Adorno s Theory of Musical Reproduction

Size: px
Start display at page:

Download "Adorno s Theory of Musical Reproduction"

Transcription

1 1 Adorno s Theory of Musical Reproduction Adorno struggled with formulating a theory of musical reproduction for much of his life, leaving only notes and fragments after his death which were later edited together by Henri Lonitz and published in The central paradox was: an interpretation cannot be perfect and ultimately fails the work (the musical text), and yet only through interpretation can the work be realised. For the purposes of this paper I will consider the implications of one of the fragments which confronted this paradox: There is no reason whatsoever to consider the sensual sound of music more fundamental to it than the sensual sound of words to language. 1 To approach this controversial and prickly thought at all successfully one soon becomes aware that the very definition of music needs to be considered. Whereas many have always taken it to be along the lines of the organisation of sounds to produce (or reveal) beauty/ emotion / form, Adorno is challenging what is perhaps the least contested word in this sentence, sound. 2 An equally profound repercussion of Adorno s statement is that music would become divorced from its temporality on which it relies for its enunciation of form. The material of sounding music relies upon its form for much of its meaning, in this case understood as structural significance. Whilst one can read such a form from most scores, the temporal experience of the first time repeat, the fermata etc. would be lost. Whilst read music can no longer be bound by its temporality, it is increasingly defined by its spatialisation, i.e. the music is located in the text as an unmediated image of the temporal form. 3 What needs to be born in mind when evaluating Adorno s contest of the need for the sensuous element in music is that music is understood as organised sound in the mind. All art has cognitive elements and the reflexion of the sensual stimuli with these happens in the mind so in a sense the ear can be bypassed. Adorno suggests the sounding of music is unsublimated mimesis, and just as Western society began to read internally it is the legacy and conclusion of music to be read silently. 4 Thus, we must ask ourselves how the writing of musical text works and to what extent it can communicate intentions or meaning, perhaps act as a language in the absence of sound? Music does not communicate in the same way as a poem or piece of prose (which both deal with and in language), it is not capable of signification in the same way because what is said cannot be abstracted from the music. 5 Bearing in mind the comparison with written language, Adorno further clarifies this: To interpret 1 Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001) Note: Adorno admits to using this as a conceptual extreme. He often uses exaggerated forms of each argument to posit his position but that needn t dampen his sentiments or thoughts. Ibid. 5 3 Paddison, M., Performance, Analysis and the Silent Work: The problem of Critical Self-Reflexion in Adorno s Theory of Musical Reproduction, Musikalische Analse und Kritische Theroie: Adorno s Philosophie der Musik (Tutzing: Verlag Haus Schneider, 2007) Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001) 5 5 Adorno, T. W., Music, Language and Composition, trans. Susan Gillespie. The Musical Quarterly, Vol. 77, No, 3 (Autumn, 1993) 401

2 2 language means to understand language; to interpret music means to make music. 6 As Dierks puts it: the musical text is without a signified, it is (and is bound to remain) an enigma. 7 When music is performed, this enigmatic character, the unknowable truth of the work, is briefly heard the enigma is projected from the text into time. It is this quality of music (as oppose to other arts) that means it requires interpretation. When approaching a work the performer has two dialectically linked tasks. These correspond to the localised content (the signs which require an act of mimesis), and to the larger form of the work (the sum of the signs which make up the work s image). Firstly, they must produce the sound: the notes and their articulations. The second facet is to create an x-ray image of the work, to show all the aspects of construction that lie beneath the surface and this is done through the articulation of precisely that perceptible manifestation. 8 Through a dialectical balance of these two elements a performance achieves what Adorno calls sense, confronting and thus revealing the problem of the work, its truth content, rather than senselessly glossing over it with a good tone. In isolation the notated text is meaningless because it is non-signifying and so the essence of interpretation is making the totality of the work. 9 To understand more carefully the nature of interpretation we must turn to Adorno s idiosyncratic expression reproduction, the implication that the work is self-contained in the text and the performer need only play what is written. The work itself is capable of immanent reflexion, that between the socially and historically mediated material and the form of the work. But as we have shown this relationship needs to be revealed: by analysis to find the problem of the work and then by performance as a secondary reflexion between the performer and text. In this sense performance is an act of mimesis or even re-enactment, it reproduces the contours of the work mimetically. 10 The more successfully a musician retraces this melodic-intonational-gestural aspect of [musical] language 11 the more the idea will enter the representation. Adorno even claims the interpreter need not, and perhaps cannot, understand the idea within the work because despite the most thorough analysis it will always retain its riddle-character, which, for Adorno, is a dialectically contingent characteristic of the work Ibid. 403, my emphasis. 7 Dierks, S., Musical Writing and Performance: About Adorno s Theory of Performance, in Mário Vieira de Carvalho (ed.), Expression, Truth and Authenticity: On Adorno s Theory of Music and Musical Performance (Lisbon: CESEM/ Edições Colibri, 2009), 79 8 Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001). 7 9 Dierks, S., Musical Writing and Performance: About Adorno s Theory of Performance, in Mário Vieira de Carvalho (ed.), Expression, Truth and Authenticity: On Adorno s Theory of Music and Musical Performance (Lisbon: CESEM/ Edições Colibri, 2009), Paddison, M., Performance, Analysis and the Silent Work: The problem of Critical Self-Reflexion in Adorno s Theory of Musical Reproduction, Musikalische Analse und Kritische Theroie: Adorno s Philosophie der Musik (Tutzing: Verlag Haus Schneider, 2007) Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001) Paddison, M., Performance, Analysis and the Silent Work: The problem of Critical Self-Reflexion in Adorno s Theory of Musical Reproduction, Musikalische Analse und Kritische Theroie: Adorno s Philosophie der Musik (Tutzing: Verlag Haus Schneider, 2007) 242

3 3 For a purely cognitive engagement one needs a strong understanding of the musical signs and the systems in which they operate. Whilst most musicians have this capacity to a greater or lesser extent, very few could read a complex orchestral score such as Stockhausen s Gruppen ( ) and hope to gain an understanding of the piece comparable, let alone greater, than if they had listened to it as well. Ignoring the obvious charge of elitism, Adorno is speaking from the position that the musical text is ideal, complete in that it contains all possible interpretations within it, at best a performance can be a partial representation of a score a silent reading purifies the work of this limitation. Whilst this paradox has been explored above, there are many works (mostly that succeeded Adorno s lifetime) that cannot be easily objectified as a score because they rely so heavily on indeterminacy of sonic result and/or performer s choices. One such example is works that use prescriptive rather than descriptive notation, prescribing actions the performer should make, rather than describing the resulting sound as standard notation does. Timothy McCormack s Disfix (2008) notates each physical aspect of playing an instrument separately, with varying degrees of subjectivity and a wholly defamiliarising effect on standard performance practice. Fig.1 Disfix, b.91-92, bass clarinet part only. The top stave indicates flutter techniques, the second voice (as a tessitura of sung pitches), the third fingered pitches and the bottom embouchure position. There are effectively no discrete pitches or rhythms as such in this piece. Rather, McCormack sets up unstable situations where the performer must carry out particular physical actions upon the instrument, the resultant sounds sometimes unrecognisable from the notation. The work depends on and is embodied by the interactions between performer and instrument and read silently would not be the same work. Similarly the work of the post-cage experimental tradition often advocates a focus on sounds (instrumental or otherwise) existing for their own sake and embraces a degree of indeterminacy. Paul Klee s idea of rendering things visible rather than reproducing images of things can be transposed easily to this tradition: revealing sounds, placing them under a glass case and in some regards problematizing their position as music. The more a work relies on its sonic materials, such as when the piece solely intends to act as a space for sounds to exist, then the more barren a silent reading will be.

4 4 One of the pitfalls of reproduction that Adorno returns to several times in the opening notes of Towards a Theory of Musical Reproduction is that of Idiom, also understood as performance style, which is closely linked to his concept of Sense (Sinn). He plans to formulate an argument against the cliché that one should be faithful to the spirit, not to the letter. 13 He is aiming here, as in other essays, at the celebrated Italian conductor Arturo Toscanini and similarly slick musicians. Adorno argued that a successful reproduction should strive to make all contextual and structural connections visible, the x-ray image which was posited in the first fragment of his notes. Musicians such as Toscanini, Wallenstein and Horowitz were guilty of senseless reproductions, cultivating what he called the culinary element of musical interpretation, aiming at recording-like performances and prizing a fetishism of smooth functioning without musical sense and construction. 14 In the essay, The Mastery of the Maestro he describes Toscanini s version of Beethoven s Symphony No. 7 : it suffered from an absence of internal tension as if with the first note everything had been decided in advance, as with a gramophone record, instead of gradually coming into being. 15 Adorno felt that there needed to be an element of risk in performance and in reifying performance through such an interpretive approach one denies the dynamic historicism of the work. So in calling for silent music-making Adorno is perhaps referring not just to silent reading but to falling silent (Verstummen) as an act of protest against such senseless reification through mass reproduction and commodification. Adorno s intention was to avoid this reification of fixed significance and move in the direction of non-identity the unforeseen. 16 Idiom serves to sustain the work in the historical moment it emerges from by retaining the dominant way of playing (the style) and approaching the text in a non-problematic way. This negligent tendency is possibly how Adorno interpreted Mahler s aphorism Tradition ist Schlamperei, ( tradition is sloppiness ). 17 Perhaps by avoiding such practices through silent reading and focusing on analysis (technical or otherwise) such ideology can be avoided but would in turn affect the historicism of the work because the idiom is the transient aspect of the work. Conversely the objective significational element is unchanging 18 and the immanent historicity of the work manifests itself by means of a relationship between this and the mimetic and idiomatic elements. Carvalho suggests this relationship serves to highlight the immanent ambiguity of the score (as a problem that needs to be confronted), an ambiguity leaving a void of meaning which is filled by the dynamic idiom and mimetic enquiry. 19 The truth of a work is as historically mediated as the materials that comprise it. Adorno mentions the 19 th century musicologist Nägeli, who considered Mozart too stylistically impure an analysis that was 13 Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001) 2 14 Ibid Adorno, T. W., Sound Figures, trans. Rodney Livingstone (Stanford CA, Stanford University Press, 1999) Paddison, M., Performance, Analysis and the Silent Work: The problem of Critical Self-Reflexion in Adorno s Theory of Musical Reproduction, Musikalische Analse und Kritische Theroie: Adorno s Philosophie der Musik (Tutzing: Verlag Haus Schneider, 2007) Vieira de Carvalho, M., Meaning, Mimesis, Idiom: On Adorno s Theory of Musical Performance, in Mário Vieira de Carvalho (ed.), Expression, Truth and Authenticity: On Adorno s Theory of Music and Musical Performance (Lisbon: CESEM/ Edições Colibri, 2009) Of course there are occasionally minor changes in such absolute values, such as the standardization of concert A in the mid 20 th century, but the historical trend has been toward less change. 19 Ibid.

5 5 heavily biased by its historical context but not incorrect at the time. 20 Such historical truth is also at the ideological mercy of idiom, which distorts the truth of the work predominantly via the objectivist approach of Stravinsky where the notes are the work in its totality; or the reconstructivist, historically authentic approach which subsumes music into its contemporary conventions. Regardless of when a work is from, the problem of the idiom is always present and so the performer must work against the grain of their milieu by mastering a work s construction. 21 What complicates matters further is that the history of interpretation is brought to bear not only on the work itself but also on each subsequent performance. For me, Glenn Gould s 1955 recording of the Goldberg Variations makes most subsequent recordings sound bloated the exclusion of sounding music may negate this history. A similar historical process is at work in composition, as contemporary art becomes increasingly selfaware it becomes aware of its capacity, or as Lyotard saw it, duty to question the rules of art. 22 Recently this has been done by using materials that historically have been kept well away from serious music and by structural or theatrical elements that question the traditional forms or conventions. One such piece is Richard Ayres No.24 (NONcerto) (1995), a debased concerto for alto-trombone and ensemble. What sets this piece apart from many other classical and contemporary concerti is the antihero rather than hero-virtuoso role of the soloist. It begins with the trombonist rummaging in a plastic bag, vainly searching for the right type of mute, a point from which she/he makes little progress. A work such as this relies on its subversion of the concert-performance situation to impart humour and eventually pathos: retained in the text these effects, which I feel are vital to the work, are lost. Of course a work such as this became necessary through the composer s awareness of commodification and expresses itself as a protest against flashy virtuosity which as we have seen is idiomatic, but never the less facilitated by the text. Adorno discusses this theme, noting that the act of performing music has the air of being an advertisement 23, that there are rhetorical aspects to performance that aim to convince the listener that a particular performance is the definitive work. Perhaps the trombonist in Ayres NONcerto is making a similar sort of protest to the act of Verstummen, using silence where a cadenza should be as a gestural-dramatic device. Music that needs no performers can not only transcend problems of instrumental technique but also the pervasive barriers which stem from art s palpable oppression by commodification. Feldman once said: My whole generation was hung up on the 20 to 25 minute piece. It was our clock. We all got to know it, and how to handle it. As soon as you leave the minute piece behind, in a one-movement work, different problems arise. 24 As James Saunders points out, composers are now quite used to having 20 Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001) Vieira de Carvalho, M., Meaning, Mimesis, Idiom: On Adorno s Theory of Musical Performance, in Mário Vieira de Carvalho (ed.), Expression, Truth and Authenticity: On Adorno s Theory of Music and Musical Performance (Lisbon: CESEM/ Edições Colibri, 2009) Lyotard J.F., The Postmodern Explained to Children: Correspondence , trans. Thomas Pefanis (London, Turnaround, 1992) Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001) Universal Edition. Morton Feldman. Wien: Universal Edition, 1998

6 6 duration prescribed to them whereas they may not accept a commission that made demands of, say, tonality. This prescription (which stems from the standardised length of programmed concerts, the manner in which the PRS pay royalties per minute and the desire for the commissioning bodies to get value for money) clearly has an effect on the music being produced and limits autonomy. 25 Paddison argues that maybe the very act of reproduction ignores a historical truth. The necessarily rhetorical and communicative nature of reproduction is at odds with the social-fragmentation of late capitalism where the idea of social wholeness is by now an illusion. 26 In this sense, silent reading need not reconcile the private and the public, thus avoiding such charges of naivety or inauthenticity. Adorno posits that through silent reading the obsolete separation of work and reproduction would be liquidated 27, although this would be achieved by the expulsion of the latter! The development in western classical music, as distinct to oral traditions, is largely due to the development of notation that allowed forms to be fixed as well as complexified. But this development is part of a wider historical process which manifests itself largely through the more socio-economic forces of music such as technology, the dominance of particular ensembles and forms, patronage etc. Now that art has come-of-age there is now a tendency for some composers such as Ayres to confront these forces, mainly in the context from which they arose, i.e. performance rather than reading. Duchamp s Fountain would not be the same work if the art museum had never existed. This is the kernel of the relationship between text and reproduction: performance makes the text a text 28, imbues the text with authority by reproducing it mimetically in time and so facilitating the secondary cognitive reflexion. The text is comprised of signs whose intentionality assumes significance by being reproduced Saunders J., Developing a modular approach to music (Ph.D. commentary, University of Huddersfield, 2003) Paddison, M., Performance, Analysis and the Silent Work: The problem of Critical Self-Reflexion in Adorno s Theory of Musical Reproduction, Musikalische Analse und Kritische Theroie: Adorno s Philosophie der Musik (Tutzing: Verlag Haus Schneider, 2007) Adorno, T. W., Towards a Theory of Musical Performance, ed. Henri Lonitz, trans. Wieland Hoban (Cambridge: Polity Press, 2006; original German edition, 2001) Quoted in Dierks, S., Musical Writing and Performance: About Adorno s Theory of Performance, in Mário Vieira de Carvalho (ed.), Expression, Truth and Authenticity: On Adorno s Theory of Music and Musical Performance (Lisbon: CESEM/ Edições Colibri, 2009), Ibid. 79

7 7 Bibliography Adorno, T. W., Cambridge: Polity Press, 2006; original German edition, 2001) Music, Language and Composition, trans. Susan Gillespie. The Musical Quarterly, Vol. 77, No, 3 (Autumn, 1993) Sound Figures, trans. Rodney Livingstone (Stanford CA, Stanford University Press, 1999) Ayres, R., No.24: a NONcerto for alto trombone (Amsterdam: Donemus, 1999) Barry, B. R., Dierks, S., In Adorno's Broken Mirror: Towards a Theory of Musical Reproduction, International Review of the Aesthetics and Sociology of Music, Vol. 40, No. 1 (Jun., 2009) Musical Writing and Performance: About Adorno s Theory of Performance, in Mário Vieira de Carvalho (ed.), Expression, Truth and Authenticity: On Adorno s Theory of Music and Musical Performance (Lisbon: CESEM/ Edições Colibri, 2009) Hamilton, A., Aesthetics and Music (London: Continuum, 2007) Lyotard J.F., The Postmodern Explained to Children: Correspondence , trans. Thomas Pefanis (London, Turnaround, 1992) McCormack, T., Disfix (Unpublished, 2008) Paddison, M., Performance, Analysis and the Silent Work: The problem of Critical Self-Reflexion in Adorno s Theory of Musical Reproduction, Musikalische Analse und Kritische Theroie: Adorno s Philosophie der Musik (Tutzing: Verlag Haus Schneider, 2007) Saunders J., Developing a modular approach to music (Ph.D. commentary, University of Huddersfield, 2003) Universal Edition Morton Feldman (Wien: Universal Edition, 1998) Vieira de Carvalho, M., Meaning, Mimesis, Idiom: On Adorno s Theory of Musical Performance, in Mário Vieira de Carvalho (ed.), Expression, Truth and Authenticity: On Adorno s Theory of Music and Musical Performance (Lisbon: CESEM/ Edições Colibri, 2009) 83-94

2014 Music Style and Composition GA 3: Aural and written examination

2014 Music Style and Composition GA 3: Aural and written examination 2014 Music Style and Composition GA 3: Aural and written examination GENERAL COMMENTS The 2014 Music Style and Composition examination consisted of two sections, worth a total of 100 marks. Both sections

More information

In all creative work melody writing, harmonising a bass part, adding a melody to a given bass part the simplest answers tend to be the best answers.

In all creative work melody writing, harmonising a bass part, adding a melody to a given bass part the simplest answers tend to be the best answers. THEORY OF MUSIC REPORT ON THE MAY 2009 EXAMINATIONS General The early grades are very much concerned with learning and using the language of music and becoming familiar with basic theory. But, there are

More information

TOWARDS A THEORY OF MUSICAL REPRODUCTION

TOWARDS A THEORY OF MUSICAL REPRODUCTION TOWARDS A THEORY OF MUSICAL REPRODUCTION TOWARDS A THEORY OF MUSICAL REPRODUCTION Notes, a Draft and Two Schemata Theodor W. Adorno Edited by Henri Lonitz Translated by Wieland Hoban polity First published

More information

Critical Theory. Mark Olssen University of Surrey. Social Research at Frankfurt-am Main in The term critical theory was originally

Critical Theory. Mark Olssen University of Surrey. Social Research at Frankfurt-am Main in The term critical theory was originally Critical Theory Mark Olssen University of Surrey Critical theory emerged in Germany in the 1920s with the establishment of the Institute for Social Research at Frankfurt-am Main in 1923. The term critical

More information

The Transcription of Four Instrumental Concerti of J.S Bach for Recorders.

The Transcription of Four Instrumental Concerti of J.S Bach for Recorders. The Transcription of Four Instrumental Concerti of J.S Bach for Recorders. Background Despite its inclusion as one of a group of solo instruments in concerti grossi such as the Brandenburg Concerti numbers

More information

The purpose of this pack is to provide centres with a set of exemplars with commentaries.

The purpose of this pack is to provide centres with a set of exemplars with commentaries. June 2014 Pearson Edexcel International GCSE 4EA0/01 Pearson Edexcel Certificate KEA0/01 English Language (A) Paper 1 The purpose of this pack is to provide centres with a set of exemplars with commentaries.

More information

Michael Lüthy Retracing Modernist Praxis: Richard Shiff

Michael Lüthy Retracing Modernist Praxis: Richard Shiff This article a response to an essay by Richard Shiff is published in German in: Zwischen Ding und Zeichen. Zur ästhetischen Erfahrung in der Kunst,hrsg. von Gertrud Koch und Christiane Voss, München 2005,

More information

Advanced Higher Music Analytical Commentary

Advanced Higher Music Analytical Commentary Name:... Class:... Teacher:... Moffat Academy: Advanced Higher Music Analytical Commentary Page 1 A GUIDE TO WRITING YOUR ANALYTICAL COMMENTARY You are required to write a listening commentary between

More information

Always More Than One Art: Jean-Luc Nancy's <em>the Muses</em>

Always More Than One Art: Jean-Luc Nancy's <em>the Muses</em> bepress From the SelectedWorks of Ann Connolly 2006 Always More Than One Art: Jean-Luc Nancy's the Muses Ann Taylor, bepress Available at: https://works.bepress.com/ann_taylor/15/ Ann Taylor IAPL

More information

The purpose of this essay is to impart a basic vocabulary that you and your fellow

The purpose of this essay is to impart a basic vocabulary that you and your fellow Music Fundamentals By Benjamin DuPriest The purpose of this essay is to impart a basic vocabulary that you and your fellow students can draw on when discussing the sonic qualities of music. Excursions

More information

Hear hear. Århus, 11 January An acoustemological manifesto

Hear hear. Århus, 11 January An acoustemological manifesto Århus, 11 January 2008 Hear hear An acoustemological manifesto Sound is a powerful element of reality for most people and consequently an important topic for a number of scholarly disciplines. Currrently,

More information

Computational Parsing of Melody (CPM): Interface Enhancing the Creative Process during the Production of Music

Computational Parsing of Melody (CPM): Interface Enhancing the Creative Process during the Production of Music Computational Parsing of Melody (CPM): Interface Enhancing the Creative Process during the Production of Music Andrew Blake and Cathy Grundy University of Westminster Cavendish School of Computer Science

More information

2017 VCE Music Performance performance examination report

2017 VCE Music Performance performance examination report 2017 VCE Music Performance performance examination report General comments In 2017, a revised study design was introduced. Students whose overall presentation suggested that they had done some research

More information

Joseph Haydn. Symphony 26 Movement 1. A musical analysis

Joseph Haydn. Symphony 26 Movement 1. A musical analysis Joseph Haydn Symphony 26 Movement 1 A musical analysis 1 Introduction... 5 Sources... 5 Instrumental forces... 6 Oboes... 6 Bassoon... 13 Horns in D... Error! Bookmark not defined. Strings... Error! Bookmark

More information

Conversation Analysis, Discursive Psychology and the study of ideology: A Response to Susan Speer

Conversation Analysis, Discursive Psychology and the study of ideology: A Response to Susan Speer Conversation Analysis, Discursive Psychology and the study of ideology: A Response to Susan Speer As many readers will no doubt anticipate, this short article and the paper to which it responds are just

More information

Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and

Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere

More information

2012 HSC Notes from the Marking Centre Music

2012 HSC Notes from the Marking Centre Music 2012 HSC Notes from the Marking Centre Music Contents Introduction... 1 Music 1... 2 Performance core and elective... 2 Musicology elective (viva voce)... 2 Composition elective... 3 Aural skills... 4

More information

Unit Outcome Assessment Standards 1.1 & 1.3

Unit Outcome Assessment Standards 1.1 & 1.3 Understanding Music Unit Outcome Assessment Standards 1.1 & 1.3 By the end of this unit you will be able to recognise and identify musical concepts and styles from The Classical Era. Learning Intention

More information

Reid School of Music MMus Orchestration Course Organiser: Professor Peter Nelson Course Lecturer & Tutor: Dr Derek Williams Session

Reid School of Music MMus Orchestration Course Organiser: Professor Peter Nelson Course Lecturer & Tutor: Dr Derek Williams Session Reid School of Music MMus Orchestration Course Organiser: Professor Peter Nelson Course Lecturer & Tutor: Dr Derek Williams Session 2014-15 Course blog is at: https://sites.eca.ed.ac.uk/mmus-orchestration

More information

Department of Music, University of Glasgow, Glasgow G12 8QH. One of the ways I view my compositional practice is as a continuous line between

Department of Music, University of Glasgow, Glasgow G12 8QH. One of the ways I view my compositional practice is as a continuous line between Without Walls Nick Fells Department of Music, University of Glasgow, Glasgow G12 8QH. Email: nick@music.gla.ac.uk One of the ways I view my compositional practice is as a continuous line between acousmatic

More information

Purposeful Listening In Complex States of Time

Purposeful Listening In Complex States of Time Purposeful Listening In Complex States of Time David Dunn 1- "You should know that everyone, even human beings, when they are very young, can hear the future, just as the fish could before the deluge,

More information

8663 and 9703 MUSIC 8663/01 and 9703/01 Paper 1 (Listening), maximum raw mark 100

8663 and 9703 MUSIC 8663/01 and 9703/01 Paper 1 (Listening), maximum raw mark 100 UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the May/June 2009 question paper for the guidance of teachers 8663 and 9703 MUSIC

More information

Eighth Grade Music Curriculum Guide Iredell-Statesville Schools

Eighth Grade Music Curriculum Guide Iredell-Statesville Schools Eighth Grade Music 2014-2015 Curriculum Guide Iredell-Statesville Schools Table of Contents Purpose and Use of Document...3 College and Career Readiness Anchor Standards for Reading...4 College and Career

More information

Elements of Music. How can we tell music from other sounds?

Elements of Music. How can we tell music from other sounds? Elements of Music How can we tell music from other sounds? Sound begins with the vibration of an object. The vibrations are transmitted to our ears by a medium usually air. As a result of the vibrations,

More information

MUSIC (MUS) Music (MUS) 1

MUSIC (MUS) Music (MUS) 1 Music (MUS) 1 MUSIC (MUS) MUS 001S Applied Voice Studio 0 Credits MUS 105 Survey of Music History I 3 Credits A chronological survey of Western music from the Medieval through the Baroque periods stressing

More information

Curriculum Framework for Performing Arts

Curriculum Framework for Performing Arts Curriculum Framework for Performing Arts School: Mapleton Charter School Curricular Tool: Teacher Created Grade: K and 1 music Although skills are targeted in specific timeframes, they will be reinforced

More information

A Comprehensive Critical Study of Gadamer s Hermeneutics

A Comprehensive Critical Study of Gadamer s Hermeneutics REVIEW A Comprehensive Critical Study of Gadamer s Hermeneutics Kristin Gjesdal: Gadamer and the Legacy of German Idealism. Cambridge: Cambridge University Press, 2009. xvii + 235 pp. ISBN 978-0-521-50964-0

More information

Gyorgi Ligeti. Chamber Concerto, Movement III (1970) Glen Halls All Rights Reserved

Gyorgi Ligeti. Chamber Concerto, Movement III (1970) Glen Halls All Rights Reserved Gyorgi Ligeti. Chamber Concerto, Movement III (1970) Glen Halls All Rights Reserved Ligeti once said, " In working out a notational compositional structure the decisive factor is the extent to which it

More information

Instrumental Performance Band 7. Fine Arts Curriculum Framework

Instrumental Performance Band 7. Fine Arts Curriculum Framework Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1

More information

SHORT TERM PITCH MEMORY IN WESTERN vs. OTHER EQUAL TEMPERAMENT TUNING SYSTEMS

SHORT TERM PITCH MEMORY IN WESTERN vs. OTHER EQUAL TEMPERAMENT TUNING SYSTEMS SHORT TERM PITCH MEMORY IN WESTERN vs. OTHER EQUAL TEMPERAMENT TUNING SYSTEMS Areti Andreopoulou Music and Audio Research Laboratory New York University, New York, USA aa1510@nyu.edu Morwaread Farbood

More information

Hamletmachine: The Objective Real and the Subjective Fantasy. Heiner Mueller s play Hamletmachine focuses on Shakespeare s Hamlet,

Hamletmachine: The Objective Real and the Subjective Fantasy. Heiner Mueller s play Hamletmachine focuses on Shakespeare s Hamlet, Tom Wendt Copywrite 2011 Hamletmachine: The Objective Real and the Subjective Fantasy Heiner Mueller s play Hamletmachine focuses on Shakespeare s Hamlet, especially on Hamlet s relationship to the women

More information

THE ARTS IN THE CURRICULUM: AN AREA OF LEARNING OR POLITICAL

THE ARTS IN THE CURRICULUM: AN AREA OF LEARNING OR POLITICAL THE ARTS IN THE CURRICULUM: AN AREA OF LEARNING OR POLITICAL EXPEDIENCY? Joan Livermore Paper presented at the AARE/NZARE Joint Conference, Deakin University - Geelong 23 November 1992 Faculty of Education

More information

Total Section A (/45) Total Section B (/45)

Total Section A (/45) Total Section B (/45) 3626934333 GCE Music OCR Advanced GCE H542 Unit G355 Composing 2 Coursework Cover Sheet Before completing this form, please read the Instructions to Centres document. One of these cover sheets, suitably

More information

University of Huddersfield Repository

University of Huddersfield Repository University of Huddersfield Repository Glover, Richard Phenomenology and temporality in the composition of experimental minimal music Original Citation Glover, Richard (2012) Phenomenology and temporality

More information

2010 Music Solo Performance GA 3: Aural and written examination

2010 Music Solo Performance GA 3: Aural and written examination 2010 Music Solo Performance GA 3: Aural and written examination GENERAL COMMENTS The 2010 Music Solo Performance aural and written examination consisted of three sections and was worth 105 marks. All sections

More information

Improvisation and Ethnomusicology Howard Spring, University of Guelph

Improvisation and Ethnomusicology Howard Spring, University of Guelph Improvisation and Ethnomusicology Howard Spring, University of Guelph Definition Improvisation means different things to different people in different places at different times. Although English folk songs

More information

Abstract. Hadiya Morris

Abstract. Hadiya Morris The Unchanging Face of Classical Music: A Reflective Perspective on Diversity & Access Classical Music as Contemporary Socio-cultural Practice: Critical Perspectives Conference 2014 King s College, London

More information

8. The dialectic of labor and time

8. The dialectic of labor and time 8. The dialectic of labor and time Marx in unfolding the category of capital, then, relates the historical dynamic of capitalist society as well as the industrial form of production to the structure of

More information

Orchestration notes on Assignment 2 (woodwinds)

Orchestration notes on Assignment 2 (woodwinds) Orchestration notes on Assignment 2 (woodwinds) Introductory remarks All seven students submitted this assignment on time. Grades ranged from 91% to 100%, and the average grade was an unusually high 96%.

More information

A-LEVEL Music. MUS2A Mark scheme June Version 1.0: Final Mark Scheme

A-LEVEL Music. MUS2A Mark scheme June Version 1.0: Final Mark Scheme A-LEVEL Music MUS2A Mark scheme 2270 June 2016 Version 1.0: Final Mark Scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of

More information

Architecture as the Psyche of a Culture

Architecture as the Psyche of a Culture Roger Williams University DOCS@RWU School of Architecture, Art, and Historic Preservation Faculty Publications School of Architecture, Art, and Historic Preservation 2010 John S. Hendrix Roger Williams

More information

COMPUTER ENGINEERING SERIES

COMPUTER ENGINEERING SERIES COMPUTER ENGINEERING SERIES Musical Rhetoric Foundations and Annotation Schemes Patrick Saint-Dizier Musical Rhetoric FOCUS SERIES Series Editor Jean-Charles Pomerol Musical Rhetoric Foundations and

More information

Vigil (1991) for violin and piano analysis and commentary by Carson P. Cooman

Vigil (1991) for violin and piano analysis and commentary by Carson P. Cooman Vigil (1991) for violin and piano analysis and commentary by Carson P. Cooman American composer Gwyneth Walker s Vigil (1991) for violin and piano is an extended single 10 minute movement for violin and

More information

SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12

SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely copied,

More information

Is composition a mode of performing? Questioning musical meaning

Is composition a mode of performing? Questioning musical meaning International Symposium on Performance Science ISBN 978-94-90306-01-4 The Author 2009, Published by the AEC All rights reserved Is composition a mode of performing? Questioning musical meaning Jorge Salgado

More information

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces

Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces Haydn: Symphony No. 101 second movement, The Clock Listening Exam Section B: Study Pieces AQA Specimen paper: 2 Rhinegold Listening tests book: 4 Renaissance Practice Paper 1: 6 Renaissance Practice Paper

More information

What have we done with the bodies? Bodyliness in drama education research

What have we done with the bodies? Bodyliness in drama education research 1 What have we done with the bodies? Bodyliness in drama education research (in Research in Drama Education: The Journal of Applied Theatre and Performance, 20/3, pp. 312-315, November 2015) How the body

More information

There are two parts to this; the pedagogical skills development objectives and the rehearsal sequence for the music.

There are two parts to this; the pedagogical skills development objectives and the rehearsal sequence for the music. Efficient Rehearsals by William W. Gourley It is no secret that one of the main factors influencing great performances is great rehearsals. Performers just do not rise to the occasion on a performance.

More information

Saturday, June 2, :00 p.m. Emily Kerski. Graduate Recital. DePaul Concert Hall 800 West Belden Avenue Chicago

Saturday, June 2, :00 p.m. Emily Kerski. Graduate Recital. DePaul Concert Hall 800 West Belden Avenue Chicago Saturday, June 2, 2018 1:00 p.m. Emily Kerski Graduate Recital DePaul Concert Hall 800 West Belden Avenue Chicago Saturday, June 2, 2018 1:00 p.m. DePaul Concert Hall PROGRAM Emily Kerski, clarinet Graduate

More information

Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student analyze

More information

Adrian Taylor. Just Play. Trombone Treble Clef. Book 1. Teacher Edition

Adrian Taylor. Just Play. Trombone Treble Clef. Book 1. Teacher Edition Adrian Taylor Just Play. Trombone Treble Clef Book 1 Teacher dition Adrian Taylor Method for Brass (Trombone in Treble Clef) Book 1 This teaching resource has been designed for both small group and whole

More information

Chamber Orchestra Course Syllabus: Orchestra Advanced Joli Brooks, Jacksonville High School, Revised August 2016

Chamber Orchestra Course Syllabus: Orchestra Advanced Joli Brooks, Jacksonville High School, Revised August 2016 Course Overview Open to students who play the violin, viola, cello, or contrabass. Instruction builds on the knowledge and skills developed in Chamber Orchestra- Proficient. Students must register for

More information

Instruments can often be played at great length with little consideration for tiring.

Instruments can often be played at great length with little consideration for tiring. On Instruments Versus the Voice W. A. Young (This brief essay was written as part of a collection of music appreciation essays designed to help the person who is not a musician find an approach to musical

More information

The Role and Definition of Expectation in Acousmatic Music Some Starting Points

The Role and Definition of Expectation in Acousmatic Music Some Starting Points The Role and Definition of Expectation in Acousmatic Music Some Starting Points Louise Rossiter Music, Technology and Innovation Research Centre De Montfort University, Leicester Abstract My current research

More information

ON GESTURAL MEANING IN ACTS OF EXPRESSION

ON GESTURAL MEANING IN ACTS OF EXPRESSION ON GESTURAL MEANING IN ACTS OF EXPRESSION Sunnie D. Kidd In this presentation the focus is on what Maurice Merleau-Ponty calls the gestural meaning of the word in language and speech as it is an expression

More information

Bartók s variations of The Romanian Christmas Carols

Bartók s variations of The Romanian Christmas Carols McMaster Music Analysis Colloquium vol. 4, 2005, pp. 85-96 Bartók s variations of The Romanian Christmas Carols MIHAELA IRINA Introduction Starting in 1907, Béla Bartók (1881-1945) begins to collect Romanian

More information

2015 VCE Music Performance performance examination report

2015 VCE Music Performance performance examination report 2015 VCE Music Performance performance examination report General comments Over the course of a year, VCE Music Performance students undertake a variety of areas of study, including performance, performance

More information

This paper was written for a presentation to ESTA (European String Teachers Association on November

This paper was written for a presentation to ESTA (European String Teachers Association on November Sound before Symbol This paper was written for a presentation to ESTA (European String Teachers Association on November 13 2011. I hope to illustrate the advantages of teaching the sound before the symbol,

More information

Diatonic-Collection Disruption in the Melodic Material of Alban Berg s Op. 5, no. 2

Diatonic-Collection Disruption in the Melodic Material of Alban Berg s Op. 5, no. 2 Michael Schnitzius Diatonic-Collection Disruption in the Melodic Material of Alban Berg s Op. 5, no. 2 The pre-serial Expressionist music of the early twentieth century composed by Arnold Schoenberg and

More information

Aisthesis. To imitate all that is hidden. The place of mimesis in Adorno s theory of musical performance

Aisthesis. To imitate all that is hidden. The place of mimesis in Adorno s theory of musical performance Aisthesis Firenze University Press www.fupress.com/aisthesis Citation: A. Cecchi (2017) To imitate all that is hidden. The place of mimesis in Adorno s theory of musical performance. Aisthesis 1(1): 131-138.

More information

Assessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.

Assessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation. Title of Unit: Choral Concert Performance Preparation Repertoire: Simple Gifts (Shaker Song). Adapted by Aaron Copland, Transcribed for Chorus by Irving Fine. Boosey & Hawkes, 1952. Level: NYSSMA Level

More information

BDD-A Universitatea din București Provided by Diacronia.ro for IP ( :46:58 UTC)

BDD-A Universitatea din București Provided by Diacronia.ro for IP ( :46:58 UTC) CRITICAL DISCOURSE ANALYSIS AND TRANSLATION STUDIES: TRANSLATION, RECONTEXTUALIZATION, IDEOLOGY Isabela Ieţcu-Fairclough Abstract: This paper explores the role that critical discourse-analytical concepts

More information

Section A: Solo Recital. Marks are to be given under each of the following headings, applied to the performance as a whole.

Section A: Solo Recital. Marks are to be given under each of the following headings, applied to the performance as a whole. GCE Music OCR AS GCE H142 Unit G351: Performing Music 1 Marking Criteria Section A: Solo Recital 60 Marks are to be given under each of the following headings, applied to the performance as a whole. Level

More information

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National

Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved. NES, the NES logo, Pearson, the Pearson logo, and National Music (504) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES Profile: Music

More information

7. Collaborate with others to create original material for a dance that communicates a universal theme or sociopolitical issue.

7. Collaborate with others to create original material for a dance that communicates a universal theme or sociopolitical issue. OHIO DEPARTMENT OF EDUCATION ACADEMIC CONTENT STANDARDS FINE ARTS CHECKLIST: DANCE ~GRADE 12~ Historical, Cultural and Social Contexts Students understand dance forms and styles from a diverse range of

More information

Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420)

Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420) NCEA Level 3 Making Music (91420) 2013 page 1 of 6 Assessment Schedule 2013 Making Music: Integrate aural skills into written representation (91420) Evidence Statement ONE (a) (i) (iii) Shenandoah Identifies

More information

CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS

CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS NAME: GRADE: VOICE PART: Broadway Song: (3 points) Total: DICTION TONE INTONATION RHYTHMIC Words were not pronounced clearly or at all. Tone was not present or

More information

Objective 2: Demonstrate technical performance skills.

Objective 2: Demonstrate technical performance skills. SECONDARY MUSIC 1.1.a 1.1.b 1.1.c 1.1.d 1.1.e 1.1.f 1.1.g 1.2.a 1.2.b 1.2.c ORCHESTRA ASSESSMENTS February 2013 I. Students will use body, voice and instruments as means of musical expression. Objective

More information

COMPOSING WITH GRAPHICS : REVEALING THE COMPOSI- TIONAL PROCESS THROUGH PERFORMANCE

COMPOSING WITH GRAPHICS : REVEALING THE COMPOSI- TIONAL PROCESS THROUGH PERFORMANCE COMPOSING WITH GRAPHICS : REVEALING THE COMPOSI- TIONAL PROCESS THROUGH PERFORMANCE Pedro Rebelo Sonic Arts Research Centre Queen s University Belfast p.rebelo@qub.ac.uk ABSTRACT The research presented

More information

Chamber Orchestra Course Syllabus: Orchestra Proficient Joli Brooks, Jacksonville High School, Revised August 2016

Chamber Orchestra Course Syllabus: Orchestra Proficient Joli Brooks, Jacksonville High School, Revised August 2016 Course Overview Open to students who play the violin, viola, cello, or contrabass. Instruction builds on the knowledge and skills developed in Stringed Orchestra. Students must register for Chamber Orchestra

More information

Third Grade Music Curriculum

Third Grade Music Curriculum Third Grade Music Curriculum 3 rd Grade Music Overview Course Description The third-grade music course introduces students to elements of harmony, traditional music notation, and instrument families. The

More information

GREGYNOG CONFERENCE 2017 Monday 24th July Wednesday 26th July (Monday 6 p.m. to Wednesday a.m.)

GREGYNOG CONFERENCE 2017 Monday 24th July Wednesday 26th July (Monday 6 p.m. to Wednesday a.m.) GREGYNOG CONFERENCE 2017 Monday 24th July Wednesday 26th July (Monday 6 p.m. to Wednesday 11.30 a.m.) ABSTRACTS (in alphabetical order by author) Academic Integrity and the Dis-integration of Pedagogy

More information

Expressive performance in music: Mapping acoustic cues onto facial expressions

Expressive performance in music: Mapping acoustic cues onto facial expressions International Symposium on Performance Science ISBN 978-94-90306-02-1 The Author 2011, Published by the AEC All rights reserved Expressive performance in music: Mapping acoustic cues onto facial expressions

More information

STYLE-BRANDING, AESTHETIC DESIGN DNA

STYLE-BRANDING, AESTHETIC DESIGN DNA INTERNATIONAL CONFERENCE ON ENGINEERING AND PRODUCT DESIGN EDUCATION 10 & 11 SEPTEMBER 2009, UNIVERSITY OF BRIGHTON, UK STYLE-BRANDING, AESTHETIC DESIGN DNA Bob EVES 1 and Jon HEWITT 2 1 Bournemouth University

More information

Examination papers and Examiners reports E040. Victorians. Examination paper

Examination papers and Examiners reports E040. Victorians. Examination paper Examination papers and Examiners reports 2008 033E040 Victorians Examination paper 85 Diploma and BA in English 86 Examination papers and Examiners reports 2008 87 Diploma and BA in English 88 Examination

More information

CRITIQUE AS UNCERTAINTY

CRITIQUE AS UNCERTAINTY CRITIQUE AS UNCERTAINTY Ole Skovsmose Critical mathematics education has developed with reference to notions of critique critical education, critical theory, as well as to the students movement that expressed,

More information

Michigan Arts Education Instructional and Assessment Program Michigan Assessment Consortium. MUSIC Assessment

Michigan Arts Education Instructional and Assessment Program Michigan Assessment Consortium. MUSIC Assessment Michigan Arts Education Instructional and Assessment Program Michigan Assessment Consortium MUSIC Assessment Performance Event M.E412 Theme & Variations High School Levels 1 and 2 Teacher Booklet Teacher

More information

UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC

UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC UNIVERSITY COLLEGE DUBLIN NATIONAL UNIVERSITY OF IRELAND, DUBLIN MUSIC SESSION 2000/2001 University College Dublin NOTE: All students intending to apply for entry to the BMus Degree at University College

More information

From Print to Audio Technology, Sound Reproduction & Musical Copyright. Olufunmilayo B. Arewa

From Print to Audio Technology, Sound Reproduction & Musical Copyright. Olufunmilayo B. Arewa From Print to Audio Technology, Sound Reproduction & Musical Copyright Olufunmilayo B. Arewa Copyright@300 Conference April 9, 2010 Overview Newton v. Diamond Copyright Expansion to Music Copyright, Musical

More information

Solo Trombone. Suuna. for Trombone and Orchestra

Solo Trombone. Suuna. for Trombone and Orchestra Solo Trombone Suuna for Trombone and Orchestra Jukka Tiensuu 2017 Solo Trombone S. 1 ~96 Suuna for Trombone and Orchestra 1. Ready Jukka Tiensuu 2017 11 17 22 27 4 42 50 vibr. Keep lips on playing position

More information

Would Bach be Hip with HIPP?

Would Bach be Hip with HIPP? Would Bach be Hip with HIPP? JORDAN HENDERSON WRITER S COMMENT: The choice of topic for this paper came out of a very, very broad list of possible topics in Professor Jeffrey Thomas s History of Johann

More information

Advanced Placement Music Theory

Advanced Placement Music Theory Page 1 of 12 Unit: Composing, Analyzing, Arranging Advanced Placement Music Theory Framew Standard Learning Objectives/ Content Outcomes 2.10 Demonstrate the ability to read an instrumental or vocal score

More information

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments Missouri Educator Gateway Assessments FIELD 043: MUSIC: INSTRUMENTAL & VOCAL June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Music Theory and Composition 0001 0003

More information

Introduction to Performance Fundamentals

Introduction to Performance Fundamentals Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate

More information

HSC Music 2 Marking Guidelines Practical tasks and submitted works

HSC Music 2 Marking Guidelines Practical tasks and submitted works HSC Music 2 Marking Guidelines Practical tasks and submitted works The Music 2 examination consists of a written paper worth 35 marks, a practical examination worth 20 marks, a core composition worth 15

More information

Crystal-image: real-time imagery in live performance as the forking of time

Crystal-image: real-time imagery in live performance as the forking of time 1 Crystal-image: real-time imagery in live performance as the forking of time Meyerhold and Piscator were among the first aware of the aesthetic potential of incorporating moving images in live theatre

More information

Boulez. Aspects of Pli Selon Pli. Glen Halls All Rights Reserved.

Boulez. Aspects of Pli Selon Pli. Glen Halls All Rights Reserved. Boulez. Aspects of Pli Selon Pli Glen Halls All Rights Reserved. "Don" is the first movement of Boulez' monumental work Pli Selon Pli, subtitled Improvisations on Mallarme. One of the most characteristic

More information

Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38

Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38 Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing and

More information

Theory or Theories? Based on: R.T. Craig (1999), Communication Theory as a field, Communication Theory, n. 2, May,

Theory or Theories? Based on: R.T. Craig (1999), Communication Theory as a field, Communication Theory, n. 2, May, Theory or Theories? Based on: R.T. Craig (1999), Communication Theory as a field, Communication Theory, n. 2, May, 119-161. 1 To begin. n Is it possible to identify a Theory of communication field? n There

More information

Objective 2: Demonstrate technical performance skills.

Objective 2: Demonstrate technical performance skills. SECONDARY MUSIC 1.1.a 1.1.b 1.1.c 1.1.d 1.1.e 1.2.a BAND ASSESSMENTS February 2013 First Standard: PERFORM p. 1 I. Students will use body, voice and instruments as means of musical expression. Objective

More information

Breaking Convention: Music and Modernism. AK 2100 Nov. 9, 2005

Breaking Convention: Music and Modernism. AK 2100 Nov. 9, 2005 Breaking Convention: Music and Modernism AK 2100 Nov. 9, 2005 Music and Tradition A brief timeline of Western Music Medieval: (before 1450). Chant, plainsong or Gregorian Chant. Renaissance: (1450-1650

More information

Ideological and Political Education Under the Perspective of Receptive Aesthetics Jie Zhang, Weifang Zhong

Ideological and Political Education Under the Perspective of Receptive Aesthetics Jie Zhang, Weifang Zhong International Conference on Education Technology and Social Science (ICETSS 2014) Ideological and Political Education Under the Perspective of Receptive Aesthetics Jie Zhang, Weifang Zhong School of Marxism,

More information

Music theory PART ONE

Music theory PART ONE Music theory PART ONE STAVES Music lives on staves - a stave consists of 5 horizontal lines, and the spaces in between those lines. The position of notes on the lines or in the spaces, in conjunction with

More information

An Intense Defence of Gadamer s Significance for Aesthetics

An Intense Defence of Gadamer s Significance for Aesthetics REVIEW An Intense Defence of Gadamer s Significance for Aesthetics Nicholas Davey: Unfinished Worlds: Hermeneutics, Aesthetics and Gadamer. Edinburgh: Edinburgh University Press, 2013. 190 pp. ISBN 978-0-7486-8622-3

More information

Level performance examination descriptions

Level performance examination descriptions Unofficial translation from the original Finnish document Level performance examination descriptions LEVEL PERFORMANCE EXAMINATION DESCRIPTIONS Accordion, kantele, guitar, piano and organ... 6 Accordion...

More information

Monadology and Music 2: Leibniz s Demon

Monadology and Music 2: Leibniz s Demon Monadology and Music 2: Leibniz s Demon Soshichi Uchii (Kyoto University, Emeritus) Abstract Drawing on my previous paper Monadology and Music (Uchii 2015), I will further pursue the analogy between Monadology

More information

Why Music Theory Through Improvisation is Needed

Why Music Theory Through Improvisation is Needed Music Theory Through Improvisation is a hands-on, creativity-based approach to music theory and improvisation training designed for classical musicians with little or no background in improvisation. It

More information

IX Colóquio Internacional Marx e Engels GT 4 - Economia e política

IX Colóquio Internacional Marx e Engels GT 4 - Economia e política IX Colóquio Internacional Marx e Engels GT 4 - Economia e política Anticipation and inevitability: reification and totalization of time in contemporary capitalism Ana Flavia Badue PhD student Anthropology

More information

EXPECTATIONS at the end of this unit. some children will not have made so much progress and will:

EXPECTATIONS at the end of this unit. some children will not have made so much progress and will: Y5 Mr Jennings' class Unit 17 Exploring rounds with voice and instruments ABOUT THE UNIT This unit develops children s ability to sing and play music in two (or more) parts. They develop their skills playing

More information

River Dell Regional School District. Visual and Performing Arts Curriculum Music

River Dell Regional School District. Visual and Performing Arts Curriculum Music Visual and Performing Arts Curriculum Music 2015 Grades 7-12 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal

More information