To symfonier og et mysterium

Utne-Reitan, Bjørnar

doi:10.18261/issn.1504-2960-2020-01-05

SMN

2020

DOI: 10.18261/issn.1504-2960-2020-01-05

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To symfonier og et mysterium

Bjørnar Utne-Reitan

Abstract: Bjørnar Utne-Reitan (b. 1994) is currently a doctoral research fellow at the Norwegian Academy of Music, Oslo. He holds degrees in musicology and music theory from the University of Oslo and the Norwegian Academy of Music respectively. Currently, he is writing a PhD dissertation on the history of music theory education in Norway. Utne-Reitan has previously studied Edvard Grieg's music theory exercises from his time as a student at the Leipzig Conservatoire. This is his second published article in Studia Musico… Show more

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Music Theory Pedagogy in the Nineteenth Century

Utne-Reitan¹

2022

Journal of Music Theory

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What characterized conservatory music theory pedagogy in nineteenth-century Europe? This article discusses the traditions of music theory pedagogy associated with the conservatories in Paris, Vienna, and Leipzig, specifically focusing on the middle of the nineteenth century (ca. 1830–70). In the first section, the characteristics of the three individual traditions are discussed separately. The second section compares these traditions from three perspectives: theoretical framework, pedagogical approach, and historical legacy. Although the traditions are different on several central points (e.g., ties to Italian partimento pedagogy in Paris, to Ramellian fundamental bass in Vienna, and to Weberian Roman numeral analysis in Leipzig), they also have some fundamental similarities that drew the borders—the defining limits—of conservatory music theory. The author argues that in the nineteenth century the idea of music theory as a primarily written discipline (centered on textbooks and written exercises and largely separated from musical performance) became a central element of these general characteristics of music theory pedagogy that would be taken for granted and accepted as self-evident across institutional traditions.

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Music Theory Pedagogy in the Nineteenth Century

Utne-Reitan¹

2022

Journal of Music Theory

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Ernst Friedrich Richter and the Birth of Modern Music Theory Pedagogy

Utne-Reitan

2024

MTO

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This article provides a detailed discussion of the pedagogy and legacy of Ernst Friedrich Richter (1808–79). A theory teacher at the Leipzig Conservatory since its founding in 1843, Richter is most famous for authoring one of the most enduring harmony manuals—the Lehrbuch der Harmonie (1853)—which, among other things, was instrumental in popularizing the use of Roman numeral analysis in harmony pedagogy. Gaining a hegemonic position in the Western music theory discourse of the late nineteenth century, he played a key role in shaping the common practice of modern music theory pedagogy. Richter’s legacy has been tainted by critiques from several later theorists. Applying a Foucauldian discourse-theoretical lens, this article attempts to look beyond this historically negative assessment by asking what enabled Richter’s work to become so influential. The article is structured in six sections. Following the introduction and a brief overview of E. F. Richter’s life and works, two sections discuss what characterizes “Richterian” pedagogy. As source material, these sections draw on Richter’s writings as well as the exercises of one of his most famous students, Edvard Grieg (1843–1907). The last section before the conclusion investigates Richter’s legacy, considering both his initial broad international success and later critiques of his influence on modern music theory pedagogy.

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To symfonier og et mysterium

Cited by 2 publications

References 11 publications

Music Theory Pedagogy in the Nineteenth Century

Music Theory Pedagogy in the Nineteenth Century

Ernst Friedrich Richter and the Birth of Modern Music Theory Pedagogy

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