In the traditional liberal arts curriculum, music was classed alongside the mathematical disciplines of astronomy, arithmetic, and geometry. This placement reflects the theoretical nature of musical inquiry in the classical and medieval world, in which theorists sought to explain musical phenomena through ratio, proportion, and cycle. However, a historical precedent for a rhetorical approach to music exists in the practice of musica poetica in sixteenth- and seventeenth-century Germany. Influenced by the intellectual tradition of the Reformation, musica poetica sought to reconcile the practical concerns of music theory, composition, and performance with principles of classical rhetoric. Continue reading Musical Poetics
In Concordia University Irvine’s Enduring Questions and Ideas (Q&I) curriculum, students take coursework that seeks to engage with big questions: What is Truth? What Does It Mean to be Human? How Shall I Live? As a member of the music faculty, I am frequently called to engage with the question of Why Art?
In the spirit of this question, this essay examines a setting of Jubilate Deo (Psalm 100) by the seventeenth-century Lutheran composer Heinrich Schütz, which was composed and published in the midst of the near-apocalyptic warfare and social upheaval of the Thirty Years’ War. The perspectives of historical, musical, and theological inquiry provide a glimpse into the circumstances that Schütz faced while composing this piece, and offer many parallels to modern day experiences and anxieties. Continue reading Why Art? Music, History, and Faith through the Eyes of Heinrich Schütz