Brass Topics, Abbreviated Recapitulations, and the Bildungsreise

2020 ◽  
pp. 38-59
Author(s):  
Peter Mercer-Taylor
Keyword(s):  

This chapter proceeds from a memorable passage near the end of the first movement of Felix Mendelssohn’s ‘Italian’ Symphony, where the woodwinds and brass unite in a forceful rendition of the opening gesture of the movement’s first subject. This fanfare in the coda represents the climactic stage in a process that has been at work since the start of this movement, a process that can be understood as an ingenious convergence of two of Mendelssohn’s well-established habits in orchestral sonata-form composition: deploying brass-related topics to generate a sense of closure and his tendency towards the drastic telescoping of recapitulations. The chapter further proposes that an autobiographical register might be at work in the movement’s distinctive deployment of rhetorical forces, asking whether we might discern here a meditation on Mendelssohn’s own journey towards personal maturity and independence.

1984 ◽  
Vol 8 (2) ◽  
pp. 142-152 ◽  
Author(s):  
Richard Kaplan ◽  
Franz Liszt
Keyword(s):  

2015 ◽  
pp. 37-74
Author(s):  
Nathan John Martin
Keyword(s):  

2012 ◽  
Vol 31 (1) ◽  
pp. 46-65
Author(s):  
Carl Wiens

In William Caplin’s Classical Form (1998), the ending of a sonata-form exposition’s two-part transition and a two-part subordinate theme’s internal cadence share the same harmonic goal: the new key’s dominant. In this article, the author contends that the choice between the two is not as clear-cut as Caplin suggests, arguing that the functional role of these passages should be read within the context of the entire sonata movement, rather than on more localized analytical interpretations of the sonata’s sections taken in isolation. Two works are discussed: the first movement of Beethoven’s Piano Sonata op. 2, no. 3, and the first movement of the Piano Sonata op. 10, no. 2.


1989 ◽  
Vol 1 (3) ◽  
pp. 225-247 ◽  
Author(s):  
Paolo Gallarati

In his trilogy of masterpieces composed to texts by Lorenzo Da Ponte, Mozart radically changed the musical and theatrical nature of Italian opera. The dramma giocoso became a true ‘comedy in music’ through the use of psychological realism: a vivid representation of life in continuous transformation and in all its naked immediacy is now the real protagonist of the story, an all-embracing totality within which each character represents a separate feature. This influx of a non-rationalist sense of life into the classical proportions of sonata form (whose tonal relationships and free approach to thematic development controlled the vocal set pieces) made for an explosive mixture. Even before his collaboration with Da Ponte, Mozart himself seemed well aware of his uniqueness: ‘I guarantee that in all the operas which are to be performed until mine [L'oca del Cairo] is finished, not a single idea will resemble one of mine.’


2021 ◽  
Vol 1 (15) ◽  
pp. 67-107
Author(s):  
Ines R. Artola

The aim of the present article is the analysis of Concerto for harpsichord and five instruments by Manuel de Falla – a piece which was dedicated by the composer to Wanda Landowska, an outstanding Polish harpsichord player. The piece was meant to commemorate the friendship these two artists shared as well as their collaboration. Written in the period of 1923-1926, the Concerto was the first composition in the history of 20th century music where harpsichord was the soloist instrument. The first element of the article is the context in which the piece was written. We shall look into the musical influences that shaped its form. On the one hand, it was the music of the past: from Cancionero Felipe Pedrell through mainly Bach’s polyphony to works by Scarlatti which preceded the Classicism (this influence is particularly noticeable in the third movement of the Concerto). On the other hand, it was music from the time of de Falla: first of all – Neo-Classicism and works by Stravinsky. The author refers to historical sources – critics’ reviews, testimonies of de Falla’s contemporaries and, obviously, his own remarks as to the interpretation of the piece. Next, Inés R. Artola analyses the score in the strict sense of the word “analysis”. In this part of the article, she quotes specific fragments of the composition, which reflect both traditional musical means (counterpoint, canon, Scarlatti-style sonata form, influence of old popular music) and the avant-garde ones (polytonality, orchestration, elements of neo-classical harmony).


2021 ◽  

The term concerto has been applied to music works since the early 16th century, first appearing in treatises almost a century later. Reflecting the sense of two or more forces either contending with or working together with someone (both Latin), or “arrange, agree, get together” (Italian), early concertos combined voices and instruments with no other formal consequences. These characteristics remain with the genre throughout its history. Only with the emergence of the instrumental, non-texted concerto in the late 17th century did structure begin to become an issue. Two important formal trends regarding the concerto dominate the 18th century. The most pervasive overall form is that of three movements, fast-slow-fast. The form of the first movement has attracted the most attention in the literature. Concertos in the first half of the 18th century, emanating from Italy and spreading northward, start with some version of ritornello form, which is also used in arias. In the latter part of the century, first movements increasingly take on the characteristics of sonata form, found in symphonies and sonatas, resulting in first movement concerto form or concerto-sonata form. The actual nature of the merging of the two ideas in any given work remains a vibrant topic. In one sense, the influence of the two forms, ritornello and sonata, has declined since Beethoven, giving way to other compositional concerns, yet the forms can often lurk in the background of the genre. The breadth of works that fall under the descriptive term concerto can be exasperating. Concerto also embraces a number of subgenres. The earliest works are known as vocal concertos or sacred concertos (many of them were sacred pieces), but do not always bear the designation. They are performed in stile concertato, using diverse musical forces. The term remains applicable to certain textures. The concerto grosso, connected with the Baroque, is another subgenre. Yet another subgenre is the symphonie concertante, which emerged in 18th-century France. This subgenre passed in popularity, but the term concertante continues to be applied to the texture. Later developments made use of other textures, though the symphonic concerto, originating in the 19th century, might be seen as derivative of earlier approaches. These styles and textures are major factors in many other works not called concertos, such as variation sets, fantasies, and even symphonies, to name a few.


2000 ◽  
Vol 70 (3) ◽  
pp. 370-405 ◽  
Author(s):  
Zachary Dean Sconiers ◽  
Jerry Lee Rosiek

In this article, middle school science teacher Zachary Sconiers and university researcher Jerry Rosiek introduce the sonata-form case study, a narrative structure designed to document teachers' understandings of how subject matter and sociocultural influences intersect in the classroom. Written in collaboration with the Fresno Science Education Equity Teacher Research Project, this case study is told from the perspective of Jerome Jameson, a fictional chemistry teacher, whose story is based on Sconiers's actual teaching experiences. Also integrated into the narrative are Sconiers's in-depth reflections on the connections between his commitment to science education and his commitment to promoting educational equity. The sonata-form case study is followed by an afterword, written by Rosiek and Sconiers, that describes this unique methodology for teacher inquiry in full detail. The writing process for the case study was extensive and iterative: the two authors worked closely over the course of a year to develop the narrative, with Rosiek taking the lead on revising and editing. With this case study, Sconiers and Rosiek highlight the critical need for a new form of educational research, one that "builds bridges between the discourses of educational excellence and educational equity, as well as between theory and practice."


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