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Music Director Riccardo Muti Appoints Jessie Montgomery As Cso Mead Composer-In-Residence for 2021-24
For Immediate Release: Press Contacts: April 20, 2021 Eileen Chambers CSOA, 312-294-3092 Glenn Petry 21C Media, 212-625-2038 MUSIC DIRECTOR RICCARDO MUTI APPOINTS JESSIE MONTGOMERY AS CSO MEAD COMPOSER-IN-RESIDENCE FOR 2021-24 CHICAGO—The Chicago Symphony Orchestra Association (CSOA) is pleased to announce the appointment of composer, violinist and educator Jessie Montgomery as its next Mead Composer-in- Residence. A winner of both the Sphinx Medal of Excellence and the ASCAP Foundation’s Leonard Bernstein Award, Montgomery has emerged as one of the most compelling and sought-after voices in new music today. Appointed by Music Director Riccardo Muti, she will begin her three-year tenure on July 1, 2021, and will continue in the role through June 30, 2024. Described as “turbulent, wildly colorful and exploding with life” (Washington Post), Montgomery’s music includes such frequently performed works as Banner (2014), Starburst (2012) and Strum (2006; rev. 2012), which have collectively been programmed almost 500 times to date, with more than 100 live and virtual performances of Starburst in the past year alone. As Mead Composer-in-Residence, she will receive commissions to write three new orchestral works for the Chicago Symphony Orchestra, one to premiere during each of her three seasons in the role. In addition, she will curate MusicNOW, the CSO’s annual contemporary music series, and will receive commissions for a number of new chamber pieces to premiere in the series’ 2022-23 and 2023-24 seasons. MusicNOW will also present the Chicago premieres of some of her existing works. Founded in 1998, MusicNOW strives to bring Chicago audiences the widest possible range of today’s new music. -
Concert Magic & Lesson Song Lists
Concert Magic & Lesson Song Lists CONCERT MAGIC SONG LIST Category Song Name Key Mode Children's Songs Bingo G#1 EB Frère Jacques F#1 MP Good Morning To You F1 MP Hickory Dickory Dock D#1 EB I'm A Little Teapot A#0 MP Itsy, Bisty Spider A1 MP London Bridge C#1 MP Mary Had A Little Lamb C1 MP Pop Goes The Weasel E1 MP Row,Row,Row, Your Boat D1 MP The Farmer In The Dell G1 MP This Old Man B0 MP Twinkle,Twincle Little Star A0 MP Christmas Songs Deck The Halls C2 MP Hark The Herald Angels Sing A#1 MP Jingle Bells B1 MP Joy To The World D2 MP O Come All Ye Faithful C#2 MP Silent Night E2 MP The First Noel D#2 MP We Wish You A Merry Christmas F2 MP What Child Is This? (Greensleeves) F#2 MP Patriotic Songs America The Beautiful A2 MP Battle Hymn Of The Republic G#2 MP Hail To The Chief B2 MP My Country 'Tis Of Thee G2 MP Yankee Doodle A#2 MP American Classics Auld Lang Syne C#4 MP Beautiful Dreamer A#4 EB Bill Bailey Won't You Come Home G3 EB Bycicle Built For Two F4 EB Clementine A3 MP Danny Boy C3 EB Down In The Valley C#3 EB Fascination A#3 SK For He's A Jolly Good Fellow F#3 EB Give My Regards To Broadway G#3 SK Home On The Range B3 MP Home Sweet Home D#3 EB In The Good Old Summertime F3 EB Let Me Call You Sweetheart D3 EB Michael Row The Boat Ashore D4 MP My Bonnie Is Over The Ocean E3 EB Oh Susanna D#4 SK On Top Of Old Smokey E4 EB Take Me Out To The Ballgame C4 EB The Band Played On G4 EB The Camptown Races F#4 MP When Johnny Comes Marching Home G#4 MP When The Saints Go Marching In A4 EB 2 Concert Magic & Lesson Song Lists Category Song -
How Its Styles and Techniques Changed Music Honors Thesis Lauren Felis State University of New York at New Paltz
Music of the Baroque period: how its styles and techniques changed music Item Type Thesis Authors Felis, Lauren Rights Attribution-NonCommercial-NoDerivs 3.0 United States Download date 26/09/2021 16:07:48 Item License http://creativecommons.org/licenses/by-nc-nd/3.0/us/ Link to Item http://hdl.handle.net/20.500.12648/1382 Running head: MUSIC OF THE BAROQUE PERIOD 1 Music of the Baroque Period: How its Styles and Techniques Changed Music Honors Thesis Lauren Felis State University of New York at New Paltz MUSIC OF THE BAROQUE PERIOD 2 Table of Contents Table of Contents 2 Abstract 3 Introduction 4 A Brief History 4 Doctrine of Affections 5 Musical Style 6 Baroque Dance 7 Baroque String Instruments 7 Baroque Composers 8 Arcangelo Corelli 9 La Folia 9 Suzuki 10 Process of Preparing Piece 10 How I Chose the Piece 10 How I prepared the Piece 11 Conclusion 11 Appendix A 14 Appendix B 15 Appendix C 16 Appendix D 17 Appendix E 18 MUSIC OF THE BAROQUE PERIOD 3 Abstract This paper explores the music of the Baroque era and how its unique traits made it diverge from the music that preceded it, as well as pave the way for music styles to come. The Baroque period, which is generally agreed to range from around 1600 to 1750, was a time of great advancement not only in arts and sciences, but in music as well. The overabundance of ornamentation sprinkled throughout the pieces composed in this era is an attribute that was uncommon in the past, and helped distinguish the Baroque style of music. -
A Practical Guide to Musical Composition Alan Belkin
1 A Practical Guide to Musical Composition by Alan Belkin [email protected] © Alan Belkin, 2008 2 Presentation The aim of this book is to discuss fundamental principles of musical composition in concise, practical terms, and to provide guidance for student composers. Many of these practical aspects of the craft of composition, especially concerning form, are not often discussed in ways useful to an apprentice composer - ways that help him to solve common problems. Thus, this will not be a "theory" text, nor an analysis treatise, but rather a guide to some of the basic tools of the trade. It is mainly based on my own experience as a composer and teacher. This book is the first in a series. The others are: Counterpoint, Orchestration, and Harmony. A complement to this book is my Workbook for Elementary Tonal Composition. For more artistic matters related to composition, please see my essay on the Musical Idea. This series is dedicated to the memory of my teacher and friend Marvin Duchow, one of the rare true scholars, a musician of immense depth and sensitivity, and a man of unsurpassed kindness and generosity. Note concerning the musical examples: Unless otherwise indicated, the musical examples are my own, and are covered by copyright. To hear the audio examples, you must use the online version of this book. To hear other examples of my music, please visit the worklist page. Scores have been reduced, and occasional detailed performance indications removed, to save space. I have also furnished examples from the standard repertoire (each marked "repertoire example"). -
Song Lyrics of the 1950S
Song Lyrics of the 1950s 1951 C’mon a my house by Rosemary Clooney Because of you by Tony Bennett Come on-a my house my house, I’m gonna give Because of you you candy Because of you, Come on-a my house, my house, I’m gonna give a There's a song in my heart. you Apple a plum and apricot-a too eh Because of you, Come on-a my house, my house a come on My romance had its start. Come on-a my house, my house a come on Come on-a my house, my house I’m gonna give a Because of you, you The sun will shine. Figs and dates and grapes and cakes eh The moon and stars will say you're Come on-a my house, my house a come on mine, Come on-a my house, my house a come on Come on-a my house, my house, I’m gonna give Forever and never to part. you candy Come on-a my house, my house, I’m gonna give I only live for your love and your kiss. you everything It's paradise to be near you like this. Because of you, (instrumental interlude) My life is now worthwhile, And I can smile, Come on-a my house my house, I’m gonna give you Christmas tree Because of you. Come on-a my house, my house, I’m gonna give you Because of you, Marriage ring and a pomegranate too ah There's a song in my heart. -
The Ethics of Orchestral Conducting
Theory of Conducting – Chapter 1 The Ethics of Orchestral Conducting In a changing culture and a society that adopts and discards values (or anti-values) with a speed similar to that of fashion as related to dressing or speech, each profession must find out the roots and principles that provide an unchanging point of reference, those principles to which we are obliged to go back again and again in order to maintain an adequate direction and, by carrying them out, allow oneself to be fulfilled. Orchestral Conducting is not an exception. For that reason, some ideas arise once and again all along this work. Since their immutability guarantees their continuance. It is known that Music, as an art of performance, causally interlinks three persons: first and closely interlocked: the composer and the performer; then, eventually, the listener. The composer and his piece of work require the performer and make him come into existence. When the performer plays the piece, that is to say when he makes it real, perceptive existence is granted and offers it to the comprehension and even gives the listener the possibility of enjoying it. The composer needs the performer so that, by executing the piece, his work means something for the listener. Therefore, the performer has no self-existence but he is performer due to the previous existence of the piece and the composer, to whom he owes to be a performer. There exist a communication process between the composer and the performer that, as all those processes involves a sender, a message and a receiver. -
A Definition of Song from Human Music Universals Observed in Primate Calls
bioRxiv preprint doi: https://doi.org/10.1101/649459; this version posted May 24, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. This article is a US Government work. It is not subject to copyright under 17 USC 105 and is also made available for use under a CC0 license. A definition of song from human music universals observed in primate calls David Schruth1*, Christopher N. Templeton2, Darryl J. Holman1 1 Department of Anthropology, University of Washington 2 Department of Biology, Pacific University *Corresponding author, [email protected] bioRxiv preprint doi: https://doi.org/10.1101/649459; this version posted May 24, 2019. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. This article is a US Government work. It is not subject to copyright under 17 USC 105 and is also made available for use under a CC0 license. Abstract Musical behavior is likely as old as our species with song originating as early as 60 million years ago in the primate order. Early singing likely evolved into the music of modern humans via multiple selective events, but efforts to disentangle these influences have been stifled by challenges to precisely define this behavior in a broadly applicable way. Detailed here is a method to quantify the elaborateness of acoustic displays using published spectrograms (n=832 calls) culled from the literature on primate vocalizations. Each spectrogram was scored by five trained analysts via visual assessments along six musically relevant acoustic parameters: tone, interval, transposition, repetition, rhythm, and syllabic variation. -
Teaching Guide: Area of Study 7
Teaching guide: Area of study 7 – Art music since 1910 This resource is a teaching guide for Area of Study 7 (Art music since 1910) for our A-level Music specification (7272). Teachers and students will find explanations and examples of all the musical elements required for the Listening section of the examination, as well as examples for listening and composing activities and suggestions for further listening to aid responses to the essay questions. Glossary The list below includes terms found in the specification, arranged into musical elements, together with some examples. Melody Modes of limited transposition Messiaen’s melodic and harmonic language is based upon the seven modes of limited transposition. These scales divide the octave into different arrangements of semitones, tones and minor or major thirds which are unlike tonal scales, medieval modes (such as Dorian or Phrygian) or serial tone rows all of which can be transposed twelve times. They are distinctive in that they: • have varying numbers of pitches (Mode 1 contains six, Mode 2 has eight and Mode 7 has ten) • divide the octave in half (the augmented 4th being the point of symmetry - except in Mode 3) • can be transposed a limited number of times (Mode 1 has two, Mode 2 has three) Example: Quartet for the End of Time (movement 2) letter G to H (violin and ‘cello) Mode 3 Whole tone scale A scale where the notes are all one tone apart. Only two such scales exist: Shostakovich uses part of this scale in String Quartet No.8 (fig. 4 in the 1st mvt.) and Messiaen in the 6th movement of Quartet for the End of Time. -
III CHAPTER III the BAROQUE PERIOD 1. Baroque Music (1600-1750) Baroque – Flamboyant, Elaborately Ornamented A. Characteristic
III CHAPTER III THE BAROQUE PERIOD 1. Baroque Music (1600-1750) Baroque – flamboyant, elaborately ornamented a. Characteristics of Baroque Music 1. Unity of Mood – a piece expressed basically one basic mood e.g. rhythmic patterns, melodic patterns 2. Rhythm – rhythmic continuity provides a compelling drive, the beat is more emphasized than before. 3. Dynamics – volume tends to remain constant for a stretch of time. Terraced dynamics – a sudden shift of the dynamics level. (keyboard instruments not capable of cresc/decresc.) 4. Texture – predominantly polyphonic and less frequently homophonic. 5. Chords and the Basso Continuo (Figured Bass) – the progression of chords becomes prominent. Bass Continuo - the standard accompaniment consisting of a keyboard instrument (harpsichord, organ) and a low melodic instrument (violoncello, bassoon). 6. Words and Music – Word-Painting - the musical representation of specific poetic images; E.g. ascending notes for the word heaven. b. The Baroque Orchestra – Composed of chiefly the string section with various other instruments used as needed. Size of approximately 10 – 40 players. c. Baroque Forms – movement – a piece that sounds fairly complete and independent but is part of a larger work. -Binary and Ternary are both dominant. 2. The Concerto Grosso and the Ritornello Form - concerto grosso – a small group of soloists pitted against a larger ensemble (tutti), usually consists of 3 movements: (1) fast, (2) slow, (3) fast. - ritornello form - e.g. tutti, solo, tutti, solo, tutti solo, tutti etc. Brandenburg Concerto No. 2 in F major, BWV 1047 Title on autograph score: Concerto 2do à 1 Tromba, 1 Flauto, 1 Hautbois, 1 Violino concertati, è 2 Violini, 1 Viola è Violone in Ripieno col Violoncello è Basso per il Cembalo. -
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). -
Letter from the Education and Public Engagement Department
Letter from the Education and Public Engagement Department A team of artists, art historians, educators, interns, librarians, and visitor relations staff comprise the award-winning Education and Public Engagement Department at The San Diego Museum of Art. We work with staff from within the Museum as well as with colleagues from cultural and educational institutions throughout the world to provide programs that enhance the exhibitions presented. Through lectures, tours, workshops, music, film, events for educators, and art-making programs for visitors of all ages, we invite you to inspire your creativity and to learn about art and its connection to your life. We hope you find yourself appreciating the wide array of art culture that is presented within the Museum and its encyclopedic collection. Whether you are new to art, or a long-time member who visits the Museum frequently, we invite you to bring your family, grandchildren, and friends, and to participate at The San Diego Museum of Art. We look forward to meeting you and hearing about any ideas you may have about the Museum and our programming efforts. We hope to see you often! The Education and Public Engagement Department The San Diego Museum of Art SDMArt.org Young visitors are participating in a Museum camp program. THE SAN DIEGO MUSEUM OF ART Learning through the Museum The San Diego Museum of Art first opened its doors on February 28, 1926, as the Fine Arts Gallery of San Diego, and since that time has been building an internationally renowned permanent collection that includes European, North American, Modern Mexican, Asian, Islamic and contemporary art. -
Real-Time Composition As a Strategy for the 21St Century Composer
Escola Superior de Música e das Artes do Espectáculo Real-Time Composition as a Strategy for the 21st Century Composer Óscar Rodrigues A dissertation submitted in fulfillment of the requirements for the degree of Master of Composition and Music Theory supervised by Prof. Dimitris Andrikopoulos September 27, 2016 Abstract Real-Time Composition, despite being a term commonly used in computer music and free improvisation circles, is also one whose definition is not clear. This dissertation aims to, in seeking and attempting its conceptualisation, permit a deeper look at the core of the activity of western classical music making. By discussing the concepts and current views on composition, improvisation, musical work, interpretation and performance, we will propose a working definition that will later serve as a model for music making; one that involves both the composer and performers, influenced by their context, as creators. This model borrows heavily from Walter Thompson’s Soundpainting technique. We will then analyse the outcome of three different concerts, of increasing complexity and level of control, that resulted from the previous discussion and end by concluding that Real-Time Composition is, in fact, fundamentally different from improvisation, and an extension of western classical music practice. Keywords: real-time composition, improvisation, soundpainting Abstract A Composição em Tempo Real, apesar de ser um termo regularmente utilizado nos cír- culos da música electrónica e da improvisação livre, não tem uma definição clara. Esta dissertação tem como objectivo, ao procurar a sua conceptualização, perceber de forma mais profunda o núcleo da actividade produtiva da música clássica ocidental. Ao discutir os con- ceitos e entendimentos correntes de composição, improvisação, obra musical, interpretação e performance, será proposta uma definição operacional que irá posteriormente servir como modelo para a criação musical; este modelo envolve tanto compositores como intérpretes, influenciados pelo seu contexto, enquanto criadores.