Notes on the Program by Ken Meltzer Suite from Appalachian Spring
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Aaron Copland
9790051721474 Orchestra (score & parts) Aaron Copland John Henry 1940,rev.1952 4 min for orchestra 2(II=picc ad lib).2(1).2.2(1)-2.2.1.0-timp.perc:anvil/tgl/BD/SD/sand paper-pft(ad lib)-strings 9790051870714 (Parts) Availability: This work is available from Boosey & Hawkes for the world Aaron Copland photo © Roman Freulich Midday Thoughts Aaron Copland, arranged by David Del Tredici 2000 3 min CHAMBER ORCHESTRA for chamber ensemble Appalachian Spring 1(=picc.).2.2.bcl.2-2.0.0.0-strings Availability: This work is available from Boosey & Hawkes for the world Suite for 13 instruments 1970 25 min Music for Movies Chamber Suite 1942 16 min 1.0.1.1-0.0.0.0-pft-strings(2.2.2.2.1) for orchestra <b>NOTE:</b> An additional insert of section 7, "The Minister's Dance," is available for 1(=picc).1.1.1-1.2.1.0-timp.perc(1):glsp/xyl/susp.cym/tgl/BD/SD- performance. This version is called "Complete Ballet Suite for 13 Instruments." pft(harp)-strings 9790051096442 (Full score) 9790051094073 (Full score) Availability: This work is available from Boosey & Hawkes for the world Availability: This work is available from Boosey & Hawkes for the world 9790051214297 Study Score - Hawkes Pocket Score 1429 9790051208760 Study Score - Hawkes Pocket Score 876 Music for the Theatre 9790051094066 (Full score) 1925 22 min Billy the Kid for chamber orchestra Waltz 1(=picc).1(=corA).1(=Eb).1-0.2.1.0-perc:glsp/xyl/cyms/wdbl/BD/SD- pft-strings 1938 4 min 9790051206995 Study Score - Hawkes Pocket Score 699 for chamber orchestra Availability: This work is available from Boosey -
ESO Highnotes November 2020
HighNotes is brought to you by the Evanston Symphony Orchestra for the senior members of our community who must of necessity isolate more because of COVID-!9. The current pandemic has also affected all of us here at the ESO, and we understand full well the frustration of not being able to visit with family and friends or sing in soul-renewing choirs or do simple, familiar things like choosing this apple instead of that one at the grocery store. We of course miss making music together, which is especially difficult because Musical Notes and Activities for Seniors this fall marks the ESO’s 75th anniversary – our Diamond Jubilee. While we had a fabulous season of programs planned, we haven’t from the Evanston Symphony Orchestra been able to perform in a live concert since February so have had to push the hold button on all live performances for the time being. th However, we’re making plans to celebrate our long, lively, award- Happy 75 Anniversary, ESO! 2 winning history in the spring. Until then, we’ll continue to bring you music and musical activities in these issues of HighNotes – or for Aaron Copland An American Voice 4 as long as the City of Evanston asks us to do so! O’Connor Appalachian Waltz 6 HighNotes always has articles on a specific musical theme plus a variety of puzzles and some really bad jokes and puns. For this issue we’re focusing on “Americana,” which seems appropriate for Gershwin Porgy and Bess 7 November, when we come together as a country to exercise our constitutional right and duty to vote for candidates of our choice Bernstein West Side Story 8 and then to gather with our family and friends for Thanksgiving and completely spoil a magnificent meal by arguing about politics… ☺ Tate Music of Native Americans 9 But no politics here, thank you! “Bygones” features things that were big in our childhoods, but have now all but disappeared. -
Ballet for Martha: MAKING APPALACHIAN SPRING
Ballet for Martha: MAKING APPALACHIAN SPRING A RIF GUIDE FOR EDUCATORS Themes: Dance, Collaboration, Community Authors: Book Brief: This book tells the story of three people Jan Greenberg who worked together to create the ballet Appalachian and Sandra Jordan Spring. Take a behind-the-scenes look at how this Illustrator: Brian Floca ballet went from an idea to an American classic. Content Connections: Art, Social Studies, Science TIME TO READ! BEFORE WE READ, dancing. What was involved in making this video? LET’S LOOK AT… A script? Music? Dance choreography? Set design? Costumes? Would the video have been as good with- The Cover: Have any out any one of these elements? Then, show students students ever heard of scenes from Appalachian Spring (www.youtube.com/ Appalachian Spring? Where watch?v=XmgaKGSxQVw) to contextualize the story. is Appalachia? Find it on a map. What do students know about ballet? Do the Vocabulary: choreographer, composer, pioneer, women on the cover look like typical ballerinas? tableau The Pictures: Flip briefly through the pictures. Do the Purpose for Reading: As we read, think about the illustrations give any clues about when the story is story within the story—Appalachian Spring. Pay set? When the ballet is set? attention to what Martha Graham wants her ballet to be about, and how she and her collaborators work to Prior Knowledge: Discuss collaboration. Show the tell a story without words. class an age-appropriate music video featuring WHILE WE READ MONITORING COMPREHENSION u How does Isamu Noguchi work with Martha -
Hunter College Opera Association, 1946-1972
The Hunter College Opera Association, 1946 - 1972 Finding Aid TABLE OF CONTENTS General Information 3 Historical Note 4 Scope and Content Note 5 Series Description 6 Container List 7 - 8 Cover image from the program of Xerxes performed in 1953. 2 GENERAL INFORMATION Accession Number: 94-10 Size: 1.3671 cu. ft. Provenance: Hunter College Opera Workshop / Hunter College Opera Association Restrictions: None. Location: Range 6 Section 3 Shelf 13 Archivist: Prof. Julio L. Hernandez-Delgado Assistant: Ms. Gretchen Opie Ms. Maria Enaboifo Date: August 1999 Revised: September 2013 3 HISTORICAL NOTE In 1952, The Hunter College Opera Association was established by Hunter College president George N. Shuster, Dr. Edward Davison, Professor Livingston Welch, and the Board of Higher Education of the City of New York. The purpose of the Opera Association was to facilitate the production of operas under the auspices of Hunter College and to create opportunities for talented young singers. The Opera Association was primarily responsible for selecting, organizing, raising funds, and publicizing pending productions by the Opera Workshop. The bulk of the funds raised derived from private donations and sponsorships. The funds provided scholarships for singers and allowed for the presentations of three to four operas per season. The Hunter College Opera Workshop was established on a modest basis in 1945 as a non-credit adult education program within the Hunter College School of General Studies by Fritz Stiedry, who had formerly conducted the Berlin State Opera House. He later became conductor at the Metropolitan Opera in New York City. Stiedry was succeeded by Josef Turnau who served under him and who gave the Workshop its initial momentum and laid solid foundations for its later growth and fruition. -
Guild Gmbh Guild -Historical Catalogue Bärenholzstrasse 8, 8537 Nussbaumen/TG, Switzerland Tel: +41 52 742 85 00 - E-Mail: [email protected] CD-No
Guild GmbH Guild -Historical Catalogue Bärenholzstrasse 8, 8537 Nussbaumen/TG, Switzerland Tel: +41 52 742 85 00 - e-mail: [email protected] CD-No. Title Composer/Track Artists GHCD 2201 Parsifal Act 2 Richard Wagner The Metropolitan Opera 1938 - Flagstad, Melchior, Gabor, Leinsdorf GHCD 2202 Toscanini - Concert 14.10.1939 FRANZ SCHUBERT (1797-1828) Symphony No.8 in B minor, "Unfinished", D.759 NBC Symphony, Arturo Toscanini RICHARD STRAUSS (1864-1949) Don Juan - Tone Poem after Lenau, op. 20 FRANZ JOSEPH HAYDN (1732-1809) Symphony Concertante in B flat Major, op. 84 JOHANN SEBASTIAN BACH (1685-1750) Passacaglia and Fugue in C minor (Orchestrated by O. Respighi) GHCD Le Nozze di Figaro Mozart The Metropolitan Opera - Breisach with Pinza, Sayão, Baccaloni, Steber, Novotna 2203/4/5 GHCD 2206 Boris Godounov, Selections Moussorgsky Royal Opera, Covent Garden 1928 - Chaliapin, Bada, Borgioli GHCD Siegfried Richard Wagner The Metropolitan Opera 1937 - Melchior, Schorr, Thorborg, Flagstad, Habich, 2207/8/9 Laufkoetter, Bodanzky GHCD 2210 Mahler: Symphony No.2 Gustav Mahler - Symphony No.2 in C Minor „The Resurrection“ Concertgebouw Orchestra, Otto Klemperer - Conductor, Kathleen Ferrier, Jo Vincent, Amsterdam Toonkunstchoir - 1951 GHCD Toscanini - Concert 1938 & RALPH VAUGHAN WILLIAMS (1872-1958) Fantasia on a Theme by Thomas Tallis NBC Symphony, Arturo Toscanini 2211/12 1942 JOHANNES BRAHMS (1833-1897) Symphony No. 3 in F Major, op. 90 GUISEPPE MARTUCCI (1856-1909) Notturno, Novelletta; PETER IILYICH TCHAIKOVSKY (1840- 1893) Romeo and Juliet -
Zemlinsky's the Chalk Circle: Artifice, Fairy-Tale and Humanity
Zemlinsky's The Chalk Circle: Artifice, Fairy-tale and Humanity ROBERT BLACKBURN 1 Ich binfriedlos, ich bin durstig nachfernen Dingen. (I am restless. I am athirst for faraway things.) Tagore, Der Gartner I Zemlinsky, Lyric Symphony The life and work of the Austrian composer Alexander Zemlinsky (1871-1942) is better known than it used to be thanks to the passage of time, and the availability now of almost all his music on record. During his lifetime he became used to neglect and under-valuation, except from his most intimate circle. Arnold Schoenberg was his lifelong friend and brother in law, and it was Schoenberg, who, even during the years when his "reluctant revolution" of twentieth century modernism in music was attracting so much attention, never for a moment lost his admiration for and loyalty towards Alex, his much-loved teacher and colleague through so many trials. Now that the correspondence between them has been published I we can see the extent and detail of their relationship, their intense and consistent lifelong devotion, despite some disagreements. On Zernlinsky's side we are aware always that he felt Schoenberg was the greater genius, a unique pioneering figure. In the letters, he is always "lieber Schoenberg" 1. Alexander Zemlinsky (ed. and enlarged by Horst Weber), Briefwechsel mil Schoenberg, Webern, Berg und Schreker, Darmstadt Wissenschaftliche Buchhandlung, 1995. 94 Revista Musica, Silo Paulo, v. 9 e 10, pp. 93-119, 1998-1999 never Arnold. For Schoenberg, who always addressed him as "Heber Alex," Zemlinsky was someone he could, beyond all others, rely on for succour and support. -
Band Responding Unit, Accomplished Level
Band Responding Unit, Accomplished Level A Curriculum Project of the National Association for Music Education (NAfME) and the Library of Congress of the United States Teaching with Primary Sources ACKNOWLEDGMENTS PERSONNEL, LIBRARY OF CONGRESS GRANT — WRITING RESPONDING UNITS 2017–2019 PROJECT DIRECTOR • Johanna J. Siebert BAND WRITING TEAM • Armalyn De La O, San Bernardino, CA, Team Chair • Jesse D. Espinosa, Houston, TX • Theresa Hulihan, Phoenix, AZ • Jenny Neff, Collegeville, PA • Amanda Tierson, Webster, NY (ret.) ORCHESTRA WRITING TEAM • Susan Davis, Queens, NY, Team Chair • Beth Fortune, Seattle, WA • Rebecca Holmes, Reserve, LA • Patricia Ritchie, Omaha, NE • Laura Smith, San Diego, CA Special thanks to the Library of Congress for the generous grant on Teaching with Primary Sources (TPS), which made this resource possible. BAND RESPONDING UNIT | ACCOMPLISHED LEVEL | NATIONAL ASSOCIATION for MUSIC EDUCATION 2 TABLE OF CONTENTS Overview of NAfME/Library of Congress Responding Units ........... 4 Overview of Band Responding Unit, Accomplished Level ............. 4 Instructional Goals/Objectives ................................... 5 Prerequisite Skills for Students for the Unit ......................... 5 Embedded Inquiry Models ....................................... 5 Assessments ................................................... 6 Instructional Procedures ......................................... 6 Materials and Library of Congress Links ............................ 7 Suggested Repertoire Used in this Unit ........................... -
Download Program Notes
Hoe-Down, from Rodeo Aaron Copland classical-music lover asked to describe pastorale, a lyric joke … . There are never A what constitutes “the American sound” more than a very few people on the stage has some tough deciding to do. For two- at a time … one must be always conscious and-a-quarter centuries, American com- of the enormous land on which these peo- posers have been producing music that is ple live and of their proud loneliness. so distinctive in its character that it simply couldn’t come from anywhere else. Fuging The ballet was received with enthusiasm. tunes by William Billings and his colleagues In the Chicago Tribune, the much-feared in Colonial New England, antebellum bal- critic Claudia Cassidy wrote: “Rodeo is a lads by Stephen Foster, irresistible marches smash hit. What Miss de Mille has turned out by John Philip Sousa, fearless experiments in this brilliant skirmish with Americana is a by Charles Ives, boundary-breaking synthe- shining little masterpiece.” ses by George Gershwin and Leonard Bern- To capture the profoundly national spirit stein, rhythmically vibrant effusions by of the subject, Copland drew directly from William Bolcom and John Adams — they all the well of American folk song, which was play irreplaceable parts in what makes our an obsession of composers at the time. nation’s “classical” music unique. And yet, Folk tunes (or melodies that mimic them) boiling it down to just one composer, many appear in quite a few Copland scores, but music lovers would agree that the seminal in Rodeo they play a role almost constant- summation of “the American sound” may be ly, drawn largely from the collections Our found in the scores of Aaron Copland. -
Library of Congress Magazine September/October 2014
INSIDE Tracing the Music of a Movement Mark Twain & Copyright PLUS Warren Harding's Love Letters Anatomy of a Glass Flute History of an Anthem LIBRARY OF CONGRESS MAGAZINE SEPTEMBER/OCTOBER 2014 DocumentingThe Dance Making of APPALACHIAN SPRING WWW.LOC.GOV In This Issue SEPTEMBER/OCTOBER 2014 LIBRARY OF CONGRESS MAGAZINE FEATURES Library of Congress Magazine Vol. 3 No. 5: September/October 2014 Mission of the Library of Congress Tracing the Music of a Movement 8 From its origins in gospel to its reinvention in folk music, “We Shall The mission of the Library is to support the Overcome” became the anthem of the Civil Rights Movement. Congress in fulfilling its constitutional duties and to further the progress of knowledge and creativity for the benefit of the American people. The Making of “Appalachian Spring” 10 A group of artistic titans collaborated on this archetypical American Library of Congress Magazine is issued ballet, commissioned by and premiered at the Library of Congress. bimonthly by the Office of Communications of the Library of Congress and distributed free of charge to publicly supported libraries and Mark Twain & Copyright research institutions, donors, academic libraries, 4 learned societies and allied organizations in 16 Samuel Clemens fought the good fight for intellectual property rights Glass Flute the United States. Research institutions and that helped protect authors at home and abroad. educational organizations in other countries may arrange to receive Library of Congress Magazine on an exchange basis by applying in writing to the Library’s Director for Acquisitions and Bibliographic Access, 101 Independence Ave. S.E., Washington DC 20540-4100. -
From the Concert Hall to the Cinema
FROM THE CONCERT HALL TO THE CINEMA: THE JOURNEY OF THE 20TH CENTURY CLASSICAL AMERICAN SOUND By Rebecca Ellen Stegall Liberty University A MASTER’S THESIS PRESENTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN MUSIC EDUCATION Liberty University April, 2017 i FROM THE CONCERT HALL TO THE CINEMA: THE JOURNEY OF THE 20TH CENTURY CLASSICAL AMERICAN SOUND By Rebecca Ellen Stegall A Thesis Presented in Partial Fulfillment Of the Requirements for the Degree Master of Arts in Music Education Liberty University, Lynchburg, VA April, 2017 APPROVED BY: Dr. Monica D. Taylor, Ph.D., Committee Chair Dr. John D. Kinchen III, D.M.A., Committee Member Dr. Vernon M. Whaley, Ph.D. Dean of the School of Music ii Acknowledgements I would first like to acknowledge and personally thank my family for supporting me endlessly through this process and for being an encouragement to “just keep at it” when it seemed I could not continue. Thank you to Dr. Monica Taylor for walking with me through this process and being tremendously patient with me along the way. I would also like to acknowledge a professor that has had a tremendous impact upon both my education and my life. Dr. John Kinchen, thank you for teaching me most of what I know about music, inspiring me to take on such daunting research and to step outside my comfort zone, and endlessly encouraging and pushing me to do my absolute best and pursue what the Lord has in store for me. You have made such an impact on my life. -
Schoenberg and Weill
Schoenberg and Weill DAVID DREW UNTIL recently, there were only three sources to which students interested in the relationship-if any- between Weill and Schoenberg could safely be referred: Weill's published writings, 1 his music,2 and Schoenberg's gloss on a Feuilletonitem by Weill :'~ To these sources might be added a few scraps of more-or-less reliable hearsay. The first source remains the largest, and although it is no longer the most revealing, it serves an indispensable purpose. References to Schoenberg in Weill's contributions to the Berlin radio journal Der deutsche Rundfunk during the crucial years 1925-7 are quite numerous and uniformly positive, whether his subject be the. composer of Gurrelieder or of Pierrot Lunaire. 'Selbst seine Gegner', he wrote in the issue of 28 February 1926, 'mtissen in ihm die reinste, edelste KtinstlerpersonaliUit und die starkste Geistigkeit des heutigen Musiklebens anerkennen.' [Even his opponents have to recognise in him the purest and most noble artistic personality and the strongest mind in today's musicallife.J4 No such awe informs the handful of published references to Schoenberg that Weill permitted himselfin his Broadway years. Nevertheless, one trace of the early attitude survives in an inverted form: whereas the Weill ofFebruary 1926lauded a Schoenberg 'der einen Erfolg zu Lebzeiten fast als einen Ruckschritt seiner Kunst betrachtet' [who regards success in his own lifetime almost as a setback for his art], the Weill of 1940 declared that whereas he himself composed 'for today' and didn't 'give a damn for pos terity', Schoenberg wrote 'for a time 50 years after his death'.5 Merely attributed to Weill by the writer of a newspaper article - and indebted, perhaps, to a view of posterity already offered to the American public by Stravinsky - Weill's most celebra ted aperPJ fulfills a need but lacks a context. -
Making an American Dance
Making an American Dance: Billy the Kid, Rodeo, and Appalachian Spring LYNN GARAFOLA Few American composers had a longer or more intimate association with dance than Aaron Copland. He discovered it as an exciting form of thea ter art in Paris during his student years, which coincided with the heyday of Serge Diaghilev's Ballets Russes and Rolf de Mare's Ballets Suedois. In the Paris of the early 1920s new music and ballet were synonymous. Stravinsky, Prokofiev, and Falla were stars of the "Russian" troupe; Satie, Milhaud, and Honegger of the "Swedish" one. In 1923, like so many other young composers, Copland attended the revival of Stravinsky'S Rite of Spring and the first performance of his Les Noces, as well as the premiere of Milhaud's La Creation du Monde. Copland's first orchestral score, which he began in Paris, was a ballet. Although it was never produced, he recy cled parts of it in his 1929 Dance Symphony, an independent orchestral work, and his 1934 ballet for Ruth Page, Hear lef Hear lef. "Ballet was the big thing in Paris during the 1920s," he told Phillip Ramey in 1980. "One of the first things I did upon arriving in Paris in 1921 was to go to the Ballets Suedois, where I saw Milhaud's £Homme et son Desir."] Copland discovered ballet in the aftermath ofDiaghilev's modernist revo lution. Through his successive choreographers-Michel Fokine and Vaslav Nijinsky before World War I, Uonide Massine, Bronislava Nijinska, and George Balanchine during and after the war-Diaghilev transformed not only what ballet looked lil(e but also how it sounded.