Sunday, May 7, :00 p.m. Margaret Schlofner. Senior Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

Similar documents
Friday, May 5, :00 p.m. Aleksa Kuzma. Graduate Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

Sunday, June 3, :00 p.m. Jonathan LiVolsi. Graduate Recital. DePaul Concert Hall 800 West Belden Avenue Chicago

Sunday, April 30, :00 p.m. Mika Allison. Certificate Recital. DePaul Concert Hall 800 West Belden Avenue Chicago

Thursday, February 15, :00 p.m. Konrad Kowal. Junior Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

Saturday, January 12, :00 p.m. Aurora Lawrie. Senior Recital. Brennan Recital Hall 2330 N. Halsted Street Chicago

Saturday, June 3, :00 p.m. Sarah Christianson. Senior Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

Lucas Brown Graduate Recital

Sunday, May 21, :00 p.m. Anne-Sophie Paquet. Certificate Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

Sunday, April 30, :00 p.m. Emma WitbolsFeugen. Graduate Recital. DePaul Concert Hall 800 West Belden Avenue Chicago

Friday, May 19, :00 p.m. Michelle Dodson. Junior Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

Jacqueline Paige Tang Wunrow

Thursday, May 18, :00 p.m. Sean Lee. Junior Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

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

The University of Tennessee at Martin Department of Music presents. Holly Graves. senior clarinet recital. with

Music Theory. Fine Arts Curriculum Framework. Revised 2008

Archdiocese of Washington Catholic Schools Academic Standards Music

Saturday, May 13, :00 p.m. Hindustani Music. Concert. DePaul Concert Hall 800 West Belden Avenue Chicago

Sunday, March 5, :00 p.m. Erik Dohner. Senior Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

Elements of Music David Scoggin OLLI Understanding Jazz Fall 2016

Sunday, May 14, :00 p.m. Megan Elizabeth Cook Certificate Recital. DePaul Concert Hall 800 West Belden Avenue Chicago

WASD PA Core Music Curriculum

2010 HSC Music 2 Musicology and Aural Skills Sample Answers

MUSIC CURRICULM MAP: KEY STAGE THREE:

CALIFORNIA STATE UNIVERSITY, NORTHRIDGE SONGS OF LOVE AND NATURE

Joshua Salvatore Dema Graduate Recital

ANDREW LLOYD WEBBER / MARK SCHEME

Music Curriculum Glossary

Sunday, April 22, :00 p.m. Stephen Balderston. Faculty Artist Series. DePaul Recital Hall 804 West Belden Avenue Chicago

Perhaps is an English translation of a Spanish poem by Miguel Hernandez.

Music Key Stage 3 Success Criteria Year 7. Rhythms and rhythm Notation

Sunday, November 5, :00 p.m. Jazz Orchestra Thomas Matta, director. DePaul Student Center 2250 North Sheffield Avenue Chicago

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

The Keyboard. Introduction to J9soundadvice KS3 Introduction to the Keyboard. Relevant KS3 Level descriptors; Tasks.

Instrumental Performance Band 7. Fine Arts Curriculum Framework

Music Curriculum Kindergarten

RHYTHM. Simple Meters; The Beat and Its Division into Two Parts

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

Scheme of Work for Music. Year 1. Music Express Year 1 Unit 1: Sounds interesting 1 Exploring sounds

Music Skills Progression. Eden Park Primary School Academy

General Music Objectives by Grade

AH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects

Standard 1 PERFORMING MUSIC: Singing alone and with others

The Keyboard. An Introduction to. 1 j9soundadvice 2013 KS3 Keyboard. Relevant KS3 Level descriptors; The Tasks. Level 4

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

AP Music Theory 2015 Free-Response Questions

School of Church Music Southwestern Baptist Theological Seminary

Central Valley School District Music 1 st Grade August September Standards August September Standards

NCEA Level 2 Music (91275) 2012 page 1 of 6. Assessment Schedule 2012 Music: Demonstrate aural understanding through written representation (91275)

Lesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?

Edexcel A Level Syllabus Analysis

The Classical Period-Notes

Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Music Grade 1

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

LESSON 1 PITCH NOTATION AND INTERVALS

Avo Randruut, director

A Conductor s Perspective of Selected Unaccompanied Works for Mixed Choir by Egil Hovland

Melodic Minor Scale Jazz Studies: Introduction

Foundation - MINIMUM EXPECTED STANDARDS By the end of the Foundation Year most pupils should be able to:

Assessment Schedule 2016 Music: Demonstrate knowledge of conventions in a range of music scores (91276)

OUTSTANDING SCHOLARSHIP EXEMPLAR

ADVANCED STUDY GUIDE

The Baroque Period: The Romantic Era: th & 21st Century Classical Music: 1900-Present day. Course work and revision materials

[PDF] Complete Lyric Pieces For Piano (Dover Music For Piano)

Bite-Sized Music Lessons

MHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements.

Preface. Ken Davies March 20, 2002 Gautier, Mississippi iii

Music Learning Expectations

AP Music Theory 2008 Free-Response Questions

Thursday, January 11, :00 p.m. Peter Steiner. Guest Recital. DePaul Concert Hall 800 West Belden Avenue Chicago

SWEET ADELINES INTERNATIONAL MARCH 2005 KOUT VOCAL STUDIOS. Barbershop Criteria

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION MUSIC DEPARTMENT MUSIC THEORY 1. Grade Level: 9-12.

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8

2nd Grade Music Music

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE EXAMINATION, 2010

GCE. Music. Mark Scheme for June Advanced GCE Unit G356: Historical and Analytical Studies in Music. Oxford Cambridge and RSA Examinations

The KING S Medium Term Plan - Music. Y10 LC1 Programme. Module Area of Study 3

8/5/17. Good Morning/Afternoon! AUGUST 21, 2017

GRATTON, Hector CHANSON ECOSSAISE. Instrumentation: Violin, piano. Duration: 2'30" Publisher: Berandol Music. Level: Difficult

African Music Research

The Transcriber s Art #50 Gabriel Fauré, Mai and Le plus doux chemin by Richard Yates

Sunday, May 14, :00 p.m. Margaret Madsen. Senior Recital. DePaul Recital Hall 804 West Belden Avenue Chicago

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination

Kindergarten Music Music

How to Write about Music: Vocabulary, Usages, and Conventions

Section 1: The Basic Elements of Music

Grade 2 Music Curriculum Maps

Danville Public Schools Music Curriculum Preschool & Kindergarten

VCE MUSIC PERFORMANCE Reading time: *.** to *.** (15 minutes) Writing time: *.** to *.** (1 hour 30 minutes) QUESTION AND ANSWER BOOK

Audiation: Ability to hear and understand music without the sound being physically

The Basics of Reading Music by Kevin Meixner

SECTION A Aural Skills

MARK SCHEME for the June 2005 question paper 0410 MUSIC

NATIONAL SENIOR CERTIFICATE GRADE 12

Student Performance Q&A:

WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke

Playing Body Percussion Playing on Instruments. Moving Choreography Interpretive Dance. Listening Listening Skills Critique Audience Etiquette

Contest and Judging Manual

Musicianship Question booklet 1. Examination information

Music Curriculum Map

Piano Proficiency Examination Requirements Effective Fall 2006

Transcription:

Sunday, May 7, 2017 7:00 p.m Margaret Schlofner Senior Recital DePaul Recital Hall 804 West Belden Avenue Chicago

Sunday, May 7, 2017 7:00 p.m. DePaul Recital Hall Margaret Schlofner, soprano Senior Recital Gregory Shifrin, piano and harpsichord Francisco Malespin, cello PROGRAM Jean-Philippe Rameau (1683-1764) L Impatience (between 1715 and 1720) Récitatif Air gai Récitatif Air tendre Récitatif Air léger Hugo Wolf (1860-1903) Goethe Lieder (1890) 24. Blumengruß 26. Die Spröde 27. Die Bekehrte 32. Phänomen Gregory Shifrin, harpsichord Francisco Malespin, cello Gregory Shifrin, piano Intermission

Margaret Schlofner May 7, 2017 Program Edvard Grieg (1843-1907) Op. 33 (1873-1880) 2. Våren 5. Langs ei Å Gregory Shifrin, piano William Walton (1902-1983) 3 Songs to Poems by Edith Sitwell (1932) 1. Daphne 2. Through Gilded Trellises 3. Old Sir Faulk Gregory Shifrin, piano Margaret Schlofner is from the studio of Elizabeth Byrne. This recital is presented in partial fulfillment of the degree Bachelor of Music. As a courtesy to those around you, please silence all cell phones and other electronic devices. Flash photography is not permitted. Thank you.

Margaret Schlofner May 7, 2017 PROGRAM NOTES Jean-Philippe Rameau (1683-1764) L Impatience Duration: 13 minutes L Impatience is the third of seven total cantatas in Jean-Philippe Rameau s musical output. This cantata was written in 1715, which is only nine years after the French cantata came into existence, thanks to Jean-Baptiste Rousseau in 1706. French cantatas differed from German or Italian cantatas because of their sweet lyricism, simplicity, and relatively even-keeled quality. Rameau s cantatas were no exception. L Impatience follows the standard pattern of a happy song followed by a sad song, followed by an energetic song, all separated by short récitatif s. Lively and technically-advanced obbligato lines are representative of Rameau s cantata style, and this is clearly exhibited in L Impatience s cello part with its never-ceasing, sometimes swung, sixteenth note figures. Although his cantatas didn t particularly break new ground or push any boundaries of French music, they were impeccably composed. Rameau flawlessly modulates between tonalities and musical figures while following all of the rules of composition of the time. This is no surprise because several years later his Traité de l harmonie (Treatise on Harmony) was published. This enormous treatise was 450 pages long and explained composition using the principles of tonality. The treatise was immediately and widely accepted in France and served as a guidebook for composers of the time. Hugo Wolf (1860-1903) Goethe Lieder Duration: 10 minutes Hugo Wolf wrote his 51-song collection, Goethe Lieder, in just one year. Wolf is well-known for text-painting and taking great inspiration from the poetry, all qualities epitomized by this song collection. The first and fourth songs performed in this recital, Blumengruß and Phänomen, demonstrate flawless text painting: Blumengruß utilizes a steady, strong accompaniment figure that exudes the humble mood of the poem, while also representing the stooping figure that comes to mind when imagining

Margaret Schlofner May 7, 2017 Program Notes flower-picking. Phänomen s text painting is informed by Goethe s fascination with nature and humankind, and the many ways they connect. The poem speaks of a rainbow and its rim which, though white, contains all colors. This is exhibited in Wolf s composition in many ways. For one, a chord is built on each of the twelve tones of an octave at least once throughout the song s mere sixteen measures. This is a kind of musical rainbow, since one song utilizes all tones of an octave, just as a rainbow utilizes all colors in the light spectrum. In the first line, the vocal line drastically drops twice, symbolizing the sun s stooping to meet the rain, and in the next line, when farbig beschattet ( shaded color ) is sung, the color of the tone is shaded with flats. The middle two songs, Die Spröde and Die Bekehrte, are a pair, the latter being a sequel to the former. Die Spröde sings of a coy shepherdess rebuking the advances of several suitors, but the music, with its many grace notes and frequent accidentals, suggests a hint of hesitation, indicating that the shepherdess may not be so sure of herself. Its sequel, Die Bekehrte, tells a tale of the same shepherdess, this time in first person. The flute melody mentioned in the song is represented by the piano s opening figure and repeated by the singer s so la la motive, which is no longer the flippant, grace note-clad motive she sang in the previous song. Edvard Grieg (1843-1907) Op. 33 Duration: 8 minutes Opus 33 is representative of Edvard Grieg s heavily-norwegian influenced style, with its text centered around nature and the Norwegian countryside, and its incorporation of simple, folk-like melodies into an overall melodic idea. Langs ei Å was set in June of 1877 while Grieg was staying in Loftus, a small village in Norway. This was the beginning of his most heightened nationalistic, nature-praising period of composition. For all of Op. 33, Grieg used the poetry of Aasmund Olavsson Vinje, whose style is well matched with Grieg s since they both favor themes of Norway and nature. Both Langs ei Å and Våren are songs with a strong, grand feel, and both

Margaret Schlofner May 7, 2017 Program Notes have first-person texts reflecting on nature and the way in which it coincides with life and humankind. They both feel atmospheric, starting with calm, subdued melodies that slowly build up to a powerful climax toward the end of the song or strophe. In both songs, these climatic moments are marked by changes in tonality, heightened dynamics followed by sudden softness, and the highest pitches of the songs. Langs ei Å compares trees in the forest to people, marveling at the tree s loving and forgiving nature. Våren tells the story of one man s reflection on his life through praise to Norway s short period of spring and warm weather. William Walton (1902-1983) 3 Songs to Poems by Edith Sitwell Duration: 9 minutes William Walton and Edith Sitwell were a match made in heaven, with Sitwell s percussive and aurally intricate poetry complementing Walton s diverse style that seemed to create its own rules. Their long friendship began when they met at Oxford. They became roommates, along with Sitwell s two brothers, and continued living together for more than 10 years. Both Walton and Sitwell are commonly described as eccentrics. Sitwell s family wealth accommodated their eccentric lifestyles and allowed them to create their art, free of any financial worries. Sitwell was inspired by sounds and rhythm rather than meaning. She utilized sound patterns to explore a new way to relate words to each other. As a listener, it would be very difficult to try and follow the storyline of her poems, as they consist of many run-on sentences that contain the beginnings of many ideas, but rarely any ends. Walton exemplifies Sitwell s intention beautifully in all pieces of this song cycle, but mostly in Old Sir Faulk. Pronouns rarely relate back to any particular subject and sentences end in fragments and ellipsis, but the combination of the music and the text create a piece of aural artwork that is unique to the special kind of style shared by these two British friends. Notes by Margaret Schlofner.

804 West Belden Avenue Chicago, IL 60614 773.325.7260 music.depaul.edu