Schmerzen, Wagner

https://www.youtube.com/watch?v=YqF61SSHK_8

Schmerzen, the fourth song in Richard Wagner’s Wesendonck Lieder, was composed in 1857 to a set of five poems written by the wife of one of Wagner’s patrons, Mathilde Wesendonck. Originally written for solo voice and piano, Wagner’s Wesendonck Lieder proved to outshine the various other vocal songs he composed. This particular song cycle was also written at the same time Wagner was working on one of his most famous operas, Tristan und Isolde. In fact, Wagner composed two of the songs from this song cycle as ‘studies for Tristan und Isolde.’ Therefore, these particular songs exhibit similar characteristics and musical ideas to that of the actual opera.

We have learned in class that Romantic art possesses certain central themes that are used to evoke an emotional experience. Schmerzen is a perfect example of Romantic art that is completely shaped by the central theme of “nature.” After my own careful analysis of the song, I believe that Wagner’s goal was to construct a musical metaphor that made sense of the idea that there is a protagonist fighting to discover hope whilst in the midst of great struggle and turmoil. The musical metaphor he uses is nature. Schmerzen is divided into two large formal sections. In this first section, the text talks about the Sun and how even though it “weeps” or sets every evening as it falls to it’s “early death,” the Sun will still always “rise with accustomed splendor…as a proud, victorious hero” each and every day. The focus on nature is fairly obvious here.

Wagner then takes this a step further in the second section of the song by switching the focus from nature, to the emotions of the song’s protagonist. She wonders, “why, my heart, are you so heavy?” She begins to question the justification for complaining about her emotional struggles and inner turmoil because of what we learned in that first formal section about nature. It was the comparison of her own unhappiness to the death/setting of the Sun that gave her hope. By the time we get to the final stanza, the singer expresses that “pains always bring forth joys” just as the Sun will inevitably rise.

Now that I have explained the metaphor of nature from a primarily text based analysis, it is important to also acknowledge the musical techniques Wagner uses to emphasize this central theme of nature. In Schmerzen it is safe to assume that tonality and mode equal affect and meaning. Wagner uses a lot of unexpected modulations that I will try to make sense out of.

The piece begins in c minor which helps evoke a sad affect to reflect the sad text talking about the weeping and setting of the Sun. This first section about the Sun and nature, however, cadences in B-flat major after modulating to this key to reflect the change in mood that also occurs in the text. It is here that the Sun is “newly awakened” as a “proud and victorious hero!” Then the second section begins like the first, in c minor, with the text also portraying a sad and dejected mood (the protagonist wondering, “why, my heart, are you so heavy?”). After more modulation, Wagner eventually ends the final stanza with a cadence in A-flat major that reflects finally being “thankful” for “such pains” that were apparent in the earlier minor mode sections. However, even though the final stanza cadences in A-flat major, the song itself then goes on to modulate again and finally cadence in C major (the parallel major of Schermzen’s original key). The fact that the solo vocal line cuts out before this final modulation to C major suggests that the singer’s deliverance from pain hasn’t quite happened yet. This creates the idea that even though the protagonist is struggling, they are still able to find hope even while the sense of salvation is not quite tangible yet.

WORKS CITED

Barry Millington, et al. “Wagner.” Grove Music OnlineOxford Music Online. Oxford University Press, accessed March 5, 2015.

http://www.oxfordmusiconline.com.proxy.lib.fsu.edu/subscriber/article/grove/music/29769pg1.

Applied Music History – Assignment 1

As a junior, trumpet performance major here at Florida State, my biggest career goal is to one day play in a major symphony orchestra. Obviously since this is a very far reaching goal, it is extremely important for me to have other career options in the music world as both a performer and/or teacher. Some other career opportunities I would love to pursue would be a pit orchestra musician for Broadway musicals, a position in one of the premier military bands, a private lesson teacher, a chamber musician, and even a college level trumpet professor.

Now before I can successfully obtain one of these desired career paths, I will need to further and hone a multitude of skills as a performer, teacher, and general student. I plan to achieve this by first auditioning and hopefully getting into graduate schools for trumpet performance. From there I may even decide to continue my life as a student pursue my doctoral degree. In getting a masters and possibly a doctorate I will be required to write a multitude of scholarly papers, thesis papers, and maybe even a dissertation. Therefore, the skills I have learned and will continue to further in Music History 2 will help me greatly.

In these classes we are expected to write research papers at an extremely high level, so this itself can help improve my writing style and research skills for when I am expected to crank out scholarly papers at the graduate level. This would normally be a pretty daunting task, especially for someone who isn’t forced to write many papers. In fact, Music History is just about the only class where I’ve had to write any sort of paper in a long time. So while I could have been on a track to be rusty in my writing and research ability by the time I got to graduate school, Music History is going to make sure that I am not only able to successfully write these types of papers, but also do it very confidently.

In Music History 1 I learned how to properly use sites such as JSTOR to find research materials that contributed to my big end of the semester paper. I also learned that not only can these sites help me with papers, but they can also help me find material that can benefit me as a performer. For example, on JSTOR I recently located an article on the best ways to practice and how to retain the skills we learn when we practice our instrument. It is an article titled, “It’s Not How Much; It’s How: Characteristics of Practice Behavior and Retention of Performance Skills,” by Robert A. Duke. Obviously this is a beneficial topic for me as a trumpet player because I am constantly trying to figure out the best and most efficient ways to practice and improve my playing so that one day I can win the audition that gets me my dream job.

Furthermore, the material we study in Music History will help me as a performer because it allows me to have better knowledge of the repertoire I will be playing as a professional musician. For example, last semester in Music History 1, we learned a lot about the Baroque era and instrumental genres and forms that are representative of this era. Baroque trumpet repertoire is something I will without a doubt have to perform on countless occasions. The first being this coming April on my junior recital where I will play a Baroque piccolo trumpet solo. My interpretation of this piece has already been greatly affected by what I learned last semester.

WORKS CITED

Duke, Robert. “It’s Not How Much; It’s How: Characteristics of Practice Behavior and Retention of Performance Skills.” Journal of Research in Music Education 56/4 (January 2009): 310-321