I an Attentive Interpretation Study of Claude Debussy's Trois Chansons
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Harmonic Organization in Aaron Copland's Piano Quartet
37 At6( /NO, 116 HARMONIC ORGANIZATION IN AARON COPLAND'S PIANO QUARTET THESIS Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of MASTER OF MUSIC By James McGowan, M.Mus, B.Mus Denton, Texas August, 1995 37 At6( /NO, 116 HARMONIC ORGANIZATION IN AARON COPLAND'S PIANO QUARTET THESIS Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of MASTER OF MUSIC By James McGowan, M.Mus, B.Mus Denton, Texas August, 1995 K McGowan, James, Harmonic Organization in Aaron Copland's Piano Quartet. Master of Music (Theory), August, 1995, 86 pp., 22 examples, 5 figures, bibliography, 122 titles. This thesis presents an analysis of Copland's first major serial work, the Quartet for Piano and Strings (1950), using pitch-class set theory and tonal analytical techniques. The first chapter introduces Copland's Piano Quartet in its historical context and considers major influences on his compositional development. The second chapter takes up a pitch-class set approach to the work, emphasizing the role played by the eleven-tone row in determining salient pc sets. Chapter Three re-examines many of these same passages from the viewpoint of tonal referentiality, considering how Copland is able to evoke tonal gestures within a structural context governed by pc-set relationships. The fourth chapter will reflect on the dialectic that is played out in this work between pc-sets and tonal elements, and considers the strengths and weaknesses of various analytical approaches to the work. -
The President's Report
The 1984-85 school year also marked the end of the de Lausanne International Ballet Competition; Jo two-year process of self-study required by the Yost, high school ballet student, received a contract Southern Association of Colleges and Schools for reaf¬ with American Ballet Theatre II and Tisha Roth, a firmation of accreditation. A Visiting Committee from drama senior, was awarded one of the Princess Grace the Commission on Colleges came to campus on April Foundation Scholarships, a prestigious national com¬ 28, 1985 to conduct its three-day visit to assess the petition. Of the current senior drama students, all but undergraduate programs and the new graduate pro¬ three have secured theatre and television jobs, in¬ gram in Design and Production. The Southern cluding Kevin Jackson who has been hired by the Association, while reaffirming and praising the qual¬ "Acting Company." Two recent graduates of the ity of NCSA arts training programs, made some useful School of Music made their professional debuts: recommendations. clarinetist Daniel McKelway at the Kennedy Center in Washington, D.C. and soprano Anne Wyche at Carnegie Recital Hall in New York City. Since 1972, School of Drama alumni have appeared in more than 40 theatre productions, 15 Hollywood PERFORMANCE films and 25 television series. Patsy Pease has a regular role in "Days of our Lives," John Sanderford in "General Hospital,” and Matthew Ashford in "Search for Tomorrow.'' Bass-baritone John Cheek has Performance plays an essential role in the life of the appeared at the Metropolitan Opera every season school. This year more than 300 performances were since his 1977 debut and soprano Gianni Rolandi is presented to more than 62,000, in addition to the nor¬ a star of the New York City Opera. -
1) Aspects of the Musical Careers of Grieg, Debussy and Ravel
Edvard Grieg, Claude Debussy and Maurice Ravel. Biographical issues and a comparison of their string quartets Juliette L. Appold I. Grieg, Debussy and Ravel – Biographical aspects II. Connections between Grieg, Debussy and Ravel III. Observations on their string quartets I. Grieg, Debussy and Ravel – Biographical aspects Looking at the biographies of Grieg, Debussy and Ravel makes us realise, that there are few, yet some similarities in the way their career as composers were shaped. In my introductory paragraph I will point out some of these aspects. The three composers received their first musical training in their childhood, between the age of six (Grieg) and nine (Debussy) (Ravel was seven). They all entered the conservatory in their early teenage years (Debussy was 10, Ravel 14, Grieg 15 years old) and they all had more or less difficult experiences when they seriously thought about a musical career. In Grieg’s case it happened twice in his life. Once, when a school teacher ridiculed one of his first compositions in front of his class-mates.i The second time was less drastic but more subtle during his studies at the Leipzig Conservatory until 1862.ii Grieg had despised the pedagogical methods of some teachers and felt that he did not improve in his composition studies or even learn anything.iii On the other hand he was successful in his piano-classes with Carl Ferdinand Wenzel and Ignaz Moscheles, who had put a strong emphasis on the expression in his playing.iv Debussy and Ravel both were also very good piano players and originally wanted to become professional pianists. -
Discoveries from the Fleisher Collection Listen to WRTI 90.1 FM Philadelphia Or Online at Wrti.Org
Next on Discoveries from the Fleisher Collection Listen to WRTI 90.1 FM Philadelphia or online at wrti.org. Encore presentations of the entire Discoveries series every Wednesday at 7:00 p.m. on WRTI-HD2 Saturday, August 4th, 2012, 5:00-6:00 p.m. Claude Debussy (1862-1918). Danse (Tarantelle styrienne) (1891, 1903). David Allen Wehr, piano. Connoiseur Soc 4219, Tr 4, 5:21 Debussy. Danse, orch. Ravel (1923). Philharmonia Orchestra, Geoffrey Simon. Cala 1024, Tr 9, 5:01 Maurice Ravel (1875-1937). Shéhérazade (1903). Anne Sofie von Otter, mezzo-soprano, Cleveland Orchestra, Pierre Boulez. DG 2121, Tr 1-3, 17:16 Ravel. Introduction and Allegro (1905). Rachel Masters, harp, Christopher King, clarinet, Ulster Orchestra, Yan Pascal Tortelier. Chandos 8972, Tr 7, 11:12 Debussy. Sarabande, from Pour le piano (1901). Larissa Dedova, piano. Centaur 3094, Disk 4, Tr 6, 4:21 Debussy. Sarabande, orch. Ravel (1923). Ulster Orchestra, Yan Pascal Tortelier. Chandos 9129, Tr 2, 4:29 This time, he’d show them. The Paris Conservatoire accepted Ravel as a piano student at age 16, and even though he won a piano competition, more than anything he wanted to compose. But the Conservatory was a hard place. He never won the fugue prize, never won the composition prize, never won anything for writing music and they sent him packing. Twice. He studied with the great Gabriel Fauré, in school and out, but he just couldn’t make any headway with the ruling musical authorities. If it wasn’t clunky parallelisms in his counterpoint, it was unresolved chords in his harmony, but whatever the reason, four times he tried for the ultimate prize in composition, the Prix de Rome, and four times he was refused. -
Table of Contents
Table of Contents From the Editors 3 From the President 3 From the Executive Director 5 The Sound Issue “Overtures” Music, the “Jew” of Jewish Studies: Updated Readers’ Digest 6 Edwin Seroussi To Hear the World through Jewish Ears 9 Judah M. Cohen “The Sound of Music” The Birth and Demise of Vocal Communities 12 Ruth HaCohen Brass Bands, Jewish Youth, and the Sonorities of a Global Perspective 14 Maureen Jackson How to Get out of Here: Sounding Silence in the Jewish Cabaretesque 20 Philip V. Bohlman Listening Contrapuntally; or What Happened When I Went Bach to the Archives 22 Amy Lynn Wlodarski The Trouble with Jewish Musical Genres: The Orquesta Kef in the Americas 26 Lillian M. Wohl Singing a New Song 28 Joshua Jacobson “Sounds of a Nation” When Josef (Tal) Laughed; Notes on Musical (Mis)representations 34 Assaf Shelleg From “Ha-tikvah” to KISS; or, The Sounds of a Jewish Nation 36 Miryam Segal An Issue in Hebrew Poetic Rhythm: A Cognitive-Structuralist Approach 38 Reuven Tsur Words, Melodies, Hands, and Feet: Musical Sounds of a Kerala Jewish Women’s Dance 42 Barbara C. Johnson Sound and Imagined Border Transgressions in Israel-Palestine 44 Michael Figueroa The Siren’s Song: Sound, Conflict, and the Politics of Public Space in Tel Aviv 46 Abigail Wood “Surround Sound” Sensory History, Deep Listening, and Field Recording 50 Kim Haines-Eitzen Remembering Sound 52 Alanna E. Cooper Some Things I Heard at the Yeshiva 54 Jonathan Boyarin The Questionnaire What are ways that you find most useful to incorporate sound, images, or other nontextual media into your Jewish Studies classrooms? 56 Read AJS Perspectives Online at perspectives.ajsnet.org AJS Perspectives: The Magazine of President Please direct correspondence to: the Association for Jewish Studies Pamela Nadell Association for Jewish Studies From the Editors perspectives.ajsnet.org American University Center for Jewish History 15 West 16th Street Dear Colleagues, Vice President / Program New York, NY 10011 Editors Sounds surround us. -
Th E N a Tion a Lo Pe R a C En Ter Am Er Ic A
THE NATIONA OPERA America presents CONVERSATIONS Sondra Radvanovsky In conversation with OPERA America President/CEO Marc A. Scorca L The National Opera Center March 3, 2016 | 7:00 p.m. OPERA AM ER CENTER ICA Soprano SONDRA Radvanovsky has performed in every RADVANOVSKY is a major opera house in the world, PAVEL ANTONOV PAVEL globally celebrated including the Royal Opera House, artist. The sincerity and Opéra national de Paris, Teatro alla intensity that she brings Scala and numerous others. Her home to the stage as one of theater is the Metropolitan Opera, the most prominent where she began her training in the late sopranos of her generation have won 1990s. After performances in smaller her accolades from critics and loyalty roles there, Radvanovsky caught the from passionate fans. attention of critics as Antonia in Les Contes d’Hoffmann and was singled out Though known as one of today’s as a soprano to watch. Her recordings premier Verdi sopranos, Radvanovsky include Verdi Arias and a CD of Verdi has recently expanded her repertoire opera scenes with her frequent artistic to include such bel canto roles as partner Dmitri Hvorostovsky. She also Norma and Donizetti’s “three queens,” stars in a Naxos DVD of Cyrano de the leading soprano parts in his Bergerac alongside Plácido Domingo Tudor dramas. In recent seasons, she and in transmissions of Il trovatore and has mastered the title roles in Anna Un ballo in maschera for the wildly Bolena and Maria Stuarda and the popular Met: Live in HD series. role of Queen Elizabeth in Roberto Devereux, and this season, in a feat never before undertaken by any singer in Metropolitan Opera history, Radvanovsky performs all three queens in a single season. -
French 56 Teacher: Cathleen Cherry Core Text: Discovering French Rouge Time/Days: Daily Grade Level: 912
PRESCOTT UNIFIED SCHOOL DISTRICT YEARATAGLANCE PACING GUIDE 200809 SCHOOL YEAR School: Prescott High School Course: French 56 Teacher: Cathleen Cherry Core Text: Discovering French Rouge Time/Days: daily Grade Level: 912 Time Segment Unit (Thematic Big Ideas/ Essential Standards Focus (notate as “P” for Assessments (Projects, Resources & Materials (9 Week Grading Topic or Subject) Questions (Put Power/Essential Power, “E” for Essential, & “N” for Tests, Presentations, Etc.) Needed NonEssential) Period Maximum) Standard into Qu estion Format for the Unit) All four Current events Current events Communication Read and discuss a news www.yahoo.fr or similar quarters, on Culture article or editorial from French news Wednesdays Connections the current week organization’s website Comparisons Communities st 1 quarter Reprise Describing the present Communication Weekly Quizzes for Discovering French (Review) Describing the past Culture leçons AC Reprise Referring to people, things, Connections Reprise Exam and places Comparisons Final Exam Communities st 1 quarter Unité 1: Au Describing people Communication Weekly Quizzes for Discovering French jour le jour Caring for one’s appearance Culture leçons 1.1& 1.2 Chapter 1 Describing the various aspects Connections Chapter 1 Exam of one’s daily routine Comparisons Final Exam Expressing how one feels and Communities inquiring about others st 1 quarter (may Unité 2: Helping around the house Communication Weekly Quizzes for Discovering French continue into 2nd Soyons -
Claude Debussy in 2018: a Centenary Celebration Abstracts and Biographies
19-23/03/18 CLAUDE DEBUSSY IN 2018: A CENTENARY CELEBRATION ABSTRACTS AND BIOGRAPHIES Claude Debussy in 2018: A Centenary Celebration Abstracts and Biographies I. Debussy Perspectives, 1918-2018 RNCM, Manchester Monday, 19 March Paper session A: Debussy’s Style in History, Conference Room, 2.00-5.00 Chair: Marianne Wheeldon 2.00-2.30 – Mark DeVoto (Tufts University), ‘Debussy’s Evolving Style and Technique in Rodrigue et Chimène’ Claude Debussy’s Rodrigue et Chimène, on which he worked for two years in 1891-92 before abandoning it, is the most extensive of more than a dozen unfinished operatic projects that occupied him during his lifetime. It can also be regarded as a Franco-Wagnerian opera in the same tradition as Lalo’s Le Roi d’Ys (1888), Chabrier’s Gwendoline (1886), d’Indy’s Fervaal (1895), and Chausson’s Le Roi Arthus (1895), representing part of the absorption of the younger generation of French composers in Wagner’s operatic ideals, harmonic idiom, and quasi-medieval myth; yet this kinship, more than the weaknesses of Catulle Mendès’s libretto, may be the real reason that Debussy cast Rodrigue aside, recognising it as a necessary exercise to be discarded before he could find his own operatic voice (as he soon did in Pelléas et Mélisande, beginning in 1893). The sketches for Rodrigue et Chimène shed considerable light on the evolution of Debussy’s technique in dramatic construction as well as his idiosyncratic approach to tonal form. Even in its unfinished state — comprising three out of a projected four acts — the opera represents an impressive transitional stage between the Fantaisie for piano and orchestra (1890) and the full emergence of his genius, beginning with the String Quartet (1893) and the Prélude à l’Après-midi d’un faune (1894). -
Belle Epoque` SUPER AUDIO CD
SUPER AUDIO CD ` FRENCH Belle MUSIC Epoque FOR WIND Orsino Ensemble with Pavel Kolesnikov piano André Caplet, c. 1898 Royal College of Music / ArenaPAL Belle Époque: French Music for Wind Albert Roussel (1869 – 1937) 1 Divertissement, Op. 6 (1906) 6:59 for Flute, Oboe, Clarinet, Bassoon, Horn, and Piano À la Société Moderne d’Instruments à vent Animé – En retenant – Un peu moins animé – En animant – Animé (Premier mouvement) – Un peu moins animé – En retenant progressivement – Lent – Animez un peu – Lent – En animant peu à peu – Animé – Un peu moins animé – Lent – Animé (Premier mouvement) – Moins vite et en retenant – Très modéré 3 Achille-Claude Debussy (1862 – 1918) 2 Petite Pièce (1910) 1:29 Morceau à déchiffrer pour le concours de clarinette de 1910 (Piece for sight-reading at the clarinet competition of 1910) for Clarinet and Piano Modéré et doucement rythmé – Un peu retenu 3 Première Rhapsodie (1909 – 10) 8:20 for Clarinet and Piano À P. Mimart Rêveusement lent – Poco mosso – Scherzando. Le double plus vite – En retenant peu à peu – Tempo I – Le double plus vite – Un peu retenu – Modérément animé (Scherzando) – Un peu retenu – Plus retenu – A tempo (Modérément animé) – Même mouvement – Même mouvement – Scherzando – Tempo I – Animez et augmentez, peu à peu – Animez et augmentez toujours – Animé – Plus animé (Scherzando) – Un peu retenu – Au mouvement 4 Camille Saint-Saëns (1835 – 1921) 4 Romance, Op. 36 (1874) 3:41 in F major • in F-Dur • en fa majeur Fourth Movement from Suite for Cello and Piano, Op. 16 (1862) Arranged by the Composer for Horn and Piano À Monsieur J. -
CLAUDE DEBUSSY in 2018: a CENTENARY CELEBRATION PROGRAMME Monday 19 - Friday 23 March 2018 CLAUDE DEBUSSY in 2018: a CENTENARY CELEBRATION
19-23/03/18 CLAUDE DEBUSSY IN 2018: A CENTENARY CELEBRATION PROGRAMME Monday 19 - Friday 23 March 2018 CLAUDE DEBUSSY IN 2018: A CENTENARY CELEBRATION Patron Her Majesty The Queen President Sir John Tomlinson CBE Principal Professor Linda Merrick Chairman Nick Prettejohn To enhance everyone’s experience of this event please try to stifle coughs and sneezes, avoid unwrapping sweets during the performance and switch off mobile phones, pagers and digital alarms. Please do not take photographs or video in 0161 907 5555 X the venue. Latecomers will not be admitted until a suitable break in the 1 2 3 4 5 6 programme, or at the first interval, whichever is the more appropriate. 7 8 9 * 0 # < @ > The RNCM reserves the right to change artists and/or programmes as necessary. The RNCM reserves the right of admission. 0161 907 5555 X 1 2 3 4 5 6 7 8 9 * 0 # < @ > Welcome It gives me great pleasure to welcome you to Claude Debussy in 2018: a Centenary Celebration, marking the 100th anniversary of the death of Claude Debussy on 25 March 1918. Divided into two conferences, ‘Debussy Perspectives’ at the RNCM and ‘Debussy’s Late work and the Musical Worlds of Wartime Paris’ at the University of Glasgow, this significant five-day event brings together world experts and emerging scholars to reflect critically on the current state of Debussy research of all kinds. With guest speakers from 13 countries, including Brazil, China and the USA, we explore Debussy’s editions and sketches, critical and interpretative approaches, textual and cultural-historical analysis, and his legacy in performance, recording, composition and arrangement. -
The Poetry of Symbolism and the Music of Gabriel Fauré
THE POETRY OF SYMBOLISM AND THE MUSIC OF GABRIEL FAURÉ A CREATIVE PROJECT SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLENT OF THE REQUIREMENTS FOR THE DEGREE MASTER OF MUSIC IN PERFORMANCE BY LYNNELL LEWIS ADVISOR: DR MEI ZHONG BALL STATE UNIVERSITY MUNCIE, INDIANA JULY 2009 TABLE OF CONTENTS 1. Introduction ................................................................................... 1 2. Gabriel Fauré .................................................................................. 3 3. Fauré‟s Work and the Influences of Late 19th Century France .... 7 4. Paul Verlaine ................................................................................. 9 5. Fauré, Verlaine and Symbolism ..................................................... 14 6. Description of Songs and Performance issues ............................... 17 . Mandolin .............................................................................. 17 . En Sourdine .......................................................................... 18 . Green .................................................................................... 19 . A Clymène ........................................................................... 21 . C‟est l‟exstase ...................................................................... 23 7. Conclusion ...................................................................................... 25 Appendix of Poetry .............................................................................. 27 Mandoline ...................................................................................... -
Music with Heart.Pdf
Wonderful Life 2018 insert.qxp_IAWL 2018 11/5/18 8:07 PM Page 1 B Y E DWARD S ECKERSON usic M with Heart American opera is alive and well in the imagination of Jake Heggie LMOND A AREN K 40 SAN FRANCISCO OPERA Wonderful Life 2018 insert.qxp_IAWL 2018 11/5/18 8:07 PM Page 2 n the multifaceted world of music theater, opera has true only to himself and that his unapologetic fondness for and always occupied the higher ground. It’s almost as if love of the American stage at its most lyric would dictate how he the very word has served to elevate the form and would write, in the only way he knew how: tonally, gratefully, gen- willfully set it apart from that branch of the genre where characters erously, from the heart. are wont to speak as well as sing: the musical. But where does Dissenting voices have accused him of not pushing the enve- thatI leave Bizet’s Carmen or Mozart’s Magic Flute? And why is it lope, of rejoicing in the past and not the future, of veering too so hard to accept that music theater comes in a great many forms close to Broadway (as if that were a bad thing) and courting popu- and styles and that through-sung or not, there are stories to be lar appeal. But where Bernstein, it could be argued, spent too told in words and music and more than one way to tell them? Will much precious time quietly seeking the approval of his cutting- there ever be an end to the tedious debate as to whether Stephen edge contemporaries (with even a work like A Quiet Place betray- Sondheim’s Sweeney Todd or Leonard Bernstein’s Candide are ing a certain determination to toughen up his act), Heggie has musicals or operas? Both scores are inherently “operatic” for written only the music he wanted—needed—to write.