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earning to improvise cadenzas in Mozarts horn concertos helps horn players deepen understanding of this repertoire. I grew up playing the published cadenzas in the performance editions of the concertos and often avoided concertos K. 447 (No. 3) and K. 495 (No. 4) because I did not know how to approach a cadenza. I imagine that most students have a similar experience. Improvisation often invokes fear, but by learning to improvise, horn players have an ideal opportunity to approach Mozarts concertos creatively, and to internalize this rich musical vocabulary. Improvisation is analogous to conversation in language.1 Think about the words that you are currently reading. Are you paying attention to the individual letters in this sentence? Most likely, you are 1) grouping letters into words and words into phrases, 2) predicting what is next, and 3) comparing what is the same and what is different from what you have read before. These skills, which facilitate speaking, reading, and writing language with comprehension, are also important to the process of learning to improvise.2 The following musical examples and Seven Skills from Developing Musicianship through Improvisation3 are designed to introduce you to improvising a cadenza for Mozarts Horn b Concerto No. 3 in E , K. 447, first movement. All musical exb amples are written for horn in E . Transpositions in F and sound files can be found at lesliehart.com.
Figure 1. Opening theme, harmony, and bass line to Mozart Concerto No. 3.4
Mozarts Theme
Sing and play the melody, cello/bass part, and roots to examine the harmonic, melodic, and rhythmic content of the opening theme (Figure 1). Notice the reuse of melodic, rhythmic, and harmonic content. This musical material can be the inspiration for improvisation. For example, the harmony and the rhythm patterns in the opening theme provide a context for learning to improvise. This familiar harmonic and rhythmic content are common in Western music. The more repertoire you know that contains familiar harmonic functions in major and minor tonalities and rhythm patterns in duple and triple meters, the easier it will be to predict, group, and compare within Mozarts horn concertos.
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Guidelines
Modern day and classical musicians have established cadenza guidelines. Though not specifically for horn players, Robert Levins description of cadenzas for the Mozart piano concertos is relevant to this discussion. Skill 2: Voice leading principles.
Skill 3: Sing and play through Skill 2 over the progression of Brains cadenza.
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Notes
Christopher D. Azzara, Improvisation and Choral Musicianship, in The School Choral Program: Philosophy, Planning, Organizing, and Teaching, ed. M. Holt and J. Jordan (Chicago: GIA Publications, 2008), 203. 2 Ibid., 204. 3 Christopher D. Azzara and Richard F. Grunow, Developing Musicianship Through Improvisation, Book I/CDs (Chicago: GIA publications, 2006). 4 W. A. Mozart, Horn Concerto No. 3 in Eb, K. 447, Neue Mozart Ausgabe, Internationale Stiftung Mozarteum (Packard Humanities Institute), dme.mozarteum.at/DME/nma/start.php?l=2 5 Hans Pizka, Mozart & the Horn, Facsimile collection, (Munich: Schttner, 1980). 6 Robert D. Levin, Instrumental Ornamentation, Improvisation and Cadenzas, in Norton/Grove Handbooks in Music: Performance Practice: Music after 1600. ed. Howard Mayer Brown and Stanley Sadie (Norton: New York, 1990), 283. 7 John C. Dressler, On the Cadenzas in Mozarts Horn Concerti, The Horn Call 15, 1 (October 1984): 47-51. 8 D. G. Trk, Clavierschule, in Levin, 280. 9 Johann Nepomuk Hummel (1828/1829), in Improvisation, Christopher D. Azzara, The New Handbook of Research on Music Teaching and Learning (Oxford University Press: 2002), 176.
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Leslie Hart is a DMA candidate in Performance and Literature and Music Education at the Eastman School of Music. She is on the faculties of Nazareth College and Roberts Wesleyan College in Rochester NY. See lesliehart.com.
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