Learning Sonata Form Structure on Mozart's String Quartets
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Lehrplan MAR 1998
Gymnasien des Kantons St.Gallen Lehrplan 2008/10 Allgemeiner Teil Seite 1 Lehrplan für das Gymnasium im Kanton St.Gallen Vom Erziehungsrat erlassen am 21. Juni 20061 Von der Regierung genehmigt am 4. Juli 20062 In Vollzug ab 1. August 20063 Allgemeiner Teil Funktionen des Lehrplans ................................................................................................................ 2 Bildungsziele und rechtliche Grundlagen ........................................................................................ 3 Rahmenlehrplan für die Maturitätsschulen ...................................................................................... 4 Struktur und Begriffe ....................................................................................................................... 6 Unterrichtsformen ............................................................................................................................ 7 Fachübergreifender Unterricht ......................................................................................................... 9 Stundentafel ................................................................................................................................... 10 Fachlehrpläne Grundlagenfächer / obligatorische Fächer GF 1 Deutsch .......................................................................................................................................... 12 GF 2 Zweite Landessprache ................................................................................................................... -
Emergent Formal Functions in Schubert's Piano Sonatas
Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School June 2020 Emergent Formal Functions in Schubert's Piano Sonatas Yiqing Ma Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Musicology Commons, and the Music Theory Commons Recommended Citation Ma, Yiqing, "Emergent Formal Functions in Schubert's Piano Sonatas" (2020). LSU Master's Theses. 5156. https://digitalcommons.lsu.edu/gradschool_theses/5156 This Thesis 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 Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. EMEGERT FOMAL FUNCTIONS IN SCHUBERT’S PIANO SONATAS A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirement for the degree of Master of Music in School of Music by Yiqing Ma B.A., University of Minnesota, 2017 August 2020 ã Copyright by Yiqing Ma, 2020. All rights reserved. ii ACKNOWLEDGMENT I first encountered Franz Schubert’s A minor piano sonata in my sophomore year by Dr. Rie Tanaka—a piece that I also performed in my first piano recital. As a psychology major at the time, I never would have thought I will pursue graduate studies in Music Theory, a discipline that my parents still do not understand what it is all about. Now, I am lucky enough to dedicate a master’s thesis on my favorite piano repertoire. -
Grand Solo Op.14 & Rondo Op2. N3
UNLV Theses, Dissertations, Professional Papers, and Capstones May 2017 Grand Solo Op.14 & Rondo Op2. N3: The Sonority of the Classical Era Hugo Maia Nogueira University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the History Commons, Music Commons, and the Theatre and Performance Studies Commons Repository Citation Maia Nogueira, Hugo, "Grand Solo Op.14 & Rondo Op2. N3: The Sonority of the Classical Era" (2017). UNLV Theses, Dissertations, Professional Papers, and Capstones. 3007. http://dx.doi.org/10.34917/10986009 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV 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 need to 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 UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. GRAND SOLO OP.14 & RONDO OP2. N3: THE SONORITY OF THE CLASSICAL ERA by Hugo Maia Nogueira Bachelor of Music Faculdade de Artes Alcântara Machado 2007 Teaching Licensure Centro Universitário Belas Artes 2010 Master of Music Azusa Pacific University 2012 A thesis submitted in partial fulfillment of the requirements for the Doctor of Musical Arts School of Music College of Fine Arts The Graduate College University of Nevada, Las Vegas May 2017 Copyright 2017 Hugo Maia Nogueira All Rights Reserved Doctoral Project Approval The Graduate College The University of Nevada, Las Vegas April 6, 2017 This doctoral project prepared by Hugo Maia Nogueira entitled Grand Solo Op.14 & Rondo Op2. -
PROGRAM NOTES Wolfgang Mozart Clarinet Concerto in a Major, K
PROGRAM NOTES by Phillip Huscher Wolfgang Mozart Born January 27, 1756, Salzburg, Austria. Died December 5, 1791, Vienna, Austria. Clarinet Concerto in A Major, K. 622 Mozart composed this concerto between the end of September and mid-November 1791, and it apparently was performed in Vienna shortly afterwards. The orchestra consists of two flutes, two bassoons, two horns, and strings. Performance time is approximately twenty-nine minutes. The Chicago Symphony Orchestra’s first performance of Mozart’s Clarinet Concerto was given at the Ravinia Festival on July 25, 1957, with Reginald Kell as soloist and Georg Solti conducting. The Orchestra’s first subscription concert performance was given at Orchestra Hall on May 2, 1963, with Clark Brody as soloist and Walter Hendl conducting. Our most recent subscription concert performances were given on October 11 and 12, 1991, with Larry Combs as soloist and Sir Georg Solti conducting. The Orchestra most recently performed this concerto at the Ravinia Festival on July 15, 2001, with Larry Combs as soloist and Sir Andrew Davis conducting. This concerto is the last important work Mozart finished before his death. He recorded it in his personal catalog without a date, right after The Magic Flute and La clemenza di Tito. The only later entry is the little Masonic Cantata, dated November 15, 1791. The Requiem, as we know, didn’t make it into the list. For decades the history of the Requiem was full of ambiguity, while that of the Clarinet Concerto seemed quite clear. But in recent years, as we learned more about the unfinished Requiem, questions about the concerto began to emerge. -
Spanish Chamber Music of the Eighteenth Century. Richard Xavier Sanchez Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1975 Spanish Chamber Music of the Eighteenth Century. Richard Xavier Sanchez Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Sanchez, Richard Xavier, "Spanish Chamber Music of the Eighteenth Century." (1975). LSU Historical Dissertations and Theses. 2893. https://digitalcommons.lsu.edu/gradschool_disstheses/2893 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 Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and dius cause a blurred image. -
Examining the Performance Practice of Polyphonic Figures in J.S
Columbus State University CSU ePress Theses and Dissertations Student Publications 2011 Chord Conundrum: Examining the Performance Practice of Polyphonic Figures in J.S. Bach's Solo Violin Works Emily Vold Columbus State University, [email protected] Follow this and additional works at: https://csuepress.columbusstate.edu/theses_dissertations Part of the Music Performance Commons Recommended Citation Vold, Emily, "Chord Conundrum: Examining the Performance Practice of Polyphonic Figures in J.S. Bach's Solo Violin Works" (2011). Theses and Dissertations. 107. https://csuepress.columbusstate.edu/theses_dissertations/107 This Thesis is brought to you for free and open access by the Student Publications at CSU ePress. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of CSU ePress. .5 .it* v fif'-j 'wr i7 I' U5" Digitized by the Internet Archive in 2012 with funding from LYRASIS Members and Sloan Foundation http://archive.org/details/chordconundrumexOOvold Chord Conundrum: Examining the Performance Practice of Polyphonic Figures in J.S. Bach's Solo Violin Works by Emily Void A Thesis Submitted in Partial Fulfillment of Requirements of the CSU Honors Program for Honors in the Bachelor of Music in Music Performance College of the Arts Columbus State University Thesis Advisor JjJjUkAu Date ¥/&/// Committee Member Date Committee MembeC^^^^^ J^C^^~^ Date J^g> *&&/ / CSU Honors Committee Member Date Director, Honors Program (^Ljjb^Q^/^ ^—^O Date J^r-ste// Interpreting and expressing the musical intentions of a composer in an informed manner requires great dedication and study on the part of a performer. This holds particularly true in the case of music written well before the present age, where direct connections to the thoughts of the composer and even the styles of the era have faded with the passing of time. -
An Investigation of the Sonata-Form Movements for Piano by Joaquín Turina (1882-1949)
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Birmingham Research Archive, E-theses Repository CONTEXT AND ANALYSIS: AN INVESTIGATION OF THE SONATA-FORM MOVEMENTS FOR PIANO BY JOAQUÍN TURINA (1882-1949) by MARTIN SCOTT SANDERS-HEWETT A dissertatioN submitted to The UNiversity of BirmiNgham for the degree of MASTER OF MUSIC DepartmeNt of Music College of Arts aNd Law The UNiversity of BirmiNgham September 2014 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT Composed between 1909 and 1946, Joaquín Turina’s five piano sonatas, Sonata romántica, Op. 3, Sanlúcar de Barrameda, Op. 24, Sonata Fantasía, Op. 59, Concierto sin Orquesta, Op. 88 and Rincón mágico, Op. 97, combiNe established formal structures with folk-iNspired themes and elemeNts of FreNch ImpressioNism; each work incorporates a sonata-form movemeNt. TuriNa’s compositioNal techNique was iNspired by his traiNiNg iN Paris uNder ViNceNt d’Indy. The unifying effect of cyclic form, advocated by d’Indy, permeates his piano soNatas, but, combiNed with a typically NoN-developmeNtal approach to musical syNtax, also produces a mosaic-like effect iN the musical flow. -
Music 231 Motive
Music 231 Motive New Material • Motive content • Motive writing Motive (motif) A motive (sometimes referred to in the French: motif) is a melodic fragment that is repeated or varied to form a full melody, theme, or phrase. Motives are established by continued use; a group of notes that is not repeated is not a motive. The end of a motive is marked by either 1) its immediate repetition, 2) a rest, or 3) contrasting material. Usually, the repetition of a motive immediately follows its first appearance. Occasionally, contrasting material may forestall the repetition—but the motive will always be heard again at a later point in time. Germ Sometimes a longer motive can be heard as the summary of two or three smaller ideas. Each of these would be called a germ. Good motives have a distinctive profile created by simple, memorable rhythms and a few melodic intervals. Motive Examples Melodic and rhythmic elements tend to be balanced in common practice motives. However, if a motive is meant to be primarily rhythmic, it may have little melodic curve. Primarily Rhythmic Motives If a motive has a particularly interesting interval, the rhythmic profile might be less memorable. Primarily Melodic Motives Harmony can play a significant role in emphasizing a particular interval. Note the way the minor-to-major harmony supports the melodic half step in the following example. Melodic-Harmonic Motive Most good motives, though, have an interesting rhythm and a unique melodic feature. Melodic-Rhythmic Motive Length and Meter Examining the length of the motives above will show that motives tend to be a few beats to a few bars. -
Binary & Ternary Forms
Binary & Ternary Forms Formal Element Review • Motive: A motive is the smallest recognizable musical idea. o labeled with lowercase letters starting at the end of the alphabet • Phrase: a relatively independent musical idea that moves towards a cadence as its goal; a complete musical thought o labeled with lowercase letters starting at the beginning of the alphabet o subphrase: a musical unit smaller than a phrase but still a coherent gesture o sentence: a particular type of phrase or phrase group with an internal structure of 1+1+2 • Period: a pair of phrases that specifically work together in an antecedent-consequent relationship o First phrase (antecedent) will have an inconclusive cadence (half cadence or IAC) o Second phrase (consequent) will have a conclusive cadence (usually a PAC) Formal Structures • Formal structures are larger sections of music made up of these formal elements (phrases, periods, etc.) o typically labeled with uppercase letters starting at the beginning of the alphabet • Each standard formal structures contains a specific pattern of these larger sections (with minor variations) Factors to Consider in Formal Analysis • Key areas: in which key a phrase or section starts and/or ends o closed vs. open sections a closed section is self-contained - ends in the same key in which it begins with a conclusive cadence an open section is not self-contained - ends in a different key or with an inconclusive cadence - often features a half-cadence, modulation to the dominant, or modulation to the relative major • Motivic use: similar or contrasting motivic use within phrases or sections • Formal elements: phrases, cadences, periods, etc. -
What Makes a Good Song? Exploring Popular Songs A
SECOND ARY/KEY STAGE 3 MUSI C – WHAT MAKES A GOOD SONG? K NOWLEDGE ORGANISER What Makes a Good Song? Exploring Popular Songs A. Form and Structure in Pop Songs B. Typical Pop Song Structure C. Key Words FORM AND STRUCTURE – the different sections MELODY – The main tune of a popular song, often sung by the LEAD SINGER or sometimes of a piece of music or song and how they are INTRO played on instruments within the band e.g. LEAD GUITAR. A melody can move by STEP ordered. using notes that are next to or close to one another this is called CONJUNCT MOTION, or a INTRO – The introduction sets the mood of a VERSE 1 melody can move by LEAPS using notes that are further apart from one another which is song. It is often instrumental but can called DISJUNCT MOTION. The distance between the lowest pitched and highest pitched note in a melody is called the MELODIC RANGE. occasionally start with lyrics. VERSE 2 CHORD – A group of two or more pitched notes played at the same time. VERSES – Verses introduce the song theme. They CHORUS BASS LINE – The lowest pitched part of a song, often performed by bass instruments such are usually new lyrics for each verse which helps as the BASS GUITAR. The bass line provides the harmonies on which the chords are to develop the song’s narrative, but the melody is VERSE 3 constructed. the same in all verses. ACCOMPANIMENT – Music that accompanies either a lead singer or melody line – often PRE-CHORUS - A section of music that occurs CHORUS known as the “backing” – provided by a band or BACKING SINGERS. -
Alaska Piano Competition Repertoire Level A7 Junior
Repertoire to use for comparison: Level A7 *Note: Level A7 and A8 repertoire constitutes "Junior Level Repertoire" for the category with the same name in the Alaska Piano Competition. Updated 2018, to be used for the 2018 Alaska Piano Competition and beyond Baroque Period, A7 (Junior) Composer Title Suggested source Publisher J.S. Bach *All Two Part Inventions (except #s Inventions Henle or 1 and 8) *Preludes Kalmus Three part Inventions (Sinfonias) Six/Twelve Little Preludes Alfred #5, E-flat major, #6, E major, Henle or #15, B minor: *Consider all works in Kalmus the collection not already placed in a previous repertoire level. Dauquin Le Coucou Handel Sonatina in A Minor from Suite XI-D The Baroque Period Peters minor: Sonatina Rameau La Villageoise The Baroque Period Peters Scarlatti Sonata - G Major, L90 Scarlatti Sonatas Sonata - G Major, L 338 (K2) Sonata - B Minor, L 263 (K377) Telemann Suite - A Minor Piano Literature Bk. 4, Bastien Kjos Classical Period, A7 (Junior) Composer Title Suggested Source Publisher Bach, C.P.E. Sonata, Op. 5 No. 1 Sonata Classics-Moderns Vol 67 Consolidated Beethoven Sonata - G minor, Op. 49 #1 Sonatas Henle Bagatelle, Op. 33 Nos. 4 & 6 Bagatelles, Op. 33 Bagatelle, Op. 119 Nos. 2 & 3 Eleven Bagatelles, Op.119 9 Variations on "Quanto e piu bello" Variations Vol. 1 6 Variations on "Nel cor piu non mi sento" ('La Molinara') Clementi Sonatina, Op. 36, Nos. 5 & 6 Six Sonatinas, op. 36 Alfred Haydn Sonata - # 48 in C Major, Hob. XVI:35 Haydn Sonatas Vol. II (Landon/Jonas) Schott Kuhlau Sonatinas, Op. -
Glossary for Music the Glossary for Music Includes Terms Commonly Found in Music Education and for Performance Techniques
Glossary for Music The glossary for Music includes terms commonly found in music education and for performance techniques. The intent of the glossary is to promote consistent terminology when creating curriculum and assessment documents as well as communicating with stakeholders. Ability: natural aptitude in specific skills and processes; what the student is apt to do, without formal instruction. Analog tools: category of musical instruments and tools that are non-digital (i.e., do not transfer sound in or convert sound into binary code), such as acoustic instruments, microphones, monitors, and speakers. Analyze: examine in detail the structure and context of the music. Arrangement: setting or adaptation of an existing musical composition Arranger: person who creates alternative settings or adaptations of existing music. Articulation: characteristic way in which musical tones are connected, separated, or accented; types of articulation include legato (smooth, connected tones) and staccato (short, detached tones). Artistic literacy: knowledge and understanding required to participate authentically in the arts Atonality: music in which no tonic or key center is apparent. Artistic Processes: Organizational principles of the 2014 National Core Standards for the Arts: Creating, Performing, Responding, and Connecting. Audiate: hear and comprehend sounds in one’s head (inner hearing), even when no sound is present. Audience etiquette: social behavior observed by those attending musical performances and which can vary depending upon the type of music performed. Benchmark: pre-established definition of an achievement level, designed to help measure student progress toward a goal or standard, expressed either in writing or as an example of scored student work (aka, anchor set).