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Saturday morning quotes 5.15: Givers and takers

As we know, the world is comprised of givers and takers and, with our ongoing weekly posts, we steadfastly occupy the former category.  But we tend to keep ears and eyes open and have noticed some of our collected themes and our very words reprinted elsewhere—even printed in magazines.  We are not inclined to quibble about this because it means our insights have gained some traction and that is a good thing.  So today’s post will make it easy for those who occupy the second category.

First, a quiz.  What do the following famous persons have in common?

Martin Luther (1483 – 1546)
Queen Elizabeth I (1533 – 1603)
Giovanni Pierluigi da Palestrina (c.1525 – 1594)
Galileo Galilei (1564 – 1642)
Christiaan Huygens (1629 – 1695)
James Joyce (1882 – 1941)
Gordon Matthew Thomas Sumner CBE (1951 – )

If you answered that all the above played the lute, give yourself a pat on the back.  Your reward is a bit of background on each of these luminaries.

Martin Luther was known to have played the lute, but he is better known for his many philosophical insights and the reformed religion. Among his surviving quotes, one of the most enduring is his statement that “music was next to theology.”  Luther discussed music in a great deal more detail but it is too bad some of his comrades in dogma did not share his views on the value of music, as is recounted in even greater detail in Eric Nelson, The Legacy of Iconoclasm: Religious War and the Relic Landscape of Tours, Blois and Vendôme, 1550 – 1750, Centre for French History and Culture, University of St Andrews, Fife, 2013 (link is pdf).

Queen Elizabeth I was known to have played the lute, as is evident in the famous miniature by Nicholas Hilliard. But as reported by foreign diplomats, she was intensely jealous of her cousin Mary Queen of Scots, who had the benefit of time spent immersed in the rich cultural milieu of the French court, was a favorite of the poet Ronsard, and was reputedly a much better lutenist.  Could this be the real reason Mary was imprisoned for 19 years and finally executed?   Whatever her motives, Elizabeth was a patron of great music and the object of inspired poetry.

To the Queen

What music shall we make to you?
To whom the strings of all men’s hearts
Make music of ten thousand parts:
In tune and measure true,
With strains and changes new.

How shall we frame a harmony
Worthy of your ears whose princely hands
Keep harmony in sundry lands:
Whose people divers be,
In station and degree?
Heaven’s tunes may only please,
And not such airs as these.

For you which down from heaven are sent
Such peace upon the earth to bring,
Have heard the choir of angels sing:
And all the spheres consent,
Like a sweet instrument.

How then should these harsh tunes you hear
Created of the troubled air
Breed but distaste—when you repair—
To our celestial ear?
So that this centre here
For you no music finds,
But harmony of minds.

Sir John Davies (1569 – 1626)

Giovanni Pierluigi da Palestrina occupies an important place as a favorite composer of sacred music for many Catholics today.  We’re not sure whether this is due to his legendary role in saving sacred polyphony from the sharp knives of less musical administrators after the Councils of Trent, or perhaps because Palestrina’s music is anthologized in many modern musical textbooks.  While much of his music is simply sublime, there are other composers.  But we have to admire Palestrina because he played the lute, as evident in a letter surviving today in the archives of Mantua addressed to Guglielmo Gonzaga, Duke of Mantua and written by Don Annibale Capello:

Rome, 18 October 1578

“Having passed recently through a serious illness and being thus unable to command either his wits or his eyesight in the furtherance of his great desire to serve Your Highness in whatever way he can, M. Giovanni da Palestrina has begun to set the Kyrie and Gloria of the first mass on the lute, and when he let me hear them, I found them in truth full of great sweetness and elegance…And as soon as his infirmity permits he will work out what he has done on the lute with all possible care.”

– From Jessie Ann Owens, Composers at Work: The Craft of Musical Composition 1450-1600 (Oxford University Press, 1997).

Galileo Galilei was the son of the famous Vincenzo (c.1520 – 1591) and the brother of Michelagnolo (1575 – 1631), lute players all. While Galileo is remembered today for his achievements in mathematics and astronomy—and his trial for heresy—he was said to have been more skilled as a lutenist than either his father or his brother. Galileo was father to an illegitimate son, also named Vincenzo (1606 – 1649), who was, like the rest of his family, a skilled lutenist as well as a designer and builder of instruments.  Galileo’s disciple Vincenzo Viviani (1622 – 1703) wrote that the younger Vincenzo designed and built a

“…lute made with such art that, playing it so excellently, he extracted continuous and goliardic voices from the cords as if they were issuing from an organ’s pipes…”.

Christiaan Huygens was likewise fortunate to have been born into a musical family and his father Constantijn Huygens: Lord of Zuilichem (1596 – 1687) was known as a lutenist and a diplomat.  Like Galileo, Christiaan is remembered today for his work in mathematics and astronomy, but also for his treatises on horology (link is pdf), lenses and the diffraction of light, and for proposing the existence of extraterrestrial life.

“That which makes me of this Opinion, that those worlds are not without such a Creature endowed with Reason, is that otherwise our Earth would have too much the advantage of them, in being the only part of the Universe that could boast of such a Creature…”

– Christiaan Huygens, in The Celestial Worlds Discover‘d; Or, Conjectures Concerning the Inhabitants, Plants and Productions of the Worlds in the Planets (1698)

Huygens was a contemporary of the more famous Sir Isaac Newton, whose theories regarding gravity he found “absurd” and about whom he wrote:

“I esteem his understanding and subtlety highly, but I consider that they have been put to ill use in the greater part of this work, where the author studies things of little use or when he builds on the improbable principle of attraction.”

James Joyce is mainly known as a writer, his best-known works being Finnegans Wake and Ulysses.  But Joyce was esteemed as a singer and his poetry and prose reads as very musical indeed.  The linked portrait of Joyce with a guitar confirms his penchant for plucked strings, but the lute connection is from a letter Joyce penned to his friend Oliver Joseph St. John Gogarty (1878 – 1957):

“My idea for August is this – to get Dolmetsch to make me a lute and to coast the South of England from Falmouth to Margate singing old English songs”.

– James Joyce in a letter to Gogarty dated 3rd June 1904, from Thea Abbott, The Literary After-Life of Arnold Dolmetsch.

Joyce seemed to have entertained a fascination with the lute at a time when the early music revival was in its infancy, referring to the instrument metaphorically:

“Brothers-in-law: relations. We never speak as we pass by. Rift in the lute I think. Treats him with scorn. See. He admires him all the more. The night Si sang. The human voice, two tiny silky chords, wonderful, more than all others.”

– James Joyce, Ulysses (1922), Chapter 11 – Sirens

Gordon Matthew Thomas Sumner CBE (1951 – )

The pop personality known as Sting has done a great service to the diametrically opposed worlds of pop music and early music by taking up the lute and recording a sampling of songs by John Dowland.  When the recording was released, there was a bit of groaning from the pop world and snuffling on the part of early music specialists.  Why would a successful pop artist want to take up the lute?  We can’t answer that question but we’re glad he did.

“Well I didn’t set out to influence people! Singing Verdi requires a certain technique. But these songs I imagine were created to be sung around a table. Did everyone in the Elizabethan era have a refined and wonderful trained singing voice? I doubt it. Did Dowland himself have a great singing voice? We don’t know. But if you are true to the spirit of the story you are telling, and the marks they made on the paper . . . everything else is moot. These songs belong to everybody.”

Sting in an interview with Chris Goodwin, published in Lute News 80, December 2006

The names on the list at the top of the page are a representative group of highly cultured philosophers, writers and innovators—and one pop star.  But the important point is that they all played the lute.  Can we imagine that great thinkers will emerge from a culture that devotes most of its creative energy to thumbing their phones while walking, driving, eating, or even socializing?  I think not. Just put down your phone and take up the lute.

And for those of you looking for information to cut and paste, remember to acknowledge your source, please, and remember that there is a “Donate” button at the top of this page.

Saturday morning quotes 5.14: Musical education

The warm season grinds to an unsatisfying close as, for many, murmurs of matriculation begin to crowd out any thoughts of summer idyls. We honor the current “back to school” theme by sidling back to our series of quotations on musical education.

We have seen that even nasty and brutish (if not short) rulers such as Henry VIII took great pains to educate his children in music, with a surviving manuscript devised for the purpose.  His (legitimate) daughter Mary was even supplied with a lute and instructed by the great Philip van Wilder while banished from court.  The young Edward and Elizabeth were both instructed by Sir Thomas Elyot (c. 1490 – 1546), who encouraged skill in music as a necessary precursor to wise governance.

In the later 16th century, we see echoes of Elyot’s message in the writing of Niccolò Vito di Gozze, from his treatise, Dello stato delle Repubbliche secondo la mente di Aristotele con esempi moderni, Venezia, 1591.

“It is from the education of children that it is certain and reliable to predict if a certain state will last long or soon decline…I cannot see greater traitors of state than those who, by governing it, take little care about good education of children in their early age, and later be obliged to govern it.”

“…Children should also be taught the art of music, which was not included in the liberal arts without reason by ancient philosophers, because it helps us to spend leisure time in a correct and non-contaminated way.  But, along with being indispensable it is also manifoldly appropriate, because it offers by its nature great embellishment to governing and benefit to the state of mind, as music by its influence incites various emotions in souls…”

– from Monika Jurić, “Paideia and the Neo-Platonic Ideas on Music Education and Culture in Renaissance Dubrovnik in the Works by Niccolò Vito di Gozze (Nikola Vitov Gučetić, 1549 – 1610)”, International Review of the Aesthetics and Sociology of Music, Vol. 44, No. 1 (June 2013), pp. 3-17: published by Croatian Musicological Society.

We take a giant leap to the first half of the 20th century on the eve of the second great war with the wise words of Leo Kestenberg as translated by Arthur Mendel.

“In every step of the educational process, and in every branch of education, the teacher’s role is to strive to give form to human material, or to help it to find its own form, just as in every branch of art the first task of the artist must be to learn to give form to the materials of his art.”

“It follows that music education must have a particularly important place in art education, and therefore in any education that strives towards the attainment of a natural and systematically developed sense of form.”

“Another feature of music education connected with the pedagogic tendencies of recent decades is its community character. The tension between the “Me” and the “Thee” that underlies all the crises of our time, as perhaps of all times, has led to an emphasis in education of everything that would tend to reinforce the community sense. In a chorus, as on a baseball or a football team, there is more than a hint of how the interests of the individual and of the community may be harmonized. The moulding of every individual voice into an organized and “harmonious” whole solves the problem of finding a balance between the centrifugal and the centripetal forces in society.” p. 446

– Leo Kestenberg and Arthur Mendel, “Music Education Goes Its Own Way”, The Musical Quarterly, Vol. 25, No. 4 (Oct., 1939), pp. 442-454

By now we should all know that a musical education results in a more intelligent and empathetic individual.  Prior to the onset of the late 20th-century techno-war on culture, which artists appear to have lost, music was always considered an essential component of education, and skill in music was a hallmark of a cultured person.  And skill in music was also taught to the general public because musicians were necessary in church, at court, and for public entertainment.

At some point in the not too distant past the monopolists of Silicon Valley convinced the general public that skill in manipulating an ever-shifting set of devices and their never-quite-functioning software is more important than skill in music, and they appear to have bought themselves a collection of legislators to help make it so.  In fact, education in general is cast as the enemy by a large and unintelligent group of sub-presidential personalities.

Let’s return to the good old days and institute a lute-test for anyone with presidential pretensions—because if you’re smart enough to play the lute, you can do just about anything.

Saturday morning quotes 5.13: Assumptions II

August 15th marks the Feast of the Assumption, an important feast day in the liturgical calendar and an active day for those inclined to dedicate their Saturday to singing a Missa Solemnis.  In addition to the chant propers, today we are treated to a banquet of renaissance polyphony as we sing the “Missa Ave maris stella” by Victoria and the motets “Hodie Maria Virgo caelos ascendit” by Luca Marenzio, “Quae est ista quae ascendit” by Thomas Crecquillon, and “Surge amica mea” by Giovanni Pierluigi da Palestrina. This last motet is from Palestrina’s Motettorum liber quartus ex Canticis canticorum 5vv, Rome, 1584, the text is directly from the Song of Solomon 2:13b,14.

While Palestrina’s setting of the Canticum Canticorum, or the Song of Songs, is listed among his sacred works, the texts are quite racy, describing in evocative terms the love between a man and a woman.  The “sacred” designation is premised on the ancient belief that the songs are an Old Testament allegory describing the love between God and Israel.  The updated New Testament twist and likely Palestrina’s inspiration for his lovely settings places the Virgin Mary as object of adoration.

Those of us interested in the better sort of late-medieval/early renaissance music know that it was common practice to borrow musical material from secular chansons for adaptation as sacred polyphony, some of the best-known examples being DuFay’s “Missa Se la face ay pale”, and Ockeghem’s “Missa De plus en plus”.  David J. Rothenberg has made a particular study of the phenomenon in a few chapters of his book, The Flower of Paradise: Marian Devotion and Secular Song in Medieval and Renaissance Music, Oxford University Press, Oxford, 2011.

Rothenberg provides convincing evidence to support the idea that the texts of well-known chansons such as Hayne van Ghizegheim’s popular “De tous biens plaine” were actually paraphrasing devotional texts, thereby demonstrating their suitability for adaptation as sacred polyphony.  Rothenberg gives specific comparisons of textual similarities with Marian devotionals, and shows how the opening line, “De tous biens plaine” scans as compared to the Latin words “gratia plena”.

“We have seen repeatedly that courtly love lyrics could sound very much like Marian devotional texts, but none that we have encountered thus far has such strong Marian overtones as De tous biens plaine.  Its symbolism could hardly be clearer.”

– David J. Rothenberg, The Flower of Paradise, p. 163

Rothenberg’s text also provides helpful insight into DuFay’s Vergine bella, a piece which was featured in some depth in an earlier blog post complete with links to our live performance and our recording.  And here we make a small departure from our usual format.

It turns out that August 15th is also the birthday of the more vocal half of Mignarda.  And since said person is not as gifted at the task of self-promotion as she is at singing, the party of the first part shares some feedback below as a small birthday gesture.

“Your version of Vergine Bella is my favorite in many senses and your pure singing is simply amazing.  The text of Petrarca comes out clear and full of elegance: a text that is the spiritual testament of his existence.”

– Marco Beasley

“Donna, I love your expressive, plaintive quality – and such intelligence shines behind every word and sentiment.”

– Anthony Rooley

Lute songs are great but Donna’s a cappella recordings stand alone, so to speak.  Donna’s video of Tantum ergo sacramentum has had 10,000 views in the past six weeks alone and Adoro Te, her solo recording of chant hymns and Marian antiphons, is a must-have for your cat.

Happy Birthday.

Saturday morning quotes 5.12: Aesthetics – part III

“In truth, from a human being whose imagination is sufficiently attuned to the feeling for the beautiful and whose heart is sufficiently attuned to the sensibility for the good, one can, through a wise application of the fine arts, realize everything of which he is capable…[the artist] whom the muses love will, like another Orpheus, bring people even against their wills, but with soft, gentle compulsion, to the assiduous achievement of everything that is necessary to their happiness.”

– Johann Georg Sulzer (1720 – 1779), Allgemeine Theorie der schönen Künste, p. 613-14.

Continuing our bit of background on the use of rhetorical devices in music, we offer a summary of some of the best thinkers on the topic of musical aesthetics.  As we pointed out, visual artists are typically trained in aesthetics as a matter of course while conservatory musicians are typically focused on mechanics.  And conservatory musicians are likewise told that competition for positions is fierce and if their fingers aren’t bleeding, they’re not practicing enough. Sadly, a primary source of competition for positions today is the teachers themselves, who in many cases are unwilling to step aside in a timely fashion.

When it comes to the question of musical aesthetics, we mentioned in an earlier post that music students must at some point put aside their instruments or still their voices and take the initiative to discover their own way to enlightenment.  That is not to say that there is a dearth of literature on the subject. Writers as early as Plato and Aristotle had very clear ideas of the use of music and clear descriptions of its effects on the listener.

Moving forward in time, explicit descriptions from the middle ages are, like other aspects of performance practice of the time, a bit obscure and must be unraveled with a particular sensitivity to the tenor of the times.  According to Umberto Eco, medieval ideas of aesthetic value were influenced by the writing of St. Thomas Aquinas, and concepts of beauty were integrated with those of utility.  Since religious practice was a significant part of daily life, an appreciation for beautiful things was balanced with a love of the spiritual realm.

“The drama of the ascetic discipline lies precisely in a tension between the call of earthbound pleasure and a striving after the supernatural. But when the discipline proves victorious, and brings the peace which accompanies control of the senses, then it becomes possible to gaze serenely upon the things of this earth, and to see their value, something that the hectic struggle of asceticism had hitherto prevented. Medieval asceticism and mysticism provide us with many examples of these two psychological states, and also with some extremely interesting documentation concerning the aesthetic sensibility of the time.”

– Umberto Eco, Sviluppo dell’estetica medievale, in Momenti e problemi di storia dell’estetica, vol. 1, 1959; translated by Hugh Bredin as Art and Beauty in the Middle Ages, Yale University Press, New Haven,1986.

There is a wealth of additional information on aesthetics of the renaissance to be gleaned from the commentary of musicians, theorists and various observers of 16th-century life—information which is really the backbone of this blog.  Readers need only scroll through the 4+ years of our weekly posts to find more commentary.  But we will share a few other excellent resources that fall into the category of musical aesthetics as pertains to the lute.  David Van Edwards, President of The Lute Society, offers a very useful descriptive analysis of lute iconography on his website, as well as in the contents of each issue of the Lute News.  John Griffiths offers a thought-provoking essay titled “Architecture, rhetoric and music in early modern Europe” on his website.  And Jane Hatter’s article, “Col tempo: musical time, aging and sexuality in 16th-century Venetian paintings“, Early Music (2011) 39 (1): 3-14, contains some very interesting interpretations of symbolism found in 16th-century paintings.

The resources listed here are but a drop in the ocean of available literature on musical aesthetics, which includes the writing of Rene Descartes, Immanuel Kant, Johann Georg Sulzer, and a great many others.  But for a good summation we skip forward to the age of rediscovery and distillation—the 20th century—and share quotations from the writing of Dewitt H. Parker from his book, The Principles Of Aesthetics (1946), 2nd edition, Greenwood Press, Westport, Conn.,1976. Chapter VIII – The Aesthetics of Music.

“Music is the most signal example of a mode of expression that has attained to a complete and pure aesthetic character, an unmixed beauty.”

“…The richness of feeling in the tones of certain instruments as compared with others is doubtless due to the fact that through the presence of more overtones and the admixture of noise, the reaction is more complex; the tense excitement of high and loud tones, as compared with the soft and low, is probably connected with the fact that their higher vibration rate and greater amplitude of vibration produce a more marked effect, a more pervasive disturbance,–the organism does not right itself and recover so rapidly and easily. These direct and native elements of feeling are then broadened out and intensified through other elements that come in by way of association. For example, in order to sing high tones, a greater tension and exertion of the vocal chords is needed than for low tones; loud tones suggest loud noises, which, as in breaking and crashing and thundering, are inevitably associated with fear; the loud is also the near and present and threatening, the low is distant and safe.”

“Music is a language which we all understand because it expresses the basic mold of all emotion and striving; yet it is a language which no two people understand in the same way, because each pours into that mold his own unique experience. In itself abstract and objectless, it may thus become, in varying ways, concrete and alive.”

“Music does for the emotions what mythology and poetry do for the imagination and philosophy for the intellect–it brings us into touch with a more magnificent life, for which we have perhaps the potency, but not the opportunity here. And in doing this, music performs a great service; for, outside of love and war, life, which offers endless occasions for intense thought and action, provides few for passionate feeling.”

– Dewitt H. Parker, The Principles Of Aesthetics

What is the point of this rather lengthy description of musical aesthetics through the ages?  The point is that, like other aspects of performance practice, we really must take giant steps outside of our 21st-century mindset in order to understand music of the past—even the recent past.  Without a concerted effort we will lose our way, just as we have already lost the context of musical performance.  Without such a perspective it is far too easy to dismiss important signposts of history pointing directly to dimensions of creativity that really define who we are as a species.

And for those who readily share their opinions as armchair music critics, there is also the important aspect of knowing the fullness of a particular style of music from a particular era before they are qualified to judge its merits, either as pure music or the qualities of its interpretation by today’s artists.

Saturday morning quotes 5.11: Aesthetics – part II

We continue our short side trip into the subjective realm of aesthetics as applied to the interpretation of early music.  In pursuing this subject, we risk nudging the noble pursuit of aesthetic inquiry into the dreaded minefield of the pompous and subjective classical music review.  We always take great pains to mention that early music has nothing to do with the modern marketing category of classical music—or it darn well should not.  Those who cram the vast and variegated repertory of early music into the chafing tuxedo of classical music do so for matters of categorical convenience or for blatant economic reasons.  But we state plainly that a millennium of music deserves several categories and should not be judged by the criteria used to evaluate music mostly originating in the 19th century.

It is not our goal to define what is good music or bad music, nor to judge what might be a good interpretation or a bad interpretation of historical music.  Nor do we wish to handle the topic of musical aesthetics with the white gloves essential to the ensemble of 19th-century evening dress.  Instead, we ask our readers to take a step back as we gain a bit of perspective by tapping into the topic of aesthetics as applied to visual arts and adapting some pertinent elements of analysis.

A quotable source that offers a concise and well-organized description is the article by Donald W. Crawford, “Aesthetics in Discipline-based Art Education,” Journal of Aesthetic Education, Vol. 21, No.2, Summer 1987, pp. 227-239.  Crawford scribes a line that joins aesthetics and philosophy, describing aesthetics as “the philosophy of the beautiful”, as well as making the important distinction between philosophical reflection and researching facts.

“…Philosophy is a reflective or deliberative inquiry rather than a historical investigation or a series of scientific experiments aiming to acquire new facts…Philosophy, then, is not simply reflection but critical reflection.”

“Philosophical inquiry, being both reflective and critical, always begins by taking one step back from the phenomena it seeks to understand.  To take a simple example: I visit a local art gallery and look at a number of different sculptures, but I am continually drawn back to one in particular. Suppose at some point I notice what has happened; I become aware that my behavior indicates a preference. When I ask why this is the case, I am beginning to engage in philosophical reflection. In seeking to understand my own experience, to explain it to myself, to integrate it with other things I know about myself, I am engaged in critical reflection.”

“Aesthetics is that branch of philosophical activities which involves the critical reflection on our experience and evaluation of art. Critical reflection consists in part of conceptual analysis and the formulation of principles of interpretation, of critical reasoning, and of evaluation. Art-historical concepts such as style and innovation provide material for analysis, and art criticism affords examples of interpretation and evaluation.”

p. 228-229

We can easily glean useful information from this descriptive summary and adapt and apply the framework to historical music.  One experiences the same reaction to certain types, styles or pieces of music that Crawford does to sculpture, sparking a philosophical reflection and initiating a critical reflection.  That is, we experience these reactions if we care to go beyond simply registering a preference and thoughtfully examine the possible reasons for our preference.

“Socrates, the intellectual father of philosophy, maintained that the unexamined life is not worth living. Implicit in his claim is the view that our actions and attitudes are guided by our beliefs, our principles, and our values and that the rigorous, critical examination of these is an important part of what it is to be a human being. Socrates believed that self-knowledge is the highest type of knowledge, without which one can never be truly happy.”

p. 230

Crawford asks some important questions that, again, transfer directly to an interpretive musical context, and then draws a distinction between personal preference and objective standards.

“What makes one interpretation better than another? Is an understanding of the artist’s intentions either necessary or useful to interpret a work correctly? How do we decide between competing interpretations of a work?”

“A major concern of aestheticians is whether the evaluative judgments they make are legitimate claims to knowledge-as opposed to mere expressions of personal preference or reflections of contemporary opinion. Aestheticians ask whether critical judgments about art can be supported by sound reasons, whether there are objective standards or criteria for determining if a work of art is good.”

p. 233-234

And here we turn to a few interpretive examples of music composed by Bartolomeo Tromboncino (1470 – 1535), chosen because the music appears to be extremely simplistic if we only look at the notes that come down to us over the span of 500 years.  But Tromboncino set the beautifully complex and evocative poetry of Francesco Petrarca and Michaelangelo Buonarroti, and what appears simplistic comes to life if we examine the form, structure and context of the original modes of performance.

The first example is a project that self-consciously incorporates historical gestures into performance of Tromboncino’s music, presented in cooperation with Robert Toft, who proposes that gestures typical of historical oratory should be used in musical performance. The video example (link is the title of the piece) is a performance of “Come harò donque ardire“, text by Michelangelo Buonarroti (1475 – 1564) and musical setting by Tromboncino, features Kate Macoboy with Robert Meunier, lute, in a video recorded at Arab Hall in Leighton House, London, 2014.

Kate Macoboy’s performance of the song is very effective, sung from memory and performed with historical gestures, two elements that help connect the listener with the emotional power of the text and its musical setting.  The singer’s delivery is warm and engaged, sung with a conventional, if restrained, production with a beautiful quality of tone and control of dynamic contrast. The lute accompaniment is accurate and subtle, if a bit aloof. And despite the fancy camera work that zooms in on the lute, one’s attention continues to be focused on the singer, her beautiful sound and her theatrical gestures.  While the gestures serve to heighten the emotional dimension of the song, they seem a bit studied and strike the eye as an external element rather than a natural mode of expression.  A method actor would only need to spend a little time with Italians to understand and incorporate the difference.

As for the more nuanced elements of this performance, the first thing one notices is the positioning of the lutenist, a little forward and to the singer’s right.  While many performers seem to choose this arrangement, it registers in the subconscious as “Singer and her Accompanist” rather than “Duo.”  The lute’s pegbox points toward the singer’s face and acts as a barrier to an effective connection, as though it were a wordless statement of “further off”.  My theater professor (long ago) had sharp and succinct words whenever he observed behavior that interfered with effective communication to the audience—Don’t do that.

Toft and the performers provide a great deal more descriptive detail that gives some insight into their intentions and their choices. But one senses that they are attempting to add legitimacy to what seems like simple music by applying external effects, rather than tapping into the more natural elements of performance that can be discovered only by absorbing essential information and allowing the gestures to surface spontaneously.

Our second example is a performance of “Zephyro spira e il bel tempo rimena“, text adapted from Francesco Petrarca (1304 – 1374) and musical setting by Tromboncino, featuring Andrea Alejandra Nicolás with Emilio Cervini, lute, in a live performance at the Concierto Museo Isaac Fernández Blanco, Buenos Aires, July 2010.

The duo of Andrea Alejandra Nicolás and Emilio Cervini offer a contrast to the more cerebral example of similar music by the same composer mentioned above.  The first thing we hear is Emilio Cervini’s introductory recercar that prepares our ears for what is to come, and melds seamlessly into the song.  Andrea Alejandra Nicolás sings with a rather natural production that is instantly engaging.  Singing from memory, she incorporates a great deal of gesture that appears so natural that it almost negates the need for a translation of the text, which is sung with a very charming Spanish accent.

Cervini’s lute accompaniment is at once supportive, improvisatory and very creative—adding appropriate melodic movement, playing a solo interlude and segueing into a triple-time accompanying passage as though it were the most natural thing.  It seems as though he is inventing the accompaniment on the spot, surely the most effective mode of interpretation. The duo’s performance may seem a bit rushed, but the song is delivered effectively with a youthful vigor and a spirit of improvisation that leaves one with a sense of satisfaction.

Summation to follow in our next installment.

Saturday morning quotes 5.10: Aesthetics – part I

Pulchra enim dicuntur quae visa placent. (Things are considered beautiful when their perception gives pleasure.)

– Saint Thomas Aquinas (1225 – 1274), Summa Theologica

Aesthetic beauty is a term we frequently use to describe music and informed interpretive choices.  While aesthetic beauty is part and parcel of an artist’s training, its meaning is not so clear-cut when applied to something as temporally subjective as musical sound.  Musicians are typically left to their own devices to discover beauty in music, which really must be defined on an individual basis.  This is particularly true today, given that the world has been reduced to what may be seen on one’s phone and accessed with one’s thumbs: What was once described as objective beauty is now cynically considered trite.  But for those willing to put down their plastic screens for a moment, a quick peek at the past will at least lay the groundwork.

While the term “aesthetics” was first used by the 18th-century German philosopher, Alexander Baumgarten, the concepts were described much earlier. In his Summa Theologica, St. Thomas proposed three objective features that may describe a thing that is beautiful; integritas (perfect wholeness), proportio (proportion), and claritas (splendor), elements that Umberto Eco defines as “formal criteria” of the beautiful. St. Thomas described harmony or proportion as best realized in music, and is credited with having written the hymns and prayers of the Office for Corpus Christi, including Pange Lingua, from which is drawn the well-known Tantum Ergo :

“Music is the exaltation of the mind derived from things eternal, bursting forth in sound.”

– St. Thomas Aquinas, Summa Theologica

Eco’s “formal criteria” of the beautiful may be readily applied to the physical appearance of the lute, with its elegant proportions and design based on geometric principles.  But the same criteria may be found in the compositional structure of historical music as well as the form and meter of poetry.  Extending the conceptual framework, larger works such as Francesco Petrarca’s Rime sparse were conceived with an overarching formal structure in mind, as were his classical models including Horace’s Odes, and Virgil’s Eclogues.

This formal structural design is likewise found in collections of musical works, for example, John Dowland’s Lachrimae, or Seaven Teares figvred in Seaven Passionate Pauans (c. 1605).  When the music is broken into bits that are easily digestible as snack food by those with short attention spans, the formal structure that was designed with such care is undermined and rendered meaningless.

More to come.

Saturday morning quotes 5.9: Amateurs again

“Yea, so that thou haue any skill in [playing the lute] be not ashamed at the request of honest friends to shew thy cunning: but if thou chancest to get an habit of perfection, prophane not the Goddesse, with making thy selfe cheape for a sleight gaine.”

– John Dowland, Varietie of Lvte-lessons, 1610 (after Besard, 1603).

Having received feedback from a few amateur lutenists over what seemed an unquiet excess of bile emanating from this quarter, we revisit the topic to offer a clearer perspective.

First of all, we love amateur musicians and we count several amateur lute enthusiasts among our friends.  In many respects, amateur lutenists make the world wobble round for professional early music specialists involved in teaching, publishing and music-making.  Amateur lutenists also provide the primary source of income for some of our better luthiers, enabling them to eat regular meals as they indulge in and refine their craftwork.

People from all walks of life are drawn to the lute for a host of good reasons. The lute appeals to the artistic because of its aesthetic beauty and its graceful form.  The lute appeals to historians because of the abundance of written records describing its ubiquitous presence in the noble circles of early modern Europe.  The lute appeals to specialists in historic literature and poetry; for music and sweet poetry are indeed the sister and the brother.  The lute appeals to those with a scientific bent because of its unique design elements and its geometric proportions. The lute appeals to woodworkers because of the unusual challenges of its shape and construction.  The lute appeals to librarians and archivists because there was so very much historical music printed and scribbled for the instrument that wants to be organized and cataloged. The lute appeals to hoarders for the same reason—and they must have it all.

Most importantly, the lute appeals to sensitive musicians drawn by the quiet elegance and beauty of its sound, and because it is a “perfect” instrument—it is capable of producing at once, melody and harmony together.  In the right hands, the lute is capable of producing true polyphony with separate and distinct interweaving lines.  While in the lute revival’s recent past emphasis was placed upon hollow virtuosity, more refined ears today favor the playing of sensitive musicians who understand the music’s depth and the spaces between the notes.  Those who possess taste and judgement mark this to be the most important happy result of the lute’s inherent magnetism for the simple reason that sensitive and musical performers provide inspiring examples for all types of amateurs mentioned above, as made evident through the availability of recordings and through public concerts.

Public performance and commercial recording is the point at which the path forks for amateurs and professionals.  A dedicated professional musician working as a specialist in the field of early music today unfortunately faces nearly insurmountable financial hurdles just in order to survive.  And anyone who approaches playing the lute with an informed sensitivity, taste and judgement soon discovers that it takes a lifetime of committed work to play the instrument well, and constant practice to maintain a technique.  And any vocalist in possession of an informed sensitivity, taste and judgement who has attempted to sing appropriate repertory with lute accompaniment soon discovers that a generic modern technique simply will not do.

Early music is a very narrow niche market, and music for the lute represents a paper-thin slice of that market.  Within the confines of that thin slice, early music that features voice and lute must be measured in microns.  In today’s unfortunate environment of music as a vastly undervalued commodity, we see that nearly all professional musicians are clinging to the frayed threads of a once viable livelihood.  Making matters worse, we also live in age that has seen the dramatic opportunistic rise of the pretentious and competitive amateur.  You know the type.  Armed with generic skills in Photoshop or Garage Band, or alternatively armed with ample funds to pay others for an unnatural result, we see the same pattern affecting different areas of the arts.  Much to the detriment of the less assertive, if more talented and capable professional, this dynamic has a particularly toxic effect when competitiveness is coupled with increased selfie opportunities for the morbidly narcissistic.

I (RA) became a staunch defender of the fundamental right of a professional musician to make a living at his or her art in 1978 when a folk group I was performing with shared a concert program with Tracy Schwarz and his family.  Schwarz, best known for his long tenure with the legendary folk revival group, the New Lost City Ramblers, had very pointed remarks about amateurs performing public concerts for free: They were interfering with his ability to feed his family.  For the same reasons rehearsed above, Schwarz had no problem with amateur musicians indulging in a passionate love affair with music and in fact encouraged the same.  The tipping point is when amateurs play in public for free because, momentarily leaving aside questions of quality, it is plain and simple a matter of patently unfair competition.

As for quality, while an audience may be comprised of individuals who possess taste and judgement, any gathering of people tends toward the lowest common denominator.  This maxim is particularly true when “free” is factored into the equation.  A case in point is the absurd wholesale acceptance of low-fidelity mp3 format as the current standard for listening to music of all types.  While some individuals will notice the difference and opt for the better format, standards are subject to group norms, and large groups behave according to the laws of Brownian motion.  Good judgement will nearly always be deferred if the choice is between free streaming and\or downloading, and paying for a higher-quality format.

The same concept is put to the test when a concert audience is faced with a choice to attend a free lunchtime concert that hosts amateur musicians, or a higher-profile concert that features higher-quality music carefully prepared, packaged and presented by well-known professional musicians who perform for a fee.  Invariably, the free program is well attended while the other is often less so, depending upon the stature (or PR) of the artist.  Excepting pop-tinged performances, which aim for a different target, the current US market for early music reflects this unhappy phenomenon, and even affects performers who are—or should be—at the top of the heap.  The result is that even some top musicians end up playing the free lunchtime concerts in order remain remotely relevant, creating an ugly Catch-22 situation in which mere survival takes a back seat to actually earning a living.

“The dilettante and the amateur should, as a rule, stay out of paid positions, or at least they should not work gratuitously in those which should yield pay: and in those few cases where it seems fair and desirable for them to do any public work at salary they should stubbornly maintain a price and conditions which will aid professionals to hold the same ground.”

– Charles E. Watt, “A Square Deal for the Music Teacher: Let Us Have a Better Financial Status for the Professional Musician,” The Etude, Vol. 39, September 1921, p. 561.

I (RA) have met amateurs who may not be top-notch musicians but who are wonderful human beings.  I have met amateurs who may be capable musicians but who are also ids-on-a-stick in possession of oversized egos paired with a distinct lack of social skills. Although many teeter on the brink, only one particular amateur lutenist I have met falls squarely into the category of a blight upon the earth, which is a remarkably low statistic.  Mostly, I care not a whit whether a lutenist is an amateur, a semi-amateur, a semi-conductor, or semi-truck driver.  What matters is this: Are you performing in public and, if so, are you charging for your performance?  Or, as Dowland chastises, do you “prophane the Goddesse”?


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