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Remembering Music
lawrence m. zbikowski Remembering Music This article considers the role of memory in musical understanding through an exploration of some of the cognitive resources recruited for musical memory, with a special emphasis on processes of categorization and on the different memory systems which are brought to bear on musical phenomena. This perspective is then developed through a close analysis of the ways memory is exploited and expanded in To- ru Takemitsu’s Equinox, a short work for guitar written in 1993. Early in the second volume of Marcel Proust’s À la recherche du temps perdu (translated as In the Shadow of Young Girls in Flower) the narrator – having overcome a bit of awkwardness with Charles Swann – has become an intimate of Swann’s household, and the favored friend of his daughter Gilberte. On some days he joins the Swanns as they while away the afternoon at home, but on most occasions he joins them for a drive in the Bois de Boulogne. On occasion, before she changes her dress in preparation for their drive, Madame Swann sits down at the piano: The fingers of her lovely hands, emerging from the sleeves of her tea gown in crêpe de Chine, pink, white, or at times in brighter colors, wandered on the keyboard with a wistful- ness of which her eyes were so full, and her heart so empty. It was on one of those days that she happened to play the part of the Vinteuil sonata with the little phrase that Swann had once loved so much.1 This event provides Proust with an opportunity to reflect on the challenges of listening to music, and in particular on the difficulty of making something of a new piece on our first encounter with it. -
24. Debussy Pour Le Piano: Sarabande (For Unit 3: Developing Musical Understanding)
24. Debussy Pour le piano: Sarabande (For Unit 3: Developing Musical Understanding) Introduction and Performance circumstances Debussy probably decided to compose a Sarabande partly because he knew Erik Satie’s three sarabandes of 1887, with their similarly sensuous harmony. There are no grounds for referring to Debussy’s Sarabande as ‘impressionist’, even though the piece is very similar in date to his Prélude à l’après-midi d’un faune. The term ‘neoclassical’ may be more suitable, although we do not hear the post-World War I type of ‘wrong-note’ neoclassicism of, for example, Stravinsky’s Pulcinella. In public performance Debussy’s Sarabande is most likely to be heard as part of a piano recital, along with the two other movements which flank it (Prélude and Toccata) from Pour le piano. Incidentally the suite was published in 1901, but the Sarabande (in a slightly different version to the one we know) dates back to 1894. Performing Forces and their Handling Sarabande, for solo piano, does not depend for its effect on any virtuosity or display. Marguerite Long, a pupil of Debussy, noted that the composer ‘himself played [the piece] as no one [else] could ever have done, with those marvellous successions of chords sustained by his intense legato’. A wide range is involved, from (several) very low C sharps to E just over five octaves higher; there are no extremely high notes. Some left-hand chords extend to well over an octave and have to be spread. Texture The texture is almost entirely homophonic, with much parallelism, and is often extremely sonorous on account of the many chords with six or more notes. -
4. Wagner Prelude to Tristan Und Isolde (For Unit 6: Developing Musical Understanding)
4. Wagner Prelude to Tristan und Isolde (For Unit 6: Developing Musical Understanding) Background information and performance circumstances Richard Wagner (1813-1883) was the greatest exponent of mid-nineteenth-century German romanticism. Like some other leading nineteenth-century musicians, but unlike those from previous eras, he was never a professional instrumentalist or singer, but worked as a freelance composer and conductor. A genius of over-riding force and ambition, he created a new genre of ‘music drama’ and greatly expanded the expressive possibilities of tonal composition. His works divided musical opinion, and strongly influenced several generations of composers across Europe. Career Brought up in a family with wide and somewhat Bohemian artistic connections, Wagner was discouraged by his mother from studying music, and at first was drawn more to literature – a source of inspiration he shared with many other romantic composers. It was only at the age of 15 that he began a secret study of harmony, working from a German translation of Logier’s School of Thoroughbass. [A reprint of this book is available on the Internet - http://archive.org/details/logierscomprehen00logi. The approach to basic harmony, remarkably, is very much the same as we use today.] Eventually he took private composition lessons, completing four years of study in 1832. Meanwhile his impatience with formal training and his obsessive attention to what interested him led to a succession of disasters over his education in Leipzig, successively at St Nicholas’ School, St Thomas’ School (where Bach had been cantor), and the university. At the age of 15, Wagner had written a full-length tragedy, and in 1832 he wrote the libretto to his first opera. -
A Study of Musical Rhetoric in JS Bach's Organ Fugues
A Study of Musical Rhetoric in J. S. Bach’s Organ Fugues BWV 546, 552.2, 577, and 582 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 Keyboard Division of the College-Conservatory of Music March 2015 by Wei-Chun Liao BFA, National Taiwan Normal University, 1999 MA, Teachers College, Columbia University, 2002 MEd, Teachers College, Columbia University, 2003 Committee Chair: Roberta Gary, DMA Abstract This study explores the musical-rhetorical tradition in German Baroque music and its connection with Johann Sebastian Bach’s fugal writing. Fugal theory according to musica poetica sources includes both contrapuntal devices and structural principles. Johann Mattheson’s dispositio model for organizing instrumental music provides an approach to comprehending the process of Baroque composition. His view on the construction of a subject also offers a way to observe a subject’s transformation in the fugal process. While fugal writing was considered the essential compositional technique for developing musical ideas in the Baroque era, a successful musical-rhetorical dispositio can shape the fugue from a simple subject into a convincing and coherent work. The analyses of the four selected fugues in this study, BWV 546, 552.2, 577, and 582, will provide a reading of the musical-rhetorical dispositio for an understanding of Bach’s fugal writing. ii Copyright © 2015 by Wei-Chun Liao All rights reserved iii Acknowledgements The completion of this document would not have been possible without the help and support of many people. -
An Account of Emotional Specificity in Classic– Romantic Music
An Account of Emotional Specificity in Classic– Romantic Music Jeffrey Swinkin Many, if not most, contemporary philosophers of music contend that the musical expression of an emotion does not depend upon the perceiver feel- ing that emotion.1 That is, while these scholars do not necessarily deny that emotional responses to music are valuable, even inevitable, they do not view such responses as properly part of the emotional content of the work itself, or even properly part of an aesthetic experience of the work (as opposed to a more informal one). Some argue this on the basis that musical emotions lack intentional objects: if a piece expresses sadness, for example, this could not consist in the listener feeling sad for the piece gives him nothing to be sad about.2 Others invoke the problematic paradox of negative emotion: if music really made us feel sad, why would we want to listen to it? (Davies [1997] and Levinson [1997] explore this issue.) Still others observe that pieces often evoke feelings they do not express and vice versa; as Goodman states, “whatever emotion may be excited [by music] is seldom the one expressed” (1976:47). As a consequence, even when the emotions expressed by the music and those felt by the listener happen to coincide, the latter are nonetheless incidental to musical expression. Equally incidental is what composers feel when they compose. As Peter Kivy avers, “It is unthinkable that I should amend my characterization of the opening bars of Mozart’s G–minor Symphony (K. 550) as somber . if I were to discover evidence of Mozart’s happiness . -
Singing from the Book: an Analysis of the Middle
SINGING FROM THE BOOK: AN ANALYSIS OF THE MIDDLE ENGLISH AND LATIN LULLABY LYRICS IN HARLEY 913 By CYNTHIA A. ROGERS Bachelor of Arts/Science in English Oklahoma State University Stillwater, OK 2008 Submitted to the Faculty of the Graduate College of Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF ARTS July, 2008 SINGING FROM THE BOOK; AN ANALYSIS OF THE MIDDLE ENGLISH AND LATIN LULLABY LYRICS IN HARLEY 913 Thesis Approved: Merrall Llewelyn Price Thesis Adviser Randi Eldevik Edward Jones Allen Scott A. Gordon Emslie Dean of the Graduate College ii ACKNOWLEDGEMENTS The expertise and patience of my committee members have been a source of unending support in the pursuit of my research and writing. Merrall Llewelyn Price, my committee chair, has given unstintingly of her time to comment on drafts and listen to me work through my arguments in conversations with her. It is not every advisor who relishes working through codicological details—I am quite aware how much I have to thank her for. Randi Eldevik holds a special place in this project since it was in her class more than a decade ago that I first encountered the "Lollai" lyrics. Her expertise in Latin and Middle English has made this a much cleaner work than it otherwise would have been. Certainly all the errors in the translations are mine, and the moments of clarity are due to her assistance. Allen Scott from the Music Department at OSU has always greeted my appearance in his office with good humor and enthusiasm, no matter how exotic or mundane my questions were. -
SYMPHONIES of HORROR Musical Experimentation in Howard Shore's
SYMPHONIES OF HORROR Musical Experimentation in Howard Shore’s Work with David Cronenberg A thesis submitted to the Oberlin College & Conservatory Musical Studies Department in fulfillment of the requirements for University Honors by Vikram Shankar Spring 2017 Shankar, Symphonies of Horror 2 Table of Contents: Introduction 3 Methodology 6 Theoretical Frameworks 9 Early Experimentation: The Brood 20 Synthesized Surrealism: Videodrome 30 Breaking Through to the Mainstream: The Fly 40 Scoring the Unfilmable: Naked Lunch 60 Conclusion 77 Works Cited 81 Nosferatu, A Symphony of Horror: original score 84 Acknowledgments 86 Shankar, Symphonies of Horror 3 INTRODUCTION With a career spanning almost forty years, Canadian composer Howard Shore has become one of the most respected and sought after film composers working in the industry today. Much of his work, in particular his scores for the Lord of the Rings films, have received much academic attention; his longstanding working relationship with Canadian horror filmmaker David Cronenberg, however, has not yet benefited from such academic inquiry. Using the films The Brood, Videodrome, The Fly, and Naked Lunch as case studies, this thesis examines the way that Shore uses the arena of Cronenberg’s films as a laboratory for personal musical experimentation. Examples include Shore’s use of electronic synthesizer sounds alongside a string orchestra for Videodrome, implementations of canonic techniques and against-the-grain writing for The Fly, and the incorporation of free-jazz aesthetics in Naked Lunch. Using as sources Howard Shore’s words and what academic inquiry exists in this field, but more often utilizing my own analysis and observations of the music and films, I argue that Shore’s scores incorporate such musical experimentation to work in tandem with Cronenberg’s own experimental art. -
Musical Rhetoric, Narrative, Drama, and Their Negation in Morton Feldman's Piano and String Quartet
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 Musical Rhetoric, Narrative, Drama, and Their Negation in Morton Feldman's Piano and String Quartet Ryan Michael Howard Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/487 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] MUSICAL RHETORIC, NARRATIVE, DRAMA, AND THEIR NEGATION IN MORTON FELDMAN’S PIANO AND STRING QUARTET by Ryan M. Howard A dissertation submitted to the Department of Music of the Graduate Center, City University of New York in partial fulfillment of the degree of Doctor of Philosophy 2014 © Ryan M. Howard, 2014 All Rights Reserved ii This manuscript has been read and accepted by the Graduate Faculty in Music in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Dr. Jeff Nichols, Advisor Dr. Joseph Straus, First Reader Dr. David Olan Dr. Bruce Saylor Dr. Nils Vigeland supervisory committee iii Abstract Musical Rhetoric, Narrative, Drama, and Their Negation in Morton Feldman’s Piano and String Quartet by Ryan Howard Advisor: Dr. Jeff Nichols Though Morton Feldman famously expressed his aversion to conventional compositional rhetoric early in his career, an examination of his music from the late 1970s onward reveals a more complex and ambiguous relationship with musical rhetoric than has often been acknowledged. -
A Discussion with David Epstein
A Discussion with David Epstein [Editor's note: David Epstein's Shaping Time l is reviewed in this issue of Indiana Theory Review. We invited Professor Epstein to discuss ideas set forth in that book, as well as in his earlier writings. Given the geographical distance between us, the practical way to do this was by correspondence. We therefore sent Professor Epstein questions that were prepared by various students at Indiana University. Those questions, and his responses, follow here.] What are your current thoughts on Beyond Orpheus/ now that it has been almost twenty years since its first appearance? What kind of impact did it have on the theoretical community? Are there any aspects of it that are still relevant to your current work? To take the second of your questions first, readers who have not gone through the experience of publishing a book may be surprised to learn how enigmatic and largely impressionistic an author's sense of the impact of his or her book may be. From my publishers I have "hard" figures about sales of the book, which went through a number of printings in its hard- and soft-cover editions. I'm told that for our relatively small community of music theorists and scholars these figures constitute sales success, though I cannot judge from these numbers how many people actually read the book, or what impact it may have had-pro or con-upon their thinking. How else does one judge the impact of a book? Citations, IDavid Epstein, Shaping Time: Music, the Brain, and Performance (New York: Schirmer Books, 1995). -
The Structure of Plato's Dialogues and Greek Music Theory: a Response to J
The Structure of Plato's Dialogues and Greek Music Theory: A Response to J. B. Kennedy The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Mckay, John Z., and Alexander Rehding. 2011. “The Structure of Plato’s Dialogues and Greek Music Theory: A Response to J. B. Kennedy.” Apeiron 44, no. 4. Published Version doi:10.1515/apeiron.2011.021 Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:12712855 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#OAP The Structure of Plato’s Dialogues and Greek Music Theory: A Response to J. B. Kennedy John Z. McKay and Alexander Rehding In his recent article, “Plato’s Forms, Pythagorean Mathematics, and Stichometry,” J. B. Kennedy suggests a new stichometric reading of the Platonic dialogues that follows a secret musical code. Kennedy argues in his central claim: The twelve-part structure of the dialogues detected above together with the prominence of the number twelve in Greek music theory suggests that the stichometric structure of the dialogues is a musical scale. Plato used this musical scale as an outline, pegging key concepts and turns in the argument to steps in the scale. (pp. 16-17) This idea is of considerable interest to music historians. As music theorists, we welcome this innovative interpretation, not least because of the attention it gives to Ancient Greek music theory—an area of study that is as marginal within modern musicology as it is within classical studies. -
Music Theory on the Radio:Theme and Temporality in Hans Keller’S First Functional Analysis
DOI: 10.1111/musa.12129 WILLIAM O’HARA MUSIC THEORY ON THE RADIO:THEME AND TEMPORALITY IN HANS KELLER’S FIRST FUNCTIONAL ANALYSIS On the evening of 7 September 1957, listeners to the BBC Radio’s Third Programme were treated to a unique broadcast of Mozart’s String Quartet in D minor, K. 421. The performance, by the Aeolian String Quartet, was punctuated between movements by several minutes of additional music composed by the critic Hans Keller (1919–1985). The broadcast was the public’s first exposure to what Keller called ‘functional analysis’ (abbreviated FA), or, as he more vividly put it in a magazine article previewing the broadcast, ‘the musical analysis of music’ (Keller 1994, pp. 126–8).1 The wheels that set this event in motion had begun turning nearly a year and a half earlier. On 28 April 1956 Keller sent an unsolicited proposal to Roger Fiske, the producer in charge of music lectures for the BBC. In it he described an idea for a radio broadcast that would build upon the analytical method he had recently sketched in a pair of essays on Mozart’s music: a detailed study of Mozart’s C major Piano Concerto, K. 503, in The Musical Times (Keller 1956a), and a more wide-ranging chapter titled ‘The Chamber Music’ in The Mozart Companion (Keller 1956b). In the letter, Keller describes his project and what the audience might hear: I propose an hour’s broadcast, wordless throughout, which would attempt to analyse a work or movement of your own choice according to my method of analysis. -
A Foundational Approach to Core Music Instruction in Undergraduate Music Theory Based on Common Universal Principles
A FOUNDATIONAL APPROACH TO CORE MUSIC INSTRUCTION IN UNDERGRADUATE MUSIC THEORY BASED ON COMMON UNIVERSAL PRINCIPLES Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Christy Jo Talbott, B.A., B.S., M.M. The Ohio State University 2008 Dissertation Committee: Gregory M. Proctor, Ph.D., Advisor Approved by Burdette Green, Ph.D. Daniel Avorgbedor, Ph.D. __________________________ Advisor Music Graduate Program Copyright by Christy Jo Talbott 2008 ABSTRACT Music is a large subject with many diverse subcategories (Pop, Classical, Reggae, Jazz, and so on). Each subcategory, classified as a genre for its unique qualities, should relate in some way to that broader subject. These unique properties, however, do not negate all possible relationships among the genres. That these subcategories fit under a “music” label implies that they contain commonalities that transcend their differences. If there is, then, a set of commonalities for this abstract concept of music, then an examination of musics from diverse cultures should illuminate this fact. This “set of commonalities” for a real subject called music should not be limited to the Germanic tradition of the 16th-18th century or to Parisian art song of the 19th but, instead, is open to a world repertoire unbounded by era or nation. Every culture has invented a music of its own. The task here is to show that, from a variety of sources, a basic set of elements is common across cultures. In addition, those elements do not distinguish one category from another but, instead, collectively suggest a set of common principles.