Early Music Now with Sara Schneider Broadcast Schedule — Summer 2021
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TRECENTO FRAGMENTS M Ichael Scott Cuthbert to the Department Of
T R E C E N T O F R A G M E N T S A N D P O L Y P H O N Y B E Y O N D T H E C O D E X a thesis presented by M ichael Scott Cuthbert t the Depart!ent " M#si$ in partia% "#%"i%%!ent " the re&#ire!ents " r the de'ree " D $t r " Phi% s phy in the s#b(e$t " M#si$ H ar)ard * ni)ersity Ca!brid'e+ Massa$h#setts A#'#st ,--. / ,--.+ Mi$hae% S$ tt C#thbert A%% ri'hts reser)ed0 Pr "0 Th !as F rrest 1 e%%y+ advisor Mi$hae% S$ tt C#thbert Tre$ent Fra'!ents and P %yph ny Bey nd the C de2 Abstract This thesis see3s t #nderstand h 4 !#si$ s #nded and "#n$ti ned in the 5ta%ian tre6 $ent based n an e2a!inati n " a%% the s#r)i)in' s #r$es+ rather than n%y the ! st $ !6 p%ete0 A !a( rity " s#r)i)in' s #r$es " 5ta%ian p %yph ni$ !#si$ "r ! the peri d 788-9 7:,- are "ra'!ents; ! st+ the re!nants " % st !an#s$ripts0 Despite their n#!eri$a% d !i6 nan$e+ !#si$ s$h %arship has )ie4 ed these s #r$es as se$ ndary <and "ten ne'%e$ted the! a%t 'ether= " $#sin' instead n the "e4 %ar'e+ retr spe$ti)e+ and pred !inant%y se$#%ar $ di6 $es 4 hi$h !ain%y ri'inated in the F% rentine rbit0 C nne$ti ns a! n' !an#s$ripts ha)e been in$ !p%ete%y e2p% red in the %iterat#re+ and the !issi n is a$#te 4 here re%ati nships a! n' "ra'!ents and a! n' ther s!a%% $ %%e$ti ns " p %yph ny are $ n$erned0 These s!a%% $ %%e$ti ns )ary in their $ nstr#$ti n and $ ntents>s !e are n t rea%%y "ra'!ents at a%%+ b#t sin'%e p %yph ni$ 4 r3s in %it#r'i$a% and ther !an#s$ripts0 5ndi)id#6 a%%y and thr #'h their )ery n#!bers+ they present a 4 ider )ie4 " 5ta%ian !#si$a% %i"e in the " #rteenth $ent#ry than $ #%d be 'ained "r ! e)en the ! st $are"#% s$r#tiny " the inta$t !an#s$ripts0 E2a!inin' the "ra'!ents e!b %dens #s t as3 &#esti ns ab #t musical style, popularity, scribal practice, and manuscript transmission: questions best answered through a study of many different sources rather than the intense scrutiny of a few large sources. -
Early Fifteenth Century
CONTENTS CHAPTER I ORIENTAL AND GREEK MUSIC Section Item Number Page Number ORIENTAL MUSIC Ι-6 ... 3 Chinese; Japanese; Siamese; Hindu; Arabian; Jewish GREEK MUSIC 7-8 .... 9 Greek; Byzantine CHAPTER II EARLY MEDIEVAL MUSIC (400-1300) LITURGICAL MONOPHONY 9-16 .... 10 Ambrosian Hymns; Ambrosian Chant; Gregorian Chant; Sequences RELIGIOUS AND SECULAR MONOPHONY 17-24 .... 14 Latin Lyrics; Troubadours; Trouvères; Minnesingers; Laude; Can- tigas; English Songs; Mastersingers EARLY POLYPHONY 25-29 .... 21 Parallel Organum; Free Organum; Melismatic Organum; Benedica- mus Domino: Plainsong, Organa, Clausulae, Motets; Organum THIRTEENTH-CENTURY POLYPHONY . 30-39 .... 30 Clausulae; Organum; Motets; Petrus de Cruce; Adam de la Halle; Trope; Conductus THIRTEENTH-CENTURY DANCES 40-41 .... 42 CHAPTER III LATE MEDIEVAL MUSIC (1300-1400) ENGLISH 42 .... 44 Sumer Is Icumen In FRENCH 43-48,56 . 45,60 Roman de Fauvel; Guillaume de Machaut; Jacopin Selesses; Baude Cordier; Guillaume Legrant ITALIAN 49-55,59 · • · 52.63 Jacopo da Bologna; Giovanni da Florentia; Ghirardello da Firenze; Francesco Landini; Johannes Ciconia; Dances χ Section Item Number Page Number ENGLISH 57-58 .... 61 School o£ Worcester; Organ Estampie GERMAN 60 .... 64 Oswald von Wolkenstein CHAPTER IV EARLY FIFTEENTH CENTURY ENGLISH 61-64 .... 65 John Dunstable; Lionel Power; Damett FRENCH 65-72 .... 70 Guillaume Dufay; Gilles Binchois; Arnold de Lantins; Hugo de Lantins CHAPTER V LATE FIFTEENTH CENTURY FLEMISH 73-78 .... 76 Johannes Ockeghem; Jacob Obrecht FRENCH 79 .... 83 Loyset Compère GERMAN 80-84 . ... 84 Heinrich Finck; Conrad Paumann; Glogauer Liederbuch; Adam Ile- borgh; Buxheim Organ Book; Leonhard Kleber; Hans Kotter ENGLISH 85-86 .... 89 Song; Robert Cornysh; Cooper CHAPTER VI EARLY SIXTEENTH CENTURY VOCAL COMPOSITIONS 87,89-98 ... -
Rest, Sweet Nymphs: Pastoral Origins of the English Madrigal Danielle Van Oort [email protected]
Marshall University Marshall Digital Scholar Theses, Dissertations and Capstones 2016 Rest, Sweet Nymphs: Pastoral Origins of the English Madrigal Danielle Van Oort [email protected] Follow this and additional works at: http://mds.marshall.edu/etd Part of the European History Commons, History of Religion Commons, and the Music Commons Recommended Citation Van Oort, Danielle, "Rest, Sweet Nymphs: Pastoral Origins of the English Madrigal" (2016). Theses, Dissertations and Capstones. Paper 1016. This Thesis is brought to you for free and open access by Marshall Digital Scholar. It has been accepted for inclusion in Theses, Dissertations and Capstones by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. REST, SWEET NYMPHS: PASTORAL ORIGINS OF THE ENGLISH MADRIGAL A thesis submitted to the Graduate College of Marshall University In partial fulfillment of the requirements for the degree of Master of Arts in Music Music History and Literature by Danielle Van Oort Approved by Dr. Vicki Stroeher, Committee Chairperson Dr. Ann Bingham Dr. Terry Dean, Indiana State University Marshall University May 2016 APPROVAL OF THESIS We, the faculty supervising the work of Danielle Van Oort, affirm that the thesis, Rest Sweet Nymphs: Pastoral Origins of the English Madrigal, meets the high academic standards for original scholarship and creative work established by the School of Music and Theatre and the College of Arts and Media. This work also conforms to the editorial standards of our discipline and the Graduate College of Marshall University. With our signatures, we approve the manuscript for publication. ii ACKNOWLEDGEMENTS The author would like to express appreciation and gratitude to the faculty and staff of Marshall University’s School of Music and Theatre for their continued support. -
Direction 2. Ile Fantaisies
CD I Josquin DESPREZ 1. Nymphes des bois Josquin Desprez 4’46 Vox Luminis Lionel Meunier: direction 2. Ile Fantaisies Josquin Desprez 2’49 Ensemble Leones Baptiste Romain: fiddle Elisabeth Rumsey: viola d’arco Uri Smilansky: viola d’arco Marc Lewon: direction 3. Illibata dei Virgo a 5 Josquin Desprez 8’48 Cappella Pratensis Rebecca Stewart: direction 4. Allégez moy a 6 Josquin Desprez 1’07 5. Faulte d’argent a 5 Josquin Desprez 2’06 Ensemble Clément Janequin Dominique Visse: direction 6. La Spagna Josquin Desprez 2’50 Syntagma Amici Elsa Frank & Jérémie Papasergio: shawms Simen Van Mechelen: trombone Patrick Denecker & Bernhard Stilz: crumhorns 7. El Grillo Josquin Desprez 1’36 Ensemble Clément Janequin Dominique Visse: direction Missa Lesse faire a mi: Josquin Desprez 8. Sanctus 7’22 9. Agnus Dei 4’39 Cappella Pratensis Rebecca Stewart: direction 10. Mille regretz Josquin Desprez 2’03 Vox Luminis Lionel Meunier: direction 11. Mille regretz Luys de Narvaez 2’20 Rolf Lislevand: vihuela 2: © CHRISTOPHORUS, CHR 77348 5 & 7: © HARMONIA MUNDI, HMC 901279 102 ITALY: Secular music (from the Frottole to the Madrigal) 12. Giù per la mala via (Lauda) Anonymous 6’53 EnsembleDaedalus Roberto Festa: direction 13. Spero haver felice (Frottola) Anonymous 2’24 Giovanne tutte siano (Frottola) Vincent Bouchot: baritone Frédéric Martin: lira da braccio 14. Fammi una gratia amore Heinrich Isaac 4’36 15. Donna di dentro Heinrich Isaac 1’49 16. Quis dabit capiti meo aquam? Heinrich Isaac 5’06 Capilla Flamenca Dirk Snellings: direction 17. Cor mio volunturioso (Strambotto) Anonymous 4’50 Ensemble Daedalus Roberto Festa: direction 18. -
Multiple Choice
Unit 4: Renaissance Practice Test 1. The Renaissance may be described as an age of A. the “rebirth” of human creativity B. curiosity and individualism C. exploration and adventure D. all of the above 2. The dominant intellectual movement of the Renaissance was called A. paganism B. feudalism C. classicism D. humanism 3. The intellectual movement called humanism A. treated the Madonna as a childlike unearthly creature B. focused on human life and its accomplishments C. condemned any remnant of pagan antiquity D. focused on the afterlife in heaven and hell 4. The Renaissance in music occurred between A. 1000 and 1150 B. 1150 and 1450 C. 1450 and 1600 D. 1600 and 1750 5. Which of the following statements is not true of the Renaissance? A. Musical activity gradually shifted from the church to the court. B. The Catholic church was even more powerful in the Renaissance than during the Middle Ages. C. Every educated person was expected to be trained in music. D. Education was considered a status symbol by aristocrats and the upper middle class. 6. Many prominent Renaissance composers, who held important posts all over Europe, came from an area known at that time as A. England B. Spain C. Flanders D. Scandinavia 7. Which of the following statements is not true of Renaissance music? A. The Renaissance period is sometimes called “the golden age” of a cappella choral music because the music did not need instrumental accompaniment. B. The texture of Renaissance music is chiefly polyphonic. C. Instrumental music became more important than vocal music during the Renaissance. -
Revisiting the Origins of the Italian Madrigal Using Machine Learning
Revisiting the Origins of the Italian Madrigal (with machine learning) Julie E. Cumming Cory McKay Medieval and Renaissance Music Conference Maynooth, Ireland, July 6, 2018 1 The origins of the madrigal Current consensus • The madrigal emerges as a new genre of Italian-texted vocal music in the 1520s • The Italian-texted works by Verdelot are madrigals • It originated in Florence (and Rome?) in the 1520s But where did it come from? • The frottola (Einstein 1949) • The chanson and motet (Fenlon and Haar 1988) • Florentine song: carnival song, and improvised solo song (A. Cummings 2004) 2 Finding the origins: what happened before Verdelot? • Verdelot arrived in Florence in 1521 • Earliest sources of the madrigal New focus: Florence, 1515-1522 Music Printsbefore Verdelot Thanks to I. Fenlon, J. Haar, and A. Cummings Naming of Genres: Canzona in 1520s; Madrigale 1530 Prints (in or near Rome) • Pisano, Musica sopra le Canzone del petrarcha (partbooks, Petrucci, Fossombrone, 1520) (all Madrigals) • Motetti e Canzone I (partbooks, Rome, 1520) • Libro primo de la croce, choirbook, c. 1522 (surviving copy, later ed., Rome, Pasoti & Dorico, 1526) • Mix of frottole, villotte, and madrigals 4 Music MSS before Verdelot Thanks to I. Fenlon, J. Haar, and A. Cummings Florentine Manuscripts (all from Florence) • Florence, Basevi 2440, choirbook, c. 1515-22; 2 sections: • music with multiple stanzas of text (frottole) • through-composed works (madrigals & villotte) • Florence, BNC 164-167, partbooks, c. 1520-22 (4 sections) • Florence 164 or F 164 henceforth 5 My hypothesis The madrigal was deliberately created as a • high-style genre of secular music • that emulates the style of the motet Why? • Musical sources • Texts • Musical style • Cultural context (not today) 6 What do sources tell us? Madrigals are the first secular genre to be treated like Latin-texted motets in prints and manuscripts Copied and printed in partbooks (previously used only for Masses and motets) • Motetti e Canzone I (Rome, 1520), partbooks • Florence 164 (c. -
ACET Junior Academies'
ACET Junior Academies’ Scheme of Work for music Year 5 Unit 1.1: A Musical Masque About this unit: This unit of work is linked to the History scheme of work HT 1.1 Post 1066 Study: The Tudors. It is a starting point for exploration into Tudor music. In it children will begin to learn about Tudor Dance music, in particular the Pavan as a popular Tudor dance. Children will identify its characteristic musical features and rhythms before attempting to dance the Pavan and performing their own Pavan melody over a drone accompaniment. Children will then move on to learn about traditional Tudor musical instruments before exploring Tudor songs and madrigal-style songs with a ‘fa, la, la, la’ refrain. Where they will compose their own lyrics to a madrigal melody. Fanfares are explored briefly before children work towards putting on a Tudor style banquet/concert combining elements of all the musical learning in to a class performance. Unit structure National Curriculum objectives: This unit is structured around six sequential music enquiries: 1. What is a Pavan? Links to previous and future National Curriculum 2. How do we perform a Pavan? units/objectives 3. What do Tudor instruments sound like? KS2 4. What is a Madrigal? ● Listen with attention to detail and recall sound with 5. What is a Fanfare? increasing aural memory. BBC Ten Pieces 6. A musical masque – banquet/concert. ● Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians. ● Play and perform in solo ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression. -
T 2021-2022 Season
Tickets & Season-Ticket Packages gathering again Tickets are available at the door, payable with cash, February 23, 2020. check, or credit card: $30 general, $25 senior (age 60+). That was the date of our final, in-person performance You can also visit www.early-music.org for season- before the “long intermission.” That was the last time ticket packages, single concert tickets, or donations. we were able to gather—performers, audience, and Season-ticket packages can also be purchased using the crew—all in the same space. Since then, we have order form on this brochure, payable by cash, check, or had many hours (~180) of recording, one or two credit card. Discounted tickets for students with ID are people at a time, in an effort to keep each other as safe available for purchase at the concert door for $5. as possible. Those mini gatherings were joyful celebrations, providing a fleeting but necessary sense Special Services for Season-Ticket Holders of normalcy. When we are next able to fully assemble Bring a Guest: Each season-ticket holder will receive our company again with you, our audience, it will have been more than 19 months since the last time! one free ticket for ONE guest at ONE concert of choice, An Early Christmas excluded. However, you must Gathering again will help us all regain a feeling of contact us at least 5 days in advance of the concert to rediscovery of a missing treasure, our friends, and our reserve a seat for your friend guest. Call 512-377-6961 TEMP community. -
Jennifer Bain1 Dalhousie University 1. Three Years Ago After I Delivered
Echo: A Music-Centered Journal Volume 6 Issue 1 (Spring 2004) Full article with images, video and audio content available at http://www.echo.ucla.edu/volume6-issue1/bain/bain1.html Jennifer Bain1 Dalhousie University 1. Three years ago after I delivered a lecture to my medieval music history class on the role of women in medieval music, one student asked the question that has been occupying me for some time: “Why is it that before I took this course I had heard of Hildegard von Bingen, but I’d never heard of any of the other medieval composers we’ve talked about so far, like Leonin or Perotin?” The answer, of course, is not straightforward. Twenty- five years ago this question would not have been asked in a medieval music history class, because very few people at all in the English-speaking world, even those who specialized in medieval music, knew the name of the twelfth-century Abbess and composer, Hildegard von Bingen (1098-1179). Before 1989, Hildegard’s music, like that of most women composers, was completely absent from standard music history textbooks.2 While she merited only a single paragraph in a 1989 textbook devoted entirely to medieval music, today she is a featured composer in the latest edition of the widely-used music history textbook, Grout and Palisca’s A History of Western Music (49, 50). This speedy rise to prominence in the study of music history, however, pales in comparison to Hildegard’s spectacular and influential splash in the marketplace. 2. Before 1982 only a few of Hildegard’s seventy-seven songs had been recorded and their amateur performances had virtually no impact in the marketplace. -
Music of the Burgundians
2015-2016 he Sounds of Time Music of the Burgundians TENET Jolle Greenleaf soprano Virginia Warnken Kelsey alto Jason McStoots tenor Andrew Padgett bass Robert Mealy vielle Dongmyung Ahn vielle Priscilla Herreid winds Jolle Greenleaf artistic director Robert Mealy guest music director 7pm on Friday, May 20, 2016 Saint Peter’s Church 619 Lexington Avenue New York City Music of the Burgundians (In memory of Richard Steinman) Donnés l’assault Guillaume Du Fay (1397–1474) De plus en plus se renouvelle Gilles Binchois (c. 1400–1460) La Danse de Clèves Anonymous, from Bruxelles MS 9085 Margarite, fleur de valeur Du Fay Je veuil chanter Du Fay Je ne vis oncques Binchois/Du Fay Je me recommande humblement Binchois Basse danse La Franchoise nouvelle Anonymous Mon cuer me fait dis penser Du Fay Plains de ploure Binchois Je me complains Du Fay Malhereux cueur Du Fay Dueil angoisseus Binchois Je demande ma bienvenue Johannes Haucourt (fl. c. 1390–c. 1416) Je ne puis vivre Antoine Busnoys (c. 1430–1492) De tous bien playne Hayne van Ghizeghem (c1445–1477) Josquin des Prez (c.1450–1521) Vostre beauté / vous marches Busnoys 3 Rabbit hunting with ferrets, Franco-Flemish, 1460 4 TEXT AND TRANSLATIONS Donnés l’assault a la fortresse Assault the fortress De ma gratieuse maistresse, of my gracious mistress, Hault dieu d’amors, je vous supplye; High god of Love, I beg of you. Boutés hors m’adverse partie Throw forth my enemy Qui languir me fait en destresse. who makes me languish in distress. C’est d’Anuy, qui par sa rudesse It is that of Spite, who, in his harshness De moy grever point ne se cesse never ceases to torment me my sweet and re- Envers ma dame gente et lye. -
Huelgas Ensemble a Secret Labyrinth Mp3, Flac, Wma
Huelgas Ensemble A Secret Labyrinth mp3, flac, wma DOWNLOAD LINKS (Clickable) Genre: Classical Album: A Secret Labyrinth Country: US Released: 1999 Style: Renaissance MP3 version RAR size: 1124 mb FLAC version RAR size: 1264 mb WMA version RAR size: 1493 mb Rating: 4.3 Votes: 107 Other Formats: AU WMA AC3 ADX XM MOD RA Tracklist In The "Chant Sur Le Livre" Style 1 "Gaudeamus Omnes In Domino" A 2 2:38 2 "Du Tous Biens Playne" A 3 2:12 3 "Dung Aultre Amer" A 3 1:10 4 "Virgo Sub Ethereis" A3 2:15 Missa Guazzabuglio 5 Kyrie From Missa Je Ne Demande A 4 4:13 6 Gloria From Missa Secundi Toni A 4 8:21 7 Credo From Missa Le Serviteur A 4 8:36 8 Sanctus From Missa Re-fa-mi-fa A 4 3:45 9 Agnus Dei From Missa In Myne Zyn A 4 8:26 3 Chansons 10 "Je Nay Dueil" A 4 (Bergerette) 7:20 11 "Se Mieulx Ne Vient D'amours" A 3 (Rondeau) 2:27 12 "Fortuna Desperata" A 6 (Canzona) 5:37 - 13 "Salve Regina" A 4 9:13 Companies, etc. Recorded At – Abbaye De Fontevraud Credits Baritone Vocals – Lieven Termont, Marius Van Altena Bass Vocals – Harry van der Kamp, Peter Dijkstra, Stephan Macleod Conductor – Paul Van Nevel Countertenor Vocals – Pascal Bertin, Rannveig Sigurdardóttir* Engineer – Markus Heiland Ensemble – Huelgas Ensemble* Producer, Recording Supervisor – Wolf Erichson Soprano Vocals [Discantus] – Katelijne Van Laethem, Marie-Claude Vallin Tenor Vocals – Eitan Sorek, Eric Mentzel, Harry Van Berne, Matthew Vine Barcode and Other Identifiers Barcode: 074646076026 Other versions Category Artist Title (Format) Label Category Country Year Huelgas Ensemble*, Huelgas -
B.A.Western Music School of Music and Fine Arts
B.A.Western Music Curriculum and Syllabus (Based on Choice based Credit System) Effective from the Academic Year 2018-2019 School of Music and Fine Arts PROGRAM EDUCATIONAL OBJECTIVES (PEO) PEO1: Learn the fundamentals of the performance aspect of Western Classical Karnatic Music from the basics to an advanced level in a gradual manner. PEO2: Learn the theoretical concepts of Western Classical music simultaneously along with honing practical skill PEO3: Understand the historical evolution of Western Classical music through the various eras. PEO4: Develop an inquisitive mind to pursue further higher study and research in the field of Classical Art and publish research findings and innovations in seminars and journals. PEO5: Develop analytical, critical and innovative thinking skills, leadership qualities, and good attitude well prepared for lifelong learning and service to World Culture and Heritage. PROGRAM OUTCOME (PO) PO1: Understanding essentials of a performing art: Learning the rudiments of a Classical art and the various elements that go into the presentation of such an art. PO2: Developing theoretical knowledge: Learning the theory that goes behind the practice of a performing art supplements the learner to become a holistic practioner. PO3: Learning History and Culture: The contribution and patronage of various establishments, the background and evolution of Art. PO4: Allied Art forms: An overview of allied fields of art and exposure to World Music. PO5: Modern trends: Understanding the modern trends in Classical Arts and the contribution of revolutionaries of this century. PO6: Contribution to society: Applying knowledge learnt to teach students of future generations . PO7: Research and Further study: Encouraging further study and research into the field of Classical Art with focus on interdisciplinary study impacting society at large.