in Scheherazade, op. 35, and La Grande Pâque Russe, op. 36. These works and several others prompted, at first, an informal list to simply satisfy my curiosity. A subsequent more thorough search has found a large number of works that contain a recitative. To date well over 100 pieces have been discovereD. These span over 250 years and include unaccompanied solos, orchestral solos, pieces with piano, organ, orchestra and/or band accompaniment, and in various ensemble settings for tenor, bass and alto trombones. While that number and breadth of works might be surprising to some, the fact that composers have continued to use vocally influenceD materials in trombone music should be of no surprise to trombonists. We know there is the long tradition of the use of the trombone in vocal settings throughout its history. A thorough examination of this practice goes well beyond the scope and intent of this study, but it is widely known that the trombone was commonly used throughout the sixteenth- and seventeenth-centuries as an accompanying and doubling instrument in sacred settings with choirs. -
Music Braille Code, 2015
MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS .............................................................. -
The Neumeister Collection of Chorale Preludes of the Bach Circle: an Examination of the Chorale Preludes of J
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2002 "The eumeiN ster collection of chorale preludes of the Bach circle": an examination of the chorale preludes of J. S. Bach and their usage as service music and pedagogical works Sara Ann Jones Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Music Commons Recommended Citation Jones, Sara Ann, ""The eN umeister collection of chorale preludes of the Bach circle": an examination of the chorale preludes of J. S. Bach and their usage as service music and pedagogical works" (2002). LSU Doctoral Dissertations. 77. https://digitalcommons.lsu.edu/gradschool_dissertations/77 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 Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE NEUMEISTER COLLECTION OF CHORALE PRELUDES OF THE BACH CIRCLE: AN EXAMINATION OF THE CHORALE PRELUDES OF J. S. BACH AND THEIR USAGE AS SERVICE MUSIC AND PEDAGOGICAL WORKS A Monograph 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 Musical Arts in The School of Music and Dramatic Arts Sara Ann Jones B. A., McNeese State University