Anton von Webern’s Quartet for violin, clarinet, tenor saxophone, and piano, op. 22

The composer

Anton von Webern was born in Vienna, Austria, in 1883. (The predicate von identified those of aristocratic heritage until a 1918 revolution outlawed its use; the composer’s works were published under the name Anton Webern.) His father’s career in mining engineering caused the von Webern family to move several times during Anton’s youth; in Klagenfurt at the turn of the century he studied piano and music theory under Edwin Komauer. He also learned to play the cello and participated in community orchestras. His earliest compositions, for piano and cello, date from this period. In 1902 he was deeply impressed by performances of several Wagner operas, and entered the University of Vienna to study musicology and composition. Before receiving a doctoral degree in 1906, he began studying privately with Arnold Schoenberg.

Upon leaving Schoenberg’s tutelage, Webern and fellow Schoenberg protégé Alban Berg began experimenting in earnest with their teacher’s method of twelve-tone composition. Webern worked as a conductor in several theaters, but preferred to concentrate on composition. In 1911 he married his first cousin, Wilhelmine Mörtl, with whom he had three children.

Webern found parallels between twelve-tone composition and the music of the Renaissance he had studied in Vienna—both endorsed classical strictness of form and complex polyphony. Other influences on Webern’s work included authors such as Johann Goethe and poet Hildegard Jone. (Information in this section is from antonwebern.com, a web site published by Pixelrush.)

The composition

Webern’s Op. 22, Quartet for Violin, Clarinet, Tenor Saxophone, and Piano, was first conceived in September 1928. A detailed account of its creation is found in Anton von Webern: A Chronicle of His Life and Work, by Hans and Rosaleen Moldenhauer. According to their narrative, Webern wrote to his publisher, “I have turned again to a new work: a concerto for violin, clarinet, horn, piano, and string orchestra—in the spirit of some of Bach’s Brandenburg concertos.” He outlined in his sketchbook a three-movement work with themes inspired by several Austrian locations apparently having personal significance. The following year, a letter to Alban Berg indicated that the work was nearing completion, and had changed its form and instrumentation and length—two movements, rather than three—to that of the work that would eventually be published.

Webern was distracted by other projects and did not complete the quartet until September of 1930. It was performed shortly thereafter in Vienna, to harsh abuse from music critics. Webern’s fellow composers of the Second Viennese School, however, deemed it a masterpiece. Berg wrote, “This Quartet is a miracle. What amazes me above all is its originality. One can assert with confidence that there is nothing in the entire world of music production that attains even approximately such a degree of originality, i.e. a full hundred percent.” Schoenberg called it “fabulous.”

Analysis: Sehr mäßig

The first movement, Sehr mäßig (very moderate), most resembles a sonata form. The five-measure introduction to the first movement uses two simultaneous tone rows, P7 and I5. (The second movement was composed first, so the first tone row presented in that movement is labeled P0 in most published analyses.) These rows are passed between the violin, saxophone, and piano, immediately demonstrating the sparse, pointillistic texture of the piece. The clarinet plays only two notes, consecutive staccato F-sharps (all pitches are expressed here as concert pitches). These F-sharps reveal much about Op. 22. F# is the point of intersection between the two rows of the introduction when organized in a matrix, and also their point of intersection in these opening melodic lines. This device is used almost constantly throughout the first movement; virtually every row form is used in combination with that row which it intersects at F#. Pierre Boulez points out in the liner notes to the London Symphony recording that the F# above middle C is played twice, staccato, in each instance. This F# is also the registral axis of symmetry of the first movement.

Kathryn Bailey’s thorough analysis of Quartet in The Twelve-note music of Anton Webern is invaluable in understanding the piece (pp. 171-178). Bailey explains that the exposition introduces the two main themes of the first movement. The primary theme is played by the saxophone, row I7 followed by I1. In a departure from traditional sonata form, the second theme is introduced almost simultaneously. This second theme is in the form of a mirror cannon with F# as the reflecting point. It is played by the piano, violin, and clarinet, with the second part of the canon following the first by one sixteenth note. The exposition is repeated, for a total of twenty measures.

The development section consists of four units of three bars each. The development uses more dramatic intervals and greater dynamic contrast, and moves more quickly through row forms. The first, second, and fourth units, however, have only two simultaneous voices, compared to three in the exposition. Each of these also uses two tone rows. The third unit, the climax of the movement, uses five simultaneous voices (each hand of the pianist playing a separate voice) and four tone rows. Each of the row forms is used in the climax, at T6 (P6, I6, R6, and RI6). The climax is indicated by the extreme high and low pitches of the movement, a high and a low C, each two octaves and a fifth from the central F# (Bailey 171).

The recapitulation presents the themes again with their original row forms and transpositions, though the leaps are inverted (for example, in the exposition, the first theme begins on C#, moves up to E, then down to F; in the recapitulation, it begins on C#, moves down to E, then up to F). Rhythmic development in the piano creates more frequent two-note “chords” (Bailey 174).

Development and recapitulation are each repeated, with only a very slight variation in the piano in the final bar of the recapitulation. The five-measure coda then presents the introductory rows again, this time in retrograde form.

Analysis: Sehr schwungvoll

Webern wrote several letters and sketchbook entries regarding the form of Sehr schwungvoll (with much momentum), the second movement of Quartet. His comments on the movement, however, are of questionable value in its interpretation, since it seems to have undergone a series of metamorphoses in development. An early sketch indicates a rough ABACABCA form, though Webern also apparently remarked on the movement’s “exact analogy” to a scherzo from Beethoven’s piano sonata op. 14 (A[B]ACADA). Webern’s finished product, though seemingly freely composed, may be loosely interpreted as an ABACABA rondo (Bailey 243-244).

The first theme of the A section, comprising bars 1-19, uses only untransposed row forms: P0, R0, I0 and RI0. The second A theme, bars 20 to 32, explores the T6 rows at a more moderate tempo. In this theme, a rather free sort of canon is developed with a two-voice texture (Bailey 245).

The first B episode introduces two more themes, each using a variety of row forms and transpositions, but both emphasizing the T2, T3, T4, and T9 groups. The first B theme is at the initial tempo of the movement, the second, at bar 51, slightly slower. Both themes are loosely canonic in form. The sixty-third measure reintroduces the A material, still slowing in tempo. A brief transition uses R5 and R11 in bars 88-93 (Bailey 246-247).

Episode C, bars 93-121, presents I8, R1, RI8, P11, and R11 almost as a single line, with some parallel motion between the clarinet and saxophone and occasional dyads in the piano. This theme is in stark contrast to the rest of the movement because of its sparseness and slower rhythm. The harmonics played by the violin add to the dissimilarity. The same rows are then presented again, substituting RI6 for R11 and using a denser texture and an overall louder volume. At bar 121, a brief, accelerating transition with fortissimo supertriplets leads into the unhurried third A refrain (Bailey 247).

The final episode, bars 153-182, adds T7 and T8 rows to the material from the first episode. It also resembles the first episode due to its distinctive though inexact canon and due to the dynamic and performance markings. These elements relate the last episode strongly to the first, emphasizing the rondo form (Bailey 247).

The last refrain uses the opening row material again, this time at extremely loud dynamic levels-except for the final note, played by the saxophone at pianissimo.

The most striking characteristic of the quartet’s second movement is its freedom. Experts regard it as one of Webern’s most unrestrained and unconventional works (Leland Smith, “Composition and Precomposition in the Music of Webern,” p. 100). Its imprecise canonic elements, oddly placed tempo changes, and twisting of classical forms are unusual for Webern-though not entirely unheard of (Bailey 248-249).

Conclusions

Webern’s Quartet, op. 22, represents the composer’s talents at the height of his creative career. His organization is absolute, but, at the same time, his freedom is refreshingly bold. The simplicity-within-complexity of the Quartet rival, and, indeed, acknowledge and praise the works of the great “tonal” composers who preceded him.

Matrix for Quartet, op. 22

0 9 8 11 10 2 3 4 5 7 1 6
0 F# Eb D F E G# A Bb B C# G C
3 A F# F G# G B C C# D E Bb Eb
4 Bb G F# A G# C C# D Eb F B E
1 G E Eb F# F A Bb B C D G# C#
2 G# F E G F# Bb B C C# Eb A D
10 E C# C Eb D F# G G# A B F Bb
9 Eb C B D C# F F# G G# Bb E A
8 D B Bb C# C E F F# G A Eb G#
7 C# Bb A C B Eb E F F# G# D G
5 B G# G Bb A C# D Eb E F# C F
11 F D C# E Eb G G# A Bb C F# B
6 C A G# B Bb D Eb E F G C# F#

First movement, sonata form

Introduction

1-5 P7, I5 rows; staccato F# motive introduced

Exposition

6-15 Primary theme in saxophone; secondary theme mirror canon

[repeat exposition]

Development

16-18 First developmental unit; mirror canon continues throughout development

19-21 Second unit

21-24 Third unit; climax of pitch and density; all T6 row forms are used

24-27 Fourth unit

[grand pause]

Recapitulation

28-37 Return of original row forms from exposition; some alterations in line movement and rhythmic content

[repeat development and recapitulation]

Coda

37-41 Rows from introduction presented in retrograde

Second movement, rondo form

Refrain A

1-19 Primary theme; untransposed (T0) row forms

20-32 Secondary theme; T6 row forms; canon

Episode B1

33-50 Primary theme; episode uses a variety of row forms

51-62 Secondary theme

Refrain A

63-87 Primary A theme returns

88-93 Transition

Episode C

94-121 Textural, rhythmic, and timbral contrasts

121-131 Transition

Refrain A

132-152 Both A themes return

Episode B2

153-182 Expanded row vocabulary; canon

Refrain A

182-192 First A theme returns; dynamic contrast

Bibliography

Kathryn Bailey, The Twelve-note music of Anton Webern: Old forms in a new language (Cambridge, 1991).

Pierre Boulez, liner notes to recording Complete Works: Anton Webern, London Symphony Orchestra/Pierre Boulez, Sony Classical: Austria, 1991.

Hans Moldenhauer and Rosaleen Moldenhauer, Anton von Webern: A Chronicle of His Life and Work (New York, 1979).

Pixelrush, http://www.antonwebern.com (April 4, 2001)

Leland Smith, “Composition and Precomposition in the Music of Webern,” in Anton von Webern: Perspectives, compiled by Hans Moldenhauer (Seattle, 1966), pp. 86-101.

Similar Posts

  • Isolating problem spots

    Earlier this month I posted about a fundamental practicing concept that sometimes escapes my less-experienced students. Here is another:

    Me: Play your D melodic minor scale.

    Student: [Begins D minor scale, plays a wrong note in the second octave.]

    Me: Whoops, remember to play B-natural.

    Student: Okay. [Starts over, makes same mistake.]

    Me: Please start at the second-octave A, and play just from there to—

    Student: [Starts from second-octave A, makes the same mistake, proceeds to finish the scale.]

    Me: No, I want you to start at the A, play just to the B-natural, and stop.

    Student: [Plays.]

    Me: Okay, that’s correct. Now—

    Student: [Starts over, makes same mistake.]

    Practicing in overly large segments is an issue for less-experienced students for at least three reasons. The first is that is it makes it difficult to notice exactly where the problem is happening. Students may tend to “power through” a section and evaluate it as a whole (“That wasn’t very good”), then simply start over again and hope for the best. Sometimes my younger students are surprised when I point out that they are actually making the same mistake over and over. In their minds, it’s a roll of the dice every time, hoping that everything turns out right, and if it doesn’t, then start again and hope for better luck this time. Practicing in smaller segments makes it much easier to identify and isolate problems.

    photo, Basheer Tome
    photo, Basheer Tome

    The second issue is that even if the precise problem is known, practicing it within too large a segment increases the cognitive load—it’s hard to devote enough attention to the actual problem when there are so many other notes to think about. Plus, practicing too long of a segment raises the stakes in a way that often doesn’t work well for inexperienced practicers: by the time you actually arrive at the problem spot, the pressure is really on to get it right, since you’ve already invested a lot in this run-through. If you isolate the problem to a much smaller segment, it’s not such a big deal if you have to start again.

    The third issue is efficiency. If your goal is to correct one wrong note, which lasts less than a second, and you play 30 seconds’ worth of music leading up to it and another 30 seconds’ worth after it, then you can only get about one repetition done per minute. Even if you get it right, it will take you hours to really solidify that passage. But if you can narrow the problem down to two seconds’ worth of music, you can do many repetitions per minute.

    In most cases, the problem that needs fixing has to do with getting from one note to another successfully. It may be that the second note isn’t the right one, or that it doesn’t respond right, or that the articulation isn’t correct, or a variety of other things, but the crucial concept is that there is a pair of notes, and the first note is right, and the second one isn’t.

    Step one is to practice just those two notes, not just once through, but many times. If this is only accomplished with difficulty, it may be due to the second note having a less-familiar fingering, or perhaps some kind of particular response difficulty. Practice those two notes—and only those two notes—over and over until they improve. If they don’t, consult a teacher who can help to you diagnose and improve your technique.

    If playing the two notes is trivially easy, then the problem is something about the context in which they appear. Add one more note before the first one, and repeat it several times. If it’s still easy, add one more. Continue until the problem returns, and practice that sequence of notes slowly and carefully until it feels natural and solid. If it becomes clear that adding more notes before the problem isn’t what’s triggering it, then start again from the two notes and gradually add notes after them. Sometimes anticipating what follows can cause something to go wrong.

    Don’t be overly anxious to put the (former) problem spot back into the “context” of a whole scale or etude or movement. Make most of your practicing small-segment work, and very gradually reassemble the small segments into slightly larger ones. Repeat the slightly larger ones many times, then combine them again into still larger ones.

    Take the time to break your practicing down into smaller chunks, isolate the problem spots, and work them methodically and repetitively.

  • Improving habits: use a timer

    Bill Plake wrote a nice blog post earlier this week, sharing a simple tip about using sticky notes to break bad habits. (Bill’s posts are excellent—make sure you subscribe in your favorite feed reader.)

    The tip he shares is similar to something I do during final performance preparations: I jot two or three key reminders on a sticky note (“Take your time and breathe,” “Keep fingers relaxed,” etc.) and stick them at the top of the page, covering the first few notes. That way when I get on stage I can make myself remember and focus on those few key items, rather than stressing myself over all of the details, and I give myself an extra moment to think and relax while I move the sticky note out of the way.

    I wanted to share an additional idea that I have used many times myself, and have had students use. I find it good for dealing with the really stubborn, ingrained habits: poor posture, excess tension, ignoring dynamic markings, using insufficient breath support, being inconsistent about vibrato (anything ringing a bell yet?), and so forth. These are the things that you can fix immediately, as long as you remember, but which somehow persist anyway. Have you had this experience, either as the student or as the teacher?:

    Teacher: Play it again from measure 12, this time with better posture.

    Student: [Corrects posture, begins to play, then slouches again.]

    Teacher: Remember posture!

    Student: [Corrects posture, continues playing, then slouches.]

    Teacher: Posture! [Glances at clock.]

    Something that has worked well for me when I find myself in this situation is to use a repeating timer. This can be a gadget, or, increasingly commonly, a smartphone app, that just beeps at you every few minutes. (I’ve been using Elapsed for iPhone [update: link dead], which is free and supports multiple simultaneous timers, but there are many, many options available.) At first I might set a timer as short as 30 seconds, and choose a single habit to focus on. Depending on the habit, I might stop playing to readjust what I’m doing each time the timer beeps, or I might readjust on the fly and continue. When I’m consistently making it through 30-second intervals without having to fix something on each beep, I can adjust the timer for longer intervals.

    It’s surprising how easy it is to let my mind wander—even within a minute or less—and go into auto-pilot mode, losing track of what I’m trying to accomplish and further calcifying bad habits. The timer technique is a nice aid for me to keep myself focused on a specific improvement I want to make in my playing.

  • Required recordings, spring 2011

    Once again it’s time for required recordings.

    This semester, I’m having my each of my students add a good chamber music recording to their library. The students required to buy these recordings are technically enrolled in applied lessons, which means they study solo repertoire, although I do also coach some of them in chamber music. But even those whose degree requirements don’t specify chamber group participation ought to have at least the most passing of acquaintances with chamber music for their instrument.

    For the saxophonists, choosing a format was simple enough—the saxophone quartet is the only significant chamber music setting with saxophones (although I did consider using this recording).

    For the other reed players, I considered some options (double reed quartets, clarinet quartets or choirs, bassoon quartets…) but ultimately settled on a wind quintet recording for the clarinetists and double reeders. This may be the only chamber recording I require any of them to buy during the course of their 4-year (well, hopefully 4-year) education—I could possibly choose one more in another couple of years—and I wanted to make it count. The wind quintet tradition is rich and, in woodwind terms, long.

    As usual, I was looking for good collections of fairly standard repertoire by exemplary musicians, reasonably priced and readily available. I had to steer clear of some tempting wind quintet choices by outstanding European groups, since I wanted to make sure my students are absorbing American-school ideas about tone. I also gave strong consideration to a great 2-disc set by the Utah Saxophone Quartet (which includes a couple of my former teachers; incidentally, all four members are really excellent doublers and they play some nice clarinet quartets on this recording, too), which I ultimately passed on because it’s not (yet?) available on iTunes and I’m trying to be 21st-century enough not to demand that my students buy physical discs.

    So here’s what I finally settled on:

    Borealis Wind Quintet, A La Carte: Short Works for Winds

    Find it on: Amazon | iTunes

    Repertoire: Rota Petite Offrande Musicale, Farkas Hungarian Dances, Beach Pastorale, Schuller Suite, Grainger: Walking Tune, Turrin: Three Summer Dances, Persichetti: Pastoral, Milhaud: La Cheminee du Roi Rene, Briccialdi: Potpourri Fantastico

    This album was nominated for a Grammy award in 2006.

    New Century Saxophone Quartet: Standards

    Find it on: Amazon | iTunes

    Repertoire: Singelee Quartet No. 1, Desenclos Quartet, del Borgo Quartet, Mintzer Quartet No. 1, Torke July

  • Practicing and the two-minute rule

    David Allen’s well-known book Getting Things Done is always within arm’s reach at my desk. I find its concepts and techniques valuable for managing my time and productivity.

    I don’t consciously use a lot of “GTD” ideas in my practicing, since practicing seems to me like a thing that is never “done.” (If any of you are applying GTD concepts to practicing, I’m interested in hearing about it.) But there’s one part of the GTD system that I do think of often when practicing or working with students: the “two-minute” rule.

    photo, Matthew
    photo, Matthew

    The idea is this: when organizing your tasks, if something comes up that will take less than two minutes to complete, it’s better to go ahead and do it rather than taking the time to process it into your to-do list and revisit it again later.

    I try especially to impress this on students who are stuck in “stage one” practicing, running long passages or entire pieces without stopping to isolate and fix problem spots. If you are practicing, here are some examples of things to spend two minutes or less solving now, rather than adding them to a do-later list:

    • Look up an unfamiliar foreign term
    • Mark in a missed key-signature note or ensemble cue
    • Practice an awkward three- or four-note passage (How many times can you practice it in two minutes? One or two hundred times?)
    • Check and adjust the tuning of a problem note
    • Revisit a favorite tone exercise to improve the sound of a certain note or passage
    • Figure out and mark in a trill fingering
    • Make and notate an interpretive decision (You can always change your mind later. For now, pick a plan and try it out rather than leaving it up in the air.)
    • Choose and mark a good place to breathe
    • Settle a question or conflict by consulting the full score or accompaniment part
    • Make a quick recording (your smartphone probably has a voice-recording app) and identify some areas to focus on (and possibly solve in two minutes)

    This approach does sometimes mean breaking stride on larger practice-time projects, but in general I find the two-minute fixes to be worthwhile.

  • The Doublers Collective: progressive jazz saxophone quintet

    The Doublers Collective is a new quintet of accomplished jazz saxophonists with strong doubling abilities, based in Phoenix, Arizona. The group is the brainchild of Monica Shriver, who I had the pleasure of meeting at the NASA conference last year.

    Check them out in this video:

    For more about the Doublers Collective:

    Dibs on first review of their forthcoming CD!
  • This week in airline travel with musical instruments

    Photo, caruba

    A couple of blog posts related to airline travel with musical instruments have caught my eye so far this week:

    Saxophonist Greg Vail had a bad experience checking his horn. Yes, he did check it—sent it to be stowed in the airplane’s cargo hold rather than carrying it on himself. But it wasn’t the baggage handlers who caused a problem. It was security inspectors who opened the strong custom flight case, damaged the key clamps, broke some reeds, and couldn’t get everything packed up properly again.

    I know I need to carry this case because they have done this before, but the real question is why?? I feel like these goofballs would riffle thru my medicine cabinet given the chance just because they are noisy and idiots, but I digress.

    Read More “This week in airline travel with musical instruments”

One Comment

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.