Adorno and the Second Viennese School

2020 ◽  
pp. 67-83
Author(s):  
Sherry D. Lee
2019 ◽  
pp. 215-230
Author(s):  
Shierry Weber Nicholsen

This chapter elaborates Theodor Adorno’s notion of genuine music listening and the role of consciousness within it by analogy with the psychoanalytic conceptualization of listening in the analytic dialogue as described in Freud’s model of the free-association process. Crucial in both models of listening is the simultaneous restraining of conventional expectations and the reception of what is new in what is being heard. For both, listening is collaborative work (between patient and analyst, or between listener and the musical composition), engaging the interaction of consciousness and the unconscious by confronting resistances and bringing new meaning into conscious awareness. Implicit in Adorno’s conception of music listening, as part of his critical theory of society, is a socio-historical dimension: the collaboration between genuinely advanced music like that of the Second Viennese School and the individual engaged in genuine listening works against false consciousness to further an authentic subjecthood..


Author(s):  
Jane Manning

This chapter discusses English composer Tim Ewers’s Moondrunk (2000). This short piece is a confident and clearly imagined setting of an English translation of the first poem of Arnold Schoenberg’s 1912 masterpiece for voice and ensemble, Pierrot Lunaire, Op. 21. Though brief, it should prove a useful and characterful item for a recital programme, especially one containing lengthier pieces, perhaps based around other works from the Second Viennese School or, alternatively, a collection of songs about the moon. The tessitura is wide-ranging, but within the reach of most voices, although a female voice was originally envisaged, in direct reference to Schoenberg’s seminal work. The musical idiom is pleasingly logical in its chromaticism, with frequent use of tritones. As always, when singing unaccompanied, the vocalist will need to be scrupulous about tuning intervals, avoiding microtonal slippage. Despite moments of freedom and rubato, rhythmic discipline is an important factor, and a sense of pulse needs to be preserved. Within this modest time span, the singer has to create and sustain a welter of shifting nocturnal moods, both threatening and intoxicating.


Author(s):  
Daniel Bangert

Rudolf Kolisch was an Austrian-born violinist, teacher, and conductor. As leader of the Kolisch Quartet he premiered many important chamber works by the Second Viennese School and other modernist composers of the first half of the twentieth century. He later became leader of the Pro Arte Quartet and taught at the University of Wisconsin in Madison and at the New England Conservatory in Boston. Kolisch was born in Klamm am Semmering, Austria on 20 July 1896. His father Rudolf was a doctor and his mother Henriette a pianist. Soon after starting violin lessons, an injury to his left hand led him to hold the violin in his right hand and bow left-handed. He attended the Vienna Music Academy and the University of Vienna, but his postgraduate studies were interrupted by three years of service in the Austrian army during World War I. His teachers included the Czech violinist Otakar Ševčík, the composer Franz Schrecker, and the musicologist Guido Adler.


Tempo ◽  
1987 ◽  
pp. 14-20
Author(s):  
Raymond Fearn

THE TIME will almost certainly arrive when historians of the music of the present century will speak of the ‘Darmstadt School’ of composers—that group of musicians many of whose earlier works were first heard at the Summer School in that city. Indeed, the phrase has already gained some ground, even if it has not yet entered general parlance. When the term ‘Second Viennese School’ was invented, some years after the ‘school’ had in fact broken up for its vacation, there may have seemed to be some justification for giving it such a name, since it had at least consisted of a teacher and his pupils; only now, perhaps, are we able to see that the ‘classes’ were somewhat unruly ones, and neither the pupils nor their most un-academic teacher had managed to invent even the most elementary ‘syllabus’ or even ‘ethos’ for the establishment. If we dare to speak of a ‘Darmstadt School’, then we shall certainly search in vain for its more than temporary guiding spirit, or for an ethos which was universally accepted.


2020 ◽  
Vol 21 (21) ◽  
pp. 180-193
Author(s):  
Hanna Savchenko

Background. I.Stravinsky’s orchestration is quite an original phenomenon; its essential characteristics are influenced not only by objective intra-musical factors (reconfiguration of musical language on the verge of XIX–XX centuries) or by subjective individual and stylistic determinants, but also by the changes, which occurred in the cultural context of the first half of XX century under influence of scientific and technical progress (Arkadev, 1992; Gerasimova-Persidskaya, 2012). The first two decades of XX century became the time, when the new generation of composers emerged, who reflected complexity of the world and different understanding of temporal and spatial relations in sound matter of their works. First, we mean C. Debussy, I. Stravinsky, the composers of the Second Viennese School and B. Bartók. Objectivation of the worldview largely influenced the orchestration as it is one of the means to organise musical matter in space-time. Literature review. Orchestration by I. Stravinsky is the object of research in the articles of V. Gurkov (1987) and A. Schnittke (1967; 1973). Valuable observation and commentary on composer’s orchestration are found in several monographs (Asafev, 1977; Baeva, 2009; Druskin, 2009; Savenko, 2001; Yarustovskiy, 1982). In the available works, orchestral writing by I. Stravinsky has not been examined, especially in the aspect of its constant principles. Results. Concept of “orchestral writing” needs to be clarified; it is widely used, although scarcely developed. We suggest our own definition of this concept. Orchestral writing is an individual system of technological devices and principles, determined by composer’s musical language and common, basic rules of orchestration, aimed at realisation of timbre and textural aspects of the work, conditioned by style, genre and artistic idea and incarnated in functional interaction of orchestral parts in horizontal and vertical axes. General principles of I. Stravinsky’s orchestral writing became discernible in his early works; we define them as multi-figure composition, combinatorics and plastique. Combinatorics can be understood as universal principle of I. Stravinsky’s compositional method and orchestral writing, which affects all the levels of compositional whole, the work itself. Combinatorics is widely used in visual arts, where it is interpreted as a method to find various combinations through rearrangements, moving, different configurations of given elements, their juxtaposition in a certain order. Used as a term to define orchestral writing, combinatorics supposes manipulation with small timbre and textural elements and structures; this is conditioned by type of the themes, used by the composer as well as by variability of intervals and motives. Frequent succession of thematic structures causes rushed tempo of changes of timbre and textural structures, which, in its turn, causes musical time to be densely filled with informational events, and musical space became heterogeneous, contrasting, motley. Combinatorics is embodied in such tools as timbre transmissions and switching, when thematic structures distributed between several timbre groups by the means of split, handoff or juxtaposition, combination of orchestral groups, while remaining in the same structural and compositional section; as a rule, this does not result in a change of orchestral texture. This engenders mosaic-like orchestration, intense contrasts of timbre. Combinatorics in I. Stravinsky’s scores is skillfully realized through increase and decrease in quantity of voices (timbres) in horizontal and vertical axes. In vertical axis it is achieved by usage of incomplete and inexact (fragmentary, variable) doubles, having role of timbre “highlighting”, creating timbre variants of the main line, filling orchestral texture with unremitting timbre move and spatiality. As fragmentary and variable doubles are used, density of the texture is regulated through pauses in doubling lines; thus, the composer avoids risk of overloading the texture. In horizontal axis combinatorics causes alternation of timbres and timbre mixtures within rather shorts periods of musical time with the same orchestral texture, which causes constant timbre development and indicates wise usage of orchestral resources. In the light of combinatorics it is possible to examine and a type of orchestral tutti, raising on the basis of multi-layered orchestral texture, composed from several timbre and textural strata. Conclusions. Continuous usage of combinatorics allows to interpret it not only as constant principle of I. Stravinsky’s orchestral writing, but also as “universal” (according to definition of S. Savenko, 2001) in composer’s orchestral thinking. The same can be applied to such principles as multi-figure and plastique. Their interaction spawns diverse combinations in the Stravinsky’s compositions of the “Russian”, “Neo-Classical” and late stages of his creativity, their influence might be either conspicuous or hidden. Abovementioned principles are used to different extent in each case, depending on the type of space-time that I. Stravinsky employs in the works of different periods: time filled with events and motley, heterogeneous space in the works of the “Russian” period; relatively continuous time, rich with information and events, and more homogenous space in the works of the “Neo-Classical” period; Eternity and simultaneous usage of different time models and strictly geometrical (pure in its abstractness) Space in the works of the late period.


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