Kaija Saariaho: Petals for Violoncello and Live Electronics (For component 3: Appraising)

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

GCSE MUSIC REVISION GUIDE

3. Berlioz Harold in Italy: movement III (for Unit 3: Developing Musical Understanding)

Assessment Schedule 2017 Music: Demonstrate knowledge of conventions in a range of music scores (91276)

2010 HSC Music 2 Musicology and Aural Skills Sample Answers

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

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

Power Standards and Benchmarks Orchestra 4-12

Version 1.0. General Certificate of Secondary Education June GCSE Music Listening to and Appraising Music Unit 1. Final.

LEVELS IN NATIONAL CURRICULUM MUSIC

LEVELS IN NATIONAL CURRICULUM MUSIC

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

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

46. Barrington Pheloung Morse on the Case

Oskaloosa Community School District. Music. Grade Level Benchmarks

Master's Theses and Graduate Research

2013 HSC Music 2 Musicology and Aural Skills Marking Guidelines

3 against 2. Acciaccatura. Added 6th. Augmentation. Basso continuo

Sun Music I (excerpt)

17. Beethoven. Septet in E flat, Op. 20: movement I

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

PSYCHO. Bernard Hermann ( )

Largo Adagio Andante Moderato Allegro Presto Beats per minute

PULCINELLA SUITE: SINFONIA, GAVOTTA, VIVO. Stravinsky

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

La Salle University. I. Listening Answer the following questions about the various works we have listened to in the course so far.

Music Curriculum Glossary

Skill Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Controlling sounds. Sing or play from memory with confidence. through Follow

43. Leonard Bernstein On the Waterfront: Symphonic Suite (opening) (For Unit 6: Further Musical Understanding)

Brahms Piano Quintet in F minor - 3 rd Movement (For Unit 3: Developing Musical Understanding)

Bela Bartok. Background. Song of the Harvest (violin duet)

King Edward VI College, Stourbridge Starting Points in Composition and Analysis

OCR GCSE (9-1) MUSIC TOPIC EXPLORATION PACK - THE CONCERTO THROUGH TIME

L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor Pathétique (for component 3: Appraising)

CMP Teaching Plan: Four Royal Dances

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

Year 7 revision booklet 2017

HST 725 Music Perception & Cognition Assignment #1 =================================================================

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

Cambridge International Examinations Cambridge International General Certificate of Secondary Education. Published

5. Debussy Prélude à l'après-midi d'un faune (for Unit 3 : Developing Musical Understanding)

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

Greenwich Public Schools Orchestra Curriculum PK-12

44. Jerry Goldsmith Planet of the Apes: The Hunt (opening) (for Unit 6: Further Musical Understanding)

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

INSTRUCTIONS TO CANDIDATES

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

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

S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) (for component 3: Appraising)

Key Skills to be covered: Year 5 and 6 Skills

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

ANDREW WILSON-DICKSON - BIOGRAPHICAL NOTE

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

AoS1 set works Bernstein: Something s Coming Reich: Electric Counterpoint Schoenberg: Peripetie

Paper Reference. Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising. Friday 18 May 2007 Afternoon Time: 1 hour 30 minutes

15. Corelli Trio Sonata in D, Op. 3 No. 2: Movement IV (for Unit 3: Developing Musical Understanding)

Keyboard Foundation Level 1

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

Grade Level 5-12 Subject Area: Vocal and Instrumental Music

Music Performance Solo

Franco Donatoni - La Souris Sans Sourire for string quartet (ediz. Ricordi 1988)

Simple time Has 2, 3 or 4 as number of beats in a bar (top number of time signature)

Berlioz: Symphonie Fantastique: Movement, I (for component 3: Appraising)

Symphony No. 4, I. Analysis. Gustav Mahler s Fourth Symphony is in dialogue with the Type 3 sonata, though with some

2015 VCE Music Style and Composition examination report

7. Stravinsky. Pulcinella Suite: Sinfonia, Gavotta and Vivo

Instrumental Performance Band 7. Fine Arts Curriculum Framework

SPECIES COUNTERPOINT

The Elements of Music. A. Gabriele

Music Department Page!1

Beethoven: Pathétique Sonata

MELODIC NOTATION UNIT TWO

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?

LESSON 1 PITCH NOTATION AND INTERVALS

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

Strathaven Academy Music Department. Advanced Higher Listening Glossary

Trumpets. Clarinets Bassoons

2014 Music Performance GA 3: Aural and written examination

GRADUATE/ transfer THEORY PLACEMENT EXAM guide. Texas woman s university

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

Music at Menston Primary School

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

Elements of Music David Scoggin OLLI Understanding Jazz Fall 2016

Forename(s) Surname Number of seat. Date of birth Day Month Year Scottish candidate number

Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five

0410 MUSIC. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers.

Tonality Tonality is how the piece sounds. The most common types of tonality are major & minor these are tonal and have a the sense of a fixed key.

HYDE MUSIC DEPARTMENT. KS3 Theory Booklet

Stylistic features Antonio Vivaldi: Concerto in D minor, Op. 3 No. 11

Paper Reference. Paper Reference(s) 1426/03 Edexcel GCSE Music Paper 3 Listening and Appraising. Monday 22 May 2006 Afternoon Time: 1 hour 30 minutes

Selection 3. Page(s): 52. Etude Title: 32 Etudes, 3. Key: G Major Etude Title: 32 Etudes, 6

Loudoun County Public Schools Elementary (1-5) General Music Curriculum Guide Alignment with Virginia Standards of Learning

Assessment Schedule 2017 Music: Demonstrate aural understanding through written representation (91275)

Stephen Schwartz Defying Gravity (from Wicked) Name: PLC. score

2016 HSC Music 1 Aural Skills Marking Guidelines Written Examination

BIG IDEAS. Music is a process that relies on the interplay of the senses. Learning Standards

Aspire: To Explain Key Words Challenge: To remember Key Words. Pair games

Year 8 revision booklet 2017

Tempo this means the speed of the music, how fast (Presto) or slow (Lento) it is.

Student Performance Q&A:

Transcription:

Kaija Saariaho: Petals for Violoncello and Live Electronics (For component 3: Appraising) Background information and performance circumstances The composer Kaija Saariaho (born 1952) is one of the foremost living composers. Finnish by birth, she has lived in Paris for many years. After studying at the Sibelius Academy in Helsinki, where she founded the Ears Open organisation, with Magnus Lindberg and Esa Pekka-Salonen, she moved to Freiburg, Germany, studying with the English composer Brian Ferneyhough. A turning point came in 1980 when she heard music by the French Spectral composers Tristan Murail and Gerard Grisey. This experience led her, in 1982, to study at the Institute de Recherche et Coordination Acoustique/Musicale (IRCAM), in Paris. Saariaho s interests included computer-based sound spectrum analysis, electronic music, music combining live performance and electronics and the use of computers in the actual composition of music. A series of bold works from the 1980s, the Jardin Secret series, mixed live and electronically processed sounds. These works experimented not only in the contrasts between instrumental and electronic/recorded sound, but also with the expansion of the sounds possible from conventional instruments so that instrumental sounds could sound like electronics. Petals is an offshoot of this series (see below). Besides many chamber works, Saariaho has also written several large orchestral pieces (with and without electronics) and, recently, has written several successful operas, adapting her uncompromising earlier style to accommodate vocalists. She has received many prestigious awards, including the Prix Italia, the Polar Music prize, and for the recording of her opera L amour de loin, a Grammy. She lives in Paris, with her husband, the composer Jean-Baptiste Barriere. Spectralism Saariaho is often named as a member of the Spectralist school of composition, which originated in Paris and in particular around the IRCAM. In truth, all the composers associated with this label write very different music, but share a common aesthetic based on the use of computer analysis of sound as the basis for composition. Any instrumental sound consists not only of the main pitch that we hear the fundamental but also of higher, much quieter sounds above, called harmonics or partials. The exact details of and the relative volumes of these harmonics determine the tone quality or timbre of a sound. By using computers to analyse the harmonics in a sound, the structure of the sound can be converted into a chord, which can then be used as the basis for musical composition. For example, in Gondwana, an orchestral work by Tristan Murail, two spectral chords are used: the first is derived from a bell sound and the second from a single trombone note.

Petals Petals was written in 1988, and was first performed in Bremen, by the Finnish cellist Anssi Kartunnen. Kartunnen has since become a regular collaborator with Saariaho, giving first performances of most of her six Solo Cello works, and also of four works involving cello as soloist with an ensemble or orchestra. Petals itself is based on ideas from Nympheas (Jardin Secret III) (1987), a piece for string quartet and electronics, with material derived from the spectral analysis of complex cello sounds. The very first gesture of Petals is virtually identical to the last bars of the cello part in Nympheas. Nympheas (Water-lilies) has another association, with the famous series of paintings by Claude Monet and as a smaller piece using fragments from the larger, Petals is an appropriate name. Performing forces and their handling Petals can be performed either as a purely solo piece for cello, or with electronic amplification and signal processing. In either case, the range of timbres produced by the cello alone is so wide as to suggest the use of electronics, even when not there. Like John Cage, in his pieces for prepared piano, Saariaho transforms a traditional instrument into a multi-timbral synthesiser, elevating timbre, and changes of timbre, into a structural principle, equivalent perhaps to that of tonality in earlier musical styles. Modern ( avant garde ) composers had been exploring the possibilities of extended instrumental or vocal technique for some years (Berio Sequenza series; Ericcson General speech ), and in writing a virtuosic solo work that makes ever more outrageous demands of the performer, Saariaho is joining an honourable tradition stretching back to J.S. Bach, whose own solo cello suites were considered daring in his day! One of Saariaho s main sonic concerns in Petals is the contrast between clean and noisy sounds from the clearest high harmonic, to the rich scratching produced by the heaviest of bow pressures near the bridge. (In the electronic version, the harmoniser exaggerates this further by detuning the pitches of the cello.) In a sense, Saariaho sees clean and noisy timbres as a replacement for consonance and dissonance two of the pillars of tonal and atonal music. The cello writing here includes many playing techniques (these are outlined in detail, with the symbols used on the score, at the beginning of the piece): Normal bowed playing Pizzicato and left-hand pizzicato Placement of the bow sul ponticello or sul tasto Use of tremolando bowing Use of flautando bowing Use of heavy bow pressure to produce a scratching sound, replacing an audible pitch with noise Smooth transitions between all of the above Glissandi (smooth slides) between notes Playing with normal, exaggerated, or without, vibrato Use of natural (open string) and artificial harmonics Gradual change of left-hand pressure to move from normal to harmonic note (and vice versa) Trills and mordents Double stops Use of micro-intervals in this case quarter-tones Frequent use of both subtle and exaggerated dynamic change Simultaneous use of more than one of the above is common.

The above example shows many of the techniques outlined above. Whilst trilling, the cellist diminuendos on a D, with a glissando towards the next note. The trill continues, while a double stop is created by the left-hand pizzicato, and the note begins to crescendo. An artificial harmonic is played next, crescendo, with an increase in bow pressure obscuring the pitch with noise. The second phrase begins with a left-hand pizzicato, followed by a passage using chromatic quarter-tones, crescendo, to a held F. Finally, this note glissandos upwards, while the left-hand pressure moves towards a harmonic and the bow pressure increases and then decreases with a diminuendo to ppp. Electronics Although not mandatory, the use of Saariaho s suggested amplification/signal processing set-up does enhance and clarify some of the concerns of the solo cello version. Amplification itself (a fairly close microphone is suggested) brings out some of the timbral detail in the quieter sounds, while the use of Reverberation (R) can give an effect not unlike that of a sustaining pedal on a piano, making some of the slowest music easier to sustain as a performer, perhaps. In addition, a Harmoniser (H) effect is used at times, detuning the input pitch by adding pitches a quarter tone above and below simultaneously. The score gives exact instructions for the use of these effects, using conventional dynamic hairpins to indicate increases or decreases in the amount of effect fed back through the system, expressed as a percentage of the maximum. Saariaho s use of both effects is musical, and quite sparing. In particular, the use of the Harmoniser coincides often with increases in the amount of noise brought about by increased bow pressure, while reverb is used most often to support the quieter, lighter sounds, and to smooth over changes in slow passages of double-stops. Structure Petals does not follow a conventional musical structure, or indeed try to tell a story through a narrative structure. Instead, it seems to be concerned with the tension between two types of material, and with the exploration of a myriad of timbres. Saariaho describes the two types of material here as: fragile coloristic passages (Type A) more energetic events with clear rhythmic and melodic character (Type B). Broadly, these types of material alternate throughout the piece, with each type of material undergoing its own transformations. The piece can be divided into seven sections. (In this piece it is more useful to consider staves, rather than bars, as a basic unit of measurement.)

Section Staves Tempo Comments 1 1 3 Lento free Type A single notes, glissandi, trills, tremolandi and bow noise 2 4 7 =60 Type B rapid demisemiquaver figures/quartertone chromatic figures 3 8 9 Lento free Type A slow two-part texture over a D pedal 4 10 13 =54/66/40 Type B more conventional melodic ideas with a rhythmic focus 5 13 16 Lento free Type A slow two-part texture with high artificial harmonics 6 17 27 =60 Type B many variations on an idea heard at the beginning of 17 7 28 30 Lento free Type A concluding section with similarities to section 3. Bow noise quite prominent here Texture Petals uses very few textures that can be conventionally described, but there are instances of the following: Monophonic textures staves 1 3. Cello moves from F to G, but the changes in timbre, the trills, increased bow noise, and (if used) the reverb and detuning via the harmoniser, all create a much richer sonic palate than this label suggests. Staves 4 7 contain a much more straightforward treatment of a single-line texture. Two-part textures sections 3, 5 and 7. Pedal/Drone textures sections 3 and 5 have long passages where a held note is heard against notes in the other part. In section 3 the drone note is a D, while in section 5 it settles on a high G, played as an artificial harmonic. Staves 17 27 also are based around a pedal/drone, this time articulated by pizzicato and between staves 23 and 27, and sustained as a bass note staves 20 22. Tonality As suggested earlier, pitch organisation in its traditional sense is not really Saariaho s concern in this piece. However, if the idea of a tonic can be said to encompass a frequently sounded note, or a note given (even for a short time) greater prominence than others (whether by repetition or by greater length), then there are sections of this pieces where these kinds of gestures are made: The repeated low C during staves 17 27 becomes very familiar to the ear (as does the high F that concludes nearly every phrase in this section). Certain dyads (two-note chords) D/A (stave 9), C A (stave 16) and the final C B sound as points of resolution, perhaps because of their position at the end of sections. However, in essence this is atonal music, and perhaps even music where the questions of tonality are not relevant.

Harmony If tonality is not really important here, then conventional ideas of harmony are also largely absent, in the sense of beat-to-beat movement between vertical pitch structures. The harmony used here is embedded within the rich timbral mixes for example, even the very first note of the piece has a rich series of overtones above the notated F, as the harmonic is not only played, but also a trill is being performed. Exact sounds generated in gestures like this will vary, and cannot be notated. Spectral analysis of cello sounds was used in the creation of pitch material of this piece, meaning that the harmonics of a sound, normally experienced simultaneously as a timbre, are heard successively, as melodic entities. Saariaho has said that she regards timbre as vertical and harmony as horizontal. The passage from staves 17 27 is a good example of this. Melody In the sections with more energetic events with clear rhythmic and melodic character, Saariaho does state and develop a number of melodic ideas. Saariaho uses micro-intervals here specifically quarter-tones, meaning that she can divide the octave in 24 equal steps instead of the usual 12. Staves 4 7: in a passage which is clearly taken from the cello part of Nympheas, the melodic ideas are very densely packed into chromatic scale-like phrases, often overlapping the beats, and which gradually work from the G that closes stave 3, upwards to the C that opens stave 8. Note how the last stave of the section (7) uses glissandi, perhaps as the logical extreme of microtonal movement. Stave 10: an upwards idea (almost an exact retrograde, in pitch and rhythm, of a passage in violin 2 from Nympheas), developed sequentially, featuring augmented fourth leaps, trills/mordents and a general agitated character. Stave 10 9 /11 6 : a falling idea, based around repetitions and elaborations around a more or less fixed groups of pitches, rather like a mode or scale in this case the notes (reading downwards) F, E, D, B, A and G are the core of this structure. Staves 17 27 have three (very closely related) ideas: o o o Staves 17 19: five gradually lengthening version of the same basic shape, beginning on a pizzicato low C, from which a major seventh interval leaps to a B A semitonal trill, and then finishing on a high F. Staves 20 22: working with basically the same idea, but this time with a held low C beneath the climb upwards, and with a glissando to the highest note. Staves 21 22 reverse the direction to return (by more or less the same route) to a concluding low C. Staves 23 27: a return to the pizzicato notes at the low end of the phrase, with seven very similar phrases, of which the first five finish on a high F, as before, this time played tremolando. The sixth phrase here slides from the high F the complete compass of the phrase back to the low C, while the seventh extends the range of the idea to its extreme, by sliding further up from the usual top note, to the highest note possible.

Rhythm, metre and tempo The composer explores some very basic and stark contrasts here. The sections with a notated tempo are all slow, with a range from around 54 beats per minute to 66. These tempi are varied during the course of phrases by accelerandi and by ritenuti. The lento sections are essentially pulseless, the instruction being given that each stave in this tempo should last at least 20 seconds. In the electronic version the reverberation adds to the sense of free timelessness by blurring and overlapping the beginnings of notes. There is therefore tension in the work between the sections where pulse is evident, and those in which it is not. There is a large range of rhythmic gestures used in the metrically active sections: o The rapid dectuplets of staves 4 7. o The rather agitated rhythms of staves 10 13, often involving syncopations within septuplets/quintuplets (with the steady flow also often interrupted by rits or by pauses. o Passages where the notes are as fast as possible ( grace note notation staves 21 22). In general the rhythms become less defined during the course of the piece, with less and less exactly measured material being found from stave 22 onwards.