Appoggiatura As an Improvised Ornament: a Comparison Between Vocal and Instrumental Instructions As Presented in Italian Methods of the Eighteenth Century
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ASSIGNMENT and DISSERTATION TIPS (Tagg's Tips)
ASSIGNMENT and DISSERTATION TIPS (Tagg’s Tips) Online version 5 (November 2003) The Table of Contents and Index have been excluded from this online version for three reasons: [1] no index is necessary when text can be searched by clicking the Adobe bin- oculars icon and typing in what you want to find; [2] this document is supplied with direct links to the start of every section and subsection (see Bookmarks tab, screen left); [3] you only need to access one file instead of three. This version does not differ substantially from version 4 (2001): only minor alterations, corrections and updates have been effectuated. Pages are renumbered and cross-refer- ences updated. This version is produced only for US ‘Letter’ size paper. To obtain a decent print-out on A4 paper, please follow the suggestions at http://tagg.org/infoformats.html#PDFPrinting 6 Philip Tagg— Dissertation and Assignment Tips (version 5, November 2003) Introduction (Online version 5, November 2003) Why this booklet? This text was originally written for students at the Institute of Popular Music at the Uni- versity of Liverpool. It has, however, been used by many outside that institution. The aim of this document is to address recurrent problems that many students seem to experience when writing essays and dissertations. Some parts of this text may initially seem quite formal, perhaps even trivial or pedantic. If you get that impression, please remember that communicative writing is not the same as writing down commu- nicative speech. When speaking, you use gesture, posture, facial expression, changes of volume and emphasis, as well as variations in speed of delivery, vocal timbre and inflexion, to com- municate meaning. -
TIME SIGNATURES, TEMPO, BEAT and GORDONIAN SYLLABLES EXPLAINED
TIME SIGNATURES, TEMPO, BEAT and GORDONIAN SYLLABLES EXPLAINED TIME SIGNATURES Time Signatures are represented by a fraction. The top number tells the performer how many beats in each measure. This number can be any number from 1 to infinity. However, time signatures, for us, will rarely have a top number larger than 7. The bottom number can only be the numbers 1, 2, 4, 8, 16, 32, 64, 128, 256, 512, et c. These numbers represent the note values of a whole note, half note, quarter note, eighth note, sixteenth note, thirty- second note, sixty-fourth note, one hundred twenty-eighth note, two hundred fifty-sixth note, five hundred twelfth note, et c. However, time signatures, for us, will only have a bottom numbers 2, 4, 8, 16, and possibly 32. Examples of Time Signatures: TEMPO Tempo is the speed at which the beats happen. The tempo can remain steady from the first beat to the last beat of a piece of music or it can speed up or slow down within a section, a phrase, or a measure of music. Performers need to watch the conductor for any changes in the tempo. Tempo is the Italian word for “time.” Below are terms that refer to the tempo and metronome settings for each term. BPM is short for Beats Per Minute. This number is what one would set the metronome. Please note that these numbers are generalities and should never be considered as strict ranges. Time Signatures, music genres, instrumentations, and a host of other considerations may make a tempo of Grave a little faster or slower than as listed below. -
Theory of Music
MUSIC THEORY 1. Staffs, Clefs & Pitch notation Naming the Notes Musical notation describes the pitch (how high or low), temporal position (when to start) and duration (how long) of discrete elements, or sounds, we call notes . The notes are represented by graphical symbols, also called notes or note signs . In English-speaking countries, the pitch names given to a row of notes steadily rising in pitch are drawn from the the first seven letters of the Roman alphabet: A B C D E F G In the Netherlands, the letters A to G are also used, but otherwise the 'Dutch' system follows the 'German' system, so-called because it originated in Germany, which also uses H. Staff or Stave The note signs are placed on a grid formed of horizontal lines and spaces. This grid is called the staff or stave . The plural of either word is staves . Although, in the past, staves could have many different numbers of lines, today the most common staff format has five lines separated by four spaces and is know as the pentagram . When numbering the lines, it is a widely used convention to number them from the bottom ( 1) to the top ( 5) of each staff. The spaces between the lines are numbered too, again from the bottom ( 1) to the top ( 4). Redaction and Publishing Marzenna Donajski © Dolmetsch Music Theory and History Online by Dr. Brian Blood 1 Music is read from 'left' to 'right', in the same direction as you are reading this text. The higher the pitch of the note , the higher vertically the note will be placed on the staff . -
Basic Dynamic Markings
Basic Dynamic Markings • ppp pianississimo "very, very soft" • pp pianissimo "very soft" • p piano "soft" • mp mezzo-piano "moderately soft" • mf mezzo-forte "moderately loud" • f forte "loud" • ff fortissimo "very loud" • fff fortississimo "very, very loud" • sfz sforzando “fierce accent” • < crescendo “becoming louder” • > diminuendo “becoming softer” Basic Anticipation Markings Staccato This indicates the musician should play the note shorter than notated, usually half the value, the rest of the metric value is then silent. Staccato marks may appear on notes of any value, shortening their performed duration without speeding the music itself. Spiccato Indicates a longer silence after the note (as described above), making the note very short. Usually applied to quarter notes or shorter. (In the past, this marking’s meaning was more ambiguous: it sometimes was used interchangeably with staccato, and sometimes indicated an accent and not staccato. These usages are now almost defunct, but still appear in some scores.) In string instruments this indicates a bowing technique in which the bow bounces lightly upon the string. Accent Play the note louder, or with a harder attack than surrounding unaccented notes. May appear on notes of any duration. Tenuto This symbol indicates play the note at its full value, or slightly longer. It can also indicate a slight dynamic emphasis or be combined with a staccato dot to indicate a slight detachment. Marcato Play the note somewhat louder or more forcefully than a note with a regular accent mark (open horizontal wedge). In organ notation, this means play a pedal note with the toe. Above the note, use the right foot; below the note, use the left foot. -
Development and Trial of Techniques for Teaching Contemporary Music To
DOCUMENT RESUME ED 053 154 24 TE 499 821 AUTHOR Farish, Margaret K. TITLE Development and Trial of Techniques for Teaching Contemporary Music to. Young String Students. Final Report. INSTITUTION Illinois Univ., Urbana., SPONS AGENCY Office of Education (DREW), Washington, D.C. Bureau of Research. BUREAU NO BR-9-E-082 PUB DATE Sep 70 GRANT OEG-5-9-235082-0057 NOTE 98p. EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS *Musical Composition, *Music Education, Teacher Attitudes, *Teaching Techniques, *Youth ABSTRACT This is the second of two related studies designed to encourage the composition and use of contemporary music for young string players. Expanded techniques to intensify rhythmic training and introduce ensemble skills were effective. Second and third year students learned to play the pieces well and profited from the experience. Although 20th century composers and children are highly compatible, teachers often resist their responsibility to act as the essential intermediary link. The most serious obstacle appears to be reluctance to spend sufficient time on preparation to meet new musical demands. For related document see ED 025 850. (Author/CK) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY FINAL REPORT Project No. 9-E-082 Grant No. OEG 5-9-235082-0057 r-4 fir\ LCN c 1.1.1 DEVELOPMENT AND TRIAL OF TECHNIQUES FOR TEACHING CONTEMPORARY MUSIC TO YOUNG STRING STUDENTS Margaret K. -
Composers' Bridge!
Composers’ Bridge Workbook Contents Notation Orchestration Graphic notation 4 Orchestral families 43 My graphic notation 8 Winds 45 Clefs 9 Brass 50 Percussion 53 Note lengths Strings 54 Musical equations 10 String instrument special techniques 59 Rhythm Voice: text setting 61 My rhythm 12 Voice: timbre 67 Rhythmic dictation 13 Tips for writing for voice 68 Record a rhythm and notate it 15 Ideas for instruments 70 Rhythm salad 16 Discovering instruments Rhythm fun 17 from around the world 71 Pitch Articulation and dynamics Pitch-shape game 19 Articulation 72 Name the pitches – part one 20 Dynamics 73 Name the pitches – part two 21 Score reading Accidentals Muddling through your music 74 Piano key activity 22 Accidental practice 24 Making scores and parts Enharmonics 25 The score 78 Parts 78 Intervals Common notational errors Fantasy intervals 26 and how to catch them 79 Natural half steps 27 Program notes 80 Interval number 28 Score template 82 Interval quality 29 Interval quality identification 30 Form Interval quality practice 32 Form analysis 84 Melody Rehearsal and concert My melody 33 Presenting your music in front Emotion melodies 34 of an audience 85 Listening to melodies 36 Working with performers 87 Variation and development Using the computer Things you can do with a Computer notation: Noteflight 89 musical idea 37 Sound exploration Harmony My favorite sounds 92 Harmony basics 39 Music in words and sentences 93 Ear fantasy 40 Word painting 95 Found sound improvisation 96 Counterpoint Found sound composition 97 This way and that 41 Listening journal 98 Chord game 42 Glossary 99 Welcome Dear Student and family Welcome to the Composers' Bridge! The fact that you are being given this book means that we already value you as a composer and a creative artist-in-training. -
University Musical Society Ivo Pogorelich
UNIVERSITY MUSICAL SOCIETY IVO POGORELICH Pianist Wednesday Evening, March 11, 1992, at 8:00 Hill Auditorium, Ann Arbor, Michigan PROGRAM Three Nocturnes .......... Chopin C minor, Op. 48, No. 1 E-flat major, Op. 55, No. 2 E major, Op. 62, No. 2 Sonata No. 3 in B minor, Op. 58 ... Chopin Allegro maestoso Scherzo: molto vivace Largo Finale: presto non tanto, agitato INTERMIS SION Valses nobles et sentimentales . Ravel I. Modere-tres franc II. Assez lent III. Modere IV. Assez anime V. Presque lent VI. Vif VII. Moins vif VIII. Epilogue: lent Sonata No. 2 in B-flat minor, Op. 36 Rachmaninoff Allegro agitato Non allegro L'istesso tempo - Allegro molto Ivo Pogorelich plays the Steinway piano available through Hammell Music, Inc., Livonia. Ivo Pogorelich is represented by Columbia Artists Management Inc., New York City. Activities of the University Musical Society are supported by the Michigan Council for Arts and Cultural Affairs and the National Endowment for the Arts. The box office in the outer lobby is open during intermission for tickets to upcoming Musical Society concerts. Thirty-first Concert of the 113th Season 113th Annual Choral Union Series Program Notes Three Nocturnes: Sonata No. 3 in B minor, Op. 58 C minor, Op. 48, No. 1 FREDERIC CHOPIN E-flat major, Op. 55, No. 2 he Sonata in B minor is the third and last of Chopin's piano sona E major, Op. 62, No. 2 tas. Composed in 1844, it is FREDERIC CHOPIN (1810-1849) approximately contemporaneous lthough the piano was over a with Chopin's three Mazurkas of century old by Chopin's time, Op.T 56, the Berceuse in D-flat, Op. -
From Neumes to Notation: a Thousand Years of Passing on the Music by Charric Van Der Vliet
From Neumes to Notation: A Thousand Years of Passing On the Music by Charric Van der Vliet Classical musicians, in the terminology of the 17th and 18th century musical historians, like to sneer at earlier music as "primitive", "rough", or "uncouth". The fact of the matter is that during the thousand years from 450 AD to about 1450 AD, Western Civilization went from no recording of music at all to a fully formed method of passing on the most intricate polyphony. That is no small achievement. It's attractive, I suppose, to assume the unthinking and barbaric nature of our ancestors, since it implies a certain smugness about "how far we've come." I've always thought that painting your ancestors as stupid was insulting both to them and to yourself. The barest outline of a thousand year journey only hints at the difficulties our medieval ancestors had to face to be musical. This is an attempt at sketching that outline. Each of the sub-headings of this lecture contains material for lifetimes of musical study. It is hoped that outlining this territory may help shape where your own interests will ultimately lie. Neumes: In the beginning, choristers needed reminders as to which way notes went. "That fifth note goes DOWN, George!" This situation was remedied by noting when the movement happened and what direction, above the text, with wavy lines. "Neume" was the adopted term for this. It's a Middle English corruption of the Greek word for breath, "pneuma." Then, to specify note's exact pitch was the next innovation. -
Music Braille Code, 2015
MUSIC BRAILLE CODE, 2015 Developed Under the Sponsorship of the BRAILLE AUTHORITY OF NORTH AMERICA Published by The Braille Authority of North America ©2016 by the Braille Authority of North America All rights reserved. This material may be duplicated but not altered or sold. ISBN: 978-0-9859473-6-1 (Print) ISBN: 978-0-9859473-7-8 (Braille) Printed by the American Printing House for the Blind. Copies may be purchased from: American Printing House for the Blind 1839 Frankfort Avenue Louisville, Kentucky 40206-3148 502-895-2405 • 800-223-1839 www.aph.org [email protected] Catalog Number: 7-09651-01 The mission and purpose of The Braille Authority of North America are to assure literacy for tactile readers through the standardization of braille and/or tactile graphics. BANA promotes and facilitates the use, teaching, and production of braille. It publishes rules, interprets, and renders opinions pertaining to braille in all existing codes. It deals with codes now in existence or to be developed in the future, in collaboration with other countries using English braille. In exercising its function and authority, BANA considers the effects of its decisions on other existing braille codes and formats, the ease of production by various methods, and acceptability to readers. For more information and resources, visit www.brailleauthority.org. ii BANA Music Technical Committee, 2015 Lawrence R. Smith, Chairman Karin Auckenthaler Gilbert Busch Karen Gearreald Dan Geminder Beverly McKenney Harvey Miller Tom Ridgeway Other Contributors Christina Davidson, BANA Music Technical Committee Consultant Richard Taesch, BANA Music Technical Committee Consultant Roger Firman, International Consultant Ruth Rozen, BANA Board Liaison iii TABLE OF CONTENTS ACKNOWLEDGMENTS .............................................................. -
Kenneth E. Querns Langley Doctor of Philosophy
Reconstructing the Tenor ‘Pharyngeal Voice’: a Historical and Practical Investigation Kenneth E. Querns Langley Submitted in partial fulfilment of Doctor of Philosophy in Music 31 October 2019 Page | ii Abstract One of the defining moments of operatic history occurred in April 1837 when upon returning to Paris from study in Italy, Gilbert Duprez (1806–1896) performed the first ‘do di petto’, or high c′′ ‘from the chest’, in Rossini’s Guillaume Tell. However, according to the great pedagogue Manuel Garcia (jr.) (1805–1906) tenors like Giovanni Battista Rubini (1794–1854) and Garcia’s own father, tenor Manuel Garcia (sr.) (1775–1832), had been singing the ‘do di petto’ for some time. A great deal of research has already been done to quantify this great ‘moment’, but I wanted to see if it is possible to define the vocal qualities of the tenor voices other than Duprez’, and to see if perhaps there is a general misunderstanding of their vocal qualities. That investigation led me to the ‘pharyngeal voice’ concept, what the Italians call falsettone. I then wondered if I could not only discover the techniques which allowed them to have such wide ranges, fioritura, pianissimi, superb legato, and what seemed like a ‘do di petto’, but also to reconstruct what amounts to a ‘lost technique’. To accomplish this, I bring my lifelong training as a bel canto tenor and eighteen years of experience as a classical singing teacher to bear in a partially autoethnographic study in which I analyse the most important vocal treatises from Pier Francesco Tosi’s (c. -
Slap Tongue (Saxophone Pizzicato)
Excerpt from “Part IV: Extended Techniques for Saxophone” Writing for Saxophones: A Guide to the Tonal Palette of the Saxophone Family for Composers, Arrangers and Performers by Jay C. Easton, D.M.A. (for further excerpts and ordering information, please visit http://baxtermusicpublishing.com) • Slap Tongue (saxophone pizzicato) Slap tongue is a versatile and interesting effect that is available in four varieties: 1. “melodic” slap or pizzicato (clearly pitched): melodic “plucking” sound entire keyed range of horn (but not altissimo) Maximum tempo: 240 beats per minute Possible from p to f dynamics 2. “slap tone” (clearly pitched): melodic slap attack followed by normal tone Maximum tempo: 200 beats per minute Possible from p to f dynamics 3. “woodblock” slap (unpitched): soft, dry percussive sound Maximum tempo: 200 beats per minute Possible from p to mf dynamics 4. “explosive” slap or “open” slap (unpitched): loud percussive sound Maximum tempo: 70 beats per minute Possible from mf to ff dynamics Not all saxophonists know how to slap tongue but an increasing number are learning the technique. The “melodic” slap and “slap tone” are produced by holding the tongue against about 1/3 to 1/2 of the tip end of the reed surface – a centimeter or so – and creating a suction-cup effect between tongue and reed. This is accomplished by pulling the middle of the tongue slightly away from the reed while keeping the edges and tip of the tongue sealed tight against it. The tongue is then quickly released by pushing it forward and downward away from the reed, creating suction between the tongue and the reed; this tongue motion is accompanied by sudden slight impulse of air. -
DOI: 16 Maria Grazia Sità
Maria Grazia Sità Improvisation and the Rhetoric of Beginning 1.1 Improvisation as an “end” of study Theorists and authors of treatises have long agreed that improvisation is a complex and difficult art and that a good improviser can become so only at the end of his study. Since the improviser is obviously a performer, treatises often maintain that performers must first of all attain a total mastery of their instrument and only then will they be able to improvise. Moreover, other sources insist that an improviser must be thoroughly versed in the rules of harmony and counterpoint before he can improvise. Below I shall quote just a few extracts dealing with this issue taken from dictionaries and treatises from the early 19th century, but many other ex- amples could be mentioned. These quotations refer to improvisation that is already fully developed both technically and musically. “C’est composer&jouer impromptu des Pièces chargées de tout ce que la Composition a de plus savant en Dessein, en Fugue, en Imitation, en Modulation&en Harmonie. […] C’est là [en préludant] qu’il ne suffit pas d’être bon Compositeur, ni de bien posséder son Clavier, ni d’avoir la main bonne &bien exercée, mais qu’il faut encore abonder de ce feu de génie&de cet esprit inventif qui font trouver&traiter sur le champ les sujets les plus favorables à l’Harmonie&les plus flatteurs à l’oreille.” (Jean-Jacques Rousseau: Art. “Préluder”, in: Dictionnaire de Musique,Paris1768,p.389) “[Improvised fantasy is] de[r] höchste[.] Grad der Komposition […], wo Meditation und Exekution unmittelbar mit einander verbunden ist.” (Johann Samuel Petri: Anleitung zur praktischen Musik, Leipzig 21782, pp.266f.) “Per improvvisare però con successo nella musica, bisogna essere iniziato a fondo nell’arte, e partico- larmente in tutte le specie del Contrappunto, essere padrone assoluto dello strumento su cui si improvvisa”.