<p> In a letter from July 21, 1840, Felix Mendelssohn Bartholdy (1809&ndash;1847) shared with his friend Karl Klingemann that in his Symphony No. 2 in B-flat Major, the <i>Lobgesang</i>, &ldquo;all the movements, vocal and instrumental, are composed to the words &lsquo;Everything that breathes, praise the Lord&rsquo;; you understand that the instruments first praise in their own way, and then the chorus and the individual voices.&rdquo; This tantalizing passage is not a direct profession of faith, but the language of praising God through music does raise questions about Mendelssohn&rsquo;s personal religious philosophy. The topic of Mendelssohn&rsquo;s faith has been the subject of much speculation; some have assumed as the grandson of eighteenth-century Jewish philosopher Moses Mendelssohn, he ought to be considered Jewish, while others, such as R. Larry Todd, have posited that &ldquo;despite a willingness to compose sacred music for different faiths, in his personal convictions Mendelssohn adhered to the Protestant creed.&rdquo; </p><p> Mendelssohn&rsquo;s <i>Lobgesang</i> contains evidence of his deeply-held Protestant identity. Its &ldquo;motto&rdquo; theme appears at the beginning, middle, and end of <i>Lobgesang</i>. The first time with instruments alone; the second time sung with the text, &ldquo;Alles, was odem hat, lobe den Herrn&rdquo; (&ldquo;Everything that breathes, praise the Lord,&rdquo; Psalm 150:6), and lastly, at the end of the work, by the instruments alone, suggesting the associated text even though it is not uttered aloud. Combining this cyclical quality with the appearance of self-quotations and the Christo-centric thrust of the rest of <i>Lobgesang</i>&rsquo;s text, we are invited to view <i>Lobgesang</i> as a lens through which to view other works as having been composed for the glory of God&mdash;specifically, the God Mendelssohn knew from a Protestant perspective. </p><p> This paper contributes to the ongoing discussion about the relationship between music and identity, with a focus also placed on the continuing conversation about musical quotation and reference.</p><p>

<p> The vocal jazz ensemble singing movement that began at Mt. Hood Community College (Gresham, Oregon) in 1967 reached the public schools of the Boise Valley, in Southwestern Idaho sometime in the early 1970&rsquo;s. The first generation of vocal jazz educators in the region were Jerry Vevig , Vern Swain, Moyle Brown and Lonnie Cline. In an effort to learn the new style, these four directors participated in the burgeoning vocal jazz scene occurring in the Western region of the United States. By the mid 1970&rsquo;s, vocal jazz ensemble education had become so prevalent in the Boise Valley region that the Jr. High School directors of the Boise Public School District were programming vocal jazz music and participating in many of the same vocal jazz events as their high school colleagues. These Junior High school directors included Bruce Walker, Catherine Gilck, Rich Lapp, Sue Hough, Paul Olson and Rob Newburn. The 1980&rsquo;s saw the second generation of prominent vocal jazz singing ensemble directors begin their tenures in the Boise Valley when Glenn Grant, Quinn, Van Paepeghem, Linda Schmidt, Ted Totorica, and Barb Oldenburg, continued the tradition of vocal jazz style singing and event participation that their predecessors had initiated throughout the remainder of the era investigated (inception&ndash;1990). In the study, each subjects experiences and education in vocal jazz ensemble singing is documented and specific techniques they employed when working with their vocal jazz ensembles are revealed. The literature used by each vocal jazz educator from the Boise valley (1970&ndash;1990) is also exposed, collated, and presented in the document for reference and use by future choral music educators.</p><p>

<p> This study presents a detailed analytical examination of formal organization in Anton Bruckner&rsquo;s early instrumental slow movements: from the String Quartet, WAB 111, to the Third Symphony, WAB 103. It proposes an analytical methodology and conception of the formative process of musical works that seeks to 1) reappraise the development and idiosyncrasies of his slow movements&rsquo; form, and 2) turn the textual multiplicity often associated with Bruckner&rsquo;s large-scale works (a scholarly issue often referred to as the &ldquo;Bruckner Problem&rdquo;) into a Bruckner Potential.</p><p> In addressing traditional and innovative formal aspects of Bruckner&rsquo;s music, critics have tended to overemphasize one side or the other, consequentially portraying his handling of form as either whimsical or excessively schematic. By way of a reconstruction of Bruckner&rsquo;s early experiments with slow-movement form (1862&ndash;1873), this study argues that influential lines of criticism in the reception history of Bruckner&rsquo;s large-scale forms find little substantiation in the acoustical surface of Bruckner&rsquo;s music and its dialogic engagement with mid- and late-19th-century generic expectations. </p><p> Because the textual multiplicity often associated with Bruckner&rsquo;s works does not sit comfortably with traditional notions of authenticity and authorship, Bruckner scholarship has operated under aesthetic premises that fail to acknowledge textual multiplicity as a basic trait of his oeuvre. The present study circumvents this shortcoming by conceiving formal-expressive meaning in Bruckner&rsquo;s symphonies as growing out of a dual-dimensional dialogue comprising 1) an <i>outward dialogue,</i> characterized by the interplay between a given version of a Bruckner symphony and its implied genre (in this case, sonata form); and 2) an <i>inward dialogue,</i> characterized by the interplay among the various individualized realizations of a single Bruckner symphony. The analytical method is exemplified through a detailed consideration of each of the surviving realizations of the slow movement of Bruckner&rsquo;s Third Symphony, WAB 103.</p><p>

Die Publikation Ljubica Marić.Komponovanje kao graditeljski čin [dt.:Das Komponieren als gestalterischer Akt] der Autorin Dr. Melita Milin ist die erste Monografie, welche dieser herausragenden serbischen Komponistin gewidmet ist. Sie entstand als Ergebnis mehrjähriger Forschungen, mit welchen die Autorin bereits während ihrer Studienzeit begann

The thesis examines the role of music in South African film pertaining to representation of identity of South African peoples and cultures, from the country's earliest sound films until the industry expansion of the 1970s. Chapter 1 contextualizes the study in relation to South African film and music, mainstream (Hollywood) film music theory/analysis/history, and national film music studies outside the Hollywood context. Chapter 2 provides an analysis of nationalist trends in South African silent film and the transition to sound film. The subsequent two chapters analyse the filmic use of rural and urban African music as tools of representation of African identity across a continuum of films, from earlier colonial/Afrikaner nationalist-oriented films to later films with an explicitly anti-apartheid message. The final chapter returns to the themes of Chapter 2, exploring film-musical representation of Afrikaner nationalism. As with Chapters 3 and 4, the source material is eclectic, covering a broad spectrum of techniques to promote a nationalist agenda. The study reaches four principal findings. Firstly, film-musical representation of African identity develops nuance over time, as African subjects succeed in moving from being represented to achieving some self-representation. This representation remains within the ambit of diegetic music, however, and frequently maintains a subject/object relationship regarding white/black representation. Secondly, the use of diegetic African music functions as a form of othering, creating an illusion of representational "authenticity" while in practice ensuring the music remains external to the filmmakers' expressive universe, relegating it to the role of "ethnic" colour rather than engagement with characters' psychologies. Thirdly, film music is implicated in issues of land rights: rural African music questions the legitimacy of "whites only" city spaces, and is metaphorical of population displacement from rural to urban locales. Conversely, nationalist films use pastoral tropes to reimagine rural African spaces through European conceptualizations of "tamed" land, and sentimentalize spaces through song to lay claim to them through emotional ties. Fourthly, it evaluates African music's potential to function as dramatic, narrative, extradiegetic underscore, showing how this was partly achieved by certain films of the period, with possible implications for contemporary mainstream film scoring.

Thesis (M.A.)--Boston University, 1944. This item was digitized by the Internet Archive.

Thesis (Ph.D.)--Boston University, 1931. This item was digitized by the Internet Archive.

The lecture recital was given on March 1, 1982. The subject was the History of the Fantasia Until 1735 Together with Performances of Fantasias No. 1, 3, and 8 from the Twelve Fantasias for Unaccompanied Violin by Georg Phillipp Telemann, and it included a brief survey of fantasia composition from the sixteenth century until 1735, comments on solo violin forms of the period, observations relative to performance practices of Baroque music, which were followed by detailed descriptions of Fantasias N. 1, 3, and 8. The lecture was followed by uninterrupted performances of these fantasias.

Gena Branscombe (1881–1977) was a Canadian American pianist, composer, conductor, educator, and advocate for music by women and American composers. In her day, she was well-known as a conductor of her own works and regularly performed the music of her contemporaries with her all-women’s chorus, the Branscombe Choral. Although she published hundreds of pieces for piano, voice, violin, orchestra, and mixed voices—among them the 1929 choral drama Pilgrims of Destiny—Branscombe’s music was largely forgotten in the mid- to late-twentieth century amidst a cultural moment in the arts that was dominated by men, those of European descent or training, and post-tonal compositional trends. This research project aims to revive Branscombe’s life, legacy, and music by examining her songs for voice and piano, both tracing their compositional development and suggesting song sets appropriate for recital performance. The paper analyzes dozens of original manuscripts, describes connections between texts and their musical settings, and explores Branscombe’s artistic purpose through her own words, from speeches given at various club meetings to letters written to her publishers. In these materials is revealed an incredible woman who was wrongfully lost to American classical music, a woman who deserves to be reintroduced to the music classroom and to the performance stage.

In The Who’s second rock opera Quadrophenia, a fictitious teenager suffers from a mental illness that gives him four distinct personalities. Its main songwriter, Pete Townshend, uses the disorder and the four personalities as a means to represent the four members of The Who through the teenage protagonist, a young mod named Jimmy. Townshend reveals Jimmy’s disposition at the conclusion of a lament written from Jimmy’s perspective in Quadrophenia’s liner notes, in a harrowing confession: “Schizophrenic? I’m bleeding quadrophenic.” In this monograph, I will examine Quadrophenia for its representations of mental illness through textual, musical, and historical perspectives and how these perspectives provide evidence toward a storyline based around the cultural concept of madness. Mental illness is an invisible illness, for the inflicted does not present noticeable symptoms to others, making it difficult to perceive and accurately diagnose. That is why within popular culture, schizophrenia is oftentimes used interchangeably with multiple personality disorder (now known as dissociative identity disorder), as is the case with Jimmy in Quadrophenia. Although these disorders are not at all similar, both are considered under the broader umbrella of madness, a term which historically was of medical and legal significance but gained political and ideological meanings in our modern society. Quadrophenia was meant as a tribute and celebration of The Who’s beginnings within the mid-60s London mod subculture. The invisible illness aspect of the storyline is worth investigating for its avoidance of treating mental illness within the medical model, in which it is considered to be a deficit of normalcy that is in need of a fix or cure. Though Jimmy struggles with his illness, it is mostly viewed as part of his adolescent character and then further used as a way of musically and textually representing The Who and the musicians’ individual characters. The Who were the epitome of music and madness; their music often spoke in terms of deviance and disobedience, while their live performances were physical and objectionably loud, sometimes concluding with the destruction of instruments. Treating mental illness, as well as physical and developmental impairments, as difference rather than deficit, is a key principle of current disability studies and its cultural model of disability. This is in opposition to the biological model in the medical field. Society has constructed madness as a binary to sanity, and thus a contrast to normalcy. As this binary is still in practice today, society as a whole continues to stigmatize mental illness and forces it to remain invisible. The Who and their embodiment of mental illness in Quadrophenia are meant not merely to arouse sympathy for Jimmy, but also to empower mental illness as a basis of character strength. The following monograph begins with an introduction to music and disability studies regarding mental illness. The next chapter offers a glimpse into the literature on The Who and Quadrophenia, including a survey of a 2013 conference dedicated exclusively to Quadrophenia. Finally, a chapter analyzes representations of mental illness in Quadrophenia within the music, society, and The Who themselves before a brief concluding chapter. / Music Performance