Notes on First Term at the Piano, Sz.53 (1913, 1923) by Béla Bartók: Information, Analysis and Performance Tutorial

General Overview

First Term at the Piano is a collection of 18 short pedagogical piano pieces by Hungarian composer Béla Bartók. Published in 1929, the pieces were originally composed around 1913 as part of a larger piano method Bartók co-authored with Sándor Reschofsky. The collection serves as an excellent and highly musical introduction to Bartók’s unique compositional style for beginning pianists.

Key Characteristics

Educational Purpose: The pieces are designed to guide students from the very earliest stages of piano playing. The difficulty progresses from simple melodies that can be learned in a student’s first few weeks of lessons to pieces that are more challenging, approaching a Grade 2 level.

Folk Music Influence: Many of the pieces are arrangements of Hungarian folk songs or are original compositions written in a folk-like style. This reflects Bartók’s deep interest in and extensive research of Eastern European folk music, which heavily influenced his work.

A “Living Soul”: Unlike the often-stale “wooden-puppet” literature available for beginners at the time, Bartók’s pieces were praised for having a “living soul and a thinking brain.” They are not just technical exercises; they are charming, characterful miniatures.

Precursor to Mikrokosmos: First Term at the Piano can be seen as a stepping stone or a more accessible companion to Bartók’s most famous pedagogical work, the six-volume Mikrokosmos. While Mikrokosmos is a comprehensive, progressive series that eventually leads to professional-level compositions, First Term at the Piano provides an ideal, earlier introduction to his sound world.

Notational Nuances: The collection introduces students to elements characteristic of Bartók’s music, such as unconventional rhythms, modes, and specific articulations (dots, dashes, and slurs).

Musical and Technical Benefits: The pieces offer musical and technical benefits, helping students develop a strong sense of rhythm, musicality, and coordination while familiarizing them with 20th-century harmonies and textures.

Characteristics of Music

Béla Bartók’s First Term at the Piano is a collection of 18 short piano pieces that serve as an introduction to his unique musical language. The collection is notable for its blend of traditional pedagogical forms with modern compositional techniques and a strong influence from folk music.

Key Musical Characteristics

1. Folk Music Influence

A central feature of the collection is the pervasive influence of Hungarian and other Eastern European folk music. Many of the pieces are either direct arrangements of folk songs or original compositions written in a folk-like style. This is a hallmark of Bartók’s entire oeuvre, but in this collection, it is presented in a simplified, accessible manner for beginners. This exposes students to new scales, modes, and rhythms outside of the standard major and minor key system.

2. Rhythmic Vitality and Unconventional Meter

The pieces often feature vibrant, asymmetrical rhythms that are characteristic of folk dances. Students are introduced to syncopation, unusual rhythmic patterns, and mixed meters. This challenges the student to develop a strong rhythmic sense beyond the simple, uniform meters of much of the standard beginner repertoire.

3. Distinctive Articulation and Touch

Bartók was meticulous about his performance markings. The pieces are filled with specific, detailed notations for articulation, including dots for staccato, lines for tenuto, and slurs. This focus on “touch” and articulation helps students develop a nuanced and dynamic control of the keyboard from an early stage, which is crucial for performing 20th-century music.

4. Harmonic Language

While the pieces are generally simple, they do not shy away from dissonance. Bartók introduces students to bitonality (the use of two different keys simultaneously) and harmonies based on modes and folk scales rather than traditional major-minor tonality. This gently prepares the student’s ear for the more complex and often percussive harmonies found in Bartók’s later works like Mikrokosmos.

5. Pedagogical Progression

The collection is structured with a clear pedagogical progression. The pieces start with simple, homophonic melodies played by a single hand, gradually introducing two-handed playing, and then presenting more complex technical and musical challenges as the collection proceeds. Each piece is a miniature study in a specific technical or musical concept, such as rhythm, balance between hands, or a specific articulation.

Style(s), Movement(s) and Period of Composition

Béla Bartók’s First Term at the Piano (1913/1929) occupies a fascinating and unique position in musical history. Its style can be characterized as a blend of several influences, making it both new and innovative for its time, and a departure from the musical conventions of the past.

A New and Innovative Style

The music of First Term at the Piano is fundamentally modern. It was written at a time when composers were moving away from the lush, expansive sound of Late Romanticism and the ethereal harmonies of Impressionism. Bartók, along with contemporaries like Stravinsky and Schoenberg, was at the forefront of this new musical direction. The pieces are a deliberate effort to create a new kind of pedagogical literature that wasn’t tied to the “wooden-puppet” quality of traditional beginner pieces.

Key Stylistic Elements

Folklorism / Nationalism: The most defining characteristic is its grounding in Hungarian and Eastern European folk music. Bartók was a pioneer of ethnomusicology, and his intensive study of authentic peasant melodies and rhythms deeply informed his compositional style. This is a form of musical nationalism, but unlike the 19th-century Romantic nationalism of composers like Liszt, Bartók’s approach was more scientific and academic, incorporating the raw, unpolished, and often asymmetrical qualities of the folk material. This makes the music feel earthy and “primitive.”

Modernism / Avant-Garde: The harmonies and rhythms in the collection were very “new” for the time. Bartók introduces concepts like bitonality (the use of two different keys simultaneously) and harmonies based on modes and pentatonic scales—concepts that were at the forefront of 20th-century musical thought. While these ideas are presented in a simple form for beginners, they are still a radical departure from the traditional major-minor system. This puts the collection squarely in the realm of modernism. The pieces also explore polymodality and dissonance, challenging the ears of both students and listeners accustomed to traditional harmonies.

Polyphony and Monophony: The collection includes pieces that are both monophonic (a single melodic line) and polyphonic (multiple independent melodic lines). “Dialogue I” and “Dialogue II,” for example, are simple polyphonic exercises, preparing students for more complex counterpoint. However, many pieces are primarily homophonic, featuring a folk-like melody in one hand with a simple, often repetitive, accompaniment in the other.

Percussive Use of the Piano: While not as extreme as in his later works (like the Piano Concerto No. 1), Bartók begins to treat the piano not just as a melodic instrument but as a percussive one. The use of repetitive notes, syncopated rhythms, and strong accents brings a rhythmic drive and a sense of “hammering” to the music, a feature that would become a hallmark of his mature style.

In conclusion, First Term at the Piano is not easily categorized under a single historical style. It is a work of modernism, but one that is rooted in nationalism and the authentic folk traditions of Hungary. It is both innovative in its pedagogical approach and a clear precursor to the more complex and highly original music of Bartók’s mature career, such as Mikrokosmos. It is a testament to Bartók’s belief that even music for beginners could have a “living soul” and a “thinking brain.”

Analysis, Tutorial, Interpretation & Important Points to Play

To play Béla Bartók’s First Term at the Piano effectively, a performer and teacher must move beyond a traditional approach. The collection’s value lies in its unique pedagogical framework, which prepares students for modern musical language. Here’s a general overview of the important points for performance and analysis.

1. Analysis and Interpretation

Rhythmic Nuance: Don’t treat the rhythms as purely mechanical. Many of the pieces are based on folk dances and songs, which have a natural, speech-like rhythm. Pay close attention to the accents (>), staccatos (.), and tenutos (-). These markings are crucial for giving the music its character and life, distinguishing it from a simple exercise.

Aural Acuity: Bartók’s pieces are not always in traditional major or minor keys. He uses modes (like Dorian, Mixolydian, and Phrygian) and pentatonic scales. Students should be encouraged to listen carefully to the tonal centers and the unique sonorities created by these scales. A good practice is for students to sing the melodies before they play them. This trains the ear and helps them understand the non-traditional melodic contours.

Balance of Hands: Bartók often gives both hands important melodic material. In pieces like “Dialogue,” the hands engage in a kind of musical conversation. The performer must be mindful of the balance between the hands, ensuring that the melody is not buried by the accompaniment. This requires a sensitive and controlled touch from each hand.

2. Important Points for Piano Technique

Finger Independence and Strength: The pieces, especially the later ones, require a high degree of finger independence. Bartók’s fingerings, which are often provided in the score, are very specific and designed to achieve a certain sound or to reinforce a specific technical idea. It’s important to adhere to these fingerings as a guide.

Touch and Articulation: The use of different touches is paramount. The music is not just legato or staccato; it demands a variety of articulations. Practice each articulation—staccato, tenuto, and legato—in isolation before combining them. This builds a versatile and dynamic touch. The piano should be treated at times as a percussive instrument, particularly in the dance-like pieces, but this should be done with a controlled, “hammer-like” touch, not a harsh one.

Relaxation: Despite the rhythmic energy and percussive demands, a relaxed hand and arm are essential. Tension will hinder the ability to produce the various touches and will make the music sound stiff.

3. Tutorial and Pedagogical Approach

Start with Singing: As mentioned, a great way to begin a new piece is to have the student sing the melody first. This helps them internalize the rhythmic and melodic shape before they even touch the piano.

Analyze the Structure: Before playing, the student should identify the form of the piece. Is it a folk song? A dance? A dialogue? Understanding the context and structure helps with interpretation and memorization. Look for repeating phrases, call-and-response patterns, and rhythmic motifs.

Gradual Introduction of Concepts: The collection is a progressive sequence. Teachers should use the pieces to gradually introduce new concepts, such as two-handed playing, different modes, syncopation, and specific articulation marks. It’s a stepping stone to more advanced works, including Bartók’s own Mikrokosmos.

Embrace the “New” Sound: The most important point is to encourage students to enjoy the unique and sometimes “strange” sounds of the music. Bartók’s music is not just a technical exercise; it’s an entry point into the vibrant and challenging world of 20th-century music. Teachers should help students appreciate the rhythmic vitality and colorful harmonies, rather than seeing them as a deviation from the norm.

History

First Term at the Piano has a history rooted in Bartók’s early efforts in musical pedagogy. The collection was not initially conceived as a stand-alone work but rather as part of a larger project to create a new kind of piano method for beginners.

In 1913, Béla Bartók collaborated with his colleague, the pianist and teacher Sándor Reschofsky, to write a comprehensive piano method called Zongoraiskola (“Piano School”). This method was commissioned by the publisher Rózsavölgyi & Co. Within this larger method, Bartók contributed 48 short performance pieces designed to accompany Reschofsky’s exercises. Bartók’s goal was to create pieces that, even at a simple level, had “flesh and blood, a living soul and a thinking brain,” moving away from what he saw as the stale and mechanical nature of much of the existing beginner repertoire.

This collaboration was an important step in Bartók’s pedagogical journey, prefiguring his later, more famous work, Mikrokosmos. It allowed him to explore his ideas on teaching piano, which were deeply influenced by his research into Eastern European folk music.

Years later, in 1929, Bartók decided to select a portion of these earlier pieces for independent publication. He chose 18 of the original 48 pieces, arranging them into the collection we know today as First Term at the Piano (Sz. 53, BB 66). This revised selection was a way for Bartók to bring his unique musical approach to a wider audience, presenting a concise and progressive introduction to his style for beginning pianists. The pieces were published by the Hungarian firm Rózsavölgyi and later by other publishers like Schott and Boosey & Hawkes.

Similar Compositions / Suits / Collections

Béla Bartók’s First Term at the Piano stands out for its blend of pedagogy, modernism, and folk music. While it is a unique collection, there are several other works—some earlier, some contemporary, and some later—that share similar goals or musical characteristics.

Bartók’s Other Pedagogical Works
The most obvious and direct comparison is to Bartók’s other works for piano students.

For Children (1908-1909): This is a two-volume collection of 79 pieces based on Hungarian and Slovakian folk songs. It is slightly more advanced than First Term at the Piano and is a fantastic next step for students. The pieces are charming and lyrical, and they delve deeper into the rhythmic and modal nuances of Eastern European folk music.

Mikrokosmos (1926-1939): This is Bartók’s monumental, six-volume progressive encyclopedia of piano music, taking a student from the very beginning to professional-level mastery. First Term at the Piano can be seen as a mini-Mikrokosmos, introducing the same concepts of folk music, bitonality, and specific articulations, but in a much more concise and accessible format.

Other 20th-Century Composers

Many other 20th-century composers also wrote pedagogical works that broke with 19th-century traditions.

Dmitry Kabalevsky (1904-1987): His collections, such as 30 Pieces for Children, Op. 27 and 24 Pieces for Children, Op. 39, are very popular. Like Bartók, Kabalevsky writes with a clear, engaging, and often programmatic style. His music is melodically and rhythmically distinct and is a great way to introduce students to a more modern, yet still tonal, sound.

Sergei Prokofiev (1891-1953): While not a pedagogical series, his Music for Children, Op. 65, is a collection of twelve character pieces that are rhythmically dynamic and harmonically adventurous. They are excellent for students transitioning to an intermediate level and share Bartók’s percussive and modern sensibility.

Other Nationalistic Pedagogical Works

Composers from various countries used their own folk music to create unique pedagogical works.

Zoltán Kodály (1882-1967): As Bartók’s close friend and collaborator in folk music research, Kodály’s works are a natural comparison. While he is more known for his vocal-based methods, his piano music, like his 7 Piano Pieces, Op. 11, also draws on folk influences with a distinctive Hungarian flavor.

Aram Khachaturian (1903-1978): His collection Adventures of Ivan is an excellent set of pieces for developing character and rhythmic precision. They are stylistically distinct, with a clear Armenian folk influence and a vibrant, sometimes driving rhythmic quality similar to Bartók.

Classical & Romantic Collections with a Progressive/Character-Based Approach

While stylistically different, these older collections share a similar educational philosophy.

Robert Schumann’s Album for the Young, Op. 68: This is one of the most famous collections of pedagogical character pieces. Each piece has a title and a distinct mood, helping students develop musicality and interpretation. While harmonically rooted in Romanticism, it shares Bartók’s goal of teaching more than just technique.

Friedrich Burgmüller’s 25 Easy and Progressive Studies, Op. 100: A staple of piano pedagogy, these studies are beloved for their musicality and programmatic titles. Each piece focuses on a specific technical challenge (e.g., legato, staccato, arpeggios) while maintaining a charming, lyrical style.

(This article was generated by Gemini. And it’s just a reference document for discovering music you don’t know yet.)

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Notes on 9 Children’s Pieces, EG 103 (1897) by Edvard Grieg: Information, Analysis and Performance Tutorial

General Overview

Edvard Grieg’s “9 Children’s Pieces,” EG 103, is a set of piano pieces composed in 1897. The collection is notable for its simplicity and charm, making it accessible to intermediate-level pianists. The pieces are a testament to Grieg’s ability to create a sense of Norwegian musical identity, even in smaller, more intimate works.

A general overview of the pieces is as follows:

The collection consists of nine short pieces for solo piano.

The titles, often in both Norwegian and German, suggest a range of moods and images, such as “The Pearl,” “Prayer,” “Loss,” and “A dream.”

The musical style is characteristic of Grieg’s Romanticism, incorporating lyrical melodies, rich harmonies, and a focus on expressing emotion and atmosphere.

Although intended for a younger audience or as pedagogical pieces, they are not simplistic, and they display the composer’s harmonic and melodic inventiveness.

The set is a good example of Grieg’s use of short, evocative piano pieces, a form he frequently explored, most famously in his larger collection of “Lyric Pieces.”

List of Pieces

1 Andante, Ruhig feierlich (Andante, Calm and solemn)

2 Perlen / The Pearl

3 Ved Gellerts grav / At Gellert’s Grave

4 Bønn / Prayer

5 Tap / Loss

6 Femårsdagen / The fifth Anniversary

7 Allegretto con moto (Moderately fast, with motion)

8 Scherzo

9 En drøm / A dream

Characteristics of Music

Edvard Grieg’s “9 Children’s Pieces,” EG 103, showcases many of his signature musical characteristics on a smaller scale, making them a great introduction to his style. The collection, though intended for pedagogical use, is a microcosm of Grieg’s broader Romantic and nationalistic tendencies.

Here are some of the key musical characteristics of the collection:

Lyrical Melodies and Emotional Depth: Grieg was a master melodist, and these pieces are no exception. They often feature simple, song-like melodies that are deeply expressive and evocative of a wide range of emotions, from the solemnity of “Prayer” to the whimsicality of other pieces. This is a defining trait of his Romantic style, which prioritized personal feeling and expression.

Harmonic Innovation: Grieg’s harmonic language is a hallmark of his music, and he displays it even in these brief works. He uses colorful and often surprising chord progressions, including chromaticism and unusual modulations. This innovative harmony adds depth and a sense of mystery or tension to the music, foreshadowing the Impressionist composers who would follow him.

Norwegian Folk Influence: As a nationalist composer, Grieg’s music is deeply rooted in the folk traditions of Norway. While not explicitly quoting folk tunes in this collection, he often incorporates the rhythms, modes (like the Dorian and Lydian modes), and melodic contours of Norwegian folk music. This gives the pieces a distinctive, national flavor that connects them to the landscapes and culture of his homeland.

Miniature Form and Structure: Grieg excelled in writing short, “character pieces,” and this collection is a prime example. Each piece is a concise musical snapshot, often following a simple structure like ABA. The brevity and clear form make them highly accessible for performers and listeners, proving that powerful expression does not require a large-scale composition.

Variety of Moods: The titles of the pieces hint at the diverse moods Grieg explores. He moves from the quiet and reflective (“The Pearl,” “At Gellert’s Grave”) to the more energetic and playful (“Scherzo”). This emotional range, from melancholy to joy, is a central part of Grieg’s Romantic sensibility.

In summary, “9 Children’s Pieces” is a charming and accessible collection that effectively represents Grieg’s musical personality: lyrical and emotionally resonant, harmonically inventive, and deeply connected to his Norwegian heritage, all within the elegant framework of the short piano piece.

Style(s), Movement(s) and Period of Composition

Edvard Grieg’s “9 Children’s Pieces,” EG 103, is a work of the late Romantic period, composed in 1897. To understand its style, it’s helpful to break down the different aspects you’ve asked about:

Old or New at that time?
At the time of its composition, the music of Grieg was considered a part of the established, though still evolving, late Romantic tradition. While his harmonic language was often fresh and forward-looking, it was not as radically “new” as the music of his contemporaries who were pushing into modernism, like Debussy or Schoenberg. Grieg’s music was a culmination and refinement of Romanticism rather than a total break from it.

Traditional or Innovative?
The music is a blend of both. It is traditional in its use of established forms and structures (like the character piece) and its reliance on Romantic expressive ideals. However, it is innovative in its harmonic palette and its deep integration of Norwegian folk idioms. Grieg’s unique blend of modal harmonies, chromaticism, and folk-inspired melodic fragments made his sound distinctive and influential on later composers, particularly those associated with Impressionism.

Polyphony or Monophony?
The music is neither strictly monophonic nor polyphonic, but rather homophonic with polyphonic elements. The dominant texture is a clear, lyrical melody supported by chordal accompaniment. This is typical of the Romantic style, which prioritized a single, expressive melodic line. However, Grieg often uses counter-melodies or inner voices that create a richer, more polyphonic texture, though the primary focus remains on the main melody.

Classicism, Romantic, Nationalism, Impressionism, Post-Romantic or Modernism?
The most accurate classifications for Grieg’s style in this collection are:

Romantic: This is the overarching style. The pieces are highly expressive, emotionally driven, and focused on lyrical melody and rich harmony.

Nationalism: Grieg was a central figure in the Norwegian nationalist movement in music. While not explicitly quoting folk songs in this collection, the influence is deeply felt in the melodic contours, rhythms, and modal harmonies that evoke a distinctly Norwegian character. This is one of the most important aspects of his style.

Post-Romanticism (or Late Romanticism): The term “Post-Romantic” can be used, but it’s more accurate to describe Grieg as a late Romantic composer. While his music pushed harmonic boundaries, it didn’t fully enter the dis-harmony and atonality that characterizes much of true Post-Romanticism or Modernism.

Impressionism: Grieg is often seen as a precursor to Impressionism. His use of colorful, non-functional harmonies and his focus on creating atmosphere and mood over traditional structural development were highly influential on composers like Debussy and Ravel. While not an Impressionist himself, his harmonic language laid the groundwork for the movement.

In summary, “9 Children’s Pieces” is a quintessential example of Norwegian late Romanticism. It’s a blend of traditional Romantic forms with innovative harmonies and a strong nationalistic flavor, foreshadowing the textural and atmospheric interests of Impressionism.

Analysis, Tutorial, Interpretation & Important Points to Play

Analyzing and interpreting Edvard Grieg’s “9 Children’s Pieces,” EG 103, for a pianist requires attention to the subtle details of his style. While the pieces are relatively short and technically accessible for late intermediate players, they are full of musical and emotional nuances that require careful consideration.

Here is an analysis and some important points for playing the collection:

General Analysis and Interpretation
Evocative Titles: Grieg’s titles are not just labels; they are a direct guide to the emotional and pictorial content of each piece. “The Pearl” suggests something precious and delicate, “Prayer” requires a solemn and introspective mood, and “A dream” should be played with a certain dreamy, otherworldly quality. Always consider the title as your starting point for interpretation.

Rhythmic Nuances: While the rhythms may seem straightforward, Grieg’s music often has a flexible, almost improvisational feel. Pay close attention to subtle tempo fluctuations, rubato, and the way the music “breathes.” This is a key characteristic of Romantic music and a crucial element of Grieg’s style.

Harmonic Color: Grieg’s use of harmony is one of the most distinctive features of his music. Don’t just play the notes; listen for the color of each chord. Notice how he uses modal harmonies (often evoking Norwegian folk music) and chromaticism to create unexpected and beautiful sounds. The balance between the melody and the supporting harmony is critical.

Pedaling: The use of the pedal is essential for capturing the lush, resonant sound of Grieg’s music. The pedal can be used to sustain harmonies, create a wash of sound, and connect melodic phrases. However, be careful not to over-pedal, which can make the music sound muddy. Use your ear to find the right balance, especially in the more delicate passages.

Important Points for Playing Piano
“Andante, Ruhig feierlich” (Calm and solemn):

Interpretation: Focus on a rich, full, and legato sound. The mood is serious and noble.

Playing Tips: Pay attention to the voicing. The melody should sing out over the accompanying chords. Use a deep, warm touch and a steady tempo, allowing for subtle tempo changes at phrase endings.

“Perlen” (The Pearl):

Interpretation: This piece is delicate and lyrical. Think of the quiet beauty and shimmering quality of a pearl.

Playing Tips: A light, clean touch is crucial. The arpeggiated figures should be played with a pearl-like evenness. The melody should be shaped carefully, with a gentle rise and fall.

“Ved Gellerts grav” (At Gellert’s Grave):

Interpretation: The mood is somber and reflective, like a quiet moment of remembrance.

Playing Tips: This piece requires a sensitive touch and dynamic control. The chords should be played with a soft, yet resonant sound. The bass line needs to be grounded and steady, like the tolling of a bell.

“Bønn” (Prayer):

Interpretation: A very expressive and heartfelt piece. The mood is one of sincere devotion and contemplation.

Playing Tips: This is a great piece for working on legato touch and singing tone. The melody in the right hand must be played with a beautiful, sustained quality. The left hand accompaniment should be quiet and supportive, never overpowering the melody.

“Tap” (Loss):

Interpretation: A melancholy and mournful piece. The title speaks for itself.

Playing Tips: The texture is often sparse, so every note counts. The dissonances and chromaticisms should be brought out for their emotional impact. The tempo should be slow and deliberate, with a sense of grief and quiet despair.

“Femårsdagen” (The fifth Anniversary):

Interpretation: A sudden shift in mood to something joyful and celebratory. This is a bright and festive piece.

Playing Tips: The fast tempo requires clean and precise articulation. The music should be lively and energetic, with a strong rhythmic drive. The dynamic contrast between forte and piano sections should be clear and effective.

“Allegretto con moto”:

Interpretation: A dance-like piece with a lively, yet gentle character. It has a folk-like simplicity.

Playing Tips: Focus on a clear and bouncy touch. The left hand provides a consistent rhythmic foundation, while the right hand plays a charming, lilting melody.

“Scherzo”:

Interpretation: This is a playful and mischievous piece. It’s full of surprises and quick, light passages.

Playing Tips: The most technically demanding piece in the set. It requires a light, quick touch, with brilliant, fast scale and arpeggio passages. The dynamic shifts and accents are crucial for capturing the “scherzo” character.

“En drøm” (A dream):

Interpretation: The final piece is a beautiful, peaceful, and introspective farewell. It should sound like a cherished memory or a sweet, fading dream.

Playing Tips: A sustained, soft touch is needed. The tempo should be relaxed, with a lot of rubato to give it a free, dream-like quality. The harmonies are particularly rich in this piece, so listen carefully to the blends of sound.

By approaching each piece with a combination of technical precision and artistic sensitivity to Grieg’s unique musical language, a pianist can truly bring this wonderful collection to life.

History

Edvard Grieg composed the “9 Children’s Pieces,” EG 103, in 1897. The collection, though not assigned an opus number by Grieg himself, is part of a body of work that showcases his lifelong dedication to composing for the piano. As a pianist and a teacher, Grieg understood the importance of accessible yet musically rewarding pieces for students.

The creation of these pieces came at a time when Grieg, in his mid-50s, was a celebrated national hero in Norway and a major figure in European music. He had already composed many of his most famous works, including the Piano Concerto and the Peer Gynt suites. However, he never stopped writing short, intimate works for the piano, a form in which he excelled.

“9 Children’s Pieces” can be seen in the context of Grieg’s larger collection of “Lyric Pieces,” which he composed over a span of several decades. Both collections demonstrate his mastery of the musical miniature—short, character-driven works that are filled with melody, emotion, and harmonic color. While the “Lyric Pieces” are generally more complex, the “Children’s Pieces” share the same aesthetic and are an ideal entry point into Grieg’s world for younger or less advanced pianists.

The collection was likely intended for pedagogical purposes, but it’s important to note that Grieg didn’t “dumb down” his style for children. Instead, he distilled his musical language into a more concise and direct form. The pieces, with their clear structures and evocative titles, serve as a bridge between the technical demands of a piano student and the artistic expression of a mature composer.

The history of the collection is not tied to any grand event or personal tragedy, but rather to Grieg’s continuous artistic output and his deep connection to the piano. It stands as a quiet testament to his belief that even the simplest music can be imbued with profound beauty and national character.

Episodes & Trivia

“9 Children’s Pieces,” EG 103, by Edvard Grieg is not a work that is steeped in dramatic historical episodes or widespread public trivia like some of his more famous pieces. However, its creation and context still hold some interesting details.

Here are a few tidbits about the collection:

A Dedication to a Young Student: The collection is dedicated to “Fräulein Ludovisca Riis.” This dedication to a specific young woman suggests that the pieces were not just an abstract idea but were likely written with a particular student in mind. This connection to a real person reinforces the pedagogical purpose of the collection.

A Work of Grieg’s “Indian Summer”: The collection was composed in 1897, a period in Grieg’s life when he was a mature and internationally recognized composer. It’s often referred to as a work from his “Indian summer,” a time when he was still composing actively, but perhaps with less of the youthful fire of his earlier works. Instead, these pieces show a composer at peace, distilling his musical language into its most elegant and expressive forms.

A Glimpse into Grieg’s Nationalism: Although the pieces are intended for children, they are infused with Grieg’s deep sense of Norwegian nationalism. He uses the modal harmonies and rhythmic patterns that are characteristic of Norwegian folk music, even without directly quoting a specific folk tune. This demonstrates how deeply ingrained his national identity was in his musical language, even when writing on a small, intimate scale.

A Link to Robert Schumann: Grieg was a great admirer of Robert Schumann, and his music, particularly his piano works, shows a strong influence. Schumann’s “Kinderszenen” (Scenes from Childhood) is an obvious antecedent to Grieg’s “Children’s Pieces.” Both composers created collections of short, character-driven works that explored the world of childhood with emotional depth and sensitivity, rather than just technical exercises. Grieg’s collection can be seen as a Norwegian response to this German tradition.

A Work Not Given an Opus Number: Grieg was meticulous about organizing his published works with opus numbers. However, he didn’t assign one to “9 Children’s Pieces.” This is not an indicator of its quality, but it does suggest that he viewed it as a more personal or pedagogical project, separate from his major published works like the “Lyric Pieces” or sonatas. The “EG 103” is part of the “EG” catalog, which was compiled posthumously to organize his works without opus numbers.

Similar Compositions / Suits / Collections

Edvard Grieg’s “9 Children’s Pieces,” EG 103, belongs to a tradition of composing short, descriptive piano pieces for pedagogical and home use, a trend that flourished during the Romantic era. These collections are known for their lyrical melodies, expressive moods, and accessible technical demands, making them ideal for developing pianists.

Here are some similar compositions, suites, or collections that share these characteristics:

From the Romantic Era:

Robert Schumann, Kinderszenen (Scenes from Childhood), Op. 15: This is arguably the most famous and influential collection of this type. Composed nearly 60 years before Grieg’s, it’s a set of thirteen evocative pieces, including the beloved “Träumerei.” Like Grieg’s work, it focuses on capturing moods and images from childhood with great tenderness and emotional depth.

Robert Schumann, Album für die Jugend (Album for the Young), Op. 68: This collection is more overtly pedagogical than Kinderszenen, with pieces arranged in increasing order of difficulty. It includes pieces like “The Wild Horseman” and “The Happy Farmer,” offering a wide range of musical characters and technical challenges for students.

Pyotr Ilyich Tchaikovsky, Album for the Young, Op. 39: Tchaikovsky’s collection is a Russian counterpart to Schumann’s. It contains twenty-four pieces, each with a descriptive title, ranging from “Morning Prayer” to “The Hurdy-Gurdy Man.” The pieces are filled with Tchaikovsky’s characteristic melodic grace and dramatic flair.

Felix Mendelssohn, Lieder ohne Worte (Songs Without Words): While not specifically for children, these short, lyrical pieces are a cornerstone of the Romantic miniature. They are a great example of the Romantic ideal of creating a “song” for the piano, a quality that is very present in Grieg’s work.

From the Late Romantic and Early 20th Century:

Edward MacDowell, Woodland Sketches, Op. 51: This collection of ten short pieces by the American composer is a late-Romantic masterpiece. It is highly descriptive, with titles like “To a Wild Rose” and “To a Water-lily,” and is full of rich harmony and evocative imagery, much like Grieg’s music.

Dmitri Kabalevsky, 24 Pieces for Children, Op. 39: Moving into the 20th century, Kabalevsky’s work is a modern classic of pedagogical piano music. While the harmonic language is more modern than Grieg’s, the pieces are still character-driven and beautifully written, with titles like “A Little Fable” and “Dance.”

Béla Bartók, For Children: Bartók’s collection is a unique and important contribution to the genre. It’s a series of short, accessible pieces based on Hungarian and Slovak folk tunes. This collection is a fantastic example of a composer using folk music as the foundation for pedagogical works, a practice Grieg also embraced.

(This article was generated by Gemini. And it’s just a reference document for discovering music you don’t know yet.)

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Notes on Neoclassicism (Early-Mid 20th Century): History, Characteristics and Composers

General Overview

Neoclassicism in music was a 20th-century trend that emerged primarily between World War I and World War II. It was a reaction against the excessive emotionalism and perceived formlessness of late Romanticism. Composers in this movement sought to return to the aesthetic ideals of “classicism”, which they defined as a focus on order, balance, clarity, and emotional restraint.

Key Characteristics

Neoclassical composers drew inspiration not only from the Classical period of the 18th century (think Mozart and Haydn) but also from the Baroque era (think Bach and Vivaldi). They used modern compositional techniques like expanded tonality, dissonance, and complex rhythms, but applied them within the structures of older musical forms.

Emphasis on Form and Structure: Composers often used traditional forms such as the concerto grosso, fugue, sonata, and suite.

Smaller Ensembles: Neoclassical works frequently featured smaller orchestras or chamber groups, a stark contrast to the massive ensembles of the Romantic period. This allowed for greater clarity and a more transparent texture.

Emotional Restraint: The music avoided the dramatic, personal expression and emotional extremes that defined Romanticism, favoring a more objective and detached style.

Absolute Music: There was a preference for absolute music, which is music for its own sake, over programmatic music, which tells a story or depicts a scene.

Major Composers and Works

Igor Stravinsky is perhaps the most famous and influential figure of the movement. His ballet “Pulcinella” (1920) is often cited as a foundational neoclassical work, as it reworks themes he believed to be by the Baroque composer Pergolesi. His “Symphony of Psalms” is another key example.

Sergei Prokofiev’s “Symphony No. 1, ‘Classical'” (1917) is an early and quintessential example of the style, mimicking the structure and grace of a Haydn symphony with a modern harmonic language.

Paul Hindemith was a German composer known for his complex counterpoint and “Gebrauchsmusik” (“music for use”), which was intended to be accessible and functional for amateurs and professionals alike. His “Mathis der Maler” is a notable work.

Origin, History & Influence

Neoclassicism in music emerged as a significant trend in the early 20th century, particularly in the interwar period. It was a reaction against the perceived excesses and emotionalism of late Romanticism, as well as the radical, atonal experiments of early Modernism.

Origin and History

Neoclassicism was not a formal, organized movement but rather a shared aesthetic among composers seeking a return to the principles of earlier music, specifically from the Baroque and Classical eras. The movement’s origins can be traced to a desire for order, clarity, and emotional restraint in a time of social and cultural upheaval following World War I.

While figures like Igor Stravinsky are often seen as the movement’s pioneers, composers had been dabbling in neoclassical ideas earlier. For example, Sergei Prokofiev’s “Classical Symphony” (1917) and Richard Strauss’s orchestral suite Le bourgeois gentilhomme (1917) both predate Stravinsky’s influential ballet Pulcinella (1920), which is often considered the stylistic catalyst for the movement. Other composers, like Erik Satie and Ferruccio Busoni, had also laid some of the groundwork for this “new objectivity” in music.

Influence

Neoclassicism’s influence was widespread and lasting, extending into the mid-20th century and beyond. Many composers who weren’t strictly neoclassicists absorbed elements of the style into their work. For instance, Dmitri Shostakovich was influenced by neoclassical principles of form and structure, especially when composing under the Soviet regime’s demand for a more accessible, “classical” style.

The movement’s emphasis on formal clarity and a rejection of Romantic subjectivity paved the way for later movements like Minimalism. Minimalist composers, such as Steve Reich and Philip Glass, drew on the neoclassical focus on structure and repetition, though they developed these ideas in a very different way. The legacy of neoclassicism can also be seen in the continued use of traditional forms, like the symphony and concerto, by contemporary composers who infuse them with modern harmonic language.

Chronology

Neoclassicism in music, a 20th-century trend, does not have a precise start and end date, but its chronology can be understood through its key works and composers. It primarily flourished in the period between the two World Wars, from about 1920 to 1950.

Precursors and Early Works

While the movement is often associated with the 1920s, some composers were exploring neoclassical ideas even earlier.

1884: Edvard Grieg’s “Holberg Suite”, written in the style of 18th-century dance music, is a significant early example.

1917: Sergei Prokofiev’s “Classical Symphony” is a clear forerunner, using the structure of a Haydn-esque symphony with modern harmonies and wit.

The Main Period: The Interwar Years

This era saw the style take on a more defined aesthetic and become a widespread trend.

1920: Igor Stravinsky’s ballet “Pulcinella” is a landmark work that essentially launched the movement. He repurposed music he believed to be by the Baroque composer Pergolesi, re-harmonizing and re-orchestrating it in a modern way.

1922: Paul Hindemith’s “Kleine Kammermusik” for wind quintet exemplifies the “New Objectivity” in German music, favoring clean lines and practical application over Romantic sentimentality.

1925: The publication of Stravinsky’s “Octet” for winds solidified the neoclassical preference for smaller, non-Romantic ensembles.

1930: Stravinsky’s “Symphony of Psalms” is a monumental work that combines neoclassical formal rigor with a profound, spiritual expression.

Decline and Legacy

By the end of World War II, the movement began to fade as composers turned to new ideas like serialism and aleatoric music. However, its influence was lasting. The focus on structure, clarity, and the use of older forms continued to be a part of many composers’ work long after the movement’s peak. Neoclassicism’s aesthetic of balance and order, in contrast to Romanticism’s emotional excess, continues to resonate in music today.

Characteristics of Music

Neoclassicism in music is characterized by a deliberate return to the forms and aesthetic ideals of the Baroque and Classical periods, but with the modern harmonic and rhythmic language of the 20th century. The goal was to create music that was emotionally detached and objectively structured, in stark contrast to the dramatic and expressive qualities of Romanticism.

Key Musical Characteristics

Focus on Form and Structure: Neoclassical composers used established formal structures from the 18th century, such as the sonata form, concerto grosso, fugue, and suite. By working within these frameworks, they sought to restore a sense of order and balance to their compositions.

Clear, Linear Texture: There was a preference for contrapuntal texture, where multiple independent melodic lines are woven together, a technique common in the Baroque era. This created a cleaner, more transparent sound than the thick, chordal textures of late Romanticism.

Expanded Tonality: While neoclassical music is generally tonal, it doesn’t adhere strictly to traditional major/minor harmony. Composers often used dissonance, chromaticism, and polytonality (the use of two or more keys at once) to give the music a modern, sometimes acerbic edge.

Emotional Restraint: The music avoided the subjective, highly personal expression of the Romantic period. The emotional content is often more subtle, cool, and detached, prioritizing the clarity of the musical ideas over a listener’s emotional response.

Smaller Ensembles: Neoclassical works frequently used smaller ensembles, such as chamber orchestras or wind ensembles, rather than the massive orchestras of the late 19th century. This use of pared-down performing forces contributed to the music’s overall clarity and precision.

Emphasis on Rhythm: Rhythm became a primary structural element. Neoclassical composers often employed irregular and complex rhythmic patterns, syncopation, and propulsive, motoric rhythms to create energy and drive.

Related Styles, Periods & Schools

Neoclassicism in music is a 20th-century trend that is stylistically connected to several other musical periods, movements, and schools. It’s a style that looks back at the past while speaking with a modern voice.

Related Historical Periods and Eras

Baroque Era (c. 1600-1750): Neoclassical composers were heavily influenced by Baroque music, particularly the works of J.S. Bach and Antonio Vivaldi. They admired the Baroque era’s use of counterpoint, with its clear, independent melodic lines, as well as its structured forms like the fugue and concerto grosso.

Classical Era (c. 1750-1820): This is the most direct influence. The “classicism” in neoclassicism refers to the aesthetic ideals of this period: clarity, balance, emotional restraint, and a focus on form. Composers like Mozart and Haydn were models for their use of forms such as the sonata and symphony, which neoclassical composers reinterpreted with modern harmonies.

Related 20th-Century Movements and Schools

Neoclassicism was not an isolated movement; it was part of a larger conversation within 20th-century music.

Neue Sachlichkeit (New Objectivity): A German movement of the 1920s that overlapped significantly with neoclassicism. It was a reaction against the emotionalism of Expressionism and advocated for a more sober, practical, and functional approach to art. Composers like Paul Hindemith were central to this movement, and his concept of Gebrauchsmusik (music for use) is a key part of this aesthetic.

Les Six: A group of French composers active in the 1920s who were influenced by Erik Satie’s simplicity and wit. They embraced a neoclassical aesthetic as a reaction against both Wagnerian Romanticism and Debussy’s Impressionism. They sought a distinctively French style characterized by clarity, humor, and a focus on everyday life.

Stravinsky’s Russian Period: While this period (c. 1910-1920) is not neoclassical, it’s a crucial stylistic precursor. Stravinsky’s ballets, such as The Rite of Spring, were wildly innovative and rhythmically complex. His move to neoclassicism, beginning with Pulcinella (1920), was a dramatic shift away from this primal, folkloric style toward a more structured, orderly aesthetic.

Serialism: This is a contrasting school of thought. While neoclassicists looked back at historical forms, serialist composers like Arnold Schoenberg and Anton Webern sought to create a new musical language by rejecting tonality and organizing pitches, rhythms, and dynamics in specific, mathematical ways.

Initiators & Pioneers

The main initiators and pioneers of Neoclassicism in music were Igor Stravinsky, Sergei Prokofiev, and Paul Hindemith. These composers, among others, began to explore a new musical aesthetic in the early 20th century that looked back to the past for inspiration while using modern musical techniques.

Key Figures and Their Contributions

Igor Stravinsky: Often considered the most influential figure of the neoclassical movement. After his revolutionary ballets like The Rite of Spring, Stravinsky made a dramatic stylistic shift with his ballet “Pulcinella” in 1920. In this work, he re-orchestrated and re-harmonized music he thought was by the Baroque composer Pergolesi, creating a distinctly modern sound within an older framework. His “Octet” and “Symphony of Psalms” are other pivotal neoclassical works.

Sergei Prokofiev: An early pioneer of the style, Prokofiev completed his “Classical Symphony” in 1917, before Stravinsky’s influential works. The piece directly mimics the form and spirit of a Haydn symphony but uses a modern harmonic language and playful, witty orchestration, making it a quintessential example of the movement.

Paul Hindemith: As a leading figure of the German “Neue Sachlichkeit” (New Objectivity) movement, Hindemith developed a neoclassical style that was distinct from Stravinsky’s. His music often featured complex counterpoint and a focus on clarity and practical functionality (Gebrauchsmusik). His “Kammermusik” series is a key example, with its homage to Bach’s Brandenburg Concertos.

Other Important Influences

Erik Satie: A French composer whose music, with its clear textures and emotional detachment, served as an important precursor to the neoclassical style, especially for composers of the French group Les Six.

Ferruccio Busoni: An Italian composer who, through his writings, advocated for a “new classicism” that would be a synthesis of old and new forms. This theoretical foundation was influential, particularly for German composers like Hindemith.

Composers

The French “Les Six”

The French group of composers known as Les Six were heavily influenced by the neoclassical aesthetic, particularly as a reaction against what they saw as the excessive emotionalism of late Romanticism and the vagueness of Impressionism.

Darius Milhaud was a central figure in Les Six. He incorporated the classical forms and clarity of neoclassicism but often infused them with rhythmic elements from jazz and Brazilian music, as seen in works like his ballet La Création du monde and his suite Saudades do Brasil.

Francis Poulenc possessed a unique melodic gift and often combined neoclassical structures with a distinctly Parisian wit, charm, and emotional depth. His works for wind instruments and piano, like the Sextet, are excellent examples of his style, which he once described as “healthy, clear and robust.”

Arthur Honegger was a more serious and dramatic composer than his colleagues in Les Six. He used neoclassical techniques, particularly a strong emphasis on counterpoint inspired by Bach, to create powerful and often monumental works. His symphonies, such as Symphony No. 2 and Symphony No. 3, “Liturgique,” showcase this fusion of classical architecture with a dramatic, 20th-century sensibility.

Other Notable Composers

Béla Bartók integrated neoclassical principles into his music, especially in his exploration of traditional forms like the string quartet and concerto. He combined this with a deep interest in Hungarian folk music and a modern, often percussive, rhythmic language.

Maurice Ravel, while primarily associated with Impressionism, showed strong neoclassical tendencies in later works like Le tombeau de Couperin, a suite that pays homage to 18th-century French music.

Alfredo Casella, a prominent Italian composer and pianist, was a key figure in promoting neoclassicism in Italy. His compositions often combined Italian warmth with a clear, structural approach.

Manuel de Falla used neoclassical forms and techniques, particularly in his later work, to present Spanish folk music traditions in a refined and modern way. His Harpsichord Concerto is a prime example.

Aaron Copland, a leading American composer, was heavily influenced by Nadia Boulanger, a French pedagogue who was a great proponent of neoclassicism. Copland’s early works, such as the Symphonic Ode, show a clear neoclassical influence, before he moved to a more populist, American style.

Piano Solo Compositions / Suits

Neoclassicism produced a notable body of piano solo compositions, many of which are considered staples of the 20th-century repertoire. These works are characterized by their clear structures and forms inspired by the Baroque and Classical periods, but with modern, often dissonant, harmonies and rhythms.

Key Neoclassical Piano Works

Igor Stravinsky

Stravinsky’s major piano solo works from his neoclassical period are known for their percussive qualities and rhythmic drive.

Piano Sonata (1924): This three-movement work is a clear homage to the keyboard sonatas of the Classical era, particularly those of Carl Philipp Emanuel Bach. It’s marked by a cool, detached emotional tone and a rigorous, contrapuntal texture.

Serenade in A (1925): This piece is modeled after the 18th-century “serenade” form, a work often performed at social gatherings. It is comprised of four movements and is characterized by its elegant, formal structure and rhythmic precision.

Paul Hindemith

Hindemith’s piano music is a prime example of the German “Neue Sachlichkeit” (New Objectivity) movement, which overlapped with neoclassicism. His work emphasizes counterpoint and a “music for use” (Gebrauchsmusik) philosophy.

Suite “1922,” Op. 26: A witty and satirical piece that combines elements of old dance forms like the Foxtrot and Boston with modern harmonic and rhythmic language. It’s a playful yet structurally sound work.

Ludus Tonalis (1942): Arguably his most significant work for piano. Subtitled “Studies in Counterpoint, Tonal Organization and Piano Playing,” this piece is Hindemith’s answer to Bach’s The Well-Tempered Clavier. It consists of twelve fugues, each separated by an interlude, and is bookended by a Prelude and a Postlude.

Sergei Prokofiev

Prokofiev’s piano sonatas are a cornerstone of the 20th-century repertoire, fusing his signature percussive style with traditional forms.

Piano Sonata No. 1 in F Minor, Op. 1 (1909): Although an early work, this single-movement sonata already hints at the neoclassical elements of form and structure that he would later fully develop.

Piano Sonata No. 3 in A Minor, Op. 28 (1917): A single-movement work that showcases his virtuosic and toccata-like style, combined with lyrical passages. It’s a concise and technically demanding piece that adheres to sonata form.

Compositions / Suits

Representative neoclassical compositions outside of piano solo works showcase the movement’s aesthetic of combining traditional forms with modern harmonies and rhythms. These pieces often feature smaller ensembles, contrapuntal clarity, and a detached emotional quality.

Orchestral and Chamber Music

Igor Stravinsky, “Pulcinella” (1920): This ballet is a seminal work of Neoclassicism. Stravinsky based the music on themes he believed were by the Baroque composer Giovanni Pergolesi, but he re-orchestrated and re-harmonized them in a distinctly 20th-century style.

Sergei Prokofiev, “Classical Symphony” (1917): This symphony is a witty and concise homage to the style of Joseph Haydn. It uses the traditional four-movement structure of a Classical symphony, but with Prokofiev’s signature melodic wit, lively rhythms, and unexpected harmonies.

Paul Hindemith, “Kammermusik” (Chamber Music) series (1922-1927): This collection of seven pieces is reminiscent of Bach’s Brandenburg Concertos. Each work features a different solo instrument (violin, cello, viola, etc.) with a small chamber orchestra, emphasizing clarity and functional music (“Gebrauchsmusik”).

Francis Poulenc, “Sextet” (1932): Written for piano and a wind quintet, this work is a prime example of French neoclassicism. It blends the formal structure of a classical sextet with Poulenc’s lyrical melodies, charming wit, and a touch of Parisian sensibility.

Other Instrumental Works

Igor Stravinsky, “Octet for Winds” (1923): This work is a perfect illustration of Stravinsky’s neoclassical style. Scored for an unusual combination of wind instruments, it has a cool, objective sound and strict, contrapuntal logic, rejecting the emotionalism of the Romantic era.

Darius Milhaud, “La Création du monde” (1923): This ballet score is a unique blend of neoclassicism and jazz. Milhaud used contrapuntal techniques and traditional forms but incorporated elements of jazz rhythms and instrumentation to create a work that is both formally structured and modern.

Relations with Other Cultural Genres

Neoclassicism is a broad cultural movement that extends beyond music, finding expression in painting, literature, architecture, and philosophy, though not all manifestations occurred in the same historical period.

Painting and Visual Arts

The Neoclassicism in painting and visual arts is a distinct movement that occurred much earlier than the musical style, flourishing in the mid-18th century. It was a reaction against the decorative excesses of the Rococo style and drew inspiration from the art of ancient Greece and Rome. This movement, unlike the 20th-century musical one, coincided with the Age of Enlightenment and was characterized by a focus on simplicity, symmetry, and moral clarity. Jacques-Louis David is a prime example of this, with paintings like “Oath of the Horatii” that celebrated civic virtue and patriotism.

Literature

In literature, the neoclassical period also happened much earlier, spanning from the late 17th century to the late 18th century. It emphasized reason, order, and logic, echoing the ideals of the Enlightenment. Writers like Alexander Pope and Jonathan Swift looked to classical models for inspiration, prioritizing formal structures like the heroic couplet and using satire to critique society. This literary movement was distinct from the 20th-century musical one, though both shared a common appreciation for order, clarity, and form over excessive emotionalism.

Philosophy

The philosophical underpinnings of Neoclassicism are rooted in the Enlightenment, a period that valued reason, humanism, and scientific inquiry. Philosophers of this era sought to apply the principles of logic and order to society and governance. The aesthetic ideals of Neoclassicism—balance, proportion, and emotional restraint—can be seen as an artistic reflection of this philosophical pursuit of reason over emotion, and order over chaos.

Other Cultural Genres

Neoclassicism also had a profound impact on architecture, with iconic examples like the U.S. Capitol building and the British Museum. This architectural style, which flourished in the 18th and 19th centuries, also emphasized symmetry, clean lines, and grand scale, drawing directly from ancient Greek and Roman temples. In ballet, a neoclassical style emerged in the 20th century, championed by choreographer George Balanchine, which streamlined classical ballet’s vocabulary, making it more expansive and modern.

Episodes & Trivia

Neoclassicism in music is rich with stories that highlight the movement’s reactionary nature and the personal shifts of its composers. These episodes often reveal the interplay between artistic innovation, historical context, and the personalities behind the music.

Stravinsky’s “Pulcinella” and the “Discovery of the Past” 🎭

The ballet Pulcinella (1920) is considered the genesis of musical Neoclassicism. The famous impresario Sergei Diaghilev of the Ballets Russes commissioned Igor Stravinsky to create a ballet based on music Diaghilev believed was by the 18th-century composer Giovanni Battista Pergolesi.

Initially, Stravinsky was reluctant, viewing it as a mere transcription. However, after studying the scores, he found a creative spark. Instead of a faithful arrangement, he re-orchestrated and re-harmonized the melodies, adding his unique rhythmic and harmonic wit. This process, as Stravinsky himself later put it, was his “discovery of the past, the epiphany through which the whole of my late work became possible.” The music retains the charm and grace of the original while sounding entirely new.

Hindemith and the “New Objectivity” 🎻
Paul Hindemith, a leading German composer of the time, was a virtuoso violist. His series of seven works titled “Kammermusik” (Chamber Music) are a direct homage to J.S. Bach’s Brandenburg Concertos. Each piece in the series features a different solo instrument accompanied by a small ensemble, echoing the Baroque concerto grosso. This was his “neo-Bachian” spirit, a direct counter to the hyper-emotionalism of late Romanticism and Expressionism. Hindemith often performed the solo viola parts in these works himself, and they became a key part of the “Neue Sachlichkeit” (New Objectivity) movement, which valued practicality and function in music.

The Soviet Composer and the Neoclassical Escape 🇷🇺

While not a strict neoclassical composer, Dmitri Shostakovich was heavily influenced by the style, particularly that of Stravinsky. He often used neoclassical techniques, like contrapuntal clarity and traditional forms, as a way to navigate the treacherous political climate of the Soviet Union under Stalin. After his opera Lady Macbeth of the Mtsensk District was denounced as “Muddle Instead of Music” by the official state newspaper Pravda, Shostakovich was under immense pressure to write in a style that was more accessible and “democratic.” His subsequent works, such as the Symphony No. 5, drew on the formal rigor and clear structures of neoclassicism, creating a work that was both politically palatable and deeply personal. It’s a fascinating example of how a musical style can serve a political purpose and become a tool for artistic survival.

(This article was generated by Gemini. And it’s just a reference document for discovering music you don’t know yet.)

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