Academic literature on the topic 'Gershwin, George, Gershwin, George'

George Gershwin, renowned composer and pianist, well known for his popular works, died on the 11th July 1937 due to a brain tumor. His neurological symptoms first appeared on that same year, in February, with a simple olfactory partial seizure, characterized by an unpleasant smell of burnt rubber (uncinated seizure). He later had a quick clinical descend, with severe headache that occurred in bouts, dizziness, coordination compromise and olfactory seizures, eventually lapsing into a coma on the 9th July 1937. It was then that a gliomatosus cyst was diagnosed, which on microscopic examination proved to be a "glioblastoma multiforme". Despite the surgical intervention, Gershwin died soon after the procedure without recovering his consciousness. We make a brief review of Gershwin's neurologic disease, with emphasis on the initial symptoms, namely the uncinated seizures.

Background. Today, jazz transcriptions of works by George Gershwin can be heard around the world. Works such as “The Man I Love”, “I Got Rhythm”, “Summertime”, “Liza”, “Fascinating Rhythm”, “Somebody Loves Me”, “Swanee”, included in the collection “Gershwin songs”, and also “Seven virtuoso etudes on the themes of G. Gershwin” by E. Wilde are performed by modern academic musicians. Thus, widely known performance versions of piano transcriptions “Gershwin songs” by M.-A. Hamelin, the song “The Man I Love” performed by A. Tharaud, P. Barton, and others famous performers. The evidence of growing interest of classical performers in the music of the American composer is the successful holding of the IV G. Gershvin International Music Competition in New York (on November 7–10, 2019). Director and main organizer of the competition, Michael Bulychev-Okser, is the American pianist, the main winner of many international competitions in the United States, Italy, Andorra, Spain and Mexico. How does a musician of academic direction, whose inner professional intentions and way of thinking are brought up on the classical repertoire, perceive Gershwin’s jazz compositions? What is the specificity of modern reading of his music? In which cultural traditions should we look for the key to understanding Gershwin’s musical language, its rhythmic and intonational specifics? Finally, can a jazz pianist consider himself completely free from the culture of the academic tradition by playing Gershwin? The search for answers to all these questions has identified the problematic perspective of this article. The purpose of the article is to reveal the characteristic features of the performance of G. Gershwin’s transcriptions by modern academic pianists using specific examples and to determine the interpretational tasks of the performer. The research methodology is based on a comprehensive genre andstyle approach to the study of musical material, and also includes a comparative method used for concidering different performance versions of the same work. The main results of the study. Jazz and the culture of academic music work closely together in the style of G. Gershwin. Indicative in this sense was the idea of a concert eloquently called “Reunion of Classics and Jazz” (1924), for which the “Rhapsody in Blue” was created and where it was first performed by the author with the orchestra of Paul Whiteman. G. Gershwin, more than any other composer of his time, communicated with African-American musicians: he knew Will Voderi, Lucky Roberts, Duke Ellington; heard New York pianists play downtown and often visited the “Cotton Club” and other places in Harlem to hear the bands of Duke Ellington, Cab Calloway and other jazz musicians. But not only jazz was the area of interest and creative acquaintances of Gershwin. Along with jazz culture, there were many other musical styles. In the works of G. Gershwin, Ch. Ives, A. Copland in the early 1920s – mid 1940s there is an original combination of deep folk intonation with the composer’s technique of the XX century, up to the use of dodecaphonic-serial technique (Copland). The fusion of jazz and academic branches in Gershwin’s music, above all, takes place at the level of form. “I took the blues and put it in a larger and more serious form”, said the composer (as quoted by Schneider, 1999: 67). As a pianist, Gershwin did not receive a systematic professional education as a child, although he later had enough teachers. But that didn’t stop him from becoming a real pianist-virtuoso and a brilliant improviser. One should listen to archival recordings of Gershwin’s performance to get an idea of his performance style. Samples of his piano performances have been partially preserved: some acoustic and electric recordings, radio recordings, two sound films and a large number of piano videos (Gibbons, 2002). The studio recording of “Rhapsody in Blue” demonstrates Gershwin’s completely “academic” pianism – with clear, well-founded articulation, bright sonic fullness, thoughtful agogics of expressive declamation, which is only emphasized by the well-organized metric pulsation and dynamics by active rhythmic movement – and his true virtuoso skill. Should a modern pianist, performing Gershwin’s works, follow the example of a balanced and rather “academic” performance, as in his studio recording “Rhapsody in Blue”, or follow Gershvin’s interpretation, which can be observed in the transcription “I Got Rhythm”, where he clearly prefers the jazz element? It makes sense to compare different examples of Gershwin’s popular piano transcription of “The Man I Love”. The performance version of the English pianist Paul Barton is an attempt to imitate the specifics of the freedom of sound of instrumental jazz styles, however, as one can hear, the musical intonation is not always convincing, the breath is a bit torn, the agogics of chord melodic constructions performance the agogics of chord melodic constructions (upper layers of texture) is greatly exaggerated and the performing is practically “released” from calculation and feeling of time. As an undoubted plus of this version it is necessary to note huge attention to harmony as such, to vertical and balance within a chord – Barton’s harmony “breathes” and moves. This approach can be justified, because the harmony of Gershwin’s songs is always diverse, bright and inventive. The record of Gershwin’s 1959 “Songbook” by Ella Fitzgerald is available today. The composition “The Man I Love” in her performance can be one of the possible orienting points in the intonation of the main melodic voice, the calculation of its unfolding in time, the display of interval “tensions” and melodic intentions in Gershwin’s music. E. Fitzgerald’s vocal-jazz style presupposes a different temporal organization of the melody, different from the one suggested by P. Barton – the movement of its vocal recitation-intonation and improvisational vocals is accelerated, then somewhat slowed down, thus creating “compensated time” of a musical work, and it is with soft, relaxed, naturally light breathing. The modern media space presents the album of French pianist Alexandre Tharaud “Swing in Paris”, which includes two compositions by Gershwin: “The Man I Love” and “Do it Again!”. Three different interpretations of “The Man I Love” are popular on the You Tube website, where each video is original in its own way. These performings are variants, but the concept of details – melodic constructions, organization of rhythmic accents, as well as a sense of Gershwin’s style, is preserved. The sophistication of the Parisian salon is what distinguishes the game of Tharaud. The musician has a sense of proportion and uses the full range of expressive means of academic pianism. At the same time, the development of the melodic line takes place organically and effortlessly, alluding to vocal genre examples, to free breathing and “blues” articulation of jazz vocalists; rhythmic accentuation is unobtrusive but clearly felt. Summing up, we note that the “Tharaud approach” is certainly the closest to the reference. Conclusions. Proceeding from the synthetic nature of G. Gershwin’s music, comprehension of its stylistic and cultural origins, analysis of listened musical samples, let us single out the interpretation constants that must be taken into account by the performer of his compositions. Among them – the inheritance of agogics, articulation, “light” breathing, inherent in the vocal jazz manner, in the intonation of the melody; “Breathing” harmony with a colorful timbre filling of chords and subvoices united into a movable vertical-horizontal complex; understanding of rhythm as an independent expressive sphere that has ethnic roots in the music of the African American tradition.

1924 was one of the most demanding years of George Gershwin’s career. In addition to the wildly successful premiere of the Rhapsody in Blue that led to numerous additional performances of the work throughout the year, he wrote the music for three hit musicals, all of which opened during that year. Given this context, a manuscript notebook in the Gershwin Collection at the Library of Congress dating from March and April 1924 is particularly intriguing. Because this notebook contains the earliest known sketch of “The Man I Love” (one of Gershwin’s best-loved popular songs), it has been acknowledged in passing by Gershwin scholars. “The Man I Love,” however, is only one of nine short pieces in the notebook and is the only entry written in what is now defined as Gershwin’s compositional style. This article briefly addresses the entire contents of this “March–April 1924 notebook,” exploring the possibilities of what Gershwin’s purposes in writing these undeveloped works might have been. Were they unused stage music, ideas for the set of piano preludes he was writing off and on during this era, or were they exercises focused on correcting weaknesses in compositional technique uncovered while writing the Rhapsody in Blue? Whatever their purpose, the pieces in this notebook provide clues as to what Gershwin’s creative priorities may have been, as well as further insights into how Gershwin honed his musical craft.

Recent performances of George Gershwin's opera Porgy and Bess have been based on the uncut score as published by the Gershwin Publishing Corporation, on the assumption that the composer intended it to be played in this "complete" form. Gershwin sent his score to the publisher some months before the New York premiere, mounted by the Theatre Guild on 10 October 1935 after a tryout performance in Boston. Extensive cuts and other changes were made during rehearsals and after Boston, all initiated or approved by Gershwin, who was intimately involved in the production; none of this is reflected in the published score, which was never revised. Five scores used in the Theatre Guild production enable us to reconstruct the opera as it was staged for the first time, in the form in which the composer "intended it to be played" on this occasion, and it is argued that consideration should be given to performing it this way today.

Abstract Around the time of its premiere in January 1932, George Gershwin's Second Rhapsody for Piano and Orchestra was erroneously described as an “expanded” version of music that had been written specifically for a 1931 Fox film entitled Delicious, and for decades this misinformation has been echoed by Gershwin scholars. In fact, Gershwin put the finishing touches on the Second Rhapsody months before Delicious went into production, and his sketch for what in essence is the complete work was made when the screenplay was still in its embryonic stage. Relying on evidence that includes Gershwin manuscripts, various drafts of the screenplay, the conductor's score that was used for the film's recording sessions, and—importantly—the recently restored film itself, this article seeks to clarify both the chronological and the substantive relationship between the fifteen-minute Second Rhapsody and the film's seven-minute “New York Rhapsody.” Along with offering the first detailed account of the musico-narrative content of the film's “New York Rhapsody” sequence, the article shows that the “New York Rhapsody” is a truncation of the Second Rhapsody engineered not by Gershwin but, probably, by Fox employee Hugo Friedhofer.

In 1924, Metropolitan Opera board chairman Otto Kahn proposed that the yet-to-be-written Great American Opera might well be a “jazz opera.” Eleven years later, George Gershwin's engagement with Kahn's idea came to fruition in Porgy and Bess (1935), set to a libretto by DuBose Heyward, based on Heyward's novella Porgy (1925) and his play of the same name staged in 1927. Several months before Porgy was published, Gershwin had already decided that a work of Kahn's description would have to be written for a black cast. Gershwin and Heyward, two white men, revealed through their collaboration not an exploitative impulse but an understanding that the wellsprings of an American operatic art might lie as much with the performers as with the creators.

George Gershwin greatly admired Alban Berg and his operaWozzeck. He visited Berg in Vienna; the score he owned ofWozzeckwas reputedly one of his prize possessions; and he traveled to Philadelphia in 1931 to attend the American premiere. This study argues that Gershwin'sPorgy and Bessis heavily indebted to Berg'sWozzeck. The debts primarily involve structural processes—understanding structure as patterns of discrete events shared by the two operas. Motives and chords play a small role in the discussion, taking their place alongside musical events that range from the large—a fugue or a lullaby—to the small—a pedal, an ostinato, or some detail of counterpoint. Beyond the presence in both operas of a lullaby, a fugue, a mock sermon, and an upright piano, the greater relevance of these parallels and others is to be found in the ways in which Gershwin situated them in comparable musical contexts. Evidence, in the form of an overlooked interview and a previously unknown recollection by one of Gershwin's friends, supports this argument and leads to questions about how we are to understand Gershwin's use ofWozzeck.

Abstract Pilo, Joakim: George Gershwin och den symfoniska jazzen. Etablering av ett musikidiom. - Uppsala: Musikvetenskap ht 1998. - 60p.  Hur kommer det sig att den musikaliska kombinationen mellan seriös konstmusik och populära inslag företrädesvis jazz, kunde vara så pass framgångsrik? Den frågan ligger till grund för uppsatsen, där huvudsyftet är att visa hur den amerikanska tonsättaren George Gershwin (1898-1937)  med Rhapsody In Blue (1924) lyckades etablera ett musikidiom, symfonisk jazz. Det mindre syftet är att spegla de generella tankebanorna kring George Gershwin och den symfoniska jazzen i några svenska handböcker i musikhistoria. Undersökningen vilar på böcker, tidskrifter, elektroniska källor och dags/veckotidningar. Deskriptiv metod har använts då jag utifrån redogörelser av fakta, närmat mig min slutsats. Komparativ metod används då jag enligt det mindre syftet jämför litteratur. Trots den förekommande kritiken från amerikanskt håll av såväl tonsättare som journalister, fick Gershwin ett internationellt erkännande för att ha anlagt stommen till en musikalisk genre. Ur en debatt om huruvida jazzen skulle berättigas i symfonisk form, kan vi skönja en klar linje; jazzen ansågs av de flesta musiker och historiker behöva en uppdelning, där den ena delen var av högre konstnärligt värde, vilken den symfoniska jazzen tillhörde. Kritiker av Gershwin ansåg att den symfoniska jazzen var av europeisk härkomst. Men kritiken saknar belägg, ty jazzen i sig var uteslutande en amerikansk företeelse. De europeiska tonsättarna av symfonisk jazz var endast exempel på de icke-amerikaner som upptäckt den amerikanska populärmusikens möjligheter, långt efter de amerikanska tonsättarna. Trots den förekommande kritiken mot övergången mellan två teman i ett verk, eller en sats har detta accepterats som en del av det Gershwinska brännmärket. I de svenska böckerna i musikhistoria visar vanligtvis de yngre svenska texterna större förståelse för inte bara jazzen i sig, utan även dess förgreningar, inklusive symfonisk jazz.

The evolution of twentieth century American music involves much more than the continuation of European tradition. The music of black Americans before and after the turn of the century had a profound impact on the musical sensibility of American culture in general. Additionally, the fledgling popular music publishing industry had a dramatic effect on the course of "classical" tradition. Nowhere was this more apparent than in the music of George Gershwin. Gershwin's importance in the history of American art music is undisputed. Why his music sounds the way it does is less understood. This paper considers the popular and folk genres that most influenced the young caiposer, and traces specific stylistic elements through their various popular and folk incarnations of the previous thirty years into Gershwin's Rhapsody in Blue of 1924.

In 1951, Saul Chaplin, John Green, and Conrad Salinger adapted the music of composer George Gershwin (1898-1937) for a film musical titled An American in Paris, the finale of which was a 17-minute ballet scene set to a modified version of the composer’s tone poem from 1928. The plot bears broad similarities to isolated aspects of George Gershwin’s life. Such narrative elements offered a scaffold for an attractive subtext explored through the film score: a review of the trajectory and breadth of George Gershwin's compositional career from 1922-1937. My own analysis of the film and its score, using the techniques of Lars Franke, further illustrates how the creators of An American in Paris used the cinematic frame to comment on George Gershwin's life and to respond to contemporary critics as well as fans of his music.

This thesis addresses the matter of convention in Broadway songs of the song and dance era. Composers worked with implicit, regular procedures in the commercial aesthetic of the 1920s and 1930s New York theater industry. However, discussions of formal convention in this repertoire have not gone much beyond the identification of AABA and ABAC forms. I explore how hypermeter and conventional formal layouts act as schemata. Through this lens, I advocate for an in-time, listener-based approach to form, attending to the stylistically learned projections and anticipations. Later on, I unpack many of the conventional patterns underlying the ABAC form. I argue that the ABAC form provides a template for climactic musical narratives, which places climaxes near the end of the form. Lastly, I focus on AABA form where I highlight many salient conventions of the AABA form and draw historical connections to AABA forms in rock and jazz.