Chamber Music for Solo Voice and Instruments: 1960-1980

Total Page:16

File Type:pdf, Size:1020Kb

Chamber Music for Solo Voice and Instruments: 1960-1980 Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1983 Chamber Music for Solo Voice and Instruments: 1960-1980. Kenneth Sheldon Klaus Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Klaus, Kenneth Sheldon, "Chamber Music for Solo Voice and Instruments: 1960-1980." (1983). LSU Historical Dissertations and Theses. 3928. https://digitalcommons.lsu.edu/gradschool_disstheses/3928 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 Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy o f a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality o f the material submitted. The following explanation o f techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. I f it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication o f either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map. drawing or chart, etc., is part of the material being photographed, a definite method o f “sectioning” the material has been followed. It is customary to begin filming at the upper left hand comer o f a large sheet and to continue fiom left to right in equal sections with small overlaps. I f necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. University Microfilms International Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 8409584 Klaus, Kenneth Sheldon CHAMBER MUSIC FOR SOLO VOICE AND INSTRUMENTS: 1960-1980 The Louisiana State University and Agricultural and Mechanical Col. Ph.D. 1983 University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1984 by Klaus, Kenneth Sheldon All Rights Reserved Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAMBER MUSIC FOR SOLO VOICE AND INSTRUMENTS: 1960-1980 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 School of Music by Kenneth Sheldon Klaus B.M., Louisiana State University, 1974 M.M., Louisiana State University, 1976 December 1983 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS Many persons have aided in the research, development, and writing of this dissertation. Above all I would like to especially thank my loving wife, Darlene, for her constant support of my endeavors and for typing this paper. To Dr. Otis B. Wheeler, Professor Emeritus of Eng­ lish at Louisiana State University, I would like to express my genuine appreciation for providing the word processor on which this report was written and for the generous contribution of his time in the instruction of its use. I would also like to thank my mother, Mrs. Marian Klaus and my wife's parents, Mr. and Mrs. Calvin J. Arceneaux, for providing us with a home in which to live and work. My committee members have been helpful with their advice, and I would particularly like to thank Dr. Robert Shambaugh, chairman, Dr. Wallace McKenzie and Professor Paul Louis Abel. Numerous persons at music libraries have been helpful but none more so than Charles L. Sens, reference librarian in the music division of the Library of Congress. The entire music staff at the Library of Congress did everything in their power to aid me in every way possible. Mary H. Stein, reference librarian at the Louisiana State University library also was very helpful. Other librarians must remain anonymous however, because I did not learn their names. ii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The music library at Florida State University is truly remarkable and their staff most courteous. Other libraries which granted courte­ sies to me include North Texas State University, Southern Methodist University, University of Southern Mississippi, and Copiah-Lincoln Junior College. While some publishing companies ignored my requests for exami­ nation scores, several companies were most helpful. Mr. Frank Billack of C. F. Peters Corporation, Ms. Elsa Peterson of European American Music Distributors, and Ellen McKee of Boosey & Hawkes and W. Stewart Pope, president of Boosey & Hawkes, were very cooperative and understan­ ding. Theodore Presser Co. did not send scores but did send a large package of catalogs, including many foreign publications. Dale Music Company of Silver Spring, Maryland, was an excellent source for scores. Their kindness to me was exceptional. Since the music from these compa­ nies was furnished for my use at no charge, I would like to encourage the reader to purchase music from them whenever possible. It would not be right to neglect to mention the two persons who have had the greatest influence on my musical life, my father, the late Dr. Kenneth B. Klaus, and my voice teacher, the late Dr. Earl Redding, both of whom were Alumni Professors of Music at Louisiana State Univer­ sity before their untimely deaths. Without their love and wonderful influence over a period of many, many years, this paper may not have been written. Lastly I would like to thank Christopher Fyler Klaus, my three year old son for his patience and love. He has brought a smile to my face many times when I did not feel like smiling. iii Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................. ii ABSTRACT ................................................... v Chapter I. INTRODUCTION ......................................... 1 Statement of the P r o b l e m ............................ 1 Significance of the Study ............................ 2 Delimitations ........................................ 2 Definition of Terms .................................. 3 Method of Investigation .............................. A Development of Remainder of Report ................... A II. VOCAL LITERATURE AND MUSICAL PRACTICES OF THE TWENTIETH CENTURY .............................. 6 III. ANNOTATED LISTING OF CHAMBER MUSIC FOR SOLO VOICE AND INSTRUMENTS WRITTEN BETWEEN 1960 AND 1980 .......................... 22 Section I: Soprano or (Tenor) ...................... 23 Section II: Mezzo-soprano or (Baritone) ............. 12A Section III: A l t o ................................... 153 Section IV: T e n o r .................................. 161 Section V: Baritone and B a s s ...................... 173 Section VI: Medium Vo ice............................ 196 Section VII: Miscellaneous .......................... 211 IV. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ............... 21A Summary............................................. 21A Conclusions.......................................... 216 Recommendations...................................... 218 BIBLIOGRAPHY.................................. 220 VITA ....................................................... 223 iv Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT Throughout the course of musical history, a multitude of works for solo voice with instrumental accompaniment has been written. Works with only keyboard accompaniment dominate the literature. Works with other than keyboard accompaniment, but not full orchestral accompaniment, occupy a much smaller but still important place in the literature. There is a relative lack of chamber music for solo voice and instruments particularly from the Classical and Romantic periods. However, composing for the human voice has caught the attention of many twentieth-century composers. The contemporary composer, in his search for new textures and timbres, has increasingly
Recommended publications
  • Dance Audition
    Bak Middle School of the Arts Basic Guidelines for Virtual Audition SY21-22 All auditions will be held using a Google Meet and may include the use of a Google Classroom. If you are not a public-school student, please create a Gmail account (Gmail email) for the audition. “Bak Middle School of the Arts will not be recording and does not provide consent to being recorded.” No person, including parent/guardian, is permitted in the room or in the Google Meet during the audition process. No professional studios may be used. If connection is lost during the audition, re-join the Google Meet and wait for further instructions. Communication Arts Audition The Bak MSOA Communication curriculum includes: creative writing, journalism, newspaper and yearbook publications, radio and television broadcasting, video production, marketing/advertising/public relations, digital media, and speech & debate. At the Virtual Audition, on Google Meet, students will complete the following tasks: 1. Writing- Students will have fifteen minutes to compose a front-page article, in the style of a newspaper, based on the content of a photo that will be provided during the audition. Paper and pencil(s) will be needed. Note: Adjudicators will assess the Writing Prompt based on creativity, fiction writing techniques, narrative content, focus, organization, vivid vocabulary, and supporting details. 2. Public Speaking- Students will verbally present a memorized one-minute, original speech, using the topic, “Describe a time when you learned a valuable lesson.” Note: Adjudicators will assess the prepared speech/public speaking based on organization; vocal expression- including speech clarity, volume and well-defined delivery style; gestures; facial expression; body language; enthusiasm; and recovery.
    [Show full text]
  • A Comparative Analysis of the Six Duets for Violin and Viola by Michael Haydn and Wolfgang Amadeus Mozart
    A COMPARATIVE ANALYSIS OF THE SIX DUETS FOR VIOLIN AND VIOLA BY MICHAEL HAYDN AND WOLFGANG AMADEUS MOZART by Euna Na Submitted to the faculty of the Jacobs School of Music in partial fulfillment of the requirements for the degree, Doctor of Music Indiana University May 2021 Accepted by the faculty of the Indiana University Jacobs School of Music, in partial fulfillment of the requirements for the degree Doctor of Music Doctoral Committee ______________________________________ Frank Samarotto, Research Director ______________________________________ Mark Kaplan, Chair ______________________________________ Emilio Colón ______________________________________ Kevork Mardirossian April 30, 2021 ii I dedicate this dissertation to the memory of my mentor Professor Ik-Hwan Bae, a devoted musician and educator. iii Table of Contents Table of Contents ............................................................................................................................ iv List of Examples .............................................................................................................................. v List of Tables .................................................................................................................................. vii Introduction ...................................................................................................................................... 1 Chapter 1: The Unaccompanied Instrumental Duet... ................................................................... 3 A General Overview
    [Show full text]
  • Premium Blend: Middle School Percussion Curriculum Utilizing Western and Non-Western Pedagogy
    Premium Blend: Middle School Percussion Curriculum Utilizing Western and Non-Western Pedagogy Bob Siemienkowicz Winfield School District 34 OS 150 Park Street Winfield, Illinois 60190 A Clinic/Demonstration Presented by Bob Siemienkowicz [email protected] And The 630.909.4974 Winfield Percussion Ensembles ACT 1 Good morning. Thank you for allowing us to show what we do and how we do it. Our program works for our situation in Winfield and we hope portions of it will work for your program. Let’s start with a song and then we will time warp into year one of our program. SONG – Prelude in E minor YEAR 1 – All those instruments The Winfield Band program, my philosophy has been that rhythm is the key to success. I tell all band students “You can learn the notes and fingerings fine, but without good rhythm, no one will understand what you are playing.” This is also true in folkloric music. Faster does not mean you are a better player. How well you communicate musically establishes your level of proficiency. Our first lessons with all band students are clapping exercises I design and lessons from the Goldenberg Percussion method book. Without the impedance of embouchure, fingerings and the thought of dropping a $500 instrument on the floor, the student becomes completely focused on rhythmic study. For the first percussion lesson, the focus is also rhythmic. Without the need for lips, we play hand percussion immediately. For the first Western rudiment, we play paradiddles on conga drums or bongos (PLAY HERE). All percussion students must say paradiddle while they play it.
    [Show full text]
  • A Musical Analysis of Afro-Cuban Batá Drumming
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 2-2019 Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming Javier Diaz The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/2966 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] MEANING BEYOND WORDS: A MUSICAL ANALYSIS OF AFRO-CUBAN BATÁ DRUMMING by JAVIER DIAZ A dissertation submitted to the Graduate Faculty in Music in partial fulfillment of the requirements for the degree of Doctor of Musical Arts, The City University of New York 2019 2018 JAVIER DIAZ All rights reserved ii Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming by Javier Diaz This manuscript has been read and accepted for the Graduate Faculty in Music in satisfaction of the dissertation requirement for the degree of Doctor in Musical Arts. ——————————— —————————————————— Date Benjamin Lapidus Chair of Examining Committee ——————————— —————————————————— Date Norman Carey Executive Officer Supervisory Committee Peter Manuel, Advisor Janette Tilley, First Reader David Font-Navarrete, Reader THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Meaning Beyond Words: A Musical Analysis of Afro-Cuban Batá Drumming by Javier Diaz Advisor: Peter Manuel This dissertation consists of a musical analysis of Afro-Cuban batá drumming. Current scholarship focuses on ethnographic research, descriptive analysis, transcriptions, and studies on the language encoding capabilities of batá.
    [Show full text]
  • Bureau of Customs and Border Protection CBP Decisions
    Bureau of Customs and Border Protection CBP Decisions (CBP Aug. 05–30) BONDS APPROVAL TO USE AUTHORIZED FACSIMILE SIGNATURES AND SEALS The use of facsimile signatures and seals on Customs bonds by the following corporate surety has been approved effective this date: Washington International Insurance Company Authorized facsimile signature on file for: Janet M. Ciesko, Attorney-in-fact The corporate surety has provided U.S. Customs and Border Protec- tion with a copy of the signature to be used, a copy of the corporate seal, and a certified copy of the corporate resolution agreeing to be bound by the facsimile signatures and seals. This approval is with- out prejudice to the surety’s right to affix signatures and seals manually. DATE: August 31, 2005 WILLIAM G. ROSOFF, Chief, Entry Process and Duty Refunds Branch. ᭜ General Notices QUARTERLY IRS INTEREST RATES USED IN CALCULATING INTEREST ON OVERDUE ACCOUNTS AND REFUNDS ON CUSTOMS DUTIES AGENCY: Customs and Border Protection, Department of Home- land Security. ACTION: General notice. 1 2 CUSTOMS BULLETIN AND DECISIONS, VOL. 39, NO. 38, SEPTEMBER 14, 2005 SUMMARY: This notice advises the public of the quarterly Internal Revenue Service interest rates used to calculate interest on overdue accounts (underpayments) and refunds (overpayments) of customs duties. For the calendar quarter beginning July 1, 2005, the interest rates for overpayments will be 5 percent for corporations and 6 per- cent for non-corporations, and the interest rate for underpayments will be 6 percent. This notice is published for the convenience of the importing public and Customs and Border Protection personnel. EFFECTIVE DATE: July 1, 2005.
    [Show full text]
  • The Shaping of Time in Kaija Saariaho's Emilie
    THE SHAPING OF TIME IN KAIJA SAARIAHO’S ÉMILIE: A PERFORMER’S PERSPECTIVE Maria Mercedes Diaz Garcia A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF MUSICAL ARTS May 2020 Committee: Emily Freeman Brown, Advisor Brent E. Archer Graduate Faculty Representative Elaine J. Colprit Nora Engebretsen-Broman © 2020 Maria Mercedes Diaz Garcia All Rights Reserved iii ABSTRACT Emily Freeman Brown, Advisor This document examines the ways in which Kaija Saariaho uses texture and timbre to shape time in her 2008 opera, Émilie. Building on ideas about musical time as described by Jonathan Kramer in his book The Time of Music: New Meanings, New Temporalities, New Listening Strategies (1988), such as moment time, linear time, and multiply-directed time, I identify and explain how Saariaho creates linearity and non-linearity in Émilie and address issues about timbral tension/release that are used both structurally and ornamentally. I present a conceptual framework reflecting on my performance choices that can be applied in a general approach to non-tonal music performance. This paper intends to be an aid for performers, in particular conductors, when approaching contemporary compositions where composers use the polarity between tension and release to create the perception of goal-oriented flow in the music. iv To Adeli Sarasola and Denise Zephier, with gratitude. v ACKNOWLEDGMENTS I would like to thank the many individuals who supported me during my years at BGSU. First, thanks to Dr. Emily Freeman Brown for offering me so many invaluable opportunities to grow musically and for her detailed corrections of this dissertation.
    [Show full text]
  • Vocality and Listening in Three Operas by Luciano Berio
    Clare Brady Royal Holloway, University of London The Open Voice: Vocality and Listening in three operas by Luciano Berio Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Music February 2017 The Open Voice | 1 Declaration of Authorship I, Patricia Mary Clare Brady, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: February 1st 2017 The Open Voice | 2 Abstract The human voice has undergone a seismic reappraisal in recent years, within musicology, and across disciplinary boundaries in the humanities, arts and sciences; ‘voice studies’ offers a vast and proliferating array of seemingly divergent accounts of the voice and its capacities, qualities and functions, in short, of what the voice is. In this thesis, I propose a model of the ‘open voice’, after the aesthetic theories of Umberto Eco’s seminal book ‘The Open Work’ of 1962, as a conceptual framework in which to make an account of the voice’s inherent multivalency and resistance to a singular reductive definition, and to propose the voice as a site of encounter and meaning construction between vocalist and receiver. Taking the concept of the ‘open voice’ as a starting point, I examine how the human voice is staged in three vocal works by composer Luciano Berio, and how the voice is diffracted through the musical structures of these works to display a multitude of different, and at times paradoxical forms and functions. In Passaggio (1963) I trace how the open voice invokes the hegemonic voice of a civic or political mass in counterpoint with the particularity and frailty of a sounding individual human body.
    [Show full text]
  • A Gender Analysis of the Countertenor Within Opera
    University of Northern Colorado Scholarship & Creative Works @ Digital UNC Undergraduate Honors Theses Student Research 5-8-2021 The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera Samuel Sherman [email protected] Follow this and additional works at: https://digscholarship.unco.edu/honors Recommended Citation Sherman, Samuel, "The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera" (2021). Undergraduate Honors Theses. 47. https://digscholarship.unco.edu/honors/47 This Article is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. University of Northern Colorado Greeley, Colorado The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera A Thesis Submitted in Partial Fulfillment for Graduation with Honors Distinction and the Degree of Bachelor of Music Samuel W. Sherman School of Music May 2021 Signature Page The Voice of Androgyny: A Gender Analysis of the Countertenor Within Opera PREPARED BY: Samuel Sherman APPROVED BY THESIS ADVISOR: _ Brian Luedloff HONORS DEPT LIAISON:_ Dr. Michael Oravitz HONORS DIRECTIOR: Loree Crow RECEIVED BY THE UNIVERSTIY THESIS/CAPSONTE PROJECT COMMITTEE ON: May 8th, 2021 1 Abstract Opera, as an art form and historical vocal practice, continues to be a field where self-expression and the representation of the human experience can be portrayed. However, in contrast to the current societal expansion of diversity and inclusion movements, vocal range classifications within vocal music and its use in opera are arguably exclusive in nature.
    [Show full text]
  • Violinoctet Violin First European Quintet Performs
    ViolinOctetOctet New Voices for the 21st Century Volume 2, Number 6 Spring 2007 First European Quintet Performs says that van Laethem likes to participate in new and unusual concerts and performance set- tings, which gave Wouters the idea that van Laethem might be interested in the octet in- struments, which he was. Van Laethem is also a teacher at the Academie voor Muziek en Woord in Mol, and took it upon himself to fi nd others who would like to play the new instruments in concert. Jan Sciffer, who played the alto, is the cello in- structor at the Academy. All the other performers were stu- dents. The performers were enthusias- tic about the new instruments, and although the performance was planned to be a single event, the payers want to keep on playing them. A quintet of New Violin Family instruments in rehearsal in Belgium. (l to r) Bert van Laethem, soprano; Eveline Debie, mezzo; Jan Sciff er, alto; Jef Kenis, tenor; and Greg Brabers, baritone. The concert took place on February 10, 2007 at to Belgium via email; “Purcell’s Fantasia on One 8:00 p.m. in the Saint Peter and Paul Church in Note,” and the aria from Bach’s Cantata 124. Mol, Belgium, a small city about 40 km east of Antwerp. There were an estimated 200 people Before the ensemble played, the director of the attending, most of whom were local residents of school gave a short introduction. Wouters says it Mol. The quintet, which was made up of teach- was clear that this gentleman (name unavailable ers and students from a local music academy, at press time) had done his homework and had performed only a few selections because their carefully read all the information Wouters had performance was just one part of the music acad- given him.
    [Show full text]
  • The King's Singers the King's Singers
    Ithaca College Digital Commons @ IC All Concert & Recital Programs Concert & Recital Programs 3-21-1991 Concert: The King's Singers The King's Singers Follow this and additional works at: https://digitalcommons.ithaca.edu/music_programs Part of the Music Commons Recommended Citation The King's Singers, "Concert: The King's Singers" (1991). All Concert & Recital Programs. 5665. https://digitalcommons.ithaca.edu/music_programs/5665 This Program is brought to you for free and open access by the Concert & Recital Programs at Digital Commons @ IC. It has been accepted for inclusion in All Concert & Recital Programs by an authorized administrator of Digital Commons @ IC. Ithaca College ITHACA School of Music ITHACA COLLEGE CONCERTS 1990-91 THE KING'S SINGERS David Hurley, Countertenor Alastair Hume, Countertenor Bob Chilcott, Tenor Bruce Russell, Baritone Simon Carrington, Baritone Stephen Connolly, Bass I. Folksongs of North America THE FELLER FROM FORTUNE arranged by Robert Chilcott SHE'S LIKE THE SWALLOW I BOUGHT ME A CAT THE GIFT TO BE SIMPLE n. Great Masters of the English Renaissance Sacred Music from Tudor England TERRA TREMUIT William Byrd 0 LORD, MAKE THY SERVANT ELIZABETH OUR QUEEN (1543-1623) SING JOYFULLY UNTO GOD OUR STRENGTH AVE MARIA Robert Parsons (1530-1570) Ill. HANDMADE PROVERBS Toro Takemitsu (b. 1930) CRIES OF LONDON Luciano Berio (b. 1925) INTERMISSION IV. SIX CHARACTERS IN SEARCH OF AN OPERA Paul Drayton (b. 1944) v. Arrangements in Close Harmony Selections from the Lighter Side of the Repertoire Walter Ford Hall Auditorium Thursday, March 21, 1991 8:15 p.m. The King's Singers are represented by IMG Artists, New York.
    [Show full text]
  • Dismantling the Time: a Theoretical and Practical Basis for Sinusoidal Deconstruction
    Dismantling the time: a theoretical and practical basis for sinusoidal deconstruction Ángel Arranz Master Thesis Institute of Sonology Royal Conservatory of The Hague 2008 Music gives soul to the universe, wings to the thought, flying to the imagination, charm to the sadness, bliss and life to everything. (Plato) Aeterna Renovatio 2 Abstract “The basic purpose of this project is to build an auto-conductive non-harmonic musical system with nine instrumental parts and/or a live electronics field. One of the main properties is dispensability: any of the parts may be omitted without damage in the macrostructure. As the absence of some parts as the combinatorial variability of them do not affect the musical efficacy of the composition. Such a system will be possible thanks to the observation of some compositional conductive models of the past (Flemish polyphony) and some more present, as Xenakis’s stochastic music. Fundamentally, this task is made by means of ‘seeds’, minimal elemental shapes, which create the macro and micro levels of the work. In the first level of the composition, the macroform level, the seeds are implemented in a computer-assisted composition environment using the AC Toolbox program, where a graphics-based grammar is set on a discourse that is drawn in a unique stochastic gesture and later deconstructed. In the second level of composition, the microform level, the seed’s data are used as a controller of electronic gestures implemented in the Max/MSP program. The principal purpose of this level will be to enlarge the compositional domain and give an opportunity of extension to the physical possibilities of instruments, driving it towards the micro-sounds and other parallel temporal processes and having their own self-sufficient process inside the work”.
    [Show full text]
  • Percussion Syllabus
    Table of Contents Message from the President . .4 RCM Examinations at Preface . .5 www.rcmexaminations.org . .5 SECTION 1 — GENERAL INFORMATION Application Forms . .6 ARCT Examinations . .9 Application Procedure and Deadlines . .6 Credits for Musicianship . .10 Examination Schedules . .6 Certificates and Diplomas . .10 Examination Centres . .7 Secondary School Music Credits . .11 Fee Extensions and Refunds . .7 Registered Education Savings Plan (RESP) Examination Results . .8 Eligibility . .11 The Examiner’s Evaluation . .8 Gold and Silver Medals . .12 Theory Examinations: Prerequisites and Co-requisites . .8 SECTION 2 — EXAMINATION REQUIREMENTS Examination Repertoire . .13 Examination Procedures . .15 Da capo Signs and Repeats . .13 Instruments, Sticks, and Mallets . .15 Memory . .13 Music . .15 Syllabus Repertoire Lists . .13 Accompanists . .16 Editions . .13 Candidates with Special Needs . .16 Availability . .14 Table of Marks . .16 Anthologies and Collections . .14 Classification of Marks . .17 Orchestral Excerpts . .14 Supplemental Examinations . .17 Copyright and Photocopying . .14 Abbreviations . .19 Repertoire Substitutions . .14 Names of Publishers . .19 Substitutions from the Percussion Syllabus . .14 Other Abbreviations and Symbols . .20 Substitutions Requiring Approval . .15 Own Choice Substitutions . .15 SECTION 3 — PRACTICAL EXAMINATIONS Technical Requirements . .21 Grade 6 . .38 Rudiments . .22 Grade 8 . .43 Table of Rudiments by Grade . .25 Grade 9 . .49 Grade 1 . .26 Grade 10 . .55 Grade 2 . .29 Performer’s ARCT . .61 Grade 4 . .34 Teacher’s ARCT . .65 SECTION 4 — THEORY EXAMINATIONS Rudiments . .69 Music History . .70 Harmony, Keyboard Harmony, Musicianship . .70 Counterpoint, and Analysis . .69 Classification of Theory Marks . .70 SECTION 5 — BIBLIOGRAPHY General Resources . .71 Orchestral Excerpts . .74 Sight Reading and Ear Training . .71 Rudiments and Rhythm Dictionaries . .74 Official Examination Papers .
    [Show full text]