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Flute Comp Exam Scoring Rubric
Flute Comp Exam Scoring Rubric Name_____________________________________________________ Date_________________ 1 Unsatisfactory 2 Basic 3 Proficient 4 Distinguished Embouchure Shifts Poor concept of embouchure Basic ability to shift from 2nd Generally good embouchure Consistent skill in executing shifts; difficulty executing octave down to 1st octave flexibility; difficulties isolated embouchure shifts throughout throughout to one or two octaves exercise Embouchure Shifts Poor concept of embouchure Basic ability to shift from 2nd Generally good embouchure Consistent skill in executing shifts; difficulty executing octave up to 3rd octave flexibility; difficulties isolated embouchure shifts throughout throughout to one or two octaves exercise Chromatic Scale Numerous hesitations; lacks Somewhat lacking in fluency Minimal hesitation in Fluid technical performance technical fluency and and precision of technique; technical fluency; good and precision even in the 3rd precision; struggles with difficulty with chromatic knowledge of chromatic octave; secure knowledge of knowledge of chromatic fingerings in 3rd octave fingerings all chromatic fingerings fingerings Arpeggio Difficulty shifting embouchure Basic ability to shift from 1st Generally fluid performance; Fluid performance of shifting from octave to octave; 3rd octave to 2nd octave and play 3rd octave shift slightly from octave to octave; good octave forced & out of tune; in tune; difficulty going into troublesome; fingerings were intonation incorrect 3rd octave fingerings 3rd octave; -
Grade: Third Grade Title: American Composer: George Gershwin Week: May 11-15 Source: Classics for Kids Materials: Google Classroom, Internet
Grade: Third Grade Title: American Composer: George Gershwin Week: May 11-15 Source: Classics for Kids Materials: Google Classroom, Internet MPG/Big Idea: State Standard: MPG3: Listen to music with 9.2 understanding 9.4 MPG4: Make value judgments about music Enduring Understandings: 3. Music from various styles, cultures and historical eras globally affects all individuals 4. Music is a lifelong avocation that requires personal choices and critical response Essential Questions: 3. How does music impact all of us? 4. What makes good music good? Knowledge: 1. Musical works and composers from varied historical periods are an important component of musical literature 3. Significant musical works and composers continue to impact music 3. Audience etiquette is a necessary part of being a responsible music consumer Skills: Procedure: Historical Context 1. Click on the RED link below and listen to the “Classics 2. Recognize significant composers and/or for Kids” episode about famous American composer, musicians from various genres and periods George Gershwin Aesthetic Response https://www.classicsforkids.com/shows/shows.php?id=70 3. Demonstrate attentiveness and be actively engaged when listening to a Music heard in this episode: variety of music of appropriate length and complexity Gershwin: Prelude #1 Gershwin: Sweet and Lowdown Gershwin: Rhapsody in Blue Gershwin: Let’s Call the Whole Thing Off Gershwin: I Got Rhythm Gershwin: I Got Rhythm Variations Gershwin: An American in Paris Gershwin: Piano Concerto in F Gershwin: Porgy and Bess: Summertime 2. When finished complete the assignment on the Google Form below Assessment: Answer the multiple-choice questions by using the BLUE link below to open the Google form: https://forms.gle/VMryZf38P3rTPYL8A George Gershwin was born in a. -
EMR 30514 Concerto in F Minor Händel Trombone & Piano
Concerto in F Minor + Trombone ( ) & Piano / Organ Arr.:> Ted Barclay Georg Friedrich Händel EMR 30514 Print & Listen Drucken & Anhören Imprimer & Ecouter ≤ www.reift.ch Route du Golf 150 CH-3963 Crans-Montana (Switzerland) Tel. +41 (0) 27 483 12 00 Fax +41 (0) 27 483 42 43 E-Mail : [email protected] www.reift.ch Concerto in F Minor | Photocopying Georg Friedrich Händel is illegal! (1685 - 1759) original - Concerto for Oboe Arr.: Ted Barclay Grave e = 80 Trombone Organ / Piano f 3 6 mf a piacere mp fp colla parte mp mp 9 cresc. p cresc. p EMR 30514 © COPYRIGHT BY EDITIONS MARC REIFT CH-3963 CRANS-MONTANA (SWITZERLAND) www.reift.ch ALL RIGHTS RESERVED - INTERNATIONAL COPYRIGHT SECURED 4 12 f 15 A tempo p a piacere ten. p fp colla parte p ten. 18 p p -
The Trumpet As a Voice of Americana in the Americanist Music of Gershwin, Copland, and Bernstein
THE TRUMPET AS A VOICE OF AMERICANA IN THE AMERICANIST MUSIC OF GERSHWIN, COPLAND, AND BERNSTEIN 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 Amanda Kriska Bekeny, M.M. * * * * * The Ohio State University 2005 Dissertation Committee: Approved by Professor Timothy Leasure, Adviser Professor Charles Waddell _________________________ Dr. Margarita Ophee-Mazo Adviser School of Music ABSTRACT The turn of the century in American music was marked by a surge of composers writing music depicting an “American” character, via illustration of American scenes and reflections on Americans’ activities. In an effort to set American music apart from the mature and established European styles, American composers of the twentieth century wrote distinctive music reflecting the unique culture of their country. In particular, the trumpet is a prominent voice in this music. The purpose of this study is to identify the significance of the trumpet in the music of three renowned twentieth-century American composers. This document examines the “compositional” and “conceptual” Americanisms present in the music of George Gershwin, Aaron Copland, and Leonard Bernstein, focusing on the use of the trumpet as a voice depicting the compositional Americanisms of each composer. The versatility of its timbre allows the trumpet to stand out in a variety of contexts: it is heroic during lyrical, expressive passages; brilliant during festive, celebratory sections; and rhythmic during percussive statements. In addition, it is a lead jazz voice in much of this music. As a dominant voice in a variety of instances, the trumpet expresses the American character of each composer’s music. -
Recycling Music of the 1800S: an Analysis of the Potential for M.A
Undergraduate Review Volume 14 Article 13 2018 Recycling Music of the 1800s: An Analysis of the Potential for M.A. Reichert’s 7 Daily Exercises for Flute to Serve as a Technique Book for Saxophone Lannah Fitzgerald Follow this and additional works at: https://vc.bridgew.edu/undergrad_rev Recommended Citation Fitzgerald, Lannah (2018). Recycling Music of the 1800s: An Analysis of the Potential for M.A. Reichert’s 7 Daily Exercises for Flute to Serve as a Technique Book for Saxophone. Undergraduate Review, 14, 65-71. Available at: https://vc.bridgew.edu/undergrad_rev/vol14/iss1/13 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. Copyright © 2018 Lannah Fitzgerald Recycling Music of the 1800s: An Analysis of the Potential for M.A. Reichert’s 7 Daily Exercises for Flute to Serve as a Technique Book for Saxophone LANNAH FITZGERALD Figure 1. Cover of M.A. Reichert’s “7 Daily exercises for Flute” M.A. Reichert’s etudes can help players to improve finger speed, articulation, air control, range, timbre, rhythm, and tone, but these improvements do not come easily. Reichert’s studies go through unfriendly keys, include notes that soar above the staff, and utilize patterns with difficult leaps. On top of this, Reichert’s work poses a special challenge to saxophonists: the exercises go above the saxophone’s natural range, into the extended upward range of the saxophone known as altissimo. Background atheus Andre Reichert is a well-known name in the flute Normally, saxophonists change the instrument’s pitch Mcommunity. -
Concerto for Bassoon and Chamber Orchestra
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2011 Concerto for Bassoon and Chamber Orchestra Timothy Patrick Cooper [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Composition Commons Recommended Citation Cooper, Timothy Patrick, "Concerto for Bassoon and Chamber Orchestra. " Master's Thesis, University of Tennessee, 2011. https://trace.tennessee.edu/utk_gradthes/964 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Timothy Patrick Cooper entitled "Concerto for Bassoon and Chamber Orchestra." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Music, with a major in Music. Kenneth A. Jacobs, Major Professor We have read this thesis and recommend its acceptance: Brendan P. McConville, Daniel R. Cloutier Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Concerto For Bassoon and Chamber Orchestra A Thesis Presented for the Master of Music Degree The University of Tennessee, Knoxville Timothy Patrick Cooper August 2011 Copyright © 2011 by Timothy Cooper. All Rights Reserved. ii Acknowledgements Several individuals deserve credit for their assistance in this project. -
The Mystery of “Those” Clarinet High Notes – Part 2 How Do We Make
The Mystery of “Those” Clarinet High Notes – Part 2 How Do We Make Those High Notes Sound Better? By NAfME Member Meghan Cabral This article is part 2 of “The Mystery of the Clarinet’s High Notes” which appeared in the August 2017 issue of Teaching Music. As previously discussed in the August 2017 issue of Teaching Music, it is all about oral cavity placement. High tongue + firm embouchure = good tone (in all registers). The first step to playing the higher notes on clarinet is first to have students set their inner embouchure (voicing), and then their outer embouchure will give them much success. So now once we get the students playing the high notes, how do we work the high notes to sound better? Popups Step one - the Popups. Continue to have students play a full C, (this is the C in the Chalumeau register of the clarinet) add the register key and then hold the note. I tend to have the students start on a full C, work their way down to a low E, and then back up to a thumb F. • So what if the students aren't able to "pop" out some of these notes? Go back to the original process, find mouthpiece fulcrum, reset inner and outer embouchure and begin again! (See the previous article, “The Mystery of the Clarinet High Notes”) • Chances are if the inner and outer embouchures are both set, have the student take in much more mouthpiece then they think they need. They should be able to take in enough mouthpiece where the low note doesn’t “squeak” on its own but the high notes pops out easily. -
Duo Sonatas and Sonatinas for Two Clarinets, Or Clarinet and Another Woodwind Instrument: an Annotated Catalog
DUO SONATAS AND SONATINAS FOR TWO CLARINETS, OR CLARINET AND ANOTHER WOODWIND INSTRUMENT: AN ANNOTATED CATALOG D.M.A. 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 Yu-Ju Ti, M.M. ***** The Ohio State University 2009 D.M.A Document Committee: Approved by Professor James Pyne, co-Advisor Professor Alan Green, co-Advisor ___________________________ Professor James Hill Co-advisor Professor Robert Sorton ___________________________ Co-advisor Music Graduate Program Copyright by Yu-Ju Ti 2009 ABSTRACT There are few scholarly writings that exist concerning unaccompanied duet literature for the clarinet. In the late 1900s David Randall and Lowell Weiner explored the unaccompanied clarinet duets in their dissertations “A Comprehensive Performance Project in Clarinet Literature with an Essay on the Clarinet Duet From ca.1715 to ca.1825” and “The Unaccompanied Clarinet Duet Repertoire from 1825 to the Present: An Annotated Catalogue”. However, unaccompanied duets for clarinet and another woodwind instrument are seldom mentioned in the academic literature and are rarely performed. In an attempt to fill the void, this research will provide a partial survey of this category. Because of the sheer volume of the duet literature, the scope of the study will be limited to original compositions entitled Sonata or Sonatina written for a pair of woodwind instruments which include at least one clarinet. Arrangements will be cited but not discussed. All of the works will be annotated, evaluated, graded by difficulty, and comparisons will be made between those with similar style. -
Kansas State University Orchestra Programs 1990—2018 Updated January 13, 2018 David Littrell, Conductor
Kansas State University Orchestra Programs 1990—2018 updated January 13, 2018 David Littrell, conductor 1990-1991 October 16, 1990 Tragic Overture, Op. 81 Brahms Oboe Concerto R. Strauss Dr. Sara Funkhouser, oboe Symphony No. 4 in C Minor (“Tragic”) Schubert December 11, 1990 Orchestral Suite No. 1 in C Major, BWV 1066 JS Bach “Vedrai, carino” from Don Giovanni Mozart Dayna Snook, mezzo-soprano Scaramouche Suite, 2nd & 3rd mvts. Milhaud Christopher Goins, alto saxophone “Son vergin vezzosa” from I Puritani Bellini Ai-ze Wang, soprano Symphony No. 1 in F Minor, Op. 10 Shostakovich April 4-5-6, 1991 The Magic Flute (Opera) Mozart April 23, 1991 Overture to Ruy Blas Mendelssohn Symphony No. 101 in D Major (“Clock”) Haydn Symphony No. 5 in Eb Major, Op. 82 Sibelius 1991-1992 October 1, 1991 Overture to Il Signor Bruschino Rossini Concerto Grosso for Four String Orchestras Vaughan Williams assisting musicians: Manhattan public school string students Symphony No. 2 in B Minor Borodin repeat performance October 2, 1991 at Concordia KS October 24-25-26, 1991 West Side Story Bernstein December 9, 1991 In Memoriam, Wolfgang Amadeus Mozart Sinfonia concertante in Eb Major, K. 364 Mozart Cora Cooper, violin Melinda Scherer Bootz, viola Requiem, K. 626 Mozart John Alldis, guest conductor soloists: Lori Zoll, Juli Borst, Rob Fann, Andy Stuckey KSU Concert Choir March 3, 1992 Overture to Der Freischütz von Weber “Faites-lui mes aveux” from Faust Gounod Juli Borst, mezzo-soprano “Ah, per sempre” from I Puritani Bellini Andy Stuckey, baritone Concerto in D Haydn Lisa Leuthold, horn Symphony No. -
The Protean Oboist: an Educational Approach to Learning Oboe Repertoire from 1960-2015
THE PROTEAN OBOIST: AN EDUCATIONAL APPROACH TO LEARNING OBOE REPERTOIRE FROM 1960-2015 by YINCHI CHANG A LECTURE-DOCUMENT PROPOSAL Presented to the School of Music and Dance of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Musical Arts May 2016 Lecture Document Approval Page Yinchi Chang “The Protean Oboist: An Educational Approach to Learning Oboe Repertoire from 1960- 2015,” is a lecture-document proposal prepared by Yinchi Chang in partial fulfillment of the requirements for the Doctor of Musical Arts degree in the School of Music and Dance. This lecture-document has been approved and accepted by: Melissa Peña, Chair of the Examining Committee June 2016 Committee in Charge: Melissa Peña, Chair Dr. Steve Vacchi Dr. Rodney Dorsey Accepted by: Dr. Leslie Straka, Associate Dean and Director of Graduate Studies, School of Music and Dance Original approval signatures are on file with the University of Oregon Graduate School ii © 2016 Yinchi Chang iii CURRICULUM VITAE NAME OF AUTHOR: Yinchi Chang PLACE OF BIRTH: Taipei, Taiwan, R.O.C DATE OF BIRTH: April 17, 1983 GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED: University of Oregon University of Redlands University of California, Los Angeles Pasadena City College AREAS OF INTEREST: Oboe Performance Performing Arts Administration PROFESSIONAL EXPERIENCE: Marketing Assistant, UO World Music Series, Eugene, OR, 2013-2016 Operations Intern, Chamber Music@Beall, Eugene, OR, 2013-2014 Conductor’s Assistant, Astoria Music Festival, Astoria, OR 2013 Second Oboe, Redlands Symphony, Redlands, CA 2010-2012 GRANTS, AWARDS AND HONORS: Scholarship, University of Oregon, 2011-2013 Graduate Assistantship, University of Redlands, 2010-2012 Atwater Kent Full Scholarship, University of California, Los Angeles, 2005-2008 iv TABLE OF CONTENTS Introduction ........................................................................................................................ -
Audition Repertoire, Please Contact the Music Department at 812.941.2655 Or by E-Mail at AUDITION REQUIREMENTS for VARIOUS DEGREE CONCENTRATIONS
1 AUDITION GUIDE AND SUGGESTED REPERTOIRE 1 2 TABLE OF CONTENTS AUDITION REQUIREMENTS AND GUIDE . 3 SUGGESTED REPERTOIRE Piano/Keyboard . 5 STRINGS Violin . 6 Viola . 7 Cello . 8 String Bass . 10 WOODWINDS Flute . 12 Oboe . 13 Bassoon . 14 Clarinet . 15 Alto Saxophone . 16 Tenor Saxophone . 17 BRASS Trumpet/Cornet . 18 Horn . 19 Trombone . 20 Euphonium/Baritone . 21 Tuba/Sousaphone . 21 PERCUSSION Drum Set . 23 Xylophone-Marimba-Vibraphone . 23 Snare Drum . 24 Timpani . 26 Multiple Percussion . 26 Multi-Tenor . 27 VOICE Female Voice . 28 Male Voice . 30 Guitar . 33 2 3 The repertoire lists which follow should be used as a guide when choosing audition selections. There are no required selections. However, the following lists illustrate Students wishing to pursue the Instrumental or Vocal Performancethe genres, styles, degrees and difficulty are strongly levels encouraged of music that to adhereis typically closely expected to the of repertoire a student suggestionspursuing a music in this degree. list. Students pursuing the Sound Engineering, Music Business and Music Composition degrees may select repertoire that is slightly less demanding, but should select compositions that are similar to the selections on this list. If you have [email protected] questions about. this list or whether or not a specific piece is acceptable audition repertoire, please contact the Music Department at 812.941.2655 or by e-mail at AUDITION REQUIREMENTS FOR VARIOUS DEGREE CONCENTRATIONS All students applying for admission to the Music Department must complete a performance audition regardless of the student’s intended degree concentration. However, the performance standards and appropriaterequirements audition do vary repertoire.depending on which concentration the student intends to pursue. -
A Gershwin Centennial Celebration
be nnington c oll e ge pres e nts A GERSHWIN CENTENNIAL CELEBRATION F RIDA V SATURDA V SUNDAV DECEMBER II - 13TH, 1998; 8:00PM MATINEE SATURDA V, 2:00PM I GOT RHYTHM EXCEPTIONAL YET LESSER-KNOWN PIECES B Y GEORGE GERSHW IN SusAN A. GREENWALL WoRKSHOP AMY WILLIAMS AND ALLEN SHAWN PIANO THA T S w EET AND L ow DowN T wo W A LTZES INC IMPROMPTU IN T WO KEYS · PRELUDE (MELODY #17) I G o T RHYTH M V ARIA TIONS (1930) WITH BRUCE WILLIAMSO/'.J PLAYING GERS H W IN STANOARDS ON THE UPRIG HT R EFR E SHME NTS AVAILABLE BLUE ,.. ·MoNDAY BY GEORGE GERSHWIN . MJsic DRECTCP ANJ C~TCP 8TAGE DRECTCP ANJ CosTUvE DESIGI'ER IDA FAIELLA DANIEL MCHAELS~ ScEi'Jc DES!Gi'ER L.JGI--rrNG DESIGI'ER PETER SEWARD MCHAEL GIANNITTI ~1--ESTPAL REALIZA TlON PRooucTJON 8TAG E MANAG~ PHLIPSALATHE STEVEESPACH CAST (IN ORDER OF APPEARANCE) M IKE M ATTHEW P ILLISCHER SAM R YAN B AROLET-FOGARTY --JoE D u FFY H AVENS T oM M ATTHE W F oLLETTE V1 CAMILLE H ARTMAN D ANCERS C A YLI C AVACO ANNA ZIMMER KELLEY B RYANT 0:::<CHESTRA P iANO NATHAN --JEW ViOLIN I B ARRY FiNCLAIR ViOLIN II BRONWE N D AVIE S -MASON ViOLA S ARA CRONAN CELLO I MICHAEL CLOSE CELLO II MELISSA COLLINS B ASS P HILIP S ALAT HE T ENOR SAX B RUCE WILLIAMSON A LTO SAx --JENNIFER D ovLE-BEcK T RUMPET R oNALD ANDERSON PERCUSSION 0 ESSE0LSEN At the centennial of his birth, Brooklyn-born composer George Gershwin remains one of America's most intriguing cultural figures.