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Romantic vs victorian
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Alexander (Aleksandr) Glazunov's saxophone concerto, Opus 109, is a wonderful Romantic-Era piece to both listen to and to play. The piece’s adherence to counterpoint, beautiful melodies, and phenomenal orchestration make it a timeless piece that is a “must-listen” for all. The saxophone concerto was written in 1934 for Sigurd Rascher, a prominent Dutch saxophonist. Born in St. Petersburg, Russia on August 10th, 1865, Glazunov was a musician from an early age and began playing the piano at age 9. By the time Glazunov was a teenager, he had attracted the attention of the famous composer Nikolai Rimsky-Korsakov, who mentored him for the next few years. While studying under Rimsky-Korsakov, Glazunov composed his first symphony, which was later …show more content…
Despite having been composed in the Modern Era, his concerto is written in a Romantic style. The Romantic Era is characterized by emotion, extremes, and a slight variation from counterpoint. This differs from the Modern Era, specifically Impressionism, which features a disregard for counterpoint and a focus on individual sounds rather than progressions. Famous composers of the Romantic Era include Mendelssohn, who is famous for his Overture and incidental music in A Midsummer Night’s Dream, and Beethoven, who is credited as starting the Romantic Era. In contrast, famous impressionist composers include Claude Debussy, who is known for his piano piece, Clare de Lune, and Marvel Ravel, who is renowned for his orchestral piece …show more content…
The exposition of this piece continues from the beginning to bar 11, when the soloist begins. At this point there is a dramatic transition in accompaniment, which shifts from playing a melody to backgrounds in order to exaggerate the soloist, who plays a different melody than the orchestra previously played. The Allegro Moderato section continues to develop and concludes at rehearsal number 4. After a brief orchestral section, the piece develops into a fast and vibrant section, which concludes with an extremely fast chromatic scale. After the vibrance in 5-9, there is a long orchestral section which prepares the Andante. The Andante, which is in C major, cautiously speeds up. At 14, the Andante transforms and features several unique motifs. For example, from bar 108 to 111, the soloist has a series of ascending and descending triplets which slowly increase in speed. However, on the count 3 of m. 111, the tempo drastically drops back to the original tempo. Then the sequence starts again, and continues until reh.16. This sequence of triplets is not repeated in the rest of the piece and is unique to this section. After a short interlude at 16, the soloist and Andante return to their original form, with some slight tempo increases. Then, suddenly at 20, the Andante
Next, was the longest movement, Molto vivace. Dominated by D minor, this movement resembled the introduction of the opening theme in the first movement but with more lightheartedness. Also called a scherzo because of its “dancelike” theme, this section utilized the Flute, Oboe, Clarinet, Bassoon, French Horn, Trumpet, Trombone, Timpani, and Strings. I also noticed a downbeat around every three beats throughout the fast tempo in this section.
...ers and the audience. The dramatic nature of this piece alone is something to be reckoned with as it is extremely passionate. The symphony is presented in 4 movements as is common and begins with a Poco Sostenuto- Vivace, followed by a Allegretto movement, Presto movement, and finally ends on an Allegro con brio movement. the central theme of this piece is introduced in the first movement by a flute playing in tripple meter continuously ascending up the scales rising in dynamic contrast, continuing to grow into a louder and more stark contrast between it’s highs and lows. Consistently dance like, the piece is celebratory of its roots buried in historical Austrian music that has been present in the culture for years. The accomplishments of the soldiers for which the piece was composed for are easily told of simply by the energy and power present throughout the piece.
When looking at the earlier styles explored in this class, it was easy to categorize composers by their era or period. Bach played during the Baroque; Mozart is clearly a Classical composer, etc. As we moved deeper and deeper into the class, and closer and closer to modern day, the categorization became increasingly difficult. This began with Beethoven, who did not fit quite into the Classical style, but was not a pure Romantic either. He was somewhere in-between. Debussy fills a similar space between periods. Though Debussy composed a great deal of program music, he also created pieces in the Impressionist style. With Debussy’s Pierrot, from his Quatre Chansons de Jeunesse (Four Songs of Youth), he creates a Lied that could be interpreted as either; an Impressionist piece or a piece of program music, meant to look at the meaning of the words and the music that accompanies them, as opposed to purely the sound itself.
Lupo, Benedetto, and Peter Maag, perfs. Concerto for Piano and Orchestra in A Minor Op.54. By Clara Schumann. Orchestra Della Svizzera Italiana. Arts Productions, 2004. Florida College's Classical Music Library. Web. 17 Nov. 2013.
The first movement is in sonata form - Allegro ma non troppo, un poco maestoso. Strings and horns appear from the distance as if they had been already playing out of earshot. The music gradually intensifies in volume until the final explosion into the first subject. Then this whole process is repeated. The first movement shows a contrast of emotion that seems to return in the recapitulation befor...
- Sergei, Bertensson and Jay Leyda. "Second Concerto." Sergei Rachmaninoff. Bloomington, Indiana: Indiana University Press, 2001. 75-96.
... six concertos are stylistically advanced when compared to the first six of the set. This can be mainly accounted to the sequence of concertino and ripieno alternating and becoming one with the solo violin and tutti (Anderson 7). Finally, unlike what Corelli had used, Torelli favored the three-movement pattern, fast – slow -fast.
Hurwitz, David, and Dmitriĭ Dmitrievich Shostakovich. Shostakovich symphonies and concertos: an owner's manual. Pompton Plains, N.J.: Amadeus ;, 2006. Print.
3 is the second movement of the piece. It lasts around five minutes of the total 22 minutes of the whole Orchestral Suite. Air is written for Trumpet, timpani, oboe, violin, viola and continuo. It is written in major key. The meter is duple, and I would dare to say that it is quadruple. The texture is polyphonic. It has a slow tempo and there is no presence of accelerando nor ritardando. The harmony is consonant. Melody is conjunct and peaceful. Has a lot of repetition. The melody is consistent. The string instruments are prodminant whereas the timpani and oboe just go along with the melody. Esta es una pieza sencilla binaria; claramente no hay devolución del material melódico apertura en la segunda parte del
The piece opens with an allegro, minor melody with cymbal crashes and timpani rolls. There is a short pause then a major trill. Harp glissandos then accompany a legato oboe melody, which is repeated with a pizzicato string bass. The melody is then repeated by the whole orchestra. There is a crescendo with the tim...
Mendelssohn was born in Hamburg in 1809. His father Abraham Mendelssohn was a banker, while his mum Lea Mendelssohn was a highly educated artist and musician. Mendelssohn first had his piano lesson from his mum, but soon he was sent to study with the best teachers at that time such as Marie Bigot and Ludwig Burger. He also took composition lessons with Karl Zelter, who was the professor of the University of Berlin. Under their proper guidance, he completely showed his music talent- he first appeared as pianist at nine and as a composer at ten. At his age of twelve, he already composed nine fugues, five symphonies for strings, two operas and a huge number of smaller pieces. When he was sixteen, the publication of his Octet in E-flat Major for strings and Overture to A Mid Summer Night’s Dream marked his full maturity.
The last Piece of the program was Symphony No1. In g minor, op7 (1891-1892), features the work of the composer Carl Nielsen (18...
... then plays allegro passages of semi quavers, accompanied by timpani and descending scales in the woodwind. The clarinet, takes over the main melody whilst the cello accompanies with sequences. The French horn takes over the melody, accompanied by the strings. The flute briefly plays the melody before the cello plays octaves, accompanying the woodwind as they play a reprise of the DSCH theme and the timpani crashes. Repeating the themes in the first movement, the cello plays the DSCH motif followed by the "tate ta, tate ta" rhythm in the strings. The horn then plays the theme in augmentation, whilst the cello plays passages of ascending and descending scales, and the theme is heard again in the strings. The movement builds up with the motif appearing increasingly often in the woodwind and strings and climaxes with octaves by the soloist and a boom from the timpani.
...chestral introduction with an imperfect cadence. A strong rhythmic ¾ allegro passage, with sequences and descending scales is played by the orchestra, with timpani and cymbals. The music modulates, and a short, quiet woodwind passage is then alternated with an orchestral passage with dotted rhythms, creating a `terraced dynamics' effect. Part B begins with a major clarinet melody accompanied by pizzicato strings. A minor flute sequence follows, and is followed by a repetition of the oboe melody. A string sequence is then played, imitated by the oboe. There is a crescendo, then the rhythmic orchestral melody returns, alternated with a short flute passage. There are suspensions, descending scales and a crescendo, followed by a strong rhythmic passage with the timpani playing on the beat. Imperfect cadences are played, before the piece finishes with a perfect cadence.
Roughly from 1815 to 1910, this period of time is called the romantic period. At this period, all arts are transforming from classic arts by having greater emphasis on the qualities of remoteness and strangeness in essence. The influence of romanticism in music particularly, has shown that romantic composers value the freedom of expression, movement, passion, and endless pursuit of the unattainable fantasy and imagination. The composers of the romantic period are in search of new subject matters, more emotional and are more expressive of their feelings as they are not bounded by structural rules in classical music where order, equilibrium, control and perfection are deemed important (Dorak, 2000).