Chopin Music Bio Essays - Frdric Chopin, Great Emigration, Mazurkas

Chopin Music Bio Dayne Ventura Music Appreciation MU 200 Fr?d?ric Fran?ois Chopin Portrait of Chopin by Eug?ne Delacroix (1838) In this bibliography, I will discuss Chopin, his life span and nationality, and the historical period of his performance. I will address his types of major works and titles and discuss his major contributions to music. Additionally, I will touch upon his early works, his dedications and his teachings. Fr?d?ric Fran?ois Chopin, (1810-1849), Polish composer and pianist of the romantic era, regarded by some as the greatest of all composers of music for the piano. Born Fryderyk Chopin in Zelazowa Wola, near Warsaw. His father was French and his mother was Polish. He preferred to use the French name Fr?d?ric. He began to study the piano at the age of four, and he played at a private concert in Warsaw when he was eight years old. Later he studied harmony and counterpoint at the Warsaw Conservatory. Chopin was also advanced as a composer: His first published composition is dated 1817. He gave his first concerts as a piano virtuoso in 1829 in Vienna, where he lived for the next two years. After 1831, except for brief absences, Chopin lived in Paris, where he became noted as a pianist, teacher, and composer. He formed an intimate relationship in 1837 with French writer George Sand. In 1838 Chopin began to suffer from tuberculosis and Sand nursed him in Mallorca, in the Balearic Islands, an d in France until continued differences between the two resulted in an estrangement in 1847. Thereafter his musical activity was limited to giving several concerts in 1848 in France, Scotland, and England. The 1830s have been called the decade of the piano because the piano and the music written for it played a dominant role in European musical culture. As the Industrial Revolution hit, piano manufacturers developed methods for building many more pianos at lower cost. Pianos ceased to be the exclusively for the wealthy. Middle class could also own them and make music at home. Thousands of amateur pianists began to take lessons, buy printed music, and attend concerts. Chopin's piano playing was highly regarded by other virtuosos and was in great demand from professional and amateur musicians alike. Unlike the other composer-pianists of his time, Chopin rarely gave public concerts; his performing was generally confined to the homes of wealthy aristocrats and businessmen. Public awareness of Chopin's music came about primarily through its publication, and the process of putting his works into print. However, this was not simply a matter of converting his manuscripts into printed form. Chopin felt that many performance details, such as phrasing, dynamics, pedaling, and articulation, were not fixed elements of his music, even though they have a substantial impact on the way it sounds. He was inconsistent about including performing instructions in his manuscripts, and when publishers asked him to supply them at the proof stage, he often changed his mind several times. Nearly all of Chopin's compositions were for piano. Although a refugee, he was deeply loyal to his war-torn homeland, his mazurkas reflect the rhythms and melodic traits of Polish folk music, and his polonaises contain a heroic spirit. Italian opera composer Vincenzo Bellini also influenced his melodies. His ballads, scherzos, and ?tudes exemplify his large-scale works for solo piano. His music, which is romantic and lyrical in nature, is characterized by great originality of melody, refined and often adventurous harmony, subtle rhythm, and poetic beauty. Chopin greatly influenced other composers, such as the Hungarian pianist and composer Franz Liszt, German composer Richard Wagner, and French composer Claude Debussy. Chopin's many published compositions include 55 mazurkas, 27 ?tudes, 24 preludes, 19 nocturnes, 13 polonaises, and 3 piano sonatas. Among his other works are the Concertos in E minor and in F minor, both for piano and orchestra, the cello sonata, and 17 songs. Among Chopin's most individual works are the Pr?ludes. Intended to serve as beginnings to an intimate recital, these pieces range from tender melancholy to the dramatic of the stormy Prelude in D minor. Many of Chopin's most beautiful compositions come from the series of short, reflective pieces he called Nocturnes. As can be heard in the Nocturne in F-sharp, these works are usually gentle and

GUISEPPE MAZZINI essays

GUISEPPE MAZZINI essays The Italian nationalist Guiseppe Mazzini was considered not only a patron saint for his revolutionary actions, but a main character for laying the foundation for the unification of Italy. Guiseppes background, accomplishments, and his problems all contributed to his success as one of the most famous revolutionaries of Italy. Mazzini was born in 1805 in Genoa and died at the age of 67 in 1872. His teenage years were spent studying literary and philosophical studies. His literary style was remarkably fine. He wrote on politics, social science, philosophy, and literature. He was enrolled in the University of Genoa at the age of 14. He soon joined the Carboni. This group was a secret society that flourished in Italy, who originated in the kingdom of Naples in 1808. He was temporarily held in prison for revolutionary actions when he was a member of the Carboni, but he fled into exile. His accomplishments started at a very young age. He first developed a name for himself by becoming the founder of the revolutionary secret society Young Italy, which led a strong campaign for Italian unity under a republican government. Through his many ideas and writings he became a model of national sentiments. One of his most successful published books was The Duties of Man. This book explained that there was a hierarchy of duty, which showed God as first priority, Nation, and your family. During Mazzinis exile he had been condemned to death in Absentia. During the uprising States of Milan, the Papal States, and the Two Sicilies, Mazzini returned to Italy secretly to avoid death and took a position as a revolutionary leader of the Roman Empire. Mazzini had also advocated a mass revolt to force the Austrians and the papacy out of power. Many lost their lives, but were still inspired by his teachings and writings. Although Guiseppe had many victories, he also had many problems. He his impor ...

Why Do We Do School Assignment Example | Topics and Well Written Essays - 1500 words

Why Do We Do School - Assignment Example Throughout the academic career, the children learn the lesson through proper curriculum and sophisticated educational planning. This paper will elaborate upon the reasons that children do school for. School Just like other educational institutions, the school is such an institution which is specifically intended for the provision of education to the students under proper instructions and directions by the teachers, the system of school is the source of formal education in most of the countries. In such systems, there is a series of schools through which the students progress and proceed in order to complete their formal education and learning process. There are varying names for these academic institutions but mostly they are known as the primary school system for those children who are young and secondary school systems for teenagers who have already passed out their primary school systems. In United States, these schools are known by various names: preschool systems for toddlers, k indergarten for the kids, and then elementary, middle, high school which upgrades to the higher levels of academic with college, university and graduate schools. Reasons for doing School The gaining of knowledge and going to school is the fundamental essential and a right for the children belonging to the modern society and nuclear families these days. Unlike the perspectives of few traditional families, doing school is the most important task in children’s life. Several reasons which define the schooling process as vital are given below: Fulfillment of the basic demands The schools of modern times are the fulfilling aspects and mirror image of the sentimental values, kinship demands, and perception of the modern day nuclear family. The postmodern era of the current world requires the children to be competent to deal with the upcoming burdens and demands of the revolutionary times. Thus, they need to be capable enough to tackle all the issues and challenges of the future (Dav id, 2005). Ethical and Moral learning At the foundation level, the schools are needed to develop children in ethical and moral aspects. This side of the children’s personality affects their image and reputation in the society and boosts their thinking capabilities. It enables them to become better citizens and good human beings in order to survive in the social structure. It teaches them to be considerate towards their peers, family and other members of the social groups. Not only this, but the moral and ethical teachings also makes one satisfied in their innate nature. Professional requirements As soon as the children proceed from the elementary and middle school to the higher levels such as college and university, they begin thinking about their professional growth and future standards. It is the time when they need to take big decision and great commitments in context of time, work, determination and money. Moreover, the professional standards require a professional degree as it fulfills the need of advanced learning which is important for entering into the practical field (Hawaii Community Foundation, 2011). Cultural Congruence The students require an education which is culturally congruent and relevant for them. For this purpose the schools are advised to design their curriculum according to the cultural relevance for the school and college goers. Here, the schools play a part to empower the students socially, intellectually, politically and emotionally by utilizing their cultural referents to impart skills, knowledge and attitudes (Tyrone, 2001). This would help the