!!! ZWEI STUFEN AUS DEM GLEICHEN GRUNDSTÜCK [STUDENT NAME REDACTED] ADVANCED MUSIC THEORY II DR. KRIS SHAFFER 9 MARCH 2012

Similar documents
MTO 15.2 Examples: Samarotto, Plays of Opposing Motion

Student Performance Q&A:

37. Haydn My mother bids me bind my hair (for Unit 3: Developing Musical Understanding)

Advanced Placement Music Theory

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

Absence as Presence: An Analysis of Schumann s Im wunderschönen Monat Mai. Composed in 1840, Robert Schumann s Dichterliebe (Opus 48) sets selected

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

AP Music Theory Course Planner

5. The JPS Solo Piano Arranging System

21M.350 Musical Analysis Spring 2008

FUNDAMENTAL HARMONY. Piano Writing Guidelines 0:50 3:00

AP MUSIC THEORY 2016 SCORING GUIDELINES

MUSIC (MUS) Music (MUS) 1

Music Theory For Pianists. David Hicken

Andrew zircon Aversa Composer Challenge Good VS. Evil

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

A MASTER'S EDWARD MEREDITH REPORT. submitted in partial fulfillment of the. requirements for the degree MASTER OF SCIENCE. Department of Music

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

BASIC CONCEPTS AND PRINCIPLES IN MODERN MUSICAL ANALYSIS. A SCHENKERIAN APPROACH

Student Performance Q&A:

Student Performance Q&A:

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

MTO 18.3 Examples: Love, Possible Paths

Lesson Two...6 Eighth notes, beam, flag, add notes F# an E, questions and answer phrases

Romantic is a term used to describe the music and art that was created from about 1810 to 1900.

Macro Analysis of Robert Schumann s Abschied, from Waldscenen, Op. 82

A.P. Music Theory Class Expectations and Syllabus Pd. 1; Days 1-6 Room 630 Mr. Showalter

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.)

AP MUSIC THEORY 2011 SCORING GUIDELINES

Orchestration notes on Assignment 2 (woodwinds)

COMPARISON AND ANALYSIS OF THE VIVALDI BASSOON CONCERTO IN C MAJOR, RV 477, AND THE WEBER CONCERTO IN F MAJOR, OP. 75 A CREATIVE PROJECT

Courtney Pine: Back in the Day Lady Day and (John Coltrane), Inner State (of Mind) and Love and Affection (for component 3: Appraising)

The Pines of the Appian Way from Respighi s Pines of Rome. Ottorino Respighi was an Italian composer from the early 20 th century who wrote

MIDNIGHT BUTTERFLY. I come and go with a mind of my own Midnight Butterfly Like the flow of love you can t control Midnight Butterfly

AP Music Theory. Sample Student Responses and Scoring Commentary. Inside: Free Response Question 7. Scoring Guideline.

LESSON ONE. New Terms. sopra above

SWEET ADELINES INTERNATIONAL MARCH 2005 KOUT VOCAL STUDIOS. Barbershop Criteria

'Dies Irae' and 'Tuba Mirum' from 'Requiem' by Giuseppe Verdi

LISTENING GUIDE. p) serve to increase the intensity and drive. The overall effect is one of great power and compression.

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

AP MUSIC THEORY 2015 SCORING GUIDELINES

Standard 1 PERFORMING MUSIC: Singing alone and with others

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

AP Music Theory Summer Assignment

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

AN ESSAY ON NEO-TONAL HARMONY

H Purcell: Music for a While (For component 3: Appraising)

Rate the following from 1-5 with 1 being weak and 5 being strong. Song Title: Use in Repertoire:

2011 and 2012 Facebook Practice Analysis Questions

Le baiser de l'enfant-jésus from Vingt Regards sur l'enfant Jésus

Music Theory for the Church Musician: Analysis or Paralysis? Narrative Can Help

George Gershwin B Y : D A N I S H A L A R S O N

Isabella Warmack. Professor Pecherek. 24 October 2016 MUS

Student Performance Q&A:

A Recipe for Emotion in Music (Music & Meaning Part II)

Informal Introduction to Schenkerian Analysis techniques. a student primer. Glen C. Halls 2010

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

2018 VCE Music Performance examination report

Analysis of Schubert's "Auf dem Flusse" Seth Horvitz

Additional Theory Resources

AP MUSIC THEORY 2013 SCORING GUIDELINES

Elements of Music - 2

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

The Complete Vocal Workout for Guys

Arranging in a Nutshell

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

Using the Modes and Applying Them

TMEA ALL-STATE AUDITION SELECTIONS

Alleghany County Schools Curriculum Guide

Learning Fun with Valentine s Day Literary Devices

Der Erlkönig. The Faces of Death. Vinroy D. Brown Jr.

AP Music Theory. Sample Student Responses and Scoring Commentary. Inside: Free Response Question 5. Scoring Guideline.

Partimenti Pedagogy at the European American Musical Alliance, Derek Remeš

Assignment Ideas Your Favourite Music Closed Assignments Open Assignments Other Composers Composing Your Own Music

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

Theory of Music. Clefs and Notes. Major and Minor scales. A# Db C D E F G A B. Treble Clef. Bass Clef

The Second Sky TEACHERS NOTES

CMP Teaching Plan: Four Royal Dances

Module # 4 Musical analysis and contemporary music Designer : Anthony Girard

Student Performance Q&A:

38. Schubert Der Doppelgänger (for Unit 3: Developing Musical Understanding)

34. Weelkes Sing we at pleasure. Background information and performance circumstances

Music Theory Courses - Piano Program

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

9. Shostakovich String Quartet No. 8, Op. 110: movement I (for Unit 6: Further Musical Understanding)

Beethoven: Pathétique Sonata

Intermediate Midpoint Level 3

Poulenc Trio for Oboe, Bassoon and Piano, Movement II (1926)

COMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN COMMON CORE READING STANDARDS: LITERATURE - KINDERGARTEN

a story or visual image with a second distinct meaning partially hidden behind it literal or visible meaning Allegory

MUSIC DEPARTMENT MUSIC COURSES CAN BE USED AS ELECTIVE CREDITS

APPALACHIAN SPRING APPROVED:

INTRODUCTION TO THE WORLD OF NOTATION - WITH STAIRPLAY

Workbooks for undergraduate counterpoint 1-4

Music Theory Courses - Piano Program

POWER AND DUTY. P laymaking P ack - Resources - Making Music

Charles Ives ( ) (see HWM biography, page 836, and. Figure 31.10)

The Baroque 1/4 ( ) Based on the writings of Anna Butterworth: Stylistic Harmony (OUP 1992)

With prompting and support, ask and answer questions about key details in a text. Grade 1 Ask and answer questions about key details in a text.

Tuning In What is a Poem?

Transcription:

ZWEI STUFEN AUS DEM GLEICHEN GRUNDSTÜCK [STUDENT NAME REDACTED] ADVANCED MUSIC THEORY II DR. KRIS SHAFFER 9 MARCH 2012

[last name] 2 Although written within thirteen years of each other, the settings of the poem Mondnacht composed by Robert Schumann and Johannes Brahms yield two distinctive interpretations. It is difzicult to say which depicts the text more accurately, because each unique musical narrative highlights different possible meanings of the passage. The text comes from the poem Mondnacht by Joseph von Eichendorff. The poem is in ABAB form and consists of three stanzas. The Zirst stanza describes the beauty of a moonlit night so serene, it looked as if kissed by the heavens an earth dusted in the illuminating beams of the moon. This scene of shimmering blossoms moves the subject, she, to dream of him. This woman seems to be dreaming of a lover who has either left her or has passed away before her. The second stanza describes the wind as it passes through the Zields of grain and makes its way through the rustling leaves of the forest. The second stanza also comments on the clarity of the stars that night. Although section could be referring to a literal breeze drifting through the night, the text implies that the wind is moving upward from the Zields on the ground, to the leaves high in the trees, and Zinally all the way to the stars shining clearly in the night sky. The title alone, which means Moonlit Night, gives insight as to the meaning of the poem. The themes of moonlight and nighttime signify the close of day. This end of day theme is also indicative of the end of life. However, instead of painting a scene that resembles death, he creates a picture that is very much alive; the breeze catches its Zingers on the heads of wheat, and the trees shiver with whispers as the wind moves softly through its branches. Instead of depicting death in a perilous,

[last name] 3 fearsome manner, Eichendorff portrays the night in such a beautiful and serene manner that this foreshadowing of death does not taint. The third stanza conzirms this sweet view of death. It describes the Zlight of the soul over the the silent regions of the land. A winged soul gracefully Zlying home on the breath of a starry- clear night does not sound like the violence and fear usually associated with death. The departure is sweet because death will reunite her with her lover. Her soul not only Zlies upward, but also soars as if it were Zlying home. This indicates a return to a place of belonging that was previously only reachable by dreams. Schumann s introduction to the piece truly captures the shimmer of the night and the ethereal bath of moonlight with his chromatic passing tones. Schumann also utilizes repeated intervals of a second in the right hand with very little accompaniment in the bass. These dissonances, which are so isolated and exposed, quite literally create a sense of suspension. By creating this sense of unresolved Zloating, Schumann grabs the attention of the listener and holds it until he resolves. He gradually adds thickness to the chords as each line progresses. This gradual build alludes to some impending event. Schumann utilizes this opening theme in between each stanza of the poem. This theme serves as a beautiful segue, but it is also the piano s solo in the piece. The rest of the piece, the piano is clearly setting the stage for the singer to playact the story, but this theme resembles the shimmer, which is on the blossoms. Interesting to note is that he repeats this shimmering piano theme down the octave each time it appears. This descent always leads straight to the dominant in the home key and sets up for returning to the verses. Schumann beautifully paints the text es rauschten leis die Wälder, by once

[last name] 4 again, using the dissonance of the second, but also the octave third in the right hand. A sudden jump in the bass from a B2 to E4 between measures 35 and 36 sends the sound immediately upward along with the imagination of the listener. This sudden jump to a higher register is a masterful depiction of the contrasting low Zields on the ground and the high tips of the rustling forest trees. He builds from this verse by thickening the chords by increasing the surface rhythm in the bass. This increases tension until the modulation at the word spannte. The purposeful placement of this word in the modulation truly exemplizies the spannte or the spreading of the wings of the soul. As the music swells and the modulation makes its way down a chromatic descent to key of F- sharp major, the wings of the soul unfold and expand. Overall, Schumann is very repetitive in his accompaniment of this piece. With the exception of the piano theme he inserts between verses, his harmonic rhythm remains repeated sixteenth notes across an entire bar with very little to no movement in the bass, and ergo, very little harmonic change with a bar. These carefully chosen chords set the mood and the tone of this moonlit night and create an atmosphere of ethereal rest, without conzlicting with or covering the singer. Schumann leaves the spaces in the accompaniment relatively clear and open for dramatic interpretation by the singer, but beautifully sets the stage for the story the singer tells. Brahms begins his interpretation of the text with a three- bar theme seen repeatedly, especially in the voice part, throughout the song. Unlike Schumann, Brahms uses arpeggiated chords to create his moonlight scene. These chords are generally diatonic with very few dissonances. This simplistic and generally diatonic

[last name] 5 accompaniment suggests a lighter tone than the more complex, chromatic- heavy Schumann beginning phrase. This major chord arpeggiation suggests very lively, exhilarating plot a beautiful narrative of a beautiful scene. During the second phrase, however, in measure 20, the sweet story takes a foreboding turn as the piece moves into A- Zlat minor. This ominously entrance of the parallel minor alludes to an eminent downturn. In the Brahms setting, the phrase, nach Haus, which is interpreted towards home, is repeated. Brahms also emphasizes this idea of Zinding home by returning from a short modulation to A major back to the home key of A- Zlat major. The descent down the applied chords in measures 58 61 back to the home key in the Zinal measures solidizies the sense of Zinality of death. The second verse starts in major in the grain Zields where the text states that the soft breeze is Zlowing. The shift to minor appropriately falls when the scene reaches the forest, a symbol of death, and the starry sky, a vision of heaven. Although both Schumann and Brahms create an beautiful space, Schumann focuses more on the unearthly quality of the night with his open dissonances, whereas Brahms focus on the opposite the very natural beauty of the night through diatonic arpeggiation in order to contrast the eerie foreshadowing of death.