Category Archives: Music

Research on marching music and dotted rhythms

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Nice to see an article about marching music, one of the weird, esoteric topics  that perplex ballet pianists like me: a 2018 conference paper by Niels Hansen, Nicholas Shea & David Huron called Do Dotted Rhythms Increase Performance Precision: Why Marches Have Dotted Rhythms (free to download from Academia.edu, but you’ll need to sign in with Google or Facebook, or create an account). 

Read it for yourself, but the take home point is that although we’re prone to believe that marches have a dotted rhythm, a carefully selected sample of 200 pieces from IMSLP that are categorized as marches appear not to fulfil the stereotype. I think what the authors are getting at is that there are many reasons from a perceptual-motor point of view why marches would be better off having dotted rhythms: it’s easier to synchronize to a beat when it’s divided thus, particularly in the preparation for a downbeat. Despite this, the numbers just don’t stack up when you take a sample of marches from IMSLP, so the roots of the “conjectured propensity” for marches to have dotted rhythms lie in culture, rather than practical, physical concerns.

The march as  musical topic

An example (mine, not theirs) of such a cultural source for the idea can be found in Raymond Monelle’s  The Musical Topic: speaking of  a march in an 18th century opera Monelle notes that “the musical figures are in a dotted rhythm, like marches in all ages” (p. 161). Here’s another: dance and music historian Marian Smith in “The Forgotten Cortège,” in Bewegungen zwischen Hören und Sehen: Denkbewegungen über Bewegungskünste (2012, pp. 405-416)

“The Opèra procession’s sense of immediacy was enhanced by its music, for the march (the usual type of music used)—in real life and on the stage—attracted its listeners physically. After all, it was a genre intended to inspire and sustain walking; to supply the energy of forward motion. This attraction was achieved mainly by its rhythms (which typically included triplet figures and dotted rhythms), whatever the tempo or mood—though the tempo was always (by definition) walkable.” (p.411).

Annoyingly, I cannot remember where I read it — possibly in Eric McKee’s book on the waltz, maybe in one of Lawrence Zbikowski’s many articles on music, dance and meaning—but someone more scholarly than me has made an important point that the more music is composed as a recollection, a souvenir or representation of dancing, as opposed to music practically intended for dancing, the more prominent are the rhythmic patterns that signal the dance in question.  Listening to music for aesthetic enjoyment, watching an opera, you are being presented with the idea of other people marching, you aren’t doing it yourself, nor is there probably much marching going on on the stage—there isn’t room, or a large enough cast.  The responsibility for signalling “this is a march” thus lies more on the music than on the physical movement.  

By the same token, many different dance/music forms—polkas, reels, rags, marches, hornpipes, galops— will suffice if you want to do a polka as long as it’s roughly the right tempo, but if you are in the Wigmore Hall and you want to titter behind your fan at your neighbour and gesture knowledgeably “Oh what a pretty little polka the pianist is playing!” then you’re going to need big signals from the rhythm of the music that it’s a polka that the composer wanted you to hear (so it’s likely to be a tune with a rhythm that sounds like “potato chips”). And it won’t particularly matter about the tempo either (which is why you’re unlikely to find ballet pianists by going to the Wigmore Hall). 

The conclusions of the conference paper don’t undermine Monelle’s point, which is that  the dotted rhythm is a kind of musical-literary symbol of a march and the military, regardless of what people actually march to—rather like his other concept, the cheval écrit: a horse represented in music, not a horse-horse. Similarly, even as early as Stravinsky’s Petrushka (1911), there was a  musical symbol for “ballerina” (slow, tinkly waltz) which persists today, though Stravinsky surrounding it with music which itself defied the stereotype while real ballet was going on. 

Perhaps it was a little reckless for Monelle to say “like marches in all ages,” and perhaps he was seduced in that regard by the proliferation of dotted rhythms in the musical literature that he specialised in, but he was talking about soldiers and the military as a topic in music, not a genre of music for marching to. It’s not altogether surprising  that in  music that was actually intended for marching, dotted rhythms are somewhat redundant and unnecessary. For one thing, you’re already marching, so the rhythm of your step is doing half the work. Marching to a tune that sounds like it’s marching is like buying a dog and barking yourself. . . kind of. 

 These relatively simple questions—about what makes a march a march, and how is listening to a march as a cultural signifier different to actually marching—are quite basic to choosing repertoire for ballet classes, and ought to be lesson one in talking about dance rhythms in the context of ballet, yet it’s rare to see them raised or discussed in a scholarly context, supported or challenged by empirical research. I have some issues with the sampling procedure: the collection of music on IMSLP is to my mind a strange place to look, given that what is there is dependent on what is out of copyright, and what people around the world have decided to upload. I’d be more interested to see data drawn from, say, recordings of march music made by bands that actually march or play for marching. 

Keeping in time in real-life marching

William McNeill’s book on marching and drill (Keeping Together in Time: Dance and Drill in Human History)  is frequently cited whenever an author wants to quickly make a scholarly reference to the joys of being together in time. Less well-known is the excited flurry of expert argumentative correspondence that followed a review of the book in The Times Literary Supplement in 1996 (I’m indebted to the detailed footnotes in Kate van Orden’s 2005 book Music, Discipline, and Arms in Early Modern France for pointing me towards this wonderful exchange of views.) The debate on those pages is inconclusive, but eye-opening.  A particularly interesting one was  from 6th September, by John Keegan, who argued that drums might serve a number of purposes in troops, including frightening the enemy, but keeping in time was problematic: 

“Music can detract from precision drill. The explanation was suggested to me recently by a former adjutant of the Scots Guards, who revealed that the end of a column, if it marches to the received beat of the band, will be out of step with the head of the column. Guardsmen therefore learn to carry the pace in their heads, and actually march off the beat they hear, when they know that the speed of the sound through the air is misleading them. (The Times Literary Supplement (London, England), Friday, September 06, 1996; pg. 17; Issue 4875.) 

As a result, he concludes that  “soldiers had, from about 1760 onwards, to programme themselves to the idea of a cadenced step” —that is, I suppose, it’s something they had to do themselves, based on judgement and skill, not by synchronizing to an external beat.  I recognize that sensation: in the days when I used to be an organist, there was one church that had a “choir” organ in a side chapel. The delay in sound was about half a second, so to keep in time you had to pay attention to the rhythm and tempo of your hands on the keyboard, and ignore what you were hearing.  As an accompanist, there’s a kind of reversal of this in class: you clearly can’t accompany everyone at the “right speed,” and even in a solo, you have to look at a dancer and judge the tempo that you think they really want overall, rather than the one they appear to be giving in the moment—they may be rushing, or lagging, or have tripped over themselves. I imagine that for dancers it must be similar: if the tempo of the accompaniment is unstable, they have to find a way of being more or less in time, without being pulled hither and thither by the music. 

I thought of this whole topic as I was re-reading an interview with a conductor talking about the way that you conduct the front desk of the violins, but the ones at the back are following the movement of the bows in front of them;  if you conduct for the back desk, then the ones in the front are going to be ahead, and so on. And that’s leaving aside the fact that people hear and respond to beats differently.  

And finally, the “ballet march”

Over the years I’ve played for ballet, I’ve come to realise that there are dance rhythms that are particular to ballet class: the habañera/tango that is so slow, it almost grinds to a halt; the ronds de jambe waltz that is like stirring a vat of porridge with an oar; the medium allegro 6/8 that is neither a jig nor a waltz; the “waltz” for grand allegro that is so big and fat you could fell trees to it. And then there’s the Grands Battements March, which I’ve already written about in an earlier post. People of my generation used to refer to this as “stripper tempo,” referring to the David Rose tune The Stripper of 1962 [NSFW], but even that tempo sounds too jaunty for the 21st century grand battement.  

Interestingly, though, the rhythmic model of that grands battements march, often sung (slowly) by ballet teachers is Non più and’rai from The Marriage of Figaro, or the march from The Thieving Magpie, both of which have the dotted rhythm-to-downbeat rhythmic figure that the authors of this research refer to, yet tend not to find in their survey of the IMSLP marches. That illustrates their point again, that the figure is probably a cultural phenomenon, rather than one occasioned by the needs of marching itself. At the same time, the ballet example perhaps indicates one of the routes through which such cultural work is done: the tune comes out of the opera house and into the ballet studio, and tends to stay there. Play Colonel Bogey or The Liberty Bell and it won’t feel like a “marchy march,” even though those tunes are probably much more common as actual marching music.  But play the much more recent Darth Vader theme from Star Wars (the “Imperial March“) and there is that dotted rhythm again, illustrating once more the resilient potency of musical topics—which was exactly what Monelle was writing about. 

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Black Swan, the design of everyday things, and the extended mind

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I’ve been very nervous of trying out the orchestral reduction I made in January 2015  of the Black Swan female variation for real-life principals in companies  in case I became too distracted by the unfamiliar feel of the arrangement to concentrate on what the dancer was doing (see this  entry about the terrors of playing for this variation). Finally, this summer I had the chance to play it many times for repertoire classes at the International Ballet Masterclasses in Prague.

The result? Though I say it myself, I was delighted to find that I actually forgot I was playing this variation at all—I usually hate it—to the extent that I enjoyed the rehearsals without any dark interior monologues.  There is something about the way that you get to spread your hands properly over the keyboard that literally helps you to “get a grip” on the solo; when it’s thin and whiny like the piano version, it has no body, it runs through your fingers, away from them.  

The design of everyday things: including orchestral reductions

As I was playing it and thinking about these things, I was reminded of a section in Donald Norman’s The Design of Everyday Things   about the importance of physical constraints in design, and how these enable us to take the right actions without having to think about it:  

“Why the apparent discrepancy between the precision of behavior and the imprecision of knowledge? Because not all the knowledge required for precise behaviour has to be in the head. It can be distributed—partly in the head, partly in the world, and partly in the constraints of the world.” (pp. 45-55)

There are four reasons, Norman says, that precise behaviour can emerge from imprecise knowledge: information in the world, great precision is not required, natural constraints are present, cultural constraints are present. Of natural constraints he explains: 

The world restricts the allowed behavior. The physical properties of objects constrain possible operations: the order in which parts can go together and the ways in which an object can be moved, picked up, or otherwise manipulated. Each object has physical features—projections, depressions, screwthreads, appendages—that limit its relationship to other objects, operations that can be performed to it, what can be attached to it, and so on. (p. 55) 

An arrangement of Black Swan plots out specific combinations of piano keys that have implications for how hands can move around in time. My arrangement is much more constraining physically than the original piano piece. The presence of Drigo’s countermelodies, for example, introduce a secondary web of semiquavers that keep time, keep the fingers occupied in finding a way to play the melody and countermelody, keep the brain occupied by introducing the difficulty, and keep your spirit challenged and alert. All of this automatically constrains the possibility of rushing individual beats or moving too fast generally. (Conversely, though, my simplified version of the final chords—without those ridiculously unnecessary repeated spread tenths—frees up your mind and eye to concentrate on the much more important task of seeing how the dancer is doing on her diagonal.) 

The extended mind

It’s taken me since August to actually go to my shelves and find the book and page, so I could write this post. The impetus for doing so is probably because I have recently bought and started to read Andy Clark’s Supersizing the Mind: Embodiment, Action and Cognitive Extension.  Clark’s book is a huge elaboration on this idea that some of our “thinking” is in the world, not entirely in our heads. It’s at once rather mind-blowing, yet persuasively simple. 

In turn, I finally bought Clark’s book because I was re-reading my notes in my computer on Tia DeNora’s work where she introduces the notion of musical affordances, and the musically extended mind (for a recent conference paper on this concept, see Joel Krueger’s “Musical Worlds and the Extended Mind.” (published in 2018, from a conference in 2016). 

And as it happens, the reason I’m writing this post, the reason I have a website at all is increasingly because it’s a useful place to offload things like this into the world, so my brain has more room to remember where my glasses are, and which bit of my bag I put my umbrella in. I also get tired of thinking “It’s like that bit in that book by whatshisname, it’s a concept called I can’t remember, I’m not sure where the book is.” Occasionally, when I go back to look, I find that I have misremembered or misinterpreted, but in this case, I’m delighted to see that it’s not the case. 

 

 

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Tia DeNora, affordances, and more on the lyrical waltz

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In a previous post about the so-called “lyrical waltz” (a term sometimes used by some ballet teachers) I took a long time to come to the conclusion that perhaps “lyrical” in this instance is not so much a quality of the music, as of what may be done to it.  The more I think about this, the more I am convinced of that explanation, and am enjoying developing the idea further by applying some theory to it. 

I think that for the teacher who asks for a lyrical waltz, the boundaries between the properties of the music, and what it affords, are blurred. You could go further: music has only the  properties that we assign to it, using whatever categories and terms we happen to bring to it; so for the teacher, if music affords lyrical movement, then the music itself is deemed to be lyrical. A nappy bucket, likewise, is so called for the things that it affords, or is commonly used for (washing nappies) but there is nothing inherently nappy-like about the bucket.

Waltz buckets

Think of music as a bucket, and it’s easier to see that there no such musical object as a  waltz in the sense of something that has intrinsically waltz-like properties, but there are “waltz buckets”: pieces of music that  you can fit the movements of waltzes to. This is much clearer with contemporary ballroom dancing, where the waltz-like qualities or propensities of music that you’ve hitherto only been able to hear as a ballad become evident when you see waltzing done to it, as in the example below from Strictly Come Dancing, where waltzing to Hallelujah points up the three-ness at one level of the metrical structure. Having said that, what happens on Strictly is so far removed from the practicalities of everyday ballet classes that it’s not a great example, frankly. 

What confuses the issue is perhaps the fact that there are so many musical compositions called waltz that seem to “call forth” waltzing, as if it was something about the properties of the sounds themselves that did the calling-forth. But if you have ever stood unmoved and unmoving while some dance music played that seems to be animating people around you into joyful, seemingly spontaneous dancing, you’ll probably have to admit that enculturation is important (unless you’re the kind to say that there was something better about the waltz than there is about whatever is being played in clubs now). 

Enter Tia DeNora, and theories of affordance and perception

This has been articulated theoretically by the music sociologist Tia DeNora in After Adorno (2003), in relation to music, obviously, rather than nappy-buckets: 

Music comes to afford things when it is perceived as incorporating into itself and/or its performance some property of the extra-musical, so as to be perceived as ‘doing’ the thing to which it points. (DeNora 2003, p. 57) 

Earlier, she has explained this with reference to marching music: 

Music may also afford the imaginative projection of bodily movement, as when one ‘pictures’ a type of movement when hearing a type of music. The example of marching music serves to illustrate these points. On hearing march music one may (but not automatically—see below) be reminded of or begin to imagine—to ‘picture’ marching. One may, in other words, become motivated or aroused in relation to a type of agency—marching—to a particular movement style, and one associated with a particular set of institutional practices and their particular agent-states, such as bodily regulation, coordination, and entrainment. One may ‘become’ (produce one’s self as) a ‘marcher”—that is, on the occasion of music heard, one may adapt one’s self to its perceived properties and so become, via the music, a type of agent, in this case, one imbued with march-like, militaristic agency. (DeNora 2003, p. 47) 

A ballet teacher asking for a lyrical waltz is a rather strange reversal of this, in that she is in effect saying “Play me a piece of music in waltz rhythm that will enable me to picture myself moving lyrically, so that when I hear it, I and the class will then be motivated or aroused to move in that way.” Or perhaps, more accurately, the subtext is: “I have been told by my teachers that if I use the term lyrical waltz, you will play me a piece of music in waltz rhythm that will enable me to picture myself  moving lyrically” etc. 

The trouble is, the teacher usually does not know how to define a lyrical waltz in terms that have any meaning or currency for musicians, and cannot cite or sing any examples of one; but like Justice Potter Stewart and hard-core pornography, she will know it when she hears it. (In Jacobellis v. Ohio, 1964, giving his reasons for deciding that something should not be considered hard-core pornography, the judge said, in a statement which has since become famous,  “I shall not today attempt further to define the kinds of material I understand to be embraced within that shorthand description; and perhaps I could never succeed in intelligibly doing so. But I know it when I see it. . . “). 

Implications for teaching

It is things like this that make playing for ballet so wretchedly difficult at times. At the same time, trying to unpick the problems theoretically fascinates me, particularly when this has implications for the way that music is taught or thought about in ballet training. For example, the teacher who says “Can’t you hear it in the music?” may be barking completely up the wrong tree.  DeNora speaks (in the quotation above) about institutional practices and movement styles, and how the conventional association of particular music with such practices is what enables us to perceive (or perhaps tricks us into perceiving) a certain piece of music as “march” music, or whatever. That being the case, what will enable the student to “hear” music as lyrical is to do lyrical movement to it, in the style and manner encouraged by the teacher. The music alone holds no clues, no “information” on its own. 

To a limited extent—and I’d be interested to know if the experiment could be repeated elsewhere with the same results—my late colleague Holly Price and I discovered this in relation to teaching about “dance rhythms.” You could chalk-and-talk til you were blue in the face about the properties and characteristics of dance rhythms from a musical point of view (e.g. the waltz is in three four time, the polka has this rhythm, the hornpipe has these characteristics), but it was much more effective to just get a class of students to polka, waltz or hornpipe or whatever, around the studio for a couple of minutes to the relevant kind of music. 

The lyrical waltz and the not-so-grand allegro

An associated problem, though, is that both music and movement are adaptable. You can do the same movement to different kinds of music, and the same music will fit different kinds of movement. Only in the last few weeks—and I’ve been playing for class for over 30 years— I realised that a certain kind of grand allegro is ideally accompanied by the kind of (wait for it) lyrical, 6/8 music that opens the pas de trois in Swan Lake, or the entrée of  Odalisques from Le Corsaire. 

A lyrical waltz? The pas de trois from Act I of Swan Lake

The pas de trois from Act I of Swan Lake by Tchaikovsky.

The entrée of the "Odalisques" in Le Corsaire. It's more allegro than it looks

The entrée of the “Odalisques” in Le Corsaire. It’s more allegro than it looks

 

I realised about Odalisques because I was playing for a repertoire class where the teacher explained to the students the amount of energy and dynamics they needed to put into the movement, which made me realise how “allegro-y” it was, contrary to the way it looks on the page and feels under the fingers. As for Swan Lake, this was a rare example of a teacher (the wonderful Romayne Grigorova) citing the prime example of what she was after. 

In both cases, the music may not seem to be dynamically the equivalent of grand allegro (which is the test that I think a lot of us ballet pianists would apply) but it affords a certain kind of grand allegro, and the music would be associated in the minds and bodies with the choreography customarily done to it. It seems counterintuitive at first glance, but it makes sense: this is about doing energetic movements with grace and lyricism (there, I said it again). 

 

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Bugatti Step by Jaroslav Ježek, and the joy of musical journeys

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I said it had been a week for finding things: well, it’s not over yet., apparently. 

The Bugatti Step

As this will be a longish ramble about finding music, I’ll cut to the chase. The Bugatti Step by Jaroslav Ježek is a fantastic piece of piano music that you could use for class, and the sheet music is available online. I’m not usually guarded about sharing ideas for class music, but in this case I have to confess it’s taken me weeks to do so, because I love it so much, I don’t actually want my colleagues to have it in their repertoire as well. But I can’t help it. It’s too good not to share. 

How I discovered Ježek and the Bugatti Step

What prompted me to finally share the score was that the route to finding it (and other music by Ježek) has been so delightful and interesting. Not long after I vacated Facebook and Twitter a few weeks ago, I was listening to the radio in the car, and heard Barry Humphries talking about his forthcoming show at the Barbican, a presentation of music from the Weimar period, including some of my favourite cabaret songs and composers. As I love the music of this period, I thought I can’t possibly miss it. I checked the dates. Then, because I wasn’t on Facebook anymore, I wrote an old-fashioned email to someone who I thought would appreciate this as much as me, but who is probably the busiest person I know, and lives hundreds of miles away. I don’t suppose by any chance you’re in London when this is on, and free? As it turned out, he was, and so we went, and it was wonderful. 

Barry Humphries presents this collection of music as if you’re having a pleasant after dinner chat in his sitting room (or, if you’ve ever been there,  the Kleine Philharmonie bar in Berlin, which in turn looks like the set of Cabaret). The story he tells is wonderful: as a young man, he discovered this music in second-hand shops in Melbourne, remnants of the possessions of  Jewish refugees from Nazi Germany, who had clearly loved the music enough to bring it with them. He fell in love with it, and has ever since nurtured a fascination with it, leading eventually to this show. 

One of the first pieces in the programme was Bugatti Step, played as a piano solo. I couldn’t help thinking, this is wonderful music in itself, but it would also be great for class, so I made a mental note to check it out afterwards. The composer, Jaroslav Ježek, (known as “the Czech Gershwin”) as so many others, was forced in the late 1930s to flee  the Nazi occupation of Czechoslavakia and go to New York, having until then been a huge contributor to the Czech music and theatre scene. 

What comes across as Humphries introduces the music, is a sense of loving and cherishing these pieces, of giving them the value and the hearing they deserve; a will for them  and their composers not to be forgotten. It’s infectious, but It’s something more than enthusiasm; there’s a warmth and intelligent sensitivity about Humphries’ advocacy of this music that sometimes helps you hear it almost too closely for comfort; you hear with the ears of those who wrote it and heard it at the time. It’s hard not to draw parallels between the politics of then and now. 

Rendezvous with Ježek in Prague

So now fast-forward a little (I went to the concert on 23rd July, and it’s now 10th August), and I see an former Czech colleague of mine at the studios in Prague—she used to play for class  when the ballet masterclasses in Prague that I’m at now first began. Years ago, she had told me  where I could find a second-hand music shop in the city. I asked her it was still there. She checked on her computer; she wasn’t sure, but  there’s this bookshop  in Wenceslas Square No. 42 that has a new and second-hand music department. By chance, I was walking there in the afternoon, so popped in. 

Ježek: 81 songs and dances from the jazz age (book)

The book of Ježek’s music I found in Prague today

And blow me down, one of  first things I see on the shelves is a book of 81 songs and dances by Ježek, arranged for piano byu Sidonius Karez.   (81 melodií a tanců z modrého pokoje). I had to buy it, even if I wasn’t sure what I was going to do with it.  I’m glad I did. It’s a wonderful book, lovingly and carefully put together, with interesting panels of information about Ježek and photographs of him and fellow musicians and performers from the Liberated Theatre in Prague. I can just about work out what it all means, with a bit of help from Google Translate, and my background as a Slavic languages graduate. I start to search for the original 78rpm recordings on YouTube. The music is just wonderful. 

Musical journeys

I’m telling the story because it’s not the first time that my route to finding music has been face to face, material, hand to hand. Meeting people, going to bookshops, being present somewhere. If I hadn’t been to that concert at the Barbican, I might never have heard of Ježek, or had the chance to be thrilled by his music. Barry Humphries found the music in a second-hand shop where it had come from Europe in the 1930s. And now, I’m finding more of it, actually in Prague, in a bookshop, because I bumped into my colleague and she recommended  that bookshop. I would not have known what I was looking at, had it not been for someone bringing that music to Melbourne in a suitcase, and Barry Humphries looking after it, and years later, presenting it at the Barbican. If I hadn’t got off Facebook and made the effort to make arrangements to see a friend in real life, I wouldn’t be writing this now. 

There are other ways to find music, of course, and YouTube is great for researching what has already triggered your interest. But for me, at least, the music you discover like this, passed from hand to hand, music that you can touch, or music that you hear in the physical presence of others, is somehow always more precious. Barry Humphries tells a story in the show about how his mother didn’t like library books “because you didn’t know where they had been.”  For him, that was precisely what he liked about them, and that was the appeal of the music he had found in the second-hand shops that led eventually to this concert. 

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Grands pas des éventails from Le Corsaire: some piano materials

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La forêt enchantée 

It’s been a bit of a week for finding things. I had a lovely email from a visitor to my site following the last few posts, asking if I knew where to find a piano score of La forêt enchantée which provides some of the material for the Grand pas des éventails in Le Corsaire (see clip below—it’s not in all Corsaires). The only one I knew of, from the wonderful www.balletmusic.ru site, was incomplete, and frustratingly, it’s some of the best bits that are missing. But it niggled me: I had had a score of the waltz once, with all the pages intact—I’ve even recorded it—so like a dog with a bone, I pursued it. Sure enough, here it is, a complete, downloadable piano reduction of La forêt enchantée from the Sergeyev collection at Harvard. As if that’s not enough, it’s got the dedication  “to my dear friend Nikaloi Grigorovich Sergeyev from Riccardo Drigo, St Petersburg, 20.1.1910” on the inside title page, in the most elegant cyrillic script. 

 

 

The Pygmalion solo

Part of the piano score of Drigo's Pygmalion variation, used in Le Corsaire

The beginning of the “Pygmalion” variation: click the score to download

Download the “Pygmalion variation” (piano reduction, free pdf ” 

There’s a solo from the Grand pas des éventails (at 13’15” in the video clip above) from another ballet, Pygmalion that I just happen to have done a piano reduction of. It’s short and sweet, and you can’t use it for much else except the variation, because it soon hares off into a coda, but it’s rather nice. And I can guarantee someone will ask you to play it and there won’t be a score anywhere in sight. 

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A year of ballet playing cards #54 (Red Joker): Odalisques from Le Corsaire

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Fragment of Odalisques from Le Corsaire (sheet music)

Click on the image to download the file

It’s that time of year again, ballet summer schools season, when teachers are supposed to tell you in advance what they are going to do in the repertoire classes, but they don’t decide until they’re making the coffee in the green room on the first day. Then they come into the studio, and see that they have a boy in the class that they weren’t expecting and it all changes again. Or they’re teaching a version of Swan Lake that has an interpolation in it that they didn’t realise was interpolated, and in fact not by Tchaikovsky at all, until today.

I’d bet money on the fact that if you play for summer schools, someone is going to say “Odalisques” to you, and expect you to know what they mean, and to have the score saved on your brain’s USB stick. As an aside, you might just ponder the fact that boys on summer schools get to be princes, heroes, idealists and poets. If you’re a girl? Here, I have a harem chambermaid solo for you. 

Repertoire classes in the YouTube era

Repertoire classes have got worse for pianists (and others) since YouTube, because people in Vladivostok post stuff from a rare Soviet gala that they digitized from a VHS tape that they recorded in 1986, someone in a vocational school in England sees it and decides that it would be perfect for Arabella’s solo at the end of year show. For the performance, Arabella plugs her phone into the sound system at the side of the stage, and gets her friend to press play on YouTube, because it’s 2018, and that’s how we roll. A week later, Arabella’s  teacher is teaching at a summer school and says knowledgeably “I thought we’d do the third act girl’s solo from The Cobbler of Archangelsk, do you have that?”  The recriminations when you say you don’t. “But Arabella did it in Minehead, and the pianist could play it by ear.” Don’t get me started. 

People seem to be frustrated when their flesh-and-blood supplier of music (i.e. the pianist) isn’t like YouTube. You can’t type <YAGP Elena Razumovsky 2014> on their forehead and wait for a result.  The look of bewilderment when you say you just don’t have something, or don’t know it; don’t get me started. 

Odalisques from Corsaire: a typical problem, and now a solution! 

The solos from the pas de trois from Le Corsaire for three Odalisques keeps turning up at summer schools and repertoire classes, and I keep printing off the handwritten score from IMSLP.  Le Corsaire is in the repertoire of many companies, but you can’t download or buy a score, or rather, the one you can buy is expensive and covered in all kinds of copyright notices because it’s someone’s version. Thank God for IMSLP, and for the two people who uploaded a couple of incomplete handwritten scores from cupboard in Russia somewhere.  But these are only just OK. The second odalisque takes up four handwritten pages of score with awkward page turns, whereas in my typeset version, it fits on a single page. 

Then there’s that moment where you thought you were safe with the solo, and then the teacher says halfway through the last class, “I thought as we’ve got a bit of time, we’d do the coda.” Have you got the coda? Of course you haven’t, don’t get me started. 

Then there’s that other moment where you triumphantly come into the studio with the score, play all the way through to the last page, and oh—wait! What’s that? The teacher looks at you like you just rammed her car at the traffic lights.  That’s not how it goes? Maestro, you must have cut some bars out? No, no, no, we don’t need that! Out comes the YouTube clip on the iPad, and you find that there’s another version that you didn’t know about. Don’t get me started. 

At least for Odalisques, help is at hand. Here, free to download, is the pas de trois, with the intro, three solos, and the coda. The Bolshoi version and the Mariinsky version (there might be several, for all I know, don’t get me started) have slightly different endings for the entrée and the coda. Because I’m nice, I’ve put both in. 

A useful pas de trois to keep by the bread bin

Apart from being useful if you are going to be playing for the actual pas de trois, Odalisques is handy material for class. The opening is a curious mixture of legato, wafty, and allegro-like music. It’s perfect for when you’re not sure what kind of music is needed, because it’s got a bit of everything. The three solos and the coda are all at that slightly awkward in-the-middle tempo that you need for some exercises. For sure it’s not the most interesting music, but it’s useful. 

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10 fabulous ballet women for International Women’s Day 2018

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Picture of a rose

One of the reasons I started blogging was because I was frustrated that journalists and historians tended to focus only on the big names: the stars, the directors, the choreographers, the “game-changers,” the critics and scholars, while leaving out the people who did so much of the heavy-lifting:  ballet mistresses, teachers, coaches, notators, assistants. Another category:  those  dancers who come over during a rehearsal and help you out when those at the front charged with doing so don’t know how to.  Insiders know that ballet is a joint enterprise,  and that on the dancing side, these are the people who make the ballet world go round, who hold it together, who support and lift everyone in it, who keep the ship afloat and motivate the crew in stormy seas badly navigated.  

I wanted to do two things: to say thank you to the people who had explained the ballet world to me when I was floundering, particularly at  the beginning of my career; but also, to disrupt the web search results, so that some of the people I admired most would come out of the footnotes to other people’s biographies. It was the early 2000s, and at the time, people  believed (perhaps they still do?)  that if you couldn’t be found on the web, you didn’t exist. 

Disappearing Acts

They weren’t all women, but the fact that men in these roles are also overlooked has, I believe, a lot to do with gender, with the tendency to dismiss supportive, other-directed, compassionate, nurturing and emotionally intelligent behaviour as unimportant “women’s work,”  compared to the more attention-grabbing projects of choreography, composition, or building new premises.   Joyce Fletcher writes about this in Disappearing Acts

[C]ertain behaviors “get disappeared”—not because they are ineffective but because they get associated with the feminine, relational, or so-called softer side of organizational practice. This implicit association with the feminine tends to code these behaviors as inappropriate to the workplace because they are out of line with some deeply held, gender-linked assumptions about good workers, exemplary behavior, and successful organizations. In other words, the findings [of Fletcher’s research among female design engineers] suggest that there is a masculine logic of effectiveness operating in organizations that is accepted as so natural and right that it may seem odd to call it masculine. This logic of effectiveness suppresses or “disappears” behavior that is inconsistent with its basic premises, even when that behavior is in line with organizational goals. The result is that organizations adopt the rhetoric of change—moving, for example, to self-managed teams—but end up disappearing the very behavior that would make the change work, such as recognizing the effort involved in helping a team work together effectively. 

As an example, she cites a discussion in a manufacturing firm where everyone agrees that “the ability to bring people together, to resolve differences, and make team members feel at ease with each other is something that is very important in getting a diverse group of people working well together,” (p.2) yet these do not get added to a list of core competences because “they are not measurable or something that could be written into one’s objectives.” If you’ve ever had to write learning objectives, or been told to make your goals S.M.A.R.T. you’ll know what it feels like to have to bring yourself kicking and screaming into line with this way of thinking.

This isn’t about giving some occasional column inches to “unsung heroes.”  The concept of lone heroes and solitary geniuses is part of the problem. As Mary Beard said recently in an interview in the LARB about women and power: 

This is about women who want to be listened to and taken seriously and to make a difference to the ordinary workplace. Power isn’t just stratospheric. It’s not just about the glass ceiling. There’s quite a lot of women who feel so far from the glass ceiling that that metaphor is a real turn off. This is about how we operate together at every level in the culture, whether that’s around a university seminar, or high school, or a retail store, or whatever. It’s about thinking about who we take seriously, how, and why.

This list is 13 years old, and I could add many, many more to it now (I won’t, because if I start, I’ll end up doing a new Advent Calendar) but it’s wonderful that I still know,  work or  catch up with most  of them today, and they are still every bit as fabulous. 

10 Fabulous Ballet Women for International Women’s Day

References


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A year of ballet playing cards #38 (QC): Prague Waltzes: Soft, strong and very long.

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Screen grab of piano score of Prague Waltzes by Dvořák

Prague Waltzes: click the image to download the free piano score

When is a waltz not “a waltz”? Most of the time 

If I ever get to play what I think of as  “a waltz” for class (you know, the rollicking, flowing, swaying kind that has a pendulum swing in it that propels you forward without ever getting tired) , I mentally crack open the champagne. Ninety percent of the time in class, you’re trying to find something that is waltz-like, but not exactly “a waltz.” I suspect the problem is that the waltzes we know from the concert repertoire were made more for ears than legs. I have rarely, if ever, found a suitable moment in a ballet class  to play Léhar’s  Lippen schweigen (“The Merry Widow Waltz”), yet that’s one of the first tunes that comes to mind when someone says “waltz.” Over ten years, many of the posts on this site have hovered around this topic in one way and another, to the extent that I’ve now created a page listing the “waltz problem” posts.  

The sound of three heads turning

Much of the music you’re asked for in class has zen-like conundrums in the specifications. A colleague said he’d been asked by one teacher  for a “melting march.”  Sounds familiar:  I tried to solve a similar problem with what I called a “chameleon-like March by Granados).  Waltzes for multiple pirouettes are similarly taxing: you need something slow, but not too squidgy. Rhythmic, but with space for allowing more turns without sounding naff. Elastic and steppy for balancés, but then with three sharp beats that can signify three “heads” for a triple pirouette.  

If there’s a model for the tune that can accommodate all this, then perhaps it’s the opening theme of  Kaiserwalzer Op. 437 by Johann Strauss II: 

 

But it doesn’t last long, and it’s played so often for classes, you can only use it sparingly. 

That’s why Dvořák’s Prague Waltzes is such a find. Like the old slogan for Andrex toilet paper, it’s soft, strong, and very, very long. If you’ll forgive the comparison, the design problems of pirouette music and toilet paper are not so dissimilar. Beats in waltz music need a softness combined with a tensile strength such that they can hold together and stretch without breaking, but also separate with a quick tug when you need them to.  And here you have it: pages and pages of pirouette music that does all the right things (though I’ve made a few minor cuts to make it class-ready).

Prague Waltzes is a useful model of what “waltz” can mean. This composition is evidence that waltzes don’t just go “1 2 3 1 2 3” — there’s a whole world of varied accents and tempos and rhythms within a single phrase. Most significantly, in my view, there’s a lift/accent/length/weight, call it what you will, in the middle of the bar rather than beginning, and often a sense of direction towards the third beat, not the first; sometimes there are three separate gestural beats in a bar, not three subsumed into one. Prague Waltzes also provides  many examples of how to vary and extend a waltz idea when you’re improvising. 

I also love the title, having spent every 14 of the last 15 years playing for the International Ballet Masterclasses in Prague. It’s a city I will associate forever with ballet, playing for some of the best and nicest people in the ballet world. I wish i’d had this music for some of them, however, considering how many hours of pirouettes I must have played for. 

Tempo for Prague Waltzes

I left the allegro vivace  on this arrangement out of deference to the orchestral score, but to me this doesn’t sound right given what’s on the page, and so the metronome marking range is mine.   I like the tempo that Jirí Belohlavek takes it with the  Prague Symphony Orchestra (I also like to think they must know what they’re doing with this Czech music).   For class, you could take it even slower, and pull it about in different ways as necessary. Belohlavek plays around with the tempo quite a lot for the sake of concert interest, but the opening sections are the kind of tempo which works well for a lot of pirouette exercises. 

 

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A year of ballet playing cards #37: A grand polonaise by Nápravník

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Screenshot of the polonaise from Dubrovsky by Eduard Nápravník

You’d think that if ballet teachers have a mental model of how a polonaise goes, this would be a distillation of all the polonaises they’d ever heard, the top of the bell curve, just as when you go to buy a door, you expect that the shop will have a selection of them that resembles your idea of what a door is, even if the panelling and materials are different. Polonaises like the teacher’s model should be a dime a dozen in the repertoire, you’d think. 

But they’re not. As I’ve written elsewhere there’s hardly a polonaise in the ballet repertoire that you can play for class straight out of the box.  They have all kinds of little annoyances in them—2 bar fills, 10 bar phrases, four bar phrases, 5-phrase sections. They’re too slow, or too fast, too lyrical, or too complex rhythmically. So you hunt again, and find another breed of polonaise that, if it was a food product, would have the ominous word flavour on the label. Polonaise flavour. Contains polonaise flavouring.  A teacher wrote to me recently, asking why it was that the grand battement on a polonaise she’d tried out for class didn’t work—she wanted to cross-phrase it so the leg went up on 1, 3 and 5 across a two-bar phrase (i.e. 136—a hemiola, in musical terms). She knew exactly what she was doing, but it didn’t work. I wasn’t there, but I would put money on the reason being that the pianist used a polonaise-flavoured room spray, rather than the eau de parfum. 

Triple meter and the polonaise —(trigger warning: meter theory, including some hemiola) 

Metrically speaking, the eau de parfum of the ballet teacher’s polonaise is one in which all the beats of the bar are equal, so that if you want to cross-phrase, hemiola fashion, you can. The classic case from the pianist’s repertoire is the opening section of  Chopin’s A major “military polonaise” Op. 40 No. 1, or the final polonaise in Tchaikovsky’s Suite No. 3 (used in Balanchine’s Theme and Variations). But many polonaises aren’t like this. They tend, like the middle section of the Chopin polonaise I just mentioned, towards a kind of unequal meter, with the first part twice as long as the second (2+1). Even if you try to  play with metronomic accuracy, there’s going to be a pull towards unevenness, either on the part of the performer or listener. 

This is a much bigger issue than it might appear on the surface. In Beating Time & Measuring Music in the Early Modern Era , Roger Grant devotes a chapter to “a renewed account of unequal triple meter” which sets out the problem. Somewhere in the 16th century, triple meter became “grounded in a basic inequality.” Beating duple time consisted of an equal lowering and raising of the hand, whereas triple time involved a lowering (i.e. a downbeat) of double the length of the upbeat. In this form, “triple meter was an unequal meter, similar in nature to the unbalanced meters in five or seven with which we are familiar in the twenty-first century” 

Now get this: 

In theoretical writings of the past forty years, however, triple meter no longer garners special treatment. It has become, for the most part, an equivalent of duple meter with different cardinality (that is, a different number of beats per measure). In these theories, triple meter is an isochronous meter—all of its parts are equal in length. This is the result of recent scholarship’s heavy theoretical investment in the properties of equal division and graduated hierarchy.

Although Grant is here comparing theoretical perspectives, as a ballet pianist, you see this played out all the time in practice, and the polonaise problem I outlined above can be analysed in precisely these terms. The teacher has a conception of triple meter—in the polonaise, at least—in which the 3/4 bar is an isochronous meter, i.e. three equal beats. A lot of music in 3/4 isn’t like this. There is an unequal ebb and flow in the bar, a proportion of 2:1. Even if the pulse you’re playing to is even, the rhythm of the music draws you into this pattern, so that if you’re trying to cross-phrase your grands battements, the music pulls in another direction. Nonetheless, there are some polonaises which are examples of isochronous triple meter, and Tchaikovsky, when he’s polonaising, tends towards this pattern. The trouble is, most of them aren’t good for class for one reason or another (including overfamiliarity if you’re playing for a company). 

Enter Nápravník, on an isochronous triple meter

This one  by Nápravník is one of the rare pieces I’ve found in years of searching that comes close to the model of the ballet teacher’s polonaise without sounding like it’s been knocked together out of two-by-fours and MDF. Czech by birth, Eduard Nápravník was  principal conductor at the Mariinsky Theatre, and conducted many of Tchaikovsky’s works, including the first performance of the 1st piano concerto, and the posthumous performance of the Pathètique. At the double bill premiere of Iolante and The Nutcracker, Nápravník conducted the opera, Drigo the ballet. 

 

The  date of Nápravník’s opera Dubrovsky, 1895, suggests that if there’s any influence, it must have been from Tchaikovsky to Nápravník. But with Tchaikovky’s documented respect for Czech composers—he “unreservedly praises Saint-Saëns, Delibes, Massenet, Grieg, Svendsen, Dvořák, and in the latter’s train Zdeněk Fibich, Karel Bendl, Karel Kovařovic, and Josef Bohuslav Foerster”   and  for Nápravník, it’s not inconceivable that perhaps some of the influence flowed in the other direction.  

Like so many other polonaise composers, Nápravník doesn’t write in blocks of 4 x 8 bar phrases, so I’ve had to cut it in places, and double up a four-bar phrase in another to make it usable for class. It was very hard to decide how to do this without committing a crime against music, but I think it’s worth it.  Some of the cuts and repeats feel criminal to me, but I think of all the times in real life productions where choreographers have cut or repeated, and once you’ve heard it a couple of times, you get used to it. Cuts, like murder, get easier after the first time. 

I haven’t simplified the arrangement, as if the exercise is slow,  you might be grateful of having something to play while you wait for the next beat to arrive. There’s no getting away from it, polonaises are just difficult to play, particularly this kind. There’s a rather lovely trio section in the middle which has echoes of one of the servant girls’ chorus (“Dyevitsy krasavitsy”) in Onegin. Given that Nápravník conducted the first performance of that opera, and would have known it well, the similarity is perhaps not surprising. 

Bibliography

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The mysterious case of the Lyrical Waltz

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I’ve just had an email from a teacher, asking me what I understand by the term “Lyrical Waltz.” Short answer, I don’t understand anything by it, but the long answer is that I’m rather fascinated by how a term like this can gain such currency over a long time, without apparently having much meaning. 

Lyrical waltz: a potted personal history

The first time I heard the term “lyrical waltz” was when I started work at the RAD back in 1986. I think it was something that teachers had been told was a meaningful musical term to use to pianists. I used to improvise waltzes that started with  a dotted quarter note + three eighth-note pattern (as in the Sleeping Beauty lilac fairy attendants example below). I soon ran out of ideas. I think the reason I associated this pattern with “lyrical” was because somewhere in a syllabus book there was an exercise that had “lyrical waltz” as a tempo indication, and that’s roughly how the music went. 

Screengrab of the piano score of Tchaikovsky's Sleeping Beauty, Lilac Fairy Attendants

Lilac fairy attendants from Sleeping Beauty (Tchaikovsky). When I hear “lyrical waltz” I think of this rhythmic pattern of dotted quarter note + three eighth notes. But I’m not convinced that’s good enough.

What—if anything—is a lyrical waltz? 

Over the years, I have tried to work out what, if anything, a “lyrical waltz” is in musical terms, but have only come up with more questions. 

  • Does it mean something that has the quality of a song? That doesn’t really work, because there are plenty of songs that have a bombastic quality.
  • Does it have a melody that is song-like, rather than being motif-based like the Act 1 waltz in Swan Lake, or the opening of waltz of the flowers in Nutcracker, where you can hear the composer at work, rather than the singer. However, as soon as you start singing these tunes, they have a song-like quality, they’re singable. Back to square one.
  • Does it mean something that has more eighth-note motion than 1-in-a-bar feel? Not an infallible criterion, because there are 1-in-a-bar waltzes which could be described as lyrical, and eighth-note ones which aren’t.
  • Does it just mean slow? I don’t think so, because teachers who have ever asked for this didn’t (I think) want something ponderous
  • Does it mean something where the melody takes precedence over the accompaniment, i.e. something like La plus que lente by Debussy? Up to a point, but if teachers use  the word “waltz” at all, I presume they’re expecting more rhythmic predictability than this.

Lyrical waltz—a pedagogical category only?

By “pedagogical category” I mean a term that has arisen from a teaching context, but has little relation to the world outside, but has somehow stuck. Whoever started using it may have had a particular waltz in mind, like the “Lyrical Waltz” of Shostakovich, from which they extrapolated a category, without giving it much thought. I think this happens a lot—where people like a single tune, not realising that what they like about it is particular, not generic. Take La cumparsita which people have sometimes used as a generic template for “tango” — when it’s about the only tango that goes like that, and in fact, was never a tango in the first place, but a march. As an illustration of this in practice, a colleague told me of a class where the teacher had sung a tune while she marked the exercise, and then said “But don’t play that. Play something similar.” You guessed it: after a few try-outs, she said “You know what, just play what I sang.” 

Incidentally, this is the opposite of that odd, ballet-only scenario where a teacher will ask for “The same thing” by which they don’t mean literally the same thing, but something that is in metre, tempo, style and feel the same, without being, you know, the same. This is where the everyday German distinction between das Gleiche and dasselbe is useful.  There might be an interesting intersection here between musicology and everyday ballet class practice. In Music, Imagination and Culture (1991), Nicholas Cook writes of the tendency to “hear works as individuals rather than as exemplars of a type” (p. 147) and that this is  a “defining principle of the aesthetic attitude,” citing Dahlhaus’s Analysis and Value Judgement (1983, pp. 13-14). In my experience, ballet pianists are much more attuned to attuned to what dance forms are as a genre than classically trained musicians. Ask the latter for “a polonaise” and they’ll play an exemplar, of which they probably only know a couple of the Chopin compositions, without being aware of the things that make it a polonaise in the first place. 

Lyrical waltz—or little waltz?

One teacher I play for often asks for “A little waltz” and for some reason, I know exactly what she means, though it could also be the tone of voice and gesture that conveys the idea. “Little” to me here suggests something in moderate tempo, moderate volume, not bombastic, not grand, with a smooth melody line, perhaps like the Tchaikovsky E flat major waltz Op. 39 , or the Little Waltz by Teresa Carreño.  A piano piece, rather than an orchestral number reduced for piano. A miniature. Little is a more productive and meaningful term for me than lyrical, though I’m still not convinced it helps. I’m also referring mentally to particular pieces that have an overall quality elicited in performance more than composition. 

Lyrical—just a name, rather than a category?

I searched around for “lyrical waltz” on Google, and then for Valse Lyrique. Once you exclude Shostakovich or Sibelius, it’s not a huge list, so the idea that there was once a whole category of waltzes called “lyrical” is suspect (though you’ll find quite a few of them on ballet pianists’ albums, which supports my theory that it’s a pedagogical term, not a real-life one). 

In the US Library of Congress Catalog of Copyright Entries 1945 (Music) New Series Vol 40 Pt 3 No 10 there are more compositions in the index with the word “Valse” in the title than “waltz,” and only a handful with the term “lyric.” When you look at the list of adjectives associated with “valse,” (see below) apart from lyrique including erotic, beige, parfumée, you begin to wonder whether any of them have much meaning, except as a way of flogging a generic composition as if it might be particular. Perhaps lyrical is doing the work of organic, natural, new, advanced, healthy, free-from! in food-labelling. If we’re fooled by food labels, I’m sure we can be taken in by sheet music covers.

Picture of the index from the US Catalog of Copyright Entries for Music 1945, showing a list of compositions including the term "valse"

Extract from the Catalog of Copyright Entries (Music) 1945, compositions with the title “Valse”

Postscript: Is “a lyrical waltz” something to do with the body, not music? 

Once I’d written this, I began to wonder whether the term “lyrical” has some purchase with dance teachers because of the genre of lyrical dance, in which case maybe it means “the kind of music I can do emotionally charged slow bendy dance to.” That opens the field up more, without the need to get too metrical-technical about the music. 

See also a new post on this topic here: 

 

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