No description available.

Zugl.: Würzburg, Univ., Diss., 2004

Univ. Augsburg, Diss., 2007.

Univ., Diss.--Mannheim, 2002.

Richard Strauss was only nineteen when he wrote the Serenade and soon the Suite was among his list of compositions. Not until he was nearing the end of his life did he again turn his attention to wind music with the Sonatine and the Symphonie. This paper provides a comparison of sonorities, root movement and representative harmonic progressions, cadences, harmonic rhythm, treatment of dissonances, keys employed, and modulation types in the four works. Its purpose is to determine how works from the years between the Suite and Sonatine may have affected the above parameters in the Sonatine and Symphonie. Included in the intervening years are such works as Elektra, Salome, and others during which time Strauss was most innovative in his use of sonorities, dissonances, and harmonic progressions. This study proves that in later compositions for wind instruments, Strauss did not continue the advances he had made earlier; rather he looked back to the language of the Serenade and Suite. The importance of major and minor triads, and the major-minor seventh remained in the Sonatine and Symphonie; beat duration totals for these three sonorities for the Serenade and Symphonie shows a less than one percent difference between the two works. Although there is less emphasis placed on ascending perfect fourth root movement in the Symphonie than in the other works, it still retains nearly one-fourth the total number. Authentic cadences have a higher percentage in the later Sonatine and Symphonie than in either of the two earlier compositions. Dissonance treatment favors conservative means; passing tones, neighbor tones, leap up-step down and leap down-step up appoggiaturas, suspensions and retardations are most common regardless of time-frame. Regarding modulations: although the widest variety is found in the Symphonie, emphasis is on diatonic and chromatic pivot chords, third relation, and enharmonic diminished seventh chords. One must conclude from the study that conservatism is the hallmark in each of the four compositions.

No description available.

In Capriccio. Richard Strauss and Clemens Krauss examine the very nature of opera with the core of their thesis being the relationship of words and music. A work that is, in essence, an extended discussion poses two problems to the composer and librettist: how to sustain the argument of the thesis without losing the attention of the audience, and how to prevent a conversational opera from sounding like endless recitative. Strauss and Krauss manage to present their case without having to resort to an actual discussion for the duration of the opera. Their characters are engaging, identifiable human beings who are also allegorical figures. Their participation in the stage action sustains the argument of the thesis even when the dialogue itself addresses other subjects. The players symbolize various facets of opera, theatre, and the public with all of them, principal and secondary characters, being sharply etched. The little stage action that Capriccio does contain is carefully paced and closely coordinated with the presentation of the work's thesis. The octets, similar in dramatic function to the central finale of a Mozart opera buffa, provide the climax of the stage action and come soon after the Fugal Debate, the centerpiece of the collaborators' argument. The final section of the central scene, which also contains the aforementioned octets and Fugal Debate, serves as the denouement of both the plot and thesis. Such close attention to dramatic structure gives Capriccio and the argument it presents cohesion and dramatic shape. The text itself is written in clear, concise prose and is set in Strauss's patented "conversational style." This style, a rapid syllabic declamation, is delivered "mezza voce" in order to simulate natural speech and is sung over continuous melos in the orchestra. This accompaniment keeps it from sounding like dry recitative. This study explores the work's characters, dramatic structure, vocal style, and the issues raised by Strauss and Krauss. Other topics to be addressed include the genesis of Capriccio. how the careers of the composer and librettist led them to write an opera about opera, common criticisms of the work, and Capriccio's place in the operatic repertoire today.

MMus, Dept of Music, Faculty of Arts, University of the Witwatersrand

Research shows young singers are entering the professional world without the necessary skills to succeed. Students graduate from their respective colleges, yet lack experience in working with an orchestra, knowledge of dramatic or character analysis, or the stamina to maintain a vigorous rehearsal schedule. Incorporating character analysis skills along with language and dramatic training into the weekly private lesson will ensure the removal of the gaps in the curriculum. Through complete role study, young singers will have the ability to practice and refine their skills once they are vocally mature enough to perform an operatic role. The role of Sophie in Der Rosenkavalier by Richard Strauss is a challenging role requiring musical and dramatic skill. Students can examine and perform Strauss Lieder identifying similarities in the compositional style, dramatic elements, and musical requirements to prepare for the singing of the role of Sophie. This paper uses practical examples of various Strauss Lieder to demonstrate the pedagogical similarities between the role of Sophie and Strauss' song compositions.

This graduate recital in voice presents a wide scope of the soprano recital repertoire and explores the relationship between music and literature throughout the centuries. Mozart���s ���Bella mia fiamma��� Resta, o cara,��� K. 528 represents the Italian Classical period; the text is based on the Roman myth of the goddess Ceres. Strauss��� Drei Lieder der Ophelia, Op. 67 represents German Lieder from the late-Romantic period; the set presents a German translation of Ophelia���s mad scene from Shakespeare���s Hamlet. Argento���s Six Elizabethan Songs represent 20th-century music, but Argento draws the text from various poets of the Elizabethan era. Selected songs by Franz Liszt are representative of the French m��lodie from the Romantic period; they set the text of the Romantic poet Victor Hugo. Rachmaninoff���s Six Songs, Op. 38 represent the post-Romantic (nearly Impressionist) period and explore Russian Symbolist poetry. / Mary Pappert School of Music / Music Performance / MM; / Recital;