Vojin Kocic teaches in Zurich

Vojin Kocic will join the Zurich University of the Arts (ZHdK) as a guitar lecturer from the fall semester of 2022. He joins the guitar faculty with Heiko Freund (pop), Theodoros Kapilidis (jazz) and Anders Miolin (classical).

Vojin Kocic. Photo: Andrey Grilc

According to theZHdK , Vojin Kocic studied with Darko Karajic and Srdjan Tosic in Belgrade and with Oscar Ghiglia in Siena. At the Accademia Chigiana there, he is the only person to date to have been awarded the "Diploma d'Onore". At the ZHdK, he completed his Master's degree in Specialized Music Performance and Music Pedagogy with Anders Miolin.

He has won several prizes at prestigious international competitions and gives concerts throughout Europe, both as a soloist and as a soloist with renowned orchestras.
 

Studying music theater studies with a practical focus

From now on, students at the Detmold/Paderborn Musicology Department can choose the new specialization in Music Theatre Studies in the Bachelor's degree course in Musicology.

Symbolic image. Photo: Kenny Filiaert/unsplash.com (see below),SMPV

From current performance and media art to opera, dance theater and musicals to music videos and film music - in six semesters, students not only acquire fundamental knowledge of music history from antiquity to the present, but also broad specialist knowledge and comprehensive methodological skills in dealing with music and theater.

In addition, they experience practical experience at first hand: through cooperation with the opera school of the HfM and the Detmold State Theatre, the students take a direct look behind the scenes and accompany productions both academically and dramaturgically.

Interested students can still apply for the course, which starts in the summer semester of 2022, until March 21.

More info:
www.uni-paderborn.de/studienangebot/studiengang/musikwissenschaft-bachelor.

Orchestral music for the 150th birthday

Christof Escher has edited eight previously unpublished orchestral works by Paul Juon, the "Swiss Tchaikovsky", for the first time.

Undated portrait of Paul Juon. Picture: International Juon Society

Alongside Johann Carl Eschmann, Theodor Fröhlich, Hans Huber and Joachim Raff, Paul Juon (1872-1940) has been one of the most interesting rediscoveries and reappraisals of Swiss Romantics since the 1980s. The peer of Alexander Scriabin and grandson of a confectioner who emigrated from the Grisons to Russia occupies a special position, and not just because of his biography.

Born in Moscow and taught there at the conservatory by Jan Hřímalý (violin), Anton Arensky and Sergei Taneyev (composition), Juon spent most of his life in Russia and Germany before moving to Lake Geneva in 1934. He continued his composition studies with Woldemar Bargiel at the Hochschule für Musik in Berlin, where he himself trained composers such as Philipp Jarnach, Heinrich Kaminski, Nikos Skalkottas, Pantscho Wladigerow and Stefan Wolpe. He was awarded the Mendelssohn Prize in 1896, became a member of the Prussian Academy of Arts in 1919 and was awarded the Beethoven Prize in 1929. He also made a name for himself with music theory manuals and as a translator.

Although he was more influenced by Tchaikovsky than by Brahms, he went down in music history as the "Russian Brahms" together with Alexander Glazunov, Nikolai Medtner and Sergei Taneyev. The term "Swiss Tchaikovsky" would have been more appropriate.

His work, which was also influenced by Nordic music - Juon revised several works by Jean Sibelius - begins with music in the style of late Russian national romanticism and leads into the modern era with harmonic and rhythmic experiments as well as metric series. The latter, first applied in 1903, point to the "variable meters" developed by Boris Blacher around 1950. Following the principle of Liszt's Piano Sonata in B minor, Juon created single-movement compositions consisting of several movement-like parts.

Among the 99 compositions with opus numbers, two symphonies, three violin concertos, five piano trios, four string quartets, several sonatas and much piano music stand out.
The International Juon Society IJG, founded in Zurich in 1998 at the suggestion of the Grisons Juon biographer Thomas Badrutt, began an orchestral edition ten years ago. To mark the composer's 150th birthday on March 8, it is now completing the preparation of all eight unpublished orchestral works. These include the Symphony No. 1 in F sharp minor op. 10 (1895), a major work that is characterized by its typically Russian colouring. The Swiss conductor Christof Escher has recorded it together with the 2nd Symphony, the Fantasie Vaegtervise and the Suite op. 93 in Lugano and Moscow and released as CD recordings by Sterling (Sterling 1103-2: Fantasy, Symphony No. 2; Sterling 1104-2: Suite, Symphony No. 1).

The school musician Ueli Falett, president of the IJG since 2012, passionate violist and director of orchestra weeks, worked closely with Escher on the edition. Escher rounded off the painstaking work of editing on the basis of orchestral parts and the production of performance material using autograph scores with prefaces written by himself.

In addition to smaller pieces, the following works are now available in score and parts: Ballet suite from the dance poem "Psyche" op. 32a, Symphonic sketches "From a diary" op. 35, Dance caprices op. 96, Theme with variations o. op., Three symphonic sketches o. op. They are all located in the Bibliothèque cantonale et universitaire Lausanne (BCU), whereby only the scores can be freely accessed and downloaded: https://patrinum.ch/search?cc=AM-Fonds+Paul+Juon&ln=fr&c=AM-Fonds+Paul+Juon

The votes can be ordered until the end of 2022 via: ufalett@juon.org

Tinner succeeds Rindlisbacher at the SMR

From March 2022, Sandra Tinner will take over the management of the SMR from Nina Rindlisbacher, who will join Sonart - Musikschaffende Schweiz.

Sandra Tinner at the "Night of Light". Photo: zVg

Sandra Tinner was born in La Chaux-de-Fonds and grew up mainly in German-speaking Switzerland. She is a trained Romance philologist and has a doctorate in neurolinguistics on bilingual brains from the University of Zurich. She worked for many years at universities, mainly in the training of future French teachers. Amateur music has accompanied her since childhood.

She discovered a rarely played instrument, the mandolin, by chance. She rehearses weekly with the mandolin or mandola in plucked string orchestras, is a co-founder of the Swiss plucked string orchestra zupf.helvetica and also cultivates her passion for early music with her baroque mandolin. She has been president of the Swiss Plucked Music Association since 2020. Multilingual networking in Switzerland and beyond is very important to her.

Diagrammatics of the chromatic scales

In their digital "Lexicon of Moods", Hans Eugen Frischknecht and Jakob Schmid have graphically depicted over 300 historical moods and made them audible. Daniel Muzzulini has taken a closer look at their method of visualization and discusses further possibilities on this basis.

Diagrammatik der chromatischen Skalen
René Descartes, Compendium Musicae, Amsterdam 1683 Image: Media Archive ZHdK

Therefore, one should have more claviers / so / that one has two d's / which are only one comma apart; but because this also happens in other clavibus / the claviers, especially if the doubled semitonia were also added, would become too many; therefore one must use the temperament [...].  Praetorius 1620, p. 157

 

The visualizations in the digital Lexicon of moods by Hans Eugen Frischknecht and Jakob Schmid make the "major triad suitability" of scales with 12 notes per octave apparent at a glance, and at the same time make it audible. This special presentation will be discussed below using three selected examples and compared with other ways of visualizing musical scales. This is followed by a few rather unsystematic considerations on the further development of interactive applications for tone systems and tunings.

The diagrams in the lexicon are calculated from the cent deviations from the equal-tempered chromatic scale in 12 semitones (12-EDO = Equal Division of the Octave), which is called the equal-tempered (chromatic) scale in this essay. Different tunings can be compared with each other using cents. The cent scale for pitches and intervals is based on the division of the octave into 1200 equal micro-intervals. The semitones of the equal-tempered chromatic scale therefore measure 100 cents, the major thirds 400 cents and the fifths 700 cents. The major triad in the home position and closest position therefore has the cent values [0 | 400 | 700] if the fundamental is given the value 0 - generally [x | x + 400 | x + 700] if x is the cent value of the chord fundamental in relation to the reference tone c (or a). In contrast, the tuned major triad (rounded to the nearest cent) has the values [0 | 386 | 702] and is in the frequency proportion 4 : 5 : 6. Chords of tones with simple fundamental frequency proportions are perceived as largely fluctuation-free and consonant if the tones involved each have a harmonic overtone spectrum. The figures show that the deviations of the equal-tempered values from the pure values are only 2 cent units for the fifth and 14 cent units for the major third. The different effect of the two triads is mainly due to the different sized thirds and the timbre.

How are the diagrams in the lexicon to be understood?

Can the structural principles of a scale be reconstructed from the visualized numerical material? This is not self-evident. As long as the focus is primarily on major triads and their enharmonic equivalents in scales with twelve notes per octave, the representation can be used universally, but at the same time it reduces pitch systems that are conceived in two and higher dimensions to a single dimension.

Leonhard Euler proposed a chromatic scale derived from a two-dimensional pitch network (Euler 1739, pp. 147, 279). Its reproduction in the Lexicon of moods can be seen in Figure 1 above. The keynote symbols, the twelve small red circles, form three sequences of four, each of which lies on slightly inclined parallel straight sections (if the two Cs at the ends of the diagram are mentally placed together):
f-c-g-d / a-e-b-f-sharp / c-sharp-g-sharp-e-flat-b

The characteristic positive slope (2 cents per fifth) of the straight line sections indicates that the fifths in question are pure. The scale is divided into three groups of four tones, each with three pure fifth steps. These are framed in red in the top diagram in Figure 1 for clarity. The vertical positions of the fundamental tone symbols completely determine the interval structure of a scale (this applies to all scales). The major thirds or fifths also completely determine the scale. The third and fifth symbols therefore also form groups of four on slightly inclined straight line segments in Euler. This redundant representation of the information contained in the 12 semitone or fifth steps allows the major triads to emerge as point configurations in the vertical. And thanks to this redundancy, the harmonic construction principles of a scale are revealed.

Fig. 1: In terms of major triadic purity, the universe of 12-tone scales in the lexicon of tunings has the two poles of Leonhard Euler (top) and the equal-tempered scale (middle). Michael Praetorius' almost mean-tone tuning (bottom) is in the middle and reduces Euler's preference for the major-major relationship in favor of quint-related major scales between B flat major and A major with eight almost harmonic major triads.

Euler's scale contains the maximum possible number of six ideal major triads. Because all three tone symbols coincide at F, C, G as well as A, E and B, there is pure intonation [x | x + 386 | x + 702]. Due to its interval structure, it is possible in this scale to make music in the third-related keys of C major and A major with ideal major triads without exception, and the two third-related scales are a perfect major third apart in the frequency ratio 5/4. The other ten "major keys" all have more or less strongly modified triads. In the emphasized B flat major triad, for example, none of the three constituent intervals correspond to the standard of pure tuning, as all three symbols occupy different vertical positions. Triads related to fifths stand directly next to each other in the diagrams. In Euler's scale, the keys of E flat major and A flat/G sharp major stand out most strongly from C major and A major in their interval structure, as none of the triads drawn have the ideal dot shape (the triads of these two scales are framed in purple in the drawing). Focusing on three neighboring chords in each case also shows that G major and B major (highlighted with blue ellipses) have the same interval structure in Euler because the corresponding symbol patterns are congruent. In these two keys, the fifths of the dominant triads are diminished, but their major thirds are pure. The subdominant and tonic have the ideal form.

The scale shown in the middle of Figure 1 is easier to interpret. Here, all twelve triads have the same deviations from pure intonation, and the three lines of symbols run horizontally. This is the equal temperament, the fifth symbols are just under 2 cents below the fundamental symbols (700-702=-2) and the major thirds 14 cents above (400-386=+14). The fifths are therefore only slightly smaller than pure, but the major thirds are noticeably further than their pure-tuned counterparts. Any difference in meaning between the notes b and a sharp cannot be expressed acoustically in this constellation. While enharmonic reinterpretations in equal temperament do not pose an intonation problem, the selection of twelve notes in a purely syntonic (i.e. quint/terce-based) tuning such as Euler's always involves decisions about preferred enharmonic variants. On closer inspection, the somewhat irritating B-flat major triad in Euler's scale turns out to be a sharp-d-f with a diminished fourth a sharp-d and a Pythagorean third d-f, as the representation of Euler's scale in the fifth-octave grid in figure 2 shows. In this representation, pure fifths are arranged horizontally and pure major thirds vertically, so that the ideal major and minor triads correspond to small right-angled triangles, whereas the unusual "B major triad" consists of corner points of the rectangular grid and is constructed quite differently from thirds and fifths.

Fig. 2: Grid representation of the chromatic scale according to Leonhard Euler (left) and Marin Mersenne (right) The ideal major and minor triads of C major and the chord a sharp-d-f or b flat-d-f, which in Mersenne's work consists of a Pythagorean major third and a perfect fifth, are highlighted.

Grid representations were already in use in the 17th and 18th centuries (Muzzulini 2020, 225). They are not directly suitable for tempered tunings. However, they can also be used to represent syntonic scales with more than 12 notes per octave. From the 14th century onwards, various scales with 17 or more notes per octave were proposed. In scales with 17 notes, the five pairs of notes c sharp-d flat, d sharp- flat, f sharp- flat, g sharp-as and a sharp-b are typically realized with two different pitches (cf. the contributions by Martin Kirnbauer, Rudolph Rasch, Denzil Wright and Patrizio Barbieri in the Yearbook of Musicology 2002). Lattice diagrams - including non-rectangular ones - are widely used in the contemporary theoretical literature on tunings, and with additional information can also be used to illustrate mean-tone and other tunings (Lindley, 1987, Yearbook of Musicology, 2002; Lindley, 1993, p. 28).

Unlike in Euler's solution, in Michael Praetorius' scale (fig. 1 below) it is possible to make music in the keys between B flat major and A major with triads that are all closer to the ideal form than their equal-tempered counterparts - at the expense of the remaining four triads. Modulations between major scales that are close to C major and G major in the circle of fifths therefore do not lead to any significant differences in intonation. On the other hand, all fifth steps, with the exception of G sharp flat, are smaller than pure - and noticeably smaller than in the equal-tempered scale, as the fundamental tone symbols form a line descending to the right. The very large diminished sixth g sharp-e flat, which compensates for the other small fifths, is also known as the wolf fifth. The cent scale on the left-hand edge of the picture shows that Praetorius' "wolf" is about a quarter of a semitone larger than the fifth of equal temperament, as the red connecting line between G sharp and E flat rises by around 25 cents.

Fig. 3: Circular diagrams from the 17th century. Left: Diatonic scale with syntonic comma ("schism", 480 : 486 = 80 : 81). The numbers stand for (suitably scaled) string lengths on the monochord. The octave closes at the "Semitonium majus" (288 (576) | 540 (270)) in the ratio 16/15. The rather imprecisely drawn diagram comes from the oldest surviving copy of the now lost original of René Descartes' "Compendium musicæ", which was made for Isaak Beeckman around 1628 (Descartes (1619, fol. 171r). Right: Marin Mersenne's analysis of a chromatic scale in pure tuning (Mersenne 1636, 132).

As in the Lexicon of moods If only octave-periodic scales are considered, their tones are, strictly speaking, octave classes or pitch classes. Circular representations of the tones are also suitable for this purpose. The representation used by Frischknecht and Schmid shows the C major triad at the left and right ends of the diagram. It would also be conceivable to depict it on a cylindrical shell, which would be created by cutting out the diagram and gluing the left edge to the right edge. The chain of fifths then forms a closed line and the proximity of the three major triads in the C major scale becomes apparent. A corresponding transfer of the same information to a circle of fifths "dial", in which the intonation changes are entered in a radial direction, would be a fair, but also unusual representation. In circular arrangements of the chromatic scale, the intervals are often represented as angles. The syntonic comma in the fundamental frequency ratio 81/80 measures just under 22 cents and should correspond to an angle of slightly less than 6° in Descartes' circular diagram in Figure 3 on the left. In contrast to the inconsistent angles in this manuscript, the angles in the Latin first printing correspond quite precisely to the interval sizes, cf. Muzzulini (2015, 197-199), Wardhaugh (2008). Mersenne's circular diagram in figure 3 on the right arranges the twelve notes of the chromatic scale on an almost regular dodecagon. The connections between the notes are labeled with the corresponding frequency ratios. The grid representation in Figure 2 on the right can be derived from this.

Alternative display options

In conventional two-dimensional and interactive screen displays, the asymmetry mentioned above could also be compensated for by making the arrangement of the chords cyclically permutable at the touch of a button. Such permutations would also make it easy to determine whether different scales have the same internal structure by directly comparing diagrams, i.e. whether they emerge from each other through transpositions true to the interval if they were displayed on the same webpage. A scale considered by Isaac Newton, for example, emerges from that of Mersenne through a transposition by a pure fifth, which corresponds to a cyclic permutation by one unit. These relationships can be seen directly in a grid representation. If we imagine Euler's chromatic scale transposed downwards by a pure major third, for example, then all twelve points are moved downwards by one grid unit, so that the new bottom row contains the notes D flat, A flat, E flat and B flat. The geometric arrangement of the twelve dots, which represents the inner structure, has not changed. The transposed form makes C major appear as part of a chromatic scale with four B-flats and a sharp, and it differs from Mersenne's solution (figure 2 right) only in the intonation of a single note. In Mersenne, the B flat major triad is in Pythagorean intonation, its fifth is pure, the major third in the ratio 81/64 results from four pure fifths (minus two octaves).

With little programming effort, key figures such as the total mean square deviation of the concrete triads from the tuned triads could be calculated from the rich numerical material of the lexicon. Scales that are separated by transpositions agree in the deviation mentioned, and the different structure of the scale can be deduced with certainty from the difference in the key figures. This allows duplicates and equivalent scales to be determined semi-automatically. The knowledge and visualization of such relationships would be helpful for orientation in the very extensive numerical and pictorial material. James M. Barbour consistently gives the mean deviation and the standard deviation from the same-level scale in cents for his extensive numerical material on twelve-level scales (Barber 1951). It would be more expedient to evaluate the deviations of the twelve major triads from the pure intonation in an analogous way (cf. Hall 1973), in which case small values mean proximity to the Lexicon of moods standing, ideally tuned triads.

As part of the project funded by the Swiss National Science Foundation Sound Color Space of the Zurich University of the Arts were also interactive audiovisual tools to syntonic (i.e. quint/third-octave-based tunings) with grid, circle and spiral arrangements and tested in the context of a virtual museum published, such as the lexicon of moods with synthetic sounds.

Only in recent years has the visualization of music theory and its history as an independent branch of diagrammatology with references to musical iconology increasingly come to the attention of philosophy, aesthetics and musicology (Krämer 2016, 179-193). This essay attempted to point out parallels between historical diagrams of harmonics and contemporary representations, which are only possible in the context of digitalization and the digital humanities. Diagrams reveal the essence of theories and models, and they have didactic potential that seems to do almost without words. The didactic value of visualization has not always been assessed in the same way throughout history. While didactic visualization seemed to play a subordinate role in the 18th century, the idea of the cyclical permutation of tones and harmonies in pitch structures outlined above has its precursors in dynamic didactic tools of the 16th century. For example, elaborately designed books from this period sometimes contain multi-layered diagrams with rotating parts for teaching elementary musical knowledge (cf. Weiss, S. F., 2019).

Cited and further literature

Barbieri, P. (2002). The evolution of open-chain enharmonic keyboards c1480-1650. In: Yearbook of Musicology (2002), S. 145-184

Barbour, J. M. (1951). Tuning and temperament. A historical survey. Reprint: East Lansing: Michigan State College Press, Da Capo Press: New York 1972

Barkowsky, J. (2007). Mathematical sources of musical acoustics. Wilhelmshaven : Florian Noetzel Verlag

Descartes, R. (1619). Compendium MusicæMs. Middelburg, fol. 171r (c. 1628)

Duffin, R. W. (2007). How Equal Temperament Ruined Harmony (and Why You Should Care). W. W. Norton, New York

Euler, L. (1739). Tentamen novae theoriae musicae. Petersburg 1739 (pp. 147, 279)

Hall, D. (1973). The Objective Measurement of Goodness-of-Fit for Tunings and Temperaments. In: Journal of Music Theory, Vol. 17, No. 2, pp. 274-290. https://doi.org/10.2307/843344

Kirnbauer, M. (2002). "Si possono suonare i Madrigali del Principe" - The viols of G. B. Doni and chromatic-enharmonic music in Rome in the 17th century. In: Yearbook of Musicology (2002), S. 229-250. http://doi.org/10.5169/seals-835143

Krämer, S. (2016). Figuration, Anschaung, Erkenntnis - Grundlinien einer Diagrammatologie. suhrkamp paperback science 2176. 179-193

Lindley, M & Turner-Smith, R. (1993). Mathematical Models of Musical Scales - A New Approach. Publisher for Systematic Musicology, Bonn

Lindley, M. (1987). Mood and temperature. History of music theory Volume 6, Listening, measuring and calculating in the early modern period, S. 109-331

Mersenne, M. (1636). Harmonie Universelle, contenant la Theorie et la Pratique de la Musique, Paris 1636, Traitez des Consonances, des Dissonances, des Genres, des Modes & de la Composition, Livre Second, Des Dissonances, p.132 (ed. by Fr. Lesure, 3 vols., facs. p. 1965-1975)

Muzzulini, D. (2015). The Geometry of Musical Logarithms. Acta Musicologica LXXXVII/2 (2015), 193-216. https://doi.org/10.5281/zenodo.5541789

Muzzulini, D. (2017). Chromatic scales, Syntonic chromatic scales. In: Sound Color Space (2017)

Muzzulini, D. (2020). Isaac Newton's Microtonal Approach to Just Intonation. Empirical Musicology Review, Vol 15, No 3-4 (2020), pp. 223-248. http://dx.doi.org/10.18061/emr.v15i3-4.7647

Praetorius, M. (1619). Syntagma musicum, vol. II, Wolfenbüttel

Rasch, R. (2002). Why were enharmonic keyboards built? - From Nicola Vicentino (1555) to Michael Bulyowsky (1699). In: Yearbook of Musicology (2002), 36-93

Swiss Yearbook for Musicology (2002). Chromatic and enharmonic music, Neue Folge 22, edited by Joseph Williman, Peter Lang, Bern 2003

Sound Color Space - A Virtual MuseumZurich University of the Arts, 2017, https://2017.sound-colour-space.zhdk.ch

Wardhaugh, B. (2008). Musical logarithms in the seventeenth century: Descartes, Mercator, Newton. In: Historia Mathematica, Volume 35, Issue 1, February 2008, 19-36. https://doi.org/10.1016/j.hm.2007.05.002

Weiss, S. F. (2019). Ambrosius Wilfflingseder's Erotemata musices. https://www.thinking3d.ac.uk/MusicalVolvelles/

Wright, D. (2002). The cimbalo chromatico and other Italian string keyboard instruments with divided accidentals. In: Yearbook of Musicology (2002), 105-136

 

Daniel Muzzulini, Research Associate, Institute for Computer Music and Sound Technology, Zurich University of the Arts
Contact: daniel.muzzulini@zhdk.ch, Website: www.muzzulini.ch

Classical music is at home in the city

People who live in a large city make more use of cultural offerings than people in rural areas. This applies to almost all genres, but especially to classical concerts and art exhibitions.

An exceptional case: the Glyndebourn Opera House in the countryside. Photo: Charlie Dave (see below),SMPV

Compared to residents of rural areas, city dwellers go to classical concerts and art exhibitions more than twice as often. These are the findings of a study conducted by Johannes Gutenberg University Mainz (JGU) as part of the "Cultural Education and Cultural Participation in Germany" project.

To this end, a baseline study was conducted in 2018, in which 2592 people aged 15 and over were surveyed in face-to-face interviews. At the same time, official statistics were used to determine the availability of cultural institutions such as opera houses and cinemas in the municipalities. In towns with fewer than 50,000 inhabitants, the chance of finding a theater or orchestra is almost zero.

Overall, cultural visits are quite rare: Only a portion of the population takes advantage of the cultural offerings surveyed at all, meaning that on average a single visit per year is the norm. People go to the cinema most often: the urban population 4.2 times a year, the rural population 2.7 times a year. For classical concerts and operas, the respective average figures are 1.4 for metropolitan areas and 0.6 for less populated regions.

More info: https://kulturpartizipation.uni-mainz.de

Empathetic teacher, creator and observer

This anthology of 15 essays on the life, work, teaching and mediation activities of Sándor Veress opens up new perspectives.

Sándor Veress in 1983 with the Bern String Quartet (from left: Henrik Crafoord, Alexander van Wijnkoop, Walter Grimmer, Christine Ragaz). Photo: Peter Friedli

Sándor Veress was of great importance for Swiss music history. He actually had his sights set on a career in the United States. But when the teaching position in Pittsburgh fell through due to his former membership of the Hungarian Communist Party, Veress ended up in Bern. He remained there from 1949 until the end of his life in 1992, teaching renowned Swiss composers and musicologists as a respected university lecturer. His students included Theo Hirsbrunner, Heinz Holliger, Urs Peter Schneider, Jürg Wyttenbach and Roland Moser.

The anthology Sándor Veress provides lively insights. Roland Moser reports positive things about his teacher, who - probably in a mixture of modesty, pedagogical flair and interest in others - never "mentioned or showed his own works" in class (p. 72). Heinz Holliger's comments and analyses of Veress's works on the Passacaglia concertante for oboe and string orchestra (1961) and the musicologist Bodo Bischoff's reflections on the late work Glass cantilever game for mixed choir and chamber orchestra (1978).

Veress, a pupil of none other than Béla Bartók and Zoltán Kodály, was not an avant-gardist. Although he had words of praise for the sound-surface composition of his former pupil György Ligeti (p. 43), he was skeptical or even hostile towards the serialism of the 1950s. The praise for Ligeti can be found in his wonderful text printed in English New Trends in European Music since World War II. Here Sándor Veress shows himself to be not only an empathetic observer, but also an immensely educated, interdisciplinary thinking art and cultural scholar in his sincere efforts to anchor 20th century music in society. This very readable anthology of 15 essays is therefore not only informative for Veress researchers; it provides all interested parties with a wealth of information far from the beaten track of a 20th century musical ideology of progress.

Image

Sándor Veress, edited by Ulrich Tadday, Musik-Konzepte issue 192/193, 197 p., € 38.00, Edition Text und Kritik, Munich 2021, ISBN 978-3-96707-389-8

 

Free understanding of form

The new edition of Clara Schumann's "Three Romances" reveals her collaboration with Joseph Joachim and Wilhelm Joseph von Wasielewski.

Clara Schumann around 1853. Photographer unknown / wikimedia commons

The Three romances for violin and piano by Clara Schumann, with their melancholy, harmonically rich melodic arcs, cheerful bird calls and lively accompaniment, immediately strike a chord with the listener. Their new edition by the internationally active violinist and teacher Jacqueline Ross has important advantages: In a trilingual introduction, she tells how Clara created the Romances in admiration of Joseph Joachim's playing. Romances were popular with the Schumanns because they paid more attention to subjectivity, spontaneity and emotional expression through a freer understanding of form. Robert always encouraged his wife to compose and even had songs printed by the two of them together.

The autograph of the first Romance, which Clara gave to her friend and violinist Wilhelm Joseph von Wasielewski and which is also printed in this edition, provides evidence of various versions. They had evidently worked on it together. Certain improvements, made on the occasion of joint performances of the Romances with Joseph Joachim, did not make it into the printed first edition published by Breitkopf in 1856. However, they have been incorporated into the original text available here. The exclusively English Critical Commentary describes the differences between the various autographs and manuscripts and the first edition. The Performing Practice Commentary is a worthwhile textbook on 19th-century performance practice and gives performance suggestions for many passages of each Romance. Two violin parts are provided: an Urtext with some fingerings handed down by Joachim and a part arranged by Ross, whose suggestions are stylistically correct.

For me, Clara's Three romances inseparable from Robert's Five pieces in folk styleoriginally for violoncello and piano, published for violin by Ernst Herttrich (Henle, HN 911). In April 1849 Clara wrote in her diary: "These pieces are of such freshness and originality that I was completely enchanted." It can be assumed that the violin version goes back to Schumann; and Joseph Joachim had already performed one of the pieces in 1853. When playing the piece, however, it turns out that the violin - sounding an octave higher - is too separate from the piano, which is unchanged from the cello version; there is a tonal gap.

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Clara Schumann: Three Romances for violin and piano op. 22, edited by Jacqueline Ross, BA 10947, € 19.95, Bärenreiter, Kassel 

We are all self-taught

Rock and jazz history is teeming with pioneering autodidacts. Nowadays, however, rock, pop and jazz schools are also teeming with them. How can systematic teaching and the artistic desire to escape convention be reconciled?

Photo: Warren Wong / unsplash.com

I received so many responses to my survey on Facebook that I couldn't possibly quote them all in the printed article - especially not in the length in which I received them. Of course, I also had a guilty conscience: so much thought and effort must not go unnoticed! So here is a detailed selection of the contributions. A thousand thanks to everyone involved!

Editor's note: The articles are published in alphabetical order of first names. The original sound has been retained. With regard to spelling and punctuation, the editorial standards of the Schweizer Musikzeitung have mostly been applied. Unfortunately, some emojis from these texts cannot be displayed here as images.

Andi Gisler

I agree with my guitar idol James Burton: "Do you know music theory?"
"Yes but not enough so that it would hurt my playing."

The discussion about self-taught vs. studying or reading music vs. "playing by ear" is usually too short-sighted, outside of classical music it is usually or always "mixed forms" - I had classical guitar lessons for a few years, for example, but learned everything else "self-taught" or still do so every day. I can read music, but I've hardly ever needed it in practice.

But much more important is the inspiration and influence from all areas outside of music. In addition to life and personal experience, these include books, films, politics, etc. etc. In England, for example, the existence of art schools was absolutely crucial for the development of pop music. And pop/rock music cannot be considered separately from fashion, politics and society. As far as I know, nobody in Pink Floyd studied music, for example. But the band was formed in an "academic" environment - 2 or 3 members were architecture students. And this naturally had an enormous influence on the music, the presentation, the artwork, etc.

Perhaps jazz is in danger of becoming an ivory tower as a result of academization. But if you look at how many younger "jazzers" are working with electronic music or hip-hop, for example, I don't really see any danger.
I've just started watching the documentary about Keith Jarrett The Art of Improvisation on YouTube. And the first thing he talks about is exactly this: "The mistake is to think that music comes from music". And I think this is 100% true. As a musician, you can't avoid practicing intensively and relentlessly. But engaging with other genres can be extremely inspiring creatively.

Betty Groovelle

Yes, I am also self-taught. But above all it means that you develop your own language for music, you discover everything yourself. Things like dissonance, harmony, form. Fortunately, I have extraordinary analytical skills, an engineering mind. What has always surprised me is that time and time again studied musicians have been unable to answer my searching questions about why something is like this or that. I also don't understand why you have to practise improvisation, you listen to what notes fit and where the music wants to go, then you choose how extreme and how long detours you sing to them. So there are some things where I have a lot of freedom.

Because this wild music on an orchestral scale has always been in my head. In elementary school I always suffered with these horror songs with the same chords like Little Hansdiscovered jazz late in life ... finally something that corresponds more to the music in my head. I am jazz, but I never learned it. Now with the computer and DAW I'm learning step by step that my music can get out of my head and I can hear it.

Bruno Spoerri

I think I went through a fairly typical development up to the age of 30, like almost all my colleagues in Swiss jazz. There was no jazz training whatsoever and jazz was frowned upon - in some conservatories it was forbidden to play jazz. There were a few people who dared to do the balancing act, for example the pianist Robert Suter, pianist of the Darktown Strutters and piano and theory teacher at the Konsi Basel.

I learned the piano as a child, first with the pianist of my mother's trio (she was a violinist and had a trio with whom she played in the café - and occasionally performed as a soloist in the symphony orchestra), then with the top guru of Basel piano teachers, who completely put me off playing the piano. At least I learned to read music to some extent. Then friends started playing jazz and I wanted to join in. The only vacant position in the band was that of guitarist, and I asked a guitar teacher what was the quickest way to learn. He recommended the Hawaiian guitar, and I did that for a while until I realized that it was probably the wrong instrument.

The teacher still had an old saxophone and he sold it to me. I then went to a boarding school in Davos for two years, and there the saxophonist of a dance orchestra, Pitt Linder, gave me my first real sax lessons, and he let me play a few swing pieces until I understood how to phrase in swing style. We also had a trio at school with whom I practiced a lot. Back in Basel (1949), I listened to AFN on the radio every night, Charlie Parker, George Shearing etc.

My first gigs were in dance classes, jams at the Atlantis with the pianists there (Elsie Bianchi, Gruntz, Joe Turner), then the first jazz festivals. The pianist Don Gais lent me his book and I copied out about 100 pieces by hand. In Basel there were old style bands (Darktown Strutters, Peter Fürst) and the modernists around George Gruntz. I played everywhere, graduated in 1954 and began to study psychology. Then came my first prizes at festivals, my own bands (big band), then the Metronome Quintet in Zurich while continuing my studies. And I started arranging, composing etc. - the clear idea was to work as a psychologist and make as much music as possible on the side. Then I had two years of lessons with Robert Suter, and he taught me harmony and counterpoint.

Then I got married in 1960, continued to live the double life and started playing in Africana. Then, by chance, I got a small film music job for Expo 64, which brought me into contact with an advertising agency, I had a few more jobs - and at the end of 64 I was suddenly asked if I wanted to join a new commercial film company as an in-house composer and sound engineer. I took the leap, even though I had no previous training, and then learned how to do it in practice. And then I came into contact with electronic music and with so-called beat musicians (The Savages), it was all learning by doing - with every new job I had to learn something - then also technically - partly because I had problems with the recording studios at the time, I opened my own studio until I fell flat on my face with my own productions (Hardy Hepp, Steff Signer, etc.) etc. etc. etc.

I mean, all my colleagues had similar prerequisites: Lessons from piano teachers, or even in a brass band - classically oriented, then learning on their own, especially together with friends, playing a lot and trying everything out. Gruntz was practically the only one who went from being a car salesman to a professional - Ambrosetti and Kennel ran companies. Many were also students - but many of them gave up playing after graduation. I did a survey in 1958 (that was my thesis as a psychologist).

One more thought on the history of jazz: early on, there was the myth of the self-taught genius - the original Dixieland band advertised this even though all the musicians there had effectively had music lessons - they presented themselves as natural geniuses, which was good advertising. Blues musicians, however, were often untrained - but they also learned mainly through contact with older musicians. And in rock it also became a trademark that they had learned everything themselves - which is usually not exactly true. In any case, there are a lot of idealized CVs on the subject ...

Bujar Berisha

It's similar to being a foreigner. You live the same life, eat the same food and do roughly the same things, only the language is different. That excludes or arouses curiosity. And like everything, everything has advantages and disadvantages. The advantage is that you have your own handwriting right from the start, which others have to/want to develop later. On the other hand, autodidacts don't even recognize their own handwriting at the beginning, but see it as a shortcoming ... For example, some immediately hear that the violin is poorly bowed, even though they can't locate a note in a scale. Trained violinists may need years to hear how the bow makes the strings vibrate.

Christoph Gallio (DAY & TAXI)

I bought myself a saxophone at the age of 19 and spent 2 years self-taught (free improv and free jazz in bands) ... then learned to read music in 2 years (Basel music school with Ivan Rot) and then a year at Konsi Basel (also with Iwan Roth). And when I was 29 years old, 2 afternoons of 'lessons' with Steve Lacy in Paris. That was it for instrumental lessons. As a composer, I am totally self-taught.

In Basel, I was in a shared flat with Philippe Racine (flute - now a professor at the ZHdK, mostly composes as he can no longer play due to dystonia). He was at the Konsi before me. Super talented and, in a duo with Ernesto Molinari, was passed around and celebrated as an interpreter of new music. That's all well and good. But as a free jazz musician you were ridiculed and not taken seriously - that was an unspoken basic mood. A fellow student (also a saxophonist!) at the Konsi called me a soul salesman back then.

I was involved in the freescene (in Basel and Zurich) ... then very quickly sympathized with the jazz scene (which in turn was not appreciated in the freescene - you quickly became a traitor back then. It was all complicated!) The free scene also wanted to be part of the new music scene and wanted to be taken just as seriously as the graduated new musicians. There was still E and U music. And for a long time "we" were declassified as U-musicians (there were few inside - except for Irene). Why? Because we didn't go through the consi mills. In short: if you were at the Konsi, you could play. You knew how music worked.

We free jazzers etc. (we saw ourselves as e-people and were all self-taught - you can't study at a university) ... of course we also went to the same venues and funding pots. These had to be defended. There was the MKS (Musikerkooperative - today Sonart) and they were keen to gain acceptance for free improvisers. So that we could get our hands on the pots (which were never full either!). But these pots were fiercely defended and it took decades for that to change a little. And when money is involved, it quickly becomes about power. Who gets it, who distributes it. Who is a friend, who is not.

DAY & TAXI: Drummer Gerry Hemingway (67) is totally self-taught, as am I (65) for the most part, and bassist Silvan Jeger (37) of course has a master's degree in bass playing. There are actually no more self-taught musicians today. You can't teach at a music school these days without a diploma. Silvan once had his own band, which I thought was great ... it wasn't fully developed yet, but it was on its way. Unfortunately, he couldn't sell it very well and the members were passive (very normal - didn't help with finding gigs etc.), which disappointed him and after a year he gave up the band. Unfortunately, zero stamina. Or the motivation was too low ... it was too slow for him ... I don't know...

Anecdote: We had our last gig in Baden recorded. The technician is a master jazz drummer and about 25 years young. After the gig - which he liked - he asked me about my training. You know the answer. And I told him that Gerry (famous and former lecturer at the Lucerne Jazz Academy) was actually totally self-taught. Then he said: OK, I get it now. There's something that I'm hearing for the first time or that unsettles me. It irritates me. And he spoke of an energy. I think he sensed the commitment, the inner fire or something - well, that sounds very esoteric now ...;-) ... In any case, I was delighted by this episode. To realize that a young musician was aware of something that unsettled him and motivated him to think. I think he was thinking about music, what it can do, what it should do - or quite simply about how ...

Daniel Gfeller

Music is the disease that you try to cure with music. "Was he an animal, since music seized him so?" (F. Kafka/The transformation). One is condemned to lifelong "self-realization" - with or without formal education. Even deconstruction qua punk rock has failed ... hopeless. We pride ourselves on finding our own soul sound until a teacher, or love (un)fortune or life trims the tender shoots ... Music is also "marking territory" - where I sound, I am. Formal training takes away the burden of having to be the absolute authority all the time (I think).

Daniel Schnyder

Everyone has to learn for themselves, no one can learn anything for anyone else, so by definition every creative mind is a lifelong autodidact.

Dieter Ammann and Bo Wiget (Dialog)

DA: One of the advantages of being self-taught is that you can judge music according to the motto: I like this ... I don't like that. However, this is also a disadvantage at the same time, because you are denied the ability to make in-depth judgments.

BW: As I understand it, being self-taught doesn't actually mean that you don't know anything.

DA: As someone who was completely self-taught in parts (trumpet, electric bass), I would never say something like that.

Emanuela Hutter, Hillbilly Moon Explosion

I have been learning to play the piano since elementary school. I took classical singing lessons in Zurich and New York. I learned to play the guitar on my own.

I have had various different experiences with this. When I was still singing classically, I always had to switch up my singing. Oliver from the Hillbillies almost went up the wall when my voice got too stuck in classical music because of performances with the classical ensemble. The focus there is always on resonance. And they work intensively on the sound of the vowels. Groove and intelligibility sometimes take a back seat. The advantage: I can perform with the Hillbillies every evening for three weeks in a row without getting hoarse and still sing out into a room without a mic and generate a lot of resonance, which always amazes the audience.

At some point I heard and observed that my favorite female singers from blues and jazz use consonants to shape their sound. I do the same now, which is part of what makes the Hillbillies such an extraordinary mix: my classically trained voice and the sound of the instruments.

As far as the piano is concerned, I always notice that my way of writing songs on the piano is still influenced and limited by the pieces by Chopin, Grieg and Bartok that I had in my head a long time ago. Hence the old-fashioned movie music ambience of those songs. See or listen here:
https://www.youtube.com/watch?v=nF75w7yTY8c

I taught myself how to play the guitar. To write songs. And occasionally I had guitarists show me techniques, such as finger-picking. However, I never took regular lessons. I'm limited and play a rustic rhythm guitar, although I'm pleased that my woody style is now also appreciated and used in the studio. Sometimes even preferred, even though I work with guitar cracks like Joel Patterson or Duncan James.

Both the serious learning of an instrument and self-taught learning have advantages and disadvantages.

Ernst Eggenberger

I am a songwriter you can find me on Youtube. I played concerts and made records with a jazz rock band Andromeda in the 80s. For the last 7 years I've been lucky enough to record concerts and CDs with Felix Rüedi on bass. He went to jazz school and is an accomplished fret and fretless bass player. For the CD recordings, he wrote out the charts for the studio musicians using my template. He always said it was lucky that I wasn't trained, because otherwise I wouldn't be able to write such free songs, I don't know any rules, so I don't have to stick to them. He always said that there was always a trap somewhere in my songs where he had to be careful.

I once had a TV appearance with the Oberalp band, they have two clarinettists, one did the consi, the other can't read music, and they've been playing together for over 30 years. There are always pros and cons to everything.

Ernst Hofacker

As an old forest and meadow rock'n'roll guitarist, I say: as a self-taught musician, I have always kept the necessary impartiality towards the music and the instrument. But a few lessons, copying here and there and the will to play the fourth chord never hurt! (Editor's note: three guitar emojis and 🙂 )

Hotcha Means Hotcha

In the 60s we were all self-taught, we copied where we could, legends tell of guitarists who deliberately played with their backs to the audience so that you couldn't see what they were doing, sometimes we were also taught something by guitarist friends, I have The Last Time from Jessi Brustolin's father, including Gloria and the barré chords ... which also explains why beat then became krautrock and later progrock, the former unmistakably astonished again and again by the ingenious pentatonic that could be noodled up and down, the latter unmistakably with an eccentric ambition on the way to eye level with the classics.

Back in 1967 our bass player from a good family said to me, "Bach is only for intelligent people", it was clear what he was trying to say ... but that was the seed. After that, in order to be able to play sax, I had to know and understand harmonies, so I'm happy today when I see YouTube videos for soundbytes sliders with a fetish for vintage electronics, where they are explained II-V-I

Jessi Brustolin

My father gave me House of the Rising Sun After that, the book by Peter Bursch was the order of the day; instead of notes, numbers explained fingerings. Then actually a few years of jazz lessons, whereby the poor teacher despaired of me, I always wanted to play punk and metal songs instead of Robben Ford. That's still the case today :-))

John C Wheeler (Hayseed Dixie)

Guitar yes. Piano no. I was classically trained, but that comes with advantages and disadvantages - mainly that means good for the technique, bad for the groove.

John C Wheeler and Stephen Yerkey (dialog)

SY: I'm self-educated... I want to write a memoir on what it's like to play music for fifty-five years with your head up your ass.

JCW: In 3 years, I'll be able to help you write it.

Jonathan Winkler

I had a few lessons but in the end I learned most of it by listening and playing - I'm limited accordingly ... I sometimes regret never having learned how to play the guitar properly.

Käthi Gohl Moser

Even after almost 50 years of teaching and establishing the music education master's degree programs in BS: There is no learning that does not happen exclusively in/by the learners themselves. Among other things, we are gardeners, so we can provide better (and unfortunately also worse) conditions, we are mirrors for promoting self-awareness, but above all we can infect and set music/fire, but it is the students themselves who burn ... Conclusion: training is never the only prerequisite for fantastic music. (Star emoji)

Kno Pilot

I'm largely self-taught and I think that's an advantage with indie songwriting stuff (which is what I do). Last week we were playing a new song (me bass and vocals) and I heard an "interesting" note in my head that I wanted to incorporate into the bass line. When I found it on the fretboard I realized it was the octave of the root :-)) . Trained musicians would never call it an interesting note and might not even play it because it's too simple

Lukas Schweizer

I had many years of classical guitar lessons, strictly according to sheet music. When I started playing my own music, I first had to learn to free myself from the "rigid" notes. And I only really understood the guitar system when I started playing more freely. Before that, I was far too attached to sheet music. I also sang in choirs (mainly classical choral music) for a long time. For my own music, I had to rediscover my voice, find out what was possible with it and what I liked. This also involved a freer approach to the voice as an instrument. However, the well-founded basic musical training that I enjoyed is also important to me and forms the basis for many things. For example, I'm currently teaching myself to play the piano and my knowledge of music theory is already helping.

Marc Unternährer

I studied classical music, improvised and played jazz (in the broadest sense) during my studies and it took me years after my training to free myself from certain things and to let go of ideas about how I should and may sound. In jazz, I learned more and more by often being overwhelmed, I am self-taught. I wouldn't want to miss my studies, but today I no longer play strictly classical music.

Martin Söhnlein and Dieter Ammann (Dialog)

MS: With professionals you have twelve tones - with amateurs all of them.
DA: That's not quite right - microtonality contains many more tones ...;))
MS: You're right, of course.
DA: And then in contemporary music (which has been called "new music" in terms of genre for over a hundred years, since the collapse of "tonality") there is also the whole range of noise ... Artistic expression per se knows almost no boundaries.
MS: Totally agree. The journey - although the destination - doesn't even play such a big role.

Matthias Penzel

My experience is no different to walking on your hands: If you teach yourself something, it takes longer, e.g. training your ear - and it seems to me that it's always much more deeply engrained in your marrow and bones. Because then you play something as ludicrous as a 4/4 time signature, for example, as if you had just invented it. That's difficult to teach and also difficult to convey to others. If you watch AC/DC (not my taste, but an objective observation) in the concert hall and see how people are tapping along right up to the very last row, then you can assume that nobody knows why, but if you talk to drummers about it, you will immediately come across a lot of drummers who can explain it in detail. The how is not so easy to teach ... or conventionally unusual; perhaps there are more 'spiritual' didactics. But hardly at the conservatory, I suppose.

THEN the qualities of a musician in pop are by no means just the craft. The Edge can't or couldn't play chords, Eddie van Halen couldn't sing melodies, Ozzy could never sing, ditto Anthony Kiedis and actually most hard rock singers, so they had to ... like Pete Towshend with his ugly big nose: compensate. And that's basically the story of rock.

Compensate with compositions that work differently, or with crazy playing (something completely different, thousands of readers of tablatures get into it every month ... they even create things, e.g. Van Halen's Beat-It-Solo, he never played it like that himself, but Quincey Jones glued it together from several recordings ...). So, these are very different qualities that ultimately make musicians/bands into something that stays in people's heads for a long time.

In this context, I think you should actually talk to the musicians from Celtic Frost. In terms of long-term effects, it's pretty fuckin phenomenal.

 

Matthias Wilde

I am self-taught, and this is somehow liberating, but can also be an obstacle. Good theoretical knowledge certainly makes it easier to learn other instruments and new styles. As a self-taught musician, there is a danger of going round in circles. Of course, this is also possible with well-trained musicians and also depends on the person, but with theoretical knowledge you can think your way into new situations more quickly, I think. Oh, what do I know! Everything has its justification as long as there is fulfillment!

Micha Jung

My playing styles are linked to the people I learned them from: various flamenco styles from maestro Ricardo Salinas, American folk picking from Martin Diem (Schmetterbänd), various fingerpickings (Leonard Cohen), E-Git (Schöre Müller), Rhythm. Guitar (Tucker Zimmermann, Joel Zoss) etc.

Michael Bucher

I learned guitar self-taught before I went to university, I did go to a teacher here and there, but never regularly and I probably had 5 lessons before I went to university. I was probably an anti-school child and still have trouble understanding today that what you want to be able to do should be taught in a school. I am also a multi-instrumentalist, I often mix my own recordings, I also make the recordings, my environment is large and willing to give tips when I have questions, the internet is full of knowledge, that's how I learned most of my skills. Of course, there's no diploma for that, right 😉

Nevertheless, I still teach at the ZHDK from time to time, and I always have students who want to come to my lessons. I think that's great, the interaction with the "kids". The universe is full of apples, you just have to pick them.

Nick Werren

I am also completely self-taught. This can occasionally trigger complexes when working or being together with jazz-trained friends or fellow musicians, which is why I don't like to call myself a musician in the scene, even though I've spent half my life making music.

Over the last few years, I've tried to catch up as much as possible with my children's music lessons and homework. I now know which line the C is on, but somehow that hasn't helped me much.

Nikko Weidemann (e.g. Moka Efti Orchestra in the series "Babylon Berlin")

I learned the most from my students when I was a lecturer for 10 years. Without ever having studied. Before that, for 4 decades I always went with a divining rod to wherever I suspected a creative vein of gold. I believe that having to reinvent yourself is the most important source. Putting yourself in a position that you can't easily get out of demands the best from you.

The problem and the infirmity of jazz is its schooling, its academization. Giant steps as a one-way street from which there is no escape. Of course there is traditional knowledge, Keith Richards also has a lot of it, but he evades analysis. In his great book, he says exactly how his open tunings are, he uncovers the "code" and makes it public. Anyone can have it and yet no one has Keef or, for that matter, himself, until he or she is prepared to pay the price.

Richard Koechli

This probably also has to do with the type of learner (I tend to be more self-taught). To describe theory, for example, as fundamentally "hurting" for authentic music doesn't do justice to the whole thing. I've managed to get just as much theory as I needed (quite urgently) for my work - feeling, passion, a fine ear etc. were not enough for me to be able to realize my potential. Theory is a relatively small, but very valuable part for me to be able to orient myself in music, to be able to reproduce and communicate things, to ground myself. Of course, it has to be able to step back at the right moment, especially on stage. I'm schizophrenic enough and, especially with slide guitar, I can sneak from note to note without a clue, just with my ear, curiosity and heart - but I can work all the more refined (and reduced), especially when arranging and developing, if I know exactly what theoretical function each note has.

I think the problem is that people seem to want to play opposing things off against each other - the self-taught and the academic, for example. In reality, there are millions of mixed forms. No one in the world is exclusively self-taught or academic. Everyone acquires the necessary tools to be able to work in their own way. And everyone can learn from everyone anyway, for the rest of their lives ...;-)

On an emotional level, I can definitely say that at the beginning of my career as a professional musician, I was very afraid of not being able to hold my own and be sufficient - and that there were moments when I wished with the greatest longing for some kind of training or diploma that could have conjured this fear away, a label "now you can be a professional musician or even an 'artist'", so to speak. At the same time, I knew that my place was elsewhere, that I would have been overwhelmed at a professional jazz school, for example - and so, for better or worse, I had to learn to overcome this fear on my own. I succeeded, but again, to be honest, not through my own efforts - but that ... is another topic in a moment 🙂

Roland Zoss

For creative spontaneous musicians, sheet music is a hindrance. I hardly know any musicians from the rock-folk-songwriter-flamenco genre who write down sheet music. Personally, after vocal training, I had to learn to use my voice intuitively and atmospherically again. Instead of just paying attention to the sound. But what I have retained is the ability to sing PURELY and without pressure on the voice. Along the way, I developed an absolute ear for music ... thanks to heigisch - Universum ...

Saadet Türköz

I am certainly one of the self-taught musicians as an improviser and vocal artist. Today I see this path - in which I read without sheet music, without musical (education) - as a joy. I see the advantage in this, because you listen inwards, which gives you your own artistic expressiveness and color. The only disadvantage I find is when I get requests that have to do with written compositions. I then find it a shame that I have to turn it down, especially if I think it's an interesting project.

Simon Hari alias King Pepe

- In the meantime, I am a happy autodidact.
- However, I only found this out after working with many professionals. They told me about their laborious de-learning processes.
- But it took far too long for me to get to know these professionals (and by that I mean trained musicians). And that in turn has to do with the fact that I'm self-taught. I always thought: "Oh dear, I'm a dilettante, I can't ask really good musicians to work with me. I can't do anything!
- I am very glad that I plucked up the courage and did just that. And that's when I realized what a nice addition: it's not just that they can do some things that I can't (of course). It's also the other way around: I can do some things that they can't and appreciate. (performing * thinking not only musically, but also conceptually: wanting to tell the whole story * arranging unconventionally ... to name a few)
- Of course, learning on the go didn't hurt. What I like about it is that I have acquired music theory super-selectively. I still don't know much about a lot of it, but in some areas I've naively got stuck into it and developed my own language.
- Any trained musician could certainly do that too, but perhaps the hurdle is higher when it's "school material". I then picked up a music theory book and for me it was like a magic book oooh, now I'm delving into the most secret secrets of music, what a stunning feeling.

Tom Best

I am a self-taught drummer. Because of this, and because I've been playing the instrument for a long time but never consistently, I find it difficult to compare myself within the drumming scene. I also lack a certain systematic approach to my learning history. Instead, I just learn and practise what fascinates me. And in this respect, I don't have to fulfill the requirements of any genre - at most, of course, the rock'n'roll band I play in. So on the one hand, I'm inhibited from comparing myself with the "pros". On the other hand, I enjoy a certain fool's freedom in my permanent amateur status ...

Tot Taylor

I am totally self-educated - gtr, bass, piano, harpsichord, etc, synth, drums, cello, trumpet, French horn. Don't read music. The 'Ups' outweigh the 'Downs'. But there are 'downs'. Prejudice mainly. It has simply meant I can make a varied album or recording all by myself whenever/wherever I like. But I love playing with other people, so usually make a BIG decision about each album before I begin. The current FRISBEE was mainly with Shawn Lee, Drums, Paul Cuddeford, guitar, Robbie Nelson and Joe Dworniak on engineering and mixing. Recorded at RAK London and at Riverfish Studios, Cornwall. In pre-production now for the new one, that will be exactly the same set-up.

Urs C. Eigenmann

I don't have a single diploma. I've been playing and composing music for what feels like 100 years, was a piano teacher - Gabriela Krapf, for example, graduated with Best Musik-Matura from the Kanti Trogen - and was a music and theater teacher and school band leader at the Flawil upper school. I have recorded many all-round albums and still live happily and actively as a musician and, more recently, as an organizer again.

 

Ursus Lorenzo Bachthaler

The pragmatic answer to this is that few jazz musicians have the enormous talent required to be self-taught in today's increasingly academicized jazz world. I think that today 99 out of 100 professional jazz musicians have a diploma, also with the ulterior motive that you need such a certificate in Switzerland if you want to teach at a music school/grammar school/university later on. And only very few make a living from the concerts. The music that emerges from this academization is definitely different from the music that almost all my professional jazz musician friends always fall back on when they run out of inspiration 😉 We live in different times that produce different spirits & different music. What I personally find very unfortunate, however, is the gradual disappearance of venues that provide social hubs in the form of late-night jam sessions and would offer talented musicians the chance to acquire or improve their musical skills even without an academic education.

 

800 works of choral music

Repertoire works for vocal ensembles without or with very limited instrumental accompaniment from 450 years are collected here.

Photo: skopal/depositphotos.com

Church musician and editor Bernd Stegmann has undertaken a commendable undertaking: An overview of European choral literature, beginning at the end of the 16th century up to the present day. The comprehensive compendium from Bärenreiter-Verlag, a reliable supplier of choral literature of all kinds for decades, is aimed at choir conductors and interested singers alike. Arranged alphabetically, the 800 works of a cappella choral music are accompanied by notes on the history of their composition, performance practice and aesthetic aspects, making practical repertoire work easier. A categorization into levels of difficulty from 1 to 5 (geared towards a choir of "medium ability") can serve as a guide if a work has not yet been rehearsed. The catchy introduction allows the user to travel through European music history and participate in the developments of composition, interpretation and cultural practice of communal vocal music.

The portraits of the works vary in depth; the 22 authors succeed in providing differentiated analyses, descriptions of the works and information on the history of their creation as well as a "ranking" within the wide-ranging musical and cultural-historical treasure trove of "choral music". The comprehensive 718-page handbook also includes indexes on composers, authors, text sources and scoring requirements, a practical categorization for quick orientation; the performance period and publisher are also given for all works.

This successful handbook encourages you to take a closer look at the actual content of your daily work or to consider one or two unknown works for your own ensemble. And it gives choir conductors the motivation to be prepared for better times with programmatic work after the gloomy winter of the pandemic.

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Handbook of choral music. 800 works from six centuries, edited by Bernd Stegmann, XX + 718 p., € 89.99, Bärenreiter/J.B. Metzler, Kassel/Stuttgart 2021, ISBN 978-3-7618-2342-2

A bow to the Baroque

With "Quasi manualiter" for organ, Pier Damiano Peretti subtly builds a bridge from our time to baroque models.

Pier Damiano Peretti 2018, photo: Cantakukuruz / wikimedia commons

With this work, the composer and organist Pier Damiano Peretti, who teaches at the University of Music and Performing Arts in Vienna, makes an interesting contribution to the genre of "new music for historical organs" - an idea that is fortunately inspiring more and more composers and will hopefully also have a growing influence on the concert programs of many organists. Peretti starts from a baroque instrument of the southern German-Austrian type, of which there are also several examples in Switzerland, i.e. a two-manual organ with a short octave in the manual and pedal and an unequal temperament in the style of the 18th century. The registration instructions can also be easily realized on smaller instruments. Although a pedal is necessary, it does not take on any special functions, which is also indicated by the title Quasi manualiter which places the work in the Baroque style between "ecclesiastical publicity and domestic privacy" and alludes to the "interchangeability" of keyboard instruments of all kinds at the time.

An etude-like, monotonous first movement opens the cycle, which is followed by a playful little movement for a four-foot flute entitled "fantastico". A movement that oscillates between sarabande ("quasi broken village organ") and agile corrente forms the centerpiece; a short recitative and a dance-like final movement complete the approximately ten-minute work. In these short pieces, which are quite demanding in terms of playing technique and rhythm, Peretti skillfully creates a link between the tonal language of our time and a musical gesture that, while hinting at its historical models, does not come across as "neo-baroque". Conclusion: an enrichment of the repertoire that can be excellently combined with baroque works.

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Pier Damiano Peretti: Quasi manualiter for organ, D 02 531, € 14.95, Doblinger, Vienna

Mozart on Viennese guitars

Raoul Morat and Christian Fergo play on nine-string instruments and elicit new aspects from the piano sonatas.

Christian Fergo (left) and Raoul Morat with the Viennese guitars. Photo: zVg

The guitar scene is a peculiar one. In the "parallel universe" of music history, there is much by Johann Sebastian Bach, but also many minor masters who certainly played well, but could not always compose well. Raoul Morat from Lucerne and his Danish duo partner Christian Fergo are aware of this problem, and they respond to it in a very clever way with arrangements by the great masters. After Franz Schubert, they have now taken on Wolfgang Amadeus Mozart. They transcribed the four piano sonatas nos. 4, 5, 10 and 11 for their "Viennese guitars" with nine strings each, which were common in the mid-19th century. - And the result is something special.

Mozart comes across very finely. The ornaments sound wonderful and the runs - which rightly frighten many a pianist - are completely effortless. It even seems as if the piano sonatas in the duo have a little more dynamism and vitality than on the solo piano. It simply sounds natural and like a beautifully straightforward musical flow. This is also helped by the fact that the two of them hold back with guitaristic mannerisms. They only rarely use harmonics, only very subtly coloring the sound with their right plucking hand without playing too close to the bridge. In short: it sounds refreshingly "unguitaristic".

Mozart connoisseurs might frown at such an arrangement, the guitarists write in their successful booklet text. But they have good arguments ready. After all, the Steinway is at least as far removed from 18th century keyboard instruments as it is from Viennese guitars. They are right! After listening to this CD, you won't want to hear Mozart on the concert grand any more.

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Wolfgang Amadeus Mozart: Piano Sonatas Arranged for Guitar Duo. Duo Morat-Fergo. Challenge Classics CC 72867

A distant, intimate world

With Ernest Bloch's "Schelomo" and Henri Dutilleux's "Tout un monde lointain", previously unreleased recordings can be heard on this "Hommage à Armin Jordan".

Armin Jordan. Photo: Jacques Sarrat (Erato)

After Ernest Ansermet, the legendary founder of the Orchestre de la Suisse Romande, Armin Jordan (1932-2006) was the second great artistic personality to have a lasting influence on this orchestra in French-speaking Switzerland. Now, fifteen years after his death, a tribute CD is being released with a recording that Jordan was able to make with cellist François Guye, but which was never released.

Jordan may have been born in Lucerne, but the francophone was in his blood. He was a passionate and ardent musician and anything but a despot. Instead, he treated his orchestral musicians as equals, insisting that they all address him as a fatherly friend. And he loved music theater and opera. The Theater Basel, where he was Music Director of the Opera for almost twenty years (until 1989), was his musical home.

Jordan took over the Orchestre de la Suisse Romande from Horst Stein in 1985 and remained loyal to it for twelve years. With numerous tours, for example to Japan, Belgium, Great Britain and South Korea, he consolidated the orchestra's international reputation, which he also documented with many recordings. It was not least the specific sound of the OSR that set it apart from other orchestras and made major labels sit up and take notice. Jordan's recordings were mainly released by Erato. The warm, intimate sound also characterizes the tribute CD, which begins with Ernest Bloch's Schelomo-Rhapsody (1916) and Henri Dutilleux's Tout un monde lointain (1967-70) brings together special works. However, this has now been published by Cascavelle.

You don't have to listen for long to recognize Jordan's dramaturgical power, his vivid art of presentation. Bloch's rhapsody particularly benefits from this, as it tells the drama of the dying Schelomo, who bitterly regrets the ostentatiousness of his rule. The fabulous cellist François Guye is also able to portray Schelomo with an intimately excited cantilena.

Like Ernest Ansermet, Jordan particularly cultivated the Swiss-French school with Arthur Honegger, Othmar Schoeck and Frank Martin; the music of Igor Stravinsky, Maurice Ravel and Claude Debussy was also regularly on the OSR's programs. Dutilleux's Tout un monde lointain for cello and orchestra. The recording is lucid and finely balanced in terms of chamber music. The soloist and orchestra unfold a lyrical dialogue that magically illuminates the modern colors of the work. An homage to Armin Jordan could not be more fitting.

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Hommage à Armin Jordan. Ernest Bloch: Schelomo; Henri Dutilleux: Tout un monde lointain. François Guye, violoncelle, Orchestre de la Suisse Romande, conducted by Armin Jordan. Cascavelle VEL 1620

Space and leisure

On the occasion of their third encounter on record, drummer Gilbert Paeffgen and accordionist Susanna Dill dedicate themselves to musical reduction and prove that less really is often more.

Photo: zVg

When asked about his influences, the German jazz musician Gilbert Paeffgen (born 1958) once explained in an interview: "What appeals to me are people, musicians and drummers with charisma, independence and profile, who have something to say." And Paeffgen, who has lived in Switzerland since the late seventies, has found just such a person in his duo partner Susanna Dill.

After Legendes d'Hiver (2010) and 13 Épisodes lumineux et enjoués (2015), the two have published under the title Between the trains have now released their third collaboration. It has become an invitation to roam freely through one's own memories, thoughts and realities. The basis for this is the ascetic and almost emaciated sound that the two create. This is based solely on Dill's accordion and Paeffgen's dulcimer. The eleven pieces take their time to unfold and to create specific sounds. In return, they offer space and leisure.

The album is characterized by austerity rather than playfulness, yet the mostly solemn compositions are sensitive and sensual throughout. While the title track seems to promise both coming and going, tracks such as the ethereal-sounding Dense scurrying or the pensive Fairy tales from station to station and from style to style. The motifs inspired by musette, tango, Celtic folk and modern classical music bear witness not only to the two musicians' love of improvisation, but also to their lyrical creativity.

With Between the trains Dill and Paeffgen have succeeded in creating a kind of soundtrack, which - similar to Ry Cooder's Paris, Texas - Stories full of longing that are enraptured, tangible and delicate at the same time. The result is an impressive work by two impressive artists who have found a common expression.

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Susanna Dill and Gilbert Paeffgen: Between the Trains. Everest Records er_096

Autodidactics

Recognizing and developing talent requires more or less external support. Personal initiative always plays a central role.

 

Recognizing and developing talent requires more or less external support. Personal initiative always plays a central role.

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

All learning is self-learning
Interview with Natalia Ardila-Mantilla, Professor of Music Education

Enseigner la musique lorsqu'on est autodidacte
Que peut apporter de différent l'enseignant qui a appris par lui-même ?

Learning by doing: Music administration

Auto-apprentissages
Certains compositeurs ont été plus ou moins autodidactes

We are all self-taught
How do systematic teaching and the artistic desire to escape convention go together?
Detailed answers from many musicians

La RMS parle du thème de ce numéro à la radio : Espace 2,
Pavillon Suisse, 22 février, de 20h à 22h30 (à environ 21h50/2:13:30)

... and also

RESONANCE

Vita brevis - or: A blow is a blow
Replica of I love to play slowly in Swiss Music Newspaper 1_2/2022

Ultimately, it's about artistic freedom - What we can learn from the pandemic

Radio Francesco - les rêves / the dreams

Le Montreux Jazz accompagne 20 jeunes talents

Carte blanche for Thomas Meyer

CAMPUS

Chatting about ... Folk music and how to learn it - Fränggi Gehrig and Markus Brülisauer

More competition on the teaching market

Playground for young jazz talents - Youthjazzorchestra.ch

Learning music like your mother tongue

FINAL


Riddle
- Thomas Meyer 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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