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- Creators: Aoki, Miki
- Creators: Norton, Kay
- Resource Type: Text
Description
Oxford’s Grove Dictionary of Music describes art song as “song intended for the concert repertory, as opposed to a traditional or popular song,” but despite this broad
definition, poetry is the primary text source for art song. Poetry is stereotypically
considered more suitable for art song because of its rhythm, meter, and rhyme. However,
poems are not the only sources for art songs.
Many examples of prose are used in song, such as Libby Larsen’s Try Me, Good
King! which sets the last words of the wives of Henry XIII, and Patrice Michaels’ The
Long View: A Portrait of Ruth Bader Ginsburg in Nine Songs, which sets texts from
Justice Ginsburg’s life. Despite the wealth of potentials texts, there are not many songs
set to text from novels. Even setting letters is more common than novel excerpts,
including Stacy Garrop’s My Dearest Ruth and Libby Larsen’s Songs from Letters.
There may be concerns which prevent text from novels being set to song, for
example, the short length of a song may limit its ability to contextualize plot or character
relationships. Composers and performers may also face challenges in approaching
narration or dialogue from multiple characters to be sung by only one voice.
Additionally, prose often contains more filler words and colloquial language. All of these
are challenges which must be faced when adapting and performing text from novels.
Despite these challenges, using text from novels can be a rewarding experience
for musicians and audiences, as they bring to life the drama and emotion of a character.
Some authors, such as Jane Austen, use novels to reflect their characters’ worlds as well
as their own cultures and societies. Paired with art song, an intimate way of sharing
human experiences with audiences, songs with text from novels have the potential to
become profound snapshots of a character or author’s world.
This paper will discuss art songs with prose text excerpted from novels and will
analyze sources of both poetry and prose to determine if there are fundamental textual
differences which prevent the performance of songs with text from novels.
ContributorsMarr, Mackenzie Lyn (Author) / Campbell, Andrew (Thesis advisor) / Aoki, Miki (Committee member) / Aoki Navarro, Fernanda (Committee member) / FitzPatrick, Carole (Committee member) / Arizona State University (Publisher)
Created2024
Description
The work of collaborative pianists can vary widely, requiring a large spectrum of musical and foreign language skills. In addition, many non-musical skills are required of collaborative pianists in order to adapt to various types of work, the roles they assume, and the needs of the people they encounter professionally. Collaborative pianists usually develop good habits for survival on the job, but rarely receive preliminary training in capacities such as facilitation, maintaining objectivity in collaboration, asking good questions, and giving feedback effectively. The emerging field of teaching artistry offers a wealth of information for the development of these non-musical skills in collaborative pianists. The skills necessary for teaching artistry and collaborative piano frequently overlap, which is instructive for collaborative pianists as they prepare for their various musical and leadership roles. This paper explores shared practices between these disciplines, how they can enhance the activities of a collaborative pianist, and also help them develop skills as arts advocates. Advocating techniques for new music and audience engagement are addressed, as well as programming, content development and building teams around projects. The idea of the collaborative pianist becoming a teaching artist is also explored, as the diverse activities and experiences of a collaborative pianist can serve as valuable resources. All of these approaches to non-musical skills focus on building strong processes, leading to creative activities that are process-driven rather than product-driven. This study seeks to enrich activities of collaborative pianists through the application of teaching artist capacities and pave pathways for new, more effective professional collaborations.
ContributorsWitt, Juliana (Author) / Campbell, Andrew (Thesis advisor) / Norton, Kay (Committee member) / Ryan, Russell (Committee member) / Swoboda, Deanna (Committee member) / Arizona State University (Publisher)
Created2020