Lyricus Vates: Musical Settings of Horace's Odes
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An Approach to the Pedagogy of Beginning Music Composition: Teaching Understanding and Realization of the First Steps in Composing Music
AN APPROACH TO THE PEDAGOGY OF BEGINNING MUSIC COMPOSITION: TEACHING UNDERSTANDING AND REALIZATION OF THE FIRST STEPS IN COMPOSING MUSIC DOCUMENT Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Vera D. Stanojevic, Graduate Diploma, Tchaikovsky Conservatory ***** The Ohio State University 2004 Dissertation Committee: Approved By Professor Donald Harris, Adviser __________________________ Professor Patricia Flowers Adviser Professor Edward Adelson School of Music Copyright by Vera D. Stanojevic 2004 ABSTRACT Conducting a first course in music composition in a classroom setting is one of the most difficult tasks a composer/teacher faces. Such a course is much more effective when the basic elements of compositional technique are shown, as much as possible, to be universally applicable, regardless of style. When students begin to see these topics in a broader perspective and understand the roots, dynamic behaviors, and the general nature of the different elements and functions in music, they begin to treat them as open models for individual interpretation, and become much more free in dealing with them expressively. This document is not designed as a textbook, but rather as a resource for the teacher of a beginning college undergraduate course in composition. The Introduction offers some perspectives on teaching composition in the contemporary musical setting influenced by fast access to information, popular culture, and globalization. In terms of breadth, the text reflects the author’s general methodology in leading students from basic exercises in which they learn to think compositionally, to the writing of a first composition for solo instrument. -
Music and the English Lyric Poem: Explorations in Conceptual Blending Qualification: Mmus
Access to Electronic Thesis Author: Dr Keith Green Thesis title: Music and the English Lyric Poem: Explorations in Conceptual Blending Qualification: MMus This electronic thesis is protected by the Copyright, Designs and Patents Act 1988. No reproduction is permitted without consent of the author. It is also protected by the Creative Commons Licence allowing Attributions-Non-commercial-No derivatives. If this electronic thesis has been edited by the author it will be indicated as such on the title page and in the text. Music and the English Lyric Poem: Explorations in Conceptual Blending Keith Michael Charles Green Thesis submitted for the award of Master of Music Department of Music May 2011 Music and the English Lyric Poem: Explorations in Conceptual Blending CONTENTS Chapter One: Preliminaries and Theory 1. The Nature of The Problem 1 2. Research on Poetry and Music 4 3. Saussure’s Contribution 9 4. The Nature of Poetry and Jacobson’s Theory 21 Chapter Two: The Music of Poetry and the Poetry of Music 1. Prosody of English 33 2. The Musicality of Poetry 36 3. The English Lyric Poem 39 4. English Song and the Problem of Irony 41 Chapter Three: Songs, Settings and Blended Spaces 1. Semantics and Syntax of Music 49 2. Music, Poetry and Conceptual Blending 55 3. Conceptual Blending in Butterworth’s Setting of ‘Loveliest of Trees’ 61 Bibliography 69 Chapter One: Preliminaries and Theory Of one thing we can be certain; what Hanslick called ‘the morganatic marriage of words and music’ is the least destructible of all musical elements (Gerald Finzi, Crees Lecture, 1954). -
Nativity of St John the Baptist, 24Th June 2018 How Many Times Do You
Nativity of St John the Baptist, 24th June 2018 How many times do you reckon the name of St John the Baptist appears at Mass, normally? I say “normally”, because obviously today he gets bit more of a mention. Well, if we start from the start, we find his name twice in the list of saints from the priest‟s Confiteor: “Confiteor […] beato Ioanni Baptistae (I confess […] to blessed John the Baptist)”, and then “precor […] beatum Ioannem Baptistam (I beseech […] blessed John the Baptist)”. This is subsequently repeated in the Confiteor of the servers: St John is therefore mentioned four times at the beginning of Mass. We have to go further on, passed where we are at the moment, the homily or sermon, deep into the Offertory, and there we again encounter his name, this time in the prayer, “Suscipe, sancta Trinitas (Receive, O Holy Trinity)”, after the priest has washed his hands and returned to the centre of the altar: “Suscipe, sancta Trinitas, hanc oblationem, quam tibi offerimus (Receive, O Holy Trinity, this oblation which we offer unto thee) […] in honorem […] beati Ioannis Baptistae (in honour […] of blessed John the Baptist)”. To keep count: that is now five times. Then in the Canon of the Mass, in the list of saints after the Consecration, John the Baptist actually heads the list: “partem aliquam, et societatem donare digneris (graciously grant some share and fellowship), cum tuis sanctis Apostolis et Martyribus: cum Ioanne (with thy holy Apostles and Martyrs: with John)”. That is the sixth time. Lastly, St John the Baptist makes an appearance in the Last Gospel: “Fuit homo missus a Deo, cui nomen erat Ioannes (There was a man sent from God, whose name was John)” (Jn 1:6). -
When We Listen to a Piece of Music Performed by an Orchestra We
hen we listen to a piece of music performed by an orchestra we hear the melody, accompaniment, countermelodies and a whole W range of sounds that add richness and depth to the piece. But to understand the essence of a musical composition, we would start with the SING TO THE melody. The melody is the starting point for understanding the entire com- position. LORD: This article is like the melody line of a musical piece. In this case the full musical composition is the document, Sing to the Lord: Music in Divine MUSIC IN Worship. This document, which is a revision of the 1972 document, Music in Catholic Worship, was approved by the United States Conference of Catholic Bishops on November 14, 2007. It provides current guidelines for DMNE those who prepare the liturgy. Sing to the Lord: Music in Divine Worship should be read in its entirety to WORSHIP be fully appreciated. Yet how many liturgical documents, books, magazines, and other publications sit on desks and coffee tables waiting to be read by A SUMMARY OF THE USCCB people with good intentions but with little time? DOCUMENT ON MUSIC This article is a summary of what is contained in Sing to the Lord: Music in Divine Worship. It is hoped that "hearing" the melody will give the reader the basic information found in the full composition. The numbers refer- Rev. ThomasB. lwanowski enced and the headings in this article correspond to the actual document. Capitalizations follow the style used in the document. Pastor I. WHY WE SING Our Lady of Czestochowa Liturgy uses words, gestures, signs, and symbols to proclaim the action of Jersey City, New Jersey God in our life and to give worship and praise to God. -
Benjamin Britten: Art Song, a Synthesis of Words and Music — Issues and Approaches to Text-Setting
Benjamin Britten: art song, a synthesis of words and music — issues and approaches to text-setting Paul Higgins The clarity of verbal expression evident throughout Benjamin Britten’s (1913-1976) art songs serves to highlight the central role which the setting of pre-existing written poetic texts occupies in his compositional process and in the aesthetic appreciation of his interpretation. For Britten, text acts initially as a source of musical imagination, but it also provides the composer with a framework with which to express musically his selected, literary-based ideas. To place Britten’s contribution against the backdrop of an important musicological debate, it is necessary to clarify a number of key issues. Firstly, text-setting is often loosely perceived as the composition of music of a pre-existing written text, yet in Britten this approach has been expanded to incorporate the process whereby music and text are simultaneously generated. A good example of this is Britten’s close collaboration with W.H. Auden in the song cycle Our Hunting Fathers op.8 (1936),1 in which Auden not only wrote two poems but also selected and modernised three other poems, specifically for Britten to set to music. Secondly, that text-setting is a broader concern than the activity of mere text underlay and is significant to all text-based vocal music: its study also involves syntactic and semantic considerations. Syntactic concerns make reference to the musical response of the work to the structure of the source text, at both the level of overall form, and sentence and word patterns. -
Western Culture Has Roots in Ancient
3 13. What happened in 395, 476, 1054, 1453? Chapter 2 Division (Milan, Rome) and (Byzantium, Constantinople, The Christian Church in the First Millennium Istanbul); fall of Rome; Roman Catholic Church and Byzantine Church split; fall of Constantinople. East 1. (22) How is the history of music in medieval Europe under the control of the emperor; in the west a bishop intertwined with the history of the Christian church? assumed authority Notation and polyphony developed within church music; schools were church; composers and theorists were 14. (26) SR: What two things did singing of psalms trained there; notation preserved the music of the church accomplish for St. Basil? Taught doctrine; softens an angry spirit 2. (23) What was the deal about Christianity before 313? OK as long as worship Roman gods and emperors; Christians 15. SR: What was Augustine's dilemma and justification? had only one god and tried to convert others. Deeply moved but was also pleasurable; weaker souls would benefit more 3. What did the Edict of Milan do? Legalized Christianity and church own property 16. (27) SR: Who was Egeria? What texts were sung? Any ethos going on? What service was it? 4. What happened in 392? Spanish nun on pilgrimage to Jerusalem; psalms; people wept Christianity is the official religion; all others suppressed when gospel was read; Matins except Judaism 17. What is the language of the Catholic Church? 5. What's the connection between Christian observances Byzantine? TQ: Old Testament? New Testament? and Jewish traditions? Latin, Greek, Hebrew, Greek Chanting of Scripture and singing of psalms 18. -
Pietro Aaron on Musica Plana: a Translation and Commentary on Book I of the Libri Tres De Institutione Harmonica (1516)
Pietro Aaron on musica plana: A Translation and Commentary on Book I of the Libri tres de institutione harmonica (1516) Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Matthew Joseph Bester, B.A., M.A. Graduate Program in Music The Ohio State University 2013 Dissertation Committee: Graeme M. Boone, Advisor Charles Atkinson Burdette Green Copyright by Matthew Joseph Bester 2013 Abstract Historians of music theory long have recognized the importance of the sixteenth- century Florentine theorist Pietro Aaron for his influential vernacular treatises on practical matters concerning polyphony, most notably his Toscanello in musica (Venice, 1523) and his Trattato della natura et cognitione de tutti gli tuoni di canto figurato (Venice, 1525). Less often discussed is Aaron’s treatment of plainsong, the most complete statement of which occurs in the opening book of his first published treatise, the Libri tres de institutione harmonica (Bologna, 1516). The present dissertation aims to assess and contextualize Aaron’s perspective on the subject with a translation and commentary on the first book of the De institutione harmonica. The extensive commentary endeavors to situate Aaron’s treatment of plainsong more concretely within the history of music theory, with particular focus on some of the most prominent treatises that were circulating in the decades prior to the publication of the De institutione harmonica. This includes works by such well-known theorists as Marchetto da Padova, Johannes Tinctoris, and Franchinus Gaffurius, but equally significant are certain lesser-known practical works on the topic of plainsong from around the turn of the century, some of which are in the vernacular Italian, including Bonaventura da Brescia’s Breviloquium musicale (1497), the anonymous Compendium musices (1499), and the anonymous Quaestiones et solutiones (c.1500). -
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. -
UT QUEANT LAXIS RESONARE FIBRIS Hymn for St
HYMN : UT QUEANT LAXIS RESONARE FIBRIS Hymn for St. John the Baptist, June 24 ! Hinc=-010=-== pa-rens,3==%======’ na-ti0==’#' =’-+-=’’ mé-ri-tis,14==0==1==-- u-térque5=-=1===-16==+=’ Abdi-7=-’’8 ’=-ta"=’’=- pandit.)===-#'=---:’-9 HYMN II. T que-ant laxis re-soná-re fibris. Mi-ra gestó- rum U !’="====#$==’%====-&==#'=-+=‘#$==-#==‘"(==#==-)===)*==;=--)+,=’)===’#==--=--’#'==+’. !5.=- Antra"====#$===- desérti%=-&==-#' =-+=‘ téne-ris#$==#=="(==== sub#===’ annis,)===-)*==;=-’ Cí-vi-)+,=’’)=’- um#=-===‘ turmas-==--’#'=-’-+=‘- fú-%/-=-= ! fámu-li=%/==-0==1 ==- tu-ó-rum,0=-2=-’#'’==-|==- Sol-ve010=-‘3 ==pollú-ti%==0==#'=-+- lá-bi-i14==-0=1 ==- re-á-tum,5=-1==16===-+== Sancte7===‘8’=9 ! =-gi-0=- ens,1==-===’’ petí-sti,0=-2=-’#'’=|==- Ne010 =-‘ le-vi3=-% === posses0==-’#'=--+-=- maculá-re14=--0=-1==5=-=’ vitam1=-16=-=+==-’ Crimi-7=’‘8’=9 ! Jo-ánnes.="=’’)===#'=--=- :2.===- Núnti-"===#$== us%=-==- celso&==-#'=-+=‘ vé-ni-#$==-#== ens"(====- Ol#==!)mpo,====)*==;=- Te)+, =’= patri)=’=-#=-’; ! ne="=’’= linguae.)====#'=--=- :6.Praebu-===-="==-#$== %it=-==- durum&==#'=-=+=‘ tegumen#$==#==-’"(=-==- camelus#===)=-)*=’-;=- Artubus)+,=-)--=#=--’; ! magnum=---=--’#'===+=’- fo-re%/==0===- nasci-tú-rum,1==-0=--2=-’-#'’==--|==-’’ No-men010=-‘3==’’’ et%===-’ vi-tae0=-’’-#'=-’+-=-’ sé-ri-14==-0==- em1==-’ . ! sa-cris,=--=--’#'=-’+=’-=-’ stróphi-%/===0==’ um1==-==’ bi-déntes0=---2=-’’#'’=-|-’’== Cui010 =-‘la-3 =-tex%===-’= haustum,0=-’’-==#'=--’-’+-= soci-14=-0=-’ á-1--’’. ! ge-réndae=-’5=--’1====16=-+= Ordi-ne7==8’=-" =’’==’ promit.)==-#'=--- :3.=-’ Il-le"=-’-’#$==== -
Setting Text in English to Music by Matthew C
Setting Text in English to Music by Matthew C. Saunders All Rights Reserved © 2008 Permission to Duplicate Granted for Personal and Educational Uses www.martiandances.com Setting an English text to music is a crucial skill for many composers, arrangers and songwriters. A few basic considerations exist that will help you to communicate your chosen text more clearly. Many of these considerations will also prove helpful in languages other than English. I. Patterns of Stress and Meter A. Pronunciation of any multisyllabic English word includes both stressed and unstressed syllables. Unlike other languages, for example, Spanish, there are no hard and fast rules about the placement of stress in spoken English, but each word has a “correct” pattern of stress. Consider: a-poth -e-car-y ho-mo-gen -e-ous ho-mo -ge-nize While in some languages, such as German, the lexical root is nearly always a stressed syllable, this is clearly not the case in English as shown above. The musical implication of this fact is that setting an English text requires a very clear understanding of both the stress patterns of the text and the metrical patterns of the music. These should generally occur in such a way as to reinforce each other. Stressed syllables should be musically accented in some way, if not in multiple ways. When developing the melody for your text, consider the following types of accent: 1. Metric accent—the most common and most clearly understood in tonal music. By placing a word or syllable on the strong beat of a measure in relation to other words, we highlight its importance. -
Renaissance Terms
Renaissance Terms Cantus firmus: ("Fixed song") The process of using a pre-existing tune as the structural basis for a new polyphonic composition. Choralis Constantinus: A collection of over 350 polyphonic motets (using Gregorian chant as the cantus firmus) written by the German composer Heinrich Isaac and his pupil Ludwig Senfl. Contenance angloise: ("The English sound") A term for the style or quality of music that writers on the continent associated with the works of John Dunstable (mostly triadic harmony, which sounded quite different than late Medieval music). Counterpoint: Combining two or more independent melodies to make an intricate polyphonic texture. Fauxbourdon: A musical texture prevalent in the late Middle Ages and early Renaissance, produced by three voices in mostly parallel motion first-inversion triads. Only two of the three voices were notated (the chant/cantus firmus, and a voice a sixth below); the third voice was "realized" by a singer a 4th below the chant. Glogauer Liederbuch: This German part-book from the 1470s is a collection of 3-part instrumental arrangements of popular French songs (chanson). Homophonic: A polyphonic musical texture in which all the voices move together in note-for-note chordal fashion, and when there is a text it is rendered at the same time in all voices. Imitation: A polyphonic musical texture in which a melodic idea is freely or strictly echoed by successive voices. A section of freer echoing in this manner if often referred to as a "point of imitation"; Strict imitation is called "canon." Musica Reservata: This term applies to High/Late Renaissance composers who "suited the music to the meaning of the words, expressing the power of each affection." Musica Transalpina: ("Music across the Alps") A printed anthology of Italian popular music translated into English and published in England in 1588. -
21M011 (Spring, 2006) Ellen T. Harris Lecture VIII Romantic Era (Nineteenth Century) Literature: Gothic Novels (Mary Shelley, F
21M011 (spring, 2006) Ellen T. Harris Lecture VIII Romantic Era (Nineteenth Century) Literature: Gothic novels (Mary Shelley, Frankenstein, 1818), Grimm brothers Fairy Tales, Thoreau’s Walden, Dickens Poetry: Goethe, Wordsworth, Coleridge, Shelley, Keats, Byron, Whitman, Blake, Edgar Allan Poe Visual Arts: Constable, Turner, Cezanne, Rodin, Renoir, Monet, Seurat, Van Gogh Science, engineering and industrialization: Pasteur; McCormick’s mechanical reaper; Morse’s telegraph; Daguerre’s photographs; first electric light; ether used for first time as anesthetic (1846); Darwin Origin of Species (1859); first Atlantic cable (1864); first transcontinental railway in U.S. (1869); Suez Canal (1869); Bell’s telephone (1876); Edison’s phonograph; automobile patented by Daimler; Roentgen’s X-ray Exploration: Lewis and Clark reach the Pacific (1806); first steamship crosses the Atlantic (1818); Japan opened to the West (1853) Politics: 1804: Napoleon crowns self Emperor; 1805: Battle of Trafalgar; War of 1812 between England and U.S.; Napoleon invades Russia (1812); Battle of Waterloo (1815); Greek War of Independence (1822); July Revolution in France (1830); Polish revolt (1830); Revolutions in France, Prussia, Austria-Hungary and Italian states (1848); Marx and Engels, Communist Manifesto (1848); Italian risorgimento (1859-1861); Anti-slavery movement in U.S.; Abraham Lincoln, United States Civil War (1861-1865); Spanish- American War starts (1898) Kerman/Tomlinson provides a good introduction to this century (pp. 235-242). The following builds on that, emphasizing certain aspects. 1. The Romantic Era is closely tied to literature; the very name comes from the literary world, whose authors themselves adopted the name “Romantics.” For music, the close tie with literature is a dominant feature of the period.