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Brahms Reimagined by René Spencer Saller
CONCERT PROGRAM Friday, October 28, 2016 at 10:30AM Saturday, October 29, 2016 at 8:00PM Jun Märkl, conductor Jeremy Denk, piano LISZT Prometheus (1850) (1811–1886) MOZART Piano Concerto No. 23 in A major, K. 488 (1786) (1756–1791) Allegro Adagio Allegro assai Jeremy Denk, piano INTERMISSION BRAHMS/orch. Schoenberg Piano Quartet in G minor, op. 25 (1861/1937) (1833–1897)/(1874–1951) Allegro Intermezzo: Allegro, ma non troppo Andante con moto Rondo alla zingarese: Presto 23 ACKNOWLEDGMENTS These concerts are part of the Wells Fargo Advisors Orchestral Series. Jun Märkl is the Ann and Lee Liberman Guest Artist. Jeremy Denk is the Ann and Paul Lux Guest Artist. The concert of Saturday, October 29, is underwritten in part by a generous gift from Lawrence and Cheryl Katzenstein. Pre-Concert Conversations are sponsored by Washington University Physicians. Large print program notes are available through the generosity of The Delmar Gardens Family, and are located at the Customer Service table in the foyer. 24 CONCERT CALENDAR For tickets call 314-534-1700, visit stlsymphony.org, or use the free STL Symphony mobile app available for iOS and Android. TCHAIKOVSKY 5: Fri, Nov 4, 8:00pm | Sat, Nov 5, 8:00pm Han-Na Chang, conductor; Jan Mráček, violin GLINKA Ruslan und Lyudmila Overture PROKOFIEV Violin Concerto No. 1 I M E TCHAIKOVSKY Symphony No. 5 AND OCK R HEILA S Han-Na Chang SLATKIN CONDUCTS PORGY & BESS: Fri, Nov 11, 10:30am | Sat, Nov 12, 8:00pm Sun, Nov 13, 3:00pm Leonard Slatkin, conductor; Olga Kern, piano SLATKIN Kinah BARBER Piano Concerto H S ODI C COPLAND Billy the Kid Suite YBELLE GERSHWIN/arr. -
Nationalism, Primitivism, & Neoclassicism
Nationalism, Primitivism, & Neoclassicism" Igor Stravinsky (1882-1971)! Biographical sketch:! §" Born in St. Petersburg, Russia.! §" Studied composition with “Mighty Russian Five” composer Nicolai Rimsky-Korsakov.! §" Emigrated to Switzerland (1910) and France (1920) before settling in the United States during WW II (1939). ! §" Along with Arnold Schönberg, generally considered the most important composer of the first half or the 20th century.! §" Works generally divided into three style periods:! •" “Russian” Period (c.1907-1918), including “primitivist” works! •" Neoclassical Period (c.1922-1952)! •" Serialist Period (c.1952-1971)! §" Died in New York City in 1971.! Pablo Picasso: Portrait of Igor Stravinsky (1920)! Ballets Russes" History:! §" Founded in 1909 by impresario Serge Diaghilev.! §" The original company was active until Diaghilev’s death in 1929.! §" In addition to choreographing works by established composers (Tschaikowsky, Rimsky- Korsakov, Borodin, Schumann), commissioned important new works by Debussy, Satie, Ravel, Prokofiev, Poulenc, and Stravinsky.! §" Stravinsky composed three of his most famous and important works for the Ballets Russes: L’Oiseau de Feu (Firebird, 1910), Petrouchka (1911), and Le Sacre du Printemps (The Rite of Spring, 1913).! §" Flamboyant dancer/choreographer Vaclav Nijinsky was an important collaborator during the early years of the troupe.! ! Serge Diaghilev (1872-1929) ! Ballets Russes" Serge Diaghilev and Igor Stravinsky.! Stravinsky with Vaclav Nijinsky as Petrouchka (Paris, 1911).! Ballets -
Topics in Mathematics: Math and Music CD #1: Rhythm
Topics in Mathematics: Math and Music CD #1: Rhythm This CD illustrates the importance of rhythm in music by featuring many different styles of music (classical, rock, jazz, merengue, Cuban, Indian, African) as well as many different time signatures (e.g., 2 3 4 5 7 6 4; 4; 4; 4; 4; 8; cut time). In addition, some polyrhythmic music (multiple rhythms played simultane- ously) is included along with music featuring the clave timeline discussed in class. This CD is designed to accompany Chapter 1 of From Music to Mathematics: Exploring the Connections. As you listen to each piece, try to hear the different time signatures in the music. It is particularly 3 6 useful to distinguish between similar meters such as 4 versus 8. Excerpts from many of the pieces below are included in Chapter 1. Try and follow the music as you listen. This helps solidify your understanding and is an excellent way to learn to read music. 1. John Philip Sousa, The Stars and Stripes Forever, 1896. Track 58 on a CD compiled by Wynton Marsalis titled Music Examples to Accompany Marsalis on Music, Sony Classical. This piece is in 2 cut time (C with a vertical slash through the middle), which is equivalent to a 2 meter. Incidentally, this is the official march of the USA. 2. Pyotr Ilyich Tchaikovsky, The Nutcracker Suite: Russian Dance, Op. 71A, 1892. Track 6 from 2 the Fantasia Motion Picture Soundtrack, the Walt Disney Company. This lively dance in 4 time accelerates to a climactic finish. Notice Tchaikovsky's use of the tambourine. -
Schoenberg's Chordal Experimentalism Revealed Through
Music Theory Spectrum Advance Access published September 18, 2015 Schoenberg’s Chordal Experimentalism Revealed through Representational Hierarchy Association (RHA), Contour Motives, and Binary State Switching This article considers the chronological flow of Schoenberg’s chordal atonal music, using melodic contour and other contextual features to prioritize some chordal events over others. These non- consecutive chords are tracked and compared for their coloristic contrasts, producing an unfolding akin to Klangfarbenmelodie, but paced more like a narrative trajectory in a drama. The dramatic pacing enhances discernment of nuance among atonal dissonant chords, thereby emancipating them from subordinate obscurity to vivid distinctness. Thus Schoenberg’s music is strategically configured to differentiate its own pitch material. This approach is theorized in terms of represen- Downloaded from tational hierarchy association (RHA) among chords, and demonstrated in analyses of Op. 11, No. 2, Op. 21, No. 4, and Op. 19, No. 3. In support, the analyses consider: (1) the combinatorics of voicing as effecting contrasts of timbre; (2) an application of Lewin’s Binary State Generalized Interval System (GIS) to melodic contour and motivic transformation based on binary-state switch- ing; (3) Klumpenhouwer Networks to model chord-to-chord connections hierarchically; and (4) the role of pitch-class set genera (families of chords) in projecting a palindromic arch form. http://mts.oxfordjournals.org/ Keywords: dualism, chords, Schoenberg, segmentation, -
SAAKE, GARRETT. D.M.A. the Elements of Neoclassical Style in the Women‟S Choir Compositions of Irving Fine
SAAKE, GARRETT. D.M.A. The Elements of Neoclassical Style in the Women‟s Choir Compositions of Irving Fine. (2011) Directed by Dr. Welborn Young. 65 pp. The composer Irving Fine died in 1962 at the age of forty-seven cutting short the life of an important figure in twentieth-century American music. Since Fine‟s life was relatively short, his musical output is proportionally small and often goes unstudied. Fine‟s contribution to the choral genre is particularly small but offers a unique perspective of composing for choir. Fine‟s complete oeuvre includes music in many genres that can stylistically be divided into two categories; tonal-neoclassical and atonal- neoclassical. Fine‟s early instrumental compositions are decidedly tonal-neoclassical and ultimately become serially based, a style that characterizes most of his later works. While Fine‟s instrumental music developed towards atonality, his works for women‟s choir did not. The choral music for women‟s choir remained rooted in the tonal- neoclassical style of his early period. The purpose of this study is to demonstrate that Irving Fine composed choral music for women‟s choir in an operative and nuanced style of choral writing that remained effectively tonally based and in the neoclassical style as understood and applied by Fine and his colleagues. This document places the selected choral works in context through a brief biography and discussion of neoclassicism as the term was understood during Fine‟s compositional period. The biography “Irving Fine: A Composer in His Time” by Phillip Ramey and information from the Irving Fine Collection at the Library of Congress are the primary sources of biographical information. -
Modernism: Context for T.S. Eliot
Modernism: Context for T.S. Eliot • By the dawn of the twentieth century, traditional stabilities of society, religion, and culture seemed to have weakened, the pace of change to be accelerating. The unsettling force of modernity profoundly challenged traditional ways of structuring and making sense of human experience. Because of the rapid pace of social and technological change; because of the mass dislocation of populations by war, empire, and economic migration; and because of the mixing in close quarters of cultures and classes in rapidly expanding cities, modernity disrupted the old order, upended ethical and social codes, cast into doubt previously stable assumptions about self, community, the world, and the divine. (NA 1889) Modernism: Context for T.S. Eliot • Early twentieth-century writers were aware of new developments in psychology, anthropology, philosophy, technology, and art. – Freud’s Interpretation of Dreams (1900) • Interest in subconscious desires expressed through symbols. • “Stream of consciousness” as a way of revealing meaningful connections. – Comparative religious studies and work in anthropology • Study of primitive cultures, their myths, and symbols • “Western religion was now decentered by being placed in a comparative context of numerous related mythologies…” (NA 1889) – Nihilism and “the death of God” discussed in philosophy (Nietzsche) • Origins of Existentialism Modernism: Context for T.S. Eliot • Early twentieth-century writers were aware of new developments in… – Technology: • Electricity was spreading • Wireless communication across the Atlantic (1901) • First airplane flight, Wright Brothers (1903) • Henry Ford introduced the first mass-produced car, the Model T (1913) Modernism: Context for T.S. Eliot • Early twentieth-century writers were aware of new developments in Art: – Cubism, Picasso, (c. -
Musicianship IV Syllabus
University of Missouri-Kansas City Conservatory of Music and Dance CONS 242: Musicianship IV Spring 2015 Credit hours: 4.0 CRN: 17576 Instructor: Dr. David Thurmaier, Associate Professor of Music Theory Office: 302 Grant Hall Phone: 235-2898 Email: [email protected] Office Hours: M, T, W from 10-10:50 and by appointment Teaching Assistant: Taylor Carmona Office: 304 Grant Hall Email: [email protected] Catalog Description Continuation of CONS 241. Study of late-nineteenth century chromaticism and analytical and compositional methods of twentieth and twenty-first century music, including set theory and twelve-tone theory. Particular attention is given to the development of critical writing skills and the creation of stylistic compositions. Prerequisite: CONS 241 Meeting Time and Location Monday-Friday, 9-9:50 am, Grant Hall 122 Required Materials Kostka, Stefan and Roger Graybill. Anthology of Music for Analysis. Upper Saddle River, NJ: Pearson Prentice Hall, 2004. Laitz, Steven G., The Complete Musician: An Integrated Approach to Tonal Theory, Analysis, and Listening. 3rd Edition. New York: Oxford University Press, 2012. Roig-Francolí, Miguel. Understanding Post-Tonal Music (text and anthology). Boston: McGraw Hill, 2007. Notebook, music paper and pens/pencils In addition, you will be required to use the Finale notation program (or equivalent) for composition assignments. This is available for personal purchase at a substantial student discount http://www.finalemusic.com. I recommend against using such free programs as Notepad, as you are not able to take advantage of the many features of Finale. Continual failure to purchase and/or bring required books will result in deductions on homework or exams. -
Understanding Music Past and Present
Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Dahlonega, GA Understanding Music: Past and Present is licensed under a Creative Commons Attribu- tion-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorpo- rated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. Image Disclaimer: All images and figures in this book are believed to be (after a rea- sonable investigation) either public domain or carry a compatible Creative Commons license. If you are the copyright owner of images in this book and you have not authorized the use of your work under these terms, please contact the University of North Georgia Press at [email protected] to have the content removed. ISBN: 978-1-940771-33-5 Produced by: University System of Georgia Published by: University of North Georgia Press Dahlonega, Georgia Cover Design and Layout Design: Corey Parson For more information, please visit http://ung.edu/university-press Or email [email protected] TABLE OF C ONTENTS MUSIC FUNDAMENTALS 1 N. -
Arnold Schoenberg in America
Arnold Schoenberg in America Bericht zum Symposium Report of the Symposium 2. – 4. Mai 2001 JASC4-2002.indb 1 05.06.02, 13:07:56 Process Cyan Process Magenta Process Yellow Process Black Gedruckt mit Unterstützung von Bundesministerium für Bildung, Wissenschaft und Kultur in Wien Wissenschafts- und Forschungsförderung der Stadt Wien, MA 7 – Kultur Cover-Abbildung: Arnold Schönberg beim Unterricht in seinem Haus in Brentwood Park, West Los Angeles. Im Vordergrund: Natalie Limonick, H. Endicott Hansen und Alfred Carlson. Impressum Redaktion: Therese Muxeneder, Iris Pfeiffer und Verena Zemanek Medieninhaber: Arnold Schönberg Center Privatstiftung Lektorat und Satz: Schwarzenbergplatz 6 Forte OEG, Renate Stark-Voit und Thomas Stark A-1030 Wien www.schoenberg.at Koordination: Edith Barta Eine Kooperation von Arnold Schönberg Center Cover und Gestaltungskonzept: und Bohatsch Graphic Design GmbH Arnold-Schönberg-Institut der Universität für Musik und darstellende Kunst Wien Druck: G. Grasl GesmbH Herausgeber und für den Inhalt verantwortlich: © Arnold Schönberg Center, Wien 2002 Christian Meyer ISBN 3-902012-04-8 JASC4-2002.indb 2 05.06.02, 13:08:01 Process Cyan Process Magenta Process Yellow Process Black Richard Kurth The Art of Cadence in Schönberg’s Fourth String Quartet Metric Discourse or Metric Dialectic? I. One of the remarkable aspects of Schönberg’s music is the stunning variety and originality of the cadential gestures he invents. Cadences articulate the tempo- ral experiences that compose a musical form, and moments of cadence (within a piece or movement) are experienced as temporal turning points, through which the recent past comes into fully-formed shape, and the impending future arouses an invigorated sense of expectation. -
STYLE and IDEA
STYLE and IDEA by ARNOLD SCHOENBERG PHILOSOPHICAL LIBRARY New York CoPYRIGHT, 1950, BY PHILOSOPHICAL LIBRARY, INC. 15 EAsT 40TH STREET, NEw YoRK, N. Y. Printed in the United States of America editor's foreword ARNOLD ScHOENBERG, as an author, has his own personality and ideas, not only in German but also in English. Several of the essays now composing Style and Idea were originally written in German. In translating these, I have, at the author's wish, adhered as literally to the original style as English usage allows. Thus there should be a certain con sistency of expression between these and the later essays which were written in English but which still bear the earmarks of Schoenberg's individual Ger man style. Schoenberg himself has elucidated his attitude towards his own manner of writing in English as follows: ". I do not plan to hide the fact that I am not born in this language and I do not want to parade adorned by stylistic merits of another person." Obe dience to this viewpoint has governed editorial ac tivities throughout. It may also be stated that, of set purpose, no at tempt has been made to eliminate any possible in consistencies in the points of view expressed in the different essays. It should be remembered that they represent the product of nearly forty years of Schoenberg's intellectual activity, and hence reflect the growth and development of his ideas during that time. What they do not present is a fixed dog ma and no such thing should be sought for in them. -
MTO 15.1: Roeder, Animating the “Inside”
Volume 15, Number 1, March 2009 Copyright © 2009 Society for Music Theory John Roeder KEYWORDS: transformational theory, David Lewin, animation, analysis ABSTRACT: This brief introduction describes the contributions to this special issue of Music Theory Online and discusses some outstanding issues in transformational theory. The seven essays collectively address those issues by focusing on the analysis of entire pieces or sections, by using computer animation to help convey the attitude Lewin advocates of being “inside” the music, and by focusing on diverse recent compositions, revealing connections among them. Received November 2008 [1] The impact of David Lewin’s 1987 Generalized Musical Intervals and Transformations (GMIT)—the definitive exposition of transformational theory—is evident from the waves of research it inspired.(1) A 1993 conference devoted to Neo-Riemannian theory inspired a special issue of the Journal of Music Theory (42/2) in 1998. Neo-Riemannian theory, which treats triadic transformations and the voice leading associated with them, has since seen productive generalization and application to a variety of music.(2) Another transformational construct that Lewin advocated, the Klumpenhouwer network, became the subject of a special issue (24/2) of Music Theory Spectrum, and has been the focus of numerous contributions to Music Theory Online over the past two years. Lewin’s mathematical approach fostered a renewed appreciation of similar treatments of musical structure, contemporary with and antecedent to his work,(3) and has informed more recent theories of chord structure and relations.(4) The 2003 Mannes Institute for Advanced Studies in Music Theory, by devoting six workshops to various aspects and extensions of transformational theory, recognized all these developments and their importance to the discipline. -
Developing Variation, and the Schoenberg Critical Tradition
Brahms, Developing Variation, and the Schoenberg Critical Tradition WALTER FRISCH In 1946 Robert Maynard Hutchins, Chancellor oristically-in his critical writings, he clearly of the University of Chicago, sought Arnold considered it one of the most important Schoenberg's advice on the creation and or- compositional principles of Western music ganization of a music department. Schoenberg from the common-practice era to his own day. recommended, as one of several possibili- It is thus worthwhile to gather and examine his ties, "a clean-cut Musicological Department," scattered remarks in order to form a clear pic- whose sole function should be research. He ture of the term and the concept. In one essay graciously provided Hutchins with "Some Schoenberg explains: Problems for the Department," a list of "a few ... with which classes could become subjects Music of the melodic of As be in- homophonic style composi- busy." might expected, Schoenberg tion, that is, music with a main theme, accompanied cluded mainly compositional and analytical by and based on harmony, produces its material by, topics, such as "methods of transition" and a as I call it, developing variation. This means that "'systematic cataloguing of features of variation of the features of a basic unit produces all He also a the thematic formulations which provide for rhythm." proposed subject sugges- and called fluency, contrasts, variety, logic unity on the tively "developing variation."' one hand, and character, mood, expression, and Although Schoenberg discussed developing every needed differentiation, on the other hand- variation only sporadically-and often aph- thus elaboratingthe idea of the piece.2 1Arnold Schoenberg, Letters, ed.