A troublemaker in the octet: A hermeneutical approach to Beethoven’s op. 103

Introduction

In the opening “Allegro” movement of his Wind Octet in E-flat major, Op. 103, Beethoven perpetrates a bit of mischief at the expense of the listener—and the analyst. In this paper, we will examine some analytical puzzles of this movement, then attempt to solve them by exploring a possible hermeneutical interpretation and applying Schenkerian techniques.

The hermeneutical narrative that we will attempt to apply here represents only one possible interpretation, but it is useful because it provides an accessible context for dealing with problematic elements (we will deal with an oddly recurring melodic motive, some unexpected harmonic turns, and a formal deformation). The Schenkerian techniques are effective here for identifying and explicating the essential harmonic motion.

A motivic troublemaker

Troublemaker motive
"Troublemaker" motive

The first riddle of the Allegro is a trill-like motive (example 1) that dominates the opening of the movement. It appears in the first oboe, repeated in each of the first four measures. We will investigate a possible hermeneutic role of this motive: the impish troublemaker. (The troublemaker motive remains closely associated with the first oboe, though the first oboe also plays a part as a fully cooperative member of the ensemble. The oboe isn’t the troublemaker; the motive itself gets the blame.)

The motive occupies a place of apparent prominence—seeming on the surface to be the driving force behind the first theme. It is rhythmically more active than any of its surroundings; indeed, the only sixteenth notes in this movement (save brief flourishes by the first clarinet and second horn in the recapitulation) are within this motive. The motive also predominates registrally and texturally, appearing in the octet’s highest voice and wholly unaccompanied.

A critical look at the motive itself, however, reveals hints of its real role. The motive consists, in essence, of nothing more than a single note, ornamented with lower and upper neighbors. Like many troublemakers, it is charming but ultimately lacking in substance or direction.

Application of Schenkerian techniques confirms the inability of this motive to participate meaningfully in the unfolding of the first theme. Though the first oboe controls the highest voice through nearly the entire theme, it fails to provide a good kopfton. The first convincing primary tone on scale degree 3 in the first oboe appears in measure 22, after the first theme has already achieved its conclusive cadence (m. 17). The first passable primary tone on scale degree 5 occurs even later, at measure 27.

To find a credible primary tone, we must ignore the troublemaker’s tricks. Closer inspection of the first few measures reveals the true opening melodic material of the first theme—a subtler tune beginning in the first clarinet, who has trouble getting a word in edgewise between the troublemaker’s witticisms. With the clarinet line as primary melodic material, we find our kopfton in an agreeable place, right in the first measure, and can relegate the troublemaker to his rightful place as an inner voice.

Example 2: First theme, mm. 1-17. Troublemaker as inner voice.
Example 2: First theme, mm. 1-17. Troublemaker as inner voice.

As soon as the octet plays the conclusive cadence in measure 17, ending the first theme, the troublemaker reemerges. His caper this time is to drag the tonic chord down by successive thirds, diluting the effect of the cadence. The octet must summon its full fortissimo forces to restore the cadence’s integrity (mm. 20-28), but succeeds only just in time to begin the transition to the dominant key area for the second theme.

That the troublemaker reappears (m. 28) just as the harmony is thrown again into confusion is surely no coincidence. The octet, having already arrived decisively in B-flat major in measure 28, now staggers through G minor (mm. 31-33), grasps at the tonic to right itself (mm. 34-35), and finally arrives successfully at the dominant B-flat in measure 39.

Summary of first theme, mm. 1-38

m. 1 E-flat major theme is inroduced in the first clarinet, despite the first oboe “troublemaker” motive’s bid for attention.
m. 17 PAC; close of the first theme proper.
Feint toward a more distant key area.
m. 20 Reaffirmation of the tonic cadence.
m. 28 Transition through G minor and E-flat major, toward dominant B-flat major.

The octet begins the second theme seemingly determined to prevent any further hijinks. They seem especially bent on maintaining the prominence of the Urlinie tone, avoiding a fiasco like the obscured kopfton of the first theme; there are only a few brief moments in the second theme proper when the structural scale degree 2, F, is not sounding emphatically in at least one inner voice.

Example 3: Second theme, mm. 39-64.
Example 3: Second theme, mm. 39-64.

As the second theme begins, the troublemaker appears to have given up. But his silence really means, of course, that he is up to no good. In measure 47, he attempts his most brazen stunt yet—bringing his own first-theme material into the middle of the second theme (shown again as an inner voice in example 3). Once again he wishes to disrupt the harmony, this time making a determined effort toward C minor. The octet rallies quickly, and prevents the troublemaker from getting any farther than a secondary dominant in that key (mm. 49-50). The awkwardness of the tug-of-war in these measures is reinforced by parallel fourths in the ensemble.

Having succeeded in preventing a harmonic coup by the troublemaker, the octet returns to B-flat major via a tidy progression (mm. 51-55). In measure 55, the troublemaker makes a repeated attempt, but is rebuffed in the same way as before. The second consecutive win convinces the octet that their victory is complete, and the theme closes with a perfect authentic cadence in measure 63. The horns and second bassoon ardently prolong the dominant note B-flat through measure 68, while the troublemaker’s tantrum, a harmonized version of the motive with alternating natural and flatted sixth scale degree, only underscores the thoroughness of his defeat.

Summary of second theme, mm. 39-69

m. 39 B-flat major theme is introduced.
m. 47 Troublemaker motive from first theme returns. Unsuccessful move toward C minor.
m. 55 Repeated move toward C minor, again unsuccessful.
m. 63 PAC in B-flat major. Cadence’s arrival is accompanied by the “tantrum” variant of the troublemaker motive.

A change of heart?

As the octet catches its breath upon completing the exposition (m. 68), the troublemaker sees an opportunity and takes it. He moves decisively into C minor, finally fulfilling his intent from the second theme.

The troublemaker refuses to participate in real developmental activity at this time, submitting only to some perfunctory transpositions to the chord tones of C minor. The harmony here is defiantly stubborn in its prolongation of C minor, first alternating between a C minor chord and its dominant (mm. 71-75), then C minor and its subdominant (mm. 76-79).

Already bored with his uncontested success in the development, the troublemaker muses idly (mm. 80-85) on what a rhythmic motive from the second theme (m. 40, bassoon I) might have sounded like, had he been successful in his C-minor bid. He drifts to A-flat major.

Here, a most surprising thing happens—a new theme, in A-flat. It is a gently cascading, piano theme—could it be that the troublemaker is feeling a twinge of regret over his unruly behavior? The introduction of strikingly new thematic material within the development suggests a breakthrough, which could alter the course of the recapitulation; the new theme is more profound than the troublemaker’s trill-like motive, and will require some closure.

This new theme continues into E-flat (mm. 90-94) and then C minor (95-101), as if retrospectively comparing the polite tonic with the troublemaker’s C minor naughtiness. This leads to a remorseful outburst as the tantrum version of the troublemaker motive returns in C minor (mm. 102-106), followed by an acceptance of E-flat major (m. 109) and its dominant (m. 111).

But the change of heart is not quite complete yet. The troublemaker motive returns once again, though weakened by rhythmic augmentation (mm 112-120). The troublemaker is tempted by distant keys, but overcomes each and returns to the dominant key of B-flat major. The first temptation is E-flat minor (mm. 112 and 114), which sounds foreign but is relatively close in terms of voice leading: the note B-flat is shared between both triads, and the E-flat and G-flat of E-flat minor are each only a half step from B-flat’s D and F. The next temptation is more severe—a C-flat minor triad (m. 117), more polar in its voice-leading relationship to B-flat. The C-flat temptation recurs in measure 119, but the troublemaker steels himself against the dissonance with a firm B-flat pedal.

Example 4: Development, mm. 70-125.
Example 4: Development, mm. 70-125.

The octet celebrates the troublemaker’s conversion (mm. 120-125) with some material from the first theme (mm. 5-6), in B-flat major, becoming a dominant of E-flat to herald the recapitulation.

Summary of development, mm. 70-125

m. 70 Direct modulation to C minor.
Development of troublemaker motive.
m. 80 Development of a rhythmic idea from the second theme.
m. 83 Direct modulation to A-flat major.
m. 86 New “breakthrough” theme in A-flat major.
m. 90 Direct modulation to E-flat major.
m. 96 Direct modulation to C minor.
m. 102 More development of troublemaker motive.
m. 107 Modulation toward B-flat major begins.
m. 111 Cadence in B-flat major.
m. 112 Troublemaker motive, rhythmically augmented.
Prolongation of B-flat major, with neighboring chords of increasing dissonance.
m. 120 Reaffirmation of B-flat major as dominant of E-flat.

Troublemaker reformed

The opening material returns at the recapitulation (m. 126), including the former troublemaker’s motive. But the troublemaker has clearly changed his stripes. Instead of steering the harmony in an unwanted direction like he did in the expository first theme (mm. 17-19), he leads the octet directly into its cadential IV—>IV6—>V7—>I pattern (mm. 130-136).

The troublemaker’s transition from first to second theme does appear again in the recapitulation, but now it has been embraced by the group. The motive is passed from clarinet (m. 138) to bassoon (m. 140). The second theme arrives in the tonic key (m. 149). Is it coincidental that this transition, which, in the exposition, was in G minor and E-flat major, is now transposed down a fifth C minor and A-flat major, the pivotal key areas of the development and the site of the troublemaker’s reform?

At measure 154, we reach the point where, in the exposition (m. 47), the troublemaker made a strenuous effort to commandeer the harmony and move to C minor. In the corresponding place in the recapitulation, the octet seems to be daring the troublemaker to make mischief, repeating its phrase three times, more boldly each time, interspersed with virtuosic bravado from the clarinet and horns (mm. 154-160). The clarinet cannot resist egging the troublemaker on (mm. 162-163).

When the troublemaker responds (m. 165), it is not with his mischievous motive, but rather his repentant breakthrough theme from the development. Then troublemaker and octet replay their C-minor disagreement from the exposition (mm. 47-62), transposed to F minor for the recapitulation (mm. 169-184), but, in light of all that has transpired, this recurrence seems more an expression of a lesson learned than a real disagreement. The conclusive cadence of the movement takes place in measure 185.

Exposition and recapitulation compared

Exposition
Recapitulation
m. 1 First theme (E-flat major). m. 126 First theme (E-flat major).
m. 17 Feint toward a more distant key area.
m. 20 Reaffirmation of tonic cadence. m. 130 Affirmation of tonic cadence.
m. 28 Transition through G minor and E-flat major toward dominant B-flat major. m. 138 Transition through C minor and A-flat major, back toward tonic E-flat major.
m. 39 Second theme (B-flat major). m. 149 Second theme (E-flat major).
m. 154 Progression stalls.
m. 165 Breakthrough theme from development (E-flat major).
m. 47 Unsuccessful move toward C minor. m. 169 Unsuccessful move toward F minor.
m. 63 Cadence in B-flat major. m. 185 Cadence in E-flat major.

Conclusions

It seems possible that Beethoven used the “troublemaker” concept as a catalyst for generating the problems and solutions of this movement. But whether or not any narrative content was intended, judicious application of a possible hermeneutical reading provides a useful frame of reference for revealing underlying motivic and harmonic procedures.

Similar Posts

  • It’s not too soon

    Photo, thelouche

    Frequently I think about something one of my teachers said to me as an undergraduate student. I was preparing for a rapidly upcoming recital, and played one of my repertoire pieces in a private lesson. There was a tricky page turn in the printed sheet music, and my run-through came to a halt while I fumbled with the pages. A little embarrassed, I assured my teacher that I intended to photocopy a page at some point so this wouldn’t happen in performance.

    “You know, it’s not too soon to do that,” he said with a tired smile.

    Of course I learned many valuable lessons from that teacher, but “it’s not too soon” is one that has really stayed with me, and now I try to pass it along to my students. Here are some things they (and sometimes I) like to procrastinate, but I try to remind them it’s not too soon to do:

    • Photocopy pages to ease page turns
    • Mark in all the places you intend to breathe, and practice them
    • Look up any unknown foreign musical terms, and pencil in the translations
    • Decide exactly what all ornaments, trills, and such are going to sound like, and practice them
    • Listen to recordings
    • Get that sticky pad or crumbling cork replaced
    • Plan good fingerings, mark them in, and practice them
    • Study the accompaniment part
    • Pencil in any rhythms, accidentals, or other reminders that will improve your performance
    • Start stockpiling good performance reeds
    • Add dynamics or other expressive markings that support your interpretation, and practice them

    What small things are you procrastinating in your own preparation? It’s not too soon to do them now.

  • What does it mean to “interpret” music?

    As a new undergraduate music student I was often frustrated by my teachers’ attempts to get me to “interpret” music.

    I would play something, and my teacher would stop me and ask me to play it louder. I would play again, but this time it was too loud, too slow, too fast, too staccato, not staccato enough.

    I didn’t understand yet the purpose or the process behind musical interpretation. My teachers seemed to have excruciatingly specific ideas about how each and every note of the piece should sound. I couldn’t wrap my head around how they were making these seemingly arbitrary decisions, or how they expected me to guess correctly what they were thinking.

    To be fair to my excellent teachers, there’s a strong chance that the problem was on my end, not theirs. But here’s what I wish I would have understood at that point.

    • When faced with a foreign language, one might rely on an interpreter to explain what is being said.
    • When dealing with some raw data, a researcher might interpret the data to show how some pages of numbers, which don’t make sense without context, support a hypothesis.
    • When performing a musical work, a performer interprets the piece to help the audience understand what’s happening.

    Here are just a few examples of things in a piece of music that might need interpretation for the audience’s benefit:

    • Where does one phrase end and the next begin?
    • Are there melodies, textures, or other ideas that repeat in important ways throughout the piece?
    • What moods, characters, etc. does the music portray?

    You might spend months getting to know the piece, but your audience might be hearing it for the first time. You need to point out the important things to them, so they hear the story, not just a bunch of notes.

    When you speak, you offer a variety of clues about how to break up what you are saying into comprehensible chunks. You probably do it without thinking much about it, but it involves things like the pitch, volume, and speed of your voice. To interpret music, you use similar tools: you might demonstrate that a musical phrase is ending by slowing down a tiny bit and bringing the volume down. Or you might help the audience hear what you believe is a warlike quality in a certain passage by using bombastic accents and a strict, military-inspired tempo.

    All of this requires you to have opinions about the music. Two tour guides might give different tours of the same place, because they have different opinions about what is interesting or important—they are each interpreting. You might personally enjoy one tour more than the other, but it doesn’t mean either is wrong.

    Your interpretation of the music should be based on synthesizing lots of factors. One of the most crucial ones is hints from the composer, so pay close attention to any markings or words the composer uses. (Sometimes they are in a foreign language—it is your job to find out what they mean.) Your interpretation might also be informed by tradition: maybe there is some broad consensus among performers of the piece that it should be played a certain way. That doesn’t mean 100% that you have to go along, but it’s something you should think seriously about. If you are collaborating on the performance with other musicians, you’ll need to work out some agreement with them about various aspects of interpretation.

    If you think all of this sounds difficult or complicated, you aren’t wrong. But if you understand what musical interpretation is and why it’s important, you can start to absorb your teachers’ interpretive ideas in a more meaningful way. You can listen to recordings of great performers and steal their interpretive ideas (this is allowed, and even encouraged!). And you can start to use what you have been learning in your music theory and music history classes as fuel for your own interpretive decisions.

    As a brand-new freshman music major I was content with my performance if I played the right notes at the right times. That’s important, but it falls pretty far short of the satisfaction and achievement of a meaningful musical interpretation. Keep at it!

  • Please lose the music binder

    For some reason a high percentage of my incoming students each year like to make a 3-ring binder for their sheet music and lesson materials. I don’t know why.

    They apparently put a fair amount of time and money into this project, which often involves custom cover artwork, dividers, and plastic sheet protectors. As the semesters go by, the binder fills up with every bit of sheet music they have used, until the binder is so heavy that a music stand won’t support its weight.

    I applaud and relate to their interest in keeping things organized and their enthusiasm for the course. But the big music binder just doesn’t work very well. Here are my complaints: Read More “Please lose the music binder”

  • New multiple woodwinds commission: Sy Brandon

    Sy Brandon

    I am pleased to announce a newly-commissioned piece in progress, for multiple woodwinds soloist and piano, being composed by Sy Brandon. Dr. Brandon is Professor Emeritus of Music at Millersville University in Pennsylvania and an active, prolific composer. He also blogs about his composition process at Composing Insights. The commission is made possible by a Co-op Press Commission Assistance Grant.

    I was delighted a few years ago to have a fascinating new piece, seventy times seven, written by Dan Bradshaw, which was a blast to perform but required some instruments I don’t own (baritone saxophone and B-flat contrabass clarinet) and some fairly sophisticated electronics operated in live performance by the composer. I fear that, because of the complications involved (did I mention the composer now lives in Hawaii?) I may never get to perform it again.

    In my application for the Co-op Press grant, I made the case that even though there are a small handful of pieces for woodwind doublers, few of them are very portable—most require a large ensemble, hard-to-find instruments, or electronics, or otherwise have logistical barriers to performance. I think there is demand among the doubling community for pieces that showcase multiple-woodwind skill and that can be programmed on a recital with reasonable ease.

    I’ll be posting updates here, and Dr. Brandon has already started documenting his work on the piece over at Composing Insights. He has posted the first movement, for flute and piano, and is asking for comments, so surf on over and take a look.

  • Slowing down

    I can’t tell you how often I have had this happen in lessons, especially with my younger students:

    Me: Play your E-flat major scale.

    Student: [Begins scale at breakneck speed, plays 3-4 notes, makes a mistake, stops. Begins again at the same speed, makes a different mistake, stops.]

    Me: Wait—

    Student: [Begins again at breakneck speed, makes a different mistake, stops.]

    Me: Wait. Please slow down and play accurately.

    Student: [Begins again at same speed as before, makes a different mistake, stops.]

    Me: Okay, let me show you what I mean. [Demonstrates.]

    Student: [Rolls eyes. Plays the scale slowly, with much-improved accuracy.]

    Me: Good. See what I—

    Student: [Plays at breakneck speed. Makes a mistake.]

    Younger or less-experienced students in particular seem to get fixated on a perceived need to play everything as fast as possible, and often seem to prefer fast-with-mistakes over slower and more accurate. But as more experienced practice-ers know, time spent practicing this way is virtually 100% wasted.

    Mastery of a technical sequence, such as playing a scale or musical passage, requires repetition. If my scale turns out differently every time because I’m playing too fast and sacrificing consistency, then I really haven’t done any repetitions. Or if I’m making the same mistake repeatedly because I’m not giving myself time to think while I play, then I’m doing repetitions of something that I didn’t want to master: an incorrect version of the passage. I spent many of my younger years throwing away practice time doing each of those things.

    It’s also a mistake to move on too quickly from playing slowly. Sometimes I will see a student make several hasty, sloppy attempts at a passage, then relent and play it slowly, and then, having “succeeded,” immediately return to playing too fast. Once isn’t nearly enough. It may take several, or dozens, or hundreds, or more accurate, controlled repetitions before it’s possible to play the passage at the desired speed. But if I have laid this foundation well, I find that speed is the least of my worries—I have all the speed I need, and with solid accuracy.

    And the speeding-up part of the process often takes place very late in my preparations. I think sometimes my students expect their speed to increase like this:

    speed-straightBut I get much better results if I allow this to happen:

    speed-curved

    I spend more and more of my time polishing every detail of a passage at a slow tempo, and let the speeding up happen later and later. When I do this, I learn technical sequences much more thoroughly and much more efficiently (in other words, the “Time spent practicing” for a particular passage gets shorter and produces better results).

    Don’t waste time and effort practicing mistakes. Be patient, slow down, play it with accuracy and control.

  • Musicians should embrace carry-on baggage fees

    Disclosure: As an Amazon Associate I earn from qualifying purchases, at no cost to you.

    People are outraged over an airline’s announcement that its cheapest fares will no longer cover carry-on baggage. (This isn’t the first time that airlines have charged fees for carry-on bags.)

    My experience flying with musical instruments as carry-ons has been stressful at best. This passage from an economics textbook rings true to me:

    photo, Bradley Gordon

    The battle begins in the gate where air travelers elbow their way to the front of the line to board the aircraft as soon as possible in order to grab an overhead bin. Once on the aircraft, the real fight begins. Some passengers with seats in the rear of the plane toss their bags into the front compartments to be sure they get a spot. People with oversized bags cram them into the narrow bins, pushing the bags, coats, and hats of passengers with correctly sized luggage into the corners. People ask for help from the flight attendants but their pleas are ignored. The flight attendants say they are too short staffed to handle passenger disagreements concerning bags. Losers are left standing with their “homeless” bags. …

    Are people just selfish and rude? Most economists say no, they are just responding to the absence of market incentives. The overhead bins are a commons. It’s Dodge City. Nobody “owns” the space in the overhead bins. People can’t trust strangers to act with cooperation or courtesy. The result is “warfare.”

    Things could be different. Creating an overhead bin market would bring out the best of people. Here is how. Most of today’s airlines charge people extra to check a bag and offer the overhead bins for “free.” It should be just the reverse.

    Nobody likes paying more. But a carry-on fee is a small percentage of an airline ticket. And for most musicians it’s a small price to pay for better access (maybe even guaranteed access!) to the overhead storage. Is it worth the price of a box of reeds or two to know my saxophone will arrive in one piece? Or the price of a pound or two of cane to ensure that my bassoon reaches its destination? I think so.

Leave a Reply

Your email address will not be published. Required fields are marked *

Comments that take a negative or confrontational tone are subject to email and name verification before being approved. In other words: no anonymous trolls allowed—take responsibility for your words.

This site uses Akismet to reduce spam. Learn how your comment data is processed.