The Unique Nationalism of Isaac Albeniz
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Selected Intermediate-Level Solo Piano Music Of
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2005 Selected intermediate-level solo piano music of Enrique Granados: a pedagogical analysis Harumi Kurihara 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 Kurihara, Harumi, "Selected intermediate-level solo piano music of Enrique Granados: a pedagogical analysis" (2005). LSU Doctoral Dissertations. 3242. https://digitalcommons.lsu.edu/gradschool_dissertations/3242 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]. SELECTED INTERMEDIATE-LEVEL SOLO PIANO MUSIC OF ENRIQUE GRANADOS: A PEDAGOGICAL ANALYSIS A Monograph 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 Doctor of Musical Arts in The School of Music by Harumi Kurihara B.M., Loyola University, New Orleans, 1993 M.M.,University of New Orleans, 1997 August, 2005 ACKNOWLEDGMENTS I would like to express my sincere appreciation to my major professor, Professor Victoria Johnson for her expert advice, patience, and commitment to my monograph. Without her help, I would not have been able to complete this monograph. I am also grateful to my committee members, Professors Jennifer Hayghe, Michael Gurt, and Jeffrey Perry for their interest and professional guidance in making this monograph possible. I must also recognize the continued encouragement and support of Professor Constance Carroll who provided me with exceptional piano instruction throughout my doctoral studies. -
Rhythmic Foundation and Accompaniment
Introduction To Flamenco: Rhythmic Foundation and Accompaniment by "Flamenco Chuck" Keyser P.O. Box 1292 Santa Barbara, CA 93102 [email protected] http://users.aol.com/BuleriaChk/private/flamenco.html © Charles H. Keyser, Jr. 1993 (Painting by Rowan Hughes) Flamenco Philosophy IA My own view of Flamenco is that it is an artistic expression of an intense awareness of the existential human condition. It is an effort to come to terms with the concept that we are all "strangers and afraid, in a world we never made"; that there is probably no higher being, and that even if there is he/she (or it) is irrelevant to the human condition in the final analysis. The truth in Flamenco is that life must be lived and death must be faced on an individual basis; that it is the fundamental responsibility of each man and woman to come to terms with their own alienation with courage, dignity and humor, and to support others in their efforts. It is an excruciatingly honest art form. For flamencos it is this ever-present consciousness of death that gives life itself its meaning; not only as in the tragedy of a child's death from hunger in a far-off land or a senseless drive-by shooting in a big city, but even more fundamentally in death as a consequence of life itself, and the value that must be placed on life at each moment and on each human being at each point in their journey through it. And it is the intensity of this awareness that gave the Gypsy artists their power of expression. -
A Comparison of the Piano and Guitar Versions of Isaac Albéniz's Spanish Suite Op
A COMPARISON OF THE PIANO AND GUITAR VERSIONS OF ISAAC ALBÉNIZ'S SPANISH SUITE OP. 47 by YI-YIN CHIEN A LECTURE-DOCUMENT Presented to the School of Music and Dance of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Musical Arts November 2016 2 “A Comparison of the Piano and Guitar Versions of Isaac Albéniz’s Spanish Suite, Op. 47’’ a document prepared by Yi-Yin Chien in partial fulfillment of the requirements for the Doctor of Musical Arts degree in the School of Music and Dance. This document has been approved and accepted by: Jack Boss, Chair of the Examining Committee Date: November 20th, 2016 Committee in Charge: Dr. Jack Boss, Chair Dr. Juan Eduardo Wolf Dr. Dean Kramer Accepted by: Director of Graduate Studies, School of Music and Dance © 2016 Yi-Yin Chien 3 CURRICULUM VITAE NAME OF AUTHOR: Yi-Yin Chien PLACE OF BIRTH: Taiwan DATE OF BIRTH: November 02, 1986 GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED: University of Oregon, School of Music and Dance Peabody Institute of the Johns Hopkins University Tainan National University of Arts DEGREES AWARDED: Doctor of Musical Arts, 2016, University of Oregon Master of Music, 2011, Peabody Institute of the Johns Hopkins University Bachelor of Music, 2009, Tainan National University of Arts AREAS OF SPECIAL INTEREST: Piano Pedagogy Music Theory PROFESSIONAL EXPERIENCE: College Piano Teaching, University of Oregon, School of Music and Dance, 09/2014 - 06/2015 Taught piano lessons for music major and non-major college students Graduate Teaching -
In Galicia, Spain (1860-1936)
Finisterra, XXXIII, 65, 1998, pp. 117-128 SUBSTATE NATION-BUILDING AND GEOGRAPHICAL REPRESENTATIONS OF ‘THE OTHER’ IN GALICIA, SPAIN (1860-1936) JACOBO GARCÍA -ÁLVAREZ 1 Abstract: The ‘social construction’ of otherness and, broadly speaking, the ideological-political use of ‘external’ socio-spatial referents have become important topics in contemporary studies on territorial identities, nationalisms and nation-building processes, geography included. After some brief, introductory theoretical reflections, this paper examines the contribution of geographical discourses, arguments and images, sensu lato , in the definition of the external socio-spatial identity referents of Galician nationalism in Spain, during the period 1860-1936. In this discourse Castile was typically represented as ‘the other’ (the negative, opposition referent), against which Galician identity was mobilised, whereas Portugal, on the one hand, together with Ireland and the so-called ‘Atlantic-Celtic nationalities’, on the other hand, were positively constructed as integrative and emulation referents. Key-words : Nationalism, nation-building, socio-spatial identities, external territorial referents, otherness, Spain, Galicia, Risco, Otero Pedrayo, Portugal, Atlantism, pan-Celtism. Résumé: LA CONSTRUCTION D ’UN NATIONALISME SOUS -ETATIQUE ET LES REPRESENTATIONS GEOGRAPHIQUES DE “L’A UTRE ” EN GALICE , E SPAGNE (1860-1936) – La formation de toute identité est un processus dialectique et dualiste, en tant qu’il implique la manipulation et la mobilisation de la “différence” -
Bear Hug/Abrazo De Oso —An Opera I Had the Pleasure of Creating Myself
Dear Music Educators and Administrators, For nearly twenty-five years, Nashville Opera has enhanced the education of children through live per - formance by bringing opera into your schools. Nashville Opera On Tour has reached over a quarter of a million students and adults across Middle Tennessee, and we continue this rich tradition in our 24th sea - son by presenting Bear Hug/Abrazo de oso —an opera I had the pleasure of creating myself. Teachers like you strive to provide a rich learning experience for their students, and Nashville Opera On Tour is an exciting opportunity for your students to see a live performance tailored especially for them, without leaving your school campus! To best prepare your students for their exciting operatic experience, we provide a study guide to assist you. Not only will you find basic knowledge about the art form and musical terminology useful to a well-rounded understanding of music, but you will also find interactive games, activities, and projects to enhance each student’s understanding and enjoyment. By connecting opera to your music and general classroom curriculum, we hope to provide ways to collaborate with classroom teachers and arts special - ists. All of the activities in the guide are tied directly to the Tennessee Curriculum Standards and are la - beled with the GLE number, if they exist, or the standard code. This guide is designed to benefit both the student and educator with regard to the development of an in - terdisciplinary approach to opera education. The activities provided in the teacher guide assist students to actively listen and observe live opera. -
Spanish Nationalism Diego Muro, Alejandro Quiroga
Spanish nationalism Diego Muro, Alejandro Quiroga To cite this version: Diego Muro, Alejandro Quiroga. Spanish nationalism. Ethnicities, SAGE Publications, 2005, 5 (1), pp.9-29. 10.1177/1468796805049922. hal-00571834 HAL Id: hal-00571834 https://hal.archives-ouvertes.fr/hal-00571834 Submitted on 1 Mar 2011 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. ARTICLE Copyright © 2005 SAGE Publications (London,Thousand Oaks, CA and New Delhi) 1468-7968 Vol 5(1): 9–29;049922 DOI:10.1177/1468796805049922 www.sagepublications.com Spanish nationalism Ethnic or civic? DIEGO MURO King’s College London ALEJANDRO QUIROGA London School of Economics ABSTRACT In recent years, it has been a common complaint among scholars to acknowledge the lack of research on Spanish nationalism. This article addresses the gap by giving an historical overview of ‘ethnic’ and ‘civic’ Spanish nationalist discourses during the last two centuries. It is argued here that Spanish nationalism is not a unified ideology but it has, at least, two varieties. During the 19th-century, both a ‘liberal’ and a ‘conservative-traditionalist’ nationalist discourse were formu- lated and these competed against each other for hegemony within the Spanish market of ideas. -
¿Granados No Es Un Gran Maestro? Análisis Del Discurso Historiográfico Sobre El Compositor Y El Canon Nacionalista Español
¿Granados no es un gran maestro? Análisis del discurso historiográfico sobre el compositor y el canon nacionalista español MIRIAM PERANDONES Universidad de Oviedo Resumen Enrique Granados (1867-1916) es uno de los tres compositores que conforman el canon del Nacionalismo español junto a Manuel de Falla (1876- 1946) e Isaac Albéniz (1860-1909) y, sin embargo, este músico suele quedar a la sombra de sus compatriotas en los discursos históricos. Además, Granados también está fuera del “trío fundacional” del Nacionalismo formado por Felip Pedrell (1841-1922) —considerado el maestro de los tres compositores nacionalistas, y, en consecuencia, el “padre” del nacionalismo español—Albéniz y Falla. En consecuencia, uno de los objetivos de este trabajo es discernir por qué Granados aparece en un lugar secundario en la historiografía española, y cómo y en base a qué premisas se conformó este canon musical. Palabras clave: Enrique Granados, canon, Nacionalismo, historiografia musical. Abstract Enrique Granados (1867-1916) is one of the three composers Who comprise the canon of Spanish nationalism, along With Manuel de Falla (1876-1946) and Isaac Albéniz (1860-1909). HoWeVer, in the realm of historical discourse, Granados has remained in the shadoW of his compatriots. MoreoVer, Granados lies outside the “foundational trio” of nationalism, formed by Felip Pedrell (1841-1922)— considered the teacher of the three nationalist composer and, as a consequence, the “father” of Spanish nationalism—Albéniz y Falla. Therefore, one of the objectiVes of this study is to discern why Granados occupies a secondary position in Spanish historiography, and most importantly, for What reasons the musical canon eVolVed as it did. -
Miguel Metzeltin LOS TEXTOS CRONÍSTICOS AMERICANOS
Miguel Metzeltin LOS TEXTOS CRONÍSTICOS AMERICANOS COMO FUENTES DEL CONOCIMIENTO DE LA VARIACIÓN LINGÜÍSTICA 1. Tres fuentes Para las observaciones y reflexiones lingüísticas que propongo en esta comunicación me baso en tres textos: Bernal Díaz del Castillo (21942), Historia verdadera de la conquista de la Nueva España, Madrid, Espasa-Calpe (edición de Carlos Pereyra); - Fr. Reginaldo de Lizárraga (1909), Descripción breve de toda la tierra del Perú, Tucumán, Río de la Plata y Chile, en: Serrano y Sanz, Manuel, Historiadores de Indias, Madrid, Bailly-Baillière (N.B.A.E. 15, 485-660); Relación geográfica de San Miguel de las Palmas de Tamalameque, Gobernación de Santa Marta, Audiencia de Nueva Granada, Virreinato del Perú (hoy República de Colombia), en: Latorre, Germán (ed.) (1919), Relaciones geográficas de Indias, Sevilla, Zarzuela, 9-34. Bernal Díaz del Castillo (1495-1581) nació en Medina del Campo, pasó a América en 1514, donde se quedó hasta su muerte. Fue testigo ocular de lo que cuenta. Su manera de escribir se considera cercana a la lengua hablada: le faltaba el sentido de la forma literaria [...]. La forma literaria que sí maneja, y bien, es la del relato: revive el pasado minuto por minuto, y lo describe confundiendo lo esencial con lo accidental, como en una vivaz conversación (E. Anderson Imbert 51965, 34). Escribió la historia a sus ochenta años. Reginaldo de Lizárraga y Obando nació en Medellin (Badajoz) en 1540, pasó a Quito a los quince años, entró en la orden dominicana, ejerció varios 143 Miguel Metzeltin cargos eclesiásticos, por último el de obispo de La Asunción, donde murió (1615). -
El Greco, a Mediator of Modern Painting
El Greco, a mediator of modern painting Estelle Alma Maré Tshwane University of Technology, Pretoria E-mail: [email protected] Without clear articulation of their insights, except in painted copies of and citations from his works, various modern artist seem to have recognised that formally El Greco’s late paintings are mental con- structs, representing only a schematic version of reality. El Greco changed the communicative function of painting from commenting on reality to constituting a reality. It is proposed that modern artists in a quest for a new approach to painting found El Greco’s unprecedented manner of figural expression, extreme degree of anti-naturalism and compositional abstraction a source of inspiration. For various painters that may have been a starting point in finding a new paradigm for art that was at a loose end after the influence of disciples of the French Academy terminated. Key words: El Greco, copying and emulation, Diego Vélazquez, Francis Bacon, Gustave Courbet, Éduard Manet, Edgar Degas, Paul Cézanne, J.F. Willumsen, Oscar Kokoschka, Pablo Picasso, Jackson Pollock El Greco, ’n medieerder van moderne skilderkuns Sonder dat hulle hul insigte duidelik geartikuleer het, behalwe in geskilderde kopieë van en aanhalings uit sy werke, het verskeie moderne kunstenaars blykbaar tot die insig geraak dat El Greco se latere skilderye denkkonstrukte is wat ’n geskematiseerde weergawe van die werklikheid verteenwoordig. Daar word betoog dat moderne kunstenaars op soek na ’n nuwe benadering tot die skilderkuns in El Greco se buitengewone wyse van figuurvoorstelling, anti-naturalisme en komposisionele abstraksie ’n bron van inspirasie gevind het. Vir verskeie kunstenaars was dit waarskynlik ’n aanknopingspunt vir die verwesenliking van ‘n nuwe paradigma vir kuns wat koers verloor het nadat die invloed van die dissipels van die Franse Akademie geëindig het. -
Colombian Nationalism: Four Musical Perspectives for Violin and Piano
COLOMBIAN NATIONALISM: FOUR MUSICAL PERSPECTIVES FOR VIOLIN AND PIANO by Ana Maria Trujillo A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Musical Arts Major: Music The University of Memphis December 2011 ABSTRACT Trujillo, Ana Maria. DMA. The University of Memphis. December/2011. Colombian Nationalism: Four Musical Perspectives for Violin and Piano. Dr. Kenneth Kreitner, Ph.D. This paper explores the Colombian nationalistic musical movement, which was born as a search for identity that various composers undertook in order to discover the roots of Colombian musical folklore. These roots, while distinct, have all played a significant part in the formation of the culture that gave birth to a unified national identity. It is this identity that acts as a recurring motif throughout the works of the four composers mentioned in this study, each representing a different stage of the nationalistic movement according to their respective generations, backgrounds, and ideological postures. The idea of universalism and the integration of a national identity into the sphere of the Western musical tradition is a dilemma that has caused internal struggle and strife among generations of musicians and artists in general. This paper strives to open a new path in the research of nationalistic music for violin and piano through the analyses of four works written for this type of chamber ensemble: the third movement of the Sonata Op. 7 No.1 for Violin and Piano by Guillermo Uribe Holguín; Lopeziana, piece for Violin and Piano by Adolfo Mejía; Sonata for Violin and Piano No.3 by Luís Antonio Escobar; and Dúo rapsódico con aires de currulao for Violin and Piano by Andrés Posada. -
La Zarzuela En Un Acto: Música Representada
Recitales para Jóvenes de la FUNDACIÓN JUAN MARCH Curso 201 3/201 4 La zarzuela en un acto: música representada Guía didáctica para el profesor Presentador: Ignacio Jassa o Polo Vallejo Guía didáctica: Alberto González Lapuente @ Alberto González Lapuente, 2013. (ijl Fundación Juan March - Dcparcamcnto de Actividades Culturales, 2013. Los textos contenidos en esta GuÍél Didáctica pueden reproducirse libremente citando la procedem:ia y los autores de la misma. Diseño de la Guía: Gonzalo Fernández .\'lonte. \\'WW.march.es La zarzuela en un acto: música representada e réditos LA SALSA DE ANICETA Zarzuela en un acto Música de Ángel Rubio y libreto de Rafael María Liern Estrenada el 3 de abril de 1879 en el Teatro de Apolo, Madrid Primera interpretación en tiempos modernos Real Escuela Superior de Arte Dramático Con la colaboración de la R ESAD Dirección de escena: Claudia Tobo Escenografía: Marcos Carazo Acero Vestuario: María Arévalo Iluminación: Nuria Henríquez Reparto Doña Presentación, tiple cómica: Paula lwasaki Elvira, soprano: María Rodríguez o Ruth lniesta Don Gumersindo, actor cantante: Raúl Novillo Alfredo, tenor: Julio Morales o Emilio Sánchez Piano: Celsa Tamayo o Miguel Huertas ~ - ":::::: FUNDACIÓN JUAN MARCH Recitales para Jóvenes • Gu ía didáctica La zarzuela en un acto: música representada 2 La zarzuela: una aproximación Características generales .............................................................................................................. 4 Área de influencia .......................................................................................................................... -
Quidditas 23 (2002)
QUIDDITAS Journal of the Rocky Mountain Medieval and Renaissance Association v olume 23 2002 ii QUIDDITAS 23 (2002) EDITORS Editor: Sharon A. Beehler, Montana State University Associate Editor: Eugene R. Cunnar, New Mexico State University Associate Editor: Margaret Harp, University of Nevada, Las Vegas Associate Editor: Harry Rosenberg, Colorado State University Book Review Editor: Lowell Gallagher, UCLA Associate Editor/Production: Kathryn Brammall, Truman State University MEMBERS OF THE EXECUTIVE COUNCIL AND EDITORIAL ADVISORY BOARD Susan Aronstein, University of Wyoming Sylvia Bowerbank, McMasters University (through 2003) Allen D. Breck, University of Denver (ex-officio) Jean R. Brink, Arizona State University (ex-officio) Stan Benfell, Brigham Young University (through 2004) Eugene R. Cunnar, New Mexico State University (ex-officio) Paul A. Dietrich, University of Montana (ex-officio) Thomas R. Eckenrode, Fort Lewis College (ex-officio) James Fitzmaurice, Northern Arizona University (ex-officio) Lowell Gallagher, UCLA (through 2000) Phebe Jensen, Utah State University (through 2001) Jean MacIntyre, University of Alberta (through 1999) Isabel Moreira, University of Utah (through 2001) Carol Neel, Colorado College (ex-officio) Glenn Olson, University of Utah (ex-officio) Joseph Perry, Brigham Young University (through 2004) Harry Rosenberg, Colorado State University (ex-officio) Charles Smith, State University of Colorado (ex-officio) Sara Jayne Steen, Montana State University (ex-officio) Jesse Swan, University of Northern Iowa (through 2004) Paul Thomas, Brigham Young University (through 2003) Michael Walton, University of Utah (through 1999) Charles Whitney, University of Nevada, Las Vegas (through 2003) Elspeth Whitney, University of Nevada, Las Vegas (through 2003) Jane Woodruff, William Jewell College (through 2004) © Copyright 2002 by The Rocky Mountain Medieval and Renaissance Association.