The waltzes by Ėmile Waldteufel (1837-1915) are among the most beautiful dance music repertoire and are in no way inferior to those of the Viennese Strauss dynasty. On the contrary: it is fascinating to trace the difference between the two styles. This is not easy to define, because the clichés, such as Parisian here and Viennese there, do not apply at all.
Ėmile Waldteufel-Lévy came from a Jewish family of musicians from Strasbourg, who moved to Paris after his birth, where Ėmile studied music and soon became a successful ball orchestra conductor and composer. His waltz Manolo inspired the then Prince of Wales and later King Edward VII so much that he became his patron and helped the composer to great fame in Great Britain.
Several waltz cycles by Ėmile Waldteufel can be found in the Zentralbibliothek Zürich as sheet music (now out of print), mostly in the form of arrangements for salon orchestra by Henry-Litollf's-Verlag in Braunschweig. This arrangement of the famous Patineurs for violin, violoncello and piano by horn player, conductor and arranger Simon Scheiwiller from Siebnen SZ is slimmer in comparison: the piano part is less full-bodied, the three instruments alternate in the main part and emphasize the musical elementary forms in attractive sound mixtures. Scheiwiller's trio movement is easy to play for all three instruments from upper intermediate level upwards, but be careful: Waltzes are never easy to play! The devil is in the detail when it comes to getting the Viennese-Parisian noblesse and elegance across the ramp.
Ėmile Waldteufel: Les Patineurs (The Skaters), arrangement for piano trio by Simon Scheiwiller, GM-1926c, Fr. 21.50, Edition Kunzelmann, Adliswil
Also available for other instrumentations
Delicately accompanied
Schubert had a great affinity for the guitar, but he did not use it to accompany songs. In this edition of "Winterreise", a guitar duo now stands alongside the tenor.
Dorothee Labusch
(translation: AI)
- 07. Sep 2022
Photo: Andrey Gribov/depositphotos.com
The name Franz Schubert usually conjures up associations: Lied, piano, string quartet. Schubert's masses, symphonies and numerous stage works only attracted attention, if at all, after his death. In terms of music history, however, his lieder had an enormous influence on the development of the genre of the art song as we know it today and was already present in the public eye during his lifetime.
Although not a single one of his songs with authentic guitar accompaniment has survived, there are enough sources to prove Schubert's affinity for the guitar and to justify guitar arrangements of his piano songs. In the Biedermeier period, musical life did not flourish on large stages, but on a small and private scale, and the tradition of the so-called Schubertiades has been handed down to us since 1821. The Biedermeier's favorite instrument was omnipresent in Schubert's circle of friends and family, and Schubert himself owned a guitar from Staufer's workshop.
Even during his lifetime, there were corresponding versions of the Erlkönig or the Young nun for example (although not by him), and there are even some songs that seek to imitate the guitaristic (or harpistic) gesture and are ideally suited for guitar arrangements. One thinks of The night D534 or Night piece D672.
There is now a wealth of transcribed songs. The present version of the Winter journey is even set for guitar duo by Christian Fergo and Raoul Morat, which certainly comes closer to the richness of sound of a piano accompaniment and yet fully exploits the delicacy and richness of color of the guitar. In my opinion, this is a remarkable edition that enriches and expands the existing guitar repertoire.
One takes the view that an arrangement is always an interpretation at the same time, and so, although fingerings are always an individual decision of the respective guitarist, it was decided to notate some in order to retain the original character of the musical structure and expression of the piano part. The pianos of Schubert's time were much more delicate in their timbre, and we know that Schubert himself strove for an elegant, light touch and little use of pedal. This makes it all the more obvious to use the colorful possibilities of a guitar arrangement to emphasize precisely that intimate side of the piano accompaniment that Schubert may have had in mind.
Franz Schubert: Winterreise, for tenor and two guitars arranged by Christian Fergo and Raoul Morat, D 08955, € 34.95, Doblinger, Vienna
Fabian Chiquet is "Companion ZHdK"
Zurich University of the Arts (ZHdK) honors two alumni for their achievements. Musician Fabian Chiquet is honored as a "Companion ZHdK". The artist Zilla Leutenegger receives the honorary title of "Honorary Companion ZHdK".
PM/SMZ_WB
(translation: AI)
- 07. Sep 2022
Fabian Chiquet with The bianca Story 2010 at the Zurich Openair. Photo: Belmondo99 (see below)
Born in 1985, Fabian Chiquet is a multi-talented artist. The Basel native makes films, music, theater and art installations. He graduated with a master's degree in transdisciplinarity from the ZHdK in 2010. Chiquet is co-founder of the pop band "The bianca Story", in which he is songwriter and keyboardist and with which he has toured throughout Europe.
He staged his own plays, which were shown throughout Switzerland, and wrote collaborative music for theater and film with the "Club Für Melodien". With "The Pacifist", he brought his first documentary film to the cinema in 2021. In collaboration with Swiss Radio and Television, he is currently working on the project "I'll Remember You", a documentary film with a web series and podcast about the beginnings of Swiss pop culture.
The ZHdK honorary degrees are awarded once a year and do not involve any financial contribution. Members of the ZHdK can nominate recipients. The Executive Board of the University, advised by a committee, decides on the award. The honorary degrees are awarded at the ZHdK's University Day. The event is not open to the public.
How are music programs put together? Who does this and under what aspects? And what kind of ideas are used to create program music?
SMZ
(translation: AI)
- 07. Sep 2022
Cover picture: neidhart-grafik.ch
How are music programs put together? Who does this and under what aspects? And what kind of ideas are used to create program music?
All articles marked in blue can be read directly on the website by clicking on them. All other content can only be found in the printed edition or in the E-Paper.
Focus
Program? Program! from Peter Hagmann
La musique pour parler d'humain à humain Entretien avec Karine Vouillamoz, cheffe d'antenne d'Option Musique Interview by Jean-Damien Humair
Opening up spaces for interpretation Programming contemporary music by Sibylle Ehrismann
Making the one understandable through the other Ute Stoecklin and the programs of Maison 44 in Basel by Niklaus Rüegg
Musique évocatrice Quels sont les thèmes abordés par la musique à programme ? from Laurent Mettraux
Since January 2017, Michael Kube has always sat down for us on the 9th of the month in row 9 - with serious, thoughtful, but also amusing comments on current developments and the everyday music business. Link to series 9
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Diplomacy through music is a very important topic for Swiss music academies, which can positively influence the world beyond Switzerland's borders.
Music newspaper editorial office
(translation: AI)
- 07. Sep 2022
Antoine Gilliéron - in conversation with Xavier Bouvier, specialist in interculturality and diplomacy and coordinator of the ethnomusicology course at the Haute École de Musique de Genève.
Xavier Bouvier, how do you view the international aid that the HEMs of our country have been able to provide in the past, provide today and could provide in the future?
The internationalization of higher music education in Switzerland is the culmination of a long evolution, which began in the first decades of the 20th century - one thinks of the reception, in our Conservatories, of refugees from the Russian revolution. After the 1970s, the reception of students from other continents - East Asia, but also South America - developed considerably.
The integration of HEM into the European Higher Education Area has marked a significant step. Initiated since the Bologna Declaration, this area, inaugurated in 2010, extends far beyond the frontiers of Europe as a whole, as it includes countries such as Russia, Armenia and Kazakhstan. The HEM have greatly benefited from the academic exchanges within this area - even if the fact that Switzerland has left full participation in the ERASMUS+ programs has freed up our inclusion in certain programs: one thinks of the thematic networks initiated by our colleagues from major European musical institutions.
In the field of assistance, the Association Européenne des Conservatoires (AEC) has supported the integration of the institutions of Eastern Europe throughout this construction period. These efforts have been remarkably fruitful, and the exchanges have multiplied. But one can consider, rétrospectively, that the enlarging and consolidation of Europe has coincided with a relative fencing-off with the rest of the world: a frontier has been created, politically, but also culturally.
In fact, the countries of Eastern Europe, including Russia, are far from being périphériques in the great European classical tradition. They were, and still are, centers of vitality. A few years ago, I had the opportunity to visit the city of Kharkiv, dramatically affected by the current war: its monuments of eclectic architecture remain very European-centric.
All the others are the cultural situations of the Middle East, of India, or of Eastern and South-Eastern Asia. We are faced with other musical traditions, millennial ones, which could well have something to teach us. Unless we remain on a Eurocentric position, the notion of help loses its meaning: it is a dialogue that must take place. Rare have been the initiatives taken by European conservatoires in this dialogue, even though we have seen some remarkable achievements, especially from our colleagues in the Nordic countries, such as the Norwegian Academy of Music in Oslo and the Royal Danish Academy in Copenhagen.
Is it true that the solidarity expressed in the context of the war in Ukraine (for example, welcoming Ukrainian students and professors, concerts of support, position-taking and the provision of instruments) seems to you to be emblematic of what they are capable of doing, or could they possibly be more proactive in their actions?
Of course, it would be unwise not to engage in solidarity with those who are suffering from the conflict, and it would be logical to direct this solidarity towards music schools, musicians and music students. But what seems most striking to me is that the Swiss music schools wanted to and have created a sanctuary for their students, regardless of their origin - Russian or Ukrainian. The messages of solidarity between students have been many - for example, one of our Russian students volunteered to give language lessons to Ukrainian refugees right from the start of the conflict. We have also been able to sanctuarize the repertoire - resistant to very specific pressures to deprogram pieces of the Russian grand repertoire. The big debate is about whether music, or art in general, is in line with politics. Opinions diverge, but my experience is that our musical institutions must remain spaces for exchange and dialogue, places where relationships are created.
More broadly, what can you tell us about diplomacy through music and its realization in the HEMs of Switzerland?
Switzerland enjoys a very special position thanks to its neutrality and its tradition of good offices. The city of Geneva is the symbolic center, the venue for major meetings on international issues. As early as 1920, an extraordinary dialogue between cultures was established within the International Commission for Intellectual Cooperation of the Society of Nations. As the researcher Christiane Sibille has pointed out, music did not take part in this movement: Belà Bartók took part in the work, and many international musical institutions saw the light of day.
According to you, what good practices beyond our borders in this regard could be successful in our institutions?
With regard to the diplomacy of music, initiatives are being taken by Swiss music schools, and we are on the verge of becoming aware of the richness that exchanges with other music schools can bring to us. More fundamentally, it is perhaps simply a realization that our repertoire is already the fruit of these exchanges: the last century has never ceased to be the moment of such encounters, from the gamelans for Debussy to the polyphonies and polyrythmies pygmées for Ligeti.
For our institutions, a 2006 UNESCO text, Guidelines on intercultural education, provides an excellent reference of good practices. The basic idea is very simple: our schools and our students can benefit from the knowledge of other musical cultures, ancient, complex, refined, expressive and expressive. D'autres conceptions musicales y sont à l'œuvre, et permettent de décentrer notre point de vue. But the realization of such a programme is difficult: the institutions and the performers are not easily malléables. Among the hundreds of millions of Syrian refugees in Europe were the masters of the great Arab classical tradition: have we created a space to fully benefit from their cultural capital? The signs of an evolution are there, however, and major conservatories around the world are taking the lead on these issues. The Swiss music schools have a role to play in this field; an opportunity is waiting to be seized.
Little-known Zurich composer
In their book, Verena Naegele and Sibylle Ehrismann trace the biography and artistic work of Martha von Castelberg.
Dominik Sackmann
(translation: AI)
- 07. Sep 2022
Martha von Castelberg standing in alpine flowers. Photo: Annie Abegg (undated)
Martha von Castelberg-von Orelli (1892-1971) must be described as a hitherto unknown Zurich composer who has only recently been rediscovered. The foundation named after her, established in 2004 and dedicated to publicizing her music, is making its first public appearance with this publication. It also holds out the prospect of a new edition of all her compositions.
Verena Naegele and Sibylle Ehrismann follow the "few traces" left behind by the artist, attempting on the one hand to trace her life and on the other to chronologically organize and appreciate her work.
Martha von Castelberg came from a branch of the von Orelli family that had turned to Catholicism and lived according to particularly strict religious principles. She grew up well protected in the Zurich diaspora in a wealthy banking family. She turned to music at an early age, played the violin and viola, taught herself to play the piano and studied harmony intensively, but did not go on to study music professionally. In 1920, she married the lawyer Victor von Castelberg and became the mother of two sons. She had been a self-taught composer since 1912. From 1939, she found her religious and musical home in the church of St. Martin in Fluntern, in the immediate vicinity of her home.
Martha von Castelberg composed sacred songs (mainly with organ accompaniment), four-part motets, some secular songs, a mass and a piano sonata, mostly for specific occasions or named performers in her circle of acquaintances, such as the tenor Peter Willi. Only a few songs and motets were printed or recordings of her compositions were released during her lifetime. After the death of her husband (1957) she became even quieter and after her death (1971) she was gradually forgotten.
The in-depth appreciation of her life and work in book form reveals much about the environment in which a woman in Switzerland at the time focused on composing mainly sacred music, but also includes the personal perspectives of the two authors in a noticeably undisguised way. At the same time, Sibylle Ehrismann's musical descriptions of the works lack additional musical examples that would have made it possible to penetrate beneath the analytical surface. Thus one eagerly awaits the (first) editions of (most of) the works in order to get to know the œuvre of an unusual composer in its entirety, which is now awakening to new life.
Verena Naegele and Sibylle Ehrismann: Martha von Castelberg-von Orelli 1892-1971: Composing, despite everything, 168 p., Fr. 34.00, Hier und Jetzt, Zurich 2021, ISBN 978-3-03919-539-8
Trouvez les compositrices !
The flute duo Miriam Terragni and Catherine Sarasin and the pianist Kathrin Schmidlin on CDs with works by female composers.
Women have always composed, they just weren't usually able to present their music in public. And if they did, such as in the Baroque era, they were immediately forgotten after their death. However, their sheet music still exists, provided it has been handed over to music archives, where it lies dormant. Anyone who searches for them will find them. And music publishers such as Furore-Verlag are systematically editing these scores.
Trouvez les femmes! is also the title of a larger-scale CD project by flutist Miriam Terragni and pianist Catherine Sarasin. Their aim is to expand the flute music repertoire with unknown pieces by female composers. The first CD is dedicated to the Romantic period, featuring Emilie Mayer (1812-1883) and Laura Netzel (1839-1927). Emilie Mayer was a highly acclaimed artist in Berlin and her works, including symphonies and concert overtures, were performed throughout Europe. Barbara Beuys recently published an illuminating book on this interesting composer.
Now Terragni and Sarasin present Mayer's Violin Sonata in D major, which they have subtly arranged for flute. This sonata is a jewel and also sounds good with flute. Terragni masters the most virtuoso passages in the passionate Agitato con passione and in the witty Scherzo with technical bravura and a soft tone. The imaginative three-movement Suite for flute and piano op. 33 by Laura Netzel also makes you prick up your ears; the whirling Allegretto non troppo vivo is played with ease and precision by the long-standing Terragni-Sarasin duo.
Miriam Terragni and Catherine Sarasin. Photo: Daniel Miguel Art
The young pianist Kathrin Schmidlin is also on the lookout for clues, having already made a name for herself with her debut CD Women's voices attracts attention (SMZ 4/2021). In collaboration with the music researcher Walter Labhart, she has now released a CD with piano pieces by eight female composers who are largely unknown even to connoisseurs of the scene. And she concentrates on their Opus 1, i.e. the first works of these highly talented musicians.
With her subtle touch and alert mind, Schmidlin knows how to play out the many short pieces vividly. Under her fingers, the Goblins in the fabulous Nine small pieces by Hilda Kocher-Klein (1894-1975). She brilliantly brings out the impressionistic colors in Cécile Chaminade's (1857-1944) famous Étude printanière to shine, only to then show off mightily in the weighty five-part Opus 1 by Vítězslava Kaprálová (1915-1940). You can hear Schmidlin's delight in these pianistic discoveries.
Opus 1 feminine. Works by Alicia Terzian, Hilda Kocher-Klein, Cécile Chaminade, Mathilde Berendsen-Nathan, Luise Adolpha Le Beau, Clara Schumann-Wieck, Maria Parczewska-Mackiewicz, Vítězslava Kaprálová. Kathrin Schmidlin, piano. Claves CD 3051
Trouvez les femmes! Vol 1. female composers of the romantic era. Miriam Terragni, flute, Catherine Sarasin, piano. Coviello Classics COV 92208
Audio biography and works by companions
The double CD traces the life of Alexander Schaichet on the one hand, and features works by Ernest Bloch, Willy Burkhard, Max Ettinger, Walter Lang, Lily Reiff-Sertorius, Hans Schaeuble and Joachim Stutschewsky on the other.
Walter Labhart
(translation: AI)
- 07. Sep 2022
Alexander Schaichet with his wife, the pianist Irma Loewinger, on Lake Zurich in 1918. photo: zVg
As the first ensemble of its kind in Switzerland, the Zurich Chamber Orchestra was founded in 1920 by Alexander Schaichet (1887-1964) with the intention of performing "works that were rarely heard, never performed or particularly valuable". The violinist, violist, conductor and music teacher, who was born in Nikolayev (Ukraine) and trained in Odessa and at the Leipzig Conservatory, was a member of the Jena String Quartet, lived in Switzerland from 1914, married the Hungarian pianist Irma Löwinger in 1919 and conducted the Zurich Chamber Orchestra until 1943. From 1940 until his death, he taught violin at the Zurich Music Academy.
In less than two and a half decades, he and his orchestra gave around 50 world premieres and well over 200 first performances, mainly of contemporary composers. New works by Swiss composers such as Robert Blum, Emil Frey, Paul Juon, Walter Lang and Werner Wehrli could already be heard during the first decade, followed shortly afterwards by works by Conrad Beck, Ernest Bloch, Willy Burkhard and Arthur Honegger. With international music by Béla Bartók, Alfredo Casella, Heinrich Kaminski, Ernst Křenek, Bohuslav Martinů, Darius Milhaud, Alexander Mossolow, Bernhard Sekles, Rudi Stephan, Ernst Toch and Leó Weiner, the "Golden Age of New Music" dawned for Zurich in the 1930s thanks to Schaichet's passionate commitment.
Published as a New Year's edition by the Zentralbibliothek Zürich, two very different CDs and a richly illustrated booklet remind us of Shaykhet's pioneering work, but also of his systematic marginalization and discrimination as a Jew. The texts on CD 1 are enriched with many quotes from letters and sound samples, A musical biographyare narrated by Laura Lienhard, Graziella Rossi, Peter Hottinger and Helmut Vogel. On CD 2, the pianist and musicologist Andrea Wiesli, who is responsible for the musical concept, Mirjam Tschopp (violin, viola) and Jonas Kreienbühl (violoncello) interpret the Musical works by Alexander Schaichet's companions.
Of the rarities, all of which are expressively arranged in first recordings, the following are worthy of special mention alongside the particularly imaginative Small variations in etude form for piano by Lily Reiff-Sertorius the Six Israeli Melodies for violoncello and piano and Soliloquy "In Memoriam Alexander Schaichet" for viola solo by his closest friend Joachim Stutschewsky.
The first chamber orchestra in Switzerland. Alexander Schaichet 1887-1964.Solo Musica SM 368 (2 CDs)
Problem child school music?
Music education has been enshrined in the constitution for ten years and pedagogical research has found its way into universities of applied sciences. What does it look like in practice?
Jürg Zurmühle (left) and Roman Brotbeck. Photo: Tabea Bregger
On the occasion of his resignation as President of the Swiss Music Didactics Association vfdm.ch Jürg Zurmühle and - representing an external perspective - Roman Brotbeck were interviewed about music education in Switzerland.
Let's get very specific: What do you think a ten-year-old child should have experienced musically at elementary school or what should they be able to do at this age?
Jürg Zurmühle: To put it bluntly, I don't want standardization, I want a child to make music themselves and to have had different encounters with musical culture, with musical actions, with listening and with live, real music. I would also like to see opportunities created for children to access their own musicality at school, kindergarten and pre-school. This does not mean that we primarily look at what a child has to bring, be able to do and have learned, but that we ask ourselves what the child already brings to the table in order to be able to continue working with it musically in different ways.
Roman Brotbeck:I have little experience with this target level, but perhaps a child should have experienced what for me is central to the entire musical education: they should be able to hear, not only music, but also the environment. And they should experience their "voice" - which can also be an instrument - as their own and as something shared. Music is the only art that can realize the commonality so artistically and without feelings of competition.
There are different institutions, different professions that are committed to this common denominator of music, music education. What does it take to strengthen music education through productive cooperation between the music didactic fields (specialists, generalists, generalists in and out of school)?
Jürg Zurmühle: Let me focus on the child: I see the greatest benefit if we succeed in bringing together music makers and institutions, from cultural institutions (from all areas of experimental, pop and rock music) to theaters, music schools and schools.
I think we could make a greater effort in future to ensure that all stakeholders work together much more. From the perspective of teacher training, I could imagine working more with people from other institutions, such as the music colleges, and implementing joint projects and courses. We have already started doing this at the University of Applied Sciences Northwestern Switzerland FHNW, and I think it is absolutely necessary.
Roman Brotbeck: From my experience in management positions in the higher education sector and elsewhere, I realize that it is a shame how much positive creativity is lost when institutions set themselves apart from one another and how much unnecessary energy is invested in having their own profile. I believe that a lot of creativity is wasted because people don't want to work together. But that's also the case within universities. I also experienced this in Bern at the Bern University of the Arts HKB, for example, when I put forward the idea of perhaps swapping a student for a certain period of time among the main subject teachers? No, that could ruin the whole course, I was told. With such isolation and, ultimately, mistrust of colleagues within the university, young people are actually learning the wrong things.
Jürg Zurmühle: But I am also optimistic: at the institutional level, it is exactly as you explain. At the personal level, I think it's something completely different. I have always had the impression that when we are in contact with each other as individuals, it is definitely easier to work together.
Article 67a of the Constitution
What urgencies do you see with regard to music in elementary school, also in relation to Education Article 67a? Why is this article needed?
Jürg Zurmühle: Both personally and as president of the association, I have campaigned to ensure that the so-called "high-quality music lessons" mentioned in the education article can actually be implemented at primary school level. Unfortunately, responsibility for this is shifted back and forth at all levels, from school management to the cantons to the federal government, without anything concrete actually happening.
Another level is teacher training, where I find it really unpleasant from a music perspective that students can or must opt out of music as a subject at primary level. That is something I would clearly not propose myself. All future teachers must be able to teach music. Another thing is that the subject matter is generally neglected at teacher training colleges. I would put more emphasis and time on subject-specific training. Or - as we used to have in the past - students have to take an entrance exam to demonstrate their subject-specific skills.
But we also have a great deal of expertise in the various institutions. We should try to bring together these skills, this creativity of many people in the training of teachers. It doesn't always have to be structurally fixed, but I can well imagine, for example, making music, teaching and learning in study and intensive weeks that are outside the curriculum. In my opinion, the Bologna system, with the collection of credit points, makes this more difficult. It's actually about allowing freedom, institutional freedom, to provide open opportunities for those students who want to "educate" themselves musically. I also think what we are aiming for with "Youth and Music" is important: that people who really bring a lot to the table also have the opportunity to gain further qualifications in order to be able to go their own way musically.
Roman Brotbeck: Education article 67a is very important because it valorizes music lessons and does not see them as a "nice to have". The following sentence is particularly important: "The cantons are committed to high-quality music lessons." It is an indictment of the cantons that they have been avoiding the definition of high-quality teaching for ten years and are content with heterogeneous solutions. As a result, access to music education continues to be strongly influenced by social background.
In the education article, the federal government threatens that it can issue "the necessary regulations" itself if the cantons do not reach agreement on the objectives. In my opinion, this is what it should now do.
Art. 67a Musical education
1 The Confederation and the cantons shall promote music education, in particular for children and young people.
2 Within the scope of their responsibilities, they shall promote high-quality music teaching in schools. If the cantons do not achieve harmonization of the objectives of music teaching in schools through coordination, the Confederation shall issue the necessary regulations.
3 The Confederation shall, with the cooperation of the cantons, lay down principles for young people's access to music-making and the promotion of musically talented young people.
On the tenth anniversary of Article 67a of the Federal Constitution, it was noted that the extracurricular area and the promotion of talent were addressed very centrally with "Youth and Music". At the same time, however, little has been done in terms of school development. Where do you see approaches to accelerate this after ten years?
Roman Brotbeck: There is simply a great dissonance when I hear that elementary school teachers who are not trained to teach music are apparently teaching music in elementary school. This clashes with the article: "The cantons are committed to high-quality music teaching". That doesn't go together at all. I can't ask a mathematically incompetent person to give high-quality math lessons, or someone to give French lessons without speaking French themselves. Foreign language teaching is a very good example because it is very close to music. If a child hears a language with good native pronunciation right from the start, it can absorb it much better and more easily than if it is taught French or English in German. It's exactly the same in music! We need highly professional people there. Fortunately, we have managed to achieve this in instrumental teaching at music colleges despite massive resistance. When the modern university system was introduced at the beginning of the noughties, the aim was to reduce the pedagogical training at music universities to three years and limit it to Bachelor level, on the grounds that teaching children was possible even with little specialist knowledge. At the time, the KMHS (Conference of Swiss Music Universities) argued: "This is the most difficult level. So we have to use excellent musicians in instrumental lessons." This has now become an advantage of music schools over elementary school, namely that only musically competent teachers teach there. However, in a democratic country like Switzerland, which should aim to educate the entire population, I think it is important that professionally competent teachers also teach music at elementary school. For me, the time has come for the federal government to issue the necessary regulations to rectify this situation.
Jürg Zurmühle: I take a similar view. We have already tried to point this out in parliamentary committees. I see it as one of the big problems that the federal government doesn't say: "There's an article in the constitution. We want to know from the cantons how you have implemented it." But the associations also need to get involved. We can influence the discussion at a political level through the Swiss Association of Music Education and the Swiss Music Council. This is very important in order to be able to implement this article on this second point. But there are also more pragmatic possibilities: In the canton of Basel-Stadt, a large proportion of music lessons are taught by specialists and they do this very well. From my perspective, however, there is a danger that - if only specialists teach music - music, as I understand it, will simply disappear as an everyday activity because, as we have already experienced, primary school teachers say: this area is covered by the music and movement teacher. In other words, I would actually like to be able to use both specialist teachers and well-trained teachers in the subject of music and that this cooperation, if successful, can produce wonderful results. This brings us back to the same topic: that there is not competition, but cooperation between all players.
Jürg Zurmühle has played a key role in shaping the work of the Swiss Association of Music Didactics vfdm.ch as president. Photo: PH FHNW
Of course, it would be nice if the Swiss Conference of Cantonal Ministers of Education (EDK) shared this vision so that specialist teachers could teach music at primary school level in all cantons. The directors of teacher training colleges probably see things a little differently. As President of Fachdidaktik Musik Schweiz, do you also have opposing positions to the directors of the PH and if so, how do you deal with them?
Jürg Zurmühle: That's a good question. These conflicting attitudes do of course exist. I mentioned earlier that we have far too little professionalism in music and in education in general. It's not just the management that is opposed to this, but the whole community at the PH, because of course all areas have too little time available for their study requirements. That's why, at the educational policy level, the Master's degree course would be a solution that could enable students to specialize. Or we could take more training time in order to deepen students' skills in the many areas. Another example: at the PH FHNW, instrumental teaching is assigned to the subject science. We have resisted this from the very beginning because this term does not correspond to what we do. Our music seminars are also scientifically based, but not science. That is something completely different. I spent 14 years fighting against the concept of specialist science in music. I have always failed, this term cannot be eliminated.
If you were given more time for musical training at your institution, how would you use it in your practical training?
Jürg Zurmühle: I would like to differentiate between practical and didactic training, which I consider to be equally important. In practical training, we have students who come to our university with very different backgrounds. From people who panic about making music to professional musicians who want to enter the teaching profession at elementary school. We can do justice to these heterogeneous levels in our highly individualized instrumental lessons. Here we try to illuminate different perspectives: On the one hand, I need the instrument to deepen my own musical understanding of listening, acting, interpreting and also improvising - this is very, very important to us - but also to further develop individual understanding and ability. On the other hand, making music together is a fundamental experience that needs to be conveyed. Let me give you an example: the students have to be able to sing a canon as well as improvise with everyday objects. These are different approaches to music and both are very important to me personally and to all of us in the team. But the students have to be able to experience this. From the very first lesson, music is made and everything else that can be read or done is done outside the classroom. Making music together is fundamental, important and central to the subject. And these experiences in music take time, which I would like to have more of.
In other words, they do the rest, the discussion and reflection, the subject didactics, outside the classroom?
Jürg Zurmühle: No, that was the subject-specific science. I understand subject didactics, on the other hand, as the conscious design of facilitating learning processes for children, based on what the children can do, but also based on what I can do as a teacher. One approach is that we get to know different concepts in practice with the students, for example, constructive music lessons that work with patterns or with the principle of solmization. Or another concept, such as that proposed by Beck-Neckermann for kindergarten/junior school, which is more child-oriented: what does a child need, what can the child already do, what role does the improvisational element, discovery and experimentation play? And reflection and dialog: "Tell me, what happened there, what did you hear or do?" Despite the openness, organizational structures are needed for orientation.
It is very important to me to understand both examples as good approaches to music teaching. I don't want to play them off against each other, but rather present them as both-and. However, I must be able to differentiate between the approaches and choose whether I am teaching a canon or whether I am letting the children improvise with everyday objects. In subject didactics, we must succeed in getting students to the point where they realize that there are different ways of teaching music and that they can differentiate between different concepts and approaches. The dialog about the experiences and concepts is of course extremely important for the students and we do this live whenever possible.
Music education research
In this context, what importance and urgency do you attach to music education research at universities of teacher education and conservatoires?
Jürg Zurmühle: For me, research in the field of music education is extremely important in order to be able to test the beliefs of music teachers. On the other hand, we still know relatively little about how the multi-layered and diverse musical learning processes of children can be shaped in a beneficial way and how children learn music in all its forms. The exploratory view sensitizes, focuses and generalizes: it is not just about individual experiences, but about finding principles. In my own modest research work, I pursued such questions: What really and precisely happens in the moment when children make music together? How do children describe their experiences at a concert in which they participate? The hustle and bustle of the classroom often makes it impossible to take a close look. This is why such research, which looks closely and repeatedly and tries to understand, reveals astonishing things that were previously unknown and unconscious.
It is important for the university to receive research results, for example by reading and discussing primary texts together in teams and with students. On the other hand, it is also the task of the university to pursue its own research questions in order to obtain and publish findings on music teaching in schools.
Roman, what do you think is the task of research in music?
Roman Brotbeck: In no other area have music and art colleges changed as much as in research. Despite initial resistance from many teachers, an enormous development has taken place. A lot has also happened in music education research, but its topics are sometimes too marginalized for me. From a distance, it seems to me that the link between teaching and research needs to be strengthened. Sometimes there is a danger that research is a satellite that no longer has an impact on university teaching. In music education, research that is developed from practical experience would be desirable. Specific didactic research would be an ideal field for this. I also have an idea for this: an inter-institutional research project to develop an interactive Swiss music teaching aid for elementary school, incorporating all languages and cultures. The teaching material could contain best practice elements, which could then also have an impact on other areas.
We will be happy to take up the aspect of teaching materials again later. The demand for research-oriented lecturers comes strongly from the institutions. What are useful qualifications in this context?
Jürg Zurmühle: I want people with a lot of practical experience, who have had a lot of practical experience in music and have taught music. For example, people who have been musicians since childhood and have then trained as teachers, taught and have many contacts in different settings, but who also have subject-specific and didactic training. In addition to music education qualifications, research qualifications should also be available. The previous, esteemed colleagues with a doctorate in music education are not music teachers, but either psychologists or sociologists. They have done very important and fundamental work, there is no question about that, but they are not music teachers. This is now slowly beginning to change in the sense that researchers can bring in the perspective of practitioners from the field alongside the perspective of research methodology and research distance.
Personal experience and personal impact
Let's come back from the research to you personally: when you look back, what were you able to achieve in your roles and functions?
Roman Brotbeck: I was lucky in that I knew from the beginning of my training - I studied musicology - that I didn't want to simply write encyclopaedia articles and books in a quiet little room, which would then be received in a small circle of musicologists and perhaps get four good or even four bad reviews, but I always wanted to have a broader influence. That's why, through the media, the radio and the presidency of the Tonkünstlerverein, I finally got involved in all the planning for the re-establishment of the music and art academies. That was an enormous opportunity for me. In Bern, it was possible to change things in a few years that would probably have taken two decades in normal times. Once these developments were consolidated, I withdrew. My ability lies more in setting things in motion than in managing them. And yes, it was possible to initiate research, it was possible to completely renew music education at university level. This was an ideal time in the Swiss music academy landscape because the directors - whether in French-speaking Switzerland, Ticino or German-speaking Switzerland - were all pulling in the same direction. We were not in competition with each other, on the contrary: we were constantly on the phone and talking to each other, because the sword of Damocles was hanging over us, that the music universities would only be allowed to offer a few master's degrees, similar to the technical universities of applied sciences. The Swiss conservatoires would no longer have been able to keep up internationally. This joint struggle has brought about many changes. I would like to see Switzerland's music education sector develop a similar solidarity. What was achieved with the music academies back then is exemplary for me in terms of pooling forces. One result of this is the excellent teachers who work in music schools today - also thanks to the conservatoires.
Jürg, what does that look like for you? What have you been able to achieve personally in your roles and functions?
Jürg Zurmühle: My biography is quite different. I am originally a flautist. I trained as an orchestral flautist at what was then the conservatory in Basel and was finally asked on the street if I could teach at the teacher training college in Liestal. At the time, I had no idea about teacher training. In the end, I had an almost 40-year career in teacher training, with ups and downs. When I look back on my time as head of the professorship over the last 14 years, it is gratifying to see what we have achieved. I deliberately say "we" because it was a team effort - I couldn't have achieved it alone. What we have achieved is, on the one hand, to provide the best possible training within the given framework conditions - which are not ideal. The other is that we were able to integrate and reflect the extremely different views of what music teaching should and can be, which we encountered in the professorship at the beginning - we had merged from many institutions, with many people who had very different views of music teaching - into our professorship. We have and live a both/and approach: we try to have a clear normative setting: What you have to be able to do at the end, in other words a competence orientation, so to speak. On the other hand, we ask ourselves the following questions: What are points where a great deal of creativity and interplay is possible? What are things that you can do and are "allowed" to develop as an individual, professional quality? One teacher can lead a canon, another has discovered that she can go on listening walks with the children in the forest. And a third may be a pop singer and use her own skills to create songs with the children, incorporating a range of instruments from sound games to boomwhackers and electronics. I am proud that we can offer a wide range of music lessons that are not arbitrary.
Do you follow the development of your alumni, for example, do they become practice teachers?
Jürg Zurmühle: Following is a bit too much to say, but we are in contact with individuals. For example, we asked teachers for our homepage www.musikinderschule.ch if they could try out elements of it and give us feedback. We also maintain relationships with former students in the field through our research projects. Others have completed a CAS at the PH FHNW. We can involve them as experts. Maintaining contacts is less institutionalized and more personal. These contacts are extremely valuable to us.
To come back to your personal musical biography: Where has this influenced what you do? In other words, to what extent have your experiences influenced your work?
Jürg Zurmühle: I also learned to play the shakuhachi, a Japanese bamboo flute, and trained in African drumming - very different situations. When I took up my position as a professor, I started to think about how music teaching actually works. My personal experiences were very different: on the one hand, I had learned to improvise very strictly in prescribed settings, but also in open structures. So I started looking for music education concepts and asked: "Can someone tell me how to do it? What is the right thing to do now?" Thank goodness no one tells you. There are many different ways of teaching music, and for me this was followed by a valuable, intensive exploration of different concepts of music teaching. I had already been fascinated by this during my flute lessons. That's how I came to the conclusion: There is not one concept of how music lessons should and must go, there are many. That was a decisive moment for me biographically. Today I am at a point where I can present and understand these concepts in a broader context.
High quality music lessons
Roman Brotbeck has asked us to create a Swiss teaching aid from the association together with teacher training colleges and music academies. Does that make sense from your point of view, Jürg?
Jürg Zurmühle: I understand the concern, but I am skeptical about teaching aids. In most cases, teaching materials are based on some kind of premise, sometimes not even explicitly formulated, as to what is meant by music teaching. This means that there is actually a fixed orientation in the teaching material according to a concept, an idea of music or a method. That's why I would feel restricted by an official Swiss teaching aid. Another thing is to ask yourself what teaching materials mean today. These could be designed more openly and always be thought of in terms of development. For example, as a platform where very different forms of teaching are offered and also discussed, a dynamic teaching aid, so to speak. But I have my reservations about a teaching aid in the sense of a normative setting. This is sometimes a wish of students, but I personally don't think it is adequate to the state of knowledge and the heterogeneity of children, music, methods, goals and paths.
This brings us back to the area of education policy: a definition of high-quality teaching is still pending in order to give the federal government the means to check what it should be. Would you find it inappropriate to define this in the same way as for teaching materials? Don't we need guidance here too?
Jürg Zurmühle: Yes, but that is different from definitions. It's about a common course. The association or the Executive Board, for example, has been involved with the "Further development of the baccalaureate" and have also taken a critical stance on it. That is enormously important. However, it is difficult to get to the heart of the concept of "high-quality music teaching". At the moment, I don't feel comfortable with such a definition. I think the discussions and searches need to take place on a different level: High-quality music teaching is a dynamic process. This "definition" is not fixed once and for all, but is something that can be discussed and reflected upon again and again.
So would this dynamic be part of the definition?
Jürg Zurmühle: Yes, exactly.
Roman Brotbeck: What you are suggesting would be more of a best practice example. I could also imagine something analogous to the French teaching aid Mille Feuilles present. This is based on intensive research and, as you know, has triggered many discussions. I would like to see something like this for music didactics: that music education in elementary school becomes a topic of social discussion and debate. After all, at least this controversial discourse is the Mille Feuilles very well. It was also a creative process for future language teaching materials.
Jürg Zurmühle: Personally, I am skeptical about a dominant teaching tool, but that is my personal opinion. However, I would of course welcome the fact that the discussion is stimulated by such things.
So that also means, Jürg, that none of the teaching materials published so far are satisfactory for you?
Jürg Zurmühle: That's right, none of them alone is completely satisfactory for me, but of course you have to know, compare and discuss them. This is exactly what we do with our students: They get to know different teaching materials, work with them, compare them systematically and relate them to overarching science-based principles and concepts. For me, getting to know, working with and critically discussing teaching materials are good ways of dealing with them.
The future of music education
Let's take a look into the future: What do you wish for musical life and music education?
Roman Brotbeck: In my opinion, failure still dominates in music. There are far too many drop-outs in music: someone has spent ten years working on an instrument, only to never touch it again. We use a foreign language, for example, even if we no longer have language lessons. This should also be much more the case with music; that's why I would like to see open doors at all levels and lifelong music-making. We need to develop new concepts for lifelong musical practice. That would be my greatest wish.
Jürg Zurmühle: I can support this wish one hundred percent, especially the formulation that it should not only be about learning music, but about practicing or simply making music.
At the level of teacher training, I would like to see more concrete support from politicians so that they really look at music education and are consistent in the implementation of constitutional articles. But what is even more important is that head and practice teachers in every single school take an interest in what is happening in music in their classes. In my many visits to practical placements, I have never once heard a head teacher or a practical teacher (generalist) ask: "Tell me, what was it like with music in this practical placement?" There needs to be an understanding at all levels that the subject of music also needs to be in demand, in schools and in the cantons. We have an article in the constitution, but no consequences have yet been drawn from it for basic school education. For me, one of the nicest things is when I walk into a school somewhere and it sounds - quite simply - it sounds and I realize that music is alive in many ways in this school. And finally, for the schoolchildren, I hope that they have teachers in front of them who teach music with enthusiasm and skill.
_____________________________________
Tabea Bregger and Beat Hofstetter
... are board members of the Swiss Music Teaching Association vfdm.ch (Association Suisse de Didactique de la musique). Founded in 2015, the association aims to raise the profile and strengthen the didactics of music in the training and further education of teachers at all levels of education. Regular conferences and colloquia as well as publications promote networking between members on current topics in research, education policy and the training and further education of teachers. The association takes a stand in consultations on music didactics issues and is involved in education policy.
Jürg Zurmühle
... is a flautist and specialist in the Japanese bamboo flute shakuhachi. He has been active in teacher training for 40 years and headed the Chair of Childhood Music Education at the PH FHNW from September 2008 to the end of August 2022.
Roman Brotbeck
... is now a freelance consultant, musicologist and cultural mediator. Until 2014, he held various management positions at Bern University of the Arts, including Head of the Music Department until 2010.
Romantic pop on classical guitar
Michael Erni's "Rock-Pop Studies" are bursting with good ideas and different ways of expression.
Werner Joos
(translation: AI)
- 07. Sep 2022
Michael Erni. Photo: zVg
Can pop and rock be played on the classical guitar? Yes and no. The 9 Rock-Pop Studies by Swiss guitarist, composer and music teacher Michael Erni make use of stylistic elements from so-called popular music, but their style remains firmly in the tradition of the classical-romantic guitar sound. Pentatonic passages are reminiscent of rock and blues, chords with seconds and major sevenths are reminiscent of the musical harmonies of Andrew Lloyd Webber, for example. Together, this results in a collection of attractive, colorful pieces of varying degrees of difficulty for more advanced teenagers and adults.
The nine pieces are grouped into the essential areas of legato, barré and changes of position for the left hand, with corresponding preparatory exercises in each case. However, the preparatory exercises do not reflect the actual requirements of the individual pieces. The simple legato exercises, for example, do not take into account the numerous ties that occur later. The various arpeggio patterns of the right hand are not addressed at all.
Some numbers have a clear and transparent form, while in others almost too many good ideas come together in a small space. Sounds very nice Deep River, with a simple melody over compact romantic barré chords. The concluding Grand Final in which rasgueados and thirty-second arpeggios are also required. It's hard to imagine pupils playing the work at the same tempo as the composer and maestro on the corresponding YouTube recording ...
Michael Erni: 9 Rock-Pop Studies with preparation exercises, for classical guitar solo, DZ 3703, € 13.72, Les Productions d'Oz, Lévis (Québec)
From Mendelssohn to Brahms
Christoph Croisé, violoncello, and Oxana Shevchenko, piano, have recorded all of Joachim Raff's works for their instrumentation.
Walter Labhart
(translation: AI)
- 07. Sep 2022
Christoph Croisé, violoncello, and Oxana Shevchenko, piano. Photo: zVg
The Joachim Raff Society, founded 50 years ago in Lachen SZ, the composer, arranger, conductor, music teacher and writer Joseph Joachim Raff's birthplace, celebrated his 200th birthday (27 May) not only with concerts, lectures and exhibitions, but also with various publications. Even before the society's commemorative publication, written by its president Res Marty, was available, it made it possible to publish the first complete recording of Raff's works for cello and piano. This demonstrates once again that the composer, who was once an internationally successful symphonist, was on the one hand an eclectic composer inspired by Mendelssohn Bartholdy, Schumann and Liszt, and on the other a visionary who looked ahead to Brahms.
Although the rapturous Duo op. 59, the Two fantasy pieces op. 86, which contain an original dialog of staccati and pizzicati, and which are also available in a version with horn that is enchantingly simple. Two romances op. 182 are still influenced by the New German School, they contain anticipations of the musical language of Brahms and younger composers. In the Sonata in D major op. 183, which is more classical than romantic, in the opening movement of which the string instrument is surrounded by stormy piano runs, the lively scherzo - an encore piece par excellence - is strongly reminiscent of Mendelssohn.
The Swiss cellist Christoph Croisé, who had already performed Raff's 1st Concerto in D minor op. 193 in Lachen at the age of eighteen, interprets these rarities in finely balanced interplay with the pianist Oxana Shevchenko, expressively and with captivating brilliance.
Joachim Raff: Complete Works for Cello and Piano. Christoph Croisé, violoncello; Oxana Shevchenko, piano. Avie AV 2490
Impulses and commonplaces
An anthology with twelve essays on new impulses for the concert business.
"Music education" is in vogue, but it's in quotation marks. Even at school, some children are introduced to classical music, hopefully even listen to Beatles, playfully rap or sing rhythmically. At classical concerts, there is an introductory lecture for adults, a program booklet and, in some cases, short presentations by the performers. In addition to music journalists, curators also act as "music mediators". The latter put together programs as sensibly as possible, perhaps looking for unusual concert formats, new venues, new forms of reception.
The concert audience of the future is the title of an anthology published by Bielefeld-based publisher Transcript, which mainly contains texts from a conference held at Bern University of the Arts in 2019. Essentially, the content revolves around the latter point: what can "exciting", new formats look like that do not follow the mainstream of traditional concert institutions? The starting point is clear for most of the authors. The "classical concert" already had "artificial hip joints" before corona, concedes co-editor Barbara Balba Weber, "Corona has given it the death blow" (p. 219).
Well, that's nothing more than a steep thesis, which sounds strange when thousands and thousands of musicians leave universities and academies every year. What's more, many people long for live performances, encounters and a sound quality that is nowhere near reproducible with headphones or even the most expensive surround home systems in the face of predominantly sad live streams. There are also places where concerts continue to work well, where halls are not only filled with people over the age of seventy. In short, the brash, broadcast-conscious tone of Weber and many other authors is unsettling.
Nevertheless, this anthology of twelve essays offers illuminating insights. Often inspired by new music, the 229 pages focus on participatory concerts, improvisation and, above all, new venues. Anja Wernicke reports on the Zeiträume festival in Basel, where outdoor concerts - in the tradition of rural concerts at the Rümlingen festival - have been relocated to urban spaces since 2015, creating links to architecture and certain social milieus. Catriona Fadke, Hannah Schmidt, Juri de Marco and Viola Schmitzer present their impromptu orchestra. In Berlin's sold-out Radialsystem, they played and improvised with elements from Beethoven's Fourth Symphony - obviously to the delight of the audience, who were able to move freely around the concert space.
Of course, buzzwords of current cultural policy should not be missing: Terms such as "digitality, sustainability, diversity, openness to process, participation" play their roles again and again in different colors. The sociologist and musicologist Susanne Keuchel writes of "many exciting didactic music concepts" that could be achieved if "apps are used to create participatory digital co-playing activities in addition to the sound of the orchestra" (p. 36). All of this may be well-intentioned, but it seems to be moving away from those (not just older!) people who simply want and are allowed to do one thing: To experience art in a concentrated way with other people. Without a lot of words, without questions about meaning and purpose, and ultimately without questions about a future that is difficult to assess per se.
Irene Müller-Brozovic, Barbara Balba Weber (eds.): Das Konzertpublikum der Zukunft - Forschungsperspektiven, Praxisreflexionen und Verortungen im Spannungsfeld einer sich verändernden Gesellschaft, 229 p., € 33.00, Transcript, Bielefeld 2022, ISBN 978-3-8376-5276-5 Open Access
Cultural diversity on the Central Plateau
Sebastian Bohren founded the "Stretta Concerts" around 15 years ago. The performing orchestras from Switzerland and neighboring countries mainly give concerts in the reformed town church in Brugg.
PM/SMZ
(translation: AI)
- Sep 06, 2022
According to a press release from Stretta Concerts at the start of the 22/23 season on September 17, the concert series is firmly anchored in the cultural life of the canton of Aargau and aims to establish itself as a Swiss-wide platform for classical music. The program for the new season includes the Zurich Chamber Orchestra with Daniel Hope and the Orchestra della Svizzera italiana under the direction of Heinz Holliger with Sebastian Bohren as the soloist in Béla Bartók's first violin concerto.
Instead of an entrance fee, a collection will be taken to welcome every audience and all classical music fans. Sebastian Bohren, was awarded the "Golden Bow" by the Swiss Violin Making School Foundation this summersays: "Even without admission prices and subscriptions, we have a loyal regular audience that has almost subscribed to us. The Stretta Concerts have become an integral part of concert life in Central Switzerland and are firmly anchored in our audience's agenda".
As part of its 2025 cultural strategy, the city of Chur has launched a new funding vehicle. Together with Chur's concert venues, the city is now offering three young music groups an insight into the live business.
Music newspaper editorial office
(translation: AI)
- Sep 06, 2022
Nesta and the Blondes. Photo: Michelle Früh
The funding vehicle was triggered by the public discussion of the city's "cultural spaces" target. As part of this, it was pointed out several times that there was a major lack of performance opportunities, particularly for young bands. For this reason, the City Council set up the pilot project "Newcomer Stages & Live Support" as a new funding vehicle for these young cultural professionals.
The grunge-pop band "Nesta and the Blondes" will kick things off. Andrea Corona, Michelle Früh, Benjamin Richner and Lorenzo Corona share a passion for snowboarding and music. They will be playing at Cuadro22 on September 23rd. The young artist Lenny Ammann is known on stage as "AM$". He raps in English, French and dialect and impresses with his melodious hooks. He will be presenting his music at the Loucy Bar & Eventhall on September 24.
The band "The Exploding Trees" was founded a year ago and consists of musicians from Switzerland, Austria and Germany, held together by Chur-based artist Arnaud Pas. After countless street concerts in Chur, their mixture of rock and reggae can now be experienced live on the Palazzo Chur stage on October 15.
Nesta and the Blondes, AM$ and The Exploding Trees now have the opportunity to increase their stage presence and gain visibility. In addition to the opportunity to perform on a concert stage in Chur with professional infrastructure, they will receive advice and expert feedback from a specialist in the music industry.
Film music at the KKL
Great images, monumental music: in the new season at the KKL Luzern, the 21st Century Orchestra under the direction of Ludwig Wicki will bring monumental works from original soundtracks composed by the greatest Hollywood composers to the stage. The colourful 2022/23 program promises not only classics but also premieres of film music concerts at the KKL Luzern. Readers of Schweizer Musikzeitung can win 2×2 tickets for the concert on November 6.
Music newspaper editorial office
(translation: AI)
- Sep 06, 2022
Photo: Martin Dominik Zemp,SMPV
The sails have been set for the new season: "... the Jedi will return" - not to the end of the world, however, but to the KKL Luzern, together with a pack of prominent pirates, talented magicians, the graceful Cinderella, the completely unapologetic Ice Queen and Luke, Leia and Darth Vader on the big screen. And the wildly diverse troupe has a colorful program of the most beautiful film music for the 2022/23 season. The 21st Century Orchestra, under the musical direction of Ludwig Wicki, is delighted to accompany the spectacular sequels to the science fiction classic Star Warsthe fantasy saga Harry Potter and Pirates of the Caribbean - At World's End and especially the KKL premiere of Disney's The Ice Queento be able to play live. A reunion with the fairytale classic at Christmas time Three hazelnuts for Cinderellabefore The Sound of Quentin Tarantino will bring the year to a close with a musical best-of by the cult director.
Start of the season with "Epic - Legendary Soundtracks":
Overwhelming emotions arise in the concert hall when the film music is played live, as at the new gala film concert at the beginning of the season Epic - Legendary soundtracks: On November 5 and 6, 2022, the 21st Century Orchestra and the 21st Century Chorus under the direction of Ludwig Wicki will perform music from The Lord of the Rings, The Hobbit, Gladiator, Game Of Thrones, The Hunger Games, Braveheart, Ben Hur, Thor: Dark World, King Arthur The audience embarks on an epic sound journey to the Scottish Highlands, to Middle-earth and outer space, to ancient Rome, the Middle Ages and the future.
Ticket raffle
Join the movie heroes on their journey through the unforgettable soundtracks to the biggest blockbusters of all time! With a bit of luck, you could win 2×2 tickets for the concert:
Epic - Legendary soundtracks November 6, 7:30 p.m. at the KKL Lucerne. Concert performance without film clips.