The Proms: a Living Tradition
When Henry Wood, a fine pianist and conductor and Robert Newman, an enterprising manager launched that first season of Promenade Concerts in 1895, the idea of informal, cheap, standing concerts was by no means new. Such concerts had their origin in the famous eighteenth-century pleasure gardens, where 'promenade' really did mean walking around.
Many series of light promenade concerts took place in the middle years of the nineteenth century in London's music-halls and theatres; what they all had in common was a popular choice: of music, low prices, and the availability of refreshments.
Socially, the early Proms were never aimed at London's fashionable society. They took place during the summer months when the more leisured classes would be out of London, and as a consequence there was little other serious music to be heard. The more serious music was confined to the first part of the concert.
In the 1890s up to half of a programme might consist of solo items: songs with piano accompaniment (often ballads of the most rip-roaring patriotism or mawkish sentimentality), and solos for all sorts of instruments, particularly the cornet. The earliest Proms would often finish with a rousing march or waltz to send the audience away happy.
All the time Wood and Newman were succeeding in raising standards and introducing the Prom audiences to a wider and more serious range of music.
By the fifth season Wood had introduced music by such 'modern' composers as Rimsky-Korsakov, Richard Strauss, Tchaikovsky,
-
149
-
Chabrier, Glazunov, Dvorak, Saint-Saens and Balakirev. By the second season, in 1896, a practice had been established of Wagner Nights on Mondays and Beethoven Nights on Fridays. Within a few years the ballads and the cornet solos had begun to fade away, and improbable fantasias on operatic tunes were giving way to properly prepared extracts from the operas.
-
One very positive by-product of World War I was the increasing number of women orchestral players. Apart from the harp, traditionally a ladies' instrument, orchestras had until then been strictly male preserves. It was in 1913 that Wood had first encouraged as "mixed bathing in the sea of music", and he continued to support the engagement of women players.
-
The Proms, now a traditional institution, continued to flourish after War. In 1919 the Queen's Hall was redecorated. Broadcasting was to be the salvation of the Proms. In 1927 the British Broadcasting Company had become a Corporation with the mandate 'to inform, educate and entertain'. After intricate negotiations, the BBC agreed to take over the Proms. Starting in 1927, broadcasting opened the Proms to a far wider audience.
-
The Proms in the 1930s were particularly favourable to British music. There was hardly any British composer of significance who failed to have a piece introduced at the Proms during this decade, from the elderly Elgar to the young Benjamin Britten playing the solo part of his new Piano Concerto.
-
At this time, the only place in London suitable for large scale orchestral concerts was the Royal Albert Hall. Neither more beautiful nor more elegant, but nearly twice the size of the Queen's Hall, with a capacity of nearly 6,500 the Royal Albert Hall began its Prom career in the summer of 1941.
-
By 1947 almost every note performed at the Proms was being broadcast, divided between the BBC Light Programme, Home Service and the new Third Programme. The First Night of the Proms was televised for the first time in 1953, and the Last Night the following year.
-
By the early 1960s there was a growing feeling that the Proms were in need of change and renewal. The history of the Proms during the 1960s is essentially that of a transformation from a mainly British enterprise — to an international festival.
-
In 1966 the Moscow Radio Orchestra, conducted by Gennady Rozhdestvensky (later to become chief conductor of the BBC SO),
-
150
-
became the first of many distinguished foreign orchestras to play at the Proms. Although today the mainstay of the Proms is still provided by the BBC orchestras, a modern season will be performed by literally dozens of other orchestras and ensembles from Britain and from all over the world.
-
In 1970 an extra late-night concert was held for the first time, and starting in 1971 there were experiments with different venues for some concerts. The Royal Opera House hosted a Prom performance of Boris Godunov.
-
Other Prom events which have gone beyond the 'traditional' repertory have included brass band and steel band performances (linked with a picnic in Kensington Gardens); children's Proms; and jazz of various shades performed by the National Youth Jazz Orchestra.
-
If you buy a ticket for one of the seats in Albert Hall — whether in the stalls, the boxes or the balcony — you will realize long before the players come on to the stage what makes the Proms so special and different from other concerts: the arena in front of you is crowded with people, many of them very young, who have come to stand through the concert.
-
Over the years, many foreign musicians have expressed their astonishment at the concentration of the Prommers, who can stand in perfect silence during the longest works. This intensity is much appreciated by performers, who sense an immediate communication, often hard to achieve on other large halls. The BBC's patronage also extends to performers, and many young artists owe their first wide exposure to an appearance at the Proms. For some, it has been the beginning of a long relationship with their audience.
-
There is no doubt about the continuing vitality of the Proms as they complete their first hundred years. Audiences are consistently large and enthusiastic. Another sign of vitality is the level of public debate which the Proms can stimulate. Planning and repertory are under constant discussion; there is the perennial question of the correct balance between old and new music, young or mature artists, British and foreign, the familiar and unfamiliar.
-
Less well-known music, both old and new, can be given more prominence. The range of artists performing in any one season is now truly
-
BBC SO - BBC Symphony Orchestra
-
151
-
international, and includes new talents alongside the world's biggest names.
-
For the variety and quantity of music performed, for the standards of performance and for the huge numbers of listeners, the Proms have over the years become a unique and irreplaceable festival, not just in the musical life of Britain, but of the world.
-
Answer the following questions.
-
Who were Henry Wood and Robert Newman and what did they launch in 1895?
-
Why wasn't the idea of cheap and standing concerts new?
-
What did the concerts have in common?
-
What kind of audience were the early Proms aimed at?
-
What can you say about the programs of the early proms?
-
What kind of music had Wood introduced by the fifth season?
-
What was one very positive by-product of World War I?
-
How successful were the Proms in the after-war period?
-
What can be said about the 1930s?
-
What role did the Royal Albert Hall play in the history of the Proms?
-
When were the Proms broadcast and televised for the first time?
-
The history of the Proms during the 1960s is essentially that of a transformation. What transformation?
-
Whose orchestra became the first of many distinguished foreign companies to play at the Proms?
-
Who became the chief conductor of the BBC SO?
-
What makes the Proms so special and different from other concerts and what have many foreign musicians expressed astonishment at?
-
What has made the Proms a unique and irreplaceable festival?
- В.Д. Аракин, и.А. Новикова, г.В. Аксенова-Пашковская, с.Н. Бронникова, ю.Ф. Гурьева, е.М. Днанова, л.Т. Костина, и.Н. Верещагина, м.С. Страшникова, си. Петрушин
- Isbn 5-691-00978-8 (в пер.).
- Isbn 5-691-00978-8 (в пер.)
- Предисловие
- Essential course
- Text From doctor in the house
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Summary
- 2 Textual connectors and sequence markers
- Vocabulary exercises
- Thematic vocabulary
- Higher Education
- Text From to kill a mockingbird
- By Harper Lee
- Commentary
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- To betray smb' trust, win smb's trust
- Reading comprehension exercises
- Notes on style
- Syntactical stylistic devices
- Lexical stylistic devices
- Assignments to the analysis of style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- Conversation and discussion courts and trials thematic vocabulary
- Crime and Punishment
- B) Use the material of the text and the thematic vocabulary in answering the following questions:
- 7. Juvenile delinquency is an issue about which people all over the world are concerned.
- A) Read the extracts given below which present information on the gravity of the problem:
- 11. Get ready to act out a scene from the film Witness For The Prosecution
- Characters
- Scene One
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Paraphrase the following sentences using the phrases and word combinations:
- Make up and practise a dialogue using the phrases and word combinations.
- 12. Translate the following sentences into English using the phrases and word combinations:
- Notes on style
- Vocabulary exercises
- 5. Review the essential vocabulary and translate the following sentences into English:
- Getting to grips with phrasal verbs
- 1. Read the page from a dictionary and translate the sentences into Russian.
- 2. Complete the sentences below with a suitable phrasal verb:
- Conversation and discussion books and reading thematic vocabulary
- Graham Greene: 1904-1991
- Britain's favourite books: the top 100
- Unit four
- Text From ragtime1
- By e. L. Doctorow
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Vocabulary exercises
- 4. Paraphrase the following sentences using the essential vocabulary:
- 5. Use the essential vocabulary in answering the following questions:
- 6. Choose the right word ("to ignore", "to neglect" or their derivatives).
- 7. Fill in the blanks with postlogues:
- Make up short situations or a story using the essential vocabulary.
- Translate the following sentences into English:
- 2. Complete the sentences below with a suitable phrasal verb.
- 3. Replace the words in italics with the most suitable phrasal verbs from the dictionary entry.
- 4. Translate the sentences from Russian into English.
- Conversation and discussion
- Man and music
- Thematic vocabulary
- Understanding Music
- B) Find in the text the facts the author gives to illustrate the following:
- C) Summarize the text in five paragraphs specifying the development of 1) op era, 2) operetta and musicals, 3) instrumental music, 4) jazz and 5) rock.
- 2. Use the thematic vocabulary in answering the following questions:'
- 3. Below are opinions on the development of music.
- A) Spend a few minutes individually thinking of further arguments you will use to back up one of the opinions:
- 4. Group work. Split into buzz groups of 3—4 students each. Discuss the following, using the expressions of agreement or disagreement.
- Afro-American Music
- The Proms: a Living Tradition
- Unit five
- The lumber-room
- By h. Munro
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- The Difficult Child
- The Bell Family Charter
- 2) Phrases worded in a straightforward way and those worded in a less categorical, polite way.
- B) Be ready to act out the dialogue in class.
- 11. Below are some quotations dealing with family life and children. Illustrate them with a short story.
- Unit six
- Growing up with the media
- By p. G. Aldrich
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- 2. Complete the sentences below with a suitable phrasal verb.
- 3. Replace the words in italics with the most suitable phrasal verbs from the dictionary entry.
- 4. Translate into English using phrasal verbs.
- Conversation and discussion
- Television
- Thematic vocabulary
- A National Disease?
- The Story So Far
- A) Find the English equivalents for the following:
- B) Answer the following questions:
- 4. Read the following and extract the necessary information.
- Internet
- Television Questionnaire
- Unit seven
- From the time of my ufe
- Commentary
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- 4. Read the passage beginning with "After the war I found..." up to "... Where their knowledge of the outside world is invaluable" and pay attention to tones, weak forms and rhythm.
- 5. Complete the following sentences:
- Make up five sentences on each pattern.
- Pair work. Make up and act out a dialoue using the speech patterns.
- Translate the following sentences into English:
- Notes on style
- Vocabulary exercises
- 4. A) Give the Russian equivalents for:
- B) Fill in the blanks with the verb "to make" with a preposition:
- 5. Paraphrase the following sentences using the essential vocabulary.
- 6. Use the essential vocabulary in answering the following questions. Give full answers repeating the wording of the questions.
- Make up and practise short dialogues or stories using the essential vocabulary.
- Review the essential vocabulary and translate the following sentences into English:
- Conversation and discussion
- Customs and holidays
- Thematic vocabulary
- The Field of Folklore
- Issues for Discussion
- Unit eight
- From thursday eveninc
- By Ch. Morley
- Speech patterns
- Phrases and Word Combinations
- Essential vocabulary
- Reading comprehension exercises
- Notes on style
- Vocabulary exercises
- Getting to grips with phrasal verbs
- Conversation and discussion
- Family life
- Thematic vocabulary
- The Politics of Housework
- Appendix
- Unit one
- Organization and structure of the system of education in the usa
- British and american universities
- Unit two
- The us Court System
- Unit three
- Guide to Literary Analysis. Evaluating a Story
- Analyzing the Author's Style
- (Continued)
- Unit six
- Major British and American Broadcasting Companies, Networks, News Agencies
- International Federation of Journalists declaration of principles on the conduct of journalists
- Additional exercises1
- Composition subjects
- Respond to the following situations either in a short story, using a dialogue and a description, or in an essay form.
- Conversational expressions (Units one - eight)
- Unit one
- Persuasion
- Persuasion
- Some means that can be useful in persuading others
- Attack and response
- Response
- Unit three
- Unit four
- Agreement and disagreement
- Expressions showing criticism and virtues
- Unit five
- Reacting to opinion
- Giving clarification
- Unit seven
- Correcting people
- Unit eight
- Role playing
- Giving advice
- I would advise you to do...
- What you must decide
- Role cards
- Possible follow-ups
- Discussing a textbook
- Situation
- Cast list
- What you must decide
- Possible follow-ups
- Television
- Situation
- Cast list
- What you must decide
- Possible follow-ups
- The investigation
- Situation
- Cast list
- What you must decide (after the role play)
- Role cards
- Possible follow-ups
- An incident at school Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Nick's birthday
- Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Students' wedding Situation
- Cast list
- What you must decide
- Role cards
- Possible follow-ups
- Методические рекомендации студентам, готовящимся к проведению микроуроков
- Рекомендации по проведению микроуроков по работе с речевыми образцами
- Тренировочные упражнения
- Упражнения на применение изученных речевых образцов
- Рекомендации по проведению микроуроков по работе с текстом
- Рекомендации по проведению микроуроков по работе с лексикой
- Рекомендации по проведению микроуроков по работе над экспрессивной речью
- Рекомендации по проведению микроуроков по работе с аудиотекстом
- Рекомендации по проведению микроуроков
- По работе над фонетической стороной
- Устной речи и чтения
- Рекомендации по проведению микроуроков
- По письменному контролю выработанных
- Навыков и умений
- Appendix
- 119571, Москва, просп. Вернадского, 88,