Musical Style and Content
Musically, the structural regularities of the Well-Tempered Clavier encompass an extraordinarily wide range of styles, more so than most pieces in the literature. The Preludes are formally free, although many individual numbers exhibit typical Baroque melodic forms, often coupled to an extended free coda (e.g. Book I preludes in C minor, D major, and B-flat major).
The Preludes are notable also for their odd or irregular numbers of measures, both as to phrases and as to the entire length of a given Prelude.
Each fugue is marked with the number of voices, from two to five. Most are three- and four-voiced fugues. The fugues employ a full range of contrapuntal devices (fugal exposition, thematic inversion, stretto, etc.), but are generally more compact than Bach's fugues for organ.
The best-known piece from either book is the first prelude of Book I, a simple progression of arpeggiated chords. The technical simplicity of this C Major prelude has made it one of the most commonly studied piano pieces for students completing their introductory training. This prelude also served as the basis for the Ave Maria of Charles Gounod.
Read more about this topic: The Well-Tempered Clavier
Famous quotes containing the words musical, style and/or content:
“I think no woman I have had ever gave me so sweet a moment, or at so light a price, as the moment I owe to a newly heard musical phrase.”
—Stendhal [Marie Henri Beyle] (17831842)
“The history of all Magazines shows plainly that those which have attained celebrity were indebted for it to articles similar in natureto Berenicealthough, I grant you, far superior in style and execution. I say similar in nature. You ask me in what does this nature consist? In the ludicrous heightened into the grotesque: the fearful coloured into the horrible: the witty exaggerated into the burlesque: the singular wrought out into the strange and mystical.”
—Edgar Allan Poe (18091849)
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupils individual needs and character could probably dispense with it: I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.”
—C. John Sommerville (20th century)