Gustav Mahler the Protomodernist
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Gustav Mahler : Conducting Multiculturalism
GUSTAV MAHLER : CONDUCTING MULTICULTURALISM Victoria Hallinan 1 Musicologists and historians have generally paid much more attention to Gustav Mahler’s famous career as a composer than to his work as a conductor. His choices in concert repertoire and style, however, reveal much about his personal experiences in the Austro-Hungarian Empire and his interactions with cont- emporary cultural and political upheavals. This project examines Mahler’s conducting career in the multicultural climate of late nineteenth-century Vienna and New York. It investigates the degree to which these contexts influenced the conductor’s repertoire and questions whether Mahler can be viewed as an early proponent of multiculturalism. There is a wealth of scholarship on Gustav Mahler’s diverse compositional activity, but his conducting repertoire and the multicultural contexts that influenced it, has not received the same critical attention. 2 In this paper, I examine Mahler’s connection to the crumbling, late nineteenth- and early twentieth-century depiction of the Austro-Hungarian Empire as united and question whether he can be regarded as an exemplar of early multiculturalism. I trace Mahler’s career through Budapest, Vienna and New York, explore the degree to which his repertoire choices reflected the established opera canon of his time, or reflected contemporary cultural and political trends, and address uncertainties about Mahler’s relationship to the various multicultural contexts in which he lived and worked. Ultimately, I argue that Mahler’s varied experiences cannot be separated from his decisions regarding what kinds of music he believed his audiences would want to hear, as well as what kinds of music he felt were relevant or important to share. -
Waltz from the Sleeping Beauty
Teacher Workbook TABLE OF CONTENTS Letter from Jessica Nalbone .................................................................................2 Director of Education, North Carolina Symphony Information about the 2012/13 Education Concert Program ............................3 North Carolina Symphony Education Programs .................................................4 Author Biographies ..............................................................................................6 Carl Nielsen (1865-1931) .......................................................................................7 Oriental Festival March from Aladdin Suite, Op. 34 Wolfgang Amadeus Mozart (1756-1791) ..........................................................15 Symphony No. 39 in E-flat Major, K.543, Mvt. I or III (Movements will alternate throughout season) Claude Debussy (1862-1918) ..............................................................................28 “Golliwogg’s Cakewalk” from Children’s Corner, Suite for Orchestra Piotr Ilyich Tchaikovsky (1840-1893) ..................................................................33 Waltz from The Sleeping Beauty Igor Stravinsky (1882-1971) ...............................................................................44 “Dance of the Young Girls” from The Rite of Spring Loonis McGlohon (1921-2002) & Charles Kuralt (1924-1997) ..........................52 “North Carolina Is My Home” Richard Wagner (1813-1883) ..............................................................................61 Overture to Rienzi -
IGUSTAV MAHLER Ik STUDY of HIS PERSONALITY 6 WORK
IGUSTAV MAHLER Ik STUDY OF HIS PERSONALITY 6 WORK PAUL STEFAN ML 41O M23S831 c.2 MUSI UNIVERSITY OF TORONTO Presented to the FACULTY OF Music LIBRARY by Estate of Robert A. Fenn GUSTAV MAHLER A Study of His Personality and tf^ork BY PAUL STEFAN TRANSLATED FROM THE GERMAN EY T. E. CLARK NEW YORK : G. SCHIRMER COPYRIGHT, 1913, BY G. SCHIRMER 24189 To OSKAR FRIED WHOSE GREAT PERFORMANCES OF MAHLER'S WORKS ARE SHINING POINTS IN BERLIN'S MUSICAL LIFE, AND ITS MUSICIANS' MOST SPLENDID REMEMBRANCES, THIS TRANSLATION IS RESPECTFULLY DEDICATED BERLIN, Summer of 1912. TRANSLATOR'S PREFACE The present translation was undertaken by the writer some two years ago, on the appearance of the first German edition. Oskar Fried had made known to us in Berlin the overwhelming beauty of Mahler's music, and it was intended that the book should pave the way for Mahler in England. From his appearance there, we hoped that his genius as man and musi- cian would be recognised, and also that his example would put an end to the intolerable existing chaos in reproductive music- making, wherein every quack may succeed who is unscrupulous enough and wealthy enough to hold out until he becomes "popular." The English musician's prayer was: "God pre- serve Mozart and Beethoven until the right man comes," and this man would have been Mahler. Then came Mahler's death with such appalling suddenness for our youthful enthusiasm. Since that tragedy, "young" musicians suddenly find themselves a generation older, if only for the reason that the responsibility of continuing Mah- ler's ideals now rests upon their shoulders in dead earnest. -
Musical and Literary Quotations in the Third Movement of Luciano Berio's
Musical and Literary Quotations in the Third Movement of Luciano Berio’s Sinfonia Richard Lee-Thai 30024611 MUSI 333: Late Romantic and Modern Music Dr. Freidemann Sallis Due Date: Friday, April 6th 1 | P a g e Luciano Berio (1925-2003) is an Italian composer whose works have explored serialism, extended vocal and instrumental techniques, electronic compositions, and quotation music. It is this latter aspect of quotation music that forms the focus of this essay. To illustrate how Berio approaches using musical and literary quotations, the third movement of Berio’s Sinfonia will be the central piece analyzed in this essay. However, it is first necessary to discuss notable developments in Berio’s compositional style that led up to the premiere of Sinfonia in 1968. Berio’s earliest explorations into musical quotation come from his studies at the Milan Conservatory which began in 1945. In particular, he composed a Petite Suite for piano in 1947, which demonstrates an active imitation of a range of styles, including Maurice Ravel, Sergei Prokofiev and the neoclassical language of an older generation of Italian composers.1 Berio also came to grips with the serial techniques of the Second Viennese School through studying with Luigi Dallapiccola at the Tanglewood Music Festival in 1952 and analyzing his music.2 The result was an ambivalence towards the restrictive rules of serial orthodoxy. Berio’s approach was to establish a reservoir of pre-compositional resources through pitch-series and then letting his imagination guide his compositional process, whether that means transgressing or observing his pre-compositional resources. This illustrates the importance that Berio’s places on personal creativity and self-expression guiding the creation of music. -
2015 Regional Music Scholars Conference Abstracts Friday, March 27 Paper Session 1 1:00-3:05
2015 REGIONAL MUSIC SCHOLARS CONFERENCE A Joint Meeting of the Rocky Mountain Society for Music Theory (RMSMT), Society for Ethnomusicology, Southwest Chapter (SEMSW), and Rocky Mountain Chapter of the American Musicological Society (AMS-RMC) School of Music, Theatre, and Dance, Colorado State University March 27 and 28, 2015 ABSTRACTS FRIDAY, MARCH 27 PAPER SESSION 1 1:00-3:05— NEW APPROACHES TO FORM (RMSMT) Peter M. Mueller (University of Arizona) Connecting the Blocks: Formal Continuity in Stravinsky’s Sérénade en La Phrase structure and cadences did not expire with the suppression of common practice tonality. Joseph Straus points out the increased importance of thematic contrast to delineate sections of the sonata form in the beginning of the nineteenth century. Igor Stravinsky exploited other musical elements (texture, range, counterpoint, dynamics, etc.) to delineate sections in his neoclassical works. While theorists have introduced large-scale formal approaches to Stravinsky’s works (block juxtaposition, stratification, etc.), this paper presents an examination of smaller units to determine how they combine to form coherence within and between blocks. The four movements of the Sérénade present unique variations of phrase construction and continuity between sections. The absence of clear tonic/dominant relationships calls for alternative formal approaches to this piece. Techniques of encirclement, enharmonic ties, and rebarring reveal methods of closure. Staggering of phrases, cadences, and contrapuntal lines aid coherence to formal segments. By reversing the order of phrases in outer sections, Stravinsky provides symmetrical “bookends” to frame an entire movement. Many of these techniques help to identify traditional formal units, such as phrases, periods, and small ternary forms. -
On Teaching the History of Nineteenth-Century Music
On Teaching the History of Nineteenth-Century Music Walter Frisch This essay is adapted from the author’s “Reflections on Teaching Nineteenth- Century Music,” in The Norton Guide to Teaching Music History, ed. C. Matthew Balensuela (New York: W. W Norton, 2019). The late author Ursula K. Le Guin once told an interviewer, “Don’t shove me into your pigeonhole, where I don’t fit, because I’m all over. My tentacles are coming out of the pigeonhole in all directions” (Wray 2018). If it could speak, nineteenth-century music might say the same ornery thing. We should listen—and resist forcing its composers, institutions, or works into rigid categories. At the same time, we have a responsibility to bring some order to what might seem an unmanageable segment of music history. For many instructors and students, all bets are off when it comes to the nineteenth century. There is no longer a clear consistency of musical “style.” Traditional generic boundaries get blurred, or sometimes erased. Berlioz calls his Roméo et Juliette a “dramatic symphony”; Chopin writes a Polonaise-Fantaisie. Smaller forms that had been marginal in earlier periods are elevated to unprecedented levels of sophistication by Schubert (lieder), Schumann (character pieces), and Liszt (etudes). Heightened national identity in many regions of the European continent resulted in musical characteristics which become more identifiable than any pan- geographic style in works by composers like Musorgsky or Smetana. At the college level, music of the nineteenth century is taught as part of music history surveys, music appreciation courses, or (more rarely these days) as a stand-alone course. -
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. -
Nationalism, Primitivism, & Neoclassicism
Nationalism, Primitivism, & Neoclassicism" Igor Stravinsky (1882-1971)! Biographical sketch:! §" Born in St. Petersburg, Russia.! §" Studied composition with “Mighty Russian Five” composer Nicolai Rimsky-Korsakov.! §" Emigrated to Switzerland (1910) and France (1920) before settling in the United States during WW II (1939). ! §" Along with Arnold Schönberg, generally considered the most important composer of the first half or the 20th century.! §" Works generally divided into three style periods:! •" “Russian” Period (c.1907-1918), including “primitivist” works! •" Neoclassical Period (c.1922-1952)! •" Serialist Period (c.1952-1971)! §" Died in New York City in 1971.! Pablo Picasso: Portrait of Igor Stravinsky (1920)! Ballets Russes" History:! §" Founded in 1909 by impresario Serge Diaghilev.! §" The original company was active until Diaghilev’s death in 1929.! §" In addition to choreographing works by established composers (Tschaikowsky, Rimsky- Korsakov, Borodin, Schumann), commissioned important new works by Debussy, Satie, Ravel, Prokofiev, Poulenc, and Stravinsky.! §" Stravinsky composed three of his most famous and important works for the Ballets Russes: L’Oiseau de Feu (Firebird, 1910), Petrouchka (1911), and Le Sacre du Printemps (The Rite of Spring, 1913).! §" Flamboyant dancer/choreographer Vaclav Nijinsky was an important collaborator during the early years of the troupe.! ! Serge Diaghilev (1872-1929) ! Ballets Russes" Serge Diaghilev and Igor Stravinsky.! Stravinsky with Vaclav Nijinsky as Petrouchka (Paris, 1911).! Ballets -
Romantic Music 1810 – 1900
Romantic Music 1810 – 1900 Key Characteristics • A thick texture • Wide range and contrast in dynamics and pitch • Long expressive melodies • Rich harmonies • A large orchestra – a variety of Percussion is now common • Use of recurring themes – Leitmotiv • Nationalism Romantic Orchestra • Orchestra size became the size it is today. • Strings – many more players (plus the Harp) • Brass – introduction of trombone and tuba • Woodwind – more in number (piccolo,cor anglais, bass clarinet and contrabassoon) • Percussion – 3 or more timpani, plus lots of other percussion instruments Symphony • A work for full orchestra • The Classical Symphony usually followed the pattern of 4 movements. • However, in the Romantic era some composers extended this to include 5 movements, • Some experimented with the addition of voices. • In both of the above examples the use of expression through dynamics, modulation and size of orchestra was significant. Concerto • A work for soloist and orchestra • In the Romantic era the Orchestra took a more prominent role in the Solo Concerto. • In Classical music it had played the accompanying part – in Romantic times it became equal with the soloist. • Romantic Orchestra became equal with the soloist Programme Music • Music which tells a story or describes a scene. • This was music composed for the purpose of telling a story or describing a mood or scene from a picture or piece of poetry. • Instruments and harmonies were assigned to certain emotions or characters within the story/picture. • Beethoven's Pastoral Symphony • Composed in 1808 • Beethoven said that the symphony was “more the expression of feeling than painting” • Berlioz composed his Symphonie Fantastique where one melody is used to symbolise a person throughout each movement. -
Musical Notations 3
F.A.P. May/June 1971 Musical Notations on Stamps: Part 3 By J. Posell Since my last article on this subject which appeared in FAP Journals (Vol. 14, 4 and 5), a number of stamps have been issued with musical notation which have aroused considerable interest and curiosity. Rather than waiting the five year period which I promised our readers, I have been prevailed upon to compile a listing of these issues now. Some of the information contained here has already been sent to different collectors who made inquiries of me; some of it has already appeared in print. However, it seems appropriate to include it all under one roof again and so I beg the indulgence of my friends who may find some of this reading repetitious. AJMAN Scott ??? Michel 427 A This issue was described in detail by this writer in the Western Stamp Collector for 16 May 1970. The issue consists of four stamps and a souvenir sheet all issued both perforated and imperforate. The imperforate stamps include the musical quotation both at top and bottom plus a picture of a violin in the border at right. The notation is strangely incorrect on all issues. The following information is extracted from the above article. The music on the Johann Sebastian Bach (1685-1750) stamp is the opening chorale from the St. Matthew Passion (Ah dearest Jesu), Bach's most famous oratorio. This is originally written in the key of B minor but on the stamp it has been transposed down to the key of G minor. -
PROGRAM NOTES Gustav Mahler Symphony No. 1 in D Major
PROGRAM NOTES by Phillip Huscher Gustav Mahler Born July 7, 1860, Kalischt, Bohemia. Died May 18, 1911, Vienna, Austria. Symphony No. 1 in D Major Mahler did most of the work on his First Symphony in February and March of 1888, incorporating music that had been written much earlier. He revised the score on several occasions. The first performance was given on November 20, 1889, in Budapest, with the composer conducting. The score calls for four flutes and three piccolos, four oboes and english horn, four clarinets, two E-flat clarinets and bass clarinet, three bassoons and contrabassoon, seven horns, four trumpets, three trombones and tuba, timpani, bass drum, cymbals, triangle, tam-tam, harp, and strings. Performance time is approximately fifty-seven minutes. The Chicago Symphony Orchestra's first subscription concert performances of Mahler's First Symphony were given at Orchestra Hall on November 6 and 7, 1914, with Frederick Stock conducting. Our most recent subscription concert performances were given on April 5, 6, 7, and 10, 2007, with Gustavo Dudamel conducting. The Orchestra first performed this symphony at the Ravinia Festival on July 19, 1949, with William Steinberg conducting, and most recently on June 24, 2005, with James Conlon conducting. When Alma Schindler first met Gustav Mahler, whom she later married, she could only remember how much she had disliked his First Symphony. She wasn't alone. The history of this symphony, even into relatively recent times, is one of misunderstanding and rejection. The first performance, in Budapest in 1889, was greeted with indifference, bewilderment, and, in the words of the local critic, "a small, but, for all that, audible element of opposition." Mahler seldom understood the animosity his music aroused. -
Topics in Mathematics: Math and Music CD #1: Rhythm
Topics in Mathematics: Math and Music CD #1: Rhythm This CD illustrates the importance of rhythm in music by featuring many different styles of music (classical, rock, jazz, merengue, Cuban, Indian, African) as well as many different time signatures (e.g., 2 3 4 5 7 6 4; 4; 4; 4; 4; 8; cut time). In addition, some polyrhythmic music (multiple rhythms played simultane- ously) is included along with music featuring the clave timeline discussed in class. This CD is designed to accompany Chapter 1 of From Music to Mathematics: Exploring the Connections. As you listen to each piece, try to hear the different time signatures in the music. It is particularly 3 6 useful to distinguish between similar meters such as 4 versus 8. Excerpts from many of the pieces below are included in Chapter 1. Try and follow the music as you listen. This helps solidify your understanding and is an excellent way to learn to read music. 1. John Philip Sousa, The Stars and Stripes Forever, 1896. Track 58 on a CD compiled by Wynton Marsalis titled Music Examples to Accompany Marsalis on Music, Sony Classical. This piece is in 2 cut time (C with a vertical slash through the middle), which is equivalent to a 2 meter. Incidentally, this is the official march of the USA. 2. Pyotr Ilyich Tchaikovsky, The Nutcracker Suite: Russian Dance, Op. 71A, 1892. Track 6 from 2 the Fantasia Motion Picture Soundtrack, the Walt Disney Company. This lively dance in 4 time accelerates to a climactic finish. Notice Tchaikovsky's use of the tambourine.