PROGRAM NOTES by Phillip Huscher
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Toccata Classics TOCC0147 Notes
TOCCATA Bernhard CLASSICS SEKLES Chamber Music Violin Sonata, Op. 44 Cello Sonata, Op. 28 Chaconne on an Eight-Bar March-Theme, Op. 38, for viola and piano ℗ Capriccio in Four Movements for piano trio Solomia Soroka, violin and viola Noreen Silver, cello Phillip Silver, piano INCLUDES FIRST RECORDING REDISCOVERING BERNHARD SEKLES by Phillip Silver he present-day obscurity of Bernhard Sekles illustrates how porous is contemporary knowledge of twentieth-century music: during his lifetime Sekles was prominent as teacher, administrator and composer alike. History has accorded him footnote status in two of these areas of endeavour: as an educator with an enviable list of students, and as the Director of the Hoch Conservatory in Frankfurt from 923 to 933. During that period he established an opera school, much expanded the area of early-childhood music-education and, most notoriously, in 928 established the world’s irst academic class in jazz studies, a decision which unleashed a storm of controversy and protest from nationalist and fascist quarters. But Sekles was also a composer, a very good one whose music is imbued with a considerable dose of the unexpected; it is traditional without being derivative. He had the unenviable position of spending the prime of his life in a nation irst rent by war and then enmeshed in a grotesque and ultimately suicidal battle between the warring political ideologies that paved the way for the Nazi take-over of 933. he banning of his music by the Nazis and its subsequent inability to re-establish itself in the repertoire has obscured the fact that, dating back to at least 99, the integration of jazz elements in his works marks him as one of the irst European composers to use this emerging art-form within a formal classical structure. -
Academiccatalog 2017.Pdf
New England Conservatory Founded 1867 290 Huntington Avenue Boston, Massachusetts 02115 necmusic.edu (617) 585-1100 Office of Admissions (617) 585-1101 Office of the President (617) 585-1200 Office of the Provost (617) 585-1305 Office of Student Services (617) 585-1310 Office of Financial Aid (617) 585-1110 Business Office (617) 585-1220 Fax (617) 262-0500 New England Conservatory is accredited by the New England Association of Schools and Colleges. New England Conservatory does not discriminate on the basis of race, color, religion, sex, age, national or ethnic origin, sexual orientation, physical or mental disability, genetic make-up, or veteran status in the administration of its educational policies, admission policies, employment policies, scholarship and loan programs or other Conservatory-sponsored activities. For more information, see the Policy Sections found in the NEC Student Handbook and Employee Handbook. Edited by Suzanne Hegland, June 2016. #e information herein is subject to change and amendment without notice. Table of Contents 2-3 College Administrative Personnel 4-9 College Faculty 10-11 Academic Calendar 13-57 Academic Regulations and Information 59-61 Health Services and Residence Hall Information 63-69 Financial Information 71-85 Undergraduate Programs of Study Bachelor of Music Undergraduate Diploma Undergraduate Minors (Bachelor of Music) 87 Music-in-Education Concentration 89-105 Graduate Programs of Study Master of Music Vocal Pedagogy Concentration Graduate Diploma Professional String Quartet Training Program Professional -
Hans Rosbaud and the Music of Arnold Schoenberg Joan Evans
Document généré le 27 sept. 2021 01:22 Canadian University Music Review Revue de musique des universités canadiennes Hans Rosbaud and the Music of Arnold Schoenberg Joan Evans Volume 21, numéro 2, 2001 Résumé de l'article Cette étude documente les efforts de Hans Rosbaud (1895–1962) pour URI : https://id.erudit.org/iderudit/1014484ar promouvoir la musique d’Arnold Schoenberg. L’essai est en grande partie basé DOI : https://doi.org/10.7202/1014484ar sur vingt années de correspondance entre le chef d’orchestre et le compositeur, échange demeuré inédit. Les tentatives de Rosbaud portaient déjà fruit Aller au sommaire du numéro pendant qu’il était en fonction à la radio de Francfort au début des années 1930. À la suite de l’interruption forcée due aux années nazies (au cours desquelles il a travaillé en Allemagne et dans la France occupée), Rosbaud a Éditeur(s) acquis une réputation internationale en tant que chef d’orchestre par excellence dédié aux œuvres de Schoenberg. Ses activités en faveur de Canadian University Music Society / Société de musique des universités Schoenberg dissimulaient le projet, que la littérature sur celui-ci n’avait pas canadiennes encore relevé, de ramener le compositeur vieillissant en Allemagne. ISSN 0710-0353 (imprimé) 2291-2436 (numérique) Découvrir la revue Citer cet article Evans, J. (2001). Hans Rosbaud and the Music of Arnold Schoenberg. Canadian University Music Review / Revue de musique des universités canadiennes, 21(2), 41–59. https://doi.org/10.7202/1014484ar All Rights Reserved © Canadian University Music Society / Société de musique Ce document est protégé par la loi sur le droit d’auteur. -
Alban Berg's Filmic Music
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2002 Alban Berg's filmic music: intentions and extensions of the Film Music Interlude in the Opera Lula Melissa Ursula Dawn Goldsmith 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 Goldsmith, Melissa Ursula Dawn, "Alban Berg's filmic music: intentions and extensions of the Film Music Interlude in the Opera Lula" (2002). LSU Doctoral Dissertations. 2351. https://digitalcommons.lsu.edu/gradschool_dissertations/2351 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]. ALBAN BERG’S FILMIC MUSIC: INTENTIONS AND EXTENSIONS OF THE FILM MUSIC INTERLUDE IN THE OPERA LULU A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The College of Music and Dramatic Arts by Melissa Ursula Dawn Goldsmith A.B., Smith College, 1993 A.M., Smith College, 1995 M.L.I.S., Louisiana State University and Agricultural and Mechanical College, 1999 May 2002 ©Copyright 2002 Melissa Ursula Dawn Goldsmith All rights reserved ii ACKNOWLEDGMENTS It is my pleasure to express gratitude to my wonderful committee for working so well together and for their suggestions and encouragement. I am especially grateful to Jan Herlinger, my dissertation advisor, for his insightful guidance, care and precision in editing my written prose and translations, and open mindedness. -
Understanding Music Past and Present
Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Understanding Music Past and Present N. Alan Clark, PhD Thomas Heflin, DMA Jeffrey Kluball, EdD Elizabeth Kramer, PhD Dahlonega, GA Understanding Music: Past and Present is licensed under a Creative Commons Attribu- tion-ShareAlike 4.0 International License. This license allows you to remix, tweak, and build upon this work, even commercially, as long as you credit this original source for the creation and license the new creation under identical terms. If you reuse this content elsewhere, in order to comply with the attribution requirements of the license please attribute the original source to the University System of Georgia. NOTE: The above copyright license which University System of Georgia uses for their original content does not extend to or include content which was accessed and incorpo- rated, and which is licensed under various other CC Licenses, such as ND licenses. Nor does it extend to or include any Special Permissions which were granted to us by the rightsholders for our use of their content. Image Disclaimer: All images and figures in this book are believed to be (after a rea- sonable investigation) either public domain or carry a compatible Creative Commons license. If you are the copyright owner of images in this book and you have not authorized the use of your work under these terms, please contact the University of North Georgia Press at [email protected] to have the content removed. ISBN: 978-1-940771-33-5 Produced by: University System of Georgia Published by: University of North Georgia Press Dahlonega, Georgia Cover Design and Layout Design: Corey Parson For more information, please visit http://ung.edu/university-press Or email [email protected] TABLE OF C ONTENTS MUSIC FUNDAMENTALS 1 N. -
What Is Atonality (1930)
What is Atonality? Alban Berg April 23, 1930 A radio talk given by Alban Berg on the Vienna Rundfunk, 23 April 1930, and, printed under the title “Was ist atonal?” in 23, the music magazine edited by Willi Reich, No. 26/27, Vienna, 8 June 1936. Interlocutor: Well, my dear Herr Berg, let’s begin! considered music. Alban Berg: You begin, then. I’d rather have the last Int.: Aha, a reproach! And a fair one, I confess. But word. now tell me yourself, Herr Berg, does not such a Int.: Are you so sure of your ground? distinction indeed exist, and does not the negation of relationship to a given tonic lead in fact to the Berg: As sure as anyone can be who for a quarter- collapse of the whole edifice of music? century has taken part in the development of a new art — sure, that is, not only through understanding Berg: Before I answer that, I would like to say this: and experience, but — what is more — through Even if this so-called atonal music cannot, har- faith. monically speaking, be brought into relation with a major/minor harmonic system — still, surely, Int.: Fine! It will be simplest, then, to start at once with there was music even before that system in its turn the title of our dialogue: What is atonality? came into existence. Berg: It is not so easy to answer that question with a for- Int.: . and what a beautiful and imaginative music! mula that would also serve as a definition. When this expression was used for the first time — prob- Berg: . -
TOCC0358DIGIBKLT.Pdf
1 JOSEF SCHELB: CHAMBER MUSIC WITH CLARINET by Hartmut Becker Te composer and pianist Josef Schelb is one of the most important creative musicians from south-western Germany in the early to mid-twentieth century. Unlike the older Julius Weismann (1879–1950), who came from the same area of southern Baden, Schelb belonged to the generation of Frank Martin, Prokofev, Honegger, Milhaud and Hindemith. All were raised in conservative traditions; no sooner had they completed their studies than they experienced the cataclysmic cultural collapse that was the First World War. It is easier to understand Josef Schelb’s intellectual origins and creative activities if one considers the context and the events in his musical training. Josef Schelb was born on 14 March 1894, the son of a spa doctor in the tranquil watering place of Bad Krozingen. Te young Josef’s musical talent developed very early and at such a rate that while he was a pupil at the Bertold Gymnasium in Freiburg, no suitable teacher could be found for him locally. His parents therefore decided that he should pay regular visits to Basle, where he could be taught to an appropriate standard by the director of the city conservatoire, Hans Huber (1852– 1921), who himself had trained as a pianist and composer under Carl Reinecke at the Leipzig Conservatoire. Under Huber the young Josef reached the point where, afer gaining his Abitur in Freiburg in 1913, he felt equipped for the life of a professional musician. Schelb chose to study in the French-Swiss city of Geneva. Franz Liszt’s last important pupil, Bernhard Stavenhagen (1862–1914), had been active there since 1907. -
Modern Art Music Terms
Modern Art Music Terms Aria: A lyrical type of singing with a steady beat, accompanied by orchestra; a songful monologue or duet in an opera or other dramatic vocal work. Atonality: In modern music, the absence (intentional avoidance) of a tonal center. Avant Garde: (French for "at the forefront") Modern music that is on the cutting edge of innovation.. Counterpoint: Combining two or more independent melodies to make an intricate polyphonic texture. Form: The musical design or shape of a movement or complete work. Expressionism: A style in modern painting and music that projects the inner fear or turmoil of the artist, using abrasive colors/sounds and distortions (begun in music by Schoenberg, Webern and Berg). Impressionism: A term borrowed from 19th-century French art (Claude Monet) to loosely describe early 20th- century French music that focuses on blurred atmosphere and suggestion. Debussy "Nuages" from Trois Nocturnes (1899) Indeterminacy: (also called "Chance Music") A generic term applied to any situation where the performer is given freedom from a composer's notational prescription (when some aspect of the piece is left to chance or the choices of the performer). Metric Modulation: A technique used by Elliott Carter and others to precisely change tempo by using a note value in the original tempo as a metrical time-pivot into the new tempo. Carter String Quartet No. 5 (1995) Minimalism: An avant garde compositional approach that reiterates and slowly transforms small musical motives to create expansive and mesmerizing works. Glass Glassworks (1982); other minimalist composers are Steve Reich and John Adams. Neo-Classicism: Modern music that uses Classic gestures or forms (such as Theme and Variation Form, Rondo Form, Sonata Form, etc.) but still has modern harmonies and instrumentation. -
Chapter 28: Neoclassicism and Twelve-Tone Music: 1915–50 I
Chapter 28: Neoclassicism and Twelve-Tone Music: 1915–50 I. Introduction A. The carnage of World War I shattered the ideals of Romanticism. II. The First World War and its impact on the arts A. The wave of shock produced by the Great War reverberated in the arts. A preference emerged for spoken over sung, reason over feeling, and reportage over poetry. III. Neoclassicism A. After shocking the world with the scandalous Rite of Spring (and a few other works), Stravinsky went in an entirely different direction in 1923 with his Octet for woodwinds. This work marks the beginning of a new style: Neoclassicism. 1. This style was marked by “objectivity,” which composers conveyed by bringing back eighteenth-century gestures, although it could include aspects of Baroque, popular music of the 1920s, and even Tchaikovsky. IV. Igor Stravinsky’s Neoclassical path A. At the end of World War I (1918), Stravinsky composed Histoire du soldat. 1. The ensemble was small, by comparison with the Rite, and featured instruments associated with jazz. 2. Soon thereafter, Diaghilev and his recent choreographer Massine teamed up with Stravinsky to do a work based on eighteenth-century music: Pulcinella. 3. These two works (Histoire du soldat and Pulcinella) were stage works, but Stravinsky soon looked to instrumental pieces for this developing new style. 4. The raw aspect of Rite was noted early on. This aspect connects it with the lack of Romanticism (“renunciation of ‘sauce’”) noted in the later works. 5. In the 1920s, irony triumphed over sincerity as an artistic aim. B. The music of Stravinsky’s Octet 1. -
The Elements of Contemporary Turkish Composers' Solo Piano
International Education Studies; Vol. 14, No. 3; 2021 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education The Elements of Contemporary Turkish Composers’ Solo Piano Works Used in Piano Education Sirin A. Demirci1 & Eda Nergiz2 1 Education Faculty, Music Education Department, Bursa Uludag University, Turkey 2 State Conservatory Music Department, Giresun University, Turkey Correspondence: Sirin A. Demirci, Education Faculty, Music Education Department, Bursa Uludag University, Turkey. E-mail: [email protected] Received: July 19, 2020 Accepted: November 6, 2020 Online Published: February 24, 2021 doi:10.5539/ies.v14n3p105 URL: https://doi.org/10.5539/ies.v14n3p105 Abstract It is thought that to be successful in piano education it is important to understand how composers composed their solo piano works. In order to understand contemporary music, it is considered that the definition of today’s changing music understanding is possible with a closer examination of the ideas of contemporary composers about their artistic productions. For this reason, the qualitative research method was adopted in this study and the data obtained from the semi-structured interviews with 7 Turkish contemporary composers were analyzed by creating codes and themes with “Nvivo11 Qualitative Data Analysis Program”. The results obtained are musical elements of currents, styles, techniques, composers and genres that are influenced by contemporary Turkish composers’ solo piano works used in piano education. In total, 9 currents like Fluxus and New Complexity, 3 styles like Claudio Monteverdi, 5 techniques like Spectral Music and Polymodality, 5 composers like Karlheinz Stockhausen and Guillaume de Machaut and 9 genres like Turkish Folk Music and Traditional Greek are reached. -
DISCOGRAPHY of SPOHR's SYMPHONIES This Discography Is in Two Parts
DISCOGRAPHY OF SPOHR'S SYMPHONIES This discography is in two parts. The catalogue numbers of the various recordings can be found under the entry for each syrnphony. For details of the full contents of each disc, cross-refer to the list of record labels. All recordings are CD unless stated. Symphony No.l in E flat major, Op.20 cpo 7 7 7 l7 9 -2; Hyperion CD A67 61 6; Marco Polo 8.2233 63 . Symphony No.2 in D minor, Op.49 cpo 777178-2; Hyperion CDA 67616; Marco Polo 8.220360 (LP 6.220360), CD reissue on Naxos 8.573507; Marco Polo 8.223454. Symphony No.3 in C minor, Op.78 Amati SRR8904/1; cpo 777177-2; Hyperion CDA67788; Koch Schwann CDll620 (LP Schwann Musica Mundi VMSl620); Marco Polo 8.223439; RBM Musikproduktion (LP) RBM 3035; Urania (LP) URLP5008. Symphony No.4 in F major, Op.86 cpo 777745-2; Hyperion 67622; Marco Polo 8.223122. Symphony No.5 in C minor, Op.102 cpo 777745-2; Hyperion 67622; Marco Polo 8.223363. Symphony No.6 in G major, Op.116 cpo777179-2; Hyperion CDA67788; Marco Polo 8.223439; Orfeo C094841A (LP S094841A). Symphony No.7 in C major, Op.121 cpo 777746-2; Hyperion CDA67939; Marco Polo 8.223432. Symphony No.8 in G major, Op.137 cpo777178-2; Hyperion CDA67802; Marco Polo 8.223432. Symphony No.9 in B minor, Op.143 cpo 777746-2; Hyperion CDA67939; Marco Polo 8.223454; Orfeo C094841A (LP S094841A). Symphony No.10 in E flat major, WoO.8 cpo 777177-2; Hyperion CDA67802 RECORD COMPANIES Note that the playing time for each symphony recording is given. -
I ROW CONSTRUCTION and ACCOMPANIMENT in LUIGI
ROW CONSTRUCTION AND ACCOMPANIMENT IN LUIGI DALLAPICCOLA’S IL PRIGIONIERO A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Master of Music by DORI WAGGONER Dr. Neil Minturn, Thesis Supervisor December 2007 i The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled ROW CONSTRUCTION AND ACCOMPANIMENT IN LUIGI DALLAPICCOLA’S IL PRIGIIONIERO presented by Dori Waggoner, a candidate for the degree of master of music, and hereby certify that, in their opinion, it is worthy of acceptance. Professor Neil Minturn Professor Stefan Freund Professor Rusty Jones Professor Thomas McKenney Professor Nancy West ii Thank you to my husband and son. Without your support, patience, and understanding, none of this would have been possible. iii ACKNOWLEDGEMENTS Without the encouragement and advice of Dr. Neil Minturn, this document would not exist. I would like to thank him for encouraging me to listen to the music and to let it guide me through the analysis. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS……………………………………………………...….ii LIST OF EXAMPLES……………………………………………………………...iv ABSTRACT………………………………………………………………….……..vi Chapter 1. INTRODUCTION…………………………………………………………….1 Compositional Influences Plot Summary 2. ROW CONSTRUCTION……………………………………………………..9 The Prayer Row The Hope Row The Freedom Row The Chorus Row The Fratello Motif/Row 3. ACCOMPANIMENT………...……………………………………….…….26 Accompaniment that Doubles the Vocal Line Accompaniment by Same Row Accompaniment by Different Row Accompaniment with Chromaticism Accompaniment with Octatonicism 4. CONCLUSIONS……………………………………………………………35 WORKS CITED…………………………………………………………..……….39 iii LIST OF EXAMPLES Example Page 1. Volo di Notte , mm. 382–387………………………………………………….….….6 2. Prayer Row……………………………………………………….…………….…..11 3.