Development of The Wind Ensemble
The modern wind ensemble was established by Frederick Fennell at Eastman School of Music as the Eastman Wind Ensemble in 1952 after the model of the orchestra: a pool of players from which a composer can select in order to create different sonorities. The wind ensemble could be said to be modeled on the wind section of a "Wagner" orchestra, an important difference being the addition of saxophones and baritone/euphonium. (The American Wind Symphony Orchestra, which uses neither of these, thus adheres more strictly to the "expanded orchestral wind section" model.) While many people consider the wind ensemble to be one player on a part, this is only practical in true chamber music. Full band pieces usually require doubling or tripling of the clarinet parts, and six trumpeters is typical in a wind ensemble. According to Fennell, the wind ensemble was not revolutionary, but developed naturally out of the music that led him to the concept. However, the concept was in stark contrast to the large collegiate symphony bands of the time, particularly the 100-member band of the University of Michigan, conducted by William D. Revelli and even larger University of Illinois Concert Band as configured by A. Austin Harding and Mark Hindsley.
H. Robert Reynolds and others of his school of thought extended the Eastman model for wind ensembles, declaring that the wind ensemble should play only original wind ensemble works — no transcriptions, and no band pieces such as the Sousa marches or concert music intended for larger symphonic winds. This music should be of a serious and worthwhile nature, or the highest quality. Time and practicality have moderated this position, and today even Reynolds has produced quality arrangements for the modern wind band.
Contemporary composers found that wind bands offered a welcome opportunity to perform new music, in contrast to the conservative stance maintained by many symphony orchestras.
Read more about this topic: Concert Band
Famous quotes containing the words development of, development and/or wind:
“As a final instance of the force of limitations in the development of concentration, I must mention that beautiful creature, Helen Keller, whom I have known for these many years. I am filled with wonder of her knowledge, acquired because shut out from all distraction. If I could have been deaf, dumb, and blind I also might have arrived at something.”
—Mark Twain [Samuel Langhorne Clemens] (18351910)
“Information about child development enhances parents capacity to respond appropriately to their children. Informed parents are better equipped to problem-solve, more confident of their decisions, and more likely to respond sensitively to their childrens developmental needs.”
—L. P. Wandersman (20th century)
“The forest of Compiegne. Look at it. Like a kind grandmother dozing in her rocking chair. Old trees practicing curtsies in the wind because they still think Louis XIV is king.”
—Billy Wilder (b. 1906)