Classical music is the art music produced in, or rooted in, the traditions of Western liturgical and secular music, encompassing a broad period from roughly the 11th century to present times. The central norms of this tradition became codified between 1550 and 1900, which is known as the common practice period.

European music is largely distinguished from many other non-European and popular musical forms by its system of staff notation, in use since about the 16th century. Western staff notation is used by composers to prescribe to the performer the pitch, speed, meter, individual rhythms and exact execution of a piece of music. This leaves less room for practices such as improvisation and ''ad libitum'' ornamentation, that are frequently heard in non-European art music (as in Indian classical music and Japanese traditional music) and popular music.

The term "classical music" did not appear until the early 19th century, in an attempt to "canonize" the period from Johann Sebastian Bach to Beethoven as a golden age. The earliest reference to "classical music" recorded by the ''Oxford English Dictionary'' is from about 1836.

Characteristics

Given the extremely broad variety of forms, styles, genres, and historical periods generally perceived as being described by the term "classical music," it is difficult to list characteristics that can be attributed to all works of that type. Vague descriptions are plentiful, such as describing classical music as anything that "lasts a long time," a statement made rather moot when one considers contemporary composers who are described as classical; or music that has certain instruments like violins, which are also found in other genres. However, there are characteristics that classical music contains that few or no other genres of music contain.

Literature

The most outstanding and particular characteristic of classical music is that the repertoire tends to be written down. Composers and performers alike are typically highly literate in understanding notation and the written quality of the music has, in addition to preserving the works, led to a high level of complexity within them.

Instrumentation

The instruments used in most classical music were largely invented before the mid-19th century (often much earlier), and codified in the 18th and 19th centuries. They consist of the instruments found in an orchestra, together with a few other solo instruments (such as the piano, harpsichord, and organ). The symphony orchestra is the most widely known medium for classical music. The orchestra includes members of the string, woodwind, brass, and percussion families.

Electric instruments such as the electric guitar appear occasionally in the classical music of the 20th and 21st centuries. Both classical and popular musicians have experimented in recent decades with electronic instruments such as the synthesizer, electric and digital techniques such as the use of sampled or computer-generated sounds, and the sounds of instruments from other cultures such as the gamelan.

None of the bass instruments existed until the Renaissance. In Medieval music, instruments are divided in two categories: loud instruments for use outdoors or in church, and quieter instruments for indoor use. The Baroque orchestra consisted of flutes, oboes, horns and violins, occasionally with trumpets and timpani. Many instruments which are associated today with popular music used to have important roles in early classical music, such as bagpipes, vihuelas, hurdy-gurdies and some woodwind instruments. On the other hand, instruments such as the acoustic guitar, which used to be associated mainly with popular music, have gained prominence in classical music through the 19th and 20th centuries.

While equal temperament became gradually accepted as the dominant musical temperament during the 19th century, different historical temperaments are often used for music from earlier periods. For instance, music of the English Renaissance is often performed in mean tone temperament. Keyboards almost all share a common layout (often called the piano keyboard).

Form

Whereas the majority of popular styles lend themselves to the song form, classical music can also take on the form of the concerto, symphony, sonata, opera, dance music, suite, étude, symphonic poem, and others.

Classical composers often aspire to imbue their music with a very complex relationship between its affective (emotional) content and the intellectual means by which it is achieved. Many of the most esteemed works of classical music make use of musical development, the process by which a musical idea or motif is repeated in different contexts or in altered form. The sonata form and fugue employ rigorous forms of musical development.

Technical execution

Along with a desire for composers to attain high technical achievement in writing their music, performers of classical music are faced with similar goals of technical mastery, as demonstrated by the proportionately high amount of schooling and private study most successful classical musicians have had when compared to "popular" genre musicians, and the large number of secondary schools, including conservatories, dedicated to the study of classical music. The only other genre in the Western world with comparable secondary education opportunities is jazz.

Complexity

Performance of classical music repertoire demands a significant level of technical mastery on the part of the musician; proficiency in sight-reading and ensemble playing, thorough understanding of tonal and harmonic principles, knowledge of performance practice, and a familiarity with the style/musical idiom inherent to a given period, composer or musical work are among the most essential of skills for the classically trained musician.

Works of classical repertoire often exhibit artistic complexity through the use of thematic development, phrasing, harmonization, modulation (change of key), texture, and, of course, musical form itself. Larger-scale compositional forms (such as that of the symphony, concerto, opera or oratorio, for example) usually represent a hierarchy of smaller units consisting of phrases, periods, sections, and movements. Musical analysis of a composition aims at achieving greater understanding of it, leading to more meaningful hearing and a greater appreciation of the composer's style.

Society

Often perceived as opulent or signifying some aspect of upper-level society, classical music has generally never been as popular with working-class society. However, the traditional perception that only upper-class society has access to and appreciation for classical music, or even that classical music represents the upper-class society, may not be true, given that many working classical musicians fall somewhere in the middle-class income range in the United States, and that classical concertgoers and CD buyers are not necessarily upper class. Even in the Classical era, Mozart's opere buffe such as ''Così fan tutte'' were popular with the general public.

Classical music regularly features in pop culture, forming background music for movies, television programs and advertisements. As a result most people in the Western World regularly and often unknowingly listen to classical music; thus, it can be argued that the relatively low levels of recorded music sales may not be a good indicator of its actual popularity. In more recent times the association of certain classical pieces with major events has led to brief upsurges in interest in particular classical genres. A good example of this was the choice of ''Nessun dorma'' from Giacomo Puccini's opera ''Turandot'' as the theme tune for the 1990 FIFA World Cup, which led to a noticeable increase in popular interest in opera and in particular in tenor arias, which led to the huge sellout concerts by The Three Tenors. Such events are often cited as helping to drive increases in the audiences at many classical concerts that have been observed in recent times.

History

The major time divisions of classical music are the early music period, which includes Medieval (500–1400) and Renaissance (1400–1600), the Common practice period, which includes the Baroque (1600–1750), Classical (1750–1830) and Romantic (1815–1910) periods, and the modern and contemporary period, which includes 20th century (1900–2000) and contemporary (1975–current).

The dates are generalizations, since the periods overlapped and the categories are somewhat arbitrary. For example, the use of counterpoint and fugue, which is considered characteristic of the Baroque era, was continued by Haydn, who is classified as typical of the Classical period. Beethoven, who is often described as a founder of the Romantic period, and Brahms, who is classified as Romantic, also used counterpoint and fugue, but other characteristics of their music define their period.

The prefix ''neo'' is used to describe a 20th century or contemporary composition written in the style of an earlier period, such as Classical or Romantic. Stravinsky's ''Pulcinella'', for example, is a neoclassical composition because it is stylistically similar to works of the Classical period.

Roots

The roots of Western classical music lie in early Christian liturgical music, and its influences date back to the Ancient Greeks. Development of individual tones and scales was done by ancient Greeks such as Aristoxenus and Pythagoras. Pythagoras created a tuning system and helped to codify musical notation. Ancient Greek instruments such as the aulos (a reed instrument) and the lyre (a stringed instrument similar to a small harp) eventually led to the modern-day instruments of a classical orchestra. The antecedent to the early period was the era of ancient music from before the fall of the Roman Empire (476 AD). Very little music survives from this time, most of it from Ancient Greece.

Early Period

The Medieval period includes music from after the fall of Rome to about 1400. Monophonic chant, also called plainsong or Gregorian Chant, was the dominant form until about 1100. Polyphonic (multi-voiced) music developed from monophonic chant throughout the late Middle Ages and into the Renaissance, including the more complex voicings of motets. The Renaissance period was from 1400 to 1600. It was characterized by greater use of instrumentation, multiple interweaving melodic lines, and the use of the first bass instruments. Social dancing became more widespread, so musical forms appropriate to accompanying dance began to standardize.

It is in this time that the notation of music on a staff and other elements of musical notation began to take shape. This invention made possible the separation of the composition of a piece of music from its ''transmission''; without written music, transmission was oral, and subject to change every time it was transmitted. With a musical score, a work of music could be performed without the composer's presence. The invention of the movable-type printing press in the 15th century had far-reaching consequences on the preservation and transmission of music.

Typical stringed instruments of the Early Period include the harp, lute, vielle, and psaltery, while wind instruments included the flute family (including recorder), shawm (an early member of the oboe family), trumpet, and the bagpipe. Simple pipe organs existed, but were largely confined to churches, although there were portable varieties. Later in the period, early versions of keyboard instruments like the clavichord and harpsichord began to appear. Stringed instruments such as the viol had emerged by the 16th century, as had a wider variety of brass and reed instruments. Printing enabled the standardization of descriptions and specifications of instruments, as well as instruction in their use.

Common Practice Period

The Common Practice Period is when many of the ideas that make up western classical music took shape, standardized, or were codified. It began with the Baroque era, running from roughly 1600 to the middle of the 18th century. The Classical era followed, ending roughly around 1820. The Romantic era ran through the 19th century, ending about 1910.

Baroque music

Baroque music is characterized by the use of complex tonal counterpoint and the use of a basso continuo, a continuous bass line. Music became more complex in comparison with the songs of earlier periods. The beginnings of the sonata form took shape in the canzona, as did a more formalized notion of theme and variations. The tonalities of major and minor as means for managing dissonance and chromaticism in music took full shape.

During the Baroque era, keyboard music played on the harpsichord and pipe organ became increasingly popular, and the violin family of stringed instruments took the form generally seen today. Opera as a staged musical drama began to differentiate itself from earlier musical and dramatic forms, and vocal forms like the cantata and oratorio became more common. Vocalists began adding embellishments to melodies. Instrumental ensembles began to distinguish and standardize by size, giving rise to the early orchestra for larger ensembles, with chamber music being written for smaller groups of instruments where parts are played by individual (instead of massed) instruments. The concerto as a vehicle for solo performance accompanied by an orchestra became widespread, although the relationship between soloist and orchestra was relatively simple. The theories surrounding equal temperament began to be put in wider practice, especially as it enabled a wider range of chromatic possibilities in hard-to-tune keyboard instruments. Although Bach did not use equal temperament, as a modern piano is generally tuned, changes in the temperaments from the meantone system, common at the time, to various temperaments that made modulation between all keys musically acceptable, made possible Bach's Well-Tempered Clavier.

Classical period music

The Classical period, from about 1750 to 1820, established many of the norms of composition, presentation, and style, and was also when the piano became the predominant keyboard instrument. The ''basic'' forces required for an orchestra became somewhat standardized (although they would grow as the potential of a wider array of instruments was developed in the following centuries). Chamber music grew to include ensembles with as many as 8–10 performers for serenades. Opera continued to develop, with regional styles in Italy, France, and German-speaking lands. The ''opera buffa'', a form of comic opera, rose in popularity. The symphony came into its own as a musical form, and the concerto was developed as a vehicle for displays of virtuoso playing skill. Orchestras no longer required a harpsichord (which had been part of the traditional ''continuo'' in the Baroque style), and were often led by the lead violinist (now called the concertmaster).

Wind instruments became more refined in the Classical period. While double reeded instruments like the oboe and bassoon became somewhat standardized in the Baroque, the clarinet family of single reeds was not widely used until Mozart expanded its role in orchestral, chamber, and concerto settings.

Romantic era music

The music of the Romantic era, from roughly the second decade of the 19th century to the early 20th century, was characterized by increased attention to an extended melodic line, as well as expressive and emotional elements, paralleling romanticism in other art forms. Musical forms began to break from the Classical era forms (even as those were being codified), with free-form pieces like nocturnes, fantasias, and preludes being written where accepted ideas about the exposition and development of themes were ignored or minimized. The music became more chromatic, dissonant, and tonally colorful, with tensions (with respect to accepted norms of the older forms) about key signatures increasing. The art song (or ''Lied'') came to maturity in this era, as did the epic scales of grand opera, ultimately transcended by Richard Wagner's Ring cycle.

In the 19th century, musical institutions emerged from the control of wealthy patrons, as composers and musicians could construct lives independent of the nobility. Increasing interest in music by the growing middle classes throughout western Europe spurred the creation of organizations for the teaching, performance, and preservation of music. The piano, which achieved its modern construction in this era (in part due to industrial advances in metallurgy) became widely popular with the middle class, whose demands for the instrument spurred a large number of piano builders. Many symphony orchestras date their founding to this era. Some musicians and composers were the stars of the day; some, like Franz Liszt and Niccolò Paganini, fulfilled both roles.

The family of instruments used, especially in orchestras, grew. A wider array of percussion instruments began to appear. Brass instruments took on larger roles, as the introduction of rotary valves made it possible for them to play a wider range of notes. The size of the orchestra (typically around 40 in the Classical era) grew to be over 100. Gustav Mahler's 1906 ''Symphony No. 8'', for example, has been performed with over 150 instrumentalists and choirs of over 400.

European cultural ideas and institutions began to follow colonial expansion into other parts of the world. There was also a rise, especially toward the end of the era, of nationalism in music (echoing, in some cases, political sentiments of the time), as composers such as Edvard Grieg, Nikolai Rimsky-Korsakov, and Antonín Dvořák echoed traditional music of their homelands in their compositions.

20th century, modern, and contemporary music

Modernism (1905–1985) marked a period when many composers rejected certain values of the common practice period, such as traditional tonality, melody, instrumentation, and structure. Composers, academics, and musicians developed extensions of music theory and technique. 20th century classical music, encompassing a wide variety of post-Romantic styles composed through the year 1999, includes late Romantic, Modern and Postmodern styles of composition. The term "contemporary music" is sometimes used to describe music composed in the late 20th century through to the present day.

Significance of written notation

Modernist view of the significance of the score

The modernist views hold that Classical music is considered primarily a ''written'' musical tradition, preserved in music notation, as opposed to being transmitted orally, by rote, or by recordings of particular performances. While there are differences between particular performances of a classical work, a piece of classical music is generally held to transcend any interpretation of it. The use of musical notation is an effective method for transmitting classical music, since the written music contains the technical instructions for performing the work. The written score, however, does not usually contain explicit instructions as to how to interpret the piece in terms of production or performance, apart from directions for dynamics, tempo and expression (to a certain extent). This is left to the discretion of the performers, who are guided by their personal experience and musical education, their knowledge of the work's idiom, their personal artistic tastes, and the accumulated body of historic performance practices.

Criticism of the modernist view

Some critics express the opinion that it is only from the mid 19th century, and especially in the 20th century, that the score began to hold such a high significance. Previously, improvisation, rhythmic flexibility, improvisatory deviation from the score and oral tradition of playing was integral to style of music. Yet in the 20th century, this oral tradition and passing on of stylistic features within classical music disappeared. Instead, musicians use the score to play music, yet even given the score, there is considerable controversy about how to perform the works. Some of this controversy relates to the fact that this score-centric approach has led to performing styles that emphasize metrically strict block-rhythms (just as the music is notated in the score).

Some quotes that highlight this criticism of modernist overvaluing of the score:

''[...]one of the most stubborn modern misconceptions concerning baroque music is that a metronomic regularity was intended'' (Baroque Interpretation in Grove 5th edition by Robert Donington)

''Too many teachers, conditioned to 20th Century ideas, teach Bach and other Baroque music exactly the wrong way. This leads to what musicologist Sol Babitz calls "sewing machine Bach."'' ''[...] tendency to look alike, sound alike and think alike. The conservatories are at fault and they have been at fault for many years now. Any sensitive musician going around the World has noted the same thing. The conservatories, from Moscow and Leningrad to Juilliard, Curtis and Indiana, are producing a standardized product. [...] clarity, undeviating rhythm, easy technique, "musicianship". I put the word musicianship in quotes, because as often as not, it is a false kind of musicianship – a musicianship that sees the tree and not the forest, that takes care of the detail but ignores the big picture; a musicianship that is tied to the printed note rather than to emotional meaning of a piece.The fact remains that there is a dreadful uniformity today and also an appalling lack of knowledge about the culture and performance traditions of the past.'' (Music Schools Turning out Robots? by Harold C. Schonberg)

Improvisation

Improvisation once played an important role in classical music. A remnant of this improvisatory tradition in classical music can be heard in the cadenza, a passage found mostly in concertos and solo works, designed to allow skilled performers to exhibit their virtuoso skills on the instrument. Traditionally this was improvised by the performer; however, it is often written for (or occasionally by) the performer beforehand. Improvisation is also an important aspect in authentic performances of operas of Baroque era and of bel canto (especially operas of Vincenzo Bellini), and is best exemplified by the ''da capo aria'', a form by which famous singers typically perform variations of the thematic matter of the aria in the recapitulation section ('B section' / the 'da capo' part). An example is Beverly Sills' complex, albeit pre-written, variation of ''Da tempeste il legno infranto'' from Händel's ''Giulio Cesare''.

Its written transmission, along with the veneration bestowed on certain classical works, has led to the expectation that performers will play a work in a way that realizes in detail the original intentions of the composer. During the 19th century the details that composers put in their scores generally increased. Yet the opposite trend – admiration of performers for new "interpretations" of the composer's work – can be seen, and it is not unknown for a composer to praise a performer for achieving a better realization of the original intent than the composer was able to imagine. Thus, classical performers often achieve very high reputations for their musicianship, even if they do not compose themselves. Generally however, it is the composers who are remembered more than the performers.

Another consequence of the primacy of the composer's written score is that this has led to the state, where today improvisation plays a relatively minor role in classical music, in sharp contrast to musicians who lived during the baroque, classical and romantic era. Improvisation in classical music performance was common during both the Baroque era and in the nineteenth, yet lessened strongly during the 2nd half of the 19th and in the 20th centuries. Recently the performance of such music by modern classical musicians has been enriched by a revival of the old improvisational practices. During the classical period, Mozart and Beethoven often improvised the cadenzas to their piano concertos (and thereby encouraged others to do so), but they also provided written cadenzas for use by other soloists. In opera, the practice of singing strictly by the score i.e. ''come scritto'', is famously propagated by Maria Callas, who called this practice 'straitjacketing' and implied that it allows the intention of the composer to be understood better, especially during studying the music for the first time.

Relationship to other music traditions

Popular music

Classical music has often incorporated elements or material from popular music of the composer's time. Examples include occasional music such as Brahms' use of student drinking songs in his ''Academic Festival Overture'', genres exemplified by Kurt Weill's ''The Threepenny Opera'', and the influence of jazz on early- and mid-20th century composers including Maurice Ravel, exemplified by the movement entitled "Blues" in his sonata for violin and piano. Certain postmodern, minimalist and postminimalist classical composers acknowledge a debt to popular music.

There are numerous examples of influence in the opposite direction, including popular songs based on classical music, the use to which ''Pachelbel's Canon'' has been put since the 1970s, and the musical crossover phenomenon, where classical musicians have achieved success in the popular music arena.

Folk music

Composers of classical music have often made use of folk music (music created by musicians who are commonly not classically trained, often from a purely oral tradition). Some composers, like Dvořák and Smetana, have used folk themes to impart a nationalist flavor to their work, while others (like Bartók) have used specific themes lifted whole from their folk-music origins.

Commercialism

Certain staples of classical music are often used commercially (either in advertising or in movie soundtracks). In television commercials, several passages have become clichéd, particularly the opening of Richard Strauss' ''Also sprach Zarathustra'' (made famous in the film ''2001: A Space Odyssey'') and the opening section "O Fortuna" of Carl Orff's ''Carmina Burana''; other examples include the ''Dies Irae'' from the Verdi Requiem, Edvard Grieg's ''In the Hall of the Mountain King'' from ''Peer Gynt'', the opening bars of Beethoven's Symphony No. 5, Wagner's ''Ride of the Valkyries'' from ''Die Walküre'', Rimsky-Korsakov's "Flight of the Bumblebee", and excerpts of Aaron Copland's ''Rodeo''.

Similarly, movies and television often revert to standard, clichéd snatches of classical music to convey refinement or opulence: some of the most-often heard pieces in this category include Mozart's ''Eine kleine Nachtmusik'', Vivaldi's ''Four Seasons'', Mussorgsky's ''Night on Bald Mountain'', and Rossini's ''William Tell Overture''.

Education

Throughout history, parents have often made sure that their children receive classical music training from a young age. Some parents pursue music lessons for their children for social reasons or in an effort to instill a sense of self-discipline. Some believe that knowledge of important works of classical music is part of a good general education.

During the 1990s, several research papers and popular books wrote on what came to be called the "Mozart effect": an observed temporary, small elevation of scores on certain tests as a result of listening to Mozart's works. The approach has been popularized in a book by Don Campbell, and is based on an experiment published in ''Nature'' suggesting that listening to Mozart temporarily boosted students' IQ by 8 to 9 points. This popularized version of the theory was expressed succinctly by a ''New York Times'' music columnist: "researchers... have determined that listening to Mozart actually makes you smarter." Promoters marketed CDs claimed to induce the effect. Florida passed a law requiring toddlers in state-run schools to listen to classical music every day, and in 1998 the governor of Georgia budgeted $105,000 per year to provide every child born in Georgia with a tape or CD of classical music. One of the co-authors of the original studies of the Mozart effect commented "I don't think it can hurt. I'm all for exposing children to wonderful cultural experiences. But I do think the money could be better spent on music education programs."

See also

Notes

References

Kennedy, Michael (2006), ''The Oxford Dictionary of Music'', 985 pages, ISBN 0-19-861459-4

Further reading

Copland, Aaron;(1957) – ''What to listen for in music''. McGraw Hill.-10: 7018981026 (paperback).

Grout, Donald Jay; Palisca, Claude V. (1996) – ''A History of Western Music'', Fifth Edition. W.W. Norton & Company. ISBN 0-393-96904-5 (hardcover).

Hanning, Barbara Russano; Grout, Donald Jay (1998 rev. 2009) – ''Concise History of Western Music''. W.W. Norton & Company. ISBN 0-393-92803-9 (hardcover).

Johnson, Julian (2002). ''Who Needs Classical Music?: Cultural Choice and Musical Value''. Oxford University Press. ISBN 0-19-514681-6.

Kamien, Roger (2008) – ''Music: An Appreciation'' Sixth Brief Edition ISBN 978-0-07-340134-8

Lihoreau, Tim; Fry, Stephen (2004) – ''Stephen Fry's Incomplete and Utter History of Classical Music''. Boxtree. ISBN 978-0-7522-2534-0

Scholes, Percy Alfred; Arnold, Denis (photographer) (1988) – ''The New Oxford Companion to Music''. Oxford University Press. ISBN 0-19-311316-3 (paperback).

Taruskin, Richard (2005, rev. Paperback version 2009) – ''Oxford History of Western Music''. Oxford University Press (USA). ISBN 978-0-19-516979-9 (Hardback), ISBN 978-0-19-538630-1 (Paperback)

External links

Historical classical recordings from the British Library Sound Archive

Category:European music

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name	Maxim Vengerov
background	non_vocal_instrumentalist
birth name	Maxim Vengerov
born	August 20, 1974Novosibirsk, Russian SFSR, Soviet Union
instrument	Violin, Viola
genre	Classical
occupation	Pedagogue, violinist
notable instruments	}}

Maxim Alexandrovich Vengerov (, born August 20, 1974) is a violinist, violist, and conductor who was born in the Soviet Union.

Biography

Youth

Born on 20 August 1974 in Novosibirsk, Russia, to a family with musical tradition. At the age of 5, he began studying the violin with Borbala Hwang, and two years later – with Zakhar Bron. 1984 saw the 10-year-old Maxim go abroad for the first time; in Lublin, Poland, he won the 1st prize at International Karol Lipiński and Henryk Wieniawski Young Violin Player Competition (years later, he recalled, "I thought Poland was somewhere at the end of the world. One does not forget such trips; no wonder I always remember Poland very fondly…"). When Bron left Russia in 1987 to teach at the Royal Academy of Music (RAM) in London, Vengerov and his mother followed him there, and did so again after Bron moved to Lübeck to open a school there.

1990-1999

In 1990, Vengerov proved his extraordinary talent with victory at the International Carl Flesch Competition in London. At the time, he had already studied with Z. Bron in London and Lübeck. His public appearances – both solo and with orchestras – at major European music venues sparked interest of major record labels (to date, he has recorded close to 100 compositions or cycles) and music magazines. Numerous recording prizes and “Artist of the Year” titles (incl. one from ''Gramophone'') followed, as did the celebrated Grammy Award, Edison Award (for the recording of Shostakovich Second Concerto), and the highly prestigious “Echo Klassik” annual distinction awarded to him by the German Television in 2003 (for recital feat. compositions by J. S. Bach).

In 1997, he became UNICEF’s Envoy for Music and has met and performed for children in such places, as Uganda, Thailand or Kosovo. “Playing by Heart”, a Channel 4 production about the virtuoso’s meetings with young musicians during his master classes, which was shown at the Cannes Festival in 1999, enjoyed tremendous popularity throughout the world. Contacts with Mstislav Rostropovich, Daniel Barenboim or Vag Papian, as well as performances with the world’s most famous orchestras, like the Amsterdam’s Concertgebouw Orchestra, the BBC Philharmonic or the Chicago Symphony, exerted profound influence upon Maxim Vengerov’s artistic progress and development of his musical skills. The artist took a two-year course in the Baroque violin and repertoire of the epoch. However, he does not restrict himself to the violin alone; the viola, jazz improvisation, dance, and conducting have caught his attention. Since the earliest stages of his career, he has been playing various Stradivari instruments; at present, it is the 1727 “Ex-Kreutzer”.

2000-

Since 2005, Maxim Vengerov has been Professor at the Royal Academy of Music in London. Recently, the artist has also renewed and consolidated his ties with Poland. He has been performing with the Sinfonia Varsovia, the Sinfonietta Cracovia and the Polish Baltic Philharmonic. In October 2006, his concert with the Sinfonia Varsovia conducted by Andrzej Boreyko closed the 13th International Henryk Wieniawski Violin Competition in Poznań. In June 2009, Maxim Vengerov assumed the post of the chairman of the jury at the 14th edition of the competition, which shall be held in October 2011.

References

External links

CAMI Music LLC

Maxim Vengerov fan site

Interview by Bruce Duffie

C Music TV Interview

Maxim Vengerov for Jean Paul Gaultier

Category:1974 births Category:Living people Category:Jewish classical musicians Category:Jewish violinists Category:Israeli classical violinists Category:Russian classical violinists Category:Russian Jews Category:Russian emigrants to Israel Category:Academics of the Royal Academy of Music Category:Grammy Award winners Category:People from Novosibirsk

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Sir Simon Denis Rattle, CBE (born 19 January 1955) is an English conductor. He rose to international prominence as conductor of the City of Birmingham Symphony Orchestra and since 2002 has been principal conductor of the Berlin Philharmonic (BPO).

Early life

Rattle was born in Liverpool, the son of Pauline Lila Violet (Greening) and Denis Guttridge Rattle, a Commander in the Royal Navy. He was educated at Liverpool College. Although Rattle studied piano and violin, his early work with orchestras was as a percussionist. He entered the Royal Academy of Music in London in 1971. There, his teachers included John Carewe. In 1974, his graduation year, Rattle won the John Player Conductor Competition. After organising and conducting a performance of Mahler's Second Symphony whilst still at the Academy, he was talent-spotted by the music agent Martin Campbell-White, of Harold Holt Ltd. (now Askonas Holt Ltd.), who has since managed Rattle's career. He spent the academic year 1980/81 at St Anne's College, Oxford studying English Language and Literature. He had been attracted to the college by the reputation of Dorothy Bednarowska, Fellow and Tutor in English. He was elected an Honorary Fellow of St Anne's in 1991. He was admitted to the degree of Doctor of Music ''honoris causa'' of the University of Oxford in 1999.

UK career

In 1974, he was made assistant conductor of the Bournemouth Symphony Orchestra. His first Prom at the Royal Albert Hall, conducting the London Sinfonietta, was, according to the BBC Proms Archive web-site, on 9th August 1976. The programme included Sir Harrison Birtwistle's Meridian and Schoenberg's First Chamber Symphony. In 1977 he became assistant conductor of the Royal Liverpool Philharmonic.

His time with the City of Birmingham Symphony Orchestra (CBSO) from 1980 to 1998 drew him to the attention of critics and the public. In 1980, Simon Rattle became the CBSO's Principal Conductor and Artistic Adviser, and in 1990, Music Director. Rattle increased both his profile and that of the orchestra over his tenure. One of his long-term concert projects was the series of concerts of 20th century music titled "Towards the Millennium". One other major achievement during his time was the move of the CBSO from its former venue, Birmingham Town Hall, to a newly built concert hall, Symphony Hall, in 1991. The BBC commissioned film director Jaine Green to follow him in his final year with the CBSO to make ''Simon Rattle—Moving On''.

Rattle was awarded a CBE in 1987 and made a Knight Bachelor in 1994. In 1992, Rattle was named a Principal Guest Conductor of the Orchestra of the Age of Enlightenment (OAE), along with Frans Brüggen. Rattle now has the title of Principal Artist with the OAE. In 2001, Rattle conducted the OAE at Glyndebourne in their first production of ''Fidelio'' with a period-instrument orchestra.

Rattle strongly supported youth music. He led two attempts at gaining the record for the World's Largest Orchestra, both designed to raise awareness of youth music in schools. The first, in 1996, was unsuccessful. The second, in 1998, did succeed and the record held at nearly 4,000 musicians until it was broken in 2000 by a group in Vancouver.

In May 2006 he was made an Honorary Fellow of the Society of Arts. In 2011, the Royal Academy of Music presented him with an Honorary Doctorate.

Berlin Philharmonic Orchestra

Rattle made his conducting debut with the Berlin Philharmonic (BPO) in 1987, in a performance of Gustav Mahler's Symphony No. 6. In 1999, Rattle was appointed as successor to Claudio Abbado as the orchestra's principal conductor. The appointment, decided on in a 23 June vote by the orchestra's members, was somewhat controversial, as several members of the orchestra were earlier reported to have preferred Daniel Barenboim for the post. Nevertheless, Rattle won the post and proceeded to win over his detractors by refusing to sign the contract until he had ensured that every member of the orchestra was paid fairly, and also that the orchestra would gain artistic independence from the Berlin Senate.

Before leaving for Germany and on his arrival, Rattle controversially attacked the British attitude to culture in general, and in particular the artists of the Britart movement, together with the state funding of culture in the UK.

Since his appointment, Rattle has reorganised the Berlin Philharmonic into a foundation, meaning its activities are more under the control of the members rather than politicians. He has also ensured that orchestra members' wages have increased quite dramatically, after falling over the previous few years. He gave his first concert as principal conductor of the BPO on 7 September 2002, leading performances of Thomas Adès' ''Asyla'' and Mahler's Symphony No. 5, performances which received rave reviews from the press worldwide and were recorded for CD and DVD release by EMI. Early collaborative projects in the Berlin community with Rattle and the BPO involved a choreographed performance of Stravinsky's ''The Rite of Spring'' and a film project with Mark-Anthony Turnage's ''Blood on the Floor''. He has also continued to champion contemporary music in Berlin. The orchestra has established its first education department during Rattle's tenure.

Criticism of Rattle's tenure with the Berlin Philharmonic began to appear after their first season together, and continued in their second season. The German critic Klaus Geitel was reported in 2004 to have described Rattle as "the weakest musical director of the Berlin Philharmonic he's ever seen". Rattle himself stated in 2005 that his relationship with the BPO musicians could sometimes be "turbulent", but also "never destructively so".

In 2006, a new controversy began in the German press as to the quality of Rattle's concerts with the Berlin Philharmonic, with criticism from the German critic Manuel Brug in ''Die Welt''. One musician who wrote to the press to defend Rattle was the pianist Alfred Brendel. In 2007, the BPO/Rattle recording of Brahms's ''Ein deutsches Requiem'' received the Classic FM Gramophone best choral disc award.

Rattle was originally contracted to lead the BPO through 2012, but in April 2008 the BPO musicians voted to extend his contract as chief conductor for an additional ten years past the next season, to 2018.

UNICEF appointed Rattle and the BPO as Goodwill Ambassadors in November 2007.

Conducting in North America

Rattle made his North American debut in 1976, conducting the London Schools Symphony Orchestra at the Hollywood Bowl. He first conducted the Los Angeles Philharmonic (LA Phil) in 1979 during the music directorship of Carlo Maria Giulini, and was their Principal Guest Conductor from 1981–1994. He also guest-conducted the Cleveland Orchestra, Chicago Symphony Orchestra, San Francisco Symphony, Toronto Symphony Orchestra, and Boston Symphony Orchestra. His New York City debut was with the LA Phil in 1985.

In 1993, Rattle made his conducting debut with The Philadelphia Orchestra. He returned for guest conducting engagements in 1999 and 2000. The musical relationship between Rattle and The Philadelphia Orchestra was reported to be such that Philadelphia wanted to hire Rattle as its next music director after Wolfgang Sawallisch, but Rattle declined. However, Rattle continues to guest-conduct with The Philadelphia Orchestra, including appearances in 2006 and the Philadelphia Orchestra's first performances of Robert Schumann's ''Das Paradies und die Peri'' in November 2007.

Musical styles and recordings

Rattle has conducted a wide variety of music, including some with period instruments (musical instruments whose design is similar to that of instruments commonly in use at the time the piece was composed - or the actual historical instrument itself), but he is best known for his interpretations of late-19th and early 20th century composers such as Mahler, with a recording of Mahler's Second Symphony winning several awards on its release and being regarded by some music critics as Rattle's finest recording to date. He has also championed much contemporary music, an example of this being the TV series ''Leaving Home'', where he presents a 7-part survey of musical styles and conductors with excerpts recorded by the CBSO. His newest recordings with the Berlin orchestra (as of 2006) have, on the whole, been favourably received, notably his recordings of the Dvořák tone poems, Mahler's Symphony No.9 and Debussy's ''La Mer''. The ''Gramophone Magazine'' praised the latter as a "magnificent disc" and drew favourable comparisons with interpretations of the piece by Rattle's immediate predecessors, Claudio Abbado and Herbert von Karajan. He has also worked with the Toronto Children's Chorus. Rattle and the BPO also recorded Holst's ''Planets'' (EMI), which was the ''BBC Music Magazine'' Orchestra Choice. In addition, Rattle's acclaimed complete 1989 recording of George Gershwin's opera ''Porgy and Bess'' was used as the soundtrack for the equally acclaimed 1993 television production of the work. It was the first made-for-television production of ''Porgy and Bess'' ever presented. Rattle's 2007 recording of Brahms' ''Ein deutsches Requiem'' received praise from ''BBC Music Magazine'', as "Disc of the Month" for April 2007, "as probably the best new version of the ''Requiem'' I've heard in quite some years." Rattle and the BPO have also released recordings of Bruckner's Fourth Symphony, ''Romantic'', and Haydn's Symphonies Nos. 88-92 and Sinfonia concertante, and Mahler's Ninth Symphony.

Simon Rattle's recording of Brahms' ''Ein deutsches Requiem'' with the BPO received the Choral Performance Grammy Award in 2008. He has won two other Grammy Awards, one Choral Performance Award for a recording of Stravinsky's ''Symphony of Psalms'' in 2007, and another for Best Orchestral Performance, for a recording of Mahler's unfinished ''Symphony No. 10'' in 2000.

Personal life

Rattle's first marriage was to Elise Ross, an American soprano, with whom he had two sons; Sacha, who is a clarinetist, and Eliot. They were divorced in 1995 after 15 years of marriage. His second wife was Candace Allen, a Boston-born writer. This second marriage ended after Rattle and the Czech mezzo-soprano Magdalena Kožená began a relationship. Kožená and Rattle have two sons, Jonas and Milos.

Rattle is a fan of Liverpool F.C.

Books

Kenyon, Nicholas (1987) Simon Rattle: The Making of a Conductor. Faber and Faber. ISBN 0571146708.

Discography

References

External links

Simon Rattle official website

Berliner Philharmoniker website

Simon Rattle Recordings on EMI Classics

Website of the film and education project "Rhythm is it!

The Planets microsite

Phillipa Ibbotson, "He won't play the game". Essay from ''The Guardian'', 19 June 2006.

Norman Lebrecht, "Rattle has a battle on his hands". ''La Scena Musicale'', 23 August 2006.

Ed Vulliamy, ''Simon Rattle: bringing Berlin home to Liverpool,'' The Observer, 31 August 2008

Television Interview with Simon Rattle from C Music TV.

theartsdesk Q&A interview, 30 July 2010

Category:Alumni of St Anne's College, Oxford Category:Alumni of the Royal Academy of Music Category:Commanders of the Order of the British Empire Category:English conductors (music) Category:Fellows of St Anne's College, Oxford Category:Knights Bachelor Category:Old Lerpoolians Category:Royal Philharmonic Society Gold Medallists Category:BRIT Award winners Category:Grammy Award winners Category:Musicians from Liverpool Category:1955 births Category:Living people Category:Officers Crosses of the Order of Merit of the Federal Republic of Germany

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Name	Birju Maharaj
Background	non_performing_personnel
Born	February 04, 1938 Lucknow, Uttar Pradesh
Origin	India
Genre	Indian classical music
Occupation	Classical dancer
Website	http://www.birjumaharaj-kalashram.com/main.asp
Past members	}}

Brijmo Mishra popularly known as Pandit Birju Maharaj (born February 4, 1938) is currently the leading exponent of the Lucknow ''Kalka-Bindadin'' gharana of Kathak dance in India.He is a descendant of the legendary Maharaj family of Kathak dancers, including his two uncles, Shambhu Maharaj and Lachhu Maharaj, and his father and guru, Acchan Maharaj. Even though dancing is his first love, he also has an excellent command over Hindustani classical music and is an accomplished vocalist as well. He took Kathak to new heights by choreographing new Kathak dance dramas. He has toured extensively across the globe, given thousands of performances and held hundreds of workshops for kathak students.

After working along with his uncle, Shambhu Maharaj at Bhartiya Kala Kendra, later the Kathak Kendra, New Delhi, he remained head of the latter, for several years, till his retirement in 1998 when he opened his own dance school, ''Kalashram'', also in Delhi.

Early life and background

Birju Maharaj was born in the house of noted Kathak exponent, Jagannath Maharaj, popularly known as Acchan Maharaj of Lucknow Gharana, who served as court dancer in Raigarh princely state. Birju was trained by his uncles, Lachhu Maharaj and Shambhu Maharaj and his father, and he gave his first recital at the age of seven. On 20 May 1947, his father died when he was nine . After a few years of struggle, his family moved to Delhi.

Career

Birju Maharaj started teaching the dance form at the young age of thirteen, at the Sangeet Bharti in New Delhi. He then taught at the Bharatiya Kala Kendra in Delhi, and at the Kathak Kendra (a unit of the Sangeet Natak Akademi) where he was Head of Faculty, and Director, retiring in 1998 after which he opened his own dance school, ''Kalashram'', also in Delhi. He composed the music, and sang, for two dance sequences in the Satyajit Ray's Shatranj ke Khilari, and choreographed the song Kaahe Chhed Mohe from the 2002 film version of Devdas.

He has three daughters and two sons, of whom Mamta Maharaj, Deepak Maharaj and Jai Kishan Maharaj are Kathak dancers. He also has a Grandson Tribhuwan Maharaj.

Awards and honours

Birju Maharaj has won many accolades, including Padma Vibhushan in 1986, Sangeet Natak Akademi Award and the Kalidas Samman. He also received honorary Doctorate degrees from the Banaras Hindu University(Varanasi) and the Khairagarh University.

He was the recipient of the Lata Mangeshkar Puraskaar in 2002.

Filmography

Music composition and choreography

Shatranj Ke Khiladi, 1977

Dil To Pagal Hai, 1997

Gadar: Ek Prem Katha, 2001

Devdas, 2002

Trivia

He was spoofed in the 2007 film Apna Sapna Money Money with the name Sarju Maharaj Benaraswaale. He was played by Sanjai Mishra and his impostor was played by Riteish Deshmukh.

See also

Kathak

List of Kathak dancers

Māni Mādhava Chākyār

Apna Sapna Money Money

References

External links

Pandit Birju Maharaj (Official Website)

Kathak maestro Birju Maharaj on top Indian dancers

Category:1938 births Category:Living people Category:Recipients of the Padma Vibhushan Category:Kathak exponents Category:Recipients of the Sangeet Natak Akademi Award Category:Recipients of the Sangeet Natak Akademi Fellowship Category:Indian choreographers Category:Indian film choreographers Category:People from Lucknow Category:Dance instructors Category:Indian classical dancers Category:Indian classical choreographers

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