Chapter 29 – the Orchestral Tradition in the Twentieth Century
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
PROGRAM NOTES Witold Lutosławski Concerto for Orchestra
PROGRAM NOTES by Phillip Huscher Witold Lutosławski Born January 25, 1913, Warsaw, Poland. Died February 7, 1994, Warsaw, Poland. Concerto for Orchestra Lutosławski began this work in 1950 and completed it in 1954. The first performance was given on November 26, 1954, in Warsaw. The score calls for three flutes and two piccolos, three oboes and english horn, three clarinets and bass clarinet, three bassoons and contrabassoon, four horns, four trumpets, four trombones and tuba, timpani, snare drum, side drums, tenor drum, bass drum, cymbals, tam-tam, tambourine, xylophone, bells, celesta, two harps, piano, and strings. Performance time is approximately twenty-eight minutes. The Chicago Symphony Orchestra's first subscription concert performances of Lutosławski's Concerto for Orchestra were given at Orchestra Hall on February 6, 7, and 8, 1964, with Paul Kletzki conducting. Our most recent subscription concert performance was given November 7, 8, and 9, 2002, with Christoph von Dohnányi conducting. The Orchestra has performed this concerto at the Ravinia Festival only once, on June 28, 1970, with Seiji Ozawa conducting. For the record The Orchestra recorded Lutosławski's Concerto for Orchestra in 1970 under Seiji Ozawa for Angel, and in 1992 under Daniel Barenboim for Erato. To most musicians today, as to Witold Lutosławski in 1954, the title “concerto for orchestra” suggests Béla Bartók's landmark 1943 score of that name. Bartók's is the most celebrated, but it's neither the first nor the last work with this title. Paul Hindemith, Walter Piston, and Zoltán Kodály all wrote concertos for orchestra before Bartók, and Witold Lutosławski, Michael Tippett, Elliott Carter, and Shulamit Ran are among those who have done so after his famous example. -
H.Doc. 108-224 Black Americans in Congress 1870-2007
“The Negroes’ Temporary Farewell” JIM CROW AND THE EXCLUSION OF AFRICAN AMERICANS FROM CONGRESS, 1887–1929 On December 5, 1887, for the first time in almost two decades, Congress convened without an African-American Member. “All the men who stood up in awkward squads to be sworn in on Monday had white faces,” noted a correspondent for the Philadelphia Record of the Members who took the oath of office on the House Floor. “The negro is not only out of Congress, he is practically out of politics.”1 Though three black men served in the next Congress (51st, 1889–1891), the number of African Americans serving on Capitol Hill diminished significantly as the congressional focus on racial equality faded. Only five African Americans were elected to the House in the next decade: Henry Cheatham and George White of North Carolina, Thomas Miller and George Murray of South Carolina, and John M. Langston of Virginia. But despite their isolation, these men sought to represent the interests of all African Americans. Like their predecessors, they confronted violent and contested elections, difficulty procuring desirable committee assignments, and an inability to pass their legislative initiatives. Moreover, these black Members faced further impediments in the form of legalized segregation and disfranchisement, general disinterest in progressive racial legislation, and the increasing power of southern conservatives in Congress. John M. Langston took his seat in Congress after contesting the election results in his district. One of the first African Americans in the nation elected to public office, he was clerk of the Brownhelm (Ohio) Townshipn i 1855. -
Macmillan History 9
Chapter 5 Making a nation HISTORY SKILLS In this chapter you will learn to apply the following historical skills: • explain the effects of contact on Aboriginal and Torres Strait Islander peoples, categorising these effects as either intended or unintended • outline the migration of Chinese to the goldfields in Australia in the 19th century and attitudes towards the Chinese, as revealed in cartoons • identify the main features of housing, sanitation, transport, education and industry that influenced living and working conditions in Australia • describe the impact of the gold rushes (hinterland) on the development of ‘Marvellous Melbourne’ • explain the factors that contributed to federation and the development of democracy in Australia, including defence concerns, the 1890s depression, nationalist ideals, egalitarianism and the Westminster system • investigate how the major social legislation of the new federal government—for example, invalid and old-age pensions and the maternity allowance scheme—affected living and working conditions in Australia. © Australian Curriculum, Assessment and Reporting Authority 2012 Federation celebrations in Centennial Park, Sydney, 1 January 1901 Inquiry questions 1 What were the effects of contact between European 4 What were the key events and ideas in the settlers in Australia and Aboriginal and Torres Strait development of Australian self-government and IslanderSAMPLE peoples when settlement extended? democracy? 2 What were the experiences of non-Europeans in 5 What significant legislation was passed in the Australia prior to the 1900s? period 1901–1914? 3 What were the living and working conditions in Australia around 1900? Introduction THE EXPERIENCE OF indigenous peoples, Europeans and non-Europeans in 19th-century Australia were very different. -
Pastiche for Piano on Kaikhosru Shapurji Sorabji Op 6 Sheet Music
Pastiche For Piano On Kaikhosru Shapurji Sorabji Op 6 Sheet Music Download pastiche for piano on kaikhosru shapurji sorabji op 6 sheet music pdf now available in our library. We give you 4 pages partial preview of pastiche for piano on kaikhosru shapurji sorabji op 6 sheet music that you can try for free. This music notes has been read 2619 times and last read at 2021-09-28 10:12:03. In order to continue read the entire sheet music of pastiche for piano on kaikhosru shapurji sorabji op 6 you need to signup, download music sheet notes in pdf format also available for offline reading. Instrument: Piano Method, Piano Solo Ensemble: Mixed Level: Advanced [ READ SHEET MUSIC ] Other Sheet Music Opus Calidoscopium In Memory Of Sorabji Op 2 Opus Calidoscopium In Memory Of Sorabji Op 2 sheet music has been read 3180 times. Opus calidoscopium in memory of sorabji op 2 arrangement is for Advanced level. The music notes has 4 preview and last read at 2021-09-26 19:02:59. [ Read More ] Pastiche 2017 Pastiche 2017 sheet music has been read 2663 times. Pastiche 2017 arrangement is for Advanced level. The music notes has 6 preview and last read at 2021-09-28 02:51:33. [ Read More ] Virtuoso Etude No 4 In Memory Of Sorabji Nocturne Op 1 Virtuoso Etude No 4 In Memory Of Sorabji Nocturne Op 1 sheet music has been read 2729 times. Virtuoso etude no 4 in memory of sorabji nocturne op 1 arrangement is for Advanced level. The music notes has 4 preview and last read at 2021-09-28 05:00:02. -
9. Vivaldi and Ritornello Form
The HIGH BAROQUE:! Early Baroque High Baroque 1600-1670 1670-1750 The HIGH BAROQUE:! Republic of Venice The HIGH BAROQUE:! Grand Canal, Venice The HIGH BAROQUE:! VIVALDI CONCERTO Antonio Vivaldi (1678-1741) The HIGH BAROQUE:! VIVALDI CONCERTO Antonio VIVALDI (1678-1741) Born in Venice, trains and works there. Ordained for the priesthood in 1703. Works for the Pio Ospedale della Pietà, a charitable organization for indigent, illegitimate or orphaned girls. The students were trained in music and gave frequent concerts. The HIGH BAROQUE:! VIVALDI CONCERTO The HIGH BAROQUE:! VIVALDI CONCERTO The HIGH BAROQUE:! VIVALDI CONCERTO Thus, many of Vivaldi’s concerti were written for soloists and an orchestra made up of teen- age girls. The HIGH BAROQUE:! VIVALDI CONCERTO It is for the Ospedale students that Vivaldi writes over 500 concertos, publishing them in sets like Corelli, including: Op. 3 L’Estro Armonico (1711) Op. 4 La Stravaganza (1714) Op. 8 Il Cimento dell’Armonia e dell’Inventione (1725) Op. 9 La Cetra (1727) The HIGH BAROQUE:! VIVALDI CONCERTO In addition, from 1710 onwards Vivaldi pursues career as opera composer. His music was virtually forgotten after his death. His music was not re-discovered until the “Baroque Revival” during the 20th century. The HIGH BAROQUE:! VIVALDI CONCERTO Vivaldi constructs The Model of the Baroque Concerto Form from elements of earlier instrumental composers *The Concertato idea *The Ritornello as a structuring device *The works and tonality of Corelli The HIGH BAROQUE:! VIVALDI CONCERTO The term “concerto” originates from a term used in the early Baroque to describe pieces that alternated and contrasted instrumental groups with vocalists (concertato = “to contend with”) The term is later applied to ensemble instrumental pieces that contrast a large ensemble (the concerto grosso or ripieno) with a smaller group of soloists (concertino) The HIGH BAROQUE:! VIVALDI CONCERTO Corelli creates the standard concerto grosso instrumentation of a string orchestra (the concerto grosso) with a string trio + continuo for the ripieno in his Op. -
PROGRAM NOTES Franz Liszt Piano Concerto No. 2 in a Major
PROGRAM NOTES by Phillip Huscher Franz Liszt Born October 22, 1811, Raiding, Hungary. Died July 31, 1886, Bayreuth, Germany. Piano Concerto No. 2 in A Major Liszt composed this concerto in 1839 and revised it often, beginning in 1849. It was first performed on January 7, 1857, in Weimar, by Hans von Bronsart, with the composer conducting. The first American performance was given in Boston on October 5, 1870, by Anna Mehlig, with Theodore Thomas, who later founded the Chicago Symphony, conducting his own orchestra. The orchestra consists of three flutes and piccolo, two oboes, two clarinets, two bassoons, two horns, two trumpets, three trombones and tuba, timpani, cymbals, and strings. Performance time is approximately twenty-two minutes. The Chicago Symphony Orchestra’s first subscription concert performances of Liszt’s Second Piano Concerto were given at the Auditorium Theatre on March 1 and 2, 1901, with Leopold Godowsky as soloist and Theodore Thomas conducting. Our most recent subscription concert performances were given at Orchestra Hall on March 19, 20, and 21, 2009, with Jean-Yves Thibaudet as soloist and Jaap van Zweden conducting. The Orchestra first performed this concerto at the Ravinia Festival on August 4, 1945, with Leon Fleisher as soloist and Leonard Bernstein conducting, and most recently on July 3, 1996, with Misha Dichter as soloist and Hermann Michael conducting. Liszt is music’s misunderstood genius. The greatest pianist of his time, he often has been caricatured as a mad, intemperate virtuoso and as a shameless and -
Chapter 2 Music in the United States Before the Great Depression
American Music in the 20th Century 6 Chapter 2 Music in the United States Before the Great Depression Background: The United States in 1900-1929 In 1920 in the US - Average annual income = $1,100 - Average purchase price of a house = $4,000 - A year's tuition at Harvard University = $200 - Average price of a car = $600 - A gallon of gas = 20 cents - A loaf of Bread = 20 cents Between 1900 and the October 1929 stock market crash that triggered the Great Depression, the United States population grew By 47 million citizens (from 76 million to 123 million). Guided by the vision of presidents Theodore Roosevelt1 and William Taft,2 the US 1) began exerting greater political influence in North America and the Caribbean.3 2) completed the Panama Canal4—making it much faster and cheaper to ship its goods around the world. 3) entered its "Progressive Era" by a) passing anti-trust laws to Break up corporate monopolies, b) abolishing child labor in favor of federally-funded puBlic education, and c) initiating the first federal oversight of food and drug quality. 4) grew to 48 states coast-to-coast (1912). 5) ratified the 16th Amendment—estaBlishing a federal income tax (1913). In addition, by 1901, the Lucas brothers had developed a reliaBle process to extract crude oil from underground, which soon massively increased the worldwide supply of oil while significantly lowering its price. This turned the US into the leader of the new energy technology for the next 60 years, and opened the possibility for numerous new oil-reliant inventions. -
Conducting from the Piano: a Tradition Worth Reviving? a Study in Performance
CONDUCTING FROM THE PIANO: A TRADITION WORTH REVIVING? A STUDY IN PERFORMANCE PRACTICE: MOZART’S PIANO CONCERTO IN C MINOR, K. 491 Eldred Colonel Marshall IV, B.A., M.M., M.M, M.M. Dissertation Prepared for the Degree of DOCTOR OF MUSICAL ARTS UNIVERSITY OF NORTH TEXAS May 2018 APPROVED: Pamela Mia Paul, Major Professor David Itkin, Committee Member Jesse Eschbach, Committee Member Steven Harlos, Chair of the Division of Keyboard Studies Benjamin Brand, Director of Graduate Studies in the College of Music John W. Richmond, Dean of the College of Music Victor Prybutok, Dean of the Toulouse Graduate School Marshall IV, Eldred Colonel. Conducting from the Piano: A Tradition Worth Reviving? A Study in Performance Practice: Mozart’s Piano Concerto in C minor, K. 491. Doctor of Musical Arts (Performance), May 2018, 74 pp., bibliography, 43 titles. Is conducting from the piano "real conducting?" Does one need formal orchestral conducting training in order to conduct classical-era piano concertos from the piano? Do Mozart piano concertos need a conductor? These are all questions this paper attempts to answer. Copyright 2018 by Eldred Colonel Marshall IV ii TABLE OF CONTENTS Page CHAPTER 1. INTRODUCTION: A BRIEF HISTORY OF CONDUCTING FROM THE KEYBOARD ............ 1 CHAPTER 2. WHAT IS “REAL CONDUCTING?” ................................................................................. 6 CHAPTER 3. ARE CONDUCTORS NECESSARY IN MOZART PIANO CONCERTOS? ........................... 13 Piano Concerto No. 9 in E-flat major, K. 271 “Jeunehomme” (1777) ............................... 13 Piano Concerto No. 13 in C major, K. 415 (1782) ............................................................. 23 Piano Concerto No. 20 in D minor, K. 466 (1785) ............................................................. 25 Piano Concerto No. 24 in C minor, K. -
On Teaching the History of Nineteenth-Century Music
On Teaching the History of Nineteenth-Century Music Walter Frisch This essay is adapted from the author’s “Reflections on Teaching Nineteenth- Century Music,” in The Norton Guide to Teaching Music History, ed. C. Matthew Balensuela (New York: W. W Norton, 2019). The late author Ursula K. Le Guin once told an interviewer, “Don’t shove me into your pigeonhole, where I don’t fit, because I’m all over. My tentacles are coming out of the pigeonhole in all directions” (Wray 2018). If it could speak, nineteenth-century music might say the same ornery thing. We should listen—and resist forcing its composers, institutions, or works into rigid categories. At the same time, we have a responsibility to bring some order to what might seem an unmanageable segment of music history. For many instructors and students, all bets are off when it comes to the nineteenth century. There is no longer a clear consistency of musical “style.” Traditional generic boundaries get blurred, or sometimes erased. Berlioz calls his Roméo et Juliette a “dramatic symphony”; Chopin writes a Polonaise-Fantaisie. Smaller forms that had been marginal in earlier periods are elevated to unprecedented levels of sophistication by Schubert (lieder), Schumann (character pieces), and Liszt (etudes). Heightened national identity in many regions of the European continent resulted in musical characteristics which become more identifiable than any pan- geographic style in works by composers like Musorgsky or Smetana. At the college level, music of the nineteenth century is taught as part of music history surveys, music appreciation courses, or (more rarely these days) as a stand-alone course. -
BèLa Bartã³k's Concerto for Orchestra
BELA BART6K'S CONCERTO FOR ORCHESTRA WORLDS CONTENDING: BELA, BARTOK'S'" CONCERTO FOR ORCHESTRA By REBECCA LEE GREEN, B.A.(Hons.Mus.) A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Master of Arts McMaster University September 1987 MASTER OF ARTS (1987) McMASTER UNIVERSITY (Music Criticism) Hamilton, Ontario TITLE: Worlds Contending: Bela Bart6k's Concerto for Orchestra AUTHOR: Rebecca Lee Green, B.A.(Hons.Mus.) (University of Western Ontario) SUPERVISOR: Professor Paul Rapoport NUMBER OF PAGES: ix, 192 ii Abstract Although the Concerto for Orchestra is Bart6k's largeS~ ! orchestral composition and one of the last works, it has received comparatively little attention in the scholarly literature. One reason for this may be the suggestion that it is artistically inferior, a compromise for the sake of financial success and public acceptance. This position is challenged through an examination of the circumstances surrounding the commission of the work, and its relation to Bart6k's biography. The main body of the thesis deals with the music itself in a comparison of the strengths and weaknesses of nine analytical approaches--the extent of serious criticism on the Concerto. Some of these analyses are more successful than others in discussing the work in a meaningful way. More importantly, the interaction of these analytical methods allowE for the emergence of a pattern in the music which is not evident to the same degree in any of the individual analyses. The interaction of these diverse approaches to the Concerto, which both confirm and contradict each other at various times, provides a wider analytical perspective through which it becomes possible to suggest that the Concerto for Orchestra is characterized by a dynamic principle of conflict or "Worlds Contending," from the title of a poem by Bartbk. -
Graduate Recital Kaylin Romero, Violoncello Antonio Vivaldi (1678-1741) Cello Concerto in F Major, RV 411 Duration: 6 Minutes Th
Graduate Recital Kaylin Romero, violoncello Antonio Vivaldi (1678-1741) Cello Concerto in F major, RV 411 Duration: 6 minutes This brief concerto, scored for cello, strings, and harpsichord, is a shining example of Vivaldi’s musical dexterity. Common to works of this time and characteristic of Vivaldi’s concertos, the piece follows a fast-slow-fast structure, which adheres to a particular harmonic pattern: the first movement is presented in the tonic key, followed by the slow movement in relative minor. In the final movement, Vivaldi brings us back to the tonic to create a sense of cohesion. In addition, Vivaldi’s use of patterns also invigorates his rhythms and melodies, allowing audiences to easily receive the piece. This work also shows Vivaldi’s commitment to fully exploring the possibilities of the cello, evidenced by the high register passages that began being introduced as the instrument became more modernized. The combination between soaring melodic lines and choppy syncopation present in this work was extremely innovative for its time and provided inspiration for the next generation of composers. Overall, Vivaldi’s Cello Concerto in F displays the explorative nature and musical curiosity that shaped the development of Baroque music. Sergei Rachmaninoff (1873-1943) Sonata in G minor for Cello and Piano, Op. 19, “I: Lento- Allegro moderato,” “III: Andante” Duration: 18 minutes Reeling from the failed reception of his Symphony No.1 in 1897, Rachmaninoff struggled to regain his mental and creative health. After a long slump, he completed his Sonata for Cello and Piano in 1901, making this piece the last of Rachmaninoff’s chamber works. -
1880S-1890S 1900S 1910S
Handout 3 - American Labor and Working-Class History, 1886-1944 1880s-1890s 1900s 1910s 1886: Industrial workers rally in Chicago’s 1901: With a platform of representing workers, 1911: In New York City, The Triangle Shirtwaist Haymarket Square to protest dangerous the Socialist Party of America (SP) forms and Factory Fire kills 146 garment workers, mostly working conditions. During the rally, someone grows in popularity, reaching over three women. Afterwards, immigrant Clara Lemlich throws a bomb at police officers, who respond thousand local branches and 42 states. surprises union leaders by initiating a strike of by opening fire on the crowd. Known as the around 20,000 garment workers. The striker’s Haymarket Riot, the protest divided Americans: 1902: After having their demands ignored, demands for higher pay, shorter working hours, some saw the striking workers as oppressed, miners in Pennsylvania go on strike, initiating a and better working conditions were eventually others as agitators. national coal crisis. President Theodore Roosevelt met. intervenes, and 5 months later the strike is 1886: The American Federation of Labor (AFL) forms resolved, with miners receiving a better salary 1914: The Colorado National Guard fires upon from a loose organization of craft unions, with and a shorter workday. After the 1902 Coal a striking miner camp in Ludlow, killing eleven the goal of representing skilled laborers. Strike, the president develops his “Square Deal” children and two women. As news of the Ludlow policy, which emphasizes the government’s Massacre spread, miners took up arms against 1890: The United Mine Workers of America (UMWA) role in mediating between industry and labor so the mining companies, while many criticized forms.