Classical music on a platter

Classical:NEXT is looking for showcases, conference contributions and project presentations for the next edition in May 2018. The deadline for submissions is Friday, September 29, 2017.

Classical:NEXT takes place in the Rotterdam congress center de Doelen. Photo: Rien van Rijthoven

The Classical:NEXT is a forum for artists and professionals from various fields of classical and contemporary music. From event organizers and festivals to publishers, labels and associations to agencies and music creators: 1200 music professionals from 45 countries took part in the sixth edition last May (see short report in the Schweizer Musikzeitung). Next year's seventh Classical:NEXT in Rotterdam will once again offer the opportunity to expand your own international network. It will also feature an extensive program with showcases, conferences and project presentations. The tendering process is currently underway:

Deadline for submissions is Friday, September 29, 2017.

Musicians can apply with their stage projects for a showcase performance, and speakers can propose their ideas for conference contributions and project presentations to a jury. Those selected will be given the opportunity to present themselves to a large, international audience of experts at Classical:NEXT 2018.

Classical:NEXT will take place at Congress Center de Doelen, Rotterdam (NL), from 16 to 19 May 2018. We are looking for music contributions, projects and conference formats from all areas of classical music creation, from early to new music, from the concert, label, publishing or media sector.

Applications can be submitted electronically via the trade fair's online proposal system: www.classicalnext.org.
 

Strebi Foundation honors Lucerne bachelor's degree

At the Lucerne School of Music's graduation ceremony, three prizes, each worth 2,000 francs, were awarded for the first time by the Strebi Foundation for outstanding Bachelor's degrees.

Donor Ursula Jones-Strebi presents Noelle Egli with the prize. Photo: Lucerne University of Applied Sciences and Arts, Priska Ketterer

The prizewinners are Jonas Inglin (classical music profile), Laurin Moor (jazz profile) and Noelle Egli (jazz profile).

Trombonist Jonas Inglin from Baar ZG achieved very good grades in all module areas. Together with Christoph Vogt (Bachelor of Arts in Music graduate, classical music profile), he also completed a Bachelor's project entitled "tailor-made". The two students commissioned various works for composition and consequently premiered them. Jonas Inglin is now starting his Master of Arts in Music Education.

Under the title "Konrads kleiner Kurs in Sachen Selbstverzweiflung", double bass player Laurin Moor from Lungern OW has realized a radio play project in which music, text and dance were brought together. Laurin Moor is now continuing his studies in the Master of Music and Art Performance. He is also engaged at the Lucerne Theater, where he is directing "Feeling Gatsby", a co-production with the Lucerne University of Applied Sciences and Arts.

Noelle Egli from Wolhusen LU worked on the joint Bachelor's diploma project "Sechsundfünfzig Prozent" (Fifty-six percent) in the music degree program and also achieved the highest grade A in the pedagogical degree.

Hagen at the meeting of European festivals

As a board member of Swissfestivals, Javier Hagen is the Swiss delegate at the EFFE Hubs and EFA CAMM Meeting of the European Festivals Association (EFA) on September 18 and 19 in Brussels.

Javier Hagen (Image: zvg)

In his role as Director of the International Festival for New Music Forum Valais and as President of the Swiss Society for New Music (ISCM Switzerland), the man from Upper Valais has been a member of the Board of Swissfestivals, the umbrella organization for Swiss cultural festivals, since 2013. Its members include the Lucerne Festival, the Zurich Film Festival and the Locarno Film Festival.

The EFA is the umbrella organization of European festivals and one of the largest and most important festival organizations at European level. An EFFE Hub is a national hub of the EFFE (Europe for Festivals, Festivals for Europe) interest group.

Courage to leave a gap

Together with cultural scientist Erik Meyer, political scientist Claus Leggewie has published the volume "Global Pop - Das Buch zur Weltmusik".

Excerpt from the title page

At the end of the 1970s, Leggewie lived in Algeria, where he witnessed how raï, the folk and popular music of the Maghreb state, was increasingly flourishing. Both Raï and genres as diverse as Afro-beat and Balkan pop have been subsumed under the term "world music" for decades. In the view of the two editors, this is an outdated term, "a colonial relic". They prefer the term global pop. According to Leggewie and Meyer, it stands for "a collective category of all conceivable styles and regional origins of non-Western, especially non-Western music".

In an interview with WDR, Leggewie said that the book demonstrates "the courage to leave gaps". Indeed, the almost 400-page work is not an encyclopaedia, but a source of reading with over forty contributions from various authors - including Johannes Rühl, artistic director of the international music festival Alpentöne in Altdorf. While the first part of the volume endeavors to explain terms such as folklore, transculturality and world music, the following section offers well-researched but not exhaustive portraits of influential figures such as the ethnomusicologist Brian Shimkovitz, who makes hundreds of African music tapes accessible on his blog, or the US guitarist Ry Cooder. Over the past decades, Cooder has curiously explored different styles such as Tex-Mex, Mali blues and Cuban son, and in 1996, with the album Buena Vista Social Club the rediscovery of forgotten Cuban musicians such as Ibrahim Ferrer.

Chapter three then looks at the market conditions behind the music. In his text "World Music Festivals and the Festivalization of World Music", Klaus Näumann, professor at the Institute for European Ethnomusicology at the University of Cologne, describes how world music events suggest the illusion of global harmony and mutual acceptance. In reality, however, a white, left-leaning middle class celebrates only those things (music, clothing, etc.) that do not run counter to the ideal. In the largest and concluding part Global Pop brief outlines of numerous genres such as Rembetiko, Highlife or J-Pop. These are not intended for specialists in the respective styles, but for the uninitiated and the interested. The book is exemplary, i.e. the focus is entirely at the discretion of the two editors. Accordingly, it would be all too easy to criticize the fact that neither tango nor gamelan - the music ensembles of Indonesia - have found their way into the book. But that is ultimately a minor matter, because: With Global Pop Leggewie and Meyer may not have succeeded in writing the definitive book on the subject, but it is one that arouses curiosity and encourages not only further reading, but also listening to the artists mentioned.

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Global Pop - Das Buch zur Weltmusik, edited by Claus Leggewie and Erik Meyer, 392 p., Fr. 31.00, J. B. Metzler, Stuttgart 2017, ISBN 978-3-476-02636-1

Drive for secondary level I

"Musik aktiv", the new teaching aid from the publisher Schweizer Singbuch, provides a wealth of teaching materials that encourage creative design and initiative on the part of pupils. The content is aligned with Curriculum 21. So far, the songbook and 7th grade student booklet have been published.

Excerpt from the title page of the student booklet 1

Fender amplifier, electric guitar and, first and foremost, the microphone: even the cover picture of Music active makes it clear what is in demand at the upper school: rock and pop. But not only that. The new teaching aid offers a varied and concentrated insight into the world of music with lots of ideas for the classroom.

Let's briefly visualize the situation on site: Twenty young people, twelve or thirteen years old, some still half a child, others in full puberty, the boys with a voice change, and everyone is somehow embarrassed. So how do you teach music at secondary level I? How to start? With a song, a dance, a reflection on a work?

"Beat the stuff" - building from movement

The first task in booklet 1, which the pupils have in their hands, is: "Feel and hear the pulse." This gives the "beats per minute", the bpm. Sounds more crisp. Measure and compare with others. Experience the pulse - body percussion - move to time signatures - greet each other in the groove - construct a rap. From the nucleus of one's own pulse, a series is developed that takes up the most diverse aspects of music and packs them into motivating tasks in which the pupils are active and contribute their own ideas.

Booklet 1 has three chapters. Chapter A deals with "Rhythm and movement", chapter B with "Voice" and chapter C with "Class music-making". This structure makes sense. It is easier to start making music through movement than through one's own voice, for example, which many young people perceive as somehow strange. And when making music in class, playing instruments is initially an obstacle. So let's get moving and grooving: "Listen to the audio file and go to the right step sequence. You have to clap the accented beat" (booklet 1, page 9). Other topics that are systematically developed are, for example: setting a movie scene to music, imitating a drum kit by beatboxing, forming a class band. The corresponding audio files with exercises and music examples can be found online at: www.musik-aktiv.ch

Signor Abbate, But with cream please - the songbook

The new songbook contains 239 songs. What does a collection of songs for lower secondary level look like? What is popular with young people today? And what do we absolutely want to pass on and preserve as a cultural asset? Mani Matter is with The Zundhölzli represented, the Spiritual controls the poignant Motherless Child and Beethoven the bilingual canon Signor Abbate. In addition to such classics, many popular songs of more recent date such as Aisha, sung by Khaled, or Rolling In The Deep by Adele/Paul Epworth. Before singing, however, there are warm-ups for singing and getting into the groove, for loosening up and concentrating, for sound formation. Vocalises, ostinati, circle songs, canons.

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The songs in the following chapter come from Switzerland and neighboring countries. Lueged vo Bärg und Tal, Teresina bella, But with cream please by Udo Jürgens. The musical journey then runs counter-clockwise from the Balkans to Eastern Europe, then northwards via Scandinavia and Ireland along the coast to the Iberian Peninsula. From there it goes to the New World. Cuba (Chachacha, Bolero), followed by African and Israeli songs. The "Spiritual-Jazz-Latin" chapter includes catchy tunes by Bob Marley and Harry Belafonte. The musicals and films offer beautiful, catchy melodies, including Lion King and Les Choristes. Most of the songs come from the rock/pop genre. This is the music that is closest to the young people and is particularly suitable for accompaniment with the band. Newer pop songs: Up in the Sky from 77 Bombay Street, Heaven by Steve Lee, Manhatten by Bligg. Classical songs are included in the chapter "From other eras". Arrangement and performance suggestions complement and enrich the songs.

Sine curve and air ringing - Musicology

The last pages of the songbook are dedicated to musicology. This includes music theory, instrumentology, acoustics and rhythm exercises", while music history covers Western art music as well as jazz and pop history. There's room for all of this on a good 30 pages. It's a bit short, but compact and easy to grasp.

"Show what you can do" - alignment with Curriculum 21

The publishing house Schweizer Singbuch publishes Music active new teaching material that is explicitly geared towards the requirements of Curriculum 21. Creative processes are central to the subject of music: "Pupils develop their creativity by getting involved as individuals, engaging in creative processes in the group and developing their own ideas. They explore, experiment and improvise with body, voice, rhythm, sound and various instruments and media. Completed creations can be presented in class or across classes." (LP21MU)

For music lessons, the curriculum's focus on skills means moving away from reproducing and towards creating in the sense of trying out and contributing one's own musical ideas. Pupils are also encouraged to share their musical activities with each other and to teach each other. This is exactly where Musik aktiv comes in: In the tasks "Show what you can do" (pupil booklet), the performative character of music is called for. In the "Reflections", pupils think about what they have done and what they can do next to improve their skills.

"A practical guide to the world of music"

The new teaching material is beautifully designed. It is not overloaded, both visually and in terms of content. The choice of songs is wide-ranging in terms of style and time, and the exercise books encourage as much student activity as possible. In this respect, the name Music active should be understood programmatically. Overall, the teaching material takes a holistic approach to music education, which includes practical exercises as well as talking about music and one's own artistic activities.

Musik aktiv - Lieder und Musikkunde, student book (7th-9th grade), ISBN 978-3-9524739-0-0, Verlag Schweizer Singbuch, Amriswil 2017

Musik aktiv - ein praktischer Reiseführer in die Welt der Musik, Aufbaureihen Heft 1 (7. Klasse), ISBN 978-3-033-05988-7

The booklets for grades 8 and 9 will be published soon.

Winners of the Concours Nicati

The winners of this year's Concours Nicati have been chosen in Bern. The competition for the interpretation of contemporary music was won by two clarinettists and a violinist.

(from left to right): HannaH Walter, Azra Ramic, Shuyue Zhao (Image: zvg)

The first prize of CHF 16,000 went to clarinettist Shuyue Zhao and the second prize of CHF 14,000 to violinist HannaH Walter. The clarinettist Azra Ramic received 10,000 francs for third prize. Shuyue Zhao, born in China in 1990, studied at the Bern University of the Arts (HKB) with Ernesto Molinari. In June of this year, she was awarded the Eduard Tschumi Prize for the best soloist examination at the HKB.

Born in 1989, HannaH Walter completed a master's degree in contemporary music at the Basel University of Music with distinction in 2016. She is currently completing a Master's in Transdisciplinarity at the Zurich University of the Arts. Azra Ramić, born in 1989, completed a Master's in Music Performance for clarinet at Bern University of the Arts in 2013. This was followed by a Master's degree with distinction in bass clarinet at the same university in 2015.

The Concours Nicati, an interpretation competition for contemporary music in Switzerland for professional musicians, is held every two years at the Bern University of the Arts.
 

Feast in peace thanks to the "opera guarantee"

Culture fans will get their money's worth again in September when the Zurich Opera House starts its new season. The Hotel Ambassador à l'Opera makes sure that you don't miss out on culinary delights when attending the opera or theater. In the Opera restaurant, opera guests can enjoy a leisurely 3-course meal up to 90 minutes before their performance. If not, the bill is on the house.

Restaurant Opera,SMPV

Culinary delights play an important role in many great and famous operas. In Gioacchino Rossini's Cinderella opera "La Cenerentola", for example, sumptuous feasts are celebrated, while in Giuseppe Verdi's opera "Falstaff", people meet in the famous final scene Andiamo a cena to the great banquet and in Umberto Giordano's "La Cena delle Beffe" the Cenathe big dinner, even appears in the title of his famous opera.

Also in the Restaurant Opera the name says it all. Here, opera guests can enjoy a relaxed dinner just a few steps away from Zurich Opera House. David Krüger, Head Ambassador Kitchen, and Pascal Gloser, Head Ambassador Restaurant, take care of the guests' well-being as hosts and conjure up creative dishes using regional products. The 3-course menu is served punctually and guaranteed within 60 minutes if booked up to 90 minutes before the performance. Otherwise the restaurant will take care of the bill.

Premium seats for hotel guests

In addition to the "Opera Guarantee", hotel guests can now purchase their opera tickets directly at the hotel. For selected performances, the Hotel Ambassador à l'Opera offers two premium tickets - seats in the middle of the second front row.

ABOUT AMBASSADOR & OPERA AG

 

With their unique location in the heart of Zurich, the Small Luxury Hotel Ambassador à l'Opera****, the Hotel Opera**** and the Restaurant Opera have been the first choice for a discerning clientele since 1930. Art and culture lovers, business travelers and vacation guests from all over the world - they all enjoy the many highlights that Zurich has to offer: Just a few steps away from the beautiful Lake Zurich and the opera, galleries, museums and the world-famous and most exclusive shopping mile Bahnhofstrasse, as well as business centers. In the Opera restaurant, guests are spoiled daily with regional and authentic creations as well as a suitable selection from over 200 wine recommendations.

Further information:

 

ambassadorhotel.ch

 

operahotel.ch

Conceptual music

A compendium of musical concepts compiled and organized by Urs Peter Schneider.

Ensemble Neue Horizonte Bern. Photo: Thomas Batschelet

There must have been hundreds and hundreds of concepts that the Ensemble Neue Horizonte Bern has performed and tested over the decades, scores that often only consist of verbal playing instructions that leave great scope for the imagination, but which nevertheless need to be interpreted precisely. This is how experience is formed, and everyone has to (re)gain it for themselves from the pieces. As interest in conceptual music has risen sharply in recent years, it is only fitting that Urs Peter Schneider, one of the musicians of Horizons, has now compiled a compendium from his wealth of experience: The volume published by Aart-Verlag Conceptual music iis on the one hand an anthology, by no means complete, as a list of further conceptual pieces points out, and on the other an incredibly rich reader. The big names are there, Fluxus, Cage, Wolff, but also a lot of Helvetic and some things that have already been forgotten.

The book, which was created as a research project at the Bern University of the Arts, admittedly offers no history of conceptual music, no definitions and delimitations (not even of current trends) and therefore no theory, but nevertheless classifies the printed concepts according to a simple letter system. On LaMonte Young's famous piece Draw a straight line and follow it about: A2 (everyday actions), H1 (postures), K6 (continuity), M5 (minimalism), N2 (nuances), N3 (sobriety), R2 (space), R5 (recipe), S2 (writing), S9 (stillness), T1 (dance), U3 (unicum) - and this gives us an idea of a typical Schneiderian order, a kind of theory, or at least of what is important and characteristic of concepts. Thirdly, a commentary section classifies at least some of the concept pieces, explains, considers, reports on performances and makes it clear that this is a very practice-oriented selection. From then on, this anthology is an absolute must for performance teaching.

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Urs Peter Schneider: Conceptual Music. An annotated anthology, ed. by Thomas Gartmann and Marc Kilchenmann, 370 p., Fr. 35.00, Aart-Verlag, Bern 2016, ISBN 978-3-9524749-0-7

Book launch and concert
Sat. October 21, 2017, 7 p.m.
Bern University of the Arts, Great Concert Hall,
Papiermühlestrasse 13d, 3014 Berne
Students of the HKB, Ensemble Neue Horizonte Bern
Management Urs Peter Schneider

Easy to play concerts

Newly published viola concertos by Telemann and Vanhal, with solo parts that move up to the 3rd register.

Invitation to the concert? Photo: Kathryn Rotondo - flickr.com

Telemann's chamber music double concerto for two violas accompanied by a third viola is a good opportunity for group lessons. As the composer was a friend of Bach, who was working in Weimar at the time, when he wrote this concerto in Eisenach, he placed four chorale-like columns with B-A-C-B in the upper voice at the beginning of the G minor middle movement and was inspired by Vivaldi's chromatic expressiveness in the subsequent Adagio. The two outer movements in B flat major are easy to play - only up to the 3rd position - and are well placed. Continuo score and bass part complete the edition.

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With this realization of a cello concerto, Johann Baptist Vaňhal (1739-1813, Czech: Jan Křtitel Vaňhal) took a stand against the stepmotherly treatment of the viola at the time. The cheerfully animated concerto is of medium difficulty and only requires 1st to 3rd position for the solo part. The fingerings are good, but unnecessarily copious. The cadenzas created by the editor are considerably more difficult than the solo part. They extend into the 6th position and use numerous double stops; they could be simplified. Overall, however, the new edition is a stroke of luck for viola players.

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Georg Philipp Telemann: Concerto B-A-C-H for 2 solo violas, viola III (da braccio/da gamba) and b. c., reconstruction by Klaus Hofmann, EW 1013, € 17.50, Edition Walhall, Magdeburg 2016

Jan Křtitel Vaňhal: Concerto in C major for viola and orchestra, edited by Vilém Blažek, piano reduction and solo part, BA 11531-90, € 14.95, Bärenreiter, Prague 2016

The preferred left

Maurice Ravel wrote his "Concerto for the Left Hand" on behalf of Paul Wittgenstein, who was wounded in the war. This new edition also documents the changes that the pianist made to annoy the composer.

Paul Wittgenstein. Unknown photographer. Source: Bernard Fleischer Moving Images/wikimedia commons

Why is the piano literature for the left hand alone so much more extensive than that for the right hand?

There are anatomical reasons for this: with the thumb as a melody guide, the left hand is far better able to operate the entire width of the keyboard. In addition, pianists are obviously more likely to injure their right hand when practicing improperly and are then forced to restrict themselves to the left for a while. Alexander Scriabin, for example, practiced his Prélude et Nocturne composed for the left hand.

Above all, however, we have Paul Wittgenstein to thank for the majority of these works. The Viennese pianist lost his right arm in the First World War and yet was determined to continue his career against all odds (including from his family). Wealthy from home, he was able to commission works from the most famous composers of the time. Prokofiev, Hindemith, Britten, Richard Strauss, Franz Schmidt and many others wrote piano concertos for his needs, the latter even wrote chamber music. However, none became as famous and is played as often as Ravel's.

This was not initially foreseeable: Wittgenstein apparently only realized over time what a masterpiece he had received. And as the commissioner, he felt entitled to alter entire passages to his liking, which naturally infuriated Ravel. In her introduction to the new Bärenreiter edition, Christine Baur is able to convey this dispute and much more about the creation and reception of this extraordinary work in an exciting way. The excellent edition not only corrects some long-standing errors in the Durand edition, but also provides a wealth of additional information worth knowing based on sources from Wittgenstein's private collection, which editor Douglas Woodfull-Harris was able to consult. In particular, the insight into Wittgenstein's requests for alterations confirms that he could not really comprehend Ravel's ingenious way of writing for the left hand.

If you would like to find out more about Wittgenstein's fate, we recommend the volume Empty Sleeve. The musician and patron Paul Wittgenstein (Studien-Verlag, Innsbruck et al. 2006), but above all Concerto for the left hand by Lea Singer (Hoffmann und Campe, Hamburg 2008): an exciting and well-written artist's novel!

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Maurice Ravel, Concerto for the left hand for piano and orchestra, edited by Douglas Woodfull-Harris; score, BA 7881, €, 48.95; piano reduction, part(s), BA 7881-90, € 36.95; Bärenreiter, Kassel 2016

Bartók with original sound

Kamillo Lendvay has written an anniversary piece for Bartók, a varied viola solo. Donald Maurice and Claudine Bigelow have adapted Bartók's violin duets for viola and provided them with a revealing audio document.

Béla Bartók records what a Czech peasant woman sings to him, 1908 Source: Paul Griffiths: A Concise History of Modern Music, Thames and Hudson 1978, ISBN: 0-500-20164-1/wikimedia commons

The Hungarian composer Kamillo Lendvay, born in 1928, honored the 50th anniversary of Béla Bartók's death in 1995 with the composition of a Study for solo viola, which was finally published in 2015. It makes expressive use of the entire range of the viola up to the middle of the A-string; beginning thoughtfully, moving forward in various tempi and exciting rhythmic combinations, sometimes asymmetrically moving, sometimes metrically pounding and ending calmly - an exciting solo lasting around 7 minutes!

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The violin school initiated by Erich and Elma Doflein for their violin school 44 Duets for two violins in ascending difficulty were composed by Béla Bartók in 1931. Universal published 36 of them in 1994, Atelier-Editions Röhm recently published them all in two volumes and Editio Musica Budapest (EMB) last year in one volume for viola. Everything is a fifth lower and otherwise identical to the violin version. The special thing about EMB is that the publishers have made a CD of the duets in the viola version: Voices from the Past: Béla Bartók's Duos & Original Field Recordings, Tantara Records, 2013, because Bartók placed great importance on these duets - as well as his Microcosm for piano - folk melodies that he recorded in Algeria, Hungary, Serbia, Romania, Slovakia and the Ukraine, some of them with an Edison phonograph on wax cylinders. These recordings can be listened to on the CD for a deeper understanding and the lyrics of the songs can be read in the booklet in the original languages and in English.

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Kamillo Lendvay, Study for viola, Z. 14953, Fr. 18.80, Editio Musica Budapest 2015

Béla Bartók: 44 Duos for 2 Violas, transcribed by Donald Maurice and Claudine Bigelow, Z. 14970, Fr. 22.70, Editio Musica Budapest 2016

Chausson's "Defiance Trio"

After a disappointment in the academic music world, Ernest Chausson came to live with his godmother in the Pays d'Enhaut, where he composed his Piano Trio op. 3.

Montbovon between 1885 and 1900. photo: Léon de Weck (1840-1904)/wikimedia commons

The traces of Ernest Chausson's Piano Trio (1881) lead to Switzerland: the 26-year-old composer, who had bitterly turned his back on all academic institutions in Paris after his unsuccessful application for the Prix de Rome, spent the summer at the country estate of his mentor Berthe de Rayssac in Montbovon, Canton Fribourg. There, in the picturesque Pays d'Enhaut, he began sketching and working on his most extensive and ambitious composition to date as soon as he arrived. It may also have been a defiant reaction to the defeat he had previously suffered. In this Opus 3, Chausson found himself as a composer, and it is fortunate that he no longer submitted to academic rules and was not discouraged by the initial lack of recognition. However, he subsequently showed his trio to César Franck and Emanuel Chabrier, played it to the painter Odilon Redon and took their advice to heart. The work was premiered in April 1882 at a concert of the Société nationale de musique, but was not published for the first time until 1919, twenty years after the composer's early and tragic death, by the Parisian publisher Rouart-Lerolle.

The 30-minute work with its four movements is surprisingly entertaining, in contrast to Chausson's more famous "Concerto" for piano, violin and string quartet op. 21, which is 45 minutes long. The cross-movement quoting of themes in the manner of leitmotifs in the Piano Trio op. 3, as well as the harmony, are reminiscent of Chausson's role models César Franck and Richard Wagner. However, his musical language also points to the following generation of composers, above all Claude Debussy. Ernest Chausson occupies an important place in French music!

The new Henle edition of this piano trio is mainly based on the first edition of 1919, as there are no further sources. There is no longer an autograph, only a few sketches of themes and structural models. As always, Henle's music is easy to read, practical at the turning points and even contains a dictionnaire (French/German and French/English) of the original French performance and tempo markings in each part. The indication of the time signature in the second movement in fast 3/8 time, entitled "Vite", is also extremely useful: the first bar of a counting unit is always indicated with a one. This makes rehearsing much easier! The piano part was provided with fingerings by Klaus Schilde, the string parts contain no technical indications. However, the printed phrasing sheets can largely be used as a technical realization.

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Ernest Chausson: Piano trio in G minor op. 3 for violin, violoncello and piano, edited by Peter Jost, score and parts, HN 1277, € 29.00, G. Henle Verlag, Munich 2016

Seduction to dance

Easy to moderately difficult dances from Flanders and Wallonia for accordion solo M2 (standard bass).

Photo: Poppy - flickr.com

Have you ever heard folk music from the Belgian provinces? When I tried out the pieces in this new booklet, it really "took my sleeve in"!

Marinette Bonnert and Tommaso Huber have published a booklet for accordion solo M2 (standard bass) with easy to moderately difficult dances from Flanders and Wallonia. They present a colorful cross-section of the repertoire of very elegant, airy and filigree folk and dance music, especially from the 18th century. This music has been handed down in manuscript, printed or oral form in various sources. Marinette Bonnert herself comes from Belgium, describes herself as an ambassador of Walloon music and has carefully selected the pieces for this publication. Suites consisting of contra dances alternate with individual dance movements such as minuets, polkas, waltzes and schottisches. Tommaso Huber comes from Austria, has played the accordion since childhood and studied double bass. In the foreword, the two go into more detail about the origins of the music and in a separate, introductory section they explain and illustrate the type of bass notation in minute detail. The melody parts of the individual pieces are often monophonic, but are carried by a harmonically interesting bass. The arrangements are extremely appealing and can also tempt you to add your own embellishments or inspire interpretations with the single-tone accordion - a truly great and valuable enrichment for all those who feel drawn to the folk music of other countries!

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Marinette Bonnert and Tommaso Huber: Dances from Flanders & Wallonia, 23 easy to moderately difficult characteristic dances for accordion M2, UE 36123, € 14.95, Universal Edition, Vienna 2016

strain

The dream job of "musician" has its downsides; sometimes the audience in the concert hall gets annoyed, the climate is not suitable for classical music everywhere, all too often music is supposed to achieve something else besides artistic enjoyment and, finally, even the music magazine asks its readers for answers.

strapazieren

The dream job of "musician" has its downsides; sometimes the audience in the concert hall gets annoyed, the climate is not suitable for classical music everywhere, all too often music is supposed to achieve something else besides artistic enjoyment and, finally, even the music magazine asks its readers for answers.

All articles marked in blue can be read directly on the website by clicking on them. All other content can only be found in the printed edition or in the e-paper.

Focus

 

It's annoying!
Favorite annoyances around music

Quand le métier de musicien fatigue
Musician, a métier de rêve ? Oui, bien sûr, mais un métier aussi très éprouvant

Too hot for classical music
Impressions from Manaus

More accurate than all languages
Interview with the Geneva psychologist Klaus Scherer

15 questions about the Swiss music magazine
Link to the reader survey

 

... and also

RESONANCE


Questions and fragments - Festival Rümlingen

The playground as a field for experimentation - Davos Festival

Disappeared from the public space - Singing, humming, whistling

Un serpent à musique - ≪ πton ≫ des frères Decosterd

Carte blanche for Hanspeter Künzler

  

SERVICE

Full steam ahead into the fall season  - some event tips
 

FINAL


Riddle
- Pia Schwab is looking for


Row 9

Since January 2017, Michael Kube has always sat down for us on the 9th of the month in row 9 - with serious, thoughtful, but also amusing comments on current developments and the everyday music business.

Link to series 9


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Kategorien

The pedagogical legacy of Zoltan Kodály

External teams of music teachers are taking over all music lessons in New York schools and achieving astonishing results. Testing the results in local daycare centers could bring new momentum to our educational research.

Jens Goetzke/pixelio.de
Das pädagogische Erbe von Zoltan Kodály

External teams of music teachers are taking over all music lessons in New York schools and achieving astonishing results. Testing the results in local daycare centers could bring new momentum to our educational research.

The schools in New York, especially those in the Bronx, are not bedded on roses: For financial reasons, many are unable to offer arts classes, and 59% of the city's public schools do not have a designated music teacher on staff. But there is the ETM, the Education Through Music organization. Schools can hand over all music lessons to this team of dedicated music teachers.

ETM adopts music as a core subject in the partner schools, sets up the music rooms and offers comprehensive lessons with highly qualified music teachers who also lead bands and orchestras. On the website www.etmonline.org 43 members of this team are listed. They are convinced that every child should have access to high-quality music lessons. Music should not only be core material, but also a means for overall development.
 

Better performance, more self-confidence

ETM states that music education has been shown to improve children's cognitive skills and school performance in all subjects, as well as their social-emotional development (self-esteem, confidence and discipline). Exposure to the arts even continues into adulthood: long-term studies have shown that students with low socioeconomic status who were more exposed to the arts during adolescence had a greater chance of getting into college and scoring higher.

The effectiveness of the program is based on the strict ETM music curriculum. Its content, unfortunately, is not retrievable; it is meant to be comprehensive, progressively building and focused on standard skills. Music teachers and classroom teachers work together to integrate the curriculum and engage students in all school work. Annual recital exercises help to drive social and emotional development.

The success of ETM is evaluated at the end of each school year. The report, based on data from the 2014/15 school year, shows the extent of the program's impact on students and communities. It also provides an overview of the evaluation design, the data collection methods and the analyses used.

The results are impressive: Pupils' performance improved in all academic areas, particularly in schools that have been ETM partners for four or more years: They show significantly higher exam performance in math and language than in schools without an ETM partnership. Pupils with special needs and learning difficulties also performed better in long-term partner schools.

Almost 90% of students, parents and teachers believe that ETM has a significant positive impact in the social-emotional areas of confidence, creativity, cooperation and artistic skills. And 90% of all students feel that ETM has improved their attention and concentration.
 

The founder and her growing success

Since its first partnership in 1991, ETM's stated goal has been to provide this type of music education to every child in New York City's low-income neighborhood. That goal has come closer: during the 2014/15 school year, ETM was a partner in 46 NYC schools, serving nearly 27,000 students in four boroughs from kindergarten through eighth grade.

ETM goes back to the music teacher Mary Helen Richards, who was inspired by the Hungarian composer Zoltan Kodály. Together with a small group of American and Canadian teachers, she founded the Richards Institute of Education and Research in 1969, which grew rapidly and developed the ETM program. This was very well received by teachers. Zita Wyss, the pioneer of parent-child singing in Switzerland, was also inspired by ETM. Today, the institute offers 14 winter courses, 3 to 4 camps in the summer and a week-long colloquium, which is attended internationally. With the help of ETM and American children's songs, the Vietnamese women and their children in the USA, who had been chased out of their country after the Vietnam War because they had become involved with a GI, were also integrated.
 

The Swiss parallel

Thirty years ago, a National Fund project was launched in Switzerland, also inspired by Zoltan Kodály, under the almost identical name "Better education with more music": 50 school classes received five lessons of music a week for three years, but one less lesson each in mathematics, French and German. The theory that there were no losses despite the reduction in these main subjects was confirmed. There were even improvements, particularly in the social-emotional area. And the effects began to become clearer after three years.

These results led to a public discussion about music in schools and to Article 69.2 of the Federal Constitution: "The Confederation may support cultural endeavors of national interest as well as art and music, particularly in the field of education." (However, this article was then cunningly reinterpreted to serve as the basis for the Culture Promotion Act). Finally, there was even a new constitutional article on music education, which now states that the Confederation and the cantons are committed to high-quality music education. Unfortunately, however, nothing has changed in schools since then: Music lessons are in a desolate state in many places.
 

The Hungarian role model

Fifty years ago, we heard about the Hungarian primary music schools, where a music lesson was given every day and the strict Kodály curriculum involved singing by hand, learning musical notation and practising sight-singing and notating music. And it was reported that the learning results of the pupils at these schools were significantly better in all subjects than at the usual elementary schools, as were their ability to concentrate, fluency in speech and formulation, memory and discipline of thought. Even their emotional life is enriched.

The results made people sit up and take notice, but in the West it was said that they were not scientifically substantiated. Although there were a few studies, none of them used conditions similar to those in Hungarian primary music schools. This also applied to the Swiss study: music lessons still had to be taught in accordance with the cantonal curricula; the head of the study only had an indirect influence, for example by teaching the Kodály model of singing training in the further education seminars - without much success.

The Hungarian experiment itself, however, seems to have been completely ignored by pedagogical and psychological research: In Does music make you smart? by Lutz Jäncke (Huber, 2008) is not mentioned, although "all" relevant studies are discussed. In view of the findings as presented in Music education in Hungary (Klett, 1966), this is incomprehensible.
 

New impetus for pedagogy

What we are now hearing from ETM in New York is reminiscent of the Kodály schools in Hungary. The results described - scientifically verified - would simply be sensational and should lead to a rethink in education. However, such a review would have to take place at the New York schools. The conditions there are ideal: a strict curriculum and existing experimental and control classes. It is to be hoped that renowned educational researchers will finally look into this.

In Switzerland, we could also offer such a test - for the lowest level - with relatively little effort, namely in the daycare centers, for example according to the following plan: 5 KITAS with 1 music lesson each according to ETM daily, 5 without ETM, i.e. a population of about 100 children each in the test and control group. This scientifically supervised study would have to run for 3 to 5 years, the ETM curriculum would have to be binding, and the teachers would have to be musically and pedagogically competent.

The children's abilities would be measured twice a year. There are already tried and tested designs and experienced teams for this. Courses are also already offered for the musical training of the leaders, namely at the Solotutti Center for Music in Solothurn. Experienced leaders of parent-child singing could also be requested.

Such a study would also be a constructive contribution to the current debate on educational support in early childhood. And it would be a commendable late reference to the great Zoltan Kodály. In addition, it would be a steep pass for Swiss pedagogical research. We can only hope that it will not miss this opportunity.

In the meantime, we can enjoy the pictures and videos of the pupils making music, which are available on www.etmonline.org can be seen: The joie de vivre expressed in them is stunning and touches the heart. This is the kind of fun-filled school we want.
 

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