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Opus 4, No. 1: The White Swan And A Jungian-style Of Musical Analysis

September 18, 2012 by Ashley David

by Allan Greene

Cue the strings.  Prepare yourself for something big.  I’ve got a lot of explaining to do.

Opus 4 is going to be big project.  It’s going to synthesize several streams of thought that I’ve been carrying around with me for a while, one going back 36 years to when I was a senior at Carleton College.  I’ve been intending to do something with these ideas for a few years, since George de la Peña, who was Artistic Director of the Joffrey Ballet School at the time, suggested I give a talk to the faculty and students on music and dance.

In order to get paid for such a talk, George had me submit a proposal to the school’s executive director.  Unfortunately, George and the executive director parted ways before my proposal was ever processed.  I had proposed doing five lecture/demonstrations on various topics, including the use both Stravinsky and Balanchine made of French Baroque poetry in Apollo, and the how the Ivanov/Legat choreography of the White Swan Pas de Deux in Swan Lake and Tchaikovsky’s music for it are interlaced to create a masterpiece.  Long story short, no money, no revelations.

When the editor of this blog, Catherine, asked me to write about music and dance, and gave me carte blanche to write what was on my mind, the first thing that popped into my head was that long-delayed White Swan project.  I had intended originally to recruit two dancers to demonstrate various parts of the dance while I played at the piano and did my Leonard Bernstein routine.  In cyberspace, however, my audio-visual aids will be a little different.  But it will get to the same place.

The more I thought about how to do this, the more I realized that my project rested on assumptions that, to be charitable, not everybody agrees with nor understands. [Read more…]

Filed Under: 4dancers, Editorial, Music & Dance, Music Notes Tagged With: balanchine, Carleton College, George de la pena, joffrey ballet, joffrey ballet school, music and dance, odette, rothbart, stravinsky, tchaikovsky, the four temperaments, white swan, white swan pas de deux

Music Notes: Opus 1

June 22, 2012 by 4dancers

by Allan Greene

The first thing is, something always has to be moved. The piano, the seat, where to put the tea to keep from knocking it over, do I need to see this teacher’s feet or can I rely on her cadence… A quick look around the studio to see if there are any interesting visitors, if any regulars are missing. Once I know who my audience is, I can think about how to break the aural dryness. Often the choice is like a steakhouse menu, steak or non-steak, or, in this case, Chopin or non-Chopin. This presupposes, of course, that the teacher doesn’t decide to lead off with foot warm-ups or something. I almost always react to avant-pliés non-Classically. If a teacher wants to start a class Pawn-to-Queen’s-Knight-4, I feel it’s my duty to let the students know they’re no longer in Kansas. But it’s just going to be pliés, and pliés music must be a satin blanket that can never crease. Can the students handle drama, or will it have to be Bel Canto? Let’s try drama. Can they handle humor, or surprise? If they’re disciplined enough, I can really have fun with them. Let’s save that for the second side, after I’ve relaxed them. Okay, it’ll be a Chopin nocturne, no, a Liszt Consolation, no the Goldberg Variations aria, no, we’re about to begin, CHOOSE! “Préparation…” Hands on keys, oh, I’m playing D-flat arpeggios, Opus 9 No.1, D-flat Consolation, Berceuse, need a melody: an E-flat! It’s a V9 chord in G-flat major, and yes! the Schubert G-flat Impromptu, and we’re off! Second side, can we integrate the Well-Tempered Clavier into this? It should work.

I can’t speak for any other dance accompanist, so don’t draw any conclusions. But the above is precisely the way I think from the moment I walk into the dance studio through to the end of the class. It’s a 90-minute interior monologue interrupted by commands to start and stop, repeat, change the tempo, change the music, play more, play less. I have to make the whole thing sound improvised, yet intentional. It’s my job to reinforce whatever the teacher is teaching that day, never step on his message. Ninety-nine percent of the time I don’t want to draw attention to myself, even if the effect I choose is a Lisztian ocean of sound. Sometimes my choice doesn’t come off, sometimes I switch in mid-combination, or even in mid-phrase. But almost always, the result, after ninety minutes, is an artistic workout, the satisfaction of structural completeness, and the heightened sensitivity that serves as the emotional foundation for dance artistry. Or so I like to think.

Consider this column as my préparation for my future commentary on the relationship between dance and music. Some of my pieces will unlock the magic of great ballet choreography, looking at the symbiosis between the steps and the music. (Shall we tackle Swan Lake?) Some will cover my experiences working with the famous and the not-so-famous. (Interested in what it was like working with Agnes de Mille after her stroke?) We will undoubtedly get into the gnarly but indispensable subject of synesthesia, the study of how some peoples’ brains vividly cross-process sensory information. (I have arrived at the conviction that the truly great artists were all wired this way to varying degrees.) We might mix in a music lesson here and there. (Ever wonder what the significance is of the difference between 4/4 and 2/4?)

I can’t wait to share with you a few of those thoughts that rattle around in my mind, like dancers awaiting the curtain’s opening, for that Pavlovian word, “And…”

BIO: Allan Greene has been a dancers’ musician for nearly forty years. He is a composer, pianist, teacher, conductor, music director, father to Oliver, 9, and Ravi, 6, and husband to Juliana Boehm. He has also been an architect, an editor, a writer and a boiler mechanic. He lives and works in New York City. His ballet class music can be found on www.BalletClassTunes.com.

Filed Under: 4dancers, Editorial, Music Notes Tagged With: Ballet, chopin, music and dance, music for ballet, Music Notes, piano music, plies

The Value Of Improvised Music In The World Of Ballet

May 28, 2012 by 4dancers

Photo by Alan Crumlish

Today we have a guest post about music from Karen MacIver…

Many years ago my composition-for-film tutor Howard Goodall (the genius behind the themes for BBC British TV hits Blackadder, QI  and Mr. Bean) once asked me what exactly makes music so important to the moving image. He was interested that I had come from the world of dance as a musician working in Ballet Companies. This seemingly simple question had a profound effect on me and I spent the rest of my time at film school – and my professional career – defining the answer.

The wonderful psychological impact music makes on us reaches far deeper than mere entertainment. Having returned to the world of Ballet, I now realize the most valuable asset a dance organisation can hope for, is to work with great music and great musicians. For here begins the symbiotic journey for the most elemental part of any dancers’ life – Class.

There is a small but growing army of inspirational musicians who have made it their life’s work embracing the world of music and the moving image. Mastering the art of improvising or recalling music perfectly takes time, passion and most of all comprehension of dancers’ needs during Class. Class is the fundamental ritual that ignites each working day, from beginner to ballet master. And so music nourishes not only the muscular requirements for the sporting qualities of a dancer, but also the emotional depth needed for choreographic demands.

If a musician ‘gets it wrong’ (and I use this term with fear and frustration) they are in peril of causing disruption to Class and at best will be artistically ignored for the oncoming hour. The very conundrum of what is needed to define a “great class” is the starting point of the Masters in Accompaniment for Dance course I am proud to be part of here in the UK.

So where do we find the ley lines connecting music and dance?

Well. There are two definitive structures that lie at the core of all good art and they are both found in the world of architecture. Proportion and tension-release.

Our delight in perfect proportion is embodied visually through classical structures dating back to the time-honored buildings of ancient Greece, balancing the principles of space (silence and stillness) versus material (movement and sound). Coco Chanel herself described her particular art in this simple statement “Fashion is architecture : it is a matter of proportion” and musician Laurie Anderson rather clumsily declared,  “Writing about music is like dancing about architecture”. But we know what she was getting at!

And of course the ‘Mozart Effect’ reaches deeper than an educational context which states that our ability to learn and concentrate is refined in the proximity of hearing classical music. No, there are varying ballet structures given daily in class that not only seem to mirror the demands of musical phrasing but actually are the visual representation of great musical themes. The famous Elvira Madigan (Mozart’s piano concerto no.21*) theme embodies all that is perfect in proportionality and therefore complements so many of the dance exercises delivered in everyday Class. Understanding this gives the musician freedom to improvise around the perfect structures already created by the great masters of composition.

Understanding tension and release both physically and musically defines another equally important bridge connecting the two art forms. They are felt universally both in musical chord structures and in anatomical muscle memory. Architecturally it is felt as the invasion of space in the landscape, balanced with the satisfaction of creating man-made structures in apposition to nature.

If the musician thinks like a dancer, they will play music as a dancer – with breath and freedom balanced with strength. Thinking of music ‘anatomically’ – SKIN,MUSCLE,BONE – gives depth and understanding to the response of accompanying the dancer. Let me expand.

A child views her first years of taking Class in terms of skin only . She copies shape only in silhouette form with little comprehension of the underlying meaning of the movement. Similarly, a novice musician will copy the outward shape of movement when first confronted by the demands of ballet class, by making melodic contours that in some way mimic visual shape. Muscular flexibility in dance reflects musical harmony and skeletal shape and form corresponds vitally with musical form and shape.

The learning of an instrument is a slow process, just as the learning of ballet technique. Matching the two takes yet another stretch of time and imagination before they function together as one. And so, the musicians’ journey learning the textural changes and chordal tensions for class accompaniment is a long but ultimately fruitful one.

One more thought. If I think back to all I learned writing for film, there is one odd and unique aspect to film music that differs slightly from dance music. On the surface, both share the need for music’s psychological undercurrent which says so much more than the spoken word. Imagine the famed Underground train scene in Fatal Attraction when Glenn Close tells a handsome Michael Douglas that she truly loves him. Do you recall the music screaming “she’s mad!!!!” Probably not. Why? A good filmscore acts as an unnoticed dramatic colourwash to the action. Rightly so. That’s where its power lies.

However in dance, the presence of music is never ‘inferior’ to the visual impact of dance. It is the support and context in which movement comes alive. In return the music seems to acquire a unique luminosity that, once heard in context of dance, seems to sparkle just that little bit more.

In conclusion. A toast. Long may the marriage of music and dance stay in love!

*have a listen whilst you read the article!

 

Karen MacIver

Copyright Karen MacIver May 2012
www.balletmusicforclass.com

Karen lectures at Scottish Ballet/Royal Conservatoire of Scotland on the Postgraduate Masters Piano in Dance Course.

Filed Under: 4dancers, Editorial, Music & Dance Tagged With: Ballet, dance, dance class, dance piano, karen maciver, music and dance

Coming Up On 4dancers…

August 14, 2011 by 4dancers

From time to time I like to do a little preview of things that will be coming up on 4dancers, and this week I have a lot to share! In addition to the new column we have “The Business of Dance” by Lizzie Leopold, we are also adding two new features in the upcoming weeks….

Join us for “Finis” – a new monthly column that will feature a dance photo at the end of the month, and “Music & Dance” – a column that will highlight a composer/producer’s take on the relationship between sound and movement. You’ll be meeting both of the new contributors soon in our “10 Questions With…” series. And good news for those of you who have enjoyed our SYTYCD contributor, Kimberly Peterson’s writing…she’ll be staying on to write more for 4dancers on other topics…

Also–look for more interviews (on Mondays) and dance music reviews (on Wednesdays) as we finish up the summer and settle into fall. I am going to be taking more time to work on this blog, so expect to see more content overall as we take 4dancers to the next level.

Let us know if there is something you’d like to hear more about, and in the meantime, we’d just like to thank you for taking the time to visit. If you haven’t yet taken the time to link up with us on Facebook and Twitter why not join us now? There’s going to be a lot going on!

Filed Under: Finis, Music & Dance, SYTYCD, The Business Of Dance Tagged With: dance music reviews, dance photography, kimberly peterson, lizzie leopold, music and dance, sytycd, the business of dance

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