Showing posts with label Article. Show all posts
Showing posts with label Article. Show all posts

Wednesday, April 25, 2012

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Music History Timeline 350AD - 800 AD


350 Foundation of Schola Cantorum for church song, Rome.
386 Hymn singing introduced by Ambrose, Bishop of Milan.
390 The First “Hallelujah” hymns sung in the Christian Churches.
450 First use of alternative singing between the precentor and community at Roman Church services, patterned after Jewish traditions.
500 Boethius writes “ De Institutione Musica”
500 In Peru, flutes, tubas and drums in use.
521 Boethius introduces Greek musical letter notation to the West.
600 Pope Gregory orders the compilation of church chants, titled “Antiphonar”.
600 Pope Gregory founds the Schola Cantorum in Rome.
609 The crwth, a Celtic string insturment, appears.
619 Chinese start to use orchestras with hundreds of players.
650 Neumes, notation for groups of notes used in music. This system is used in the West until 1050.
725 The court orchestra of Emperor Ming-Huang of China represents the high musical culture of the T'ang dynasty; no harmony or polyphony, five note scale without semitones; flutes, guitars, bells, gongs, drums.
744 Singing school established at the Monastery of Fulda.
750 Gregorian church music is sung in Germany, France, and England.
750 Wind Organs, originally from Byzantium, start to replace water organs in Europe.
790 Schools for church music established at Paris, Cologne, Soissons and Metz, all under the supervision of the Schola Cantorum in Rome.
800 Poems sung to music at Charlemagne’s court.
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The Schola Cantorum - Singing Songs of Praise as One Voice



In the early Christian church creating songs of praise, devotion and thanksgiving, reflected the beauty of the cosmos. When accompanied by dance movements and hand clapping, from the fourth century onward, rhythmical hymnody took the lead. Aurelius Ambrose (St Ambrose c337 – 397) descended from an ancient Roman family. He shaped his ideas of Christianity into melodies that had an ability to excite the listener. These became known generally as Ambrosian hymns. Although his actual personal input remains unknown, the vitality and artistry of his works, intended for the greater good were enjoyed for centuries. Today they still form the basis for many hymns we recognize, want to join in and sing to. Some religious groups use their historical aspect to inspire current worship.

Ambrose, and other church fathers of his day, recognized the importance of emerging music traditions, especially in their relationship to reflecting and inspiring worship and music. They became an important aspect in the development of Christian liturgical traditions as well as the form and arrangement of public worship.


During the fourth and fifth centuries monastic communities exerted a penetrating, and sometimes powerful influence on the spiritual, economic and musical growth of church life. The rite of the Lord’s Supper, which was held in the evening, was often linked with an agape meal or ‘love feast’. This event was interspersed with prayers and songs rendered by a choir. It was an era that marked the beginnings of what is known now as Christian hymnody or, the composing and singing of a group of hymns. Cathedral and church choirs historically and contemporarily are usually made up of a group of people with outstanding voices individually. More than often though, they lack the courage to compete as a soloist in the performance idiom. By singing in community they gain courage, inspiration and momentum to give outstanding performances collectively.

In England during the late sixth century King Ethelbert was growing the city of Canterbury as a centre for faith, worship and music. It became so successful that at one point the English church was described by Rome as being ‘a jewel in the crown’ of the Christian church. By the time of Pope Gregory 1 in the sixth and seventh centuries there was a distinct appreciation of fine singing as well as a genuine regard for a beautiful voice. Pope Gregory re-organized the liturgy and its music, influencing the establishment of a schola cantorum, a choir passionately committed to the singing of psalms (psalmody) as an aspect of divine worship, ‘as if it were one voice’.


Rome became the indisputable centre for the development of church music at this time. Children in orphanages supplied sublime singers for the papal choir of the Sistine Chapel where they were warned that ‘none of the singers should sing faster or louder than the others’.

It was during the seventh century that Isidore of Seville, a notable musical theorist and scholar, remarked how hard it was to notate music. As the recognition that the various sounds the human voice was able to make could be recorded, so did the idea of arranging those notes to make different tunes evolve. Plain or simple at first by the ninth century a form of simple notation recorded the preferred form of plainchant as performed by monks and, as the study of sound and musicality advanced over the centuries, so would compositions become more complex.


The alleluia was an exclamation in general use. It was meant to express thanks, to praise God or to herald relief, welcome and gratitude. Eighth century historian and doctor of the church, the Venerable Bede 672/3 – 735, earned the title ‘Father of English History’. He related the story of a battle known as the ‘Alleluia Victory’ when mariners reputedly shouted the exclamation from ship to ship following their successes.


By the eleventh century a long high note or descant was being set against others signing another whole range of notes, which were then set above the original plainchant melody. Those sustaining the prolonged notes were called ‘holders’ or tenors, while those who sang the descant were called contra tenors. Contra tenors were eventually called ‘altus’ and later, those who sang a part intertwining with the altos were named predictably, contra altos.

Eventually both their parts would be surrounded by two other voices appropriately named sopranus, which means ‘above’ and bassus, which means below. This style of music was called polyphony, meaning the bringing together of a multiplicity of sounds.

Acclaimed castrati, like Farinelli, enjoyed vast riches and royal patronage

During the reign of Henry XVIII’s daughter Elizabeth 1 (1533 – 1603) English composers devoted themselves to creating musical settings for church services resurrected on demand by an ever-expanding middle class. The Book of Common Prayer was revised three times within 10 years to ensure that the latest hymns were included.

Queen Elizabeth 1 loved music both sacred and secular. She was an accomplished musician playing the virginals, an early type of keyboard instrument smaller and simpler than the harpsichord, as well as the lute, a stringed instrument known from the days of ancient Egypt. She was also very fond of dancing to music, particularly The Volta in which ladies jumped ever so elegantly into the air.

Some people thought it was a scandal because the women showed off their knees, but it didn’t dampen their style or enthusiasm.

William Byrd 1543 – 1623, a staunch catholic, was recognized as the leading English composer of his generation. Very versatile Byrd reshaped the amazingly rich musical life of the Christian church in England. It began to dominate the music of the continent in both depth and variety and in a way not seen before or since. His pre-eminent position, when musical publication in England was in its infancy, allowed him to leave a substantial printed legacy formatted at the inception of many important musical forms.

He also exerted an influence on the music of the Low Countries (The Netherlands, Belgium and Luxembourg) and Germany and his outstanding legacy in sacred choral composition consists of two huge volumes entitled “Gradualia” (published 1605 and 1607). This work was made up of shorter pieces of great clarity, making them one of the supreme testaments in the history of western music.

As musical style developed an interest in the differences in the range and timbre differences of lower male voices also meant the last primary voice type, the baritone (Greek for weighty sound), came into use.

They also constantly experimented with high voices, creating a vibrato by using turn and trills adding yet another layer of richness. As even higher treble voices became an aim, and the church would not use women’s voices, they used a high turnover of young boys, at least until their voices broke.

That would not change until the sixteenth century when mature males arriving from Spain were found able to sing in falsetto. This was because they had been surgically castrated before puberty. Castration as a practice dates from the ancient civilization at Sumer. It results in the development of an unusually large rib cage and retention of an infantile larynx. High notes of great purity are the result. As much of Spain was under the domination of the Moors during the Middle Ages castration served two purposes, for purity of voice and to provide eunuchs to guard a Harem. Eunuch singers are known to have performed in the choir at the Haghia Sophia, the great church of early Christendom, that became a mosque in Byzantium (modern day Istanbul).

In Europe the practice began to die out in the late eighteenth century and was finally banned in Italy in the late nineteenth century with the last castrati singing in the Sistine Chapel choir early in the twentieth century.

On St. Cecilia’s Day, 22 November 1903 pope, Pius X, issued instruction “Whenever … it is desirable to employ the high voices of sopranos and contraltos, these parts must be taken by boys, according to the most ancient usage of the Church.”

Carolyn McDowall, The Culture Concept Circle 2010 – 2012

Source: http://www.thecultureconcept.com/circle/the-schola-cantorum-singing-songs-of-praise-as-one-voice

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Thursday, April 5, 2012

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How to Learn Piano for Beginners

The piano is one of the most versatile musical instruments, essential for many styles of music. While mastery of the piano takes years of study and practice, a beginner can learn the basics of playing piano by an independent study, including the locations of keys and how to read sheet music.


Instructions

1

Learn the basics of music notation not. Any Western music is played on a stick, a series of five parallel horizontal lines used to indicate ground. The height is determined by which line or space of a personal note head (small circles, symbols, usually attached to a fal) is sitting on. The upper head is the note on the staff, plus the height.

Some locations will sit just above or below the bars. In this case, they may have small lines drawn below and / or through the note heads. They are called "leger lines" and have the effect of extending staff.

2

Familiarize yourself with the staff at the Grand - two staff lines that are played at the same time, the one with the right hand and the other with the left. The right hand usually plays in the treble clef, the notes are (from bottom to top) E, G, B, D and F on the lines and F, A, C, E spaces. The left hand plays the bass clef, the notes are E, G, B, D, F and on lines A, C, E, G on the spaces. If there are lines Lightweight, lines or spaces follow the alphabetical pattern up or down. Note that the musical alphabet goes as far as the letter G, then starts over A.

3

Sit with good posture. Sit, relaxed but your piano bench, placed in the center of the keyboard. Raise your hands and rest on the keyboard with elbows hanging below, and always in search of a sense of weight in your arms, lifting them as necessary to play the notes. Curl your fingers so that your thumbs can comfortably reach the keyboard. Always relax your shoulders.

4

Find out where the notes on the piano. If you have a full piano keyboard piano with 88 keys (all natural pianos will be full), the first note on the bottom left of the keyboard will be an A. Whatever the type of piano, note the most important for a beginner is located in the center of the keyboard: the C. the medium is a C white key just left of center group of more than two black keys. Every other button that follows this pattern on the keyboard is also a C, but in a different octave (which means it will sound similar, but weaker). The middle C appears on the first leger line below the treble clef staff and the first leger line above the bass clef staff.

5

Operate the pedals with your right foot. Rest your left foot and press your heel on the ground and use your foot as a sort of hinge to lower the pedals. The piano has three pedals (electric pianos could be less) used to create different musical effects. The right pedal is called the damper pedal, and is used to give the piano a more sustained, the echo-y sound. The middle pedal is the sustain pedal. This will keep the locations that are played at the same time the pedal is pressed, but no further. The left pedal is the soft pedal. This pedal is used to soften the overall volume of the piano.

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How to Play Piano by Ear - A Great Skill


A lot of want-to-be pianists struggle to learn the basics of piano playing. One major problem that they have is that they cant play the piano by ear. You have to determine the exact methods needed so that you can easily cope with your piano lessons. If you dont want to end up like other unsuccessful novice players, continue reading.


Playing the piano by ear is truly effective. In fact, it has been proven by many people including the piano teachers and advanced students. It is difficult to learn but ever since you were born, you are continuously learning. Life means learning and you cant just stop it. Everyday, you learn new things and dont you think its time to learn to play the piano?

The piano songs are classified according to grades. For you to be able to play piano songs between grades 5 to 8, it would take 7 or 8 years of piano lessons. So you see, you cant learn to play the piano in a weeks time. If you see some claims online telling you that they can help you learn the piano in a few days, thats not true. If you want to learn how to play the piano, it requires months and to some, even years, of dedication and patience.

You can greatly improve your learning abilities if you learn a specific technique called playing by ear. This is a great method that is proven very effective. Can you imagine yourself playing a new song in your piano? That is possible. Once you learn this method or technique, whenever you hear a song over the radio, you can easily play it on the piano.

If you think that this technique is only suited for the advanced pianists, youre quite wrong. However, it can help advanced players a lot but if youre just starting to take your lessons, this is the best time to learn this method or technique.

Paying for your piano lessons is quite expensive. You also have to purchase music books. If you can do without these added costs, you can save a lot of money. If youre truly serious in learning to play the piano, you can learn this technique. But if you simply want to have fun, you will have a hard time in coping with the lessons.

In playing the piano, you have to have brains. Memorization is also important. If you cant memorize your lessons and you cant play with your heart in it, the sound will not be very pleasing to the ears. Dedication is of utmost importance. Thats why you also need to invest on a piano. If you practice frequently, you can improve your skills day by day. Remember, it takes years to learn to play piano gracefully and with life.

Learn to play piano by ear now. This is a technique that every desiring pianist should learn. If youre piano teacher already knows about this technique, you can ask him or her to teach you. Always be patient when having your lessons. Aside from learning about the different chords and notes of the piano, you also have to study your music pieces.

For you to be able to play gracefully and like the experts, you have to know the technique. If youre teacher cant help you, then find another learning option that will be able to teach you what you need to know.

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The Basics of Playing Piano


Many people likely remember their childhoods of being forced to learn to play the piano, and highly dislike it. Some of these may decide to give learning another try, just for the thrill of learning a musical instrument. Even though it’s hard at first, with a basic understanding playing the piano can become second nature with time and practice.


All the black and white keys may be scary when you first sit down at the piano, but don’t worry – most of them won’t be used at first.

The hammer that each piano key is connected to makes its sound by hitting a string when you press a key, and each key has its own note. On the left-hand part of the keyboard, the strings are longer, and thus the notes are lower in pitch. When you go along the keys to the right, the notes get higher, and to play piano you have to know where your hands need to be. The first thing to know is where you need to have your hands placed, and to understand this you need to know the basics of music notation.

There are 88 keys on a piano, which is a wide range of notes. Middle C is the most basic note you’ll start with, and the brand name of the piano is usually near this middle C. There are seven notes starting with A and going to G, then back to A to repeat the cycle.

There’s a rather noticeable pattern of black keys – three black keys alternating with white, two adjacent white keys, then two black keys alternating with white, then two more adjacent white keys, after which the cycle repeats. The white keys are your natural notes – A, B, C, D, E, F and G. On the other hand, the black keys are the tones in between those natural notes. With the exceptions of B to C or from E to F, there’s going to be an accidental between every pair of two notes. The progression goes, for example, A, A sharp/B flat, B, C, C sharp, D, D sharp/E flat, E, F, F sharp, G, G sharp. There is no B sharp or E sharp because those two notes are actually C and F, respectively.

So, to find C on a piano keyboard, look for the white key that’s set just to the left of two black keys. First, you’ll learn a basic scale – the “do re me fa so la ti do” sequence that you’ve likely heard is a scale, or a progression of notes from one octave to the next.

To place your hands on the keys right, curl your fingers and move your thumbs inward so the nails are facing one other. You can play between the black keys this way, as well as using the thumb to strike notes that you can’t get to with your other fingers. If you leave your thumb at its natural position, you may end up playing notes next to the ones you’re trying to play.

Now, to play a simple C scale, starting with your left middle finger, play C, then D with the left index and E with the thumb. Then, you reach over the thumb with the middle finger and repeat for the next three notes, and again for the last two. Going back down the scale is the mirror image of this technique. If you opt to play with the right hand, start with the thumb and reach under the middle finger to continue up the scale

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Tuesday, March 13, 2012

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Edward Elgar (1857 - 1934)


Sir Edward William Elgar, an English composer, was born on 2nd June 1857 at Broadheath, a village some three miles from the small city of Worcester in the English West Midlands. His father, William Henry Elgar (1821–1906), had a music shop in Worcester and tuned pianos.


The young Elgar, therefore, had the great advantage of growing up in a thoroughly practical musical atmosphere. He studied the music available in his father's shop and taught himself to play a wide variety of instruments. It is a remarkable fact that Elgar was very largely self-taught as a composer - evidence of the strong determination behind his original and unique genius. His long struggle to establish himself as a pre-eminent composer of international repute was hard and often bitter. For many years he had to contend with apathy, with the prejudices of the entrenched musical establishment, with religious bigotry (he was a member of the Roman Catholic minority in a Protestant majority England) and with a late Victorian provincial society where class consciousness pervaded everything.

Throughout the 1880s and the 1890s his experience grew and his style matured as he conducted and composed for local musical organisations. He also taught the violin and played the organ at St. George's Roman Catholic Church in Worcester.

In 1889 he married one of his pupils, Caroline Alice Roberts, daughter of the late Major- General Sir Henry Roberts who had enjoyed a distinguished career with the British army in India. She married Edward in opposition to her aunts and cousins (her mother had died in 1887) who considered that in marrying the son of a mere tradesman, a music teacher without prospects, she was marrying beneath herself. Nevertheless, Alice with determination and a dogged faith in Edward's emerging genius, played a vital part in the development of Elgar's career.

Slowly, and through such early works as Froissart (1890), the Imperial March (1897) and the cantatas King Olaf (1896) and Caractacus (1898), his reputation began to spread beyond the area immediately around his native Worcestershire. His first big success came with the Variations on an Original Theme (Enigma) in 1899. Dedicated to "my friends pictured within", this work, which is a masterpiece of form and orchestration, showed that Elgar, by that time, had surpassed the other leading English composers of his day, both in technical accomplishment and sheer force of musical personality.

After Sea Pictures, a song cycle for contralto and orchestra (1899), came one of Elgar's greatest religious compositions - The Dream of Gerontius - based on Cardinal Newman's poem about a soul's journey through to its judgement and beyond. Unfortunately, due to inadequate rehearsals, the first performance at Birmingham in October 1900 of this complex and original work proved to be a failure, but the majority of the critics recognised the work's greatness. Fortunately, the composition was rescued from oblivion by a second performance under Julius Buths at Dusseldorf in December 1901, and again at the Lower Rhine Festival in Dusseldorf in May the following year. Following this latter performance, Richard Strauss praised Elgar as the first English progressive musician.

After the initial failure of the Dream of Gerontius in 1900, Elgar was understandably depressed, but within a few days he had characteristically started writing again - an ebullient concert overture - Cockaigne (In London Town) which was successfully premiered in 1901. Confirming this success, in the same year came the first two Pomp and Circumstance Marches - the first in D major containing the famous trio section that was later to becomeLand of Hope and Glory. Elgar appreciated its worth; he had prophesied: "I've got a tune that will knock 'em - knock 'em flat! … a tune like that comes once in a lifetime …" Elgar had 'arrived'. An all-Elgar festival at Covent Garden was held in 1904, which included an exuberant new overture, In the South, written after a visit to Alassio in Italy. In July of that year, Elgar was knighted by King Edward VII.

By this time, Elgar's works were being performed both in Europe and in the USA In 1905, came the Introduction and Allegro for Strings, a masterly essay in string writing dedicated to Professor Sanford of Yale University. In 1906, Elgar was busy working on his great oratorio, The Kingdom, the sequel to The Apostles of 1903. These two works were based on an intricate tapestry of linking leitmotives in the style of Wagner. Elgar originally intended that there should be a cycle of three oratorios but the third part of the trilogy was never completed.

Elgar next began to concentrate on symphonic work. He had been planning a symphony (originally around the character of General Gordon) as early as 1898. Work began again in earnest during the winter of 1907-08, while he was staying in Rome. The Symphony No. 1 in A flat was first performed in Manchester in December 1908. It was dedicated to and conducted by Hans Richter who said of it: "Gentlemen, let us now rehearse the greatest symphony of modern times, written by the greatest modern composer - and not only in this country". The work was received with tremendous enthusiasm and there were a hundred performances of it in Britain and all over Europe and in America, Australia and Russia, etc. in just over a year. August Jaeger of Novellos (the music publishers) - Nimrod of the Enigma Variations - believed that the symphony's slow movement was comparable to those of Beethoven.

A Violin Concerto in B minor followed in 1910 and then, in 1911, another symphony. The violin concerto was dedicated to Fritz Kreisler who gave the first performance. The score is headed with an inscription in Spanish: "Aqui esta encerrada el alma de ….." ("Here is enshrined the soul of …."). Some say that he was referring to Alice Stuart-Wortley, daughter of the English Pre-Raphaelite painter Millais. She was closely associated with Elgar and his music at this time. The concerto is a difficult virtuoso piece similar in scale to the Brahms concerto but more richly orchestrated. The slow movement has a particular beauty and the last movement has a unique and magical feature - an accompanied cadenza where the strings are instructed that the pizzicato tremolando should be thrummed with the soft part of three fingers whilst the violin muses at length over ideas recalled from the earlier movements.

The Symphony No. 2 in E flat, although by no means as immediately successful as its predecessor, is nevertheless probably Elgar's profoundest symphonic utterance. The score is prefaced by a quotation from Shelley: "Rarely, rarely comest thou, Spirit of Delight", suggesting that the work is not only about delight but also about the rarity of its occurrence. Elgar dedicated the symphony to the memory of King Edward VII, who had recently died but the composition is much more than an expression of national mourning for a much loved monarch. Elgar admitted to his friends that it symbolised everything that had happened to him between April 1909 and February 1911, and its roots went back even further. He marked the score with two place names - Venice & Tintagel. In fact the Larghetto, usually assumed to be a funeral lament for the late King, begins with an idea inspired by the Basilica of St. Mark in Venice, which Elgar had visited in 1909.

Between the period of the Second Symphony and the beginning of the First World War in 1914, there appeared only two major works - The Music Makers, an ode for contralto, chorus and orchestra based on a poem by Arthur O'Shaughnessy (1912), and a symphonic study based on Shakespeare's Falstaff (1913). The Music Makers is a deeply personal work with many self quotations from earlier works. It expresses the positive influence on society of the creative artist but it also underlines his loneliness and vulnerability. Elgar considered Falstaff to be amongst his very best works - a view shared by many professional musicians - but after the personal outpourings of the great oratorios, the symphonies and the violin concerto, Falstaff seemed relatively detached and this probably explains its comparative neglect.

The First World War depressed Elgar deeply. Apart from a few patriotic pieces, incidental music for a children's play entitled The Starlight Express (1915), settings of three war poems by Laurence Binyon The Spirit of England (1915-17), now recognised as one of the composer's masterpieces, and the ballet The Sanguine Fan (1917), nothing major emerged. It was not until 1918 and 1919 that his final great period produced the three chamber works - the Violin Sonata and the String Quartet, both in E minor, the Piano Quintet in A minor and theCello Concerto in E minor, his last great masterpiece. Audiences were quick to note the change - no longer the pomp and swagger of earlier days.

Here was a new Elgar - less assured, more contemplative, more withdrawn. Speaking of the Cello Concerto, Elgar's biographer Ian Parrott says: "It is a work apart, by a lonely man in war-time who sees that artistic criteria have altered irreversibly".

In 1920, Lady Elgar died and with her died much of Elgar's inspiration and will to compose. She had organised his household and ministered to his comforts. For a long time she saved him hours of drudgery, for instance by ruling bar lines on score paper. She walked miles in all weathers to post precious parcels of manuscript and proofs. In the early days of their marriage she had collaborated with him to produce such works as Scenes from the Bavarian Highlands (1896) - Elgar's settings of his wife's poems inspired by holidays spent in Germany. At times when success seemed forever to be eluding him, she never lost faith. In short, she had been the driving force behind his genius encouraging him and proclaiming his talents at every opportunity.

Throughout the 1920s, Elgar, saddened by his bereavement and by the social and musical changes brought about by the war, lived in virtual retirement, outwardly content to live the life of a country gentleman in his beloved Worcestershire with his dogs, sometimes emerging for the occasional visit to London or for a conducting or recording assignment. (He made a fine series of recordings of his own compositions for HMV). Honours continued to be conferred on him: in 1928 he was created Knight Commander of the Victorian Order (K.C.V.O). About this time, it seemed that he had taken on a new lease of life for he began work on a number of large projects including an opera, The Spanish Lady and a third symphony. In 1933 he flew to Paris to conduct his violin concerto with the youthful Yehudi Menuhin, the soloist with whom he had recorded the work in London some weeks earlier. Whilst in France, Elgar took the opportunity of visiting Delius at Grez-sur-Loing. Both men had but one more year to live. In October, Elgar was found to be suffering from a malignant tumour which pressed on the sciatic nerve. Further composition became impossible and he died on 23rd February, 1934.

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Monday, March 12, 2012

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Learn Piano The Easy Way!


There are essentially two ways to learn piano - note reading or chords. For those who want to spend years learning how to play other peoples music, note reading is the way to go. For those who want to create their own special music, chord understanding is a must - and much easier to learn. It is far better to learn how to make music first than it is to read it on a piece of paper.


Imagine a writer forced to copy another novelists work. Insane right? But that's essentially what people do when they recreate another composers work. It is not a creative act but a recreative one because while the pianist's interpretation may be artistic, it does not mean that he created something original.

I'm not saying that great composer's works should not be recreated for others listening pleasure. I am saying that it's a good idea to understand that there is quite a difference between Beethoven composing something and someone else playing it.

Having said that, the benefit of learning how to make music first is that you understand the underlying principles of the thing. For example, let's go back to our fiction writer. If he looks at another novelist's work and the structure of the work, then he is beginning to see how the thing is made. This is entirely different than what goes on in the classical music world where a performer can read music, but does not know the principles that go into it's making.

Learn piano the easy way first. Learn how to first improvise, then compose your own music. This skill is invaluable even if you do read music because you begin to see how the thing is made and once you can see this, your appreciation of it will increase tenfold!

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Saturday, March 10, 2012

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Interesting Facts About the Piano



You may have heard the piano referred to as the “King of Instruments.” It is called that for many reasons, most having to do with range. It covers the full spectrum of all of the instruments in the orchestra, from the deep double bassoon, to the high piccolo. There are many other interesting facts about the piano as well, some more well known than others.



Keyboard has 88 Keys


For instance, a standard piano has 88 keys: 36 black keys that play the sharps and the flats, and 52 white keys. Although pianos can range greatly in size—for example, a concert grand piano is almost 12 feet long and weighs about 1400 pounds!—the standard is still just 88 keys. There is also a standard size for the width of the keys.

Fredric Chopin

Frederic Chopin reportedly had a piano custom made with smaller keys to accommodate his smaller-than-average hands.
However, in Chopin’s era, keys were made from actual ivory (hence the term “tickling the ivories”), but that practice stopped in the 1950s, when there began an international outcry against ivory trading, which eventually became an outright ban in 1990.

Challen Piano

Incidentally, most pianos take about a year to be made, but the largest piano on record, made by Challen Piano, weighs in at about a ton and took much longer than a year to build. You would definitely need to call or contact Bennet Piano Movers in Atlanta to help move that one!

Piano Notes Range From A-G

Piano notes range from A-G, with middle C being, naturally, in the middle of the keyboard. This is true for all pianos, organs and other keyboards. Interestingly, the piano is both a percussion instrument (because its sound is produced by the hammer striking the string), and as a stringed instrument, which is defined, simply, as “having strings.” Due to the arrangement of the strings, a piano needs to be tuned regularly. Most piano owners contact their local piano tuner and schedule tunings twice a year.


Famous People


Many famous people are known for the ability to play piano. United States Presidents Harry S. Truman and Richard Nixon were reputedly gifted with musical ability, and Secretary of State Condolezza Rice once strongly considered a career as a pianist before she began making political history. It is reported that Prince Charles of England is an adept pianist as well. Another famous piano player who bears mentioning is Canadian Jason Beck…however, he is not as famous for his skill as he is for his longevity: he set the world record for playing the longest piano solo, playing for 27 hours straight in May 2009!
There is one famous pianist you can’t hear live in United States…Polish pianist Krystian Zimmerman refuses to play in the US because of its military policies. Shortly after 9/11, customs officials at New York City’s JFK airport confiscated and destroyed his piano. They thought the glue smelled “funny” and deemed it to be a risk to national security.

Famous Piano Playing Animals

It should be noted that not only do humans play the piano…there are several documented cases of talented pianists in the animal world as well. Most notable is Dua, a river otter at the Monterrey Bay Aquarium. It is said that she plays piano as an “enrichment exercise” and is quite skilled at picking out a tune and has been working on Beethoven’s Ninth Symphony. Sounds impossible that a river otter may have that sort of skill, but when you consider that Beethoven was deaf when he wrote his famous symphony, it shows that anything can be accomplished with a combination of effort and talent!

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Friday, March 9, 2012

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Was Chopin really epileptic? Or just in the groove?

A team of Spanish medial researchers think that Chopin may have been an epileptic. And perhaps he was. His early death at 39 has never been explained, and that he had serious health problems is obvious. Maybe, along with tuberculosis and cystic fibrosis, epilepsy is a contender.



But without claiming the slightest medical expertise here, I'm not convinced by the medics' argument that his recorded instances of apparent hallucination are proof of epileptic seizure.

The traditional explanation for these time-out moments has usually to do with the hypersensitivity of a romantic soul; and to talk in such terms is always suspect. But at the same time, there are (or at least were) such things as romantic souls; hypersensitivity among creative or performing artists isn't exactly uncommon; and stepping out of time and/or reality in the process of performance does happen.
Only last night I went to a Royal Philharmonic Society event at which my friend and fellow Telegraph blogger, the pianist Stephen Hough, was giving a public talk. Being one of those rare specimens, a musician who can talk – with enviable clarity, authority and fluency – about what he does, it was an illuminating hour or so that covered a lot of ground. But one thing that stood out was a discussion of what happens when, in the course of a performance that's going particularly well, you get into the groove (my phrase not his: I'm sure he put it more elegantly) and stop having to work at it – because the music literally takes over.
However you define this phenomenon, it seems to have some connection with a detachment of the mind from immediate reality. And though the detachment is necessarily limited, because when you're playing the piano in public you have to maintain some kind of control, it does at some level turn the performer into a vehicle for his music rather than its master. Chopin's 'hallucinations' strike me as something that could perhaps be of the same nature. They don't have to be a sign of epilepsy.
Neurosis, of course, is another matter – and Hough had things to say about that last night as well. Basically, he doesn't subscribe do it. And though it's a trait you'd expect to find in any romantic figure, he told a story about Liszt that presents this year's big anniversary composer in surprisingly grounded terms.
Arriving for a concert in Dublin, Liszt was slightly taken aback to find himself provided with an upright piano. Worse still, it had keys that got stuck. But did he storm off in a fit of justifiable pique? No. He accepted the situation, played the upright, and got his page-turner to reach into the piano case and give the offending keys a prod when necessary.
The personal rider to this story was an admission that when Hough takes a new programme on tour, facing heaven knows what by way of pianos, he tends to avoid pieces with a lot of repeating notes. Just in case. Such are the low practicalities that lie behind high artistic decision-making.

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Music History

What is Music?

Dictionaries and encyclopedias define music as "an artistic form of auditory communication incorporating instrumental or vocal tones in a structured and continuous manner." It is also defined as "any pleasing and harmonious sound" and "the sounds produced by singers or musical instruments." (Source: wordnet.princeton.edu)





There are a lot of definitions for music and it will take a whole book to explore the subject of music. If there is one true definition of music it is this; music is universal and yet it is also relative and subjective. What may be music to one may not be so to another.

For me music is the singing of the birds, the whistling of my husband as he takes a shower, the soft humming of my little girl as she quietly plays, the beautiful sounds a pianist produces as he touches the keys of a piano...

Take a moment to ponder what the meaning of music is for you.

Origin and History of Music


There are many theories regarding when and where music originated. Many agree that music began even before man existed. Historiographers point out that there are six periods of music and each period has a particular style of music that greatly contributed to what music is today. Here are some resources for you to better understand the history of music. Links are arranged chronologically and is a great primer to learn more about every stage of music development.

Medieval/Middle Ages


Music during the Middle Ages is characterized by the beginning of musical notation as well as polyphony. During this time, there were two general types of music styles; the monophonic and the polyphonic.


Renaissance


Renaissance means "rebirth" and in music this period brought about many changes in the way music was created and perceived.

Baroque

The word "baroque" comes from the Italian word "barocco" which means bizarre. The Baroque period was a time when composers experimented with form, styles and instruments. This period saw the development of opera and instrumental music.

Classical

The music of the Classical period, which spans from 1750 to 1820, is characterized by simpler melodies and forms such as the sonatas. The piano was undoubtedly the primary instrument used by composers during the Classical period.

Romantic

Historiographers define the Romantic Music period to be between 1800 to 1900. It is characterized by using music to tell a story or express an idea, and the use of various instruments including wind instruments. Melodies are fuller and more dramatic.

20th Century


Music during the 20th century brought about many innovations on how music was performed and appreciated. Artists were more willing to experiment on new music forms and used technology to enhance their compositions.

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American Classics - Old & New



When young composer Aaron Copland (1900-90) witnessed how dancer/choreographer Martha Graham turned his Piano Variations into the “very striking” ballet Dithyramb, he decided to see if they could next work collaboratively on an original stage work. Though she readily agreed, the project wouldn’t materialize for more than a decade. Copland’s working title was “Ballet for Martha,” but Graham came up with the title by which it has always been known: Appalachian Spring. Copland’s score actually isn’t “about” Appalachia or, for that matter, even the spring, but the title seemed right for the work’s mood. Only one actual American folk tune is quoted (“Simple Gifts”), but as Copland explained, it also “uses rhythms, harmonies and melodies that suggest an American ambiance,” as well as Graham’s “very personal manner that inspired the style of the music.” To most music lovers it is the orchestral suite Copland arranged from the Appalachian Spring ballet in 1945 that is familiar. Consisting of eight connected episodes, it’s widely considered Copland’s most impressive accomplishment in what he termed his “vernacular style.”



Composed nearly simultaneously is Copland’s A Lincoln Portrait (1942), a restrained and noble evocation of Abraham Lincoln that uses a speaker uttering some of the president’s very own words—the climax of which is a quotation from the Gettysburg Address. Managing to be patriotic without bombast, A Lincoln Portrait is one of the most successful and oft-performed concert works that incorporates narration.

Though Copland is surely more famous, Samuel Barber (1910-81) had perhaps the most pronounced lyrical gift among American composers of the 20th century, his orchestral music in particular displaying both fine melodic lines and confident handling of large instrumental forces. Barber was still a student at the Curtis Institute when he composed his School for Scandal Overture, Op. 5 (1931), a lively and witty piece reflective of the Richard Sheridan play of its title. Seven years later he penned what has come to be his best-known work, the gravely beautiful Adagio for Strings, Op. 11. Beginning life as the slow movement of a string quartet, Barber rescored it for string orchestra, lending the piece additional emotional gravitas.

All four of the aforementioned works are on tap for the aptly named “American Classics” concert of the Festival City Symphony under maestro Monte Perkins. This concert takes place at the Pabst Theater on March 28.

Describing his 2004 work, Omnivorous Furniture, Mason Bates states that it “exists at the junction between a world of morphing electronic beats and the rich and varied textures of a chamber orchestra.” The title derives from the fact that it is “organized around several ‘omnivorous moments,’ when material previously perceived as background—the wallpaper or ‘furniture,’” he describes, “ultimately consumes the entire texture.” Bates will be on hand to perform this remarkable work in a concert with Present Music; the latter presenting Chamber Symphony (1992) by John Adams, similarly a work derived from two diverse parents—Arnold Schoenberg and 1950s Warner Brothers cartoon scores!

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Wednesday, March 7, 2012

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Waltzes


The waltzes have never lost their original attraction for pianists, either in public or in private. Their rhythmic verve, their wealth of melody, their power to evoke well-defined moods and to recreate the atmosphere of excitement, nostalgia, or languor have exercised an irresistible fascination upon generations of music-lovers. Chopin wrote his waltzes spanning his whole lifetime. They have very little in common with Schuberts’s waltzes, nor do they resemble the Viennese of the Lanner and Strauss circle, who wrote Unterhaltungsmusik for a wide audience. Chopin’s waltzes are designed for the salons of the aristocracy: they are sophisticated works in which, behind the glitter and glamour, deeper and often melancholic feelings are hiding.


Grand Valse Brillante in E-flat Major, Op. 18 — Vivo
This waltz might well be the successor of Weber’s Invitation to the Dance. It is one of Chopin’s most popular and glittering works, full of sparkle and pianistic virtuosity. (Note the fast repeated notes and the witty appoggiaturas.)
Valse Brillante in A-flat Major, Op. 34 No. 1 — Vivace
The first work of opus 34 is a genuine concert piece in rondo form and coda, calling for considerable technical powers.
Valse Brillante in A Minor, Op. 34 No. 2 — Lento
This waltz shows the “other” side of Chopin: this piece is full of melancholy, gloom and grief, expressed in mournful simplicity.
Valse Brillante in F Major, Op. 34 No. 3 — Lento
This waltz is a perpetuum mobile in polymetrical figuration.
Grande Valse Nouvelle in A-flat Major, Op. 42 — Lento
This is the most ambitious and substantial of all Chopin’s waltzes. The opening trill leads into a charming melody in 2/4 metre, set against the 3/4 left hand accompaniment. The charming themes, the virtuosic figurations and the exhilarating coda make this waltz a favourite with every audience.
Waltz in D-flat Major, Op. 64 No. 1 — Molto vivace
This first waltz of Opus 64 was written for George Sand’s dog. It is nicknamed Minute Waltz, although it would be madness to play it within the time of one minute. This sobriquet most likely refers to the small and miniature nature of the work. The sostenuto calm of the central section is a typical feature of many Chopin waltzes, where often a swiftly moving section is set off against a contemplative middle section.

Vladimir de Pachmann arranged this waltz in thirds. When he played his arrangement during a recital in London, he crouched over the keyboard such that nobody could see his hands. When asked why he did this he answered, “Why I do this? I will tell. I see in the audience my old friend Moriz Rosenthall, and I do not wish for him to copy my fingering.”
Waltz in C-sharp Minor, Op. 64 No. 2 — Tempo giusto
This second waltz of Opus 64 is just as popular as the first, although here a yearning melancholy and sorrowful expression brings the piece to a deeper plane of emotion. Artur Rubinstein played this waltz often. When people asked him how he could continue to play the same waltz for over 75 years, he replied, “Because it’s not the same, and I don’t play it the same way.”
Waltz in A-flat Major, Op. 64 No. 3 — Moderato
This one is said to be one of Chopin’s personal favourites: he played it frequently. It possesses a certain inner nobility of bearing. The central C major section, in which the theme sounds in the bass, is of especial beauty. Only the closing section has a build-up of tempo, ending in a sudden whirlwind of scales and triads.

Artur Rubinstein said, “This waltz is the most original of all. This waltz is not for dancing, nor is it a ‘salon piece,’ no, it is a thing directly from Chopin’s heart and soul.”
Waltz in A-flat Major, Op. 69 No. 1 (posth.) — Lento
This work is also known as L’adieu. Chopin fell in love with Maria Wodzinska (1819-1896), but her father did not want her to marry a young, poor musician.
Waltz in B Minor, Op. 69 No. 2 (posth.) — Moderato
Chopin composed this piece at the age of 19. He ordered this waltz (along with other early works) to be burned, but they were published posthumously. It is common among the repertoires of modern pianists. Its melody exhibits a most sorrowful character.
Waltz in G-flat Major, Op. 70 No. 1 (posth.) — Molto vivace
This waltz is a gay display of virtuosity. The melody, leaping in fantastic caprices, recalls some of the more exuberant mazurkas.
Waltz in F Minor, Op. 70 No. 2 (posth.) — Tempo giusto

This dance is a gloomy song of failed entreaty. Its melody glances slightly at that which it temporarily enjoyed. The central section is one of absolute beauty, characterizing its style almost perfectly.
Waltz in D-flat Major, Op. 70 No. 3 (posth.) — Moderato
The thematic material of this piece is laid out in contrapuntal parts, resulting in a rich and colourful polyphony.

Chopin, in a letter to his friend, Titue, on 3 October 1829: “Oh, perhaps, unfortunately, I already have my ideal, whom I have served faithfully, though silently, for half a year, of whom I dream, to thoughts of whom the adagio of my concerto (No. 2) belongs, and who this morning inspired the little waltz I am sending you.”

The girl to whom Chopin referred in this letter was a young and pretty Polish soprano, Konstancja Gladkowska. But Konstancja had many admirers, and Chopin did only admire her from a distance.
Lost Waltzes
After Chopin’s death in 1849, most of his possessions and some non-published manuscripts went to his family in Warsaw. Chopin’s sister, Ludwika, made a catalogue of the manuscripts, copying only the first bars thereof. In 1863, all manuscripts were destroyed by a fire, leaving behind only this catalogue.

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Fryderyk Chopin's polonaises



Fryderyk Chopin's polonaises are tightly linked to the national strand in his music. The most celebrated among them are difficult to understand without an awareness of Chopin's patriotic feelings and the tragic situation of Poland during his lifetime. He composed them from his childhood to his late years; altogether, he left eighteen works in the genre: sixteen piano polonaises, one for piano and orchestra and one for piano and cello. Their style changed over time, and their rank and importance grew gradually, evolving from conventional salon miniatures to expansive dance poems.



Yet all the Chopin polonaises, regardless of when they were written, are connected by the supreme idea of the polonaise-the most important Polish national dance. The polonaise developed in Poland long before Chopin's time, and since the Baroque era it had been a fashionable society dance at many European courts. The most eminent composers not infrequently wrote polonaises, including Bach, Telemann, Beethoven and Weber. In Poland, the polonaise ("Polish dance"), also known under other names, including "chodzony", "chmielowy" and "świeczkowy", was danced by the Polish gentry, townsfolk and populace. The polonaise in Polish music was given an artistic form by Michał Kleofas Ogiński (1765-1833), composer of the famous polonaise "Pożegnanie Ojczyzny" [Farewell to the homeland]. The young Chopin was also familiar with the polonaises of Maria Szymanowska, Józef Elsner and Karol Kurpiński, and imitated many of these homespun models as a child.

The basic features of an authentic polonaise are 3/4 time, a moderate tempo, a distinguished character and typical rhythmic formulas. From Ogiński's times onwards, the usual form of the artistic polonaise was a tripartite A B (trio) A. Chopin's earliest polonaises - in B flat major and in G minor - are the work of a seven-year-old boy, and in spite of their conventionality they are really quite charming, revealing the talent of this Polish wunderkind. In successive polonaises from his childhood and youth in Warsaw we note a gradual enrichment of pianistic and compositional means (the childhood Polonaise in A flat major from 1821, the polonaises in G sharp minor and B flat minor). Increasingly bold virtuosity appears in further youthful Warsaw polonaises from the years 1826-1828: in D minor, F minor and B flat major. These are already longer pieces, pianistically highly effective (in the "brilliant" style). These works, which were no more than testimony to the young composer's development, were not included by Chopin in the "official" strand of his oeuvre.

Chopin wrote his most splendid polonaises subsequent to his departure from Poland. They are seven in number:

2 Polonaises, Op. 26, in C sharp minor and E flat minor (completed 1835, published 1836)
2 Polonaises, Op. 40, in A major and C minor (1838-1839, published 1840)
Polonaise in F sharp minor, Op. 44 (composed and published 1841)
Polonaise in A flat major, Op. 53 (1842-1843, published 1843)
Polonaise-fantasy in A flat major, Op. 61 (composed and published 1846)

There is also the Andante spianato and Grande Polonaise brillante, Op. 22

With the Polonaises, Op. 26 Chopin opened a new chapter in the history of the genre: henceforth he would abandon conventional stylisations and head in the direction of the "epic-dramatic poem" (Zieliński). Each of these seven mature works has its own distinctive shape, pianistic style and expression. The Polonaise in E flat minor from Op. 26 is already marked by strong dramatic elements. Relatively the most traditional are the two works from Op. 40: the A major displays features of the heroic polonaise, whilst the C minor is elegiac, even tragic in expression (both types refer to Ogiński). The last three polonaises are grand dance poems, far removed from the earlier conventions of genre and form. The F sharp minor Polonaise, Op. 44 is close in its epic-dramatic gesture to the idea of the free Romantic fantasy "on a polonaise theme", and it is unusual in the appearance of a mazurka in its middle section, as a contrasting lyrical passage. The Polonaise in A flat major, Op. 53 brings back the grand pianistic panache and heroic tone; the stormy octaves in the middle section have evoked to the minds of commentators the image of attacking hussars. Chopin's final work in this genre, the late Polonaise-fantasy in A flat major, possesses the most complex form, the unravelling of which represents a true challenge to pianists and listeners alike.

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Chopin the anti-Semite: not a fanatic, but he didn't like Jews



Chopin is one of the greatest composers of all time (a genius of a higher order than Brahms, in my opinion) and the 200th anniversary of his birth is a fine cause for celebration. But I'm interested that the subject of his anti-Semitism is so often brushed aside. There are odd references to him being a "virulent anti-Semite", but after a quick denunciation the author moves on without citing chapter and verse. Also, the government of Poland – which has invested heavily in the festivities – understandably doesn't want the subject brought up at all. Ever.

But this rather evades the truth, because it leaves people either not knowing that the poet of the piano didn't like Jews, or assuming that he was a foaming nutjob like Richard Wagner (who couldn't trip on the pavement without blaming Jewish stonemasons).
Chopin's anti-Semitism may have been nurtured in his native Poland, which he left at the age of 20 and never made any effort to revisit (another point the Polish government doesn't emphasise). But according to this account of the year 1824 he was not a bigoted teenager:
When some Jews arrived at the neighbouring manor in Obrów to purchase grain, Fryderyk called them over and played them a ceremonial Jewish song. His playing drove the traders to such ardour and forgetfulness that they leapt and danced in merriment… for he played as if he were born a Jew.
The adult Chopin wouldn't have liked that last comment. As a composer in Paris, he was driven into rages by Jewish publishers, or publishers he imagined were behaving "like Jews". These quotes are from two letters of 1839:
I did not think that Pleyel would play the Jew with me … Get 500 for the ballade from Probst, and then take it to Schlesinger. If I have got to deal with Jews, let it at least be Orthodox ones. Probst may swindle me even worse, for he’s a sparrow whose tail you can’t salt. Schlesinger has always cheated me but he has made a lot out of me and won’t want to refuse another profit. Be polite to him because the Jew likes to pass for somebody …
Good Lord, why must one have dealings with scoundrels! Well, I prefer to do business with a real Jew … I would rather sell my manuscripts for nothing as in the old days, than have to bow and scrape to such fools. And I’d rather be humiliated by one Jew then three… Scoundrels, scoundrels.
This is what we might today call casual racism: it's indefensible, but Chopin doesn't then go off into a rant about how the publishing trade is controlled by Elders of Zion who are trying to bankrupt him. It reeks of the cruel, instinctive, bad-tempered anti-Semitism of Paris in the 1830s and 40s, which Wagner picked up and then developed into something far more monstrous.
So do we conclude that, alas, Chopin simply adopted the stereotypes of Jews floating around the Parisian salons? Perhaps. I did, however, come across an essay by Thurma Jurgrau on anti-Semitism in the letters of George Sand which suggests otherwise.
Sand, who was of course Chopin's lover, went through a phase of saying vile things about Jews, blaming them for killing Jesus. Jurgrau quotes the scholar Georges Lubin, who notes that Sand's outbursts coincided with her relationship with Chopin and claims that he "brought it with him from Poland". But he doesn't offer proof. Indeed, so far as I can work out, relatively little research has been done in this area: entire biographies of Chopin fail to mention his feelings about Jews.
Is that because there is so little evidence in addition to the unambiguous examples above? (Letters he allegedly wrote to the Countess Delfina Potocka, which surfaced in 1945, do contain viciously anti-Semitic comments as well as untypical sexual badinage and have been dismissed as forgeries.) Or is it because we can't bear the thought of this romantic figure – so different from the ugly and sexually perverted Wagner – nurturing such horrible thoughts?

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Mozart may have died of strep throat complications

So ill he could not move, Wolfgang Amadeus Mozart supposedly sang parts of his final masterpiece, "Requiem," from his deathbed. Two centuries later, the exact cause of the Austrian composer's premature death, in December 1791 at age 35, is still a mystery.


Theories abound. It's known that his entire body was so swollen he couldn't turn over in bed; some say jealous rivals poisoned him, while others suggest scarlet fever, tuberculosis, or lethal trichinosis from undercooked pork.


Now, new evidence points to an altogether different conclusion: Mozart may have died from kidney damage caused by a strep infection, possibly strep throat. Health.com: Can't stop coughing? 8 causes of chronic cough Dr. Richard H.C. Zegers of the University of Amsterdam and his colleagues analyzed data from Vienna's death registry. Researchers had not previously analyzed the daily death registry -- begun in handwritten script in 1607 and maintained until 1920 -- for clues to Mozart's death.

Zegers and his team looked at information for 5,011 adults who died during three consecutive winters starting in 1790, as well as eyewitness accounts of Mozart's death, according to the study published this week in Annals of Internal Medicine.

"By looking at the patterns of death during Mozart's time and combining them with the signs and symptoms of his final disease, we have not one but two pillars on which our theory is built," said Zegers. "Although we can't be 100 percent conclusive, I'm convinced that we have come very near the exact reason he died."

The researchers found that there were more than 500 deaths related to edema, the swelling caused by fluid in the body's tissues. Edema was the third most common cause of death at the time, after tuberculosis and malnutrition/cachexia, a physical wasting-away that was possibly caused by cancer or diabetes. Health.com: Your nutrition needs in your 30s, 40s, and 50s

During the winter of 1791, there was a spike in edema-related deaths among younger men, possibly because of an epidemic of strep throat, according to Zegers. He and his colleagues suspect that the epidemic's origin was the local military hospital, since crowded quarters are more conducive to the rapid spread of airborne bacteria such as group A Streptococcus, which can cause strep throat.

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Saturday, March 3, 2012

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Elgar and Chopin at Melbourne Symphony Orchestra



This weekend’s Milwaukee Symphony concert gives us a chance to hear the magnificent Symphony No. 1 by Edward Elgar (1857-1934), last played here in 1994. The self-taught son of a music shop owner, Elgar rose from poverty in the early 1880s to be recognized 20 years later as the greatest English-born composer since Purcell.


Elgar’s Enigma Variations (1899) propelled him to international fame. Richard Strauss recognized him and the great Wagnerian conductor Hans Richter championed his work. Acclaim in Germany helped him finally attain recognition in his own land—a fact that gained painful irony when a family spat between Queen Victoria’s grandchildren turned Europe into the slaughterhouse of World War I.

In 1901 he wrote his famous Pomp and CircumstanceMarch, invariably played at graduation ceremonies in America but regarded as a national anthem in England. The title was taken from a line in Othello: “Pride, pomp, and circumstance of glorious war!" In 1902 a lyricist added chauvinistic words so that the tune could be used at the coronation of Edward VII. It then became a popular song.

The vast carnage of World War I made Elgar hate Pomp and Circumstance and the jingoistic lyrics attached to it. So many millions marched to their deaths to such grandiloquent anthems. But his two symphonies, concertos and so much of his other music stand free of official co-option. Of his First Symphony, written in 1908, Elgar said: “There is no program beyond a wide experience of human life with a great charity (love) and a massive hope in the future.”

A thrilling work, brilliantly scored, it begins with a calm and noble andante that builds in volume and intensity before launching into faster, wilder territory. The bustling second movement alternates a dark Mahlerian march with lilting carefree passages and magically transitions without pause into the heavenly adagio slow movement. The fourth movement finale excitingly works its way toward a climactic triumphant restatement of the symphony’s noble opening theme against surging waves of orchestral sound.

National pride can be beautiful when it doesn’t morph dangerously into international arrogance. The spirit of Poland is strong in the music of Frederic Chopin (1810-49) and permeates not only his polonaises and mazurkas but all the music he wrote during his short life. This year marks the 200th anniversary of his birth. This weekend his Concerto No. 2 will be played by Garrick Ohlsson, the only American to ever win first prize in the Chopin International Piano Competition. The exquisite slow movement is an excellent example of why Chopin is known as “the poet of the piano.”

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Wednesday, February 29, 2012

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Wild Space Dance’s Imaginative ‘Past Present’


Choreographer and Wild Space Artistic Director Deb Loewen clearly spent much time in the interior of the Milwaukee County Historical Society imagining where to situate her dancers and audiences for her newest site-specific performance, Past Present. Aided by Jan Kellogg’s quiet lighting, the work revealed the public areas of the former bank expansively and intimately. What a setting it made in its splendor and aura! The 12 dancers and their audiences are fortunate to have this experience in their lives.


If you missed it, go there and imagine. Stand at the south wall and look up: Dancers in black modern dress pressed against the great pillars that hold up the place, and explored the possibilities of the railings in fluid movements, casting shadows. With the gorgeous, carved ceiling as backdrop, an elegant couple emerged from darkness and danced on the farthest balcony in clothes suggesting wealth at the start of the 20th century, when this “Brewers’ Bank” was constructed.

Turn around. The floor-to-ceiling open vault became the backdrop for several dances featuring projected black-and-white photos of old Milwaukee and its black and white working class. Dapper, melancholy, aspiring and industrious characters, dressed in pared-down period clothes with hats and long coats, like memories of past lives, some with precious purses, executed Loewen’s focused stream-of-consciousness choreography as if by second nature. Three louche figures looked a lot like Johnny Depp. A meditation on death was provocative against the bank vault.

Walk north. The invaluable Dan Schuchart danced on the giant bolts and wheels of a closed vault door as he polished the brass. Through the immense windows on the east, picture dancers outside on a January night bravely playing with snow. Discover the narrow door on the west wall with its frosted glass pane, where a luminous Monica Rodero, trying to read, experienced a startling visitation. Sit on the marble staircase to the cellar and imagine a riveting Jade Jablonski behind black metal bars, moving security deposit boxes to the vault, all fast footwork, like a bee at a hive.

Look down from the second level. Schuchart, Rodero and Liz Herbst Fransee earned and deposited earnings, chasing rainbows to Chopin’s Fantaisie-Impromptu. The whole town danced, died, sloughed old coats like skins, and returned holding suitcases glowing with light from within, walking toward the gaping vault, casting long shadows. Maybe you had to be there.

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Your Mother Dances' Full-Bodied Movement



If you heard that Elizabeth Johnson and Luc Vanier, the artistic leaders of Your Mother Dances, were leaving town, don't worry. They're staying, and as I watched a rehearsal of their upcoming concert “Stripped Roundly,” it was clear to me that this is a real dance company. Most of the dancers are UW-Milwaukee grads who've worked together for years, and they completely inhabit Johnson's and Vanier's dances. Though radically different in style, both choreographers create difficult, full-bodied movement that is impossible to hide behind. Absorbed in steps that take everything they can give, the dancers look nakedly human. To lose this company would be a shame.


The performances take place in UWM's Mitchell Hall, Room 254—a spacious, high-ceilinged studio with seats on all sides. The dancers are close. You can catch their sweat.

Three new works comprise the program. Johnson's The Grey Side is an elegy for Ed Burgess, the brilliant chair of UWM's dance department who, in words spoken as part of the dance, “was found lying peacefully on his side” in bed last May after dying in the night. The tender piece does justice to the shock and grief experienced by all who knew him, these dancers among them.

Vanier's Deflating Debussy is uncompromisingly experimental. By focusing on a single aspect of ballet technique involving the upper back, head and shoulders, and examining it from every movement angle, he and his three ballet dancers have created something compulsively interesting that questions what ballet is and can be. Milwaukee composer Tim Russell's performance of, and extended improvisation upon, Clair de Lune provides sensational accompaniment.

Johnson's Impulsive Minors is set to Chopin's rapturous minor-key nocturnes and was created, she said, “by an impulse process.” The title's other meaning is clear in the performances: Sly allusions to adolescent physicality add sweet vulnerability and humor.

“Stripped Roundly” runs Friday through Tuesday, Sept. 23-27, at 7:30 p.m., with additional matinees Saturday and Sunday at 3 p.m. A $10 donation in cash or check is requested at the door. For guaranteed reservations, email mom@yourmotherdances.com. Mitchell Hall is located at 3203 N. Downer Ave.

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Tuesday, February 28, 2012

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Effect of Classical Music on the Brain



Classical music affects the brain’s organization and abilities, through its melody and rhythm. The rhythm raises the level of serotonin produced in your brain. Serotonin is a neurotransmitter, involved in the transmission of nerve impulses that helps maintaining joyous feelings. When the brain produces serotonin, tension is eased. In fact depression is a consequence of the scarce production of this hormone. Serotonin is released when the brain is “positively shocked”. For instance: if we look at a splendid painting, smell a delicious scent, feel an extraordinary sensation, eat something delicious or listen to some charming music, then the brain lets off a certain amount of serotonin which arouses and maximizes pleasant feelings. Music’s rhythm can also stimulate other natural cadencies of the body, resembling the heartbeat, or the Alfa-rhythm of the brain, and this effect is used to counter the development of clinical depression. The melody instead, is the “sparkle” that catalyses the creative process in our minds.


The peculiarity of music is that while poetry and the literature must rely on the rational transport to inspire an emotion, since they are mediated from words, music omits this stage and points directly to stage of communicating emotions. Music does not pass through rationality to express its essence, it crosses right to our emotions.

Through generating a sequence of different emotions, listening to certain music can give a different base to your thoughts, words, and actions. It will intensify enjoyment and alleviation, encourage the crestfallen spirits, and assuage the turbulent ones. Depending from the listener and the music, this effect will last for how long you want it to last.

The known effects of music on the brain are varied: music affects from humans’ and animals’ brains to plants’ development. In humans, music enhances spatial IQ, by increasing the short and long - term memory. In fact, musical trained musicians perform better on word memory tests than other adults. Children benefit from classical music’s virtues even more than adults; they experience advantages in cognitive skills. Animals and plants as well have proven a certain predisposition towards classical music. Just listening to this musical style enhances the brain’s ability; playing it, results even in a major brain development.

The commonly known “Mozart effect” is a phenomena that suggests the improvement on the performance of spatio-temporal reasoning and short- term memory through the listening of complex music, such as Mozart’s two-piano concertos. Music, especially the one from the “baroque” period with 60 beats per minute beat pattern, affects the amplitude and frequency of brain waves, measurable through and electro – encephalogram. Music also affects breathing rate and electrical resistance of the skin, as result of the influence on the Hormone system. This brings the pupils to dilate, and an increase in blood pressure and heart rate. This allows the brain to concentrate more easily, and to assimilate more information in less time. This happens because music stimulates the left and right hemispheres of the brain at same moment. The contemporaneous activation of the two lobes boosts learning and information intake, therefore augmenting cognitive skills. It has been proven that learning may be increased to at least fivefold, through the using of this musical style. It is for this reason that story tellers in the middle ages sang out their tails; in order to remember the narrations consisting of more than a thousand of lines. Greek dramatists based their selves on the same principle to memorize long soliloquies.



Melody and rhythm are the two essential components of music that work in very different ways: melody is the essence that boosts creative reasoning, while rhythm synchronizes these emotions with the vital patterns. Human beings have since long been tied to particular musical cadences. The rhythms in the heart-beat, walking, jumping, speaking, chewing, and breathing all represent essential regular patterns in our quotidian life. It is this particular musical rhythm that increases the level of serotonin produced in the brain, therefore enhancing critical thinking. What makes this music so valuable is the rigorous mathematical order it complies.



We can describe the effect of classical music on the brain being composed of two effects that act in synergy. The first is due to rhythm, that synchronizes with the body’s vital rhythms, already mentioned, and produces the proper mood for increased cognitive and creative capabilities. The second effect that acts in synergy with the first is melody, that gets along with thoughts resolutions and gives to the person the warm feeling that he or she is able to tackle new challenges, by setting a path in the invention of new solutions and providing the ability to make the correct choice among possible solutions. Melody and rhythm, together, act in synergy with the brain; it “opens” the auditory and sensorial channels that conduct to the brain, thus benefiting your cerebral skills.


The rigorous order of the music from the baroque and classical periods causes the brain to experience more serotonin release, letting the body and mind perform better when listening to these logical compositions. This order includes specific patterns in rhythm and pitch, character contrast, repetitions, and alterations of the theme. Modern music doesn’t provide the right balance of rhythm and melody, thus not sorting the correct effect on a person’s brain.



It is the beat that establishes the crucial effect of music on our body, together with the enhancement of cognitive and creative functions of the brain, supported from the right melody. For instance, when an autistic boy is asked to tie his shoes, this task results very difficult and perhaps impossible. But when he is asked to do it with classical music in the background, he is successful in achieving his task. According to the Mozart Effect, children who take music lessons will experience advantages in cognitive skills.



Music affects different people in diverse manners: while Handel’s Water Music will totally displace a particularly cognizant musician’s thoughts, it might only be pleasant to someone else who isn’t a musician nor music enthusiast. An observing person is more keen to discern all the sensations that the composer (and orchestra/musician) transmits through his music, than an idle listener. The level of musicianship of the listener is crucial; so the same piece could appear absolutely different to two listeners, and this is how two opinions of a piece contradict their selves.



Effects of music have been proven on animals and plants as well. The right balance of rhythm and melody help hens lay more eggs, cats to relax, and cows to produce more milk. An experiment on laboratory rats revealed that mammals have a natural predisposition towards music. The experiment consisted in placing two boxes, connected by a tube, playing Bach’s Air on the G string in one box, and rock music in the other. Most rats chose to go in the box with Bach’s music, even when the music switched from a box to another. Later, the rats were placed in a maze, and the ones which chose Bach’s music, found the exit before, and more easily than the ones which were exposed to rock music. When scientists then observed the rats’ brains, they could see that the ones being frequently exposed to classical music, had a physically more developed brain than the ones who were not being exposed to the particular music. Experiments on plants proved that plants growing with the 60 beats per minute pattern, grew faster and more efficiently than the ones growing with rock music in the background; the ones being exposed to rock music withered and died. Plants are living but not thinking organisms, therefore what matters for their development is not the melody, but the rhythm of the music.


The powerful effects of music are fundamental in life, and its beneficiaries always appear to perform better in life. Most of the greatest minds in history were musicians, or compelled music’s power. Einstein, one of the most brilliant minds in history was a violinist, and admitted that one of the reasons why he was so smart was because he played the violin. He found solutions to complex equations and problems by improvising on the violin. When Thomas Jefferson couldn’t find the correct wording for a passage in the Declaration of Independence, he played his violin, and found the correct wording. Music helped him to project the words from mind to paper. Conan Doyle made his superlative character Sherlock Holmes play the violin when he was to solve a particularly complex case. Great men of history, from Shakespeare to Napoleon were in some way dedicated to music, and this is what made the difference; music.

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Monday, February 27, 2012

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Tips to help your child succeed in learning to play piano

When your child first starts to play the piano, they are usually very excited and enthusiastic. It is important to work with this initial excitement to help build a positive foundation for their piano playing.

Here are four great ideas that will help you get started:


IDEA #1: Get Involved

Make piano practice something that you and your child do together. When it is ‘Piano Time', sit down with your child and listen to and encourage them during their practice session.

Even if you know nothing about music, you can still act as an audience. Tell your child that their playing, “Sounds beautiful” When they finish a piece say, “That was wonderful! Can you please play it again for me?”

When you get involved and encourage your child with positive reinforcement this is what they learn:

Playing Piano = Begin with Mom/Dad + Having Fun + Feeling Good

Unfortunately many parents adopt the Army Drill Sergeant approach and believe that the best way for a child to progress is through strict discipline. When their child plays a piece, they say “You made a mistake in bar 7, do it again and this time get it right!”

When this happens repeatedly, what the child learns is:

Playing Piano = Pressure + Being Yelled At + Feeling Bad

If this negative cycle continues children will start to look for ways to avoid practice and it is very likely that they will give up the piano to avoid this pain. The most important thing that you can do for your child is to make sure that playing the piano is a fun and enjoyable activity rather than a tedious lonely chore.

IDEA #2: Use A Time Trigger

An excellent way to introduce a new activity into your busy timetable is to associate it with a Time Trigger that already exists. For example, you and your child could agree that ‘Piano Time' happens straight after their favorite TV program or straight after breakfast. By using a Time Trigger that already exists, both you and your child will find it easier to incorporate piano practice into your existing routines.

IDEA #3: Create The Right Environment

It is very difficult to practice effectively if the TV is blaring in one corner and little brothers and sisters are running around the room. If possible, you should position your piano in a quiet, well lit room which is separate from the normal living area. In this way, when it is ‘Piano Time' you and your child can ‘escape' to your special room and enjoy your time together.

IDEA #4: Lose The Stop Watch

Try to avoid the idea of ‘30 Minutes Practice A Day, Everyday'. In my experience, piano practice is much more effective if it is not governed by a stopwatch. When children are just starting out, they may only be able to play for 10 or 15 minutes. It is much better for them to have a fun 15 minute practice each day than it is to force them to play for half an hour. Your focus should be on building a positive experience for your child not clocking up a specific amount of time.

As your child progresses, their attention span and enthusiasm will increase and the length of their practice sessions will naturally become longer.

If you follow these simple steps you will be well on the way to creating a strong foundation for your child to begin their journey into the wonderful world of music.

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