Project Two:
Baroque Compositional Forms
The Baroque period saw musical trends moving away from an
emphasis on vocals to a preference for instrumental music. The course material describes how Baroque
compositions were often rich in polyphony, weaving sometimes-complex melodic
lines to create rich, deep textures. In addition, harmony also appears to be a
factor of growing importance during the era, along with a strong sense of
consonance and dissonance.
Forrest-Kelly (2011:54) describes a form of musical
accompaniment called basso continuo
as a chord-playing instrument or group of instruments that provide both
harmonic and rhythmic effect. This was,
he says, an essential part of Barqoue compositions. He details how players would use a system of
numbers called ‘figured bass’ to ascertain which chords to play, and largely
improvised their accompaniments. A wide
range of instruments could be used for this basso
continuo, including the organ, harpsichord, lute and cello, creating the
trademark Baroque texture.
Bukofzer (1947:9-10) writes that one of the main contrasting
factors between the Renaissance and Baroque periods was the treatment of
dissonance, suggesting that it is the “touchstone
of stylistic contrast” between the two eras. He argues that as the bass often provided the
chords in Baroque compositions, it was possible to began introducing dissonant
notes at the same time, which could be ‘resolved’ at the movement to the next
chord. In addition, the course material
further describes how dissonant intervals such as tritons and sevenths were
juxtaposed to the harmony of a composition to create an emotional effect.
It seems that the Renaissance period had a greater focus on
harmony, whilst the Baroque period began experimenting with drama, intrigue and
suspense. It is clear to see how later
composers such as Schoenberg, a composer hailed for his work with dissonance,
used earlier composers for inspiration.
O’Rourke-Jones & Summers (2013:78-79) describe how
musical ornamentation, especially trills, became more commonplace during the
period, along with the appearance of bar lines on standard notation. These changes must have revolutionised the
way in which music was performed across the world, finally giving players the
ability to accurately replicate the compositions of others. The course material’s description of the rise
of nationalism in music at this time also fits with my thoughts about the rise
availability of ‘sheet music’. It stands
to reason that as more and more music became available, the lines between
different countries’ composers would have become blurred, thus eventually
creating the opposite effect: the desire to represent ones own country as
stronger and superior.
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