Schubert String Quintet Analysis

1
String Quintet in C major
Name:
Professor:
May 1, 2019
Franz Schubert (1797-1828) born in Vienna is an outstanding
representative of the early Romantic music of the West. His
work reflects the connection between the classical music
tradition of Vienna and the new romanticism of the 19th
century. Schubert received a good artistic influence from an
early age. When he was 5 years old, he began to learn music
with his father. When she was a child, Schubert had an amazing
voice and an admirable tone. In 1808 he was admitted to the
boarding school of the church and became a small singer in the

Children's Choir of the Palace Theatre. In the boarding school,
Schubert studied many professional courses, went to the theater
to listen to opera, and contacted many works by Mozart, Haydn,
and many other composers. In his short life, he has produced
more than 600 artistic songs, making a big contribution to the
development of art songs. I will analyze String Quintet in
Cmajor.
String Quintet in C major is one of his chamber music work,
created in the last year of his life -1828. This quintet uses two
violins, one viola, and two cellos. This arrangement makes the
bass of the music enhanced. The two cells are also Dialogues
can be made, and the interlacing of sounds between different
instruments becomes complicated. It is the treasure in chamber
music, both in terms of writing skills and spiritual. It is often
commented on Schubert's greatest chamber music in his later
years.
The D.956[footnoteRef:2] is compiled with a cello in addition
to the string quartet. This arrangement makes the bass of the
music enhanced, and there can be a dialogue between the two
cellos, so the melody of the symphony in D.956The proportion
has increased significantly, and the vernacular says that the
sound interlacing of different instruments becomes more
complicated. [2: Rick Anderson. Reviewed Work: String
Quintet, D956. 2005]
The string quintet consists[footnoteRef:3]offourmovements in
the usualquick-slow-scherzo-quick pattern: [3: William, Brown.
Menahem Pressler: Artistry in Piano Teaching. Indiana
University Press, 2009.]
1. Allegro ma non troppo
2. Adagio
3. Scherzo. Presto – Trio. Andante sostenuto
4. Allegretto
The first movement of the "C major string quintet" is composed
of a sonata style. The quintet opens with an extremely

expansive movement compare with other late Schubert works.
The length of Allegro is over one-third of the total length of the
piece around 50 minutes. The exposition lasted 154 measures
and began with a wide range of C major chords. Schubert
presents his unforgettable harmony, well-contoured melody and
without regular rhythm pulses. This is followed by music
leading to a second contrasting theme with gradually increasing
motion and tension. In the E-flat accidental key, it is
introduced into the duo between the two units. This part ends
with a dominant (G major) chord that naturally returns to the
open pitch chord when it repeats. After the World Expo re-
enactment, Schubert adjusts the development part, from G major
to A major. The music is in the form of Allegro, but the music
does not feel very fast at the beginning of the music. Therefore,
in the structure of the music, it is possible to create an illusion
that this is the introduction of the first movement, but from the
subsequent development of music. In the middle, we can deny
this illusion.
The second movement is Adagio, showing a romantic feeling
like a poem. It is very long (more than 14 minutes), which is
roughly the same length as the first movement without the
presentation. Representing the three paragraphs of the trilogy of
the three-part A-B-A in sharp contrast. The first stage is played
with the intensity of pp. The theme of E major is quiet and full
of affection. On the gradual theme, the homophones of the first
violin repeat and jump into the sound pattern as if expressing a
kind of sadness and screaming. The middle section uses ff and f
minor to form a strong contrast with the head and tail. The
powerful chords and sorrowful theme melody together form a
nearly heartbreaking, painful and rebellious passage, showing
the West. The thought, emotion and artistic tendency of music
in the early period of romanticism. The third movement is quite
long, contrasting with the soft movement, its structure is huge,
unrestrained, from time to time reminds people of the horn of
hunting. This movement consists of three parts, the first and last
two parts of the singer 3 and the middle of the three middle, the

singular theme melody developed on the basis of a hunting
horn-like motive, the symphony band on the adapter Thinking
makes the music grand and lively and lively. The most
prominent feature of this movement is its three middles: First,
Schubert pioneered the slow three-sound middle with a 4/4 beat;
secondly, the three middles of the movement echoed the soft
board. The squeaky Presto goes to the ongoing board (Andante
sostenuto), the music is full of mystery, like funeral music or
thinking like a person, this music is reminiscent of the medieval
church The sacred music in the music, as well as the music
played by the organ. The main tonality of this movement in C
major and its curved structure is a complex trilogy.
The fourth movement of the music structure Thefourth
movement uses the speed of Allegretto instead of Allegro, the
beat is 2/2, like the "a minor quartet", with a more brisk
atmosphere, it is brisk The bright musical mood also expresses
the tension accumulated in the previous three movements.
Through the analysis, the author defines the type of the music
structure of this movement as a revolving sonata.
Schubert lived in the intersection period of classicism and
romanticism and was also a giant of classicism music and a
pioneer of romanticism music. He emphasized the expression of
personal emotion, sought for the liberation of personality, and
at the same time pursued the spiritual creation of free mind and
free imagination. The thought of the romantic composer
emphasizes individuality, attaches great importance to personal
emotion and creativity. He not only absorbs the creative
techniques and experience of predecessors but also forms his
own unique music style by combining his own thinking mode.
As a late music work of Schubert, the string quintet in C major
inevitably shows the combination of these two music styles in
its music. It not only reflects Schubert’s inheritance and
innovation of classical structural art but also heralds the arrival
of a new romantic era. But for many classical music viewers, I
can't hear why this work is great, and I don't even think it is a
piece of sweet music. Compared to Schubert's other quintet

"Squid", the popularity and popularity of this D.956 is probably
far away. In fact, I think that the biggest obstacle to appreciate
this work is that there is less "song length" and "singing
melody", so if you start listening from the beginning, you will
find it difficult to get into the ear, and your attention will soon
dissipate. But if you have the proper guidance, you can grasp
the focus of the music. Once you hear them, I think you will
love this piece.
Bibliography
Robert Anderson. “String Quintet in C d956.” The Musical
Times 124, no.1680 (1983): p.108
Robert Anderson. “String Quartets Nos 9-13.” The Musical
Times 111, no.1534 (1970):1235-1236
Stanley Sadie. “String Quintet in C, Op 37 no 7.” The Musical
Times 109, no.1505 (1968): 640
William Kinderman. 19th-Century Music. Vol. 21, No. 2. pp.
208-222, 1997
Tempo. New Series. No. 123, p56-58, 1977
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Many sitcom tropes
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hilarity
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Ricky’s accent
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Other episodes: Lucy is treated as a child by Ricky
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“Whatever battles the Ricardos may wage, whatever disasters
may afflict their home and friends, they are made all right by
Ricky’s love for Lucy – not by Lucy’s love for Ricky, nor even
by their mutual affection, but by Ricky’s paternal, lordly
conferring of forgiveness and acceptance.”
– Gerard Jones, Honey, I’m Home! Sitcoms: Selling the
American Dream (1992), p. 71
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Kind of nice
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Witty Banter and One-Liners
Deliberate Misunderstandings
Running Jokes (“Norm!”)
Mismatched Couple w/Sexual Tension
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Witty Banter and One-Liners
Deliberate Misunderstandings
Running Jokes
Mismatched Couple
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Sam vs./+ Diane
Diane vs. Carla
Norm + Cliff
Carla vs. Cliff
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Frasier + Diane vs. Working Class
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Complicated narrative structure w/ intertwined plots
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Coincidence
Character act on whims
Goals aren’t achieved or backfire
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More scenes (26 vs. 7)
Mixing single and multi-camera
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Large regular cast
Jeff: “Abed, stop being meta. Why do you always have to take
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Sitcoms
(2009-2015)
Innovations
Cinematic Style
No multicamera
No laugh track
Large regular cast
Acknowledging the artificiality of TV
Aware of sitcom rules (& willing to break them)
Knowledgeable characters (Abed)
Ironic criticism; cyncial
Mocking tone
Not really a sitcom
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(2009-2015)
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(2009-2015)
Style of Humor
Getting the references
Relationships
How types, clichés get twisted
Playing to our sitcom expertise

Fast-paced
Cruel & ironic, but ultimately sincere
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TV in American Life
April 12, 2019
Group Presentation: Sitcoms
Details:
Due Dates: Monday, May 6; Wednesday, May 8; Friday, May
10; Monday, May 13
Length: 10-12 minutes
Value: 150 points
Description:
In a couple of weeks, we are going to be laying out a brief
history of the situation comedy by focusing on five
series: I Love Lucy, The Mary Tyler Moore Show, Cheers,
Seinfeld, and Community. We will be discussing how certain

visual aspects of the series have changed. We will also examine
how humor itself has changed over the course of
the nearly 70 years of sitcom history. For this group
presentation, you and your partners will be examining an
additional sitcom. (You can choose the sitcom, but it cannot be
any of the five we will be discussing; it also cannot
be All in the Family or any show that anyone in your group has
used for any other assignments this semester. In
other words, it needs to be something new.) Your job will be to
fit your sitcom into the history that we’ve
established in class. Which series is it most like? How was it
influenced by the series we will be examining in class?
How is it different from these sitcoms? How innovative is your
series? How does your sitcom’s sense of humor
compare to the sitcoms we discussed in class? You will want to
examine both the more technical aspects of the
series (including camera use, the laugh track, the structure of
episodes, and more) and the series’ overall sense of
humor. Basically, in your presentation, you’ll be doing what we
will have done in class – just with a different
sitcom. In your presentation, though, you should explain the
most significant connection between your sitcom and
the ones we will have discussed in class. And then you’ll need
to explain HOW this connection works.

When you’re thinking about which sitcom you should use, you
should keep in mind that we’re generally talking
about ½ hour programs aired on a network, a cable channel, or
streaming service. Also, we’re basically looking for
series that are meant to be funny. Sitcoms should be narrative,
so you can’t use Late Night with Stephen Colbert or
other similar talk shows. Narrative animation that functions as a
sitcom, like The Simpsons or Bob’s Burgers, would
qualify for this assignment. When you’re preparing your
presentation, you might want to use a single episode from
your series to create a really strong focus, but can also make
brief references to other episodes. Make sure that
you’ve got good, specific evidence to support your analysis.
You shouldn’t need to do any research for the
presentation, but if you need to check on characters’ names, the
website imdb.com is always useful. (If you do any
research to flesh out your ideas, make sure you cite the sources
in your presentation. Our book The Platinum Age
of Television might be a good source, depending on the sitcom
you are working on.) You will probably want to
watch multiple episodes of your sitcom very closely so that you
can develop some concrete examples to support
your ideas. The presentation needs to be your analysis, not a
report about the sitcom, but you will need to include

a brief summary or description of your series.
As a presentation, you will need to include a visual component.
That could be clip from the show (but try to limit
yourself to about 2 minutes) or a PowerPoint presentation with
images, or a combination of both. Make sure that
all members of the group talk during the presentation. Using
notes is fine, but reading a script (whether it’s on
paper or on the screen) will hurt your overall grade.
Evaluation:
A high-quality presentation will have the following ingredients:
• Well-developed analysis that reveals specific connections to
the series discussed in class
• An examination of both the technical aspects of your sitcom as
well as its sense of humor
• Brief summary of the sitcom and perhaps a specific episode
being focused on
• Clear evidence – including visual elements – that support your
analysis
• Interesting and engaging presentation that is clearly delivered
with useful and appropriate visual elements.
In your presentation, all members of the group must talk.
Visuals need to be presented clearly, without

taking up too much time for arranging your clip, and everything
must be explained thoroughly and in a
well-organized fashion. Try to engage with audience; make eye
contact and avoid reading.

Schubert String Quintet Analysis

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