Comparisons of Performance Practice for a Troubadour Song and a Sequence. I here compare four recordings of Beatriz de Dia s A chantar m er and three

Similar documents
Music Curriculum Glossary

2Music of the Middle Ages

Chapter 6. The Middle Ages

MUAR 211 Midterm I Prep. Dido and Aeneas Purcell Texture: imitative polyphony + homophony + word painting (homophonic) Genre: opera Language: English

Part II The Middle Ages

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

Iveson Primary School Year 1 Subject - Music

Form as a Standardized Pattern. strophic form (A A A ) ternary form (A B A) fugue baroque dance form (a a b b) sonata form

Chapter 7 -- Secular Medieval Music

Sgoil Lionacleit. Advanced Higher Music Revision

GENERAL MUSIC 6 th GRADE

Chapter 3 A Musical Tour

Music at Menston Primary School

AOSA Teacher Education Curriculum Standards

Progress across the Primary curriculum at Lydiate Primary School. Nursery (F1) Reception (F2) Year 1 Year 2

Medieval! Renaissance Music

Standard 1 PERFORMING MUSIC: Singing alone and with others

Medieval and Renaissance

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

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

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

Middle Ages Three Eras Dark Ages Romanesque Gothic

WASD PA Core Music Curriculum

Secular Medieval Music + Medieval Instruments. I. Minstrels. MSC 1003 Music in Civilization Spring Prof. Smey. Session 3 - Tuesday, Feb 6

Chapter 3 Regional Musics with the National Soundscape

21M.220 Paper 1 Hong Pruttivarasin. Musical Variety of the Five Ars Antiqua Motets

History 2: Middle Ages to Classical

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

A series of music lessons for implementation in the classroom F-10.

33. Dowland Flow my tears (for Unit 3: Developing Musical Understanding)

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8

Planning for a World Class Curriculum Areas of Learning

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

NORTHERN REGION MIDDLE SCHOOL FESTIVAL VOCAL REQUIREMENTS Read carefully, some items may have changed

Articulation Clarity and distinct rendition in musical performance.

Contest and Judging Manual

Plainchant activities

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

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.

INSTRUCTIONS TO CANDIDATES

Bite-Sized Music Lessons

2 nd GRADE KEY ELEMENT: Rhythm Concept Benchmark Assessment SD Standards Nat l Standards 1. Demonstrate a steady beat through:

Music Appreciation Final Exam Study Guide

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

Teacher: Adelia Chambers

Choir Scope and Sequence Grade 6-12

Students who elect to take a music class at the middle school level know and are able to do everything required in earlier grades and:

INSTRUCTIONS TO CANDIDATES

Music 3753 Chant Project Instructions

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

Student Performance Q&A:

2010 HSC Music 2 Musicology and Aural Skills Sample Answers

A Free Gift from. What Makes a Wildcat Wild? From Purposeful Pathways 3 Used with Permission

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

African Music Research

FIRST HALF. Secular Medieval Music + Medieval Instruments. I. Minstrels. MSC 1003 Music in Civilization, Spring Prof. Smey

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

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

MUSIC CURRICULUM FRAMEWORK 1 Based on UbD Template 2.0 (2011): Stage 1 Desired Results

Key Skills to be covered: Year 5 and 6 Skills

Music Learning Expectations

MARK SCHEME for the May/June 2008 question paper 0410 MUSIC

AOSA Teacher Education Curriculum Standards

46. Barrington Pheloung Morse on the Case

UNIT OBJECTIVES: Students will be able to. STATE STANDARDS: #9.1.3 Production, Performance and Exhibition of Music Sing Read music

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

YEAR 5 AUTUMN 1. Working with pentatonic scales

Medieval and Renaissance Music

Part II. The Middle Ages and Renaissance. McGraw-Hill The McGraw-Hill Companies, Inc. All rights reserved.

MUSI 1900 Notes: Christine Blair

Archdiocese of Washington Catholic Schools Academic Standards Music

Curriculum Mapping Subject-VOCAL JAZZ (L)4184

2015 VCE Music Performance performance examination report

2ca - Compose and perform melodic songs. 2cd Create accompaniments for tunes 2ce - Use drones as accompaniments.

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

The Renaissance part one: Sacred Music

Chapter 8. Vocal Music Sunday, October 21, 12


COMMUNITY UNIT SCHOOL DISTRICT 200

Music Theory. Fine Arts Curriculum Framework. Revised 2008

Medieval Music Influential People. Part One Early Sacred (Church) Music

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

ST. JOHN S EVANGELICAL LUTHERAN SCHOOL Curriculum in Music. Ephesians 5:19-20

Music Standard 1. Standard 2. Standard 3. Standard 4.

Chapter 7. The New Practice. Sunday, October 21, 12

BRAY, KENNETH and PAUL GREEN (arrangers) UN CANADIEN ERRANT Musical Features of the Repertoire Technical Challenges of the Clarinet Part

Page 18 Lesson Plan Exercises Score Pages

Strathaven Academy Music Department. Advanced Higher Listening Glossary

Student Guide for SOLO-TUNED HARMONICA (Part II Chromatic)

SING WE AND CHANT IT

First Steps. Music Scope & Sequence

MUSIC Hobbs Municipal Schools 4th Grade

Creating a New Hit Song A Study Guide for Grades Bierko Productions LLC

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

Note that once all the voices enter, the vertical column becomes:

2016 OMEA CONFERENCE CONTEMPORARY A CAPPELLA IN THE CHORAL CLASSROOM

Unit Outcome Assessment Standards 1.1 & 1.3

WASD PA Core Music Curriculum

APPENDIX A: ERRATA TO SCORES OF THE PLAYER PIANO STUDIES

Music Theory Fundamentals/AP Music Theory Syllabus. School Year:

Transcription:

Comparisons of Performance Practice for a Troubadour Song and a Sequence I here compare four recordings of Beatriz de Dia s A chantar m er and three recordings of Hildegard s Ave generosa. My comparisons indicate that for A chantar, interpretations differ very markedly, while, for Ave generosa, performance practice is perhaps less susceptible to variation. Between performances, differences in instrumentation, rhythm, melody, and other elements can often be explained by (i) differing scholarly interpretations of how to read and accompany twelfth-century music; (ii) multiple ways of embellishing scores that lack written instrumental parts; (iii) personal opinions of what sounds good; (iv) expediency in performance, or (v) conflicts between extant manuscripts. A chantar m er, the only surviving notated example of a troubairitz song, sets a poem in which Beatriz laments her unrequited love. I compare recordings by Estampie [3] (abbreviated E), Elizabethan Conversation [2] (EC), the Martin Best Mediaeval Ensemble [6] (MB), and Sinfonye [10] (S). The most striking differences between these interpretations lie in their instrumentation and accompanimental patterns. In the recording E, a woman sings over a persistent hurdy-gurdy drone, with a lute (the long-necked saz) accenting certain syllables and playing interludes between verses. Between the third and fourth verses is a lengthy interlude involving hurdy-gurdy, lute, and percussion this is motivic and does not imitate the melody of the singer. EC features a soprano

who is doubled throughout by a fiddle, with a lute that is most audible between verses. MC s interesting performance includes a rebec drone, over which the full melody is played first by a lute and then by a flute. While the flute plays, a man recites two verses of the poem, in English translation, following which the flute and lute play the melody together with nakers and a rebec drone. As for the performance in S, there is simply a solo female voice. The extreme variation in instrumental interpretations among these performances is made possible by the fact that troubadour songs such as A chantar have not come down to us with notated instrumental parts, yet some research suggests that they were performed with accompaniment. Performing groups attempting to recreate instrumental accompaniment have many choices for period instruments, and also the choice of how to use the instruments. A drone almost always sounds good and imparts a folk style to the piece. Imitation of the melody has the advantage that no modern melody is being added, while freely composed instrumental parts can be more effective as accompaniment. The recordings E and EC hence are likely attempts to create an authentic accompaniment to the piece, possibly also influenced by regard for dramatic effect. I find it difficult to believe that MC was at attempt at being authentic, with its recited, translated, abridged poem; I treat it as a dramatic adaptation of A chantar that is intended to fit well within an album of chivalric songs. (That the poem is delivered by a man, not a woman, might also be due to album considerations.)

The interpretation S is interesting. Its director, Stevie Wishart, writes this in the liner notes [13]: The refrain-based [examples of troubadour] songs with their catchy melodies are set off well against drones and are particularly associated with instrumental participation. By contrast, more elusive melodies and extended, highly expressive texts such as A chantar m er, invite a more intimate rendition by the voice alone. The performance S was recorded in 1987, just at the time when much of mediaeval music, which had previously been performed largely with significant instrumental accompaniment, was being reinterpreted a cappella (see [5]). It is therefore not, perhaps, surprising to find a solo voice performance in S, though it is interesting that the texture may have been motivated by the particular qualities of A chantar. Other differences between the performances are worth noting. A chantar is strophic, with five verses and a concluding couplet. In E, the fourth verse is omitted, perhaps due to time constraints. In the MC adaptation, only the first and fourth verses are recited. In EC, the final couplet is delivered as a recitation while the fiddle plays the melody. This works to good effect, emphasizing that this final couplet is a kind of concluding moral.

MIT student 21M.220 Paper 1 The performances agree generally with the melody presented in [9]. They demonstrate irregular rhythms, neither treating all notes as necessarily equal in length nor holding syllables for the same length of time (two common interpretations of chant). Some groups of tied notes are treated as ornamentations, while other ornamentations (akin to grace notes) are occasionally added, especially by EC near the ends of lines. Since note durations are not notated in troubadour songs, this rhythmic freedom, in accordance with the patterns of the text, is unsurprising. The key in which A chantar is sung differs dramatically between performances. While the score in [9] starts the piece on an A, the starting notes for E, EC, MC, and S are, respectively, D, B flat, B natural, and B natural. These differences may be based on performer preference. I now consider Ave generosa, a sequence composed by Hildegard of Bingen, which praises and tells the story of the Virgin Mary using ecstatic and somewhat erotic imagery. The recordings I consider are by Gothic Voices [4] (GV), Oxford Camerata [7] (OC), and Virelai [12] (V). None of these includes instrumental accompaniment. This is not surprising, since chant is believed to have been sung at this time with accompaniment, except perhaps for a drone from a hurdy-gurdy or an organ.

While GV and V are sung simply by solo (female) voice, the OC recording uses a group of three or four women for verses 1, 4, 5, and 7 and, in verses 2, 3, and 6, a solo female voice over a wordless monotone sustained by the other women. This interpretation is fitting given the text of Ave generosa ; verses 2, 3, and 6 are particularly rich with metaphor and are also narrative, while verses 1, 4, and 7 are more akin to paeans. It makes sense to let a soloist tell the story and present imagery while letting the group sing the praises of Mary. There are two extant original scores of Ave generosa, one from Rupertsberg and the other from Dendermonde Abbey. There are three notes of the melody which differ between the two scores, and there is one note which is missing in Rupertsberg. The score found in [8] combines the two scores, using the Rupertsberg but inserting the note found only in the Dendermonde. It is interesting that all three recordings follow this composite score. Liquescents seem to be treated in all three productions as regular notes. Quilismas, by contrast, are interpreted in different ways, with OC ignoring them but GV and V treating them as tremolos. OC s interpretation makes sense given the disagreement between scholars as to what quilismas signify, while the interpretation of GV and V fits with Christopher Page s (as expressed in [8]), which is not surprising in the case of GV as the production is directed by Page.

Rhythmic patterns vary between the recordings. In GV and V, each note is held for about the same length, following one scholarly interpretation for how chant was originally sung. In OC, notes are held for varying lengths, in particular with groups of tied notes on the same syllable often sung more quickly. This more free rhythm may suit Hildegard s ecstatic verses. As in A chantar, pitch levels vary between performances. Even GC s production, directed by Page, is not on the same pitch level as Page s score [8]. In conclusion, we find that performances of the troubairitz song A chantar vary greatly, especially in their instrumental arrangements, whereas performances of the sequence Ave generosa are much more similar, with slight differences in number of vocalists and score interpretation. Bibliography: 1. Cuthbert, Michael. Personal communication. 2. Elizabethan Conversation, The Medieval Lady (Leonarda, 1997). 3. Estampie, A chantar (Christophorus, 1990). 4. Gothic Voices, A feather on the breath of God (Hyperion, 1986). 5. Leech-Wilkinson, Daniel. The Modern Invention of Medieval Music. Cambridge (U.K.): Cambridge University Press, 2002. 6. Martin Best Mediaeval Ensemble, Songs of Chivalry (Nimbus Records, 1983).

7. Oxford Camerata, Heavenly Revelations (Naxos, 1995). 8. Page, Christopher, ed. Abbess Hildegard of Bingen: Sequences and Hymns. England: Antico, 1983. 9. Roden, Timothy J., Craig Wright, and Bryan R. Simms. Anthology for Music in Western Civilization, Volume 1. Schirmer, 2009, pp. 28-29. 10. Sinfonye, Bella Domna (Hyperion, 1988). 11. Spector, Johanna, et al. "Saz." Grove Music Online. Oxford Music Online. 1 Oct. 2010 <http://www.oxfordmusiconline.com/subscriber/article/grove/music/47032>. 12. Virelai, Ther is no Rose (Musical Heritage Society, 1997). 13. Wishart, Stevie, liner notes to Sinfonye, Bella Domna (Hyperion, 1988).

MIT OpenCourseWare http://ocw.mit.edu 21M.220 / Early Music Fall 2010 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms.