Medieval to Modern: A conversation with Kimberly Marshall

Douglas Reed

Robert Clark taught at the University of Michigan from 1964 to 1981, and at Arizona State University, Tempe, from 1981 until his retirement in 1998. One of his most noted achievements as a performer was his recording, Bach at Naumburg, on the newly restored organ built by Zacharias Hildebrandt in 1747, an organ tested and approved by J. S. Bach and Gottfried Silbermann.  

In the United States Clark served as a consultant to many churches, and was directly responsible for the building of the first two modern mechanical action organs in Arizona: Victory Lutheran Church in Mesa and Pinnacle Presbyterian Church in Scottsdale. He was also advisor for the Richards & Fowkes organ at Westminster Presbyterian Church, Knoxville, Tennessee.

Clark has served on many juries for organ competitions, including St. Albans and the Grand Prix de Chartres. In 1992, he received a plaque from the Central Arizona Chapter of the American Guild of Organists, inscribed “Master Teacher.” Clark recently moved from Cincinnati, Ohio, to Houston, where his daughter, Barbara, will continue her career as a teacher of voice at Rice University beginning in fall 2013.

On May 19 and 20, 2012, the author spoke with Professor Clark at his home in Cincinnati.

Douglas Reed: Thank you for this opportunity to talk. Please tell about some of your early musical experiences that shaped you as a musician.

Robert Clark: It began in kindergarten. In the classroom there was a mockup of a pipe organ that fascinated me. I spent the entire playtime pretending I was an organist. When I was about six years old, I went behind the stage where things were going on at church [First Methodist Church, Fremont, Nebraska] and saw for the first time a Universal Air Chest of an Austin organ. I pushed the flap that opens the door, and, of course, I noticed a great change in pressure. I was totally fascinated.  

 

You’ve mentioned motion or movement training in school.

Yes. The term was not used, but it was pure Dalcroze eurhythmics involving step-bend, step-step-bend, making phrases with your arms, going in circular motion and in advanced cases, walking two steps against three bounces of the ball or vice versa. Dalcroze eurhythmics was part of my training as early as fourth grade, as was moveable-Do solfège. My claim to fame was being able to hear and sing descending major sixth and ascending minor third intervals.

It was a very unusual public school system in Kansas City. I don’t know whether the name Mabelle Glenn means anything to you, but she edited several volumes of Art Songs for School and Studio. In the 1930s, she conducted the Bach St. Matthew Passion at Grace and Holy Trinity Cathedral in Kansas City. During her long career, she was renowned in music education and, surprisingly, convinced the administration to include music in the daily curriculum of the grade schools in Kansas City.

 

What other things influenced you as a youngster? Did you study piano?

Oh, yes. From the fourth grade until I finished high school, my teacher was Margaret Dietrich, who had been a pupil of Josef Lhévinne at Juilliard. Much of the elegance and detail in his playing was transmitted from her to her students. Believe me, she was a strong personality and pushed me very hard at a time when I was quite lazy.

Miss Dietrich would probably be 105 years old now, although I did see her when she was in her nineties after she and her husband had moved to Flagstaff, Arizona. It was very good to see her again. She even told me I could call her Margaret! 

 

Did you study the organ during that time?

Yes, much to my piano teacher’s dissatisfaction (laughter), I did take organ lessons. My first piece was Song of the Basket Weaver, one of the St. Lawrence Sketches by Alexander Russell. I had my first church job when I was 14, playing a two-manual and pedal Estey reed organ. That’s when I became fascinated with playing the famous Toccata by Widor.  

 

Then you majored in organ in college. What led to that?

That’s what I wanted to do! I went to a small school, Central Methodist College, in Fayette, Missouri, and from there to Union Theological Seminary, where I did my graduate study in the School of Sacred Music. Orpha Ochse was one of my teachers at Central. I alternated organ lessons between Orpha and Luther Spayde, who was a strict Dupré advocate. Orpha suggested many subtleties not otherwise available. She was also my first-year theory teacher. 

 

Did you study with N. Louise Wright and Opal Hayes at Central Methodist College?

I certainly did. Miss Wright was one of those very colorful, flamboyant people who made you think you were better than you were. Miss Hayes taught Bach and technique, and Miss Wright taught interpretation.

 

Then you went from Central to New York City?

I did. My first teacher was Clarence Dickinson. I was much too immature and opinionated to understand his breadth of knowledge and approach to teaching. He knew the tradition of Widor and other European masters of his era. Lessons were at Brick Presbyterian Church in New York City, where there was an E. M. Skinner organ, recently replaced.

That was 1953. Interestingly, I went to the other extreme with Ernest White, who was known for playing as if the keys were hot! He did not force his theories upon me and respected my individuality. I played a debut recital in his studio at St. Mary the Virgin, and that’s probably the only recital I played from memory without dropping a single note.

 

Ernest White had a series of studio organs, right? 

Yes, this was the largest. It was up on the second floor of St. Mary the Virgin. It was quite the thing; it was very controversial and very well should have been!

 

Tell us about other experiences that you had in New York.

While a student at Union Seminary, I had many meaningful experiences. For example, I heard the New York debut of Jeanne Demessieux at Central Presbyterian Church, the “Carnegie Hall” for organists in those days. Quite a number of us went to hear Demessieux, and we all fell in love with her. She played with very high spike heels, the type that would pull up a grate from the sidewalk! Her pedal technique was built around that. I heard her play her repeated-note etude for the pedals—with the spike heels. Indeed!

 

One time, you mentioned the Langlais Suite Médiévale in association with your time in New York.

Yes. I was possibly the first student organist to play that work in the United States. Messiaen was even more controversial. The first piece I learned was the Apparition de l’église éternelle. I wrote my master’s thesis on Messiaen and also translated his Technique de mon langage musical before the “official” translation became available.

  

Let’s talk more about your teachers. You’ve mentioned studying with Gustav Leonhardt.

I knew him when he was not yet 30, on his first trip to the United States. He taught a course on performance practice at a Union Seminary summer session. I had a few lessons on an organ that he disliked and some harpsichord instruction. All of a sudden it wasn’t a case of limiting but of greatly enhancing the possibilities of what a performer could do. He had an incredible stash of information about early sources. Being typically Dutch, he could speak four different languages. So in the class he would read something off in the original language, and finally it occurred to him that no one could understand what he was saying, so he began translating. 

We had many good experiences, including a chance encounter one Sunday afternoon as I was taking the uptown subway. We ran into each other on the way up to see the famous medieval complex, The Cloisters. We had a very good time doing that. He had a great deal of knowledge about medieval art. I simply admired his whole approach to music making, which was very elaborate.

 

When you say he opened up all kinds of possibilities rather than limiting them, what exactly do you mean? 

He spoke about different ways ornaments could be played, places where you would or would not play notes inégales—all of the options open to the musician. Would you play over-dotted, double-dotted, neither, or something in between?  

I remember a subsequent class he did at the University of Michigan. He spent an entire session on about three measures of music. It was the sarabande from the C-minor French Suite. He talked very much about the expressive nature of this: if we over-hold this, such would happen, but if we don’t overhold, something else will happen. I remember something he told me in the early 1950s and which I strongly believe: dynamics are achieved by variations in touch and articulation and by rhythmic adjustment.   

 

Did Leonhardt perform at that time?

Oh, yes! I heard him perform many times. I heard him perform the one and only time on an electro-pneumatic organ at St. Thomas Church in New York City, and he said, “Never again!” And he didn’t. He commented on what a nice place this would be to have a fine mechanical action organ, and finally Taylor & Boody fulfilled that dream. Leonhardt was also a very fine fortepianist, incidentally.  

 

Are there other teachers or musical experiences you would like to mention?

One of my good experiences was being a fellow judge at the Fort Wayne competition with Arthur Poister. He was very insightful and was usually right in his perceptions of the musical personality and even gender of the competitors. 

 

Let’s talk about Bach. I’m curious about how your perspective on Bach has changed over the years. You mentioned learning with the Dupré edition. What has happened?

We have reached a new level of understanding of articulation in terms of listening. After all, a pure legato or even over-legato are types of articulation, but if one reads treatises like J. J. Quantz’s On Playing the Flute, one learns how wind players rehearsed. It was tonguing that made a difference, and of course listening to string playing makes a difference. Where does one change a bow? These are all deviations from a pure legato. Even a seamless legato is a form of articulation and, in fact, harpsichordists deal with over-legato. 

 

How has the revival of mechanical action influenced your thinking?

It has influenced my thinking entirely. My first European trip came quite late, in 1977. I played many of the great organs in Europe. The organ at Kampen, the Netherlands, was the last organ I heard in Europe before returning to the United States. The next day, I heard a chiffy Positiv Gedeckt on the organ at Hill Auditorium and thought, “This will not do.” So, I found a way of getting to a tracker-action organ even though it wasn’t a very good instrument. Students would have lessons in an unheated church in the winter simply for this experience. And then I took many groups of students and others down to the Ashland Avenue Baptist Church in Toledo, where the important Brombaugh organ, now in Rochester, used to be. We learned a great deal from this opportunity.

What did you learn?

I learned about the sensitive interplay between winding and touch, and realized I could find detail in the music that could not be found any other way. Indeed, the fastest key action is not electro-pneumatic. With a good mechanical action, the response is immediate, providing complete contact with the instrument. Contrary to conventional wisdom, many of the great European instruments are not hard to play. Of course, as the pallets become larger, the action becomes heavier. For example, with a typical basse de trompette, the touch and speech of the lower notes affect timing and interpretation. This is as it should be! It shouldn’t be all the same. I tell my students that the only “perfect” action that does everything consistently is the electronic organ! 

 

And when you’re playing with manuals coupled and a huge sound, you tend to play differently.

Of course. If you listen to my Naumburg recording, the last variation of Sei gegrüsset was played with all three manuals coupled, and it becomes very grand. One plays quite broadly when the action is heavier, whereas the other variations call for a lighter registration and touch. In the partitas, particularly in Sei gegrüsset, there are also many things that relate directly to the playing of string instruments. 

Think of the difference between playing a violin and playing a cello or a gamba. I’m always very happy with students who have played a wind instrument or string instrument or have had experience singing. Anyone wanting to be an organist should learn another instrument. 

 

Can you speak more about singing?

Articulation involves attack as well as release. If you were singing all legato, there would be no consonants, no words. It would be just one stream of sound, which is vocally impossible.

 

You’ve said, “Put a D or a T on that note.”

Yes, but only on a good organ with suspended mechanical action is that possible, because it has to do with the speed of attack and release. I recommend A Guide to Duo and Trio Playing by Jacques van Oortmerssen for comprehensive understanding of early fingerings and their impact on articulation.

 

Let’s talk more about teaching and learning. What are the three most important things to consider when learning and performing a piece?

Traditionally, we say “rhythm, rhythm, and rhythm.”

  

How do you start an organ student? Do you have a teaching method?  

Some of the older teaching methods are outdated. So many deal with absolute silence and space, up and down, no give and take. Music doesn’t work that way. I don’t agree with the idea that we delay learning Bach until we understand historic fingerings. There’s one method that starts with some rather uninteresting music of the Romantic era, but the student is not ready for Bach until he or she knows how to use historic fingerings. Who knows what is “historic” anyway?! Nobody has the same hand. Finger lengths are different. The balance of the hand is different. I think just simple things that are good music are the best way to start: Renaissance pieces, easier Bach, some pieces in the Orgelbüchlein. It is not necessary to delay learning Bach. Early and modern fingering should be included within modern teaching approaches, not as separate entities.

 

In recent decades, there has been a great deal of emphasis on early fingerings.

You may be surprised, but since I came back from Europe, I’ve been almost exclusively into historic fingerings for early music. That doesn’t mean always doing the same thing the same way, but there are times when paired fingerings—3-4-3-4 ascending and 3-2-3-2 descending in the right hand—work on a good sensitive instrument. The trio sonatas include marked articulations that are very much related to wind and string playing. For me, usually the marked articulation determines the fingering anyway. I tend to write slurs rather than numbers in my music.

Do you have any particular memory techniques? You mentioned using solfège.

Yes, I use solfège, but memory, like doing anything else well, simply takes time and practice. I have no gimmicks whatsoever in memorization. It is an extension of the learning process. The ultimate test is to be in a quiet room without scores, and being able to hear every note in a performance the way you want to hear it. And that’s the most secure way to memorize. Without this ability, one tends to rely entirely on a mechanical approach.

 

You have a nice selection of artwork in your apartment. How important is study of the other arts—the visual arts, even film—for a musician?

A good example of Baroque performance practice that few people mention lies in the art of Peter Paul Rubens, whose works are among the finest Baroque paintings. They are full of motion, huge sweeps of the brush, and great detail within those. A good place for any musician to visit would be the Rubens gallery at the Louvre. 

 

Please talk about the sense of motion as it relates to rhythm. Many performances are very speedy and metronomic, but without a sense of movement. 

Well, Duke Ellington once said, “Man, if it don’t got that swing, it ain’t music.” (laughter)

 

You have mentioned the term “lilt.” How does one achieve that?

The harpsichordist Isolde Ahlgrimm had her students learn the steps for the dances used in Bach’s keyboard suites. They would learn the choreography of the allemande, sarabande, the courante, and gigue in their various forms, bourrée, gavotte. This is a very good idea. The more we can see things moving, the better! 

 

What about conducting and singing a line? You’ve recommended the Kirkpatrick edition of Scarlatti sonatas. He recommends walking.

Oh, yes. That’s very good basic reading. It’s an essay on rhythm in the first volume of the Schirmer edition of the Scarlatti Sixty Sonatas edited by Kirkpatrick. That’s very good information. It’s in a question/answer format. Question: “How do I sense the shape of a phrase?” Answer: “By dancing it.” Learn the difference between rhythm and meter: meter is regular; rhythm is essentially irregular. Rubato does exist in Baroque music but not exactly as in Chopin. Kirkpatrick said, “Rhythm is the superimposition of irregularity upon regularity.”

 

Dare we talk about the metronome?

What you should do if you have a metronome is to throw it in the dumpster. It creates arithmetic, not rhythm. 

 

You’ve often mentioned continuo and the value of accompanying, working with other instrumentalists and vocalists. 

Working with other musicians, one discovers many of the subtleties of articulation derived from bowing and tonguing. I learned the hard way not to jump ahead of one’s fellow musicians; you have to listen to the breathing of the musician. I would often jump ahead of the wind instrument player, and I’d be playing before he completed taking a breath! Many organists have this panicky thing: “If I don’t get moving, it’s not going to go!” You must leave space for breathing. Not every instrument is like the organ, where you can have a continuous supply of wind.

 

There has been a great resurgence of interest in improvisation in the American organ world. Can you speak about your views on improvisation and how it relates to performance in general?

In our country we used to have maybe an annual “be nice to improvisation day” and that was the beginning and the end of it. But in France, where the study of improvisation is obligatory, this begins in childhood and continues throughout a musician’s entire career. It’s not a thing acquired quickly or easily.  

Particularly in music before the Romantic era, improvisation was par for the course. But if Liszt and other Romantic virtuosos were to play in a modern-day academic setting, matters would be quite different.

 

These are some fairly major changes from the Dupré method at Central Methodist!

Well, I studied with Dr. Dickinson in 1952. How many years has it been? We’re not doing anything the way we did 60 years ago. Airplanes are not the same. Cars are not the same. The way we dress and the way we think are not the same.  

 

You taught at the University of Michigan for 17 years. Who were some of your closest colleagues at Michigan?

My closest friend in the organ department was Bob Glasgow, who was an inspiration even though we were occasionally different in our approach. Another very dear friend was Ellwood Derr, who was really a historian but taught music theory. He knew an incredible amount about music in general, and you could go to him with almost any question. Another colleague, John Wiley, was very much an expert on Russian music. 

At Arizona State University, Frank Koonce, the classical guitar teacher, and I became good friends. The late Bill Magers, the viola teacher, taught my daughter and was recognized as one of the great viola teachers in the country. There are many other former colleagues including Robert Hamilton, a noted pianist.   

 

You have mentioned Louise Cuyler a number of times.

Yes. There are many stories about her. One time she brought to class a 78 recording of a Beethoven string quartet, which did not meet her standards. She grabbed the shellac record off the turntable, tossed it into the waste basket, and then went apologetically to the library.

 

And what about Eugene Bossart?

Oh, he died recently at the age of 94. He helped so many people. His few detractors were poor musicians, as he demanded only the very best. And 99% of the time, he got it. Yet, he was the kindest person! I remember him calling me once after I had played harpsichord continuo for the St. Matthew Passion. He yelled on the phone, “Hello! Is this Marcel Dupré??” What he really liked was the recitative regarding “The Veil of the Temple.” Yet, he could be super critical and get away with it.

 

Let’s talk about your recordings, particularly your experience at Naumburg.

Jonathan Wearn, the British recording producer, was very particular in recording. After the initial tapes were made, I spent several days with him editing at his home in England. Many of my recordings have some editing, although my Clavierübung III recording has almost none.

 

Had you made any recordings earlier in your career?

No. The Naumburg recording got good notices, I thought, so I went back home to one of my favorite organs, built by Paul Fritts, one that I’d had a voice in designing, and made “Bach on the Fritts.” And then “Bach and Friends on the Fritts.” There are seven recordings in all. I really had wanted to record on the Treutmann organ in Grauhof, but this was not possible because of the illness of my wife. 

 

Speaking of the Fritts—after teaching at Michigan, you moved to Arizona State and taught for 17 more years. It was during this time that you led the creation of the new performance hall and the Fritts organ. Could you speak about
that process?

That was a battle. In the first place, nobody trusted that type of acoustic. It was not designed for piano recitals. The harpsichordists usually like it, but everybody was concerned, “We’ve got to deaden that some way or the other!” I don’t know how many suggestions were offered. We finally made sort of a dual system where drapes could be drawn manually, and I used that very often in teaching when the room was empty.  

 

What led you to start that project? Was there no good concert hall or teaching instrument at Arizona State?

All we had was an Aeolian-Skinner in Gammage Auditorium. It was one of the late, very thinly voiced Aeolian-Skinners. But since the scalings were surprisingly large, it was revoiced and opened up quite a bit by Manuel Rosales. There was no substantial tracker organ available, except for a few old ones that were quite good up in the northern part of Arizona. There is now a second Fritts in Tucson.

During our first year of recitals, we had overflow audiences. Performances had to be played twice every Sunday, one at 2 pm and the other at 5 pm. There was great appeal among the musical public!

 

Can you give some background on the Orgelbüchlein edition that you and John David Peterson prepared?

I visited the Stadtsbibliothek in East Berlin, and the librarian there was very American-friendly. In fact, he had travelled in the United States. I was allowed to pick up the original manuscript of the St. Matthew Passion. It was like touching the Holy Grail! Luckily, the librarian mailed me a microfilm of the Orgelbüchlein. I shared it with John, who was working on the same project. I might say that the Orgelbüchlein that we prepared goes back to 1984, and it is an edition that needs to be revised—not a great deal, though, because we were dealing with the autograph, and there are simply variants of the autograph that need to be acknowledged.

 

Were the Stasi after you in East Germany?

Oh, yes! They were after any American. It was the typical situation where one saw a face in public and then two days later that same face appeared again. One time I was trapped inside the Wenzelskirche in Naumburg because I didn’t know how to work the key, and a man came, speaking perfect English, to explain how to turn the key. As a matter of fact, the tower of that church is the highest point in the town, and the chief spy looked out from there. She knew everything that went on in that city, including my presence!

After the big change I went to what’s called the Runde Ecke. This museum showed many of  their methods of interrogation, uniforms, and obscene paintings. Every phone in the country was wired. 

 

What were some of the musical experiences you had in East Germany?

I had wanted to go to Stralsund to hear the organ there. The organist was Dietrich Prost, and we hit it off very well. His English was probably as deficient as my German, but we understood each other; we got to the organ and without saying a word we agreed that there was something important there. And he said, “You play like a German!” “Du bist Deutsch!” We had coffee and cake. Many of the musicians in local churches were eager to meet with Americans. Often we went for conversation, coffee, and cake. I remember being in one of the towns near the border and the local organist was complaining, “Here we are only a few kilometers from West Germany, and we cannot see our closest friends and relatives!”

 

Did you play any of the Silbermann organs?

I think I played every one in existence except one that wasn’t playing. In Crostau, they said, “The organist is sick, and the organ is sick.” Strangely enough, one of the finest Silbermanns is the least known, in Pfaffrode. There is some speculation that it might have been the original Rückpositiv for the organ in Freiberg.

 

What about Hildebrandt organs?  You mentioned Naumburg. 

Oh, yes. That was before the restoration and there was enough there that I could get an idea of what the original was like. Of course, the organ had been provided with electric action in the early 1930s, but there were enough original pipes left that I got a pretty good idea of the sound. Another colleague, Thomas Harmon, did quite a bit of research on that. The restoration didn’t take place until after the reunification of Germany. Christian Mahrenholz was one of the leaders in promoting the restoration as early as the 1930s.

 

Did you go to Dresden on that trip?

I went to the Katholische Hofkirche, now Holy Trinity Cathedral. We were told by the tourist guides, “Don’t go in there. Nobody’s there.” But we went in, and we met the organist, Dietrich Wagner, who had lived through the infamous fire in Dresden and told us all about that. He was very friendly and made suggestions on my playing—that I deal with the acoustic because I was playing too legato. I sent him some editions of things not available in East Germany. So, that
was good.

 

We’ve been talking about all kinds of professional stuff. Would you like to talk about your family and their part in your life?

I have four children and three grandchildren. My son, Robert, lives in Los Angeles and does technical work with pathologists. My daughter Susan lives in Oxford, Michigan. She is Mrs. Music through the entire area and manages the Rochester Michigan Symphony Orchestra. She’s a fine cellist and plays the piano. She sings and teaches maybe twenty or
thirty students.

The twin of my son is Jill, who is very focused and controlled with everything she does. At the beginning of her career in New York, she won a grant from the Bosch Foundation. Then her husband was moved back to Deutsche Telekom in Germany, and she now works in an executive role in the famous tower in Bonn.

 

What about Barbara?

I could write a book about her. She’s a singer, very gifted and very devoted to teaching at the Cincinnati Conservatory. I wish she would perform more, because she is at the prime of her career vocally. She knows how to communicate a song in an ever-positive stage presence. That would include eye contact, gesture, and movement.   

 

And your wife, Evelyn?

Evelyn was a singer. She studied at Westminster Choir College and was a good organist in her own right and also had a beautiful soprano voice. She was busy raising the children, but made a point of keeping a voice studio for many years. 

 

What do you think of the combination of organ and piano?

We performed William Albright’s Stipendium peccati for piano, organ, and percussion.

 

Did you participate in one of the Seven Deadly Sins before that?

The preface of the score encourages all the performers to experience each of the seven deadly sins—but not necessarily together. So, we imagined walking out on stage pretending to be angry, hamming it up, growling at each other, shaking fists, and that sort of thing. We had a lot of fun imagining that, and then we settled down and went out to perform. I also did a work for organ and brass conducted by William Revelli, the only person I know who used the moveable-Do system as I do. 

 

That was in Hill Auditorium?

Yes. John David Peterson was at the piano, and Bill Moersh, a graduate of the Berklee School in Boston, was
the percussionist. 

 

You’ve often mentioned Catharine Crozier. 

The first time I heard her, I think I was 14 years old, and I was so moved by that. She played the Roger-Ducasse Pastorale. But I could not figure out what she did with the Brahms
Schmücke dich, because it was not what was on the page, and of course, she played the chorale tune in the pedal. I revered Catharine. She was a perfectionist and had incredibly high standards. Some of her interpretive ideas might be out of fashion today, but I love every inch of ground she walked on!

 

Are there other fine performers you admire?

Any of the fine violinists—Zino Francescatti, Itzhak Perlman, Isaac Stern. Rachel Podger and Andrew Manze, both fine Baroque violinists. Pablo Casals. Fine pianists of any stripe. I like to hear good musicians of any type. I like to hear good oboe players and good flute players. And of course, singers!

 

Finally, please give your perspective on the current state of the organ profession, especially regarding teaching and learning.

David Craighead advised even his most gifted students to be able to do something else if necessary. Considering the realities of today’s organ world, is this anything but being honest, especially to students who dream about being on the back page of the organ journals?

There are teachers who attempt to transfer their own prejudices to their students. It is our duty to deal with gifted students who are free to ask questions. I can say that some of my best students are ones who disagreed with me or others. In fact, at least two of my students have a background playing the accordion! Sometimes these people can be very annoying or irritating, but they can be brilliant musicians.

Too much teaching is, “Me teach. You do.” Or with some students, it is, “You play. I copy.” The most important thing is to TEACH IMAGINATION!

 

Recordings by Robert Clark

Bach and Friends on the Fritts. Calcante Recordings CAL CD 018.

Bach at Naumburg. Calcante Recordings CAL CD 041.

Orgelbüchlein & More Works by J.S. Bach. Robert Clark & John David Peterson at the Fritts Op. 12 in Organ Hall, Arizona State University, Tempe, Arizona. Calcante Recordings CAL CD 019.

Robert Clark Plays the Brombaugh Organ, Op. 35 at First Presbyterian Church, Springfield, Illinois. ARSIS SACD 405.

Robert Clark Plays Organ Works from the Land of Bach. Calcante Recordings CAL CD 034.

Bach Clavierübung III. Calcante Recordings CAL CD 042. 

 

 

Douglas Reed

Robert Clark taught at the University of Michigan from 1964 to 1981, and at Arizona State University, Tempe, from 1981 until his retirement in 1998. One of his most noted achievements as a performer was his recording, Bach at Naumburg, on the newly restored organ built by Zacharias Hildebrandt in 1747, an organ tested and approved by J. S. Bach and Gottfried Silbermann.  

In the United States Clark served as a consultant to many churches, and was directly responsible for the building of the first two modern mechanical action organs in Arizona: Victory Lutheran Church in Mesa and Pinnacle Presbyterian Church in Scottsdale. He was also advisor for the Richards & Fowkes organ at Westminster Presbyterian Church, Knoxville, Tennessee.

Clark has served on many juries for organ competitions, including St. Albans and the Grand Prix de Chartres. In 1992, he received a plaque from the Central Arizona Chapter of the American Guild of Organists, inscribed “Master Teacher.” Clark recently moved from Cincinnati, Ohio, to Houston, where his daughter, Barbara, will continue her career as a teacher of voice at Rice University beginning in fall 2013.

On May 19 and 20, 2012, the author spoke with Professor Clark at his home in Cincinnati.

 

Douglas Reed: Thank you for this opportunity to talk. Please tell about some of your early musical experiences that shaped you as a musician.

Robert Clark: It began in kindergarten. In the classroom there was a mockup of a pipe organ that fascinated me. I spent the entire playtime pretending I was an organist. When I was about six years old, I went behind the stage where things were going on at church [First Methodist Church, Fremont, Nebraska] and saw for the first time a Universal Air Chest of an Austin organ. I pushed the flap that opens the door, and, of course, I noticed a great change in pressure. I was totally fascinated.  

 

You’ve mentioned motion or movement training in school.

Yes. The term was not used, but it was pure Dalcroze eurhythmics involving step-bend, step-step-bend, making phrases with your arms, going in circular motion and in advanced cases, walking two steps against three bounces of the ball or vice versa. Dalcroze eurhythmics was part of my training as early as fourth grade, as was moveable-Do solfège. My claim to fame was being able to hear and sing descending major sixth and ascending minor third intervals.

It was a very unusual public school system in Kansas City. I don’t know whether the name Mabelle Glenn means anything to you, but she edited several volumes of Art Songs for School and Studio. In the 1930s, she conducted the Bach St. Matthew Passion at Grace and Holy Trinity Cathedral in Kansas City. During her long career, she was renowned in music education and, surprisingly, convinced the administration to include music in the daily curriculum of the grade schools in Kansas City.

 

What other things influenced you as a youngster? Did you study piano?

Oh, yes. From the fourth grade until I finished high school, my teacher was Margaret Dietrich, who had been a pupil of Josef Lhévinne at Juilliard. Much of the elegance and detail in his playing was transmitted from her to her students. Believe me, she was a strong personality and pushed me very hard at a time when I was quite lazy.

Miss Dietrich would probably be 105 years old now, although I did see her when she was in her nineties after she and her husband had moved to Flagstaff, Arizona. It was very good to see her again. She even told me I could call her Margaret! 

 

Did you study the organ during that time?

Yes, much to my piano teacher’s dissatisfaction (laughter), I did take organ lessons. My first piece was Song of the Basket Weaver, one of the St. Lawrence Sketches by Alexander Russell. I had my first church job when I was 14, playing a two-manual and pedal Estey reed organ. That’s when I became fascinated with playing the famous Toccata by Widor.  

 

Then you majored in organ in college. What led to that?

That’s what I wanted to do! I went to a small school, Central Methodist College, in Fayette, Missouri, and from there to Union Theological Seminary, where I did my graduate study in the School of Sacred Music. Orpha Ochse was one of my teachers at Central. I alternated organ lessons between Orpha and Luther Spayde, who was a strict Dupré advocate. Orpha suggested many subtleties not otherwise available. She was also my first-year theory teacher. 

 

Did you study with N. Louise Wright and Opal Hayes at Central Methodist College?

I certainly did. Miss Wright was one of those very colorful, flamboyant people who made you think you were better than you were. Miss Hayes taught Bach and technique, and Miss Wright taught interpretation.

 

Then you went from Central to New York City?

I did. My first teacher was Clarence Dickinson. I was much too immature and opinionated to understand his breadth of knowledge and approach to teaching. He knew the tradition of Widor and other European masters of his era. Lessons were at Brick Presbyterian Church in New York City, where there was an E. M. Skinner organ, recently replaced.

That was 1953. Interestingly, I went to the other extreme with Ernest White, who was known for playing as if the keys were hot! He did not force his theories upon me and respected my individuality. I played a debut recital in his studio at St. Mary the Virgin, and that’s probably the only recital I played from memory without dropping a single note.

 

Ernest White had a series of studio organs, right? 

Yes, this was the largest. It was up on the second floor of St. Mary the Virgin. It was quite the thing; it was very controversial and very well should have been!

 

Tell us about other experiences that you had in New York.

While a student at Union Seminary, I had many meaningful experiences. For example, I heard the New York debut of Jeanne Demessieux at Central Presbyterian Church, the “Carnegie Hall” for organists in those days. Quite a number of us went to hear Demessieux, and we all fell in love with her. She played with very high spike heels, the type that would pull up a grate from the sidewalk! Her pedal technique was built around that. I heard her play her repeated-note etude for the pedals—with the spike heels. Indeed!

 

One time, you mentioned the Langlais Suite Médiévale in association with your time in New York.

Yes. I was possibly the first student organist to play that work in the United States. Messiaen was even more controversial. The first piece I learned was the Apparition de l’église éternelle. I wrote my master’s thesis on Messiaen and also translated his Technique de mon langage musical before the “official” translation became available.

  

Let’s talk more about your teachers. You’ve mentioned studying with Gustav Leonhardt.

I knew him when he was not yet 30, on his first trip to the United States. He taught a course on performance practice at a Union Seminary summer session. I had a few lessons on an organ that he disliked and some harpsichord instruction. All of a sudden it wasn’t a case of limiting but of greatly enhancing the possibilities of what a performer could do. He had an incredible stash of information about early sources. Being typically Dutch, he could speak four different languages. So in the class he would read something off in the original language, and finally it occurred to him that no one could understand what he was saying, so he began translating. 

We had many good experiences, including a chance encounter one Sunday afternoon as I was taking the uptown subway. We ran into each other on the way up to see the famous medieval complex, The Cloisters. We had a very good time doing that. He had a great deal of knowledge about medieval art. I simply admired his whole approach to music making, which was very elaborate.

 

When you say he opened up all kinds of possibilities rather than limiting them, what exactly do you mean? 

He spoke about different ways ornaments could be played, places where you would or would not play notes inégales—all of the options open to the musician. Would you play over-dotted, double-dotted, neither, or something in between?  

I remember a subsequent class he did at the University of Michigan. He spent an entire session on about three measures of music. It was the sarabande from the C-minor French Suite. He talked very much about the expressive nature of this: if we over-hold this, such would happen, but if we don’t overhold, something else will happen. I remember something he told me in the early 1950s and which I strongly believe: dynamics are achieved by variations in touch and articulation and by rhythmic adjustment.   

 

Did Leonhardt perform at that time?

Oh, yes! I heard him perform many times. I heard him perform the one and only time on an electro-pneumatic organ at St. Thomas Church in New York City, and he said, “Never again!” And he didn’t. He commented on what a nice place this would be to have a fine mechanical action organ, and finally Taylor & Boody fulfilled that dream. Leonhardt was also a very fine fortepianist, incidentally.  

 

Are there other teachers or musical experiences you would like to mention?

One of my good experiences was being a fellow judge at the Fort Wayne competition with Arthur Poister. He was very insightful and was usually right in his perceptions of the musical personality and even gender of the competitors. 

 

Let’s talk about Bach. I’m curious about how your perspective on Bach has changed over the years. You mentioned learning with the Dupré edition. What has happened?

We have reached a new level of understanding of articulation in terms of listening. After all, a pure legato or even over-legato are types of articulation, but if one reads treatises like J. J. Quantz’s On Playing the Flute, one learns how wind players rehearsed. It was tonguing that made a difference, and of course listening to string playing makes a difference. Where does one change a bow? These are all deviations from a pure legato. Even a seamless legato is a form of articulation and, in fact, harpsichordists deal with over-legato. 

 

How has the revival of mechanical action influenced your thinking?

It has influenced my thinking entirely. My first European trip came quite late, in 1977. I played many of the great organs in Europe. The organ at Kampen, the Netherlands, was the last organ I heard in Europe before returning to the United States. The next day, I heard a chiffy Positiv Gedeckt on the organ at Hill Auditorium and thought, “This will not do.” So, I found a way of getting to a tracker-action organ even though it wasn’t a very good instrument. Students would have lessons in an unheated church in the winter simply for this experience. And then I took many groups of students and others down to the Ashland Avenue Baptist Church in Toledo, where the important Brombaugh organ, now in Rochester, used to be. We learned a great deal from this opportunity.

What did you learn?

I learned about the sensitive interplay between winding and touch, and realized I could find detail in the music that could not be found any other way. Indeed, the fastest key action is not electro-pneumatic. With a good mechanical action, the response is immediate, providing complete contact with the instrument. Contrary to conventional wisdom, many of the great European instruments are not hard to play. Of course, as the pallets become larger, the action becomes heavier. For example, with a typical basse de trompette, the touch and speech of the lower notes affect timing and interpretation. This is as it should be! It shouldn’t be all the same. I tell my students that the only “perfect” action that does everything consistently is the electronic organ! 

 

And when you’re playing with manuals coupled and a huge sound, you tend to play differently.

Of course. If you listen to my Naumburg recording, the last variation of Sei gegrüsset was played with all three manuals coupled, and it becomes very grand. One plays quite broadly when the action is heavier, whereas the other variations call for a lighter registration and touch. In the partitas, particularly in Sei gegrüsset, there are also many things that relate directly to the playing of string instruments. 

Think of the difference between playing a violin and playing a cello or a gamba. I’m always very happy with students who have played a wind instrument or string instrument or have had experience singing. Anyone wanting to be an organist should learn another instrument. 

 

Can you speak more about singing?

Articulation involves attack as well as release. If you were singing all legato, there would be no consonants, no words. It would be just one stream of sound, which is vocally impossible.

 

You’ve said, “Put a D or a T on that note.”

Yes, but only on a good organ with suspended mechanical action is that possible, because it has to do with the speed of attack and release. I recommend A Guide to Duo and Trio Playing by Jacques van Oortmerssen for comprehensive understanding of early fingerings and their impact on articulation.

 

Let’s talk more about teaching and learning. What are the three most important things to consider when learning and performing a piece?

Traditionally, we say “rhythm, rhythm, and rhythm.”

  

How do you start an organ student? Do you have a teaching method?  

Some of the older teaching methods are outdated. So many deal with absolute silence and space, up and down, no give and take. Music doesn’t work that way. I don’t agree with the idea that we delay learning Bach until we understand historic fingerings. There’s one method that starts with some rather uninteresting music of the Romantic era, but the student is not ready for Bach until he or she knows how to use historic fingerings. Who knows what is “historic” anyway?! Nobody has the same hand. Finger lengths are different. The balance of the hand is different. I think just simple things that are good music are the best way to start: Renaissance pieces, easier Bach, some pieces in the Orgelbüchlein. It is not necessary to delay learning Bach. Early and modern fingering should be included within modern teaching approaches, not as separate entities.

 

In recent decades, there has been a great deal of emphasis on early fingerings.

You may be surprised, but since I came back from Europe, I’ve been almost exclusively into historic fingerings for early music. That doesn’t mean always doing the same thing the same way, but there are times when paired fingerings—3-4-3-4 ascending and 3-2-3-2 descending in the right hand—work on a good sensitive instrument. The trio sonatas include marked articulations that are very much related to wind and string playing. For me, usually the marked articulation determines the fingering anyway. I tend to write slurs rather than numbers in my music.

Do you have any particular memory techniques? You mentioned using solfège.

Yes, I use solfège, but memory, like doing anything else well, simply takes time and practice. I have no gimmicks whatsoever in memorization. It is an extension of the learning process. The ultimate test is to be in a quiet room without scores, and being able to hear every note in a performance the way you want to hear it. And that’s the most secure way to memorize. Without this ability, one tends to rely entirely on a mechanical approach.

 

You have a nice selection of artwork in your apartment. How important is study of the other arts—the visual arts, even film—for a musician?

A good example of Baroque performance practice that few people mention lies in the art of Peter Paul Rubens, whose works are among the finest Baroque paintings. They are full of motion, huge sweeps of the brush, and great detail within those. A good place for any musician to visit would be the Rubens gallery at the Louvre. 

 

Please talk about the sense of motion as it relates to rhythm. Many performances are very speedy and metronomic, but without a sense of movement. 

Well, Duke Ellington once said, “Man, if it don’t got that swing, it ain’t music.” (laughter)

 

You have mentioned the term “lilt.” How does one achieve that?

The harpsichordist Isolde Ahlgrimm had her students learn the steps for the dances used in Bach’s keyboard suites. They would learn the choreography of the allemande, sarabande, the courante, and gigue in their various forms, bourrée, gavotte. This is a very good idea. The more we can see things moving, the better! 

What about conducting and singing a line? You’ve recommended the Kirkpatrick edition of Scarlatti sonatas. He recommends walking.

Oh, yes. That’s very good basic reading. It’s an essay on rhythm in the first volume of the Schirmer edition of the Scarlatti Sixty Sonatas edited by Kirkpatrick. That’s very good information. It’s in a question/answer format. Question: “How do I sense the shape of a phrase?” Answer: “By dancing it.” Learn the difference between rhythm and meter: meter is regular; rhythm is essentially irregular. Rubato does exist in Baroque music but not exactly as in Chopin. Kirkpatrick said, “Rhythm is the superimposition of irregularity upon regularity.”

 

Dare we talk about the metronome?

What you should do if you have a metronome is to throw it in the dumpster. It creates arithmetic, not rhythm. 

 

You’ve often mentioned continuo and the value of accompanying, working with other instrumentalists and vocalists. 

Working with other musicians, one discovers many of the subtleties of articulation derived from bowing and tonguing. I learned the hard way not to jump ahead of one’s fellow musicians; you have to listen to the breathing of the musician. I would often jump ahead of the wind instrument player, and I’d be playing before he completed taking a breath! Many organists have this panicky thing: “If I don’t get moving, it’s not going to go!” You must leave space for breathing. Not every instrument is like the organ, where you can have a continuous supply of wind.

 

There has been a great resurgence of interest in improvisation in the American organ world. Can you speak about your views on improvisation and how it relates to performance in general?

In our country we used to have maybe an annual “be nice to improvisation day” and that was the beginning and the end of it. But in France, where the study of improvisation is obligatory, this begins in childhood and continues throughout a musician’s entire career. It’s not a thing acquired quickly or easily.  

Particularly in music before the Romantic era, improvisation was par for the course. But if Liszt and other Romantic virtuosos were to play in a modern-day academic setting, matters would be quite different.

 

These are some fairly major changes from the Dupré method at Central Methodist!

Well, I studied with Dr. Dickinson in 1952. How many years has it been? We’re not doing anything the way we did 60 years ago. Airplanes are not the same. Cars are not the same. The way we dress and the way we think are not the same.  

 

You taught at the University of Michigan for 17 years. Who were some of your closest colleagues at Michigan?

My closest friend in the organ department was Bob Glasgow, who was an inspiration even though we were occasionally different in our approach. Another very dear friend was Ellwood Derr, who was really a historian but taught music theory. He knew an incredible amount about music in general, and you could go to him with almost any question. Another colleague, John Wiley, was very much an expert on Russian music. 

At Arizona State University, Frank Koonce, the classical guitar teacher, and I became good friends. The late Bill Magers, the viola teacher, taught my daughter and was recognized as one of the great viola teachers in the country. There are many other former colleagues including Robert Hamilton, a noted pianist.   

 

You have mentioned Louise Cuyler a number of times.

Yes. There are many stories about her. One time she brought to class a 78 recording of a Beethoven string quartet, which did not meet her standards. She grabbed the shellac record off the turntable, tossed it into the waste basket, and then went apologetically to the library.

 

And what about Eugene Bossart?

Oh, he died recently at the age of 94. He helped so many people. His few detractors were poor musicians, as he demanded only the very best. And 99% of the time, he got it. Yet, he was the kindest person! I remember him calling me once after I had played harpsichord continuo for the St. Matthew Passion. He yelled on the phone, “Hello! Is this Marcel Dupré??” What he really liked was the recitative regarding “The Veil of the Temple.” Yet, he could be super critical and get away with it.

 

Let’s talk about your recordings, particularly your experience at Naumburg.

Jonathan Wearn, the British recording producer, was very particular in recording. After the initial tapes were made, I spent several days with him editing at his home in England. Many of my recordings have some editing, although my Clavierübung III recording has almost none.

 

Had you made any recordings earlier in your career?

No. The Naumburg recording got good notices, I thought, so I went back home to one of my favorite organs, built by Paul Fritts, one that I’d had a voice in designing, and made “Bach on the Fritts.” And then “Bach and Friends on the Fritts.” There are seven recordings in all. I really had wanted to record on the Treutmann organ in Grauhof, but this was not possible because of the illness of my wife. 

 

Speaking of the Fritts—after teaching at Michigan, you moved to Arizona State and taught for 17 more years. It was during this time that you led the creation of the new performance hall and the Fritts organ. Could you speak about
that process?

That was a battle. In the first place, nobody trusted that type of acoustic. It was not designed for piano recitals. The harpsichordists usually like it, but everybody was concerned, “We’ve got to deaden that some way or the other!” I don’t know how many suggestions were offered. We finally made sort of a dual system where drapes could be drawn manually, and I used that very often in teaching when the room was empty.  

 

What led you to start that project? Was there no good concert hall or teaching instrument at Arizona State?

All we had was an Aeolian-Skinner in Gammage Auditorium. It was one of the late, very thinly voiced Aeolian-Skinners. But since the scalings were surprisingly large, it was revoiced and opened up quite a bit by Manuel Rosales. There was no substantial tracker organ available, except for a few old ones that were quite good up in the northern part of Arizona. There is now a second Fritts in Tucson.

During our first year of recitals, we had overflow audiences. Performances had to be played twice every Sunday, one at 2 pm and the other at 5 pm. There was great appeal among the musical public!

 

Can you give some background on the Orgelbüchlein edition that you and John David Peterson prepared?

I visited the Stadtsbibliothek in East Berlin, and the librarian there was very American-friendly. In fact, he had travelled in the United States. I was allowed to pick up the original manuscript of the St. Matthew Passion. It was like touching the Holy Grail! Luckily, the librarian mailed me a microfilm of the Orgelbüchlein. I shared it with John, who was working on the same project. I might say that the Orgelbüchlein that we prepared goes back to 1984, and it is an edition that needs to be revised—not a great deal, though, because we were dealing with the autograph, and there are simply variants of the autograph that need to be acknowledged.

 

Were the Stasi after you in East Germany?

Oh, yes! They were after any American. It was the typical situation where one saw a face in public and then two days later that same face appeared again. One time I was trapped inside the Wenzelskirche in Naumburg because I didn’t know how to work the key, and a man came, speaking perfect English, to explain how to turn the key. As a matter of fact, the tower of that church is the highest point in the town, and the chief spy looked out from there. She knew everything that went on in that city, including my presence!

After the big change I went to what’s called the Runde Ecke. This museum showed many of  their methods of interrogation, uniforms, and obscene paintings. Every phone in the country was wired. 

 

What were some of the musical experiences you had in East Germany?

I had wanted to go to Stralsund to hear the organ there. The organist was Dietrich Prost, and we hit it off very well. His English was probably as deficient as my German, but we understood each other; we got to the organ and without saying a word we agreed that there was something important there. And he said, “You play like a German!” “Du bist Deutsch!” We had coffee and cake. Many of the musicians in local churches were eager to meet with Americans. Often we went for conversation, coffee, and cake. I remember being in one of the towns near the border and the local organist was complaining, “Here we are only a few kilometers from West Germany, and we cannot see our closest friends and relatives!”

 

Did you play any of the Silbermann organs?

I think I played every one in existence except one that wasn’t playing. In Crostau, they said, “The organist is sick, and the organ is sick.” Strangely enough, one of the finest Silbermanns is the least known, in Pfaffrode. There is some speculation that it might have been the original Rückpositiv for the organ in Freiberg.

 

What about Hildebrandt organs?  You mentioned Naumburg. 

Oh, yes. That was before the restoration and there was enough there that I could get an idea of what the original was like. Of course, the organ had been provided with electric action in the early 1930s, but there were enough original pipes left that I got a pretty good idea of the sound. Another colleague, Thomas Harmon, did quite a bit of research on that. The restoration didn’t take place until after the reunification of Germany. Christian Mahrenholz was one of the leaders in promoting the restoration as early as the 1930s.

 

Did you go to Dresden on that trip?

I went to the Katholische Hofkirche, now Holy Trinity Cathedral. We were told by the tourist guides, “Don’t go in there. Nobody’s there.” But we went in, and we met the organist, Dietrich Wagner, who had lived through the infamous fire in Dresden and told us all about that. He was very friendly and made suggestions on my playing—that I deal with the acoustic because I was playing too legato. I sent him some editions of things not available in East Germany. So, that
was good.

 

We’ve been talking about all kinds of professional stuff. Would you like to talk about your family and their part in your life?

I have four children and three grandchildren. My son, Robert, lives in Los Angeles and does technical work with pathologists. My daughter Susan lives in Oxford, Michigan. She is Mrs. Music through the entire area and manages the Rochester Michigan Symphony Orchestra. She’s a fine cellist and plays the piano. She sings and teaches maybe twenty or
thirty students.

The twin of my son is Jill, who is very focused and controlled with everything she does. At the beginning of her career in New York, she won a grant from the Bosch Foundation. Then her husband was moved back to Deutsche Telekom in Germany, and she now works in an executive role in the famous tower in Bonn.

 

What about Barbara?

I could write a book about her. She’s a singer, very gifted and very devoted to teaching at the Cincinnati Conservatory. I wish she would perform more, because she is at the prime of her career vocally. She knows how to communicate a song in an ever-positive stage presence. That would include eye contact, gesture, and movement.   

 

And your wife, Evelyn?

Evelyn was a singer. She studied at Westminster Choir College and was a good organist in her own right and also had a beautiful soprano voice. She was busy raising the children, but made a point of keeping a voice studio for many years. 

 

What do you think of the combination of organ and piano?

We performed William Albright’s Stipendium peccati for piano, organ, and percussion.

 

Did you participate in one of the Seven Deadly Sins before that?

The preface of the score encourages all the performers to experience each of the seven deadly sins—but not necessarily together. So, we imagined walking out on stage pretending to be angry, hamming it up, growling at each other, shaking fists, and that sort of thing. We had a lot of fun imagining that, and then we settled down and went out to perform. I also did a work for organ and brass conducted by William Revelli, the only person I know who used the moveable-Do system as I do. 

 

That was in Hill Auditorium?

Yes. John David Peterson was at the piano, and Bill Moersh, a graduate of the Berklee School in Boston, was
the percussionist. 

 

You’ve often mentioned Catharine Crozier. 

The first time I heard her, I think I was 14 years old, and I was so moved by that. She played the Roger-Ducasse Pastorale. But I could not figure out what she did with the Brahms
Schmücke dich, because it was not what was on the page, and of course, she played the chorale tune in the pedal. I revered Catharine. She was a perfectionist and had incredibly high standards. Some of her interpretive ideas might be out of fashion today, but I love every inch of ground she walked on!

 

Are there other fine performers you admire?

Any of the fine violinists—Zino Francescatti, Itzhak Perlman, Isaac Stern. Rachel Podger and Andrew Manze, both fine Baroque violinists. Pablo Casals. Fine pianists of any stripe. I like to hear good musicians of any type. I like to hear good oboe players and good flute players. And of course, singers!

 

Finally, please give your perspective on the current state of the organ profession, especially regarding teaching and learning.

David Craighead advised even his most gifted students to be able to do something else if necessary. Considering the realities of today’s organ world, is this anything but being honest, especially to students who dream about being on the back page of the organ journals?

There are teachers who attempt to transfer their own prejudices to their students. It is our duty to deal with gifted students who are free to ask questions. I can say that some of my best students are ones who disagreed with me or others. In fact, at least two of my students have a background playing the accordion! Sometimes these people can be very annoying or irritating, but they can be brilliant musicians.

Too much teaching is, “Me teach. You do.” Or with some students, it is, “You play. I copy.” The most important thing is to TEACH IMAGINATION! ν

 

Recordings by Robert Clark

Bach and Friends on the Fritts. Calcante Recordings CAL CD 018.

Bach at Naumburg. Calcante Recordings CAL CD 041.

Orgelbüchlein & More Works by J.S. Bach. Robert Clark & John David Peterson at the Fritts Op. 12 in Organ Hall, Arizona State University, Tempe, Arizona. Calcante Recordings CAL CD 019.

Robert Clark Plays the Brombaugh Organ, Op. 35 at First Presbyterian Church, Springfield, Illinois. ARSIS SACD 405.

Robert Clark Plays Organ Works from the Land of Bach. Calcante Recordings CAL CD 034.

Bach Clavierübung III. Calcante Recordings CAL CD 042. 

 

 

David Wagner

David Wagner holds a DMA in organ from the University of Michigan, where he studied with Marilyn Mason. He has had a career as a performer, a university professor of organ, and as a classical music broadcaster in Detroit, Cincinnati, Los Angeles, and in Miami. 

Pamela Ruiter-Feenstra is the author of Bach and the Art of Improvisation, published by CHI Press of Ann Arbor, Michigan. (See Figure 1.) She earned degrees in organ performance and pedagogy, choral music education, and music theory, sacred music, and conducting at Dordt College (BA) and the University of Iowa (MFA, DMA). From 1996–2002, Ruiter-Feenstra served as senior researcher at the Göteborg (Sweden) Organ Art Center, taught improvisation courses at Göteborg University, and launched research on Bach and improvisation. While serving as professor of music at Bethany College, Lindsborg, Kansas (1989–1996) and Eastern Michigan University (1996–2008), she taught organ, harpsichord, theory, improvisation, and sacred music and directed the Collegium Musicum. 

In Volume One of Bach and the Art of Improvisation (Volume Two will be available in early 2016), she explains the importance of improvisation and how musicians would be well served to study and practice the art to improve their ability as players of repertoire. Ruiter-Feenstra meticulously details how Bach learned and taught improvisation. Using historic documents, she reconstructs an improvisation pedagogy method that has passed the test of time. For musicians today who were never taught how to improvise, Ruiter-Feenstra offers a sound and effective improvisation pedagogy that students and professional musicians alike can learn and own. The following conversation explores Ruiter-Feenstra’s development of this pedagogy.

 

David Wagner: Everyone has a story on how they first fell in love with music and then with the instrument that they play. What is the narrative that will give insight into where you are today?

Pamela Ruiter-Feenstra: When I was six years old, I started to play the piano. After I was able to play a few tunes, I was asked to play hymns. In my ancestors’ Dutch schools, everyone sang metrical Psalms and hymns. The Dutch immigrants had their own schools, their own churches, and their own traditions. I was born in Michigan into the Dutch Christian Reformed tradition and grew up in various Dutch immigrant villages in Michigan, Illinois, and Iowa. (From this tradition, by the way, comes Calvin College in Grand Rapids, Michigan, Hope College in Holland, Michigan, and Dordt College in Iowa.) I remember learning Dutch words in which there was no equivalent in English and just thinking that these were English words.

Were your parents musicians?

No, they were teachers. My dad was passionate about what is now called special education and then worked in retirement homes. My mother served as an elementary school teacher and also worked with ESL (English as a Second Language) programs.

 

So, you were interested in music, they recognized that, and they said, “Let’s make sure that Pamela has music lessons.”

Yes. My mother was taking piano lessons when I was in the womb, and I always thought that had some role in developing my ear (she laughs). I started piano lessons at age six, played the violin all the way through elementary school, learned classical guitar, and then I started to play the organ when I was in eighth grade. I played the organ at first because our church needed more organists, and they said to me, “You play the piano, so why not take organ lessons?” I had played hymns in the classroom since third grade, so it felt pretty easy to transfer that to the organ. I had to figure out the pedals, and away we went. My first organ piece was the Karg-Elert Now Thank We All Our God.

 

How interesting—you learned, very early on, proper four-part chorale writing and doubling by playing hymns, and in some ways, you learned thoroughbass by example. Was this pretty much traditional music? 

Oh, yes, the Dutch congregations were singing from the Genevan Psalm tradition when I grew up, and those Psalms have fabulous sixteenth-century harmonies. Sixteenth-century harmonies feature primarily root position and first inversion harmonies, so this is a great way to begin learning harmony. Genevan Psalms have only two note values, which was also important for improvisation. If you are going to improvise and “decorate” something, it’s much easier to work with one or two note values than with many different rhythms. That’s what I would do: I would learn the Psalms and then go home and make variations on them. I practiced my piano repertoire first and then made my own pieces, my variations on hymns. 

 

You really started to improvise at a young age! Did you know at that time, as a youngster, that there was this great tradition of organists and improvisation? 

I had no idea. I just thought it was fun to do. I couldn’t leave my hands off the piano, and I would run out of pieces to play, so then I would start improvising. My parents had their stereo right next to the piano, and I would play their old LP records and later their 8-track tapes of mostly sacred choral music or hymns. I would play a track of a recording, and then go to the piano and try to play the same thing “by ear.” I would go back and forth until I figured out the harmony and the melody. Then, I would start embellishing on it. 

 

So early on it seems that you had decided, “This is for me.” When did you decide to do this for a living and become a professional musician?

Dave, this is the funny thing. I practiced my improvisation just for fun throughout elementary school, middle and high school, but I never played it for my teachers. They always, of course, asked for repertoire, and the discussion of improvisation never came up. When I got to college, I took piano, organ, and voice lessons, and thus, I had a lot to practice. Again, all of these teachers expected repertoire. No one assigned improvisation. 

 

This was not the time for improvisation, was it?

Right. The teachers hadn’t learned it, it wasn’t in the music curriculum, and so no one was teaching it and no one was learning it. I was at Dordt College in Sioux City, Iowa, and my organ teacher was Joan Ringerwole. She selected terrific repertoire and offered me many opportunities to play in chapel and with the Concert Choir. Thankfully, my organ playing with its heart and soul of congregational singing continued. I arrived at Dordt just after the installation of a three-manual Casavant organ designed and voiced by Gerhard Brunzema. Prior to joining Casavant, Brunzema had partnered with German organ builder Jürgen Ahrend, and together they restored many Arp Schnitger instruments. Brunzema, therefore, had a strong historic-instrument basis, and he built and voiced essentially a Dutch-sounding organ with a modern case at Dordt: it has beautiful Dutch vocally inspired principals and a Dutch Vox Humana that sounded reedy. I had heard adults who had this quality of reedy voices. At one of the Dutch churches I had played at, I remember a male member of the congregation who had such a reedy voice that he could cut through the entire congregation with his voice. He was a POW survivor of World War II, and he sang Genevan Psalms as if his life depended on them. His voice was in the tenor range, singing the Genevan Psalm cantus firmus, and other men would sing bass. Hearing that type of singing helped me to understand the Goudimel harmonies (often with cantus firmus in the tenor), as well as how many Dutch reed stops really had vocal models. (See Figure 2.)

 

I have heard people comment on what a wonderful instrument the Dordt College Casavant is, and I hope to be able to hear it in person some day. In growing up, you probably played electro-pneumatic and not mechanical action organs.

At my home church, we had an electronic organ. Sitting down and beginning to play this mechanical action organ was nothing less than a revelation. I became an organist for life because of this instrument.

 

It was that profound of an impact? 

It’s why I pursued organ and church music foremost. I had started out as a piano and choral education major, and I soon thought, “Wow, this organ has such beautiful, human sounds.” It was immediate, it was present, it was alive, and it breathed because it had flexible winding, just like the congregation. Those Dutch people used to sing with gusto. They had passion, and it was exciting to hear them sing. This organ sang in the same way, full of personality and color. 

 

So, what happened next?

Well, as in most universities and conservatories, at that time at Dordt College, no one was teaching improvisation. I worked a lot with choral music and still improvised in the practice room for the first few weeks that I was there. I spent a lot of time in the practice corridors, as I had so much to practice while studying three instruments. When I’d step out of my practice room to get a drink of water, I’d hear other people practicing, and it gradually dawned on me that no one else was improvising. 

 

How interesting! You were a “secret improviser.”

Exactly! I thought to myself, uh-oh, maybe professional musicians don’t improvise. I guess I had better stop. Since no one else was doing it, I thought that if I improvised, maybe people would think that I’m not a serious musician. I wondered if this improvisation “stuff” was akin to just fooling around at the keyboard when I should have been practicing “real music.” So, I stopped improvising for the first two years I was at Dordt. I was hungry for it, so I still was a closet improviser on the piano when I went home on breaks.

So what changed?

During my junior year, Joan Ringerwole invited Klaas Bolt, the famous Dutch organist who improvised at St. Bavo Church at Haarlem in the Netherlands, to come and give a concert.

Bolt wanted to have a “Psalmfest” at the concert, where people were invited to sing with the organ. He featured Genevan Psalms, and he improvised on them with great expression and keen understanding of the colors of the organ and how to use his articulation and registrations to make the organ sing the texts. His organ playing was so alive that I thought, “This is the kind of life I heard in the great Dutch singing of my childhood.” His playing had that level of affect and passion and breathing that I missed hearing in a lot of organ playing when it was just repertoire. Hearing Klaas Bolt improvise was a life-altering revelation to me. Here was a professional musician, and to my ears, his playing was more alive than almost any playing I had heard on the organ. Then I realized every musician has to learn to improvise. Even if musicians never improvise in public, they will play their repertoire in a more profound and musical manner from having practiced improvisation. They are going to breathe; they are going to know the music from the inside rather from the outside. If we just learn music with our eyes and our fingers, we know it a little bit from the outside. We don’t know it from the inside the way an improviser does.

 

Why do you think that is so?

An improviser has to know what makes music work, and what doesn’t make it work. Sometimes you learn most from what doesn’t work. You can’t just say that it didn’t work; you have to ask the question why it didn’t work. How can I fix it, and how can I avoid doing what doesn’t work the next time?

 

After hearing Klaas Bolt, what was the next step for you?

The first thing I did was to begin to improvise again. 

 

In other words, it was like saying “Hello, my name is Pamela, and I’m an improviser!” You became a member of Improvisers Anonymous!

[She laughs] Wholeheartedly! 

 

What did your teachers think of your revelation?

They still wanted to hear repertoire. So, I was still improvising privately in the practice room, but I was improvising and not thinking any longer that it was something I should not be doing. It was really quite the opposite. I no longer felt that I cared if anyone heard me improvising outside the practice room. I started decorating hymns when I played for chapel services at Dordt. When I went to graduate school at the University of Iowa, Delbert Disselhorst and Delores Bruch offered a strong sacred music program. They encouraged me to make variations on hymns, and I was able to practice improvisation within a liturgical context. It was OK to make variations on hymns. 

 

Improvisation and the art of improvisation was something that never really died out in Europe, correct? 

Oh, yes, until recently, it was still required in France and the Netherlands and some parts of Germany. My European colleagues, mentors, and friends were also teaching improvisation, which was so important. That entire pedagogy of teaching improvisation side-by-side with theory, history, and repertoire, however, never really caught on in the United States. 

 

It is starting to be taught here now, isn’t it?

Yes, that is true, although we don’t have a long “apprenticeship” tradition here in the States the way they did in France and in the Netherlands. What is needed is an integrated improvisation pedagogy from which teachers can learn it first, and then learn how to teach it. That’s why it is essential to have a pedagogy that anyone can own. Initially, I think it is great to have a teacher for improvisation, but ultimately it is important to have a pedagogy with steps that you can take and apply on your own. Once you understand those steps, then anyone can become her own improvisation teacher. I had to figure that out for myself, because I didn’t have an improvisation teacher, and I wanted to improvise. 

 

Did you find your improvisation teacher?

I did study improvisation briefly with Klaas Bolt. I also studied with Harald Vogel in Germany and worked a few times with William Porter. 

 

Both Klaas Bolt and Harald Vogel had their European methodology that grew out of a long tradition.

That is why I wrote Bach and the Art of Improvisation. What I wanted to get at in the book was this premise: Johann Sebastian Bach was probably the greatest organ improviser the instrument has ever known and will ever know. So, what was his methodology, and how did he teach his students? I was fortunate to work in Sweden with the GOArt project. GOArt gathered an international group of scientists, musicologists, performers, acousticians, physicists, organbuilders, woodworkers, artisans, and historic preservationists together. We had an entire team of amazing experts studying the tradition of the antique organs and trying to decipher why so many of the antique organs sounded so much better than modern organs. Hans Davidsson started asking these types of questions, and we all joined in with various ideas for figuring out how the instruments were made, how they sounded, and how and in which contexts they were played.

 

So it started from the standpoint of the sound of this musical instrument.

Yes, and then it branched out into how was that sound used, and what did that sound inspire? One of the things that inspired me to keep improvising was that I loved to test out historic organs with improvisation. With improvisation, I have “nothing between my fingers and my ears and the instrument,” so I can more keenly assess the soundscape. This way, you spend more time listening. If you start out with repertoire you are thinking, “Did I hit the right note?” and then you forget to listen sometimes. Improvisation is a great way to test an organ. I do this every time I encounter a new instrument, even if I am playing a concert on it and I will be playing mostly learned repertoire. I begin by improvising through the stops, because I want to hear what is the character of the sounds and in which soundscapes do they coexist most naturally and happily? What does the organ tell me about touch and technique, what does it want to say, and why? 

 

How many years were you involved in this project?

I was in Sweden with GOArt for six years, and it was a fabulously stimulating collaborative project. GOArt is the acrostic for the Göteborg (Sweden) Organ Art Project, which Hans Davidsson initiated and led. The stunning, colorful North German organ built with antique techniques by Munetaka Yokota, Mats Arvidsson, and a highly skilled team represents the apex of the GOArt research in the late ’90s into the new millenium. Those of us who were among the interdisciplinary team of researchers followed the organ building stages of hand-planed wood, sandbed-cast metal, fire-forged iron rollerboards, the physics of wind flow, and we tested sounds, wind pressure, and key action along the way. When the organ was completed, it was thrilling to hear the range of strong, yet vulnerable, transparent, singing sounds of the organ. In my double CD recording of Tunder’s organ works (see Figure 3), I savored the colorful palette of soundscapes by exploring in turn the various families of stops represented on each of the four manuals of the organ. Selecting like stops side-by-side reveals the infinite variation in aural nuance that one can hear in the best instruments, strong congregational singing, and in historic improvisation.

 

Goodness! You really immersed yourself in this project!

I truly did. We had regular symposia. The organists would learn what the physicists were discovering, and they in turn were listening to what performers, pedagogues, and improvisers were discovering. That is how I was able to dig so deeply into the archival material on how Bach and all of his predecessors learned improvisation, and then how Bach and his pupils and successors and other traditions built on this basic methodology. This is an ongoing story of evolution on how musicians learned and taught improvisation. I’ve spent years and years discerning how improvisation pedagogy works. I’m grateful for many opportunities over the years to test out those ideas with wonderful students in the States and in Europe.

 

In Volume One of Bach and the Art of Improvisation, you write, “Improvisation is really extemporaneous composition.” I really love that idea. 

You have to be able, to some degree, to think out the music in your head away from a keyboard before you even play your first note. Here is an example. We have our presidential State of the Union address. The President is reading his speech from a teleprompter for his State of the Union address, but he has a hard copy of the address on paper in front of him. This idea of oration, or the art of giving speeches, goes way back before the days of teleprompters, before the Common Era, to the time of Greek orators. Greek orators had to have a memory that worked in a way different from what we think about when we memorize music. In memorizing music, many people memorize every note. The Greek orator’s memory was much more like a blueprint or an outline for a speech, because they didn’t have computers, or printers or teleprompters. They had to memorize the outline of their speech, and then they decorated the interior lines of that speech. Johann Sebastian Bach was still using that art of memory when he was improvising, and that is what I do also when I improvise. 

 

So you improvise from a mental outline?

Yes, I have a blueprint in my brain; I want to know the beginning, the middle, and the end of what I am doing before I even begin, even though I don’t know specific notes, or even sometimes where the improvisation is going to take me. Within that mental/aural blueprint, there is an “introduction” (Exordium) where you want to grab the listener’s attention. The Greeks did this too. You want to play something “flashy” to say, “OK, this is going to be the mood and the character of the piece, and the key of the piece,” and after that, you launch into something of a narration (Narratio). In the narration, you “tell” the listener what you are going to do, just like the orator is saying, “This is what I plan to discuss.” You are staying in your home key at this time, as you are telling the story at the beginning. Then you have a proposition (Propositio), a new idea that you want somebody to know about. Then, scientifically, to show people that your idea or ideas hold some weight and truth, you have to argue your point (Confutatio). Again, this is what the Greeks would do, they would argue against their proposal, but brilliantly, they would turn the argument on its head to confirm (Confirmatio) the truth of their original proposition. So, in these “confutatios” in music, you can explore other ideas or other snippets of ideas, or take those ideas to new keys; this is what we would call the development section in what is known as sonata-allegro form. However, you come back and confirm it with your recapitulation and return to your home key. After you have confirmed your main proposition, then you end with a conclusion (Peroratio) that has a “bang” and some sort of bookend effect that hearkens back to your original opening attention-grabbing statement.

 

I have heard that composers don’t have to be good improvisers, but good improvisers have to be good composers. 

That is true. Yes. C. P. E. Bach said that. Improvisers learn a great deal from investigating existing compositions and asking questions about specific works in the manner a curious child or tenacious archaeologist might keep asking, “Why?” 

Here’s an example. Knowing that Georg Böhm taught the young Bach made me wonder what influences Böhm’s compositions had on Bach. Böhm’s keyboard works provide excellent material for improvisers, as they are fairly easy to analyze. With a strong thoroughbass foundation, one can emulate some works of Böhm in improvisation. I explored this approach to improvisation pedagogy in Bach and the Art of Improvisation and in my harpsichord CD, Bach’s Teacher Böhm & Improvisation. (See Figure 4.)

I selected a præludium, partita, dance suite, and fughetta of Böhm to perform and then chose specific chorales that would work well with those genres. On the second half of the CD, you can hear my improvisations on those chorales in the style of Böhm, recycling the same genres in new ways. In my Bach, Improvisations and the Liturgical Year CD, I took inspiration from Bach works to improvise on chorales on the Pasi organ at Trinity Lutheran Church in Lynnwood, Washington. (See Figure 5.) Improvisers make their nests from snippets of material and enduring designs from the
finest composers.

 

Getting back to what you said earlier about copying what you had heard, it makes me think of Mozart. One of the great composers was an improviser at a very young age.

It is said that Mozart had many things worked out in his head before he ever put a note down a paper—very much like a great improviser. 

 

I always figured that people were born with some sort of “improvisation gene” and you either had it or you didn’t.

No, it is like any other skill. It takes work. You cannot become an Olympic ice skater the first time you put on a pair of skates and venture out onto the ice! Just like Olympic athletes, accomplished improvisers have invested thousands and thousands of hours of practice, studying, and coaching. Even as an improviser, “going down the wrong path” can be very instructive. Like any skill, it doesn’t drop from the sky, it is a matter of giving the skill deep, regular focus and attention, sprinkled heavily with perseverance.

 

Can you speak to the benefit of actually copying out a piece of music instead of just making a photocopy?

In Bach’s time, everyone had to copy music. I have my students copy music, for instance, copying out one of Bach’s Inventions from his own hand. They can see that in Bach’s handwriting, there is gesture; it isn’t just some sort of robotic computer-generated notation. You can learn from how notes are written and beamed together. You also learn different clefs like the C clef, so you learn relationships; you are not reading by note names, but rather by intervals and relationships of distance on the page and how that translates to the keyboard. It is as if you are reading words and phrases instead of looking at individual letters. (See Figure 6.) Remember how it was when you first began to learn typing? You first have to think of each key individually, and after a while your fingers know where the keys are, and you can type a word and then later a phrase. It is the same thing with improvisation. No matter how proficient someone is as a player of repertoire, one has to start from the very beginning as an improviser. 

 

This really is very humbling. 

Yes, it is, but it is also very much worth it!

 

It was interesting to learn from your book Bach and the Art of Improvisation that Bach was very demanding of his students, and yet also was extremely practical in what he taught.

Oh, yes, Bach was genuinely interested in getting right to the work of experiential learning. Bach usually took a chorale melody and a thoroughbass. That was the blueprint; the chorales had a soprano and a bass line, and students would have to fill in the alto and tenor part. Wouldn’t it be great if theory could now be taught in conjunction with improvisation? If students had their hands on the keyboard, they would learn theory much better and as an integrated part of musicianship, because they would store information in various memory sources—the tactile, the visual, the aural, and the analytical. The more synapses you have firing, the more aspects of music will make sense on multiple levels. 

 

Also with Bach as a teacher, wasn’t it true that you could not move on “to the next step” without mastering what had been assigned to you?

Ah, yes, Bach’s students weren’t allowed to proceed to repertoire and improvisation before they had their fingering in place!

 

Did Bach know about different fingering traditions, or what today we would call “early fingering”?

Yes, he most certainly did. In fact,
C. P. E. Bach was still documenting it after Bach’s death. This type of fingering was still being used during the time of Bach’s son.

 

Didn’t J. S. have a profound effect on what we consider today as “modern fingering?” 

Bach was one of the first to use the thumb to the same extent as the fingers, which astonished other musicians at the time. Some of Bach’s music doesn’t work exclusively with early fingering described in 16th- and 17th-century treatises. Because of this, the so-called modern scale fingerings used today were already chronicled by C. P. E. Bach as one of several options. Significantly, though, this was not the one and only option. The performer was offered different fingerings for the same passage, and could select the most appropriate fingering to the style and tempo of the piece, to the note values and function of particular passages, to the size of the musician’s hand, and for the articulation desired. Using a palette of fingering choices offers much more sophisticated playing results that can imitate bowing, tonguing, and most importantly, singing.

The clavichord is the instrument Bach advocated most for keyboard practice, as the instrument itself is the finest technique pedagogue. The clavichord offers its best blooming sound when the player plays with relaxed arm weight, with the hand and arm lined up above the key to be played. (See Figure 7.) If the player uses less than ideal fingering and arm weight, the sound will be weak and dull, instead of rich and colorful. The clavichord tangents press up on the strings, allowing for infinite light and shadows in the dynamic range, as well as Bebung, an ornamental vibrato accomplished by pressing weight in and out of the string. Practicing on the clavichord translates to an ideal organ technique and organ playing that sounds much cleaner (clarity of touch and articulation) and more expressive. 

 

You suggest that it is helpful to learn to improvise in the Baroque style. Why?

Most students learn theory from a Baroque perspective first, culminating in analyzing Bach chorales. My vision is to have theory and practice, history and performance integrated as one art. Already, students start with Baroque harmonies in Bach chorales. From there, it is relatively easy to stretch out those tertiary harmonies vertically as well as stretching the harmonic rhythms horizontally to take more space as melodies develop, which is what happens in much nineteenth-century music. The improvisation pedagogy developed in Bach and the Art of Improvisation is a series of steps derived from the repertoire. This pedagogy can easily be transferred to any pattern-based music improvisation (music organized in modes and scales) from medieval music to Messiaen.

 

In your pedagogy, what is the first step? 

I always begin where the student is at and build appropriate steps from there. If the student needs a better foundation in relaxed technique, fingering, hymn playing, note reading, and analysis, we work with those aspects immediately and introduce improvisations such as musettes, ostinatos, and two-voice counterpoint. My students, other professional musician friends, and I have had great fun in developing “improvisation societies” in which we improvise for and with one another on various themes. This puts the improvisation psychology into a friendly environment and allows participants to inspire each other by becoming a “counting choir” to help the improviser keep track of the meter and tempo, by playing rondos, in which each person can try out a small phrase at a time, by offering constructive feedback, fresh ideas, and accountability for practicing.

 

Where do you then proceed from there? 

I use chorales with soprano and thoroughbass and cadences so that each improviser can hear and sing the cantus firmus as well as the harmonic basis, and know with each sense how to fill in inner voices. Gradually, improvisers can work to harmonize a given soprano and to create upper voices from a given thoroughbass. From thoroughbass and chorales, I introduce how to decorate one line at a time using appropriate figures to fit proper voice leading and harmonic function, both with two-part counterpoint and with four-part harmonies. This leads to chorale preludes and dance suites, which get into exciting meter and rhythmic variations. 

 

Bach and the Art of Improvisation, Volume Two is ready to go to press. What is the focus of the second volume?

In volume two, I offer free works, but still within a thoroughbass and chorale framework: interludes and cadenzas, preludes, fantasias, continuo playing, partimento, and fugue.

 

I’d like to hear more about those last three. What about continuo playing?

Many modern continuo-playing realizations simply designate block chords for the thoroughbass harmonies indicated. Some of these are not even careful with appropriate ranges to fit with the soloists, voice leading, or doubling. In contrast, Bach’s continuo playing was described as creating a quartet out of a trio. Instead of resorting to block chord-type continuo, he would most often play the left-hand bass line given and improvise a right-hand part that would fit ideally in dialogue and duet with the other solo voices. When I started improvising in this way in continuo with ensembles, I was astonished at how much more sophisticated it sounds, as well as how much more it enhances what the other instrumentalists are doing.

 

What is partimento?

Partimento is an improvisation pedagogy practiced by many Italians, notably Adriano Banchieri, Bernardo Pasquini, and Girolamo Frescobaldi, as well as several German musicians in the 17th and 18th centuries. Italian composers influenced the art of improvisatory flourishes in keyboard free works. Froberger is a wonderful example of that Italianate influence from his teacher Frescobaldi, as I demonstrate in my Froberger on the 1658 De Zentis CD played on an original 17th-century Italian harpsichord. (See Figure 8.) In his toccatas, Froberger introduced cosmopolitan influences: Italianate improvisatory virtuosic passagework, French dance and overture rhythms, and strict imitative counterpoint practiced by German composers and the Palestrina lineage of contrapuntalists.

The cross-pollination between Italy and Germany was evident in partimento works, including fugue. After Bach taught his students how to work with thoroughbass in chorales, free works, and continuo playing, he introduced partimento fugues in his early fugal pedagogy. (See Figure 9.) In partimento fugues, the subject and answer are introduced. After the initial entrances, the partimento features thoroughbass only. The improviser’s role was to solve the puzzle by placing additional subject entrances in the fugue according to where they fit with the harmony indicated by the thoroughbass. For example, with a four-voice fugue, the improviser fills in the missing voices and remaining harmony in four-voice counterpoint. Most improvisers enjoy puzzles, riddles, or Sudoku. Partimento is a similar musical game and valuable improvisation pedagogy tool. 

So you can use partimento for fugues?

Yes, Bach did, as did Handel. In Volume Two of Bach and the Art of Improvisation, I show examples of partimento fugue as a starting point for fugal improvisation. Bach certainly moved beyond that in teaching, composing, and improvising fugues, and in my final chapter, I offer applications for how to create increasingly professional fugues. 

 

I think most people would feel daunted by the thought of improvising fugues.

Yes, and they did in Bach’s day, too. It is truly possible for anyone who is willing to practice with great attention and perseverance. The results are exhilarating.

But the solution is, as Bach did, to build up each of the improvisation pedagogy steps so incrementally, that fugue becomes simply the next rung of the ladder. 

 

And that’s exactly what you do in Bach and the Art of Improvisation!

Joyce Johnson Robinson

Joyce Johnson Robinson is editorial director of The Diapason.

While the Sistine Chapel—la Cappella Sistina (which takes its name from Pope Sixtus IV, who reorganized it in 1471)—is a must-see for many who travel to Rome, it is unlikely they will hear music performed there, as any services and concerts in the chapel are usually not open to the public. The Sistine Chapel Choir is the pope’s personal choir, singing at all the liturgical celebrations of the Supreme Pontiff—in the Sistine Chapel itself, at St. Peter’s Basilica, and at outdoor services. 

During a 2014 visit to Rome, I was able to meet with the titular organist of the Sistine Chapel, Juan Paradell-Solé. A native of Spain, he received his early training in Igualada, near Barcelona, with Father Albert Foix, and studied organ with Montserrat Torrent at the conservatory of music in Barcelona.

In 1973 Paradell-Solé moved to Rome for study in organ and composition with Monsignor Valentí Miserachs. He subsequently studied in Germany for three years with Günther Kaunzinger. He served as organist at Rome’s Basilica of St. Mary Major (Santa Maria Maggiore)for 30 years, and assumed the position as organist of the Sistine Chapel in 2011. 

 

Joyce Johnson Robinson: At what age did you begin studying music?

Juan Paradell-Solé: I was eight years old.

 

Do you come from a musical family?

Yes. My maternal grandfather was a musician—including in church, because at that time one did a bit of everything. He had a band, played piano, and they made appearances in nearby towns, but he also always played in church.

 

What about your parents?

My parents, no. I attended a school run by the Scolopi Fathers and one of the priests there, Father Albert Foix, was a musician, and had formed a Pueri Cantores choir. He visited classes and looked for children who wanted to sing . . . And this priest was very good with Gregorian chant. He was quite serious and even though he was dealing with children, he taught music using solfège. I had learned piano and around the age of nine or so I began to accompany the Pueri Cantores on the harmonium, during sung Masses, getting accustomed to sacred music. Thus thanks to my first maestro I was already, as a child, learning Gregorian chant and sacred polyphony.

 

How is that you came to be in Rome?

After some study with Father Albert Foix, I enrolled at the conservatory in my city, Igualada, which is near Barcelona, for study of solfège and piano. In the late 1960s, a priest musician from a nearby city, who had studied in Rome, started coming during the summer. This was Maestro Monsignor Valentì Miserachs; he played organ in the basilica and gave concerts. So I met him, and he prepared me for the entrance exam for the Barcelona Conservatory, and to study with Montserrat Torrent. In the early 1970s Miserachs became maestro di cappella at the papal basilica of St. Mary Major in Rome. Thus I asked him if I could come to Rome to study with him, and there I was on my way to the Eternal City.

 

What are some of your early memories of learning the organ?

Lessons with Montserrat Torrent took place in the Palau Nacional, in which there was a large Walcker organ, enormous, five manuals, and I began to take lessons on that organ. It had over 100 registers—mamma mia! (laughs) It seemed to me as though I were in the cockpit of an airplane—it almost scared me! This huge machine, these keyboards—it was a very beautiful instrument, mechanical action; its original keyboard was from the 18th century.

At that time, the organ world in Spain almost didn’t exist. There was only Montserrat Torrent, who held courses and gave concerts . . . while here in Rome at that time there were these big names, such as Fernando Germani and Ferruccio Vignanelli.

 

What music did you study with Montserrat Torrent?

Always music of every period—certainly not only Spanish music. She began with easy Bach pieces, Baroque works, pre-Bach composers such as Böhm, then little by little moved on to French Classic works, and gradually later French works. Montserrat is an organist who plays everything—much early Spanish music, but also Bach, Duruflé, Reubke, Reger. She is “360 degrees,” playing all the repertoire. Today there are organists who play only early music. Montserrat is still active, even in her eighties. In 2013 she played a challenging program in Rome, including even Alain and Duruflé.

 

You also studied in Germany.

I spent three years in Germany, studying with Günther Kaunzinger.

 

Can you describe the organ world in Spain after the civil war?

In Spain, gradually things changed after Franco—new organs began to be built. In Spain, during the civil war, many historic organs were destroyed. But some organs were saved—all the organs in the south of Spain, and in the Basque regions, in special cases, some were saved. For example, let me tell you about an eighteenth-century organ in Igualada, my native city.

Someone saw children in the town square who were playing with very small pipes from an organ that was being taken apart. So he called the city’s music teacher: “Maestro, someone wants to destroy the organ—come right away.” And the maestro asked what the person was doing, and was told, “This organ is of no use anymore.” The maestro answered, “What are you doing? This is a musical instrument. It’s not just used in the church; it can also be used for dancing, for tangos . . . ” And he succeeded in convincing him. So they dismantled the organ and stored it in a convent school during the civil war; thanks to this it was saved.

But many others were in ruins, included a beautiful, large Cavaillé-Coll in a cathedral in Catalonia. Starting in the 1980s many organs began to be rebuilt, concert halls constructed, and many organ students, like me, went abroad to study. So now in Spain there are many fine organists, new instruments, and the organ world in Spain has changed a great deal.

 

You have concertized throughout Europe, South and North America, and even in Syria!

Yes, Syria—in Damascus. There was an organ in the Franciscan church there; I think it was the only organ in Damascus. The concert had been organized through the Cervantes Institute—the institute for Spanish culture. It was very interesting: a concert of Spanish music and poetry, with a Spanish actress. Last year we recorded a CD on that organ, also Spanish poetry and music. This CD, Aquesta divina unión, will be released in late September 2015.

 

What sort of concert repertoire do you favor?

I perform much Spanish music, to help make it known—although not too much early music, because early Spanish music is familiar. There is a large repertoire from the late nineteenth–early twentieth century up to now, written by composers from the Basque countries.

 

Do you mean the Euskarien region?

Exactly. The Euskarien region is not very big but has a large collection of Romantic-Symphonic organs that’s unique in the world—many by Cavaillé-Coll, Merklin, Mutin, Stoltz Frères, Puget, and Walcker. And these instruments haven’t been touched—they have not been changed, they are as they were.They’ve been maintained but nothing has been changed. So musicians from the late nineteenth century onwards grew up with these instruments, and many wrote for the organ. It’s a large body of Spanish symphonic literature that is very little known.

 

You’ve recorded some of this repertoire.

I enjoyed making this CD (Orgues en Duos, by Daniel Pandolfo et Juan Paradell-Solé on the Merklin and Koenig organs, Pamina SPM 1520 393 CD) because some of these pieces are very interesting—for example, Usandizaga, and Jesus Guridi, for instance. It was recorded in Alsace on a Merklin organ. And Daniel Pandolfo (who’s French, though of Italian ancestry) and I recorded some duets, utilizing a second, choir organ.

 

You’ve also done a lot of concertizing.

However, I am at heart a liturgical organist—I have been a liturgical organist for all my life. For me the church is important. The liturgical organist can seem to some people perhaps of less value, but that’s not true. The liturgical organist must have many more competencies, really a 360-degree skill set: know how to immediately accompany Gregorian chant, accompany a choir, transpose, must know how to improvise. A concert organist studies pieces; if he learns them well, he moves on to the next ones. Of course, a liturgical organist also plays the great literature, but must have an even broader skill set. I remember when I was twenty, I went to St. Peter’s to hear Vespers, and sometimes also the morning Mass, sung by the Cappella Giulia choir. The director, Maestro Armando Renzi, who was very famous in Italy, said to me, “If you don’t know how to do these things you’ll never be a good organist, because beyond playing concerts, an organist must be able to do these things.” And it’s true.

 

What is a typical week like for you? 

Most of my weeks are quite similar. Fortunately, my schedule allows for at least a half day of practice at the organ. I begin in the morning as soon as possible, with a bit of piano technique and then I continue on organ. The afternoon is normally dedicated to study and private lessons. Tuesdays and Wednesdays are my days at the conservatory [Conservatorio Licinio Refice, Frosinone], where I teach organ, Gregorian chant, modes, and basso continuo.

Normally during the week I don’t have rehearsals with the Sistine Chapel choir. The choir rehearses every day, but reheases with the organ only for something particular, such as a piece in a concertato style with the organ. Otherwise we rehearse together a day or two before an important celebration.

During the weekend there are often celebratory liturgies in the Vatican. Then I am involved both for the Mass that the Pope says on some Sundays, as well as for important feastdays that can occur during the week.

 

How is your position at the Sistine Chapel different from that at St, Mary Major?

My work as an organist for the choir of the Sistine Chapel—the pope’s choir—is not much different from that at St. Mary Major: namely, that of a liturgical organist. At St. Mary Major, there was a short rehearsal before every Mass. After an improvisation on the Introit, I accompanied the various types of song and also played during and after the motet. I also played the offertory and a final piece from the literature at the end of Mass. And the papal celebration is not very different. Whether a Mass or a Vespers, it is similar, only in St. Peter’s there is much more time for playing the organ, above all before and at the end of the Mass or Vespers—since the basilica is so large, one needs to play until almost all of the assembly has exited the basilica. But it’s essentially the same.

 

How much of your work is accompanying the Sistine Chapel Choir, versus playing repertoire (for example, during postludes)?

Papal celebrations, with the Sistine Chapel Choir, certainly involve much accompanying of the choir, especially during Mass, meaning all the parts of the Ordinary or the Propers of the Mass, or the various parts of Vespers. But there is also much opportunity for being able to play organ literature, repertoire­­—above all before Mass. Often I must play even for 30 to 45 minutes before the Mass, or the arrival of the Holy Father, or at the end of a Mass or Vespers, accompanying the papal procession and while the entire assembly leaves. So there is a lot of time in which to play plenty of literature. 

During the Mass, often the Offertory is sung first, before the choir sings a motet. But often the organ must continue improvising, in the same style of the motet that was sung. There are other moments when there is a lot of time for the organ—for example, in the baptismal liturgy, during the ordination of a priest, in a penitential service—where the organ must play quietly. And those are times when the organist must play for 45 minutes, or even an hour.

 

In accompanying chant and Psalms, do you use written-out accompaniments, or do you always improvise?

For Gregorian chant, normally I improvise the accompaniments. I’ve spent many years studying the accompaniment of Gregorian chant, and I also teach this in the conservatory. I like to improvise chant accompaniment, so that it is not always the same. Sometimes I use accompaniments that I wrote, which were published in various musical journals. For psalmody, normally the psalm is composed by the Sistine Chapel choirmaster—at present, Maestro Palombella—and he also writes the accompaniment. But this doesn’t mean that I cannot change accompaniments during the verses and create my own on occasion.

 

What is involved when you must play for a Mass outdoors in Piazza San Pietro (St. Peter’s Square?)

During Masses that are said outdoors in St. Peter’s Square—from Palm Sunday through the summer—the situation varies greatly, and for the choir there is the difficulty of singing outdoors. Another difficulty is the loudspeakers that transmit sound through the piazza, and that transmit for radio and television. 

Regarding the organ, a movable radio-controlled console is used, which controls the organ in the basilica. I must say that the sound of the organ is very good; even though the organ is inside the basilica, the organist can hear it immediately. Logically this requires speakers; this system, however, has had some problems lately. Until a better solution is found—and this is just a temporary solution—when we are in St. Peter’s Square, I play an electronic organ. Another problem, when we are all outside in the piazza, is that of weather. Sometimes we are out in the rain, other times with strong sun in our eyes; there is wind (many times the wind has blown my score away!). I have had to take shelter and improvise. So to work around these problems—weather as well as the difficulty for the choir of singing outdoors—in the last couple years the choir has been standing in the atrium of the basilica, covered, so this is much more comfortable. The choir and organ can mutually be heard well, and we can coordinate everything much better, almost as if we were within St. Peter’s Basilica. 

 

Who plans the music for Masses?

The music for papal celebrations is chosen by the office of papal celebrations, headed by Monsignor Guido Marini, together with the director of the Cappella Musicale Ponteficio Sistina, Maestro Don Massimo Palombella, of course under the guidance and approval of the Holy Father. It’s not unusual on occasion for the pope himself to choose particular music that he would like to have performed. For example, for Mass last Christmas, Pope Francis himself personally asked that the “Et incarnatus est “ from Mozart’s Mass in C Minor, be sung during the Credo—and certainly it was. Thus, the staff together with others decide on the music for each occasion.

As for the music that the organist must perform, I must say that no one forced me to play anything—they allow the organist to choose, based on his good sense and liturgical understanding. Of course, the organist must always know how to choose, from the liturgical point of view, which works from the literature are most suitable; certainly the Christmas season is not the same as Lent, or Easter, or a penance service. So the organist chooses from the repertoire.

 

You have played for historic events, such as the ceremony starting the conclave that elected the new Pope, and for Pope Francis’s first Mass.

[When the conclave began] I went to the gathering of the cardinals in the Sala Nervi . . . The Office of Terce was sung at the beginning. I went every morning to play; each day cardinals from all over the world were arriving. Then there was the ceremony to open the conclave. Before the conclave began, there were other people inside the Sistine Chapel, and all the cardinals must swear an oath. I had to play during the swearing-in, and then once the master of ceremonies declared “Extra Omnes” (“everybody out”), I had to quickly grab my scores and run out. I was the last to exit the Sistine Chapel.

After the election of the new pope, the next day there was his first Mass in the Sistine Chapel, for the cardinals only, and then there was the first Mass, in St. Peter’s Square, for the whole world. 

 

Deutsche Gramophon has recorded some of this (Habemus Papam, includes the Mass for the election of the Roman Pontiff, Entrance into the Conclave, Mass with the Cardinal electors, and Mass for the beginning of the Petrine Ministry; DG B0022404-02).

Yes. It was recorded live and includes music from the conclave, the Mass in the Sistine Chapel with the cardinals, the Mass in St. Peter’s, and the Mass for all the world. I presented a copy to the pope.

 

What are your future plans and goals?

Goals: I hope to continue to play for papal celebrations for many years!

As for projects, in summer 2015 I have many concerts throughout Europe (Spain, France, Austria, Germany, Denmark, Italy), and on August 28, I play in St. James Catholic Cathedral in Orlando, Florida. In 2016 there will be much to do at the Vatican, marking the Holy Year, the Jubilee of Mercy, with celebrations, concerts, and other events. Then in summer 2016 there will be many concerts—in Japan and South America—and recording a new CD.

 

Thank you very much, Maestro Paradell-Solé—grazie mille! ν

 

Hannah Koby

Hannah Koby is an organ/church music major and German minor at Valparaiso University, Valparaiso, Indiana, where she is also a member of Christ College (Interdisciplinary Honors College), the University Chorale, and the student chapter of the American Guild of Organists. At the university’s Chapel of the Resurrection, she serves on the Morning Prayer planning staff, is organist for the weekly Matins service, and serves as pianist and on the planning team for the weekly Candlelight service. Koby is also organist and choir director at St. Paul Lutheran Church, Chesterton, Indiana. After her studies at Valparaiso, she plans to pursue graduate work in sacred music and to maintain German connections.

We have probably all heard that studying in a foreign culture is life changing, that one will learn a lot and grow as a person. After spending spring and summer of my sophomore year of college in Germany in 2016, I can say that those are all true. Yet as musicians, we seek musical as well as personal growth. My time abroad left me with stronger musicianship, broader understanding of German organs and their history, greater appreciation for and knowledge of liturgical worship, and a network of colleagues, friends, and mentors on the other side of the world. I believe that studying in Europe and experiencing the instruments, churches, history, and culture for oneself is an unparalleled opportunity for organists. As I played Schnitger, Silbermann, and Sauer organs last spring (to name a few), I knew I was learning for myself the aural ideals of each builder, place, and era.

A unique partnership between Valparaiso University, where I study, and the Hochschule für Kirchenmusik (Church Music Conservatory) in Rottenburg am Neckar, Germany, provides church music students with an opportunity to study abroad while continuing music studies and gaining a new perspective on sacred music and the church. This program was part of what led me to study at Valparaiso University. I believe studying abroad is an opportunity that student organists should seek out, because the benefits of seeing, hearing, and playing historic and modern European organs in their context cannot be overestimated.

 

Rottenburg am Neckar

Most of my time in Germany was spent in Rottenburg am Neckar, in the southwestern German state of Baden-Württemberg. There is not much to set Rottenburg apart from any other small Swabian town, except that it is the seat of the bishop of the Roman Catholic Diocese of Rottenburg-Stuttgart. Because of this, Rottenburg is home to a Catholic church music conservatory and to St. Martin’s Cathedral—the smallest cathedral in Germany. The conservatory, or Hochschule für Kirchenmusik, is on the edge of town, providing an idyllic setting for study. It is housed in one building, with residential floors above the classrooms/practice rooms, which means no excuse for not practicing in bad weather! The size of the school—about 35 students, including bachelor’s, master’s, and one-year certificate students—lent a very personal dimension to my experience. I got to know all the students and could learn from nearly all the professors, even those I didn’t officially study under. Since all the classes and lessons are taught in German, I appreciated that small class sizes also allowed for language-related clarification when necessary!

One aspect I value most from my semester in Rottenburg was the different perspectives I got from each teacher. I studied organ literature with Herr Heinrich Walther, a concert organist and professor. While it was difficult for me to get used to a teacher very different from others I previously had, he imparted much musical and life wisdom to me in the short semester we worked together. One focus of my work was playing with more nuanced articulation. Herr Walther helped me bring out much more detail than I previously had, which was possible since we were working only with tracker-action organs, as is the norm in Germany. The lessons from that semester still impact how I think about articulation and the shape of individual notes and phrases, even though I don’t often perform on tracker instruments now that I am back in the United States.

In addition to the seven small pipe organs housed at the Hochschule, students have occasional access to organs in local churches. I had the privilege of performing in one of the weekly “Music for the Market” concerts on the four-manual 1979 Hubert Sandtner organ in Rottenburg’s St. Martin Cathedral. I also heard this instrument often, with the masterful improvisation of cathedral organist Ruben Sturm during Sunday Mass. The other Catholic church in town, St. Moriz, has a three-manual instrument built in 1976 by Winfried Albiez, which provided many registration options for an improvisation lesson there! Both of these churches regularly hosted the conservatory’s guest artist and faculty recitals, giving me a chance to hear the breadth of color and texture on each instrument.

 

Difference in curriculum

One surprise for me in Rottenburg was that organ improvisation is a main subject in the German church music curriculum, taken every semester. I encountered many surprised looks when I shared that it is not required in many American programs. I think that for the first couple of weeks, even my teacher was not quite sure what to do with me! While I struggled to understand my lessons, my teacher, Herr Peter Schleicher, was a patient instructor. He worked with me on the basics of improvisation, a skill that has already proven very helpful for service playing upon my return.

The most striking difference in church music studies at Rottenburg is the choral and conducting curriculum. In the United States, church music studies largely focus on organ, and choral conducting training is often minimal. In Rottenburg, organ is a primary component of studies, but the church musician’s role as choral director is taken very seriously. Each student at Rottenburg has private or small-group lessons in choral conducting every semester, and the whole school takes part in a weekly praxis seminar. In addition, there are classes in choral/vocal pedagogy, and orchestral, chant, and children’s choir conducting. I think I had as much education in choral leadership in one semester in Rottenburg as many American church music students receive in four years!

Prior to my time in Germany, I had only taken one semester of basic conducting, in a class of about a dozen people. What a difference it was to work one-on-one with a professor! I worked with Herr Peter Lorenz, cantor of St. Martin’s Cathedral. I learned so much from him about physical preparation for conductors, score study, and rehearsal preparation, as well as the conducting itself. Because we had half an hour every week just to focus on my conducting, rather than dividing the time between students in a class, Herr Lorenz was able to correct much more than I had previously experienced. My conducting has become significantly more fluent because of these lessons.

Every Tuesday morning at the Rottenburg conservatory is devoted to the choral conducting practicum. Students work with their professors in lessons to prepare a choral work, and on their assigned Tuesday, lead a rehearsal of the piece. The professors will assist the student when something is not going well, and always provide feedback at the end. In addition to rehearsal leadership experience, the practicum also serves as weekly sight-singing practice for all the students.

Usually in the first year, students must also take a set of choral pedagogy classes. This set consists of studies of body and breath, choral warm-up practicum, and choral voice building. Studies of body and breath focuses on physical exercises both for the students as musicians and performers and for choirs. We learned everything from relaxation exercises for musicians to activities to physically prepare choral singers. Each new technique or exercise was practiced as well as discussed.

This class led directly into the warm-up practicum, a half hour in which a student leads a 20-minute choral warm-up, both physical and vocal, followed by 10 minutes of debriefing. This gives each student a chance to try out new vocalises and learn about their particular issues in leadership. In Germany, it is considered unprofessional to lead warm-ups from the piano, so each student has a tuning fork and vocally gives pitches. Working in that system was one of my challenges. For example, I tended to have my singers vocalize higher than necessary or comfortable because my own vocal range is high.

Following the practical courses, we had choral voice-building class, which is essentially the theory behind what we were practicing in the other courses. We focused on individual sounds—for example, learning which vowels best reinforce different vocal qualities or what sorts of exercises can be used to bring out certain consonant sounds in singing. We also learned about vocal register and experienced an introduction to the physiology of the voice. The theory was always demonstrated through vocalises (and sometimes tricky German tongue twisters!), and was reinforced through paired themes for the warm-up practicum. All these classes operated as a set, providing a holistic education for future choral leaders.

 

Organ to organ: 

Traveling Europe

Supplementing all my studies in Rottenburg, I took advantage of the vast organ riches within traveling distance. A highlight for me was traveling to Copenhagen, Hamburg, and Lübeck over Pentecost break. Particularly impressive was the number of organ concerts and other events in Hamburg in the half week I was there (prompting my Hamburg grandmother to suggest I continue my studies there; but that is another story). One of the many opportunities was a demonstration of the famous Arp Schnitger organ in Hamburg’s St. Jacobi Church. Upon learning that I was an organist, the intern leading it invited me to play while he demonstrated some registrations. Afterward, he asked if I would like to come back the next day, leading to a glorious hour and a half with the church to myself, exploring the grand sounds of this historic instrument. Now, I try to remember these sounds as a standard for North German Baroque registration for my work here in the United States.

Another memorable instance was in Copenhagen, Denmark, at the St. Petri Church, home to a German-speaking congregation. I was studying what I could see in the façade when the organist arrived. I asked to see the console, and he offered that I could play for a few minutes. When he saw me pull out my organ shoes and music from the bag I always carried, he realized I was a serious student and invited me to come back once he was finished with his rehearsal. I was allowed to explore this late Sauer organ from the 1930s until the church closed for the day. While it is not as old or distinguished as many I saw, playing this instrument gave me a taste of the aural ideas from that era in northern Europe.

Professional connections

Along with the experience of playing historical organs, the examples above illustrate a few of the invaluable connections I made with church musicians in Europe. I am considering graduate studies in Germany, and the connections I already have may lead to mentorships or other opportunities then. Some of my best friends are students from Rottenburg who are involved with the Valparaiso exchange. Knowing a few people made the transition to Rottenburg so much easier than it could have been. In the future, these friends will also be my colleagues. There is no telling how the friendships might lead to international opportunities for our research or future choirs or students.

Personal connections with German church musicians have already led to an amazing opportunity for me. While I was abroad, I learned through a Valparaiso connection about a potential internship at the Castle Church in Wittenberg, where Martin Luther is said to have posted his 95 theses. Having been identified as a bilingual church music student, I was put in contact with the cantors there, Thomas and Sarah Herzer. Since I was in Germany at the time, it was possible for me to travel to Wittenberg to interview for the position. In the summer of 2017, I served as church music intern at the Castle Church, playing for and helping host some of the many worship services and concerts taking place as part of the 500th anniversary celebration of the beginning of the Lutheran Reformation. I don’t know if this would have happened without the personal contact I was able to make while in Germany for a semester.

 

Learning from difference

As a Lutheran student from a Lutheran university, I was well aware of the fact that I was going to study at a Catholic conservatory. However, I learned that I did not need to be so concerned about it, because Catholics and Lutherans truly have much in common. The pattern of the liturgy meant that I was rarely lost in worship, even when I could not figure out all the responses. For me, this underscores the value of a universal liturgy practiced by Christians all over the world. While the language may be different, we know we are singing the Kyrie or professing our faith through the creed. Interestingly, in Rottenburg I actually felt more at home at High Mass in the cathedral than in Protestant worship. Because the Protestant state church in Baden-Württemberg is “Unified,” which was explained to me as a cross between Lutheran and Reformed traditions, the local Protestant church did not follow a strictly liturgical pattern of worship. This made it more difficult for me to follow and drove home how much I rely on the liturgy to shape my experience of worship.

Another difference for me in Rottenburg was the strong focus on the chant repertory. I participated in the conservatory’s Schola in which all second-year to graduate students sing—but for which I was completely unprepared. Prior to that semester, I had sung some chant, but always in modern notation. At Rottenburg, we sang from medieval square notation with neumes—neither of which I knew how to read. Realizing my deficiency in this area, I chose to take their intro-level chant course.

This class, Gregorian Chant and German Liturgical Music, was an incredible mix of subjects. We learned the basics of understanding, singing, and leading chant, and got a crash course in Latin and German musical resources for the seasons and festivals of the church. I am glad to say I now have a basic understanding of neumes and can read historical chant notation. Beyond that, the course also drove home the deep connection that German Catholics have to their musical tradition. They regularly sing Medieval chant without a second thought, which I have not encountered in American Lutheran circles. While acknowledging the importance of vernacular hymnody, they nonetheless keep strong the Latin song tradition as well. It was impressed upon the students in this class that as church musicians, it is our responsibility to respect these traditions.

 

Closing thoughts

Perhaps for organists more than other musicians, the benefit of experience cannot be overestimated. Actually being in European churches and playing historical instruments gives an incomparable context for the work that we do as organists. Many times since my semester in Germany, I have worked on registration or encountered a new organ and noted that it sounds like a certain instrument I played in Europe. From that relationship, I know I have found an authentic sound for works of that time and place. When working on registration, there is no substitute for knowing firsthand the sounds that composers had at their disposal.

The traditions I studied and participated in while in Rottenburg showed me the importance of both the historical and universal planes in which we as musicians work. I hope that my experiences encourage others to seek opportunities to be challenged as musicians by other cultures and traditions.

 

David Rumsey

David Rumsey⁴⁴ was born and educated in Sydney, Australia. He studied with Anton Heiller and Marie-Claire Alain in Europe 1963–66, then returned to a position at the University of Adelaide. Moving back to Sydney in 1969 he established a Department of Organ and Church Music, which survives the recent Australian educational and research funding cuts. For over 25 years, until 1998, he was the regular organist with the Sydney Symphony Orchestra and as such frequently presided over the Grand Organs of Sydney Opera House and Sydney Town Hall. Associations with multimedia events have included performances of the Saint-Saëns “Organ Symphony” to 100,000 people with the orchestra in the Sydney Domain, the organ via microwave link from Sydney Town Hall. In 1998, he wrote, produced, acted, and performed in a highly successful 14-hour musical and dramatic spectacle on the life of J.S. Bach, with actors in period costume from the National Institute of Dramatic Art (AUS), and musicians playing period instruments. He resigned his post in Sydney in 1998 and moved to Basel, Switzerland, where he continues working as an organist and consultant, and as a Senior Researcher at the University of Bern. Since 2007 he has been responsible for the editing and CD-production of historic organ recordings released under the OehmsClassics label using the historic Welte organ and its player-rolls at Seewen (SO-CH) and is regarded as an authority on aspects of medieval organ culture. He is organist at Herz Jesu Kirche in Laufen (BL-CH) and in-house consultant and organist to the Museum der Musikautomaten, Seewen (SO-CH).

On Friday and Saturday, June 9 and 10, 2012, a concert and workshop focusing on the medieval organ were held at the Basel (Switzerland) Peterskirche. They dealt with concepts, designs, repertoire and the medieval organ used in ensemble.¹ Another symposium and series of concerts was later organized in and around East Friesland (Rhede), commencing Monday, September 3, 2012, running until Sunday, September 9, dealing with much the same topics.² Some instruments and participants were common to both events. Elsewhere Kimberly Marshall played and held courses in Sion (Switzerland) during October 2012. Other events in Europe during the summer of 2012 dedicated to the medieval organ included one arranged by Jos van der Giessen in the Netherlands.

Kimberly Marshall’s 1989 book, Iconographical Evidence for the Late-Medieval Organ in French, Flemish and English Manuscripts,³ was of seminal influence to much of this blossoming culture. It was the most oft-quoted work at the Basel and Rhede conferences. A colloquium in 1995 at Royaumont (France), two years after an 11th-century Theophilus organ had been reconstructed there by Antoine Massoni, was a most important sequel.⁴ Marcel Pérès, responsible for the Royaumont Theophilus organ, also played in Basel during August 2011. The 2012 events were significant vantage points in an ongoing search for the Holy Grail of understanding medieval organs and performance practices. They continued to push back through the 15th, 14th, 13th centuries, even to the 3rd in Rhede.

 

The Phenomenon

The observant phenomenologist might well note something in the air: research into and performance of early music has now spread both forwards and backwards in time—from a “Bach-fulcrum” that began with Mendelssohn,
S.S. Wesley, et al. in the early 19th century. By the late 20th century it had reached fortepiano, early Steinway, the “real” Wagner orchestra, and even Stravinsky’s Le Sacre du printemps, where authenticity of instruments used was a measure of performance excellence. Concurrently, moving back to ever earlier eras, the music of Buxtehude, Frescobaldi, Couperin, Correa de Arauxo, and Sweelinck—among many others—has been vigorously regenerated through performance on historic organs, careful emulation of their temperaments, key proportions, wind quality, specifications, tonal and mechanical attributes, all of which illuminate performance practices.

Other 19th- and 20th-century contributions to this historical consciousness included the continuum of English choral music, the rediscovery of Palestrina, and parallel developments in Gregorian chant. In the educational arena it seeped into musical institutions such as Eugène Gigout’s 19th-century Organ School in Paris or the early 20th-century Schola Cantorum Basiliensis, not to forget the work of Solesmes and similar centers. High-profile specialist performers such as Gustav Leonhardt then came on the scene, increasingly promoting serious research, publications, recordings, and concerts. Discrete organ cultures began to be brought back to life by dedicated builders, researchers, performers, and luminaries. A veritable explosion of knowledge and activity erupted around the turn of the 21st century.

The phenomenon is now neither confined to the organ nor the 16th–19th centuries, but takes in viola da gamba, cornetto, medieval fiddle, lute, harpsichord, hurdy-gurdy, harp, bells, whole families of antique instruments, and virtually all music of any period. The ongoing challenge in the medieval arena for instrumentalists is that of surviving originals. Certainly extant and truly original 16th-century organs are scarce. Precious little material dating from before the 15th century is known—and then essentially only fragments. Iconography, contemporary descriptions, the few comprehensible early organbuilding tracts, and much circumstantial evidence taken from extant contemporary repertoire are about all that there is to go on. At the Rhede conference, Winold van der Putten, who was responsible for building many of the instruments present, added another significant factor: the experience of specialist organbuilders who have now regularly interpreted these old sources and learned how to put theories or confusing historic descriptions into practice. This is a cutting edge where artistic fringe-dwellers live dangerously by constantly expanding boundaries. It is a little like “walking the plank,” just that the board gets narrower as it seemingly extends back forever, engaging the enquirer in an ever more precarious balancing act. But the rewards are tangible, and in the past few years fully successful medieval constant-scaled ranks have been constructed and voiced. They were commonplace enough for much of medieval instrument-building history and essential to its performance.

Walter Chinaglia, from Como (Italy)⁵ was another of those present in both Basel and Rhede with several of his own positives and portatives built from extending what is “seen through a glass darkly” into convincing practical realities, another fruit from the experiences of these increasingly skilled specialist builders. There are others—Marcus Stahl of Dresden⁶ and Stefan Keppler of Kötz,⁷ to name but two from Germany.

 

2012—European Medieval 

Organ Summer

On Saturday afternoon, September 8, 2012, the Rhede symposium was nearing its conclusion and running rather late, since so many people had had so much to offer. The interest was exceptionally keen; most sessions had extended well beyond their scheduled times. About 15 different organs had been assembled in a kind of “grand general meeting of gothic organs.” They emulated everything from a hydraulis to 13th, 14th, and 15th-century portatives and positives. There were also some renaissance instruments, including an original 16th-century Italian organ, the most modern of the assembly, a permanent fixture in the Old Church at Rhede, nodal point of this symposium. Other venues around this East-Friesland region included Weener and Rysum. Attendees came from Germany, Netherlands, Scotland, Switzerland, Australia, Czech Republic, USA, and Scandinavia. 

At the outset Harald Vogel made the poignant observation that this unusual gathering of medieval organs was an exceptionally important event in the history of the instrument, a hitherto virtually unthinkable assembly. It was organized by the Weener Organeum, Winfried Dahlke in charge, supported by a squadron of organists, organbuilders, and others whose burning curiosity clearly motivated them strongly. 

Dr. Vogel inaugurated the “Rims” instrument, made for a German organist by Orgelmakerij van der Putten after mid-14th-century practices: constant-scaling, two 8′s in parallel (effectively 8′ II-ranks, always playing, no stop control) and a 6′ (on a separate register, slider above the windchest). The resemblance to an organ described in the 10–12th-century Sélestat Manuscript gives its 8′+8′+6′ specification full credibility.⁸

The prototypical culture that inspired the Rims instrument used lead as pipe material, constant scaling after the 11th-century Berne Anonymous MS,⁹ and keys as described by Praetorius for Halberstadt.¹⁰ Its Gamba-Quintadena-like bass tones with Principally-Flutey trebles were an experience all of their own. They came into good use during the symposium in Gregorian alternatims, borduns supporting chanters, and works such as medieval Redeuntes with long-held bass notes under more agile trebles. This instrument presented a left-hand cantus firmus of an early Felix namque¹¹ with remarkable ease and complete conviction; its scaling allowing the “slow-note cantus firmus” to stand out against right-hand elaborations as if two manuals were being used. Yet no normal two-manual organ could ever achieve the effect so convincingly. An understanding of the 13th-century Notre Dame school of Léonin and Pérotin—also tried out at the conference—was clarified through performance on this instrument. All present knew instinctively that they were in the presence of a special musical integrity and masterly instrument building.¹²

Another organ, of an altogether different, rather later style, was the largest of several provided by Walter Chinaglia. This remarkable organo di legno brought to mind a passage in Benvenuto Cellini’s autobiography: 

 

My father began teaching me to play upon the flute and sing by note; but notwithstanding I was of that tender age when little children like to take pastime in whistles and such toys, I had an inexpressible dislike for it, and played and sang only to obey him. At this time my father fashioned wonderful organs with pipes made of wood, spinets the fairest and most excellent which could then be seen, viols and lutes and harps of the most beautiful and perfect construction.¹³

What could be called Chinaglia’s Cellini Principals are exceptionally fine ranks, made from a beautiful red-yellow cypress, which even contributes scent to the total experience of this organ. They run through the entire range of its keyboard at both 8′ and 4′ pitches. The third register, an exquisite Krummhorn-Regal with a beautifully full and rich quality in spite of its pencil-thin resonators, adds a strong and spicy finish to the tonal resources.¹⁴ He also brought along several positives and portatives, one very fine positive emulating that in the van der Goes painting in Scotland.¹⁵

Of particular interest to everybody at the symposium was a new interpretation of the ancient Roman organ finds from Aquincum (Hungary). It was built by
A. Schuke Potsdam-Orgelbau GmbH (Germany) for the Römisch-Germanisches Zentralmuseum Mainz (Germany); research, design, and concept were by Susanne Rühling M.A. and Michael Zierenberg.¹⁶ Extra time had to be allocated, taken from later sessions, allowing a second round of discussion about this amazing but potent little replica. It stood there, like a proud Roman sentinel, on its brown hexagonal pedestal, a living and working monument, mostly in copper or bronze, to the organ belonging to Aquincum’s 3rd-century fire brigade. Its prototype ironically survived a fire by falling into the cellar. Were they all out that night? Perhaps the seemingly unanswerable question—“Was it a hydraulis or a bellows organ?”—might be given a nudge towards hydraulis, since its survival could have been the result of having water poured over it as it fell? It is doubtful that burning floors falling into cellars with highly flammable organ bellows would do anything more than increase the conflagration. Such speculations aside, this instrument looked more like something from the age of steam and polished brass. Indeed, its amazing sounds were quite reminiscent of steam whistles. Justus Willberg also tours Europe with a hydraulis,¹⁷ complete with air-pumps, water cistern, pnigeus, and Greek repertoire, but following the older, Walcker-Mayer interpretation. He was in Basel not so long before the June event, another manifestation of this fascinating phenomenon. The sounds of these Roman organs seem not unrelated to the new Rims organ when first heard from a modern perspective, although they are in reality tonally, musically, and mechanically universes apart.

Another star of both events was the two-stop, one-manual and pedal positive made for the author in 2010 by van der Putten. This instrument was also partly influenced by the van der Goes painting. The organ and I had been invited to make the trip from Basel specifically to talk, play, and be played at this conference. Much of the woodwork is Lebanese cedar, again contributing scent to the total experience. It was used in every concert and demonstration and featured twice on the cover of the flyer. (Rysum was the third.) The two Rhede flyer photos were taken at the Basel event by Jos van der Giessen where the Peterskirche appropriately provided a neatly framed, truly “Gothic” background.¹⁸ The positive was moved from Laufen (Switzerland, near Basel) to Rhede (Germany), then Huizinge (Netherlands), Rysum (Germany), Rhede (Germany), Groningen (Netherlands), Finsterwolde (Netherlands), and back to Laufen (Switzerland) during this northern sojourn—about 12 days.

The rest of the Rhede Symposium consisted of demonstrations, concerts, lectures, a church service, socializing, and networking. The invitees included Harald Vogel, Winold van der Putten, Koos van de Linde, Cor Edskes (paper read in absentia), Susanne Rühling, Winfried Dahlke, Jankees Braaksma, Tomas Flegr, and myself. Themes ranged around gothic pipe-making, wind pressures, voicing, repertoire, performance practice, the problems and advantages in the anachronous use of tuning slides in modern copies of early organs, the towering figure of Arnaut de Zwolle, medieval organ design (cases, windchests, specifications, keys), the Blockwerk, surviving literature, touch sensitivity on portatives, the use of bells with medieval organs, Pythagorean tempering, and much more.

Time simply ran out. The richness of thematic material, available expertise, the many discussion by-products, and the ravenous cultural, intellectual, and musical hunger of all gathered together for this event turned out to be quite overwhelming for the organizers. Some speakers and players had to seriously curtail their offerings. Frustrating though this was, it should be no enduring problem as long as the need for more is acknowledged.

Thus it was that, on Saturday afternoon, September 8, 2012, momentarily lacking a program, I turned to Jos van der Giessen and asked, “When does this finish?” Even the fascinating unscheduled double session by Koos van de Linde (Netherlands/Germany) ranging from Arnaut de Zwolle to the much-discussed Utrecht Nicolaïkerk organ restoration¹⁹ was not fully done. Three more speakers were impossibly scheduled in the 30 minutes before the close at 4:30 pm. My question was intended to be “When does this (session) finish”—but the response fittingly, amusingly, and intentionally misinterpreted it, summing up the spirit which had been engendered by all the 2012 events: “Never, I hope!”

For the phenomenologists, at least four medieval organ events in around four months—Basel, Netherlands, Rhede, Sion—must be something of a landmark for 2012.

•

Immediately following the Rhede Symposium, on Sunday, September 9, after the closing church service in Rysum, a further concert was held in Groningen’s De Oosterpoort Concert Hall. Arrangements had been made that my instrument would remain in the Netherlands for a few days before being returned to Switzerland. Jankees Braaksma (Netherlands) and Tomas Flegr (Czech Republic) played it with the group Vox Resonans, the ensemble adding that sparkle and transformed sound that has been frequently noted with this organ: those who had attended both events were still commenting on Tobie Miller’s hurdy-gurdy playing in Basel and the amazing soundscapes created when organistrum and organum are played in ensemble. The dance group, RenaiDanse,²⁰ led by Veronique Daniels (Switzerland), and instrumentalists also featured in two of the Rhede Symposium concerts as well as this Groningen event. They all earned a double standing ovation in Groningen—one after the concert, another after the encore. The calcant (the organ’s builder), physically exhausted and suffering from a serious workshop injury incurred just before the symposium, was fittingly included with the performers in these accolades.

 

Quo vadis?

The many themes raised by these conferences can only be dealt with through an enduring continuum of instrument building, research, discussion, publication, and many more such events. This arena is a collection of musical swords that still need much more rattling in their scabbards. Basel and Rhede together were able to pose important questions, and even answer some, at least in the short term. But long-term answers are needed, since both the practice and the research is relatively recent, tends to be revelatory, and is ongoing—very much an essential part of the phenomenon.

There were questions posed about the nicknaming of the Rutland Psalter copy as a “Theophilus” organ. Of course, with hindsight we can now view this as two ends of a historical progression and clearly distinguish between them as organ types. Simple, well-intended glossing can grow into habits that become less correct as time progresses. Such expressions tend to stick, even when more recent knowledge overtakes them. Another habit of this kind began to be formed at these conferences when—rightly enough as a new venture in recreating pipe-making history—the so-called “pigeon’s egg” registers (three on the Rims organ, one on the Rumsey organ) were referred to just so: “pigeon’s egg ranks.” The term comes from the 11th-century Codex Bern (see endnote 9), where the measure of pipe diameters is explained as “the width of a pigeon’s egg.” Yet the eggs chosen were different and correctly discriminated between the eras the two instruments represented. Thus the ranks were not scaled to the same widths. The terminology really should have been “constant-scaled.” After that we might talk ancient treatises and ornithology.²¹ Likewise, in discussing the “wolf” in Pythagorean tempering, the interval really should have been referred to as “b to g♭” rather than “b to f♯”. And what were referred to as “pure thirds” are in fact just ever so slightly impure acoustically, since they are really Pythagorean diminished fourths, e.g., d–g♭, which are 384.36 cents, whereas a truly pure major third is 386.31 cents. True, normal human perception cannot distinguish between them.²² Again, strictly speaking, the hydraulis presented was closer to a bellows organ. 

These matters need little further comment here; the intention is clear in every case once the context is clarified and human nature to gloss, nickname, and abbreviate is acknowledged. Exact terminology usually sorts itself out eventually as needs arise and awareness increases—although a general tendency to slow progress is lamentable.

What needs probing now includes the following:

Medieval Tuning and Tempering: A frequent modern assumption that earlier Pythagorean temperaments mostly had the “wolf” at G♯–E♭²³ seems only rarely to be hinted at in ancient sources. It has sometimes been recommended or assumed by exponents of this culture, including Mark Lindley, although often with serious reservations or caveats.²⁴ Others, such as Adam B. Rahbee, are known to be investigating this.²⁵ Further results are eagerly awaited from him and others. However, the most likely outcome, endemic to this medieval discipline it would seem, is that there was no single standard. One particularly fascinating development of this was how, in the half-century or so before Schlick (the work of Arnaut de Zwolle, Pietro Aaron, et al), the pure thirds/diminished fourths were shifted and came into line with four of what became mean-tone temperament’s normal eight.²⁶

Fingering: The use only of 2nd, 3rd, and 4th fingers when playing medieval keyboard music was strongly promoted in the Rhede masterclasses. There was a claim that it was impossible to use thumb and 5th finger anyway, especially when playing portatives. Yet this was proven wrong by at least one participant, who repeatedly and comfortably used all fingers. When an octave span is required in, e.g., a 3-part Buxheim²⁷ piece, and it can only be played by one hand because the other is too far removed to help out, then how can the thumb not be used, especially if the keys are substantially wider than modern keys and there is no pedal? (Horror of horrors: was the rule of exclusively 2nd, 3rd, and 4th fingers partly formulated by people playing relatively narrow modern keyboards?) Aside from Tobie Miller’s hurdy-gurdy playing in Basel, the finely fingered performances by Brett Leighton—who takes Buchner’s Fundamentum organisandi of c. 1520 and his Quem terra pontus as a point of departure—also linger very well in collective memory.²⁸

Music and its structures: Much of the medieval repertoire could have been intended for constant-scaled ranks. The music of Robertsbridge²⁹ and Faenza³⁰ seem often to rely on the development of tension through tessitura variation and the relation of this to changing tonal qualities induced by scaling practices. Redeuntes, for example, sound wonderful on constant-scaled ranks as the figuration rises and falls. This music thrives on “intensity climaxes” that higher-pitched, fuller and flutier constant-scaled ranks produce. No modern scaling can possibly achieve this. The first Estampie from Robertsbridge has one “punctus” after another, each getting successively higher than the preceding, until the final one just blooms with the highest and most intensely flutey notes of all. It is not just constant-scaled ranks but also other scaling practices from this era—e.g., Arnaut’s “halving on the octave with addition constant”—that can produce this effect. Essentially all early scaling practices do to varying degrees, but the more scaling practice approaches modern schemes, such as Töpfer’s norms,³¹ the less marked this effect becomes, and the music ends up sounding relatively flat and lifeless.

Metallurgy—copper, lead, tin, and alloys—plays a most critical role. The use of wood for pipes is another question, particularly the issue of its first clearly recorded use—Italy, late 15th century?³² The Sion (Switzerland) Valeria organ has a “Copel” made from wood, now dendrochronologically dated from around early 15th century.³³ Of course, wood was introduced at some stage between the hydraulis and Arnaut de Zwolle as a material replacing the earlier copper/bronze variants used in making windchests.³⁴ Similarly, early conical metal pipe-forms and the potential confusion they cause in the iconography with wood needs investigation.³⁵ The relics at Hamar, Norway, may eventually provide a key.

The apparently sudden change from copper/bronze to lead at the turn of the 13th century is an interesting phenomenon: that lead was far more malleable than copper may have been a driving motivation clinching change. But the tonal effect was so strikingly softer and sweeter that this was expressly noted in many contemporary tracts.³⁶ It must have come as a profoundly exciting development, part of the Ars Nova/Ars Antiqua watershed. Notated organ music first consistently appeared just after the change—some of it might suit the sound of tin or copper but most of it plays remarkably well on lead pipework. Did the notion of accompanied voices rather than alternatim also receive some kind of stimulus here? And the desire to separate a single 8′ out from a Blockwerk: was this also part of the switch to lead? Later register names, such as Doof, hint at this, for the softer tones of lead must have seemed “deaf” compared either to copper pipes or the presence of upperwork of any kind. It was mainly in the centuries after this change that the typical, relatively small, medieval organ began to share the stage with some increasingly multi-ranked Blockwerks. The facility of the larger Blockwerks to be reduced to a single, sweet foundation rank must have been very alluring, whether for accompaniment or contrast.

Blockwerk registrations were sometimes recommended for pieces played by participants in Rhede—but how many organs pre-15th century had more than about one, two, or three ranks? Two of these ranks were often enough simply a doubled unison. The most spectacular Blockwerks were reported by Wulstan at Winchester in the 10th century or Praetorius at Halberstadt in the 14th or 15th century. Were some of these chroniclers, like us, more impressed with size—or hooked on hyperbole—than with making sober inventories of what was really there? Certainly, the three-rank Rims organ was closer to many Blockwerks of that era than the concept of a “Lokaz of at least 50 ranks,” to cite Schlick at the end of the era around 1511. And the Winchester organ: did this have copper pipes? Presumably. Was that—apart from its apparently anachronistically large mixture—another reason why it was reported as being so loud? Prima facie, sources and iconography prior to the 15th century indicate the existence of relatively few large Blockwerks compared to the many Positives and Portatives.

As with scaling, pitch, keyboard design, metallurgy, and everything else about medieval organs, there were no DIN specifications. Any investigative path is flawed if standards like this are sought. A variety of options needs to be tried within known tolerances, then optimums and limits found. Assessments can then follow, which might be region-, collection- or even specific work-oriented. It would be wonderful if some day money could be found to build an entire series of constant-scaled ranks from very thin to quite wide scaling, note the true ranges available, and try out repertoire on them, for instance that spanning the era between the Robertsbridge Codex and Buxheimer Orgelbuch. If further funding were available, then some copper pipes might also be tried, not for keyboard repertoire before this, since it virtually does not exist, but for ensembles (especially those commonly iconographically represented) and alternatim.

Did some or all the music in Faenza assume copper pipes, lead pipes, tin pipes, alloys? Constant or variable scaling? Pitches equivalent to A440, A466, A520 or something else? And where to place the “wolf”? A520, lead pipes, early Pythagorean tempering, and constant scaling certainly seem to work very well. But are our criteria correct? The experience of beautifully pure major thirds from Renaissance mean-tone tempering, or major thirds ranging from pure to mistuned in the circular temperings of the Baroque era, is very enticing to impressionable musicians travelling back from an accustomed equal tempering. Yet the sober reality is that pure thirds were sometimes expressly avoided, e.g., by Bach using remote keys with dissonant thirds to represent crucifixion, or even just sheer doggedness as with Thomas Roseingrave’s self-proclaimed love of F–G♯ rather than F–A♭ in his deliberate choice of a “nasty” F-minor tonality. Was the Pythagorean “wolf” sought out in like manner, or studiously avoided by these earlier musicians? Probably it was avoided if the evidence of modal transpositions is taken at face value—but even here there are questions that need working through.³⁷ In any case, there is no significant evidence in medieval music for an Affektenlehre and Figurenlehre: that was the culture of Bach, Handel, and Roseingrave.

To a degree, medieval voicing seems somewhat weather-prone: what barely works one day, might work well or not at all in the next cold snap or heat wave. And the organs of those days were only marginally protected from weather change compared to ours in air-conditioned buildings today. Thus: were their tolerances of pitch and tuning, including in ensemble, and with bells, more flexible than ours are today? Within limits, slight differences actually make these organs more interesting, as do historical voicing techniques—particularly the lack of total control with wide-open footholes. The lowest generally workable pitch from 27mm constant-scaled lead pipes is about modern (A440) tenor E♭. With 33mm it extends down to B♭, a fourth lower. Thus, pitches of organs produce differing manual compasses, or a few low pipes with ears needed to make them speak. As Winold van der Putten pointed out in Basel, “Medieval organ builders were no fools: it only takes cupping a hand around a pipe mouth to make it speak.” Iconography showing ears is, however, extremely elusive—jury out, experimentation and investigation still in. If, as seems likely, constant scaling was perpetuated well after the 11th century, whence these “pigeon’s egg” figures derive, then diameters could well have increased in time, allowing lower bass ranges and even more blooming trebles. The iconography, inter alia, suggests that this tendency could have persisted until early 15th century as diameters apparently became wider.³⁸ A targeted study of this is overdue.

If we retain all the parameters noted above, then reduce the size of the pigeon’s egg taken to 27mm, as with the Rims organ, little of Robertsbridge and Faenza at its notated pitch can be played satisfactorily unless the instrument is higher than A440. The very low notes cannot be voiced reliably using known medieval tools and techniques. Yet Léonin, Pérotin, or the Felix Namque of the Oxford MS sound totally convincing here with their more agile trebles—everything just bringing this music to a radiant vitality. The same applies for other parameters with Buxheimer, Ileborgh,³⁹ or various regional- or even specifically single-work instances.

Even so, did Léonin and Pérotin ever know lead pipes?

Research and experimentation not possible hitherto has now shown that constant scaling with pigeons’ egg dimensions around 33mm, and a pitch of at least A465 makes the first Estampie from Robertsbridge sound simply magnificent when transposed up a tone. That equates to A520—which should make some players of medieval instruments happy, since many project that pitch for some of their repertoire. All this, or an even higher pitch, brings “43” from Faenza truly to life in 33mm constant scaling. Lower that pitch and the bass notes of the Estampie are poor or missing, while the overall effect of “43” is relatively dull from trebles that simply do not bloom so well.

Of necessity, these assessments will always have a component of subjectivity in them. But not entirely: low pitches and constant scaling yield bass notes that do not repeat promptly, and others that will not speak properly, if at all—indicators that either pitch is too low, scaling too narrow, or later scaling practices could be appropriate. The physical limits of medieval organ compasses and pitch now need probing and defining. Any temptation to a general conformity of anything—pitch, scaling, metal alloy, tempering, fingering—must be addressed as a range or tolerance, given a specific set of parameters. This expressly includes repertoire and ensemble playing.

Standardization was a new concept that had to wait for Arnolt Schlick and later centuries. Interestingly, Schlick, relatively modern by comparison to the main thrust of these conferences, barely made it into the discussions.

 

A sequel? 

Thus, there was a consensus that intellectual and musical exchange should not simply vanish after this flush of medieval organ symposia during the European summer of 2012. Several events are already known to be foreshadowed. Of considerable interest will be a major symposium planned for the Amsterdam Orgelpark, June 6–8, 2013.⁴⁰ Wherever future events are held, it would be most welcome if they were not primarily talk-fests, but also included strong performance components. One small criticism of the Rhede Symposium was its predominance of talk over music. A four-way balance will always be needed with medieval organ cultures: talk, solo organ, alternatim, and in ensemble. In a way, these instruments were born to work in alternation with speech, chanting, silence, and possibly bells. It is particularly in ensemble that the iconography, literature, and extant music seems to be signposting the way ahead. Both Basel and Rhede showed that all four are needed for a completely balanced presentation of this highly fascinating culture. Basel strongly promoted alternatim and ensemble, and so did Rhede, the latter chiefly in concerts where dance was also represented. Would the miracle or mystery plays of the era be a good suggestion for some future events?

The Mainzer Hoftag of 1184 is usually reckoned as the greatest medieval festival in history. It was here that Friedrich Barbarossa knighted his sons, Heinrich VI and Friedrich V. A contemporary description of it included these lines:⁴¹

 

Dâ was spil end gesanc

End behurt ende dranc,

Pîpen ende singen

Vedelen ende springen,

Orgeln ende seitspelen,

Meneger slachten frouden vele.

 

There was playing and song,

And pushing and shoving,

Piping and singing,

Fiddles and dancing,

Organs and strings playing,

Many joyful things mingling.

 

Epilogue

The standing ovations in Groningen mentioned above had something of a cathartic feel to them, reflecting the exegesis in medieval organbuilding and musical performance that has taken place over the past several decades, especially in the events described above. Winold van der Putten’s organs were not at all alone in this, but he and his work were at the center of two of these conferences.⁴² His 1999 realization of the copy of the Rutland Psalter organ was an important trailblazer. This instrument was featured at the Rhede conference, along with some portatives for Jankees Braaksma and his group, Super Librum.⁴³ These were prototypes for most of what has followed as van der Putten and others investigated, experimented, and cracked the codes of medieval organbuilding and voicing. His recent constant-scaled ranks for myself and the Rims instrument were essayed only after much investigation and experimentation. In their own way, they alone deserved their rightful share of those standing ovations. Medieval organ scaling of this kind now seems set to be one of the next “revelations” in the performance of this music—not least in portatives where, oddly enough, it remains relatively untried.

 

David Rumsey⁴⁴ was born and educated in Sydney, Australia. He studied with Anton Heiller and Marie-Claire Alain in Europe 1963–66, then returned to a position at the University of Adelaide. Moving back to Sydney in 1969 he established a Department of Organ and Church Music, which survives the recent Australian educational and research funding cuts. For over 25 years, until 1998, he was the regular organist with the Sydney Symphony Orchestra and as such frequently presided over the Grand Organs of Sydney Opera House and Sydney Town Hall. Associations with multimedia events have included performances of the Saint-Saëns “Organ Symphony” to 100,000 people with the orchestra in the Sydney Domain, the organ via microwave link from Sydney Town Hall. In 1998, he wrote, produced, acted, and performed in a highly successful 14-hour musical and dramatic spectacle on the life of J.S. Bach, with actors in period costume from the National Institute of Dramatic Art (AUS), and musicians playing period instruments. He resigned his post in Sydney in 1998 and moved to Basel, Switzerland, where he continues working as an organist and consultant, and as a Senior Researcher at the University of Bern. Since 2007 he has been responsible for the editing and CD-production of historic organ recordings released under the OehmsClassics label using the historic Welte organ and its player-rolls at Seewen (SO-CH) and is regarded as an authority on aspects of medieval organ culture. He is organist at Herz Jesu Kirche in Laufen (BL-CH) and in-house consultant and organist to the Museum der Musikautomaten, Seewen (SO-CH).⁴⁵

 

Acknowledgements

(*) Seemingly the only images currently available, taken here from Stein Johannes Kolnes, Norsk orgelkultur—Instrument og miljø frå mellomalderen til I dag, Det Norske Samlaget, Oslo, 1987.

Thanks to John Liddy, Jos van der Giessen, Marc Lewon, and Elizabeth Rumsey for their help with this article, and to all who contributed photos and good advice. My apologies to Walter Chinaglia for not writing more about his organo di legno—space allocation just became too acute and this instrument really belongs to a slightly later epoch than the one mainly under discussion here. A fuller report on it can be seen at http://www.davidrumsey.ch/Chinaglia.htm.

 

Notes

1. Some details are available at www.david rumsey.ch/Medieval.php.

2. www.ostfriesischelandschaft.de/1097.html

3. Kimberly Marshall, Iconographical Evidence for the Late-Medieval Organ in French, Flemish, and English Manuscripts (New York: Garland Publishing, 1989), ISBN 0-8240-2047-2.

4. A description of the background to this, including mention of an earlier instrument by Yves Cabourdin, is available in Marcel Pérès, editor, Les orgues gothiques: Actes du Colloque de Royaument, 1995 (Paris, Editions Créaphis, 2000).

5. www.organa.it

6. www.marcus-stahl-orgelbauer.com

7. Wolkenstayn Orgelbau—also represented at the Basel event—www.wolkenstayn.de. He is arranging a course March 8–10, 2013, the “13. Etappe zur Frühen Musik,” dealing with Organetto/Portative playing, to be held at Burg Fuersteneck. Details on his website.

8. www.davidrumsey.ch/Bibliography.htm (see under 11th century)

9. Anonymous of Bern(e) or Codex Bern, Anonymus Bernensis etc., excerpt De fistulis organis/De organis.

10. In Michael Praetorius, Syntagma Musicum, Volume II, Wolfenbüttel 1618 (1619/20), section V, and Volume III 1619, section 7: “Das I. und II. Diskant-klavier.”

11. Oxford Douce MS 381

12. An alternatim (Veni creator spiritus) from an ad hoc Rhede performance can be heard at http://www.youtube.com/watch?v=PgtszdCw91o&feature=youtu.be.

13. John Addington Symonds (1840–1893), trans., The Autobiography of Benvenuto Cellini, Chapter V. It is now available online as part of the “Gutenberg” project (see www.gutenberg.org/ebooks/4028).

14. Further details at: www.organa.it/page1/page14/page41/page41.html.

15. Hugo van der Goes, Ange jouant de l’orgue (Angel playing the organ), Flemish ca. 1480, Sir Edward Bonkil, Holyrood Castle, Edinburgh collection. For a sample (second from left) see https://d30dcznuokq8w8.cloudfront.net/works/r/bal/6/8/0/399086_full_102….

16. www.schuke.com/pages/de/projects#reconstructions

17. www.hydraulis.de

18. Remains of a hydraulis were excavated in Dion, Greece, in August 1992. A reconstruction has since been toured. See Peter Williams and Jean-Paul Montagnier, eds., The Organ Yearbook #33 (Laaber: Laaber-Verlag, 2004), p. 163; Michael Markovits, Die Orgel in Altertum (Leiden: Brill, 2003); and websites: www.culture.gr/2/23/232/epked/en/00_standard_menu/00a_ydraulis/00a.htm and www.mlahanas.de/Greece/Cities/Dion.html.

19. See Peter Williams, ed., The Organ Yearbook #41 (Laaber: Laaber-Verlag, 2012), pp. 7–35. Program at www.david rumsey.ch/index.pdf, images at www.david rumsey.ch/2012/album/index.html.

20. www.renaidanse.org/page/de/act.html

21. The sizes of pigeons’ eggs are discussed in a footnote to Part II, Section 1, of Christhard Mahrenholz, Die Berechnung der Orgelpfeifenmensuren vom Mittelalter bis zur Mitte des 19. Jahrhunderts (Bärenreiter, 1968); also in English translation (Oxford: Positif Press, 1975). 

22. See also www.davidrumsey.ch/
tempering.pdf.

23. Really not a quint at all, but a diminished sixth, which has to function as a quint on the vast majority of keyboards where no split keys provide any better-tuned alternatives. This also applies to diminished fourths, which, in the Pythagorean temperings under discussion here, more accommodatingly or even fortuitously provide a near-pure major third.

24. An important essay on this subject by Mark Lindley can be found online at http://independent.academia.edu/MarkLindley/Papers/242254/Pythagorean_i…. See particularly Table 2, page 27, and the general discussion involving Odington, Spechtshart, et al. Certainly he presents much evidence for the B–G♭ wolf having more than a century’s demonstrable currency from 1413 to 1513 and correctly reminds us that the organ’s tuning cultures were often at variance with those of other instruments. The only significant assertion he makes for a G♯–E♭ wolf is for Robertsbridge (p. 33). Another essay, by Margo Schulter, can be viewed at www.medieval.org/emfaq/harmony/pyth4.html#1. See especially around “4.5 Pythagorean tuning modified: a transition around 1400,” where she assumes a G♯–E♭ wolf. In the final analysis, these do not argue very convincingly for a wolf at G♯–E♭ on purely statistical grounds. Of course, this only became a pressing issue when keyboards came to be divided into 12 or more discrete notes.

25. E.g., in a series of e-mail exchanges between Rahbee and the author dating June 28 to July 22, 2012. He is particularly interested in 15th- and 16th-century tempering practices and takes such relatively new material as the Cambrai MS into account (see Patrizio Barbieri, “An Unknown 15th-century French Manuscript on Organ Building and Tuning,” in Peter Williams, ed., The Organ Yearbook #20 [Laaber: Laaber-Verlag, 1989]). Rahbee is also exploring a hypothesis that meantone tempering may have come into widespread use somewhat later than is commonly believed. The apparently dual-tempered instruments of late 15th century, e.g., the Lorenzo da Pavia style of organ, may yet have much to offer on this topic. See http://www.david rumsey.ch/Iconography.pdf, pp. 7 and 8, and Marco Tiella, “The Positive Organ of Lorenzo da Pavia (1494),” in Peter Williams, ed., The Organ Yearbook #7 (Laaber: Laaber-Verlag 1976), pp. 4–15.

26. With a B–G♭ wolf giving near-pure major thirds (really diminished fourths) on A, D, E and B as opposed to the four (from a G♯–E♭ wolf tuning) quasi-pure major thirds on B, G♯, F♯, C♯ (see also endnote 22). This awakens interest in the potential adaptation of Pythagorean/B–G♭ tempering—seen as part of a transition to meantone—bearing, e.g., on the E-major/e-minor tuning dilemma in some Bruhns and early Bach organ works.

27. Das Buxheimer Orgelbuch, MS 3725, Bayerischen Staatsbibliothek, München.

28. Leighton’s point of departure is that Buch-ner was a Hofhaimer pupil, barely outlived his master, and most likely merely codified what he had been taught. The “good” fingers are 2 and 4, with scales played on lower keys executed, r.h. ascending and l.h. descending, as 2-3-2-3 (starting on strong beats), r.h. descending and l.h. ascending as 4-3-2-3-2-3, turn figures r.h. high-middle-low-middle and l.h. low-middle-high-middle as 4-3-2-3. The hand can be turned in the direction of travel when using paired fingerings (turning the hand in the direction of movement and keeping the fingers parallel to the keys were techniques used in the outgoing 16th century, their relative employment before that is a matter of speculation; Santa Maria and Diruta were in disagreement about this). Thumbs and fifth fingers are used in both hands (especially the left) when larger intervals require them. The iconography indicates use of left thumb when that hand played longer note values in three parts. Impractical passages sometimes need rule-breaking exceptions. Prohibition of using the same finger twice in succession is not endorsed in Quem terra pontus (which seems to have been fingered by a scribe rather than Buchner) and in polyphony, finger repetition is often the best musical and technical solution. (E-mail correspondence of 12.11.2012-3.12.2012).

29. Robertsbridge Codex/Robertsbridge fragment, London, British Library Add.
MS 28850. 

30. Faenza Codex, Faenza, Biblioteca Comunale, ms. 117.

31. See J.G. Töpfer, Lehrbuch der Orgelbaukunst, in 4 volumes (Weimar, 1855, and Mainz: Rheingold-Verlag, 1955–60).

32. See www.davidrumsey.ch/Technology.htm.

33. See Friedrich Jakob et al. in Die Valeria-Orgel. Ein gotisches Werk in der Burgkirche zu Sitten/Sion (Zurich, Verlag der Fachvereine, 1991), ISBN 3-7281-1666-1 and the updates in La Tribune de L’orgue, ed. Guy Bovet (Geneva), in numbers 56/3 and 61/2. A subsidiary issue here is that many of the older metal pipes at Sion appear not to have been hammered, but retain a thick, rough—even slightly porous?—post-casting appearance.

34. As noted, e.g., by Markovits in Die Orgel in Altertum. See, e.g., pp. 342, 418, and especially p. 444, where metal scarcities in the middle ages are said to have driven the change to wood, etc. (cf. pp. 198). Note also the tin- or copper/bronze-veneered wooden plates of windchests. This book is also available for viewing online at http://books.google.ca/books?id=p7amFlH7Bg0C&pg=PA401&source=gbs_toc_r&….

35. A need to be cautious here is underscored by an illusion in some representations, such as that of the Dame à la Licorne tapestry (http://www.davidrumsey.ch/Iconography.pdf, p. 5), where the pipe tops appear cylindrical, but lower down, under the bar, seem square.

36. E.g., see www.davidrumsey.ch/index.pdf—the Jerome de Moravia quote. In that connection a question (cf. Markovits endnote 33 above) that needs raising may well be: If metal was scarce, then what drove the change to lead so strongly (and e.g., not to wood)?

37. Lindley (op. cit., p .5) for example claims that most of Buxheim seems “. . . in certain cases at least, to require some form of meantone temperament for its proper effect” but gives no clear criteria. My own experience is contrary to this, having tried both, and I am mostly very comfortable with a Pythagorean/B–G♭ wolf for Buxheim. Criteria of this kind are difficult to formulate, save to note that resting points in the music, apart from open fifths and octaves, seem often enough to occur with the near-pure thirds of e.g., an A-major or D-major triad (a feature also noted by Lindley, pp. 42–43). We have to face the fact that medieval musicians themselves applied no consistent criteria here—a proposition that Lindley gives credence to with his quotation (p. 4) of the Spataro/Gaffurio and many other bitter contemporary conflicts around such issues. By virtue of its three additional pipes per octave, the medieval organ built by Winold van der Putten for me in 2010 is capable of playing in a variety of early Pythagorean temperings. With options of pipes to play either D♭ or C♯, G♭ or F♯, and A♭ or G♯, this currently allows any of the following tempering configurations:

Wolf G♯–E♭: E♭ B♭ F C G D A E B F♯ C♯ G♯

Wolf C♯–A♭: A♭ E♭ B♭ F  C G D A E B F♯ C♯

Wolf F♯–D♭: D♭ A♭ E♭ B♭ F C G D A E B F♯

Wolf B–G♭: G♭ D♭ A♭ E♭B♭ F C G D A E B

E♭/D♯ and B♭/A♯ choices (not yet built 2012) would further increase these options with:

Wolf D♯–B♭: B♭ F C G D A E B F♯ C♯ G♯ D♯

Wolf A♯–F: F C G D A E B F♯ C♯ G♯ D♯ A♯

So far a lack of available time has allowed only limited exploration of these variants.

38. www.davidrumsey.ch/Iconography.pdf

39. Incipiunt praeludia diversarium notarum secundum modernum modum subitliter et diligentor collecta cum mensuris diversis hic infra annexis by Adam Ileborgh of Stendal, 1448 (Ileborgh: Paris, private collection [‘Ileborgh Tablature’]).

40. www.orgelpark.nl/pages/home

41. Quoted in Jean Perrot, The Organ, from Its Invention in the Hellenistic Period to the End of the Thirteenth Century (London: Oxford University Press, 1971, ISBN 0 19 318418 4), trans. Norma Dean, p. 268. Perrot is sourcing this from Th. Gérold, La Musique au Moyen Age (Paris: Champion, 1932), p. 419.

42. www.orgelmakerij.nl

43. www.superlibrum.nl

44. www.davidrumsey.ch/index.php

45. www.bundesmuseen.ch/musikautomat en/index.html?lang=en