Francesco Durante Partimenti Diminuiti
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MUSIC in the EIGHTEENTH CENTURY Western Music in Context: a Norton History Walter Frisch Series Editor
MUSIC IN THE EIGHTEENTH CENTURY Western Music in Context: A Norton History Walter Frisch series editor Music in the Medieval West, by Margot Fassler Music in the Renaissance, by Richard Freedman Music in the Baroque, by Wendy Heller Music in the Eighteenth Century, by John Rice Music in the Nineteenth Century, by Walter Frisch Music in the Twentieth and Twenty-First Centuries, by Joseph Auner MUSIC IN THE EIGHTEENTH CENTURY John Rice n W. W. NORTON AND COMPANY NEW YORK ē LONDON W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program— trade books and college texts—were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today—with a staff of four hundred and a comparable number of trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees. Copyright © 2013 by W. W. Norton & Company, Inc. All rights reserved Printed in the United States of America Editor: Maribeth Payne Associate Editor: Justin Hoffman Assistant Editor: Ariella Foss Developmental Editor: Harry Haskell Manuscript Editor: JoAnn Simony Project Editor: Jack Borrebach Electronic Media Editor: Steve Hoge Marketing Manager, Music: Amy Parkin Production Manager: Ashley Horna Photo Editor: Stephanie Romeo Permissions Manager: Megan Jackson Text Design: Jillian Burr Composition: CM Preparé Manufacturing: Quad/Graphics—Fairfield, PA Library of Congress Cataloging-in-Publication Data Rice, John A. -
La Serva Padrona Set by Pergolesi
!"#$"%&'($)*($+"#+,#(-&#./&*($+"#+,# 0/*1*#$"#/&.$(*($%&#(-/+2)-# .+13*/*($%&#*"*45'$'6!"#!$%&'#! (#)&*+#!'&(#75#8&/)+4&'$#9:;<<=#*"0# 8*$'$&44+#9:;>:=? !2(-+/6#@*A/&".&#B+-"#C*5' D271$((&06#!2)2'(#EF:E !#(-&'$'#'271$((&0#,+/#(-�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
RUSSIAN TOPIC in WORKS of the ITALIAN COMPOSERS Liudmila Kazantseva
УДК 78.01 NAPLES: RUSSIAN TOPIC IN WORKS OF THE ITALIAN COMPOSERS Liudmila Kazantseva Astrakhan State Concervatoire , [email protected] I n formation of Russian - Italian musical interrelations , Naples has played a role we can call at the same time both standard, and peculiar. The onset of Neapolitan "expansion" to Russia is connected with Francesco Domenico Araja. He has appeared in St. Petersb urg in 1735 together with a big Italian opera troupe. Tommaso Traetta, Baldassarre Galuppi, Giovanni Paisiello, Domenico Cimarosa, Gennaro Astaritta and other composers went to St. Petersburg following Araja . They have made realities, history, folklore of Russia a part of their own creativity. In addition to biographic occasions, establishment of the called tradition was promoted by the system of composer training developing in Naples since the 16th century. It was made by educational institutions – the conservatories which have trained prominent musicians. Transfer of professional experience from the master to the pupil, i.e. the authoritative personality plays an irreplaceable role in the creative growth of the composer. In this regard, it is necessary to remember such noticeable cultural phenomenon as the Neapolitan composer school (Francesco Durante, Niccolò Jommelli, Giovanni Paisiello, Giovanni Battista Pergolesi, Niccolò Piccinni, Alessandro and Domenico Scarlatti, etc.). It has become usual at the Neapolitan composer school to address Russia in opera plots: Domenico Cimarosa – in the opera “Vladimir” ( Volodimiro , 1787), Niccolò Zingarelli, -
Prinner” 17 William E
WHAT IS A CADENCE? Theoretical and Analytical Perspectives on Cadences in the Classical Repertoire Markus Neuwirth Pieter Bergé (eds) Reprint from What is a Cadence? - ISBN 978 94 6270 015 4 - © Leuven University Press, 2015 WHAT IS A CADENCE? THEORETICAL AND ANALYTICAL PERSPECTIVES ON CADENCES IN THE CLASSICAL REPERTOIRE Reprint from What is a Cadence? - ISBN 978 94 6270 015 4 - © Leuven University Press, 2015 Reprint from What is a Cadence? - ISBN 978 94 6270 015 4 - © Leuven University Press, 2015 What Is a Cadence? Theoretical and Analytical Perspectives on Cadences in the Classical Repertoire Markus Neuwirth and Pieter Bergé (eds) Leuven University Press Reprint from What is a Cadence? - ISBN 978 94 6270 015 4 - © Leuven University Press, 2015 © 2015 by Leuven University Press / Presses Universitaires de Louvain / Universitaire Pers Leuven. Minderbroedersstraat 4, B-3000 Leuven (Belgium) All rights reserved. Except in those cases expressly determined by law, no part of this publication may be multiplied, saved in an automated datafile or made public in any way whatsoever without the express prior written consent of the publishers. ISBN 9789462700154 D / 2015 / 1869 / 19 NUR: 664 Cover and layout: Jurgen Leemans Cover illustration: ‘Cadence #1 (a short span of time), Robert Owen, 2003’, CC-BY- NC-ND Matthew Perkins 2009. Reprint from What is a Cadence? - ISBN 978 94 6270 015 4 - © Leuven University Press, 2015 Contents 5 CONTENTS Introduction: What is a Cadence? 7 Nine Perspectives Markus Neuwirth and Pieter Bergé Harmony and Cadence -
The Partimento Tradition in the Shadow of Enlightenment Thought
Channels: Where Disciplines Meet Volume 1 Number 2 Spring 2017 Article 3 May 2017 The Partimento Tradition in the Shadow of Enlightenment Thought Deborah Longenecker Cedarville University, [email protected] Follow this and additional works at: https://digitalcommons.cedarville.edu/channels Part of the Musicology Commons, Music Pedagogy Commons, and the Music Theory Commons DigitalCommons@Cedarville provides a publication platform for fully open access journals, which means that all articles are available on the Internet to all users immediately upon publication. However, the opinions and sentiments expressed by the authors of articles published in our journals do not necessarily indicate the endorsement or reflect the views of DigitalCommons@Cedarville, the Centennial Library, or Cedarville University and its employees. The authors are solely responsible for the content of their work. Please address questions to [email protected]. Recommended Citation Longenecker, Deborah (2017) "The Partimento Tradition in the Shadow of Enlightenment Thought," Channels: Where Disciplines Meet: Vol. 1 : No. 2 , Article 3. DOI: 10.15385/jch.2017.1.2.3 Available at: https://digitalcommons.cedarville.edu/channels/vol1/iss2/3 The Partimento Tradition in the Shadow of Enlightenment Thought Abstract How did Enlightenment ideals influence seventeenth-century music theory and composition pedagogy? This article investigates the relationship between partimento pedagogy and Rameau’s music theories as influenced by Enlightenment thought. Current research on partimento has revealed its importance in Neapolitan music schools of the eighteenth and nineteenth centuries. Along with counterpoint, partimento was a core subject in the study of composition in the Neapolitan schools; however, as pedagogy and theory began to be influenced by Enlightenment ideals such as the scientific method or a preference for clear systemization, the partimento tradition began to wane. -
A Basic Impro Kit
A basic impro kit INTRODUCT I ON sing the concept of a DIY kit, this worksheet features fundamental tools for Baroque improvisation. Although these are expressed in grand staff notation, they are not only intended for keyboard players but for ALL musicians who wish to upgrade their know-how in the art of extemporization. Historically speaking, counterpoint was the earliest manifestation of polyphony, harmony deriving from it later. Therefore it is in that order that I present them: 5 species of counterpoint (and their rules) are followed by 22 harmonies (and a rule here too). I then discuss 3 essential cadences, the vital punctuation connecting music phrases to each other. After that, we move on to 11 partimento bass motions, equally vital building-blocks of composition (and I consider improvisation as nothing else than immediate and on-the-spot composition). My method closes with the discussion of the 3 melodic/harmonic progressions Monte, Fonte and Ponte. I have purposefully aimed to reduce textual explanations, leaving the examples to speak for themselves. Further reading on each topic will of course contribute to more knowledge, fluency and skilfulness. Here are just a few suggestions (amongst many) for each section: • counterpoint: Girolamo Diruta, Il Transilvano, 1593, book 2, Johann Joseph Fux, Gradus ad Parnassum (1725), etc. • harmony (thorough-bass): Georg Muffat, Regulae Concentuum Partiturae, 1699, Denis Delair, Traité d´accompagnement pour le Théorbe et le Clavecin, 1690, Jean-François Dandrieu, Principes de l´Accompagnement du Clavecin, 1719, Carl Philip Emanuel Bach, Versuch über die wahre Art das Clavier zu spielen, 1762 and a myriad of other sources. -
Lydia Carlisi
Lydia Carlisi Il partimento e gli schemi galanti: una sintesi Con il 1537, quando si rese necessario creare degli istituti che potessero dare rifugio ai numerosi orfani che vivevano per le strade di Napoli, ha inizio la storia dei Con- servatori. Queste strutture non si limitavano a ospitare i bambini, ma fornivano loro un’istruzione e insegnavano un mestiere. Una testimonianza sull’origine dei conser- vatori napoletani si trova in Notizie del bello e del curioso della città di Napoli di Carlo Celano, dove si legge: Ritornando sulla strada di Porta Capuana, incontrasi a sinistra la Chiesuola di S. Onofrio, assai famosa nella scuola della musica Napolitana.[…] In luogo separato a guisa di monistero abitava- no alcune donne mal maritate, vedove, ed anche zitelle, che con un discreto pagamento mensile a favore del pio luogo e col lavoro delle loro braccia si alimentavano. […] Posteriormente i confratelli, mossi da sentimento di compassione, cominciarono a raccogliere i meschini fanciulli della contrada per educargli alla musica. Fu questa l’origine del Conservatorio di S. Onofrio, i cui alunni vesti- vano sottana bianca e zimarra bigia; e fiorì ben presto colla direzione del Cavaliere Scarlatti e del Durante; e crebbe in guisa che in brevissimo tempo gli allievi arrivarono a circa 150, prosperando sempre più coi proventi della musica e colle pensioni che dagli allievi forestieri corrispondevansi.1 A seguito della crescente domanda di servizi musicali religiosi e laici da parte di varie istituzioni (chiese, monasteri, congregazioni, oratori, accademie private, corti euro- pee) nella prima metà del xvii secolo i Conservatori iniziarono a fornire una forma- zione musicale ai propri giovani ospiti. -
Who Was Who in the Old Conservatories
Who Was Who In The Old Conservatories Timelines of the Various Maestros Along with Brief Histories of their Institutions The Loreto The orphanage of Santa Maria di Loreto was founded in 1535 in the poor fishermen’s district of Naples. Both boys and girls were taken in until a separate school for girls opened in 1543. Children were taught various trades, which included music after the hiring of professional music teachers (between 1630 and 1640). From 1644 onward, boys able to pay tuition could also enroll. During the eighteenth century the conservatory be- came one of Europe’s finest schools of music. The unsettled times caused by the Napoleanic wars led to Ferdinand IV req- School Uniform uisitioning the conservatory’s building in 1797 for use as a mili- tary hospital. Teachers and students moved to the conservatory of Sant’Onofrio. Finally, in 1806, the remants of Sant’Onofrio and S. M. di Loreto combined with the Pietà dei Turchini to create the new Royal College of Music. Conservatorio di Santa Maria di Loreto First Masters Second Masters Don Pietro Bartilotti 1689 1690 Nicola Acerbo Gaetano Veneziano 1695 1705 Don Giuliano Perugino Don Giuliano Perugino 1716 Giovanni Veneziano Francesco Mancini 1720 1737 Giovanni Fischietti Nicola Porpora 1739 1741 Francesco Durante 1742 Pierantonio Gallo 1755 Gennaro Manna (with Gallo) 1756 1761 Antonio Sacchini 1762 Fedele Fenaroli Fedele Fenaroli 1777 Saverio Valente Giacomo Tritto 1797 Giovanni Paisiello 1806 Fedele Fenaroli S. M. di Loreto loses its building and moves to S. Onofrio. Niccolò Zingarelli 1813 S. M. di Loreto merges with the Pietá to form the Real Collegio di Musica. -
Partimenti and Schemata As Tools in the Pedagogy of Eighteenth- Century Style Improvisation Gilad Rabinovitch Georgia State University, [email protected]
Georgia State University ScholarWorks @ Georgia State University Music Faculty Publications School of Music 9-2015 Towards a Galant Pedagogy: Partimenti and Schemata as Tools in the Pedagogy of Eighteenth- Century Style Improvisation Gilad Rabinovitch Georgia State University, [email protected] Johnandrew Slominski University of Rochester, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/music_facpub Part of the Music Commons Recommended Citation Gilad Rabinovitch and Johnandrew Slominski. Towards a Galant Pedagogy: Partimenti and Schemata as Tools in the Pedagogy of Eighteenth-Century Style Improvisation, Music Theory Online 21.3 (2015). This Article is brought to you for free and open access by the School of Music at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Music Faculty Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Towards a Galant Pedagogy: Partimenti and Schemata as Tools in the Pedagogy of Eighteenth-Century Style Improvisation* Gilad Rabinovitch and Johnandrew Slominski KEYWORDS: partimenti, Gjerdingen, Sanguinetti, galant schemata, pedagogy, improvisation, Durante, Boccherini, C. P. E. Bach ABSTRACT: This article presents a pedagogical approach for teaching modern-day students how to improvise in eighteenth-century style based on Gjerdingen’s schemata and the tradition of partimenti. We present results from a pedagogical experiment conducted at the Eastman School of Music, in which students’ improvisations were recorded. We offer a qualitative assessment of selected student improvisations in order to demonstrate the merits of this approach for teaching music theory and historical improvisation. We also address the challenges associated with implementing such a pedagogical approach in modern-day theory curricula. -
The Improvisation of Structured Keyboard Accompaniments for the Ballet Class
Edith Cowan University Research Online Theses : Honours Theses 2011 The improvisation of structured keyboard accompaniments for the ballet class Simon Frosi Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/theses_hons Part of the Music Commons Recommended Citation Frosi, S. (2011). The improvisation of structured keyboard accompaniments for the ballet class. https://ro.ecu.edu.au/theses_hons/39 This Thesis is posted at Research Online. https://ro.ecu.edu.au/theses_hons/39 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. A court may impose penalties and award damages in relation to offences and infringements relating to copyright material. Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. The Improvisation of Structured Keyboard Accompaniments for the Ballet Class Simon Frosi Western Australian Academy of Performing Arts Edith Cowan University This dissertation is submitted for the degree of Bachelor of Music Honours -
Joanna Solecka
Kwartalnik Młodych Muzykologów UJ nr 41 (2/2019), s. 23–42 DOI 10.4467/23537094KMMUJ.19.005.10812 www.ejournals.eu/kmmuj Joanna Solecka Akademia Muzyczna w Krakowie Partimento – praktyka czy sztuka?1 Abstract Partimento – Practice or Art? Partimento practice originated in Italy and the most important centre of this art was Naples. In general, partimento is a kind of an abbreviated form of musical notation. It uses the notation of basso continuo: it provides one voice, which in most cases is the bass part supported with figures of b.c. notation. The figures may be neglected if the performer is supposed to follow the so-called rule of the octave. Practicing partimento was a way to master compositional skills: thorough bass, harmony, counterpoint, form, texture, motivic coherence. Practicing this art was rewarded with an unpar- alleled fluency in improvisation on keyboard instruments. It was the basic method of composition teaching at the famous conservatories in Naples. The conservatories were founded in the 16th century as orphanages but 1 Artykuł został opracowany na podstawie pracy doktorskiej pt. Partimento – duet wykonawcy z kompozytorem, od szkicu do improwizacji i kompozycji. Realizacja wybranych Partimenti Bernardo Pasquiniego, napisanej pod kierunkiem prof. dr. hab. Dariusza Bąkowskiego-Koisa na Wydziale Instrumentalnym Akademii Muzycznej w Krakowie w 2017 roku. 23 Kwartalnik Młodych Muzykologów UJ, nr 41 (2/2019) from the 17th century onward they turned into important professional schools of music. The students of the conservatories attained the highest degree of musical knowledge enabling them to pursue great careers as composers and performers (both in the vocal and instrumental realm) in Italy and abroad. -
Century Operas on Vocal Pedagogy
ABSTRACT Title of Dissertation: THE IMPACT OF GENRE FUSION AND IMPROVISATIONAL ELEMENTS IN 21ST- CENTURY OPERAS ON VOCAL PEDAGOGY AND PERFORMANCE PRACTICE Sequina DuBose, Doctor of Musical Arts, 2019 Dissertation directed by: Professor Carmen Balthrop, Chair, Voice/Opera Division School of Music In the 21st century, opera composers are expanding beyond traditional boundaries by incorporating improvisatory elements and musical style elements from non-classical genres. The purpose of this study is to point to the impact these trends will have on vocal pedagogy and performance practice. The opening chapters of the dissertation provide historical context by examining the role of improvisation in the Baroque era and beyond, along with details concerning key shifts in audience culture, vocal aesthetic and performance practice throughout history. Chapter two also incorporates narratives from key industry practitioners, voice pedagogue Dr. Rachelle Fleming, and American Opera Projects Artistic Director, Mila Henry. Chapter three consists of a discussion of the research methodology and the key researchers and methodologists that influenced the study. This study is a narrative inquiry that employs an analysis of narrative approach and paradigmatic reasoning in its analysis, inducing themes and relationships between the concepts that reveal themselves in the data and literature. Chapter four includes narrative research and analysis based on interviews that have been conducted with composers and singers from four innovative operas: Charlie Parker’s Yardbird (Daniel Schynder), I Dream: A Rhythm and Blues Opera (Douglas Tappin), Blue Viola (Peter Hilliard), and The Mile-Long Opera: a biography of 7 o’clock (David Lang; the composer intentionally uses lowercase script in the titles of his works).