by Martin Scherzinger

Similar documents
Study Guide. Solutions to Selected Exercises. Foundations of Music and Musicianship with CD-ROM. 2nd Edition. David Damschroder

MELODIC AND RHYTHMIC EMBELLISHMENT IN TWO VOICE COMPOSITION. Chapter 10

Northeast High School AP Music Theory Summer Work Answer Sheet

MMTA Written Theory Exam Requirements Level 3 and Below. b. Notes on grand staff from Low F to High G, including inner ledger lines (D,C,B).

DDD Music Analysis, Group Dances, Takai--Kondaliya

Student Performance Q&A: 2001 AP Music Theory Free-Response Questions

Student Performance Q&A:

WSMTA Music Literacy Program Curriculum Guide modified for STRINGS

Place in the Medley After Takai itself is played, Nyaɣboli can come at any place in the sequence. At Tufts, we usually place it second.

Partimenti Pedagogy at the European American Musical Alliance, Derek Remeš

Student Performance Q&A:

A Review of Fundamentals

Theory Bowl. Round 3: Harmony, Voice Leading and Analysis

Robert Schuman "Novellette in F Major", Opus. 21 no. 1 (Part 1)

CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER CHAPTER 9...

MUSIC PROGRESSIONS. Curriculum Guide

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I

Music Theory. Fine Arts Curriculum Framework. Revised 2008

MUSIC THEORY CURRICULUM STANDARDS GRADES Students will sing, alone and with others, a varied repertoire of music.

Student Performance Q&A:

Calculating Dissonance in Chopin s Étude Op. 10 No. 1

Student Performance Q&A:

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Music Theory

AP Music Theory Syllabus

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

MTO 15.2 Examples: Samarotto, Plays of Opposing Motion

APPENDIX A: ERRATA TO SCORES OF THE PLAYER PIANO STUDIES

Alleghany County Schools Curriculum Guide

CHAPTER ONE TWO-PART COUNTERPOINT IN FIRST SPECIES (1:1)

Example 1 (W.A. Mozart, Piano Trio, K. 542/iii, mm ):

Lesson One. New Terms. Cambiata: a non-harmonic note reached by skip of (usually a third) and resolved by a step.

Lesson Week: August 17-19, 2016 Grade Level: 11 th & 12 th Subject: Advanced Placement Music Theory Prepared by: Aaron Williams Overview & Purpose:

LESSON ONE. New Terms. sopra above

Rhythmic Dissonance: Introduction

Claude Debussy: Estampes Nos. 1 and 2 ( Pagodes and La soirée dans Grenade ) (for component 3: Appraising)

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

MUSC 133 Practice Materials Version 1.2

LESSON 1 PITCH NOTATION AND INTERVALS

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

Texas State Solo & Ensemble Contest. May 25 & May 27, Theory Test Cover Sheet

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

Temporal Geometries of an African Music: A Preliminary Sketch *

BLUE VALLEY DISTRICT CURRICULUM & INSTRUCTION Music 9-12/Honors Music Theory

Readings Assignments on Counterpoint in Composition by Felix Salzer and Carl Schachter

Course Overview. At the end of the course, students should be able to:

AP Music Theory at the Career Center Chris Garmon, Instructor

Instrumental Performance Band 7. Fine Arts Curriculum Framework

SPECIES COUNTERPOINT

46. Barrington Pheloung Morse on the Case

Credo Theory of Music training programme GRADE 4 By S. J. Cloete

University of Miami Frost School of Music Doctor of Musical Arts Jazz Performance (Instrumental and Vocal)

Virginia Commonwealth University MHIS 146 Outline Notes. Open and Closed Positions of Triads Never more than an octave between the upper three voices

AN ANALYSIS OF PIANO VARIATIONS

Murrieta Valley Unified School District High School Course Outline February 2006

Sample assessment task. Task details. Content description. Task preparation. Year level 9

COURSE OUTLINE. Corequisites: None

Music Grade 6 Term 2. Contents

Music Theory. Level 3. Printable Music Theory Books. A Fun Way to Learn Music Theory. Student s Name: Class:

AP Music Theory Syllabus CHS Fine Arts Department

AP MUSIC THEORY 2016 SCORING GUIDELINES

2011 Music Performance GA 3: Aural and written examination

MARK SCHEME for the May/June 2011 question paper for the guidance of teachers 0410 MUSIC

MUSIC CURRICULM MAP: KEY STAGE THREE:

ILLINOIS LICENSURE TESTING SYSTEM

Tonal Polarity: Tonal Harmonies in Twelve-Tone Music. Luigi Dallapiccola s Quaderno Musicale Di Annalibera, no. 1 Simbolo is a twelve-tone

2013 Assessment Report. Music Level 1

Structure and Interpretation of Rhythm and Timing 1

Introduction to Free Counterpoint. ( or Bach Style Counterpoint ) by Glen Halls All rights reserved.

Texas State Solo & Ensemble Contest. May 26 & May 28, Theory Test Cover Sheet

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

Choir Scope and Sequence Grade 6-12

Music Theory AP Course Syllabus

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

Active learning will develop attitudes, knowledge, and performance skills which help students perceive and respond to the power of music as an art.

Chapter 2--Rhythm. Student: 1. The regular pulse in music is called the A. beat B. meter C. tempo D. rhythm E. measure

Music Theory Courses - Piano Program

AP Music Theory Assignment

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

Comprehensive Course Syllabus-Music Theory

Edexcel A Level Syllabus Analysis

Analysis Worksheet Fauré Elegy

AP Music Theory Curriculum

54. The Beatles A Day in the Life (for Unit 3: Developing Musical Understanding) Background information and performance circumstances

Student Performance Q&A:

ANDREW WILSON-DICKSON - BIOGRAPHICAL NOTE

Music Curriculum Glossary

AP Music Theory Course Planner

Woodlynne School District Curriculum Guide. General Music Grades 3-4

Analysis of Brahms Intermezzo in Bb minor Op. 117 No. 2. Seth Horvitz

AP Music Theory. Sample Student Responses and Scoring Commentary. Inside: Free Response Question 1. Scoring Guideline.

Theory of Music Grade 6

PERFORMING ARTS Curriculum Framework K - 12

47. James Horner Take her to sea Mr Murdoch from Titanic

Descending- and ascending- 5 6 sequences (sequences based on thirds and seconds):

NOT USE INK IN THIS CLASS!! A

Vivaldi: Concerto in D minor, Op. 3 No. 11 (for component 3: Appraising)

Additional Theory Resources

Chapter 3 ORIENTALISM AS REPRESENTED IN THE SELECTED PIANO WORKS OF CAMILLE SAINT-SAËNS

2014A Cappella Harmonv Academv Handout #2 Page 1. Sweet Adelines International Balance & Blend Joan Boutilier

AP Music Theory Syllabus

Transcription:

Remarks on a Sketch of György Ligeti A Case of African Pianism by Martin Scherzinger There is a sketch by the Hungarian-born composer György Ligeti housed at the Paul Sacher Foundation that does not comport with the standard historical narrative on the composer s engagement with African culture. To the etent that African music is mentioned at all, musicological commentaries on Ligeti s late period tend to emphasize the composer s personal contact with Israeli ethnomusicologist Simha Arom and, to a lesser etent, Ligeti s engagement with the work of the Austrian born Gerhard Kubik. Arom s research, eemplified in his magnum opus, Polyphonies et polyrythmies instrumentales d Afrique Centrale, 1 principally eamines the musical practices of the Central African Republic (notably those of the Aka and the Banda- Linda); Kubik s research casts a wider net, ranging from the tusona ideographs found in Angola to the amadinda and akadinda ylophone music of Uganda. Yet the sketch clearly indicates an involvement with the music of the Shona people of Zimbabwe, a creative tradition not studied by either ethnomusicologist. Dated August 1990 in red pencil, the sketch, originally conceived as Étude no. 10, bears three titles: Zimbabwe and Mbira (crossed out), and Konve-Konkav (Eample 1). On the right-hand side, we find two threepronged square brackets vertically aligned to imply a hocket between upper and lower parts. Below this, Ligeti writes the word interlocking, followed by a reference to the Shona mbira. The Hungarian words Hüvelykujj eltolódás dallam ( Thumb offsets/shifts tune ), offer a shorthand description of the way mbira dza vadzimu tunes are often constructed around interlocking lines between left and right thumbs; the words also suggest the way two mbira parts (known as kushaura [ to lead ] and kutsinhira [ to follow ] in Zimbabwe) are separated by one pulse to facilitate the interlocking of notes. On the left-hand side of the first staff Ligeti indicates two distinct temporal groupings for the two hands: 2+2+2 for the right hand and 3+3 for the left, a typical rhythmic grouping of the two parts in the music of the mbira dza vadzimu. From the notation itself, it is clear that Ligeti is eperimenting with a peculiar kind of pianism derived from the mbira. The pulse notation recalls the mbira and matepe transcriptions of the South 32

African ethnomusicologist Andrew Tracey, and the musical passages, grouped into four quarters of twelve pulses each (before cycling back to their starting point), reproduce the basic structure of a typical mbira tune. Even the descending character of these lines emulates the signature down- Eample 1: György Ligeti, Étude no. 12 ( Entrelacs ), sketch (György Ligeti Collection). 33

Eample 2: A typical Mbira tune ( Nyamaropa, performed by Samuel Mujuru in August 1996; transcribed by the author). ward cascading of a typical mbira song (Eample 2). As in the music of Ligeti s sketch, mbira music tends to issue forty-eight-pulse interlocking lines, staggered in time, that inhabit the same approimate register a mechanism that maimizes the emergence of inherent melodic rhythms (about which more below). Ligeti eplains: On the piano there is no possibility of the two hands playing the same pitches as they can on the mbira, because the piano was constructed having the bass on the left and the treble on the right. I have no symmetrical possibility, but I want to combine two patterns [ ]. 2 Ligeti s attempt in the sketch to impersonate the instrumental behavior of the mbira issues the rhythmic illusionism that he found so compelling in African music. Commenting on its paradoical nature, Ligeti writes, the patterns performed by the individual musicians are quite different from those which result from their combination. In fact, the ensemble s superpattern is in itself not played and eists only as an illusory outline. 3 In Ligeti s homespun impressions of mbira music, we find similarly illusory rhythmic results. For eample, the passage notated on the tenth staff of the sketch an interlocking canon separated by eleven pulses produces inherent melodic rhythms that sound out a unique motivic interplay, at once self-referential and elusive (Eample 3). Notice how the two Y motives (each followed by an oscillation and an identical X motive) are offset by one pulse, as if the second appearance of Y comes a moment too soon. The X motive itself never appears in the equivalent rhythmic position in this short fragmentary passage, occurring instead on pulses 5, 6, 7, 8, and 12 at different points in the cycle. Motivic activity is thus constantly displaced against the meter. Similarly, the oscillation motives, which elaborate four-note fluctuations on the intervals of a second, third, fourth, and fifth (in that order), occur on pulses 1, 2, 3, and 9 at different points in the cycle. And yet, these asymmetrically distributed motives result from a simple interplay between two identical descending melodies, a musical characteristic Ligeti identifies as distinctly African. In African mbira music, for instance, the irregular acoustic eperience is out of sync with the regu- 34

1 2 y y oscillation (3rd) oscillation (4th) oscillation (5th) oscillation (5th) oscillation (2nd) Eample 3: Motivic analysis of Ligeti s sketch (staves 10 and 13). lar physical structure of the music. Ligeti emphasizes this puzzle-like aspect in connection with African music: the absolute symmetry of the formal architecture on the one hand [is in strong tension with] the asymmetrical internal divisions of the patterns on the other. 4 Interestingly, Ligeti also references two European romantic composers in this sketch. On the right hand side of the notation he writes: Des Abends Hemiolak 3:2, which probably refers to the first of Schumann s Fantasiestücke für Klavier, op. 12, as well as Chopin f moll ballade, which refers to Chopin s Ballade, op. 52. Schumann s piece shares several traits with mbira music. First, while notated in 2/8, the music actually flows in a pulse-based ternary time throughout (notated in triplets), with an undulating 2+2+2 grouping in the right hand and an implied 3+3 in the left. As in Ligeti s sketch of mbira music, Schumann s motives and melodies undergo subtle, almost illusionist, temporal shifts. In m. 3, for eample, the bass pedal-figure is briefly offset by one pulse, while in the parallel place four measures later (m. 7), the stepwise ascent in the upper voice has shifted by two pulses. As in Ligeti s mbira sketch, these shifts take place in the contet of an otherwise unwavering meter. Akin to the melodies of the mbira, the oscillating right hand figuration in Schumann s piece also occasionally shifts its emphasis to the offbeat. In mm. 11 16, for eample, both inner and outer voices elaborate melodic movement, while in mm. 21 24, the melody has shifted entirely to the offbeating inner voice. Finally, as a result of the crossing of parts between left and right hands, Schumann elicits from the, otherwise fairly straightforward, tonal play some striking harmonic constellations (initially mainly thirds, but then also tritones and an especially spiky minor second in m. 12). These momentary sonorities resonate with the peculiar sounds that drive the music. Note, for eample, how the opening G (sounded as upper neighbor or is it a passing tone?) in the contet of D -major yields a sonority that re-sounds in m. 24 as C, E, G, and A, a flattening of a dominant seventh that illusionistically becomes B-major with an upper neighbor (or is it a passing tone?) in m. 25. 35

Chopin s ballade too shares several traits with mbira music. For eample, in mm. 175 76, ternary groupings in the right hand run agilely alongside binary groupings in the left (notated in triplets against duple siteenths). Moreover, the right hand ternary movement is further grouped into a four-beated melodic flow (notated with upward stems) while the left hand binary movement is grouped into a three-beated flow (three ascending arpeggio tones followed by three descending ones). Thus here too we find a resonance between Chopin s rhythmic practice and that of African music. One striking difference between the two rhythmic approaches is that in much African music, and especially in the music of the mbira, this kind of polyrhythmic activity often plays out within the same registral span a technique that augments the appearance of illusory rhythms. This is where Ligeti s music frequently becomes more African than European. In the sketch, for eample, Ligeti further eplores the results of coinciding registers on the fifteenth and siteenth staves. Here the composer enriches the descending lines with dyads (intervals of a seventh) in each hand. To circumvent the problem of colliding hand movements, left and right hands occupy black and white key collections respectively. Once again, with reference to the music of the mbira, Ligeti eplains: [ ] I came to see how I can play with two hands at the same place, doing with one hand the white keys and with the other the black. 5 Ligeti s piano music after 1985 from the first Étude ( Désordre ) to the Klavierkonzert substantially bears the marks of this topographical revision of the piano on the model of the mbira. How do we allow this kind of sketch to weigh upon the interpretation of Ligeti s late piano music? Like the American composer Steve Reich, with whose stance on structural borrowing from non-western traditions he has more than a little in common, Ligeti looks to Africa as one of the musical cultures with whom some kind of communion across time and space is possible. Having never before heard anything quite like it, I listened to [ Banda Polyphonies ] repeatedly and was then, as I still am, deeply impressed by this marvellous polyphonic, polyrhythmic music with its astonishing compleity. [ ] For composition, it opens the door leading to a new way of thinking about polyphony, one which is completely different from the European metric structures, but equally rich, or maybe [ ] even richer than the European tradition, he writes movingly in the preface to the 1991 English translation of Arom s Polyphonies et polyrythmies. 6 At stake here is more than a simple confrontation between distinct musical traditions. Ligeti s compassionate fascination with African musical procedures led to a significant shift in his compositional thinking. It would not be an eaggeration to say that, in style and method, Ligeti s creative output after 1985 grew primarily out of a methodical study of African musical structures. At their best, the piano music, for eample, rises above the scrupulous application of compositional processes found in Africa to a creative amalgam that wavers precariously, and finally transcends, the 36

dichotomy between structural synta and rhetorical allusion. This, to draw on an idea proffered by the African composer/musicologist Akin Euba, is Ligeti s peculiar African pianism. 7 1 Simha Arom, Polyphonies et polyrythmies instrumentales d Afrique Centrale: Structure et Méthodologie, Ethnomusicologie 1, 2 vols. (Paris: Selaf, 1985); english edition: African Polyphony and Polyrhythm: Musical Structure and Methodology (Cambridge etc.: Cambridge University Press, and Paris: Éditions de la Maison des Sciences de l Homme, 1991). 2 György Ligeti, in Settling the Score: A Journey through the Music of the Twentieth Century, ed. Michael Oliver (London: Faber and Faber, 1999), p. 178. 3 György Ligeti, Foreword, in Simha Arom, African Polyphony and Polyrhythm (note 1), p. vii. 4 Ibid. 5 Ligeti, in Settling the Score (note 2), p. 178. 6 Ligeti, Foreword (note 3), pp. vii and viii. 7 Cf. Towards an African Pianism: Keyboard Music of Africa and the Diaspora, ed. Akin Euba and Cynthia Tse Kimberlin (Richmond, CA: MRI Press, 2005). For a detailed study of Ligeti s Études and their connections to African music, see Martin Scherzinger, György Ligeti and the Aka Pygmies Project, Contemporary Music Review 25, no. 3 (2006): 227 62. 37