Dramatic change to individualism and the interpretive subjectivity of the
performer.
Complexity of music led to need of virtuoso conductor
as "re-creator" and one to sort our relationships of
what should be in the musical foreground, the middle ground,
or the background (musical perspective); has a much more
important task to influence the shaping of phrases.
Use of Voices and Instruments
Large choruses now common; some gigantic.
Singers may outnumber instrumentalists.
Vocal style is more soloistic in nature and demands mature
sound with power adequate for climactic points in the music.
Notation
Composers generally very specific of what they wanted; most
notational elements currently in use were used during this period.
Editions of old music from this period
are often heavily edited with expression marks that are inappropriate.
Ornamentation & Improvisation
Expressive diminuendo from the dissonance to resolution is
still part of the performance of the appoggiatura.
Trills now usually begin on the main
note.
Tempo
Beethoven was one of first to suggest using the metronome
(includes
markings for his first eight symphonies, but was reluctant to
give them in his last compositional period.)
Brahms preferred verbal indications to numerical ones.
Wagner maintained that correct tempi come from a thorough
understanding of the score.
"Tempo modification" Two schools:
a. Rigid objectivity, held by Mendelssohn
b. Unwarranted liberty, championed by Wagner
Rubato: "important part of expression in late Romantic
music."
a. Classical rubato affected only the melody, while the accompaniment
remained constant.
b. Romantic (expressive)
rubato affected both melody & accompaniment.
Wagner's instructions about tempo:
a. Tempo modification is inherent in this style.
b. Best way to determine tempo is to sing parts, even instrumental
parts!
c. True adagio can not be too slow.
Phrasing, Articulation, Dynamics
Regular phrase groups often give way to long irregular groupings.
Beethoven was one of first to use signs for crescendi and
decrescendi; also uses < > to show exact point of the climax
of a phrase.
Extremes of dynamics found: e.g.: "ppppp" in Verdi's Don Carlo.
The Texas School Music Project is a source for ideas
and information concerning pedagogical practices in the music classroom
or rehearsal hall.
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of the School of Music at Stephen
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