Through the analysis and comparison about the relationship of words and music, we can understand how a composer poses the same poet into different music style, and it makes me to build a logically set of explanation about the initial to make personal musical thoughts.
The research is based on a poetry” Blow, Blow thou winter wind” which is written by William Shakespeare. The poet is musically revised by three composers list below. :
1. John Rutter: No.4 “Blow, Blow thou winter wind” from the work” When Icicles Hang”
2. George Shearing: No.5“Blow, Blow thou winter wind” from the work” Music to Hear”
3. Theron Kirk: The single song“ Blow, Blow thou winter wind”
These works combine different tonal color, voices, accompaniment and music style. I will compare them to find out why the same poet can be transferred to such a versatile style. I can search out the structure and characteristics by decomposing the works through these elements: syllables, rhythm, the length of the sentences and the meaning of them. Moreover, we can find the articulation by searching the foot of music rhythm.And we can also realize which part of the poem is emphasized b the composers. The three composers arranged their works differently, for example; they repeat the sentences dissimilarly. It’s important for us to trace “why they repeat this part”, and accordingly; the special tone pattern and rhythm, and the distinguishing feature of the repeated parts should also be considered for tracing the works. To sum up, I will propose my personal interpretation of the three compositions in many aspects; such as, the demarcation of musical phrases, the changing point of breath, the different emphasis on key words, and special rhythm revealed in the poem.
There are three points I can draw a conclusion about the process I proposed before.
1. To find out the main point of the work, a research by observing the work’s tension, structure, melody, tempo and harmony is important. And not only the main theme should be considered, but relationship between the chorus and accompanying instruments should also be take into account. The true function of accompaniment should be able to support the main melody and make it better.
2. Understand the interactive relationship between the poetic verse and musical phrase. Detect the musical image and conception by finding the major and minor accents.
3. Combine the tempo marking and illustration on the score, we can predict the difficulty when singing the song, and which makes us to ponder the technique to get over the barrier.
Risitle program:
一、Bach Choral
Jesu, meine Freude
Wer hat dich so geschlagen
O Haupt, voll Blut und Wunden
二、Schubert: Mass In G Major
Kyrie
Gloria
Credo
Sanctus-Benedictus
Agnus
三、Multi-culture
Chindia（A Dance at Sunset）
Ose Shalom（The One Who Makes Peace）
Hashivenu（Return us, O Lord, to you）
Yo Le Canto Todo El Dia
The World Is Yours！
四、Taiwan Song Suit
Middle of Field
Cattle Watch Train
Taiwan lullaby
Taiwan is Treasure Island
Eagle