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Debussy, Syrinx (1913)

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When Claude Debussy composed Syrinx in 1913 it was the first significant work for solo flute composed since C.P.E Bach’s Sonata in A Minor in 1763. The technical improvements added to the flute by Theobald Boehm in the mid-1800s made the piece possible, allowing Debussy to showcase what could be done with the new and improved flute. As a flute player myself, I have played the piece often and enjoyed the flexibility in how it can be interpreted. 




Decorating Time with Prokofiev's First Symphony

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"Ah, music! A magic far beyond all we do here!" 
– J.K. Rowling, Harry Potter and the Sorcerer's Stone
Music can cleanse a melancholy soul and calm a cluttered mind. It can cause you to weep tears of joy, and you won’t even know what is affecting you so deeply. 

None of that is hyperbole. The power of music is mystical — especially classical music.

A listener might know nothing about classical music and still feel an emotional rush when listening to the crescendo at the end of a symphony. However, classical music is more enjoyable when the listener possesses some fundamental knowledge of music and the “story” it is telling. All told, the more someone knows, the better the music will sound.

As an example, listen to the video I’ve embedded below and follow the time indicators. What you will hear can be classified as sonata form, but there’s no reason at this time to get too technical. Simply think of each theme as a “character” in a story and then follow that story’s narrative as if you were reading a book or watching a movie.


Prokofiev, Symphony No. 1, First Movement (1917) conducted by Leo Siberski

0:07– Theme 1: The opening theme begins in the key of D major. Since it is in a major key, it should sound bright and upbeat. (A minor key would probably sound dark and downbeat.)  

1:04– Theme 2:  Think of this theme, composed in A major, as the second character in the story.

1:57– Development: Think of this section as one containing much action. Something is happening. Close your eyes and imagine the movie in your head. You should be able to hear bits and pieces of the first two themes. 

3:08– Theme 1 Returns in C Major: Notice that this theme has emerged from the development in a major key (happy and upbeat). It looks like everything will end on a positive note. (No pun intended.) 

3:43– Theme 2 Returns in D Major: Hearing this theme in D major should make you feel that you are back where you began. All is well. 

4:13– Coda: This section tells us that the piece is over. (The word “coda” is Italian for “tail.”)

Not so bad, eh? Watch this video more than once. Watch it often enough that you become so familiar with the music that you will know what is coming next. Indeed, the more you listen, the better the music will sound. 

It’s been said that we use art to decorate space and music to decorate time. The time spent understanding this short piece should provide you with time that has been well decorated.

© 2015 James L. Smith

The Empathic Civilization

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Several years ago I attended a presentation at Rice University on nanotechnology. During a fascinating discussion about the most recent research on that subject, a Rice professor identified what he thought were the top ten problems facing humanity in the next fifty years.
  1. Energy
  2. Water
  3. Food
  4. Environment
  5. Poverty
  6. Terrorism and War
  7. Disease
  8. Education
  9. Democracy
  10. Population 
He then explained that the solutions to most of those problems could be traced directly or indirectly to energy. He also explained that many of the solutions to the energy problem would come from nanotechnology. Addressing the young people in the audience he said, “Be a scientist and save the world.”

I have spent my professional life in the humanities — music, art, and history are my forte. I don’t know enough about science to comment on what I learned that day about nanotechnology. However, I liked the tone of the presentation. I liked hearing someone encouraging young people to get into science, into any field for that matter, with the goal of trying to make a difference. I see no harm in spreading a little idealism and asking young people to do something to “save the world.”

In any case, I hope the people who promote science never forget the humanities. The humanities, after all, add a little empathy to scientific pursuits. 

And I am not alone in thinking this. The merging of empathy and science has its proponents, as can be seen in the video I have embedded below, a video that features Jeremy Rifkin speaking about the “The Empathic Civilization.” (Rifkin is president of the Foundation on Economic Trends and has written books about the impact of scientific and technological changes on the economy, the workforce, society and the environment.)

According to Rifkin, “[Our brains] are soft-wired to experience another’s plight as if we our experiencing it ourselves.”

That quote from Rifkin describes what teachers in the humanities are trying to achieve every day in the classroom. The challenge of teaching students to appreciate great art, music, or literature may be little more than trying to help them learn to see the world through someone else’s eyes. 

By teaching students to avoid “presentism,” to understand the past by divorcing themselves from the world in which the live, humanities teachers help students get inside the minds of people from 2000 years ago, 200 years ago, or 20 years ago. Students who do this well can learn to understand people today who are different from them — people living on the other side of town or the other side of the world. In other words, the humanities help students, for a time, leave the world in which the live and learn to understand others, promoting Rifkin’s idea of an “empathic civilization.”

"For kids of a certain age, home is everything, the center of the world. But over the rainbow, dimly guessed at, is the wide earth, fascinating and terrifying. There is a deep fundamental fear that events might conspire to transport the child from the safety of home and strand him far away in a strange land. And what would he hope to find there? Why, new friends, to advise and protect him. And Toto, of course, because children have such a strong symbiotic relationship with their pets that they assume they would get lost together. … They're touching on the key lesson of childhood, which is that someday the child will not be a child, that home will no longer exist, that adults will be no help because now the child is an adult and must face the challenges of life alone. But that you can ask friends to help you. And that even the Wizard of Oz is only human, and has problems of his own."
– Roger Ebert, writing about The Wizard of Oz






© 2013 James L. Smith

The Elements of Teaching

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I have not found a better description of what it takes to succeed in the classroom than what I first read almost twenty years ago in The Elements of Teaching  by James M. Banner and Harold C. Cannon.

According to Banner and Cannon, good teaching contains eight essential elements.

1. Learning: A good teacher loves learning. They have mastered the subject, and their love of learning for the sake of learning is infectious.

2. Authority: A good teacher has authority in the classroom, an authority that comes from the knowledge and character of the teacher. If the teacher is not respected, the teacher’s desire to help students learn is pointless.

3. Order: A good teacher has effective classroom management skills. Good classroom management takes many forms: routine procedures, high expectations, reasonable rules of conduct, realistic expectations, equitable rewards and penalties. An orderly classroom is the place where good teaching begins.

4. Ethics: A good teacher is an ethical person who understands the responsibilities of the profession. An ethical teacher is one who puts the needs of the students before anything else. An ethical teacher is one who is sensitive to the beliefs and culture of every student.

5. Imagination: Good teachers are imaginative. They possess the ability to approach their subject in a way that captures the attention of their students and enhances learning. Good teachers find a way to engage students.

6. Compassion: Good teachers care about their students. They care about making the world better.

7. Character: Good teachers are good people. Good teaching stems from the character and personality of the teacher.
  • Good teachers are authentic human beings. They are the author of their own words.
  • Good teachers are consistent.
  • Good teachers are emotionally stable. Students allow little tolerance for moodiness or emotional outbursts from their teacher.
  • Good teachers are willing and able to acknowledge mistakes.
  • Good teachers are able to strike a balance between being a student’s friend and maintaining an icy detachment from students.
8. Pleasure: Good teachers make learning enjoyable. They find joy in being with students and helping students learn. Good teachers bring a sense of playfulness and fun into the classroom.

Teaching is not an easy job to conquer, and I applaud the teachers who go to work every day doing their best to create a better future for our children and our nation.



© 2012 James L. Smith

Aaron Copland and Billy the Kid

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Aaron Copland finished composing his ballet suite about Billy the Kid in 1938. The music portrayed the Kid in a sympathetic light, and I suspect that had Copland composed it a dozen years earlier, he would have used a different musical style and presented an entirely different version of the Kid's story. 

I say this, in part, because Copland had reinvented himself as composer during the decade after he left Paris and returned to America in 1924. After he finished his studies at the Fontainebleau School of Music, he came home determined to create music that was “as recognizably American as Mussorgsky and Stravinsky were Russian.” He then embraced modernist dissonance and tone clusters, composing avant-garde music that seemed intentionally designed to provoke audiences. His music may have sounded “American,” but it was music that would never find a wide — or let’s say, “democratic” — audience.

Not until 1936, when he composed El Salon Mexico, did Copland begin to develop the “populist” style for which he is so well known, a style that often incorporates the simplicity of folk songs.

The change in Copland’s compositional style came partially from the social and political changes stemming from the Great Depression, as well as the rise of fascism in Europe. He wanted to expand his audience and create music that was accessible and inspirational. He wanted to give Americans a sense of ownership and pride in their nation’s heritage. He wanted to help people feel good about being American.

Copland's change in philosophy should lead to an obvious question: If he was so determined to celebrate what was good about America, why did he choose to compose music about an outlaw like Billy the Kid?

To answer that question we must begin by understanding that music and art are a product of the time in which they are produced. Copland's version of Billy the Kid, in many ways, was nothing more than a product of its time. 

When Billy the Kid was shot dead by Pat Garrett in 1881 (over fifty years before Copland's ballet), he was portrayed by the media as a black-hearted villain and cold-hearted killer. The Kid represented anarchy and lawlessness and throughout the late 1800s became a symbol for everything wrong with the American West. After he was killed, one newspaper even referred to him as the “devil’s meat." By the early 1900s, the Kid began to disappear from American media and history books, having become a character from the past who Americans wanted to ignore and forget. 

Then, in 1926, a Chicago journalist named Walter Noble Burns published The Saga of Billy the Kid. Burns had visited New Mexico and heard firsthand accounts of the Kid that changed his view of the boy outlaw. Burns interviewed people who had known the Kid and used those interviews to write a book that was eventually listed as a main selection of the Book of the Month Club. In short, Burns had written a bestseller that resurrected and redefined the Kid in popular culture.

In The Saga of Billy the Kid, Burns portrayed the Kid as a young boy fighting against a powerful and corrupt political machine. According to Burns, the Kid was a noble and charming champion of the oppressed. The Kid may have been a violent young man, but his actions were justified, and he personified a type of individualism that was disappearing in America. All told, Burns created a hero for an America that felt betrayed by the financial corruption of the 1920s and economic depression of the 1930s.

During the 1930s, the Kid was at the height of his popularity as a hero in popular culture. In 1930, MGM made a movie titled Billy the Kid that showed the young outlaw fighting for the powerless and downtrodden, a heroic character at war with villainous bankers and big landowners. Preview audiences for the film reacted so negatively to the Kid’s death at the end of the film that MGM was forced to create a new ending, showing Pat Garrett shooting at the Kid and intentionally missing. The Kid then fled on horseback across the border into Mexico.

As for Aaron Copland’s Billy the Kid, the music did nothing more than conform to the popular image of Billy the Kid that was widespread during the 1930s. Had Copland composed Billy the Kid in 1925 it might have been a dissonant portrayal of a villainous desperado. The version composed in 1938, however, provided a folksy depiction of a young boy who was muy simpático.

Today, Copland’s Billy the Kid can be heard as a timeless piece of music, a composition that represents much more than a milestone in Copland’s evolving compositional style. It is also much more than an artifact of the 1930s. Despite the changes that are sure to come in how music is composed or how Billy the Kid is portrayed in popular culture, Copland’s Billy the Kid will remain an emotional and romantic portrait of an American icon. 


Kevin Noe conducting the Michigan State University Symphony Orchestra

0:04 Part 1— The story begins with Sheriff Pat Garrett leading pioneers westward across the open prairie.

3:38 Part 2— The story shifts to Silver City, NM, a small frontier town where the young wide-eyed and innocent Billy lives with his mother. Toward the end of this section Billy’s mother is killed by a stray bullet during a gunfight (9:44). Billy then kills the man responsible for his mother’s death and goes on the run, living the life of an outlaw.

10:37 Part 3— The scene shifts to several years in the future. Billy is an outlaw living in the desert, playing cards with his companions at night. The solo trumpet (12:41) portrays the Kid as a lonely character.

14:09 Part 4 — Billy finds himself in a gunfight with a posse charged with arresting him. Billy is captured and taken to jail.

16:11 Part 5— People celebrate the capture of Billy the Kid. During the celebration, the Kid kills two guards (18:30) and escapes from jail.

18:45 Part 6— Billy, alone on the prairie, is hunted by Pat Garrett and shot dead.

20:28 Part 7— The opening theme returns with Sheriff Pat Garrett leading pioneers westward across the open prairie.

Support this blog by using the links below to purchase books and recordings from Amazon. The book Catherine's Son is a novel written by the author of this blog and tells the story of Billy the Kid during the years he lived in Silver City, NM.





© 2013 James L. Smith

Teacher Top 5: Strategies for Successful Teaching

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“You need one person to believe in you in your entire life, just one. Often, that one person is a teacher.”

That quote comes from a Spirit magazine headline for a 2011 article about America’s Best Teachers, and I share the quote via T. Nick Ip’s book, Teacher Top 5. Ip spent fifteen years in finance and strategy before becoming an elementary school teacher to “find the poetry in his life.” Ip’s book, which is obviously a labor of love, has certainly found the poetry in those who have dedicated their lives to teaching.

Teacher Top 5 profiles twenty-five nationally recognized teachers and their Top 5 strategies for successful teaching. The book includes chapters on teachers who have been recognized as members of the National Teachers Hall of Fame, National Teachers of the Year, State Teachers of the Year, and numerous other awards. Each chapter in the book profiles individual teachers, exploring their backgrounds, their reasons for becoming a teacher, their desire for changes in the educational system, and, of course, their Top 5 recommendations for successful teaching.

The book should serve as a guiding light for young teachers and experienced teachers looking to revitalize their careers. Public education might also be well-served by placing Ip's book in the hands of administrators and policy makers attempting to standardize and centralize how good teaching should be measured. Standardization and centralization of curriculum are destroying the art of teaching and strangling the creativity and innovation that allows good teaching to thrive. I hope that people making educational policy would recognize this after reading Ip's book.

As the book makes clear, the nation's best teachers went into the profession for reasons of the heart, and they certainly remain in the profession for reasons of the heart. Policy makers might learn from Ip's book how they can avoid cutting the heart out of the art of teaching.

Ip’s book is accompanied by a website at www.teachertop5.com, which contains information about teachers profiled in the book. If you are a teacher, you can also share your Top 5 strategies for successful teaching and possibly be featured on the website.

The website also offers a means of purchasing Teacher Top 5. As one of the twenty-five teachers profiled in the book I can send a percentage of the sales price to an organization of my choice. If you purchase the book through my referral, 10% of the sales price will go to the Arts Program at Canutillo ISD in Canutillo, Texas. For your donation to help promote an arts program in public education, you will need to purchase the book from www.teachertop5.com and enter a referral code — JSTT5NM— in the “Order Notes” section during checkout. (I make no personal profit from sales of the book.)

Teacher Top 5 is also available from Amazon and Barnes and Noble.




Top 5 Suggestions for Teaching

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“The best schools are the ones where administrators create an atmosphere where good teachers can thrive, giving teachers some autonomy and trusting them as professionals to do what’s best for students.”

And that is how I am quoted in the book Teacher Top 5 by Nick Ip. The book profiles teachers from across the nation and includes their Top 5 suggestions for successful teaching. Nick Ip honored me as one of the 25 teachers chosen for the book. (Imagine that!)

In a nutshell, here’s my Top 5 suggestions:
1. Never Enter a Classroom Unprepared.
2. Find a Way to Motivate and Inspire Students.
3. Never Quit Learning and Growing as a Teacher.
4. Bring a Sense of Playfulness into the Classroom.
5. Have Faith in Youth.

The book includes longer explanations of how I describe those Top 5, as well as some information about my career and what inspired me to become a teacher.

In short, I believe that it sometimes matters little to students what subject their we are teaching or how that subject is being taught. However, it will always matter why we are teaching. Students have a sixth sense for whether their teacher cares about them and whether their teacher is dedicated to the profession. Above all, it will matter to students who their teacher is as a person. Students will work hard for a teacher they respect, and they will always remember their best teachers as the one who never gave up on them.


More information about the book Teacher Top 5 is available at www.teachertop5.com, and the book is available in paperback from Amazon and Barnes and Noble.

The Composer Who Killed Himself Conducting

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Jean-Baptiste Lully (1632-1687) is credited with founding French opera and developing the French Baroque style in music. His service in the court of Louis XIV made him the most famous musician and composer of his time, and his work as a musician was much appreciated by the king who turned a blind eye to his homosexuality and protected him from the Catholic church. 

In music history, however, Lully is too often best known for how he died. Poor Jean-Baptiste was conducting his own composition, Te Deum, and while keeping time by pounding the floor with a wooden staff he hit his own toe. After gangrene set in, he refused to have his toe amputated and died on March 22. Weird, but true.


Lully, Te Deum (William Christie conducting Les Arts Florissants)


Beethoven, Symphony No. 3 in E-flat major, First Movement (1804)

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With the two E-flat major chords that begin this symphony Beethoven started a revolution in music. This first movement alone was almost as long as entire symphonies of the time, the traditional third movement minuet became a scherzo, and, unlike previous symphonies, this symphony follows a dramatic narrative through all four movements. In my music history classes I normally place this symphony in the “Classical” category but could easily tag it as “Romantic.”


Gustavo Dudamel conducting the Simon Bolivar Symphony Orchestra

Maurice Ravel and the Destruction of the Waltz

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World War I represents a breakdown in civilization that might lead some to think of the national leaders who caused it as “marching morons.”

In August 1914 the nations of Europe stumbled into a four-year conflict that killed over 16 million people. In one battle alone, the Battle of the Somme, over one million soldiers died, and the combatants of that battle might have been hard-pressed to explain what they were trying to achieve.

World War I can be seen as even more disastrous considering the decades of relative peace and prosperity that preceded it. (I stress the word “relative.”) For Europe, the late nineteenth century was a time of tranquility and economic growth that fostered much scientific and artistic innovation (think Darwin and Monet). Then came  World War I, the war that achieved little beyond causing a second world war and the deaths of another 60 million people. They called World War I the “war to end war.” Marching morons, indeed.

Countless works of art, including many films and literary works, have attempted to describe the insanity and destructiveness of World War I. A piece of orchestral music that many put into that category is Maurice Ravel’s La Valse, a piece composed in 1919 that some hear as a tone poem depicting European civilization descending into barbarism. Ravel denied this interpretation and stated, "This dance may seem tragic, like any other emotion pushed to the extreme. But one should only see in it what the music expresses: an ascending progression of sonority, to which the stage comes along to add light and movement."

Ravel completed La Valse shortly after World War I, and it's easy to see how some might have heard the brutality of the war in Ravel's "ascending progression of sonority." In composing music that clearly portrays the decay and destruction of the Viennese waltz, Ravel created what many can't help but hear as a metaphor for what happened in Europe from 1850 to 1918.

Follow the time indicators listed below and listen to how the elegant Viennese waltz heard at the beginning of La Valse moves through several episodes before deteriorating into confusion and despair. Even though Ravel said he did not intend to describe what had happened to Europe during World War I, it's easy to hear how some people might have heard it that way. (After listening to the orchestral version, don't forget to listen to the encore embedded at the end — a terrific version of La Valse for solo piano by Steven Osborne.)


Myung-Whun Chung conducting the Orchestre Philharmonique de Radio France

0:00 – The Mist
The music begins with a rumbling in the basses as an elegant Viennese waltz slowly emerges from the fog.

2:05 – Viennese Waltz
The waltz, played in its purest form, is introduced by the violins and eventually taken over by the full orchestra. The waltz then evolves through several episodes of its development, from graceful, sweet, and gentle to joyful and grandiose

2:49 – Episode 1
4:01 – Episode 2
4:32 – Episode 3
5:02 – Episode 4
5:52 – Episode 5
7:33 – Episode 6

8:03 – The Mist
We return to the fog from the beginning (a rebirth of the waltz) that takes us toward …

8:20 – Confusion, Part 1
A variety of instruments playing fragments of the Viennese waltz. Each fragment is played with unexpected modulations and instrumentation.

9:50 – Confusion, Part 2
The waltz begins to whirl out of control.

10:09 – Despair, Part 1
The waltz turns gloomy and gradually builds toward …

11:09 – Despair, Part 2

12:15 – Coda
The waltz dies as the music changes from three beats per measure (waltz time) to two beats per measure (march time).

As an encore, here's a version of La Valse for solo piano.

Steven Osborne, piano


© 2011 James L. Smith

Ubiquitous American Music

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As a supplement to my presentation to U.S. history teachers on classical music, I have embedded three pieces of music by American composers that are ubiquitous in concert halls around the world. For those not attending my presentations, I simply ask that you take time to enjoy the music. By any measure, these are three masterworks.

George Gershwin, Rhapsody in Blue (1924)

Maxim Eshkenazy conducting the Symphony Orchestra of the Bulgarian National Radio
Andrew Armstrong (piano) 

Samuel Barber, Adagio for Strings (1938)

Leonard Slatkin conducting the Detroit Symphony Orchestra

Aaron Copland, Appalachian Spring (1944)

Seikyo Kim conducting Symfonieorkest Vlaanderen

As a bonus, here’s a piece not heard often in concert halls but discussed at length in my presentation. In brief, it’s a piece that celebrates the democratic ideal — the uniqueness of the individual, as well as the responsibility of the individual to contribute to the community. (Keep in mind that Carter composed music designed to challenge the intellect rather than evoke emotion.)

Elliot Carter, Double Concerto for Harpsichord and Piano (1961)


David McCullough's Five Lessons from History Every High School Student Should Learn

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What American history buff does not know about David McCullough? He has hosted American Experience on PBS and narrated numerous PBS documentaries. Every time he writes a new book it hits the bestseller list. He has won the Pulitzer Prize (twice), the National Book Award, and has received the Presidential Medal of Freedom. 

In September 2011 McCullough attended the National Book Festival and was asked this question: “What are five lessons from history that our students need to know before they graduate from high school?”

A summary of his answer is provided below and then followed by the embedded video of McCullough's complete answer to the question.

David McCullough’s Five Lessons from History (with a Coda)
  1. What matters in history is knowing what happened and why, not memorizing dates and quotes.
  2. American history did not begin with the Declaration of Independence. Americans had hundreds of years of history before the Declaration. Students should, in particular, examine the history of Native Americans.
  3. Students should learn history through means other than books and teachers. Music, plays, art, and architecture can teach students much about history.
  4. Students should learn history through the “lab” technique. History should be a “hands on” experience, in which students reach conclusions on their own. When students figure it out for themselves, they will never forget it.
  5. Students should have an opportunity to work with original documents and travel to the places where history happened. Students should be given an opportunity to experience a connection with people from the past. 
  6. Coda: Attitudes about history are “caught not taught.” If a teacher is excited about the subject, students are more likely to be excited.
From National Book Festival, September 25, 2011






The 20 Greatest Symphonies

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The September 2016 edition of BBC Music Magazineincludes a ranking of "The 20 Greatest Symphonies of All Time." The ranking is based on a poll of 151 of the world's greatest conductors, including such notable maestros as Marin Alsop (São Paulo State Symphony), Sir Andrew Davis (Lyric Opera of Chicago), Alan Gilbert (New York Philharmonic), Zubin Mehta (Israel Philharmonic), Peter Oundjian (Royal Scottish National Orchestra), Sir Simon Rattle (Berlin Philharmonic), and Leonard Slatkin (Detroit Symphony Orchestra).

The conductors who took part in the poll are obviously well-acquainted with the greatest symphonies in the classical repertoire, which, for me, gives the results some credibility. In other words, it's more than just a popularity poll taken from classical music audiences. The conductors were asked to rank their top three symphonies in any order, and based on their selections here are history's 20 greatest symphonies.
  1. Beethoven, Symphony No. 3 in E-flat major, “Eroica” (1804)
  2. Beethoven, Symphony No. 9 in D minor, “Choral” (1824)
  3. Mozart, Symphony No. 41 in C major, “Jupiter” (1788)
  4. Mahler, Symphony No. 9 in D major, “Farewell” (1909)
  5. Mahler, Symphony No. 2 in C minor, “Resurrection” (1894)
  6. Brahms, Symphony No. 4 in E minor (1885)
  7. Berlioz, Symphonie Fantastique (1830)
  8. Brahms, Symphony No. 1 in C minor (1876)
  9. Tchaikovsky, Symphony No. 6 in B minor, “Pathétique” (1893)
  10. Mahler, Symphony No. 3 in D minor (1896)
  11. Beethoven, Symphony No. 5 in C minor (1808)
  12. Brahms, Symphony No. 3 in F major (1883)
  13. Bruckner, Symphony No. 8 in C minor (1890)
  14. Sibelius, Symphony No. 7 in C major (1924)
  15. Mozart, Symphony No 40 in G minor (1788)
  16. Beethoven, Symphony No. 7 in A major (1812)
  17. Shostakovich, Symphony No. 5 in D minor (1937)
  18. Brahms, Symphony No. 2 in D major (1877)
  19. Beethoven, Symphony No. 6 in F major, “Pastoral” (1808)
  20. Bruckner, Symphony No. 7 in E major (1883) 
Like all lists of this sort the rankings are not definitive, and the list should primarily serve as food for thought and a topic for entertaining discussion. In thrusting myself into that discussion I want to provide a few of my own takeaways from the list.

1.The ranking offers few surprises, containing a list of the traditional composers and pieces that I would expect. Beethoven leads the pack with five symphonies, followed by Brahms (four), Mahler (three), Bruckner (two), Mozart (two), Berlioz (one), Shostakovich (one), Sibelius (one), and Tchaikovsky (one). (Note that Brahms is the only composer on the list to bat a thousand — all four of his symphonies made the list.)

2. When I first heard about the project, I assumed Beethoven’s Ninth would earn the top spot on the list. I will say, however, that I am thrilled that Beethoven’s Third was chosen the “world’s greatest symphony.” I have taught classes deconstructing both the Third and the Ninth and find that I need much more time to explain what happens in the Third, a symphony that contains an abundance of musical content to analyze. It's a symphony that takes listeners on a journey through a complicated musical narrative that never fails to prompt great discussions after it's over. The first movement provides a roller coaster of edge-of-your-seat excitement, and the almost comic anarchy of the final movement gives listeners plenty to think about. The symphony’s message is abstruse and ambiguous, and it's difficult to imagine someone would listen to Beethoven's Third without wanting to hear it again and again and again.

3. I find personal validation in Mahler holding three spots in the top ten, beating out Beethoven and Brahms who each have two. For several years I’ve been tooting Mahler’s magic horn (!) in my music history classes, and now I have a list from BBC Music to validate my passion. I also love that Mahler’s Ninth is so high on the list, although I am not surprised. Mahler's Ninth juggles a variety of ideas and emotions that in the end become achingly silent. All music eventually goes silent, but only Mahler has ever connected music to silence so elegantly. For me, the end of Mahler’s Ninth sparks the sort of transcendent soul searching that can only come from music.

4. Although I have no significant complaints about the ranking, I would like to provide some of my own honorable mentions: composers and works that I would not have been surprised to see on the list. (I have decided to avoid listing additional works by the composers who already made the list.)
Regardless of how history's great symphonies are ranked, every symphony listed on this page is worth hearing — every one of them will provide a few of those nice moments that can only come from music.

Just for fun, here's an animated score of the breathtaking first movement of Beethoven’s Third. (The animation comes from the Music Animation Machine and the recording comes from the Bezdin Ensemble.)




Visit the Official Website of BBC Music Magazine at


Erik Satie: Born Into an Old World

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“I was born very young into a world very old.” – Erik Satie

Erik Satie (1866-1925) lived his looney life with a playful attitude. He was often overcome by unexpected fits of laughter. He wore nothing but gray velvet and carried black velvet umbrellas. During a love affair with a woman named Suzanne, he bought her a necklace made of sausages and said he liked the way she belched. His playfulness was even evident in the titles of his musical compositions:
  • “Genuine Limp Preludes (For a Dog)"
  • “Sketches and Exasperations of a Big Boob Made of Wood"
  • “Waltz of the Mysterious Kiss in the Eye"
  • “Three Pieces in the Shape of a Pear” 
Satie's music is often described as “wallpaper” music. It's easy to understand the musical elements, and the music is comforting in how it affects its listeners. His Gnossiennne No. 1, for example, provides music that is quite somber and beautiful. (By the way, “Gnossienne” is a word that didn’t exist until Satie created it as a title for this piece.)



And here's a version of Satie’s well-known Gymnopédie No. 1, performed and animated by Stephen Malinowski. Malinowski describes Gymnopédie No. 1 as a "languorous melody moving just once (or less) each beat, accompanied by one bass note and one chord per measure.” If you enjoy watching this version, visit Malinowski's YouTube Channel, where it’s not difficult to become a fan of his animated work.



Bacharach, South American Getaway (1969)

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In 1970 Burt Bacharach won an Academy Award for Best Original Score for Butch Cassidy and the Sundance Kid. In the film, “South American Getaway” is performed by the Ron Hicklin Singers. The version I’ve embedded below, however, is arranged for cello ensemble, and if you’ve never heard Crocellomania, you’re in for a treat.


Crocellomania directed by Valter Dešpalj


Analyzing Works of Art in a History Class

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Whether you teach European history, United States history, or some other historical topic, works of art are often a great tool for helping students gain a more sophisticated understanding of history. The purpose of this blog is to suggest one approach for helping history students analyze works of art. Although the approach might seem simple, it is nevertheless quite effective at helping students learn to reach historical conclusions on their own.

Once you have selected a work of art, ask students to analyze that work and then use their analysis to reach conclusions about the topic they are studying. You might, for example, choose Pablo Picasso's Guernica to help students better understand the rise of European fascism during the 1930s. Follow my two recommendations below and you should be able to create lessons that not only engage students but also help them become independent thinkers.


First, provide students with enough background information that they can place the work of art in historical context.

So that students will be able to reach conclusions about the work of art on their own, I recommend keeping the background information to a minimum,  

In the case of Picasso’s Guernica, I might, for example, provide students with a little information about the Spanish Civil War. I would probably also talk about the newly-established German Air Force and how it bombed the Spanish city of Guernica in April 1937. In supporting Francisco Franco, the fascist leader of Spain, Germany used Guernica to practice the techniques of air warfare that they would later use in the blitzkrieg of World War II. In attacking Guernica, a city of 7000, the Germans injured 900 Spaniards and killed 1700.

If students know that minimal amount of information, they should be able to glean much meaning from the painting.

Next, show students the work of art and ask them to answer three questions.
  1. What details in the painting catch your attention?
  2. What questions of curiosity are sparked by the painting?
  3. What conclusions can you make that are based on information in the painting?
Take note that these questions are designed to encourage students to examine the painting closely and come to their own conclusions about the rise of fascism. As always, history teachers should avoid teaching students what to think and instead teach them how to think.

If students need more time for research, provide that time after they have examined the painting closely (required by question #1), created a list of questions they want answered (required by question #2), and come to a few conclusions independently (required by question #3). In my experience, student research will be much more focused after they have already completed their analysis of a work based on the three questions.  

In Guernica, Picasso supplied several images of what happened to the one town after the bombing. From the image of the woman holding a dead child and screaming into the air to the single light shining upon the atrocities, Picasso created a touching portrait of human suffering that will most likely engage the hearts and minds of anyone who examines the images closely. Picasso also used the bombing of Guernica to create a painting that was anti-fascist and anti-war, a painting that portrays the cruelty that human beings can inflict on each other. 

As a teacher, I have never had to explain all that to students. Most students are able to figure it out by answering the three simple questions listed above. Additionally, students usually extract meanings from the painting that I have overlooked. 

The approach that I have outlined can also be used to ask students to synthesize historical information and make a comparison between Guernica and other works of art from other historical eras. In the case of Guernica, for example, I might ask students to compare and contrast Picasso’s painting with Francisco Goya's The Third of May, 1808 (1814). Although the two paintings were created almost 125 years apart, they were both painted by Spaniards, and they both offered similar themes and images inspired by similar events.

I must admit that writing about all this makes me miss my work with high school students. I can’t help but think about how much fun I had listening to students talk about Guernica and The Third of May. What my students taught me was always far more than I ever taught them.


As a postscript, I have an assignment for the readers of this blog, I ask that you watch the 3-D animation of Guernica embedded below and answer the three questions as you watch the video. If all goes as I expect, you should be inspired to learn much more about the events and themes surrounding Picasso's masterwork.


© 2012 James L. Smith

Oscar Peterson's Master Class

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The distinguished and elegant Oscar Peterson (1925-2007) was a Canadian jazz pianist who was trained in the European classical tradition. This short video of Mr. Peterson explaining styles of jazz piano is a gem. All told, the video provides six examples of jazz piano. 
  • Stride (Art Tatum)
  • Two-Fingered Percussiveness (Nat King Cole)
  • Lyric Octaves (Errol Garner)
  • Relaxed Block Chords (George Shearing)
  • Double Octave Melody Lines
  • Tonality-Based


As for Peterson’s own style, here’s how it's described in A Natural History of the Piano by Stuart Isacoff:

“The Peterson style was always characterized by rapid, graceful, blues-tinged melody lines unfurled in long, weaving phrases with the inexorable logic of an epic narrative; and, equally important, a visceral sense of rhythm, transmitted with fire and snap. Those qualities for which he was renowned — effortless fluidity and clockwork precision — were not merely aspects of his playing; they were the very foundation on which his artistic expression rested. And pulling them off required the highest level of athletic prowess.” 




Claude Debussy: The Tranquil Revolutionary

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"I am more and more convinced that music, by its very nature, is something that cannot be cast  into a traditional and fixed form. It is made up of colors and rhythms. The rest is a lot of humbug invented by frigid imbeciles riding on the backs of the Masters—who, for the most part, wrote almost nothing but period music. Bach alone had an idea of the truth."
– Claude Debussy

Claude Debussy (1862-1918) was one of the most accessible composers in music history, and if you don’t enjoy listening to his music, you may never enjoy anything from the classical repertoire.

I've often told students that a great piece of music must be heard several times before it can be fully understood or appreciated. With Debussy that is generally not the case. His compositions can make a lasting impression with a single hearing, and I don't use the word "impression" lightly.

Early in Debussy’s career his music was labeled “Impressionist," a term that had previously been applied to a style of painting associated with artists such as Claude Monet and Pierre-Auguste Renoir. The term came from the title of Monet’s painting Impression: Sunrise (shown below) and refers to paintings that use light and color to create a soft-focus image of a scene rather than a detailed representation. By that definition, it's easy to see why some people used the term to describe Debussy's music.

Although Debussy disliked the comparisons of his compositions to Impressionism, the adjectives used to describe Monet’s style of painting can also be used to described Debussy’s music. Like Monet's paintings, Debussy's music is often static and seemingly unconcerned with any need to move forward. Debussy's music might also be described as “blurred,” using harmony and timbre to create musical impressions. Like Monet's paintings, the mood of Debussy's music is more important than the image or story.

Debussy disliked the music of most other composers and criticized the work of Brahms, Wagner, Tchaikovsky, and Beethoven. (He did, however, seem to like Bach.) This disdain for the music of others can be heard in the way Debussy rejected the musical traditions of past masters and created a whole new musical language. During the late 1800s and early 1900s, he provided listeners with music unlike anything ever heard before. He was an artistic revolutionary and, for that reason alone, ranks as one of the most significant composers of the last century.

The best way to describe Debussy’s music is to take the following ingredients and mix them together. When finished you will have what amounted to a new type of music for the twentieth century.
  • He was unconcerned with the expectations of his audience, and created a musical language that divorced itself from the long-standing German traditions. He famously wrote: “I want my music to be as relevant to the twentieth century as the airplane.”
  • His music was largely programmatic, although he did not try to paint a picture or tell a story with his music as much as he tried to evoke a mood.
  • The sounds of his native language can be heard in his compositions. Debussy was French, and — like the language he spoke — his music was generally free of sharp accents and harsh consonants.
  • His music emphasized “color” through his creative use of musical timbre. He used instruments either by themselves or in unusual groupings to create sounds that had never been heard in an orchestra.
  • His music provided unorthodox harmonies and melodic lines. Generally unconcerned with whether his themes were set in a major or minor key, Debussy employed harmonies designed to evoke a certain mood, using whole tone scales (play C – D – E – F# – G#– A# – C on a piano), pentatonic scales (play the black keys on a piano), and chromatic scales (listen to the flute at the beginning of The Afternoon of a Faun on the video embedded below).
Although Debussy’s music was shockingly original when it was first composed, it did not cause the same social earthquake as other modernist music of the early twentieth century. Debussy was as much a revolutionary as composers like Stravinsky and Schoenberg, but the benevolent sound he created did not give people a sense that he had turned the musical world upside down — even though he had.

As for my statement above that unlike many other composers Debussy's music can make a lasting impression with a single hearing, let me finish by quoting Debussy on that very subject:

"Love of art does not depend on explanations, or on experience as in the case of those who say ‘I need to hear that several times.’ Utter rubbish! When we really listen to music, we hear immediately what we need to hear."

Debussy, “Claire de lunefrom Suite bergamasque (1905)
graphic score by Music Animation Machine


Debussy, Prelude to the Afternoon of a Faun (1894)
Leonard Bernstein conducting the Boston Symphony Orchestra







© 2011 James L. Smith

Bach and the Internet's Pot of Gold

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When I finish playing one of the books of The Well-Tempered Clavier in one evening, I have the feeling that this is actually much longer than my real life, that I have been on a journey through history, one that begins and ends in silence.” 
– Daniel Barenboim, Music Quickens Time

In 1708, Johann Sebastian Bach accepted a job as organist, composer, and chamber musician for the Duke of Weimar. Even though the Duke raised Bach's salary in 1713 to keep him at Weimar, Bach felt snubbed in 1717 when the Duke passed him over for a job as Kapellmeister (Director of Music). Angry at the Duke, Bach decided to leave Weimar and take a job as Kapellmeister for Prince Leopold at the Court of Anhalt-Cöthen. When the Duke refused to give Bach an early dismissal from his job at Weimar, Bach made such a fuss that the Duke had him thrown in jail. During the month he was in jail, as the legend goes, he began composing his iconic work, The Well-Tempered Clavier.

Bach completed his first book of the Well-Tempered Clavier in 1722, furnishing the world with preludes and fugues for keyboard in all twelve major and minor keys — a total of twenty-four pieces of music. Twenty years later, Bach completed a second book, again producing preludes and fugues in every major and minor key. All told, the two books of The Well-Tempered Clavier provide an encyclopedic record of Bach’s extensive understanding of the keyboard and the music it can produce. 

“For the use and profit of the musical youth desirous of learning and for the pastime of those already skilled in the study." 
– Bach's inscription to Book One of The Well-Tempered Clavier

Although the forty-eight pieces Bach composed for The Well-Tempered Clavier stand collectively as a masterwork of music, they were most likely conceived by Bach primarily as technical exercises, a means of providing keyboard players experience at working with chords, arpeggios, and scales in every key. Indeed, the music has been used to train musicians of all nationalities and musical styles for almost 400 years, including many of history's best-known composers and performers

The Well-Tempered Clavier, for example, formed a foundation for the lessons delivered by Nadia Boulanger, the famous French teacher who trained over 1200 musicians, including composers of such disparate styles as Leonard Bernstein, Elliott Carter, Aaron Copland, Philip Glass, Quincy Jones, and Charlie Parker. Even though Boulanger was well known for helping composers develop their individual voices, she did standardize one element of her instruction — she required every student to memorize Bach’s Well-Tempered Clavier.

“Let the Well-Tempered Clavier become your daily bread. Then you will become a musician.” 
– Robert Schumann to Felix Mendelssohn

And now for the primary purpose of this posting: If you would like to find a pot of gold on the Internet look no further than the website that features the pianist Kimiko Ishizaka playing Book One of The Well-Tempered Clavier in its entirety. Adding even more luster to that pot of gold is a collection of animated graphical scores from Stephen Malinowski, creator of the Music Animation Machine. Malinowski has created animated graphical scores for the entirety of Ishizaka's performance. (What a great time to be alive when treasures like this are so easily accessible!)

I have embedded Ishizaka's entire performance of the Well-Tempered Clavier below, and to whet your appetite for Malinowski's work I have added a video of the Fugue in C major. I recommend visiting Malinowski's YouTube playlist featuring animated graphical scores of all 24 works from Book One. 


Bach, Well-Tempered Clavier, Book One, Kimiko Ishizaka (piano),



Bach, Well-Tempered Clavier, Book One, Fugue in C major, video by Stephen Malinowski
and the Music Animation Machine (Kimko Ishizaka, piano)


Felix and Fanny Mendelssohn: Music as a Profession and an Ornament

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Vincent and Theo • Wilbur and Orville • George and Ira • Jack and Bobby

Some people are forever linked in history to their siblings.

In most cases, we bother to learn little or nothing about a historic person’s siblings. George Washington had a brother Lawrence who played a significant role in shaping his life. Lawrence, however, generally, gets lost in the history books. I doubt, however, that few people will ever read about Vincent van Gogh without also reading about his brother Theo. The same is true for Wilbur and Orville Wright, George and Ira Gershwin, John Kennedy and his brother Bobby. It’s probably not even possible to learn about one of the Marx Brothers without learning about the other four.

Some siblings are even linked in death. Theo van Gogh died six months after Vincent and is buried next to him at Auvers-sur-Oise in France. Bobby Kennedy died less than five years after his brother and is buried close to him at Arlington cemetery.

And any list of siblings connected by history would be incomplete without including Felix and Fanny Mendelssohn.

Every classical music lover knows about Felix Mendelssohn. More than 160 years after his death his music remains a standard component of the classical repertoire. When hearing Mendelssohn's music we can’t help but want to know something about the man who composed it, and when we examine his life we inevitably learn about Fanny, the sister who shared his talents but not his opportunities.
Felix Mendelssohn (1809-1847)

Fanny was four years older than Felix, born in 1805 as the first child of well-to-do Jewish parents in Hamburg, Germany. Much was expected of children born into the Mendelssohn family. Fanny’s grandfather, Moses Mendelssohn, was a respected philosopher. Her father Abraham was a well-to-do banker, and her mother Lea was a highly educated taskmaster, a woman determined to give her children the best education possible.

The Mendelssohns were an intellectual and ambitious family, unwilling to let anything hold them back. In 1811 they moved to Berlin, a city with more opportunities than provincial Hamburg. By the early 1820s the entire family had converted to Lutheranism and changed their name to Mendelssohn-Bartholdy. Abraham and Lea did not want the prejudice and discrimination against Jews affecting their children.

When Fanny was born her mother proclaimed she had “Bach-fugue fingers” and begin giving her piano lessons at age six. After the family moved to Berlin, Fanny took lessons with a master pianist named Ludwig Berger. It was clear to anyone who met Fanny that she was a prodigy.

Fanny Mendelssohn (1805-1847)
Felix also began taking piano lessons at age six. Like Fanny, he was a musical prodigy and also studied with Ludwig Berger. At age ten he learned to write counterpoint from Carl Zelter, as did his sister. Both Fanny and Felix began composing when they were children and were both more advanced than Mozart at a comparable age.

Everything changed for Fanny when she turned fifteen. Her parents told her she must abandon music and prepare for marriage and motherhood. Her father said, “Music will perhaps become Felix’s profession. For you it can and must be only an ornament.” The Mendelssohns were a proper family, not about to challenge social mores regarding the role of woman.

Felix gained great fame and adulation as a composer, conductor, and pianist. His works were performed by the finest orchestras in Europe. Overture to a Midsummer Night’s Dream, composed when he was only seventeen, received rave reviews after its first performance. He was twenty when the Hebrides Overture played to rapturous applause.

He began conducting when he was nineteen and quickly gained a reputation as a virtuosic and innovative leader of orchestras and choirs. He was the first to use a baton and the first to create a repertoire of masterworks from the past. At age twenty he conducted Bach’s St. Matthew Passion, a piece that had not been heard since Bach’s death seventy-nine years early. The performance resurrected an almost forgotten composer and created a mania for all things Bach. The great composer Hector Berlioz said, “There is but one God — Bach — and Mendelssohn is his prophet.”

At age twenty-six Felix became the conductor of the Leipzig Gewandhaus Orchestra, one of the most prestigious conducting jobs of the time. He soon turned the Gewandhuas into the best orchestra in the world. When he was thirty-four he founded the Leipzig Conservatory of Music. He was, quite simply, one of the most successful and well-known musicians of his time.

Fanny, on the other hand, had been denied a career in music by her parents, as well as the cult of domesticity that limited women's opportunities in European society. The fact that she was as talented as her brother made no difference. Instead of setting the musical world on fire, Fanny read about her brother's success in the newspapers. Felix traveled throughout Europe while she stayed home. Felix conducted great orchestras while she played in amateur quartets. Felix became an international superstar. She remained unknown to the general public.

At age twenty Fanny married the artist Wilhelm Hensel. The day after her wedding Wilhelm handed her a piece of manuscript paper and asked her to return to music and begin composing again. With the support of her husband, Fanny resumed her life in music, but only as an amateur. After several miscarriages she gave birth to her only child, a son she named Sebastian Ludwig Felix Hensel in honor of her favorite composers. When she wasn't taking care of her son, she hosted musical salons and organized a small chorus. She also composed songs and wrote short pieces for piano. She would compose almost 500 pieces of music, and seven collections of songs were eventually published under her name.

Fanny nevertheless remained unknown to the public during her lifetime. European culture would simply not accept music composed by a woman. Felix secretly published several of her songs under his own name, songs that gained wide exposure and popular approval. On one of Felix’s many visits to England he met Queen Victoria who raved about the song “Italien.” Felix created a slight controversy when he confessed that his sister had written the song.

On May 14, 1847, Fanny was playing the piano with a chamber group when her hands went numb. The next day she died of a stroke. She was forty-two years old.

Felix, distraught over the loss of his sister, was too emotionally upset even to attend her funeral. Over the next few months his health deteriorated and less than six months after his sister died he was killed by a stroke. He was thirty-eight.

Today, in a graveyard outside Berlin, Fanny and Felix are buried next to each other, joined forever in death. Felix was a composer for the ages, gaining the fame that history grants to few artists. His story, however, can never be told without also telling the story of his sister Fanny, a woman of prodigious talent who was born at the wrong time in history.

Felix and Fanny Mendelssohn Burial Site



Fanny Mendelssohn Hensel, Larghetto from Song Without Words, Op. 8, No.3, Elzbieta Sternlicht, pianist


Felix Mendelssohn, Fantasy in F#, "Scottish Sonata," Op.28, Murray Perahia, pianist

  

Beethoven’s “Ode to Joy” and a Utopian Vision of the Future

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Ludwig van Beethoven’s Ninth Symphony is one of the most influential pieces of music ever composed, and the “Ode to Joy” of the last movement is certainly one of the most recognizable melodies in the history of classical music. A complete deconstruction of the symphony would require more than I can provide in a single posting on this site. In any case, I would like to say a few words about the power of the "Ode to Joy," 

First, let me provide a little information about symphonies.

When you listen to a Classical era symphony — a symphony composed between the mid-1700s and the 1820s — you are expecting to hear instrumental music composed for an orchestra. You are also expecting to hear music that takes you through a variety of "emotions" developed in four movements. If you are new to classical music, I would ask you to think of a Classical era symphony as a “story” told in four “chapters.”

The first movement (or chapter) is normally the most challenging of the four, and when the movement is finished you might want to turn to someone and say, “Wasn’t that interesting?” The second movement is generally slower and more peaceful than the first, which might prompt you to ask, “Is it time to wake up yet?” The third movement is a faster movement in triple time, and you might want to ask, “Do you want to dance?” The last movement is generally fast and upbeat, designed to leave you wanting more. If the composer ends the symphony on the right note (no pun intended), you should be saying, “Wasn’t that fun?”

In short, think of a Classical era symphony in these terms:
  • The first movement challenges the intellect.
  • The second movement provides relaxation and time for reflection.
  • The third movement is dance-like and "physical."
  • The fourth movement provides pleasure.
Although Beethoven's Ninth has as many interpretations as it has members in its audience, let me give you one interpretation to get you started. To understand the Ninth, think of it as an epic story of human suffering that ends with a utopian vision of the future. Remember, it's a symphony, and the story is traditionally told in four movements.
  • First Movement: This movement can be heard as an exploration of the suffering and turmoil that humans must endure. The movement moves back and forth between minor and major tonalities. If you think of a minor tonality as “darkness” and a major tonality as “light,” you should begin to hear the movement as a metaphor for the contradictions and uncertainties of our lives. The movement ends with a statement of darkness and terror.
  • Second Movement: Instead of the slow, quiet music that we are expecting in a second movement, Beethoven gives us a violent introduction to the movement that is followed by music played in a fast and spirited triple time beat. Although the movement may make us want to get up and start dancing, we should notice that the music is often in a minor key, and we just might be dancing with death. (Phew! Serious guy, this Beethoven!) Fortunately, the movement ends in a major key, giving as a glimmer of hope before we move to the third movement.
  • Third Movement: In this movement we finally get the slow and quiet music we had wanted to hear after the first movement. The movement is long and achingly beautiful, giving us time to meditate and reflect on what happened in the first two movements. We might even sense a little peace of mind in the third movement. Beethoven might be telling us that even though the world is full of darkness, terror, and uncertainty, humanity will endure and prevail.
  • Fourth Movement: This is a long and complicated movement that begins with a terrifying chord of darkness and despair. The frightening chord that opens the movement then leads to a “conversation” between different parts of the orchestra providing quotes from the first three movements. In some ways, it’s like trying to follow a play in which the actors have not been told how the story they are performing will end. Then comes the “Ode to Joy,” and we should immediately realize that the symphony had been moving toward this melody all along. Beethoven ends the instrumental introduction of the "Ode to Joy" by shattering our expectations and having vocal soloists and a full choir sing the melody. (Before Beethoven's Ninth, symphonies had been defined as music composed for an orchestra — no voices.) The words sung in the fourth movement come from a poem by Friedrich Schiller titled “Ode to Joy.” All told, the poem — and Beethoven's use of it in the Ninth Symphony— describe a utopian view of the future, a world built upon brotherhood, peace, and joy. If you're not inspired to try to make this a better world after listening to this final movement, you're not really listening.
The elegant tune that Beethoven gave us for the “Ode to Joy” has become one of humanity's most enduring and recognizable melodies. Today, the “Ode to Joy has become the European Anthem of the Council of Europe and the European Union, and we would be hard pressed to find a better anthem than the "Ode to Joy" to inspire the cooperation of European nations.

I spent time at the beginning of this blog describing the basic elements of a Classical era symphony so that the power of the "Ode to Joy" can be understood in context. On its own, the "Ode to Joy" is a beautiful melody that will remain in your memory long after you first hear it. In the context of a symphony that explores issues of human suffering, uncertainty, and terror, the melody has tremendous power to lift your spirit and elevate your soul. 

Flash Mob – Beethoven, "Ode to Joy" from Symphony No. 9 in D Minor


Friedrich Schiller, “Ode to Joy”(1785)
O friends, no more these sounds?
Let us sing more cheerful songs,
more full of joy!

Joy, bright spark of divinity,
Daughter of Elysium,
Fire-inspired we tread
Thy sanctuary.
Thy magic power re-unites
All that custom has divided,
All men become brothers
Under the sway of thy gentle wings.

Whoever has created
An abiding friendship,
Or has won
A true and loving wife,
All who can call at least one soul theirs,
Join in our song of praise;
But any who cannot must creep tearfully
Away from our circle.

All creatures drink of joy
At nature’s beast.
Just and junjust
Alike taste of her gift;
She gave us kisses and the fruit of the vine,
A tried friend to the end.
Even the worm can feel contentment,
And the cherub stands before God?

Gladly, like the heavenly bodies
Which He set on their courses
Through the splendor of the firmament;
Thus, brothers, you should run your race,
As a hero going to conquest.

You millions, I embrace you.
This kiss is for all the world!
Brothers, abobe the starry canopy
There must dwell a loving Father.
Do you fall in worship, you millions?
World, do you know your Creator?
Seek Him in the heavens!
Above the stars must he dwell.



The Power of Music

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This baby's reaction captures the way so many of us feel when we listen to great music.


The Convalescent's Soul: Beethoven's Opus 132

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"[Beethoven's] last quartets testify to a veritable growth of consciousness, to a higher degree of consciousness, probably than is manifested anywhere else in art." 
J. W. N. Sullivan, Beethoven: His Spiritual Journey  

"You never get to the bottom of [Beethoven’s quartets]; they may be the most single profound statement that any human being ever contributed to the world of art."
– Peter Oundjian, violinist and conductor (Toronto Symphony Orchestra)

Take the quotes above as an example of the well-deserved and ubiquitous praise for Beethoven’s late string quartets. The maestro’s last five quartets (Nos. 12-16) plus the Grosse Fuge, which was originally composed as a finale for No. 13, have received almost universal recognition as some of the greatest music ever composed.

Beethoven began composing the quartets at the request of Prince Nikolaus Galitzin, an amateur cellist from the Russian aristocracy. Galitzin loved Beethoven’s music and offered fifty ducats for each of three quartets. Two years after Galitzin made his offer Beethoven delivered what the prince had requested — three quartets — and was only paid for one. Even so, Beethoven wrote two more quartets and a different finale for No. 13. No one had asked him to write the new music, and he composed it with no commission. One can’t help but feel that Beethoven had discovered something to say with the first three quartets and felt compelled to get the rest of his ideas written down. Whether or not he was paid seems to have made no difference, and the quartets serve as one of history’s greatest examples of art that was created for the sake of art.

As with any music containing as much content as Beethoven’s late quartets, listeners must do some research and and expose themselves to repeated hearings. Rest assured, however, that the time invested in Beethoven’s late quartets will provide tremendous rewards.

If you are new to the quartets, I recommend beginning with the Quartet in A Minor, Op. 132. Although Beethoven composed it as the second of his late quartets, it was published as the fourth and is therefore labeled No. 15.

Listen to Opus 132 and think of it as an exploration of the universal human struggle against both physical and spiritual pain. The first, third, and fifth movements provide the greatest intellectual and emotional challenges, while the second and fourth movements provide a respite from those challenges. If you have never heard the quartet, the third movement is the one that is most likely to catch your attention. The movement shows a spiritual side to Beethoven that allowed him to create one of the most beautiful pieces of music ever composed.

Beethoven titled the third movement, “Holy Song of Thanksgiving by a Convalescent to the Divinity in the Lydian Mode.” The title speaks volumes about what is in the music.

First, the Lydian mode heard in much of the movement was used in medieval church music to represent healing and recovery. If you are a musician, think of the Lydian mode as a major scale with a raised fourth. If you are not a musician, think of the Lydian mode as sounding “bright,” somewhat like music in a major key.

Second, the movement is a hymn of Thanksgiving that Beethoven composed after surviving an illness in April 1825 that almost killed him (possibly Crohn’s disease). The movement was a product of Beethoven's premonitions of death.

Third, take note that Beethoven describes himself in the title as a “convalescent.” He had suffered for years from health problems associated with lead poisoning. And, as almost everyone knows, Beethoven was deaf, an affliction that caused him also to suffer from the pain of loneliness.

As Beethoven biographer Maynard Solomon writes in Late Beethoven, “He was a deaf composer, painfully confined within an ever-darkening inner space.” In reference to Beethoven describing himself as a "convalescent soul," Solomon states, “The invalid is another kind of prisoner, afflicted and weary, in whom there is need to cross a threshold, or to awaken from a frightening dream. The invalid, too, yearns for an open space, looks upward to the presumed realm of the deity. Beethoven’s sufferer — later convalescent — prays for deliverance more from a sickness of the soul than of the body.”

Watch the animated recording I’ve embedded below and notice how the music moves back and forth from a hymn of thanksgiving to an expression of joy for being alive. Use the following outline to guide yourself through the piece.

0:00 — Hymn of Thanksgiving. This section explores the world of the spirit. It is composed in the Lydian mode and employs few flats and sharps.

3:18 — Interlude. This section explores the world of the flesh. The music in this section is highly chromatic.

5:38 — Hymn of Thanksgiving

8:16 — Interlude

10:44 – Hymn of Thanksgiving

15:07 – Coda



If you have not yet heard all of Beethoven’s late quartets, I urge you to do so and wish you the very best on your journey.


Happy Holidays!

Beethoven, The Beatles, and Electricity

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Contrary to what we hear from many critics, classical music activity in the U.S. is certainly greater today, by any tangible measure, than it was 20 years ago.
– Douglas Dempster

Some people are lucky enough to live in the midst of a rich musical culture — Vienna, New York, New Orleans. I’m not one of those people. I was born in a small town in Arizona and raised in a small town in southern New Mexico. I still live in New Mexico — only 60 miles from where I grew up — and have spent my entire life in a literal and cultural desert.

If not for my hometown’s high school band (about 60 members in a good year), I would have known nothing about live music when I was growing up. I was dependent on radio, television, vinyl records, 8-track tapes, and the local library to teach me about music. From Jimi Hendrix to Leonard Bernstein, the recordings I heard at home and in my car taught me what great music sounded like.

In Listen to This, music critic Alex Ross has included a chapter titled “Infernal Machines: How Recordings Changed Music.” Ross addresses the issue of whether technology has destroyed classical music or helped it thrive. Ross points out that he discovered too much of his favorite music through LPs and CDs to lament technology’s impact on classical music.

I’m in the same camp. Like Ross, I can’t believe that recordings have destroyed classical music. What else could a desert dweller think? For me, technology created a sanctuary in a cultural backwater. I’ll concede that recordings may rob music of the spontaneity of a live performance. However, I will always be grateful for electricity and the technology it powered because that's how I learned about Beethoven and the Beatles.

Technology has provided an easy and relatively inexpensive way to access the greatest musicians in the world performing the most beautiful and enduring music ever created. I'm not one to complain that recordings have destroyed music.

For several years I taught a high school humanities class with music history as a central element of the curriculum. I learned from teaching the class that we should have no reason to wring our hands about the death of classical music. Almost every day I spent teaching high school students I was a witness to the truth of Benjamin Zander’s TED Talk proclamation that “everybody loves classical music, [some people] just haven't found out about it yet.” I was rarely discouraged about the future of classical music when I was explaining it to teenagers.

After learning a little about the language of music, my students generally liked the pieces they heard. Once my students understood both the content and historical context of the classical pieces I played for them, few left my class disliking what they heard. It shouldn’t be difficult to help young people appreciate the first movement of Beethoven’s Fifth Symphony or the last movement of Berlioz’ Symphonie Fantastique— and it wasn’t.

Before we lament the perceived decline in the audience for classical music, we should remind ourselves to give the world's greatest music more credit for its power to endure. The music created by master composers such as Bach, Mozart, and Beethoven contains enough beauty and power to survive a long time. As a desert dweller, if I had not had the benefit of the recordings that make music ubiquitous, I may have never known about the great music that could turn a dusty, gritty small town in New Mexico into an oasis.

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For an explanation of why we should not bemoan the death of classical music I recommend an article by Douglas Dempster titled “Wither the Audience for Classical Music?”The article was published in 2000, and some of the data Dempster provides may be out of date. I suspect, however, that Dempster's central point is as true today as when he wrote the article.

Stephen Malinowski and the Animation of Music

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Some people claim to see colors when they hear music. I’m not one of them. I wish I were. I would love to be able to visualize the tapestry of sound that so easily sets fire to my emotions. I would love to see what it looks like when my emotions change from sorrow to joy with a single key change. Music affects how I feel, but it does not evoke color in my mind’s eye.
Fortunately, I have Stephen Malinowski and his Music Animation Machine to help me with seeing the color of music. Malinowski creates animated graphical scores for great pieces of music, and I faithfully follow his YouTube channel to see his newest creations. 

I have always enjoyed following printed scores while listening to music. Knowing what’s in a score brings music to life. I can see individual notes and voices as they weave together, generating music’s magic. Following a printed score helps me understand how a piece of music is organized and grasp the musical narrative. 

Malinowski’s animated scores serve the same purpose — and they do it with much more power and excitement than printed scores. His videos allow me to see what I am hearing and anticipate what is coming. The persistent forward motion of the beautiful shapes and colors in Malinowski's videos has changed how I hear music. Malinowski helps me understand what it must be like to have some form of synesthesia and be able to see colors when hearing music. If synesthesia meant that music would conjure up colors in the manner of a Malinowski video, I would welcome the diagnosis. 

Malinowski published his first YouTube video — a recording of Bach's Toccata and Fugue in D minor— in December 2005, and I am posting this blog in celebration of the twelfth anniversary of that event. 

Although Malinowski has posted well over 500 videos in the last dozen years, that first video has remained his most popular, receiving over 28 million views on YouTube. (That's right, 28million!) Malinowski told me via email that his first video of Bach’s Toccata and Fugue was “crude and the recording was poor.” He recorded the music for that video on a synthetic pipe organ and decided to celebrate its tenth anniversary with the creation of a new version. His first choice for the new recording was organist Hans-André Stamm, and Malinowski was thrilled when Stamm agreed to collaborate.

Here's how Malinowski described his 2015 version of Bach’s Toccata and Fugue in D minor. (The video he is describing is embedded below. The toccata begins at 0:05 and the fugue begins at 2:26.)
“Since 2005, I've been developing tools and techniques for visualizing music, but for this video, I decided to keep it relatively simple (as a tip of the hat to the simple original video) and not distract from Stamm's performance: I use balls for the fast-moving parts of the toccata, rectangles for the toccata chords, and octagons for the fugue. The three-note motif that is the seed of the piece is highlighted in red."
Thank you, Stephen Malinowski! Thank you for bringing so much pleasure to those of us who love classical music and for introducing millions of people to classical music who might never have listened to it without you. 


Hans-André Stamm on the Weyland organ in the Catholic parish church 
Heilig Kreuz in Köln-Weidenpesch Cologne (Köln), ca. 1992.


Follow the links below for a sampling of what you can find at Malinowski's YouTube Channel. Enjoy!





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