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The Russian Five Austin M
Masthead Logo Cedarville University DigitalCommons@Cedarville The Research and Scholarship Symposium The 2019 yS mposium Apr 3rd, 1:30 PM - 2:00 PM The Russian Five Austin M. Doub Cedarville University, [email protected] Follow this and additional works at: https://digitalcommons.cedarville.edu/ research_scholarship_symposium Part of the Art Practice Commons, Audio Arts and Acoustics Commons, and the Other Classics Commons Doub, Austin M., "The Russian Five" (2019). The Research and Scholarship Symposium. 7. https://digitalcommons.cedarville.edu/research_scholarship_symposium/2019/podium_presentations/7 This Podium Presentation is brought to you for free and open access by Footer Logo DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in The Research and Scholarship Symposium by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Austin Doub December 11, 2018 Senior Seminar Dr. Yang Abstract: This paper will explore Russian culture beginning in the mid nineteenth-century as the leading group of composers and musicians known as the Moguchaya Kuchka, or The Russian Five, sought to influence Russian culture and develop a pure school of Russian music. Comprised of César Cui, Aleksandr Borodin, Mily Balakirev, Modest Mussorgsky, and Nikolay Rimksy-Korsakov, this group of inspired musicians, steeped in Russian society, worked to remove outside cultural influences and create a uniquely Russian sound in their compositions. As their nation became saturated with French and German cultures and other outside musical influences, these musicians composed with the intent of eradicating ideologies outside of Russia. In particular, German music, under the influence of Richard Wagner, Robert Schumann, and Johannes Brahms, reflected the pan-Western-European style and revolutionized the genre of opera. -
Songs of the Mighty Five: a Guide for Teachers and Performers
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by IUScholarWorks SONGS OF THE MIGHTY FIVE: A GUIDE FOR TEACHERS AND PERFORMERS BY SARAH STANKIEWICZ DAILEY Submitted to the faculty of the Jacobs School of Music in partial fulfillment of the requirements for the degree, Doctor of Music, Indiana University July, 2013 Accepted by the faculty of the Jacobs School of Music, Indiana University, in partial fulfillment of the requirements for the degree Doctor of Music. ___________________________________ Ayana Smith, Research Director __________________________________ Mary Ann Hart, Chairperson __________________________________ Marietta Simpson __________________________________ Patricia Stiles ii Copyright © 2013 Sarah Stankiewicz Dailey iii To Nathaniel iv ACKNOWLEDGMENTS I wish to express many thanks and appreciation to the members of my committee—Dr. Ayana Smith, Professor Mary Ann Hart, Professor Marietta Simpson, and Professor Patricia Stiles—for their support, patience, and generous assistance throughout the course of this project. My special appreciation goes to Professor Hart for her instruction and guidance throughout my years of private study and for endowing me with a love of song literature. I will always be grateful to Dr. Estelle Jorgensen for her role as a mentor in my educational development and her constant encouragement in the early years of my doctoral work. Thanks also to my longtime collaborator, Karina Avanesian, for first suggesting the idea for the project and my fellow doctoral students for ideas, advice, and inspiration. I am also extremely indebted to Dr. Craig M. Grayson, who graciously lent me sections of his dissertation before it was publically available. Finally, my deepest gratitude goes to my family for love and support over the years and especially my husband, Nathaniel, who has always believed in me. -
Chopin's Nocturne Op. 27, No. 2 As a Contribution to the Violist's
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2014 A tale of lovers : Chopin's Nocturne Op. 27, No. 2 as a contribution to the violist's repertory Rafal Zyskowski 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 Zyskowski, Rafal, "A tale of lovers : Chopin's Nocturne Op. 27, No. 2 as a contribution to the violist's repertory" (2014). LSU Doctoral Dissertations. 3366. https://digitalcommons.lsu.edu/gradschool_dissertations/3366 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]. A TALE OF LOVERS: CHOPIN’S NOCTURNE OP. 27, NO. 2 AS A CONTRIBUTION TO THE VIOLIST’S REPERTORY A Dissertation 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 by Rafal Zyskowski B.M., Louisiana State University, 2008 M.M., Indiana University, 2010 May 2014 ©2014 Rafal Zyskowski All rights reserved ii Dedicated to Ms. Dorothy Harman, my best friend ever iii ACKNOWLEDGMENTS As always in life, the final outcome of our work results from a contribution that was made in one way or another by a great number of people. Thus, I want to express my gratitude to at least some of them. -
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. -
Rachmaninoff's Early Piano Works and the Traces of Chopin's Influence
Rachmaninoff’s Early Piano works and the Traces of Chopin’s Influence: The Morceaux de Fantaisie, Op.3 & The Moments Musicaux, Op.16 A document submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in the Division of Keyboard Studies of the College-Conservatory of Music by Sanghie Lee P.D., Indiana University, 2011 B.M., M.M., Yonsei University, Korea, 2007 Committee Chair: Jonathan Kregor, Ph.D. Abstract This document examines two of Sergei Rachmaninoff’s early piano works, Morceaux de Fantaisie, Op.3 (1892) and Moments Musicaux, Opus 16 (1896), as they relate to the piano works of Frédéric Chopin. The five short pieces that comprise Morceaux de Fantaisie and the six Moments Musicaux are reminiscent of many of Chopin’s piano works; even as the sets broadly build on his character genres such as the nocturne, barcarolle, etude, prelude, waltz, and berceuse, they also frequently are modeled on or reference specific Chopin pieces. This document identifies how Rachmaninoff’s sets specifically and generally show the influence of Chopin’s style and works, while exploring how Rachmaninoff used Chopin’s models to create and present his unique compositional identity. Through this investigation, performers can better understand Chopin’s influence on Rachmaninoff’s piano works, and therefore improve their interpretations of his music. ii Copyright © 2018 by Sanghie Lee All rights reserved iii Acknowledgements I cannot express my heartfelt gratitude enough to my dear teacher James Tocco, who gave me devoted guidance and inspirational teaching for years. -
MODEST MUSSORGSKY Born March 21, 1839 in Karevo, Pskov District, Russia; Died March 28, 1881 in St
MODEST MUSSORGSKY Born March 21, 1839 in Karevo, Pskov District, Russia; died March 28, 1881 in St. Petersburg A Night on Bald Mountain (1867; arranged in 1886) Arranged by Nikolai Rimsky-Korsakov (1844-1908) PREMIERE OF WORK: St. Petersburg, October 15, 1886 Russian Symphony Orchestra Nikolai Rimsky-Korsakov, conductor APPROXIMATE DURATION: 12 minutes INSTRUMENTATION: woodwinds in pairs plus piccolo, four horns, two trumpets, three trombones, tuba, timpani, percussion, harp and strings In the 1860s, Russian music was just beginning to find its distinctive voice. A number of composers — Balakirev, Cui, Borodin, Rimsky-Korsakov and Mussorgsky — explored native musical and folkloric sources as the basis of a national art, and became loosely confederated into a group known as “The Mighty Handful” in Russia and “The Five” in the West. Since their works took their inspiration largely from indigenous legends and folk music, Mussorgsky considered himself lucky to receive a commission in 1861 (when he was just 21) for a dramatic musical composition based on a specifically Russian subject. On January 7th, he wrote to his mentor, Balakirev, “I have received an extremely interesting commission [for music for a drama titled The Witch by his friend Baron Georgy Fyodorovitch Mengden], which I must prepare for next summer. It is this: a whole act to take place on Bald Mountain … a Witches’ Sabbath, separate episodes of sorcerers, a solemn march for all this nastiness, a finale — the glorification of the Sabbath into which is introduced the commander of the whole festival on the Bald Mountain. The libretto is very good. I already have some material for it; it may turn out to be a very good thing.” The mountain to which Mussorgsky referred, well known in Russian legend, is Mount Triglav, near Kiev, reputed to be the site of the annual witches’ sabbath that occurs on St. -
The Nineteenth Century, Part 2: Nationalism and Ideology
A-R Online Music Anthology www.armusicanthology.com Content Guide The Nineteenth Century, Part 2: Nationalism and Ideology Joseph E. Jones is Associate Professor at Texas A&M by Joseph E. Jones and Sarah Marie Lucas University-Kingsville. His research has focused on German opera, especially the collaborations of Strauss Texas A&M University-Kingsville and Hofmannsthal, and Viennese cultural history. He co- edited Richard Strauss in Context (Cambridge, 2020) Assigned Readings and directs a study abroad program in Austria. Core Survey Sarah Marie Lucas is Lecturer of Music History, Music Historical and Analytical Perspectives Theory, and Ear Training at Texas A&M University- Composer Biographies Kingsville. Her research interests include reception and Supplementary Readings performance history, as well as sketch studies, particularly relating to Béla Bartók and his Summary List collaborations with the conductor Fritz Reiner. Her work at the Budapest Bartók Archives was supported by a Genres to Understand Fulbright grant. Musical Terms to Understand Contextual Terms, Figures, and Events Main Concepts Scores and Recordings Exercises This document is for authorized use only. Unauthorized copying or posting is an infringement of copyright. If you have questions about using this guide, please contact us: http://www.armusicanthology.com/anthology/Contact.aspx Content Guide: The Nineteenth Century, Part 2 (Nationalism and Ideology) 1 ______________________________________________________________________________ Content Guide The Nineteenth Century, -
Gnomes” from Pictures at an Exhibition
“Gnomes” from Pictures at an Exhibition Modest Mussorgsky Born: March 21, 1839 In addition to his instrumental Died: March 28, 1881 music, Mussorgsky wrote songs, and several operas. His operatic Modest Mussorgsky was born in masterpiece is Boris Godunov, the Russian village of Karevo. about a Russian Tsar who lived His mother gave him his first in the 1500’s. piano lessons, and it was clear early on that Mussorgsky was a Mussorgsky wrote Pictures at very good pianist. an Exhibition to honor his friend Victor Hartman, an artist and Modest went to military architect who died at the age of boarding school, and when he 39. After viewing a memorial graduated, he joined the army exhibition of Hartman’s work, as an officer. Then, Mussorgsky Mussorgsky decided to create his started studying music with own tribute - music depicting ten Russian composer Mily pieces of art in the show. Pictures Balakirev, and left the army to at an Exhibition was originally become a composer. He was written for piano, but there have part of a group of five Russian been many orchestrations of the composers known as “The Five,” piece. The most famous is by or the “Mighty Handful.” Maurice Ravel. Mussorgsky had a hard time The first picture in Mussorgsky’s making a living as a composer, musical exhbition is a sketch especially after his family lost all for a nutcracker shaped like a its money; so he found a gnome. government job, and continued to spend all his spare time composing. Picture This Modest Mussorgsky We can not see the painting of the “Gnomes” Mussorsky saw. -
Musically Russian: Nationalism in the Nineteenth Century Joshua J
Cedarville University DigitalCommons@Cedarville The Research and Scholarship Symposium The 2016 yS mposium Apr 20th, 3:40 PM - 4:00 PM Musically Russian: Nationalism in the Nineteenth Century Joshua J. Taylor Cedarville University, [email protected] Follow this and additional works at: http://digitalcommons.cedarville.edu/ research_scholarship_symposium Part of the Musicology Commons Taylor, Joshua J., "Musically Russian: Nationalism in the Nineteenth Century" (2016). The Research and Scholarship Symposium. 4. http://digitalcommons.cedarville.edu/research_scholarship_symposium/2016/podium_presentations/4 This Podium Presentation is brought to you for free and open access by DigitalCommons@Cedarville, a service of the Centennial Library. It has been accepted for inclusion in The Research and Scholarship Symposium by an authorized administrator of DigitalCommons@Cedarville. For more information, please contact [email protected]. Musically Russian: Nationalism in the Nineteenth Century What does it mean to be Russian? In the eighteenth and early nineteenth centuries, Russian nobility was engrossed with French culture. According to Dr. Marina Soraka and Dr. Charles Ruud, “Russian nobility [had a] weakness for the fruits of French civilization.”1 When Peter the Great came into power in 1682-1725, he forced Western ideals and culture into the very way of life of the aristocracy. “He wanted to Westernize and modernize all of the Russian government, society, life, and culture… .Countries of the West served as the emperor’s model; but the Russian ruler also tried to adapt a variety of Western institutions to Russian needs and possibilities.”2 However, when Napoleon Bonaparte invaded Russia in 1812, he threw the pro- French aristocracy in Russia into an identity crisis. -
The Music of 1896 a Concert for the Community
The Music of 1896 A Concert for the Community Featuring members of the Bangor Symphony Orchestra Angel Hernandez, violin Simon Bilyk, violin Laura Gallucci, viola Noreen Silver, cello with Lucas Richman, piano Recorded November 1, 2020 at the Bangor Arts Exchange Scott Joplin Combination March (1896) arr. Lucas Richman, for piano & string quartet George Whitefield Chadwick String Quartet No. 4 in E minor (1896) III. Giocoso, un poco moderato Amy Beach Romance for Violin and Piano Op. 23 (1893) Angel Hernandez, violin & Lucas Richman, piano Antonin Dvořák String Quartet No. 12 in F Major, “American” (1893) I. Allegro ma non troppo II. Lento III. Molto vivace IV. Finale. Vivace ma non troppo Underwriting Provided By Special Thanks To Bangor Symphony Orchestra - 1 About the Musicians Angel Hernandez Dominguez is assistant concertmaster of the Bangor Symphony Orchestra. A native of Cuba, he has appeared as soloist with Mexico’s Aguascalientes Symphony Orchestra, the Queretaro Philharmonic, and the OFUNAM Philharmonic Orchestra in Mexico City. Since relocating to the United States in 2006, Angel has maintained an active performance schedule as a member of the Nashaway Piano Trio, Orchestra of Indian Hill, and the Bangor Symphony, where he serves as Assistant Concertmaster. He is currently on the faculty at Indian Hill Music, Cushing Academy and Shrewsbury Public Schools. Mr. Hernandez is also active as a violin-maker: more than 30 of his fine handmade instruments are played by professional musicians across the U.S., Mexico, and Europe. Simon Bilyk, principal 2nd violinist of the Bangor Symphony Orchestra, maintains a varied freelance career in New York City and across New England. -
Introduction
Amy Marcy Cheney Beach (1867-1944) A Bibliography of Research Prepared by Esther Megargel Introduction Amy Marcy Cheney Beach (Mrs. H.H.A. Beach) is considered to be the first great woman composer of America. She wrote 80 numbered compositions, both large and small, and over 150 songs. She achieved success independently of her gender and became an outspoken advocate for excellence in composing and performing. Her works were rarely performed for many years, but there has been a resurgence of interest in her music at the end of the twentieth century. This is evident in the number of scholarly dissertations written on Amy Beach in recent years, as well as recent recordings and important articles in music journals. Amy Beach was born on 5 September 1867 in Henniker, New Hampshire. Her parents were Clara Imogene Marcy, an accomplished musician, and Charles Abbott Cheney, a well- educated businessman. Amy was an only child, who soon showed remarkable musical talents. She could sing 40 songs at the age of one. At the age of four she could play hymns with full harmony, and she learned to sight read at age five. She could mentally compose music and write it down later. At six years of age she began piano lessons with her mother, and gave her first recital when only seven years old. This included a Beethoven Sonata and a Chopin waltz. When Amy was eight, the family moved to Boston. She was enrolled in a private school, and in 1882 she received her only formal course in harmony and counterpoint from Junius W. -
Songs of the Mighty Five: a Guide for Teachers and Performers
SONGS OF THE MIGHTY FIVE: A GUIDE FOR TEACHERS AND PERFORMERS BY SARAH STANKIEWICZ DAILEY Submitted to the faculty of the Jacobs School of Music in partial fulfillment of the requirements for the degree, Doctor of Music, Indiana University July, 2013 Accepted by the faculty of the Jacobs School of Music, Indiana University, in partial fulfillment of the requirements for the degree Doctor of Music. ___________________________________ Ayana Smith, Research Director __________________________________ Mary Ann Hart, Chairperson __________________________________ Marietta Simpson __________________________________ Patricia Stiles ii Copyright © 2013 Sarah Stankiewicz Dailey iii To Nathaniel iv ACKNOWLEDGMENTS I wish to express many thanks and appreciation to the members of my committee—Dr. Ayana Smith, Professor Mary Ann Hart, Professor Marietta Simpson, and Professor Patricia Stiles—for their support, patience, and generous assistance throughout the course of this project. My special appreciation goes to Professor Hart for her instruction and guidance throughout my years of private study and for endowing me with a love of song literature. I will always be grateful to Dr. Estelle Jorgensen for her role as a mentor in my educational development and her constant encouragement in the early years of my doctoral work. Thanks also to my longtime collaborator, Karina Avanesian, for first suggesting the idea for the project and my fellow doctoral students for ideas, advice, and inspiration. I am also extremely indebted to Dr. Craig M. Grayson, who graciously lent me sections of his dissertation before it was publically available. Finally, my deepest gratitude goes to my family for love and support over the years and especially my husband, Nathaniel, who has always believed in me.