Music is the Path, Not the Goal

In February 2023, Jasmin Röder, a recorder player and also a columnist for the German magazine Tibia specializing in recorders, wrote to us requesting an interview.

The interview was published in May 2023, and now we provide a translation for our readers in Portuguese and English.

Portraits: Music is the Path, Not the Goal

Original Article: https://www.moeck.com/en/tibia/tibia-online/artikel.html?article=2426

or read the original PDF file here

Jasmin Röder in Conversation with the Quinta Essentia Recorder Quartet

May 5, 2022 Jasmin Röder / Photo: © Paulo Rapoport

The Quinta Essentia Quartet, founded in 2006, is a Brazilian recorder ensemble. Its current lineup, consisting of three female musicians and one male musician, inspires new compositions and promotes Brazilian culture and chamber music in various countries. The quartet currently consists of founding members Renata Pereira and Gustavo de Francisco, as well as Francielle Paixão and Marina Mafra.

Since your foundation in 2006, you have already achieved a lot. Your ensemble has won various prizes, you have released a whole series of CDs and you also give masterclasses and play concerts. What is your recipe for success?

We put together hard work with long term planning, and slow cook it for 17 years.

We’ve learned a lot all over these years. At the beginning, we just wanted to have a professional recorder quartet, playing concerts, presenting the recorder as a serious musical instrument. At that time, we didn’t have many instruments: each of us had just a soprano 442Hz, an alto 442Hz, and an alto 415Hz; plus, one plastic basset, one plastic tenor and one wooden tenor for the group. None of these instruments were really good, and we knew that it would be sufficient to begin, but we would need to invest much more in instruments to improve our sound. For many years, 80% of our income from concerts were reinvested in new and better instruments. The first priority was to change plastic to wooden instruments, and after that, to get the bigger basses to allow us to play a broader repertoire. Now we have more than 60 instruments in the collection, in 3 different pitches, and featuring Renaissance, Baroque and Modern instruments.

Many recorder groups like to play a kind of “tutti-frutti” repertoire, playing pieces from all historical periods in the same programme. We also did it at the beginning, and our first album La Marca shows it. After that, we learned something we do differently in respect to all other recorder groups: we play Brazilian music, and when we play European repertoire, we do it differently from other groups; this makes our performances something unique, and we like to do this way. We also learned that it is better to develop thematic repertoires, putting together pieces of music around an idea, a style or a period of history.

Besides of all of this, we have weekly rehearsals no matter if we have appointments or not, and we treat music as a language, and because of that, we play by heart even when there are parts on the stage. To understand this issue, you can just imagine if you trust an actor that is reading his text on stage, and compare him with the one that play his hole by heart. Of course, there are other issues that derives from treating music as a language.

– How are new concerts programs or CD ideas developed? Who was the creative mind behind your latest CD “Tunes!”. An unconventional CD idea where soundtracks are brought to live.

Many ideas were born many years ago, and during the time, we could make some of these ideas to come thru. The idea behind Tunes! came around the year 2012, but many projects took part in front of it, and we could do it just now. Some themes were in our minds since then, like the Mario’s and Zelda’s themes, and we needed to research to find other themes, like the Skyrim’s theme for an example. The mind behind this idea and also the arrangements is Gustavo de Francisco.

The 8 bit videogame themes, like Zelda and Mario, were very natural to be transcript for recorder quartet. Even the game sound is similar to the recorder sound, and many of those themes were composed for 4 voices. We were not restricted to games, and we were searching for music that were caught in our hearts, activating memories from the 80’s 90’s and our childhood, this is why we pick some themes also from cartoons, and some from more actual TV shows and games. We think there are at least 2 themes from Tunes! you must listen, that is the Monster’s Inc. and The Beauty and the Beast.

In 2016, 10 years after we started, we recorded J. S. Bach’s The Art of Fugue. We had this piece in mind since the beginning in 2006, but it was impossible to play on our instruments of that time because we would like to play in 415Hz pitch, and also the range of each counterpoint is challenging for recorders, sometimes going far beyond the range of 2 octaves and a second. In 2014 we’ve got our great-bass in 415Hz, and this allowed us to go for this project. The transcriptions for recorders were made by Gustavo from Bach manuscripts when available, and from the first edition for the movements that are not in the Bach’s manuscript. A baroque pitch G alto, a Bb soprano and a Bb tenor, were added to our baroque consort for this project.

For the Caboclo, the idea behind were Brazilian repertoire from 20th Century, featuring great and known composers, great music, and modern recorders. We have 2 original pieces for recorders being one of them dedicated for the group, everything else are music for strings, piano, brass or voice, that were arranged for modern recorders by Gustavo, using the extended range provided by those instruments.

– How do you normally organise new Cd programmes or concert programmes? Is there a certain order, are the tasks distributed in the ensemble? And do you rehearse regularly or in blocks? What steps are necessary from an idea to the finished programme?

We rehearse regularly, one whole day per week is dedicated for rehearsals. Gustavo does the arrangements and the agency/production, Renata does the marketing and the social media. All of us play the repertoire by heart, that is a challenge by itself. The fact we meet regularly is decisive to keep us to have new ideas about repertoires and other stuff. To work in blocks is not ideal for the way we produce our music.

It is difficult to say how many steps are necessary from the idea to the finished programme, because each repertoire is unique, and the challenges are different for each repertoire. Anyway, we have an idea, we must research the ways to achieve it; sometimes we need more instruments, sometimes we need other resources (such as projections, or on stage equipment), and the music itself has their own challenges. Usually, when we are rehearsing a new repertoire, someone is already thinking on what is coming next, researching new music, doing arrangements and so. Sometimes the arrangement does not work when we play, and we need to change the route.

I could resume like this: to have an idea, to research repertoire, to listen music, to do the arrangements, to try each music, to think in the marketing and texts, to rehearse, to try all music together, to make a concert trial, to record an album. The last step has many other steps in itself.

From the beginning of the research for repertoire to the premiere concert, it can easily last more than 2 years. From the first rehearsal to the concert, around a year.

– A lot of your music is played by memory? What is the idea behind it? Where do you see the advantages of this practice?

Our goal is to play everything by heart. Sometimes, in the premiere for a new repertoire, we use parts but all players are already playing by heart.

I prefer to say by heart instead of by memory; in Portuguese we say “decor” that means the same as English and French, by heart. This is part of the idea behind it, because when you do something by heart, that means all your body and mind are linked together to complete the action, and you don’t need anything else, just yourself. It improves confidence, and allow us to have a great communication to the audience.

As mentioned before, music is a language, and when we are speaking [or playing], we don’t look for the words we speak in the dictionary; neither an actor reads his role if one wants to move the audience’s mood, or even a dancer reads the steps on the stage. So, to make music, we communicate a message over the notes, rhythms, articulations and more, and for that, we need to do it by heart. There is something else: for the audience perspective, the parts can be a barrier that cover (or protects) the artist, inhibiting a great communication, and causing trouble to see what the artist is really doing on stage.

For music learning, to play by heart is also a great thing. But I could write an entire book about it, and it could be a theme for the next interview.

– How can one imagine the recorder scene in Brazil? Is the recorder an accepted and popular instrument? Do many young people choose the recorder?

In this matter, I think no country in the world has the tradition as you have in Germany, and also, they have in The Netherlands. Perhaps we will have a great community in Taiwan in the near future, where I see many young recorder players playing well.

In Brazil, there are many regular schools that uses the recorder in music classes, and also, we have many recorder enthusiasts. In music schools and conservatories, we have good recorder teachers, but artistically, there are not many active recorder players proportionally to the country size when compared to Europe.

There are many kids and teenagers that choose the recorder as an instrument, but many of them just give up or change instrument after someone telling them to play an orchestra or a pop music instrument.

I think the recorder will always to be a very attractive instrument by its simplicity, low cost and small size. What we must do, not only in Brazil but all over the world, is to insert the recorder in the music scenario that it is not inserted yet, like the pop music, the orchestra, or in the chamber music with other “canonic” instruments such as the strings, piano and voice, by doing this, we will have it being performed for bigger audiences.

– Are there dream projects or goals that you would like to achieve in the future?

The dream project is that the Quinta Essentia gains its own life, not depending of ourselves to continue, even if we decide to retirement. From all these years, many people played with us, and we’ve put many efforts and energy to maintain the group when someone decided to leave. It is not an easy task. Anyway, it was rewarding to do around 25 concerts per year, one overseas tour per year, playing in all continents until now, and our biggest audience for a concert was around 2000 people. Sorry, a mistake, we didn’t play in Antartica yet, shall we play for penguins there?

For the near future, we have 2 new programmes that we didn’t recorded yet: Impressionist Seasons featuring works by Ravel, Debussy, Satie, Piazzolla and Boulanger, and Abendmusik featuring works by Buxtehude, Muffat, Pachelbel, Telemann and Bach. All this music is really special, and the arrangements in the impressionist programme are really unusual, mixing modern and renaissance recorders.

– What do you think a good recorder ensemble needs? Is it enough just to play the music?

It is never enough to play well. I think all of us know people that plays well an instrument, and it is not sufficient to be successful in this market, and this is especially valid in the recorder’s Lalaland. We need to be entrepreneurs, that means we need to look after what we do in the same way business managers look after their companies.

We need to play well, because this is our best and more valuable asset; but it means nothing if one can’t transform this asset to other goods the people are interested in. It demands planning, marketing, production, investment, dealing with different people, learning other languages, assuming risks, and face all of it doing everything for fun. At the end, we are connecting people using music for that. Music is the path, not the goal.

Zooming in the quarantined recorders in Brazil

Difficult times force the artists to reinvent and be creative, finding new ways to connect to the audiences.

On June 24th we completed 3 months in social isolation. Unfortunately, rehearsals, concerts and tours were cancelled, but we discovered many positive aspects of the situation: presencial lessons were transformed into online lessons with a very good quality and experience for the students. After 13 weeks of social isolation we can share what we learned from this situation, and everything we are doing in order to continue to making music together, and strengthening the recorder community.

Before the pandemics, we already had online students, some of them in other countries such as Australia and Belgium, and some living in different and far regions in Brazil (that has 4394km north/south and 4319km east/west, something huge when compared to any European country). The previously experience gathered with the online students had a great value, since we had almost no trouble to do the required change into online lessons.

We teach through the Mother Tongue Method, also known as the Suzuki Method. We choose the Suzuki Method because we believe that everybody can learn to play in a high level when they understand and learn music as a new language. This is a very important aspect of our lessons, which makes possible to have a great satisfaction and feeling of progression on studying music, to create engagement and sense of community, and to develop a beautiful sound from the beginning. These values that are very important on Suzuki method is being also very important on keeping online lessons with quarantined people.

At Suzuki Center of Music Education we work together with teachers of many instruments such as violin, guitar, piano, voice and others, all of us teaching through the Suzuki Method, where we have 1 individual and 1 group lesson per week. Once the quarantine began, we changed all the individual lessons into online lessons without a trouble, but we needed to rethink about group lessons format. We developed (and keep improving) new strategies and activities for the online group lessons according to the Suzuki group lessons principles:

1 – reinforce skills learned on the individual lessons
One student play to the colleagues, and each listening student share a very specific positive comment about the performance. After everyone commented, we as teachers comment something special and something to improve.

2 – review the repertoire focusing on new skills development and on performance preparation
We turn off the audio of the students, and we play a music for the student, that one can play together. The parents, always watching the class, record the student performance by video, and send it to us after the class.

3 – nurture community
We often invite a teacher from abroad to participate, and our students are also often invited to participate in different activities organized by other recorder teachers. We had the participation of Paul Leenhouts in our group lessons, many students participated in the Global Community Recorder Orchestra project organized by Sarah Cantor, and also in many online recitals organized by the Suzuki community all over the world.

4 – develop ensemble skills (chamber music)
This is the most tricky issue, because of the latency on online video calls. So we are doing it offline, where each student record an ensemble part alone, and we put all of them together editing the video.

Regarding the tools we use, we are using Zoom for online lessons because this app gives the best audio and video when compared with other apps available, such as Google Meet, Skype, Messenger, Jitsi and others. It also has many useful functions, such as original sound, virtual background, chat, scheduling, secondary rooms, recording, live transmissions on youtube and facebook, and more. We also use other apps together with zoom, such as SnapCamera and OBS Studio, where we can add special effects to the lessons.

Sometimes we follow up the student’s practice by WhatsApp, where the student record an audio or video file and we give specific instructions before the next class.

Besides the online group and individual lessons, we gather together with other three music teachers in order to have ideas on the best use of meeting apps for online classes, to test and improve the equipment for audio and video calls, and new strategies to improve the quality of the lessons, not just technical quality, but also, the pedagogy involved.

So, together with these other teachers, we offered two webinars where we shared teaching strategies and technical issues with more than 500 music teachers and enthusiasts. More are coming soon. The webinars are in Portuguese, and you can put auto-subtitles and translate it in the options:

All of this for what? Of course, we do all of this for the sake of students. Many people are feeling as they were in warfare fighting with an invisible enemy, or just feeling very lonely because of the forced quarantine, and in any case it has serious consequences in one’s mind. The music lesson is the time of the week that the student can make music, to enjoy beauty, to have fun with friends, to learn and to develop new skills; all of this does a great influence in the students welfare.

Despite the challenges, we faced the situation reinventing the lessons in order to keep its quality. Students have now a new learning experience, and some strategies using technology will last after the quarantine is gone.

At Suzuki Center of Music Education Gustavo teaches the adult students and Renata teaches the kids and teenagers. Our work is based in the character development through music, and in difficult times such as we are now, the students are experiencing what music language can do in our emotional brain. For those students, music has become the one constant thing in their new normal, and they are feeling that music transports us to a world of our own, and it makes us to scape a horrible situation and helps us to face it!

Gustavo de Francisco and Renata Pereira are recorder players at Quinta Essentia Quartet, and also teachers at Suzuki Center of Music Education in São Paulo.

Brazilian Recorders at “The Interludes”

Original article: https://www.laopus.com/2018/11/brazilian-recorders-at-interludes.html

MONDAY, NOVEMBER 19, 2018

REVIEW 

Quinta Essentia, 
“The Interludes”, 
First Lutheran Church, 
Torrance 

by David J Brown 

 

The fact that the South Bay has several chamber music series, most of them master-minded by Jim Eninger , means that—like the weather in New England—if whatever is current is not to your taste, then just wait as something different will be along shortly.And usually that something different is really different… 

I don’t know about in America, but way back when I was in post-war English primary school the last resort of hopeful music-teachers faced with a class of terminally unmusical kids was to hand out an armful of treble recorders and hope for the best. As one of those kids, it was quite a few years before I realized that those wayward plastic whistles had larger, deeper, and more respectable cousins, but I’d not comprehended quite the sheer range of instrument types and sounds that come under the heading “recorder” until last Saturday’s recital in Classical Crossroads’ “The Interludes” series by the Brazilian group Quinta Essentia . 

Daniel Wolff
Daniel Wolff

After the first couple of items, by the Brazilian contemporary Daniel Wolff (b. 1967) and his countryman from an earlier generation Radamés Gnattali (1906-1988) (yes, he was named after that character in Aida ), Gustavo de Francisco as spokesperson for Quinta Essentia explained about the unusual square cross-section of their largest recorders. These were the invention of a mid-20th century German recorder builder named Joachim Paetzold , who modeled his innovatory design on square wooden organ-pipes, with keys so that they could be played over two octaves. 

The extraordinarily deep, woody sound of these instruments featured in all nine of the works (all Brazilian) included in the recital, though in the first, Wolff’s Flautata Doce composed in 2013, light cheerful dance rhythms rather than particular timbres dominated the outer parts of its aural landscape, enclosing a cool, slower central section of arching melody on the treble recorder. 

Radamés Gnattali
Radamés Gnattali

Unlike those of his older contemporary, Heitor Villa-Lobos, Gnattali’s music and reputation seem not to have traveled much beyond Brazil, and this was my first encounter with his music. 

His affinity with dance rhythms was everywhere apparent. The brief Lenda (Legend) from 1936 that followed the Wolff laid in flourishes of brilliant tone-color alongside lugubrious close-packed harmonies and a wayward melodic line on tenor recorder, all over a foundation of basso burblings on the big Paetzold instruments. In his 1930 Seresta (Serenade) No. 1, the samba came specifically to the fore as the work’s subtitle, though the piece also included some surprising dissonances. 

Heitor Villa-Lobos
Heitor Villa-Lobos

The three works by Villa-Lobos in the program were all arrangements for recorder ensemble by Senhor de Francisco. First up was the familiar “Ária” that is the first of his 1938 Bachianas Brasileiras No. 5 ’s two movements. This was an interesting experiment, but not one that I would look forward to hearing again in preference to Villa-Lobos’s original scoring for wordless soprano and an orchestra of ‘cellos. 

Even more extensive and bewilderingly wide-ranging in style, scale and scoring than the Bachianas Brasileirasis Villa-Lobos’ earlier series of Choros , ranging from the colossal Choros No. 11 for piano and orchestra, which out-bulks any piano concerto in the repertoire apart from the one by Busoni, down to small single-movement pieces like the Choros No. 4 from 1926, originally scored for three horns and trombone. 

Choros No. 4 segues from cool contrapuntal musings to a kind of village dance-band tune, and to my ears worked just as well on recorders as on brass. The same was even more true of A lenda de caboclo (1920), its dreamy, repetitive melody even more hypnotically drowsy as breathed through the recorders than in its original keyboard form. 

Radamés Gnattali in later years
Radamés Gnattali in later years

Quinta Essentia played no less than five works by Gnattali, of which the most extensive—indeed the largest piece in the whole recital—was his four-movement Quartet No. 3 (1963). 

Here I felt that the string quartet original might have given more of an insight into this composer’s sound-world than Senhor de Francisco’s transcription, though maybe I should have spent less time trying to envisage on four stringed instruments its progression from staccato playfulness in the first movement, through angular high-flying tango in the second, a wayward solo against insistent triple-time rhythms in the third, and back to airborne staccatos in the finale, and instead simply enjoyed the timbres on offer, from the piercing treble to the extraordinary depths emanating from the contrabass. 

I’m not sure whether Gnattali’s short Cantilena from 1939 that immediately preceded the quartet, or his Seresta No. 2 (1932) that closed the recital, were transcriptions or not. Either way however, the recorder quartet conveyed with equal vividness the arid, haunting mood of the first (apparently a lament from the desert area in the north-east of Brazil), and the alternately chirpy and boozy wit of the latter. 

This was a fascinating recital, though I confess that by the end of around an hour and a quarter’s continuous music my ears were growing a little tired of undifferentiated recorder tone, however skillfully played; maybe it would have been better to omit one or two of the pieces. 

What was not at issue was the disarming charm of Quinta Essentia who clearly as much love their instruments as they are adept at playing them (the “quinta” in their name refers to the four players plus the recorder!). To round everything off came perhaps the most charming touch of all, in which Senhora Pereira called out her three companions in turn by name, while they repeated again and again the inimitable chugging rhythms of the Brazilian folksong transcription that formed their encore.
—ooo— 

“The Interludes”: First Lutheran Church, Torrance, 3.00pm, Saturday, November 17, 2018. 
Photos: Quinta Essentia: artists’ website ; Daniel Wolff: Musica Brasilis ; Gnatalli: Courtesy Marco Antonio Bernardo ; Villa-Lobos: Courtesy Virginia Commonwealth University ; Gnatalli in later years: Courtesy Opera Musica ;Performance: author photo.

When the music makes sense

When we talk about music teaching, be it about music theory or how to play an instrument such as the recorder, we often discuss the curriculum, or the program that must be taught. Is that enough to play well and awe the audience?

During the period that the music student begins his studies until he graduates, too much emphasis is placed on the curricula, but little is taught about the skills or behaviors that make the beauty of the music, touching the heart of the audience, that is, what really makes a difference in the life of a musician.

Components of musicality

Let’s think about it: What makes someone a good musician? I know, it is not easy to answer this question in an objective way, and I believe that this question is not related to musical style, but rather with musical practice. When I think of a musician I admire, some things are common in almost all of them:

  • Play / sing perfectly tuned
  • Play / sing with a beautiful sound
  • Mastery of playing / singing technique
  • It looks very easy to play, sounds magical
  • Demonstrates joy in making music
  • So fluent in technique and musicality that it makes music a language, it seems that he “plays without an accent”
  • Performs the music with apparent freedom of tempo, although the music remains steady
  • Can even follow the aesthetic rules of your style, but always break those rules by surprising the audience.
  • Takes artistic risks
  • Improvises, in the broad sense of the term, not only in jam sessions
  • It stands out from the crowd, surprising at specific moments.
  • Interprets the music text convincingly, just as a good actor interprets a script
  • In case of a mistake, in addition to not demonstrating it, he turns the mistake into an ornament

And what does that change in our music practice?

For those who seek to improve musical practice, try to incorporate each of these elements into your daily practice, and look for strategies to achieve this result.

For teachers, it is important to teach our students from the first lesson on the importance of each of these factors, and to show them with examples of these good practices so that they can imitate and develop those skills. Only then will they will develop to their full potential.

And you, do you have any contribution to make? Do you have something to add? Leave your comments below!

The difference between amateurs and professionals

I read this article and I think it is very related with the music students practice and about those who want to professionalize themselves in the music and arts world. So, I decided to translate it to Portuguese, in a way the Brazilian people could access this content.

The Difference Between Amateurs and Professionals

Original link: https://www.farnamstreetblog.com/2017/08/amateurs-professionals/
Portuguese translation: Gustavo de Francisco (the article in English is copied ipsis literis)

Why is it that some people seem to be hugely successful and do so much, while the vast majority of us struggle to tread water?

The answer is complicated and likely multifaceted.

One aspect is mindset—specifically, the difference between amateurs and professionals.

Most of us are just amateurs.

What’s the difference? Actually, there are many differences:

  • Amateurs stop when they achieve something. Professionals understand that the initial achievement is just the beginning.
  • Amateurs have a goal. Professionals have a process.
  • Amateurs think they are good at everything. Professionals understand their circles of competence.
  • Amateurs see feedback and coaching as someone criticizing them as a person. Professionals know they have weak spots and seek out thoughtful criticism.
  • Amateurs value isolated performance. Think about the receiver who catches the ball once on a difficult throw. Professionals value consistency. Can I catch the ball in the same situation 9 times out of 10?
  • Amateurs give up at the first sign of trouble and assume they’re failures. Professionals see failure as part of the path to growth and mastery.
  • Amateurs don’t have any idea what improves the odds of achieving good outcomes. Professionals do.
  • Amateurs show up to practice to have fun. Professionals realize that what happens in practice happens in games.
  • Amateurs focus on identifying their weaknesses and improving them. Professionals focus on their strengths and on finding people who are strong where they are weak.
  • Amateurs think knowledge is power. Professionals pass on wisdom and advice.
  • Amateurs focus on being right. Professionals focus on getting the best outcome.
  • Amateurs focus on first-level thinking. Professionals focus on second-level thinking.
  • Amateurs think good outcomes are the result of their brilliance. Professionals understand when good outcomes are the result of luck.
  • Amateurs focus on the short term. Professionals focus on the long term.
  • Amateurs focus on tearing other people down. Professionals focus on making everyone better.
  • Amateurs make decisions in committees so there is no one person responsible if things go wrong. Professionals make decisions as individuals and accept responsibility.
  • Amateurs blame others. Professionals accept responsibility.
  • Amateurs show up inconsistently. Professionals show up every day.
  • Amateurs go faster. Professionals go further.
  • Amateurs go with the first idea that comes into their head. Professionals realize the first idea is rarely the best idea.
  • Amateurs think in ways that can’t be invalidated. Professionals don’t.
  • Amateurs think in absolutes. Professionals think in probabilities.
  • Amateurs think the probability of them having the best idea is high. Professionals know the probability of that is low.
  • Amateurs think reality is what they want to see. Professionals know reality is what’s true.
  • Amateurs think disagreements are threats. Professionals see them as an opportunity to learn.

There are a host of other differences, but they can effectively be boiled down to two things: fear and reality.

Amateurs believe that the world should work the way they want it to. Professionals realize that they have to work with the world as they find it. Amateurs are scared — scared to be vulnerable and honest with themselves. Professionals feel like they are capable of handling almost anything.

Luck aside, which approach do you think is going to yield better results?

Food for Thought:

  • In what circumstances do you find yourself behaving like an amateur instead of as a professional?
  • What’s holding you back? Are you hanging around people who are amateurs when you should be hanging around professionals?
FOOTNOTES
  • Ideas in this article from Ryan Holiday, Ramit Sethi, Seth Godin and others.

‘An inspiring and distinctive performance’: Quinta Essentia’s Art of Fugue

Original post: https://www.revoicemagazine.com/issue-4/2017/4/25/review-quinta-essentias-art-of-fugue

We were delighted to receive leading Brazilian recorder quartet Quinta Essentia’s latest CD for review in this issue. Summer Alp, a final-year undergraduate student of recorder and baroque oboe at the Royal College of Music in London, reviews the disc for us here…

Quinta Essentia is Brazil’s premier recorder quartet. This is their third recording since forming ten years ago (previous discs are ‘La Marca’ in 2008 and ‘Falando Brasileiro’ in 2013), and only the second ever recording of J. S. Bach’s Art of Fugue on recorders (the first is from the Amsterdam Loeki Stardust Quartet in 1998).

The recorder consort is uniquely placed to perform this work, which famously does not specify instrumentation. Previous performances and recordings range from realisations on the organ, piano, and harpsichord, to string, brass, and woodwind ensembles such as the saxophone quartet. In a recorder consort, each individual voice is able to blend seamlessly into one sound, in a manner often compared to the organ, whilst also being capable of achieving independent variety within each line. Quinta Essentia utilise these qualities beautifully from the first track, setting the tone for the rest of the disc.

The form of this work is uniquely challenging: Bach writes fourteen fugues (the final one unfinished) and five canons all on the same theme. Yet the recording is well paced, with a sense of tension rising and falling throughout the performance, emphasised by the slight stuffiness of the recorders towards the end! The players use sophisticated and understated gestures throughout the fugues which give unity and flow to the whole work.

Art of Fugue combines a serious intellectualism with some lighter moments of compositional showing off, both of which Quinta Essentia manage to capture in their interpretation. I found Contrapuncti 4 and 5 fraught with melancholy, Contrapunctus 12 charming, Contrapunctus 2 rather jaunty, ‘Canon alla Decima’ dance-like, and Contrapunctus 9 exciting. Throughout the disc, each fugue and canon is characterised to create a satisfyingly palette of contrasts.

Quinta Essentia also take the opportunity to explore the possibilities of their configuration, presenting some movements in the manner of a barrel organ (for example, Contrapunctus 9) and others (such as Contrapunctus 13) as more nuanced and inflected chamber music.

While the instruments mostly blend very well, there are occasional imbalances as the ensemble takes on the challenges of performing on different sized recorders. This is evident in some of the relationships between the highest and lowest instruments, particularly in terms of presence, sustained notes, and articulations. There are also a few less attractive moments in the extreme high range of the top voice, but this does not obscure the intention of the phrase.

In contrast to Loeki Stardust’s recording, Quinta Essentia have chosen to perform the final and uncompleted ‘Contrapunctus 14 a 3 Soggetti’ with a resolution (a cadence, not an interpolated completion) rather than leaving it ‘unfinished’. This leaves the listener with quite a different feeling, but following such poignant playing it has a very striking effect, and I enjoy it as an elegant solution to this contentious issue. Quinta Essentia also offer us the full complement of canons (three more than Loeki Stardust) to complete the disc.

This is an inspiring and distinctive performance that stands out amidst the plethora of recordings of the Art of Fugue.

Bach: The Art of Fugue – Quinta Essentia Quartet

Original post: https://www.hraudio.net/showmusic.php?title=12163&showall=1

Review by Adrian Quanjer – March 12, 2017

This is special in a number of ways. The most obvious one is: more than 81 minutes of recorded sound against 80 minutes said to be the maximum for the CD layer. However, a more important one pertains to the choice of instruments.

Before going into that, it’s perhaps useful to realize, though scholars do not agree, what ‘The Art of the Fugue’ is about; what was Bach’s purpose? It is illuminating that Bach did not write the variations for a specific instrument. They were written in so called ‘open score’. This was not uncommon in those days, as long as it gives at least an indication like ‘for keyboard’, thus giving a choice between organ and harpsichord. However, in the case of The Art of the Fugue, the question remains open. On purpose? Specialist opinions vary, as they do about many more things regarding Bach’s final composition.

I belong to those who hold the view that Bach’s contrapuncti deal primarily with compositional techniques and may, therefore, best be seen as an intellectual exercise or, in the words of the German musicologist, Christoph Wolff: “an exploration in depth of the contrapuntal possibilities inherent in a single musical subject”. In simple terms: compositional study material. Or (taking into account that these were the final exercise of his life) a legacy of what he (Bach) considered to be the zenith of his compositional skills, left for others to build on; the last one (14, unfinished) but none the less signed: B-A-C-H

Most of us are used to performances with organ, able to cover the highs and the lows, which, according to eminent keyboardists like Gustav Leonhardt, the harpsichord is unable to do. But other instrumental versions exist. For string quartet (Emerson Quartet), or orchestral (Musica Antigua Köln), the latter offering the possibility to bring more variation in the sound perspective. Because, let’s be honest, listening to a complete set of 14 contrapuntal exercises does not make for ‘easy listening’. It’s more food for thought than food for ears. That’s probably why some performers take only ‘capita selecta’ in order not to burden the brain of the listener too much, whilst giving due tribute to what might, indeed, be considered the ultimate achievement in Bach’s oeuvre.

The Quinta Essentia Quartet, made up of four Brazilian musicians, enjoying great popularity at home, propose to be not only as complete as possible, largely based upon the original manuscript (though using as well CPE Bach’s 1751 revised edition), but also to do so with four recorders. And ‘for reasons of sonority’ they opted for historical instruments. The problem, however, was to find (copies of) historical instruments that can encompass the full spectrum from the highest to the lowest note. In the liner notes it is all explained; also that, finally, a Japanese instrument maker offered to convert an existing, modern 440 Hz Yamaha bass-recorder into a 415 Hz ‘historical’ one.

The result, as performed by the Quinta Essentia Quartet, is interesting enough. Being of a same family, the four chosen instruments have the ability to perfectly blend-in with each other, emulating as it were a small chamber organ. From an artistic point of view, their concept works ‘à la merveille’ and in pure musical terms the verdict must be: ‘mission accomplished’. However, impeccably and attractive though their reading of the open score is, I’m less enthusiastic about the recorded sound.

Due to their individual timbre, recording a group of recorders is by no means an easy affair. To avoid frequency interference attaining the best possible restitution is of prime importance. The higher the resolution the better the result. The booklet gives ample information about those responsible for the recording (Engineer and audio editing: José Carlos Pires, with no less than 11 recording assistants listed), but nothing is said about the recording facility nor the format. In the upper region there is some disturbing resonance, whereas, at the lower end, the sonority lacks sufficient warmth.

Will 14 study pieces, played one after the other with small, but increasingly difficult technical changes, appeal to the unexperienced ear of an average audience? I have my doubts. It can convey a sense of monotony in so far as the complexity of consecutive compositional inventions escape a non-initiated listener. I suggest that beginners should not listen to this disc in one go. My advice: take it bits by bits, until the brain begins to understand and is able to follow what, I my view, has never ever been surpassed after Bach left this world. It has served, as Bach had hoped, as an invaluable point of departure for later generations of composers up till this very day.

For a more or less complete set in the high resolution catalogue there is a choice of instruments: organ, strings, saxophones, and now recorders. Personal preferences may play a role and this disc is as good a choice as any other. The concept is interesting and, judging by the quality of playing and enthusiasm with which Gustavo di Francisco, Renata Pareira, Filipe Araujo and Fernanda de Castro, unfold their ideas, not only recorder addicts will surely want to hear more of this inventive ensemble.

Blangy-le-Château,
Normandy, France.

Copyright © 2017 Adrian Quanjer and HRAudio.net

Performance:
Sonics (Multichannel):

 

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America Tour: Review at NEIU Independent

In May and June 2016, Quinta Essentia toured over United States passing over 8 cities in 5 states. There were 7 concerts, and its members offered 8 masterclasses and a speech, also participating at the SAA Conference in Minneapolis and the Whitewater Early Music Festival.

About the concert at Northeastern Illinois University in the Jewel Box Series, Quinta Essentia received the review by the NEIU Independent, transcribed below:

Recording Bach: Quinta Essentia Jewel Box

Original article: http://neiuindependent.org/5875/arts-life/recording-bach-quinta-essentia-jewel-box/

Jewel-Box-900x600
Photo by Pablo Medina – (Left to right) Renata Pereira, Gustavo de Francisco, and Felipe Araujo

Pablo Medina, Production Manager
May 25, 2016

I never hear enough recorder in my life. The same is most likely true for many people, even in kindergarten and music appreciation classes.

The Quinta Essentia Quartet from Brazil made that statement truer with their strong performance on May 20. Presenting Johann Sebastian Bach’s “The Art of Fugue,” the four performers demonstrated technical skill with the distinct style of Bach’s Baroque sound – all on recorder.

The group, consisting of members Gustavo de Francisco, Renata Pereira, Felipe Araújo and Fernanda de Castro, is a leading chamber music ensemble, representing the diverse repertoire of recorder through Europe and South America. The group formed in April 2006, making this year their tenth anniversary.

“Quinta Essentia is the five elements, which is us, the four performers, and the recorder,” de Francisco stated.

Equipped with around 12 recorders of different voices, the group performed a historically accurate interpretation of Bach’s incomplete work, written close to the time of his death.

“We change between three consorts of instruments when we travel.” Gustavo de Francisco stated. “Right now we are using the Baroque consort, but we have a Renaissance and modern concert as well.”

Though only four voices are present in the composition, the group interchanged between soprano, alto, tenor and bass recorders of varying shapes and sizes.

“As performers, we are always trying to cross our limits through our instruments and abilities,” de Francisco stated. “We have a saying in Portuguese for things we like doing, We say, ‘if you like the meat, you’ll like the bones.’ If you do something you love, then you’ll appreciate everything about it.”

Once all members played together, it created a sound unmatched by anything I’ve heard before. It was music of the heavens, and the quartet was the angelic ensemble playing at the gates.

Even with the opening subject playing each time, every contrapunctus section felt new, like a composer toying with a familiar sound and adding awesome nuances, each one different in flow, rhythm and ornamentation.

In the program’s second half, the group demonstrates the oddities of Bach’s composition of the piece with five more contrapuncti, such as the inversion of voices and the incorporation of two fugues playing at the same time. In addition, the 12th and 13th contrapuncti were played forward and inverted. It’s even more amazing considering that the performers played by memory, like true musicians.

The ethereal sound from their performances complimented the piece very well, which has no set instrumentation by Bach. It left a very remarkable impression for me, and it sparked my interest to discover more pieces that utilize the sweet sonorous tone of the recorder.

Right after the applause for the quartet’s compelling concert, the four members emerged for a surprise encore: a Brazilian pop tune, complete with hip-shaking rhythm and sweet flute-like expression.  Quinta Essentia is a group that knows when to have fun and go past the limit.

The Art of Fugue album – Presale

In this year we are celebrating 10 years working on the Brazilian Chamber Music and the Brazilian Recorder Practice, and because of that, we decided to get this great challenge: to record “The Art of Fugue”, one of the masterpieces of Johann Sebastian Bach.

All the recording sessions are done with the Tatuí Technology University support, and we need your help to finish this great project.

To cover printing and finishing costs, you can help us buying the CD in advance to its release.

If you like recorder, baroque music, chamber music, and finally, the music by J. S. Bach, or if you simply admire and are following us, we know we can count on you in this project, made just for you, the one whom we share our music, our dreams and challenges.

Help us in our 10th anniversary, and receive our best with love!

Look at the perks we prepared for you, you just need to follow the link below!

http://www.kickante.com.br/campanhas/finalizacao-do-cd-arte-da-fuga

An interview with Karel van Steenhoven

In my last travel to Germany, I had the pleasure to meet this great recorder player, founder member of Amsterdam Loeki Stardust Quartet, a recorder quartet with 30 years of history, he told me about his professional background, his last projects improving the modern recorders, and something about the Loeki’s backstage.

The entire interview is in English, and can be listened trough this link.

 

Terei aulas de flauta doce na escola! Que legal… será?

Muitas histórias têm chegado a nós, através de amigos, emails ou mensagens, ou mesmo de alunos que nos procuram para fazer aulas de flauta doce, a respeito das situações que acontecem corriqueiramente. Como muitas dessas histórias são recorrentes e a maioria muito tristes devido à falta de conhecimento e dos péssimos desdobramentos, resolvi torná-las públicas protegendo a identidade de seus protagonistas, em uma série de artigos, cada um contendo uma história.

Meu objetivo com isso é tentar mostrar a responsabilidade que recai em todos os professores, e que os mesmos assumam esta responsabilidade e com isso possam mudar a sua postura. O professor tem a responsabilidade de formar todas as outras profissões, e mais que isso, ensina valores à sociedade.

Terei aulas de flauta doce na escola! Que legal… será?

Essa situação aconteceu comigo, quando tinha entre 7 e 10 anos. Eu já estudava flauta doce em uma escola de música, e passaria a ter aulas de flauta doce também na escola regular. No início era empolgação pura, meus colegas já sabiam que eu tocava flauta. Mas assim que as aulas começaram, a empolgação foi diminuindo, diminuindo e… acabou. Lembro bem do meu sentimento aos 9 anos, nestas aulas da escola regular: eu  era muito empolgado, chegava sempre na professora com muitas novidades e querendo tocar, mas eu via que a professora tratava as aulas como recreação, e que o que eu aprendia em 2 aulas na escola de música foram necessárias 40 aulas na escola regular. A professora nem corrigia os alunos que assopravam de qualquer jeito, nunca foi falado nada sobre articulação. Embora eu adorasse a tocar flauta doce, tanto que fiz disso minha profissão, eu passei a não gostar daquelas aulas pela maneira que elas eram feitas, sem respeito algum pela música, e também pela flauta doce.

Ao chegarmos na 7.a série, quando eu já tinha em torno de 12 anos de idade, esta mesma professora deixou a flauta de lado e passou a ensinar MPB, fazendo aulas de coro com os adolescentes. A partir daí, todos gostavam da aula, e para mim que já estudava música, a aula passou a ser mais palatável, embora em relação ao conteúdo, era bem elementar. Hoje eu me lembro de tudo aquilo, e me pergunto: por que esta professora não trabalhou desde o início o conteúdo que ela já dominava (no caso coro infantil e juvenil), pois assim, todos seriam motivados e ao final de alguns anos de aulas, todos teriam aprendido um conteúdo mais consistente, além é claro, de trabalhar as habilidades necessárias na formação de um músico (como disciplina de estudo, percepção auditiva, repertório, reconhecimento de estilos, e muito mais dependendo do que fosse trabalhado pela professora).

Temos um aluno que passa exatamente pela mesma situação. Em uma conversa, quando falávamos sobre levar a flauta na escola, perguntamos se ele levava a sua flauta de madeira da Mollenhauer para as aulas na escola, e a sua resposta foi simples e direta: “Não, lá não vale a pena”. Ele sabe que ninguém naquela aula está interessado na qualidade sonora, e por isso só usa a flauta de resina na escola regular, não por exigência dos pais, não por exigência do professor, mas por saber que ninguém se importa.

E o que isso acarreta?

Essa situação tem vários desdobramentos, e podemos nos questionar quanto bem estamos fazendo ao ensinar a flauta doce nas escolas de qualquer maneira. Podemos fazer uma comparação: Se mesmo para um aluno interessado a aula foi desestimulante, quais os benefícios desta aula para os outros 35 alunos que estavam na mesma sala de aula?

Em minha opinião, quando ensinamos algo sem o devido respeito, pelas nossas atitudes plantamos uma semente má, que ao invés de melhorar o ambiente cultural e musical da sociedade, ao invés de melhorar a percepção e a sensibilidade, faz com que nossos alunos gostem apenas do lixo cultural e comercial descartável. Se a aula de música é desestimulante e sem conteúdo, para que estudar música? Afinal não é senso comum que a arte é um dom ou talento inato? Creio que muitos dos alunos que estudaram na mesma sala de aula levaram este pensamento errôneo para toda a sua vida.

Na aula que serviria para levar aos alunos um pouco de música e arte que não existe na mídia de massa, eles tocam música comercial num instrumento que aprendem a odiar pela má formação de muitos professores.

E o que podemos fazer? Qual a solução?

Hoje posso dizer, com um pouco mais de experiência do que tinha com meus 12 anos, que o professor tem total responsabilidade pelo sentimento que passa aos alunos. Muitas coisas poderiam e deveriam ser feitas:

  • O professor deve ensinar apenas o assunto que domina completamente;
  • Se não tem formação para ensinar flauta doce, use outras ferramentas que domina;
  • Tenha respeito pela própria profissão e pelos alunos, dar aulas sem conteúdo ou sem um objetivo claro é desrespeitar o ato sublime de ensinar;
  • Busque sempre a melhor qualidade possível em tudo o que se propor a fazer, e exija isso dos seus pupilos com o seu próprio exemplo;
  • A melhor maneira de ensinar música é tocando. É muito importante para um professor de música que o mesmo tenha uma vida artística atuante, além da pedagógica;