Professional Documents
Culture Documents
The Enjoyment
of Music
Kristine Forney
Professor of Music
California State University, Long Beach
Andrew Dell’Antonio
Distinguished Teaching Professor of Music
The University of Texas at Austin
Joseph Machlis
Late of Queens College of the City University of New York
B
W.W. NORTON & COMPANY
NEW YORK LONDON
PART 5
CHAPTER 40 CHAPTER 46
Musical Diaries: Hensel and Poetry in Motion: Tchaikovsky
Programmatic Piano Music 240 and the Ballet 280
Women and Music in Nineteenth-Century Society 240 The Ballet 280
Interface Music, Gender, and Domesticity 241 Tchaikovsky and The Nutcracker 281
LG 31 Hensel: September: A t the River, LG 38 Tchaikovsky: The Nutcracker,
from The Year 244 Two Dances 282
CHAPTER 41 CHAPTER 47
Personal Soundtracks: Berlioz and the Exotic Allure: Puccini and the Italian
Program Symphony 245 Verismo Tradition 284
Romantic Program Music 245 Post-Romanticism 284
Interface Musical Instruments and New Puccini and Verismo Opera 285
Technologies 246 LG 39 Puccini: Madame Butterfly, ‘‘Un bel dì’’ 287
LG 32 Berlioz: Symphonie fantastique, IV and V 249
CHAPTER 48
CHAPTER 42 Accepting Death: Fauré and the
Sounding Literature: Orchestral Requiem 289
Program Music by Mendelssohn Fauré and Late French Romanticism 289
and Grieg 252 LG 40 Fauré: Libera me, from Requiem 291
Varieties of Orchestral Program Music 252
LG 33 Mendelssohn: Overture to A Midsummer CHAPTER 49
Night’s Dream 254 Mythical Impressions: Program
Musical Nationalism 256 Music at the End of the Nineteenth
A Scandinavian Nationalist: Edvard Grieg 257 Century 293
LG 34 Grieg: Peer Gynt, Suite No. 1, excerpts 259 Symbolism and Impressionism in Paris 293
Translating Impressions into Sound 294
CHAPTER 43 Interface Music, World Colonization, and the
Absolutely Classic: Brahms and the Exotic 295
Nineteenth-Century Symphony 261 LG 41 Debussy: Prelude to “The Afternoon
Absolute Music in the Romantic Era 261 of a Faun” 297
LG 35 Brahms: Symphony No. 3 in F Major, III 263
CHAPTER 50
CHAPTER 44 Jubilees and Jubilation: The African
Multimedia Hits: Verdi and American Spiritual Tradition 299
Italian Romantic Opera 265 Spirituals and the Jubilee Tradition 299
Women and Nineteenth-Century Opera 265 Spirituals and the Art-Song Tradition 300
Verdi and Italian Opera 266 LG 42 Swing Low, Sweet Chariot 302
LG 36 Verdi: Rigoletto, Act III, excerpts 268
Encounter Chinese Opera 272 CHAPTER 51
A Good Beat: American Vernacular
CHAPTER 45 Music at the Close of an Era 304
Total Art: Wagner and German John Philip Sousa and the Band Tradition 304
Romantic Opera 274 Scott Joplin and Ragtime 305
Wagner and German Musical Theater 274 LG 43 Joplin: Maple Leaf Rag 307
LG 37 Wagner: Die Walküre, Act III, opening and
Music in Words Reviewing Romantic Style 308
finale 277
PART 6
Twentieth-Century Modernism
PRELUDE 6 The Second Viennese School and the T welve-Tone
Method 332
Making Music Modern 312
Alban Berg and Wozzeck 333
Modernisms 312
LG 47 Berg: Wozzeck, Act III: scene 4, Interlude,
Features of Early Musical Modernism 315 scene 5 335
Performance Matters: Modernist Gestures 317
CHAPTER 56
CHAPTER 52 American Intersections: Jazz and Blues
Anything Goes: Schoenberg Traditions 339
and Musical Expressionism 318 Roots of Jazz and Blues 340
The Emancipation of Dissonance 318 The Jazz Singer Billie Holiday 341
Schoenberg and Atonality 319 LG 48 Holiday: Billie’s Blues 342
LG 44 Schoenberg: Pierrot lunaire, Part III, Duke Ellington and the Swing Era 343
No. 18 321
Bebop, Cool, Latin Jazz 344
LG 49 Strayhorn: Take the A Train 345
CHAPTER 53
Calculated Shock: Stravinsky and CHAPTER 57
Modernist Multimedia 322 Modern America: Still and Musical
The Rite of Spring: Collaborative Modernism in the United States 347
Multimedia 322
The Harlem Renaissance 347
LG 45 Stravinsky: The Rite of Spring, Part I,
Interface Identity and the Arts in the Harlem
excerpts 325
Renaissance 348
LG 50 Still: Suite for Violin and Piano, III 350
CHAPTER 54
Still Sacred: Religious Music in the CHAPTER 58
Twentieth Century 328 Modern Experiments: Gershwin
Post-Impressionism, Lili Boulanger, and the
and “Cultivated Jazz” 352
Prix de Rome 328
From Song Plugging to the Concert Hall 352
LG 46 Boulanger: Psalm 24 330
Rhapsody in Blue: Tunes Collaboratively
Developed 354
CHAPTER 55
LG 51 Gershwin: Rhapsody in Blue 355
War Is Hell: Berg and
Expressionist Opera 332
PART 7
CHAPTER 64 CHAPTER 69
Less Is More: Reich and Minimalist Icons in Sound: Tavener and
Music 408 Postmodern Orthodoxy 435
From Twelve-Tone to Process and Phase 408 Spiritual Minimalism 435
LG 59 Reich: Electric Counterpoint, III 411 Tavener and Greek Orthodoxy 436
Encounter East African Drumming 412 LG 63 Tavener: A Hymn to the Mother of God 438
CHAPTER 65 CHAPTER 70
Rolling Beethoven Over: Reality Shows: Adams
Roots and Reworkings of Rock 414 and Contemporary Opera 439
The Many Voices of Rock 414 John Adams and Post-Minimalism 439
Rolling Past Berry 416 LG 64 Adams: Doctor Atomic, “Batter my heart” and
Three Versions of Roll Over Beethoven 417 “At the sight of this” 442
CHAPTER 68
Underscoring Meaning: Williams and
Music for Film 428
Sound and Film 428
John Williams: Star Wars and Beyond 429
LG 62 Williams: Imperial March, from The Empire
Strikes Back 431
Encounter Video Games 432
Preface
The Enjoyment of Music has been at the forefront of pedagogical innovation for
introductory college music classes for more than half a century: it is both classic
and cutting edge. Its contents and approach have been constantly updated to offer
an exceptionally appealing repertory and the latest scholarship, all integrated with
unparalleled media resources. Organized chronologically by historical eras, the
book is modular, with short chapters containing one or (at most) two works. These
make for easier reading and will help you master the material more quickly. You
will also find the language direct and engaging, with comments focused toward
you, the student.
There is much that is new about this 13th edition. Most significant is our
increased focus on helping you write and talk about music: a new chapter at the end
of Part 1, “Putting Music into Words,” provides ideas and resources for expressing
what you hear in effective prose; and each historical section ends with an oppor-
tunity to try your hand at writing about a new musical work (“Music in Words”),
applying terms and concepts you have learned in that section. Also new is a focus
on alternative interpretations of a work, and on the essential role that performers
have played in the development of musical styles. Finally, an entirely new chapter
on the early history of rock-and-roll will help you connect your understanding of
that tradition with other musical styles that shaped the twentieth century.
As in the previous edition, the 13th embraces a wide diversity of repertories and
approaches. Your Turn to Explore boxes at the end of each chapter encourage
you to explore the relevance of a work, genre, or style across historical, popular,
and worldwide traditions; Encounter boxes introduce a selection from non-West-
ern, popular, or traditional music; and Interface boxes make connections between
music and other subjects you may be studying. You’ll see all these items described
below, along with the other main features in the text and online. Understanding
these resources will greatly enhance your listening, help with study skills, and
improve performance in class.
xiii
b U
Allegro con brio
U
& b b 42 ‰ œ œ œ ˙ ‰ œœœ
˙ ˙
‰ œ œ œ ‰̇ œ œ œ
ƒ p
Tempo: Fast (Allegro), with vigor (con brio)
dynamics: Very loud (fortissimo), then soft (piano)
embraced a focus on learning. One re- boxes” with rotating cylinders and
sult was the great French Encyclopédie, other mechanical means of plucking ments with electricity and his diverse
a thirty-five-volume reference source strings or striking metal plates when inventions, including the lightning
purporting to systematize all knowl- wound up. (Many of these musical rod, bifocal glasses, the Franklin
edge, written by the leading intellectu- machines were created by clock mak- stove, and the glass armonica— a mu-
als of the day, including Voltaire and ers, who were making tremendous sical instrument made of tuned water
technological strides in miniaturizing glasses, for which both Mozart and
time-keeping devices in the 1700s.) Beethoven composed works. Frank-
Some musical machines, known as lin was a musician himself (he played
automata, were made to resemble hu- harp and guitar), and he wrote a trea-
mans: a life-size human flute player tise on musical aesthetics, in which he
played twelve separate melodies, and espoused a philosophy of simplicity
there’s a famous automaton, now in in melody and harmony.
the museum of Art and History in We can easily relate the Enlighten-
Neuchâtel, Switzerland, of a woman ment’s goals of reasoned thought and
playing an organ, pressing the keys simplicity to the music we are studying
of the instrument with her fingers. from this period. Both the individual
While the “robotic” performer’s bodi- musical elements—melody, rhythm,
ly movements may seem less convinc- and harmony—and the overall struc-
ing to us in an age of sophisticated tures are designed to embody a clarity,
CGI animation, they were certainly balance, and logic new to composition.
among the most humanlike mechani- This was truly intended as a “univer-
■ Encounter boxes present extended cal actions that had ever been seen at sally understandable” language of
the time, and they demonstrated the sound, and it is partly because of this
discussion and listening guides for power of human ingenuity. quasi-scientific clarity that many still
ENCOUNTER
Blending Worship Traditions in guage of the indigenous Nahua performances often incorporate the
S
of Fernandes. The text mixes tradi- rhythmic patterns of the
ixteenth-century Spanish Catholic religious practice tional Christian nativity imagery (the song, unusual for Europe-
settlers came to the New to the conquered peoples, mule and the ox next to the Christ an music of the time, are an
World in search of gold and and as we have seen, Chris- child) alongside other images more attempt by Fernandes to convey
other goods to take back to tian worship was closely typical of Aztec culture (pearls, gems, the unique sonic flavor brought to
Europe; in the Americas, they were tied with music. flowers). Although the manuscript musical worship by his Native Ameri-
surprised to find complex societ- Catholics in New Spain only includes vocal lines, modern can collaborators.
ies with long-standing traditions, (as the European settlements
which included elaborate ceremonies were called) actively worked
What to listen for:
that incorporated singing and musi- to assimilate the local peo-
• A short-long rhythm unusual for European music of this time,
cal instruments. We have found no ples into their religious com-
possibly derived from Aztec practices.
evidence of music notation in the munities. The philosophy
• Solo/ensemble refrain alternating with solo/duet verse.
complex pictographs (image-based of the Jesuit religious order,
• Varied instrumental accompaniment (including guitar, recorder, and
narratives) that native societies de- the main Catholic teaching
percussion), elaborated by modern performers on the basis of images and
veloped, and the Spaniards were not branch at the time, held that
accounts of the time (but not present in the original score).
concerned with preserving any “pa- most beliefs could be rec-
gan” customs, so we have little idea onciled with the message of
A Nahua ceremonial Deer Dance mask.
of what indigenous American musi- their One True Church. And
cal traditions sounded like before the the reforms of the Council of
Europeans arrived. Spaniards were Trent had stated that while
concerned, however, with bringing prayers and songs for the Aztec musicians performing on mem- Text Translation Performance
branophones and idiophones. Codex Flo-
church service needed to be in Latin,
rentine, by Friar Bernardino de Sahagun, Tleycantimo choquiliya Why now do you cry, Refrain: Soloist alone, then five voices mostly
other devotional texts and songs could from General History of Things in New Spain Mis prasedes, mi apisión. my pleasures, my passion. in slightly staggered homophony with some
be in the local languages of the wor- (mid-sixteenth century). Aleloya. Alleluia. imitation toward the end of phrases.
shippers. Thus, the missionaries who
came to spread the word of God to the Dejalto el llando crecida, Stop your growing tears, Verse, section 1: Two solo voices alternate
American natives taught them plain- lancicos) have survived: some were miral to el mulo y el buey. look at the mule and the ox. phrases.
chant in Latin, but also worked with composed by Gaspar Fernandes (1566– Ximoyollali, mi rey. Take comfort, my king.
them to develop worship songs in 1629), a native of Portugal who moved Tlein mitztolinia, mi vida? What disturbs you, my beloved?
their native language that incorporat- to Mexico to become choirmaster at the
ed imagery from their own religious splendid Puebla Cathedral in the early Jesós de mi goraçón, Jesus of my heart, Verse, section 2: Homophonic duet, in a
traditions, so that the local people 1600s. His duties there included teach- no lloreis, mi pantasía. do not cry, my fantasy. slower tempo.
could embrace the new religion at ing both chant and polyphony to the No sé por qué deneis pena, I know not why you are pained, Verse, section 3: Returns to the alternation
least partly on their own terms. choirboys (children of Native Ameri- tan lindo cara de rosa. such beautiful rosy face, between two solo voices.
A few of these mixed-language and cans or of Spaniards who had married Nocpiholotzin, niño hermosa, precious noble child, lovely child,
mixed-imagery devotional songs (vil- local women), and playing the organ. nochalchiuh, naxoquena. my green jade, my lily.
He also assembled a large manuscript
collection of ritual, devotional, and sec- Tleycantimo choquiliya Why now do you cry, Refrain: Opening refrain returns.
ular music that was being used (and in Mis prasedes, mi apisión. my pleasures, my passion.
part composed) in Mexico at the time. Aleloya Alleluia.
The impressive façade of the Puebla
Cathedral, noted for its mix of Renaissance The villancico by Fernandes that
and Baroque styles (completed 1690). we will hear uses the Nahuatl lan-
144 145
xv
■ Composer biographies
are set off from the George Gershwin (1898–1937)
text’s narrative for quick Gershwin grew up in Manhattan, In his music, Gershwin achieves an appealing rhythmic
reference, along with a list where he worked for a Tin Pan Alley vitality through the use of syncopation, blue notes, and an
publisher, playing and singing new “oom-pah” accompaniment typical of jazz piano style. His
of each composer’s major releases for customers. “This is Ameri- harmonic language extends from diatonic to very chro-
works by genre. can music,” he told one of his teachers. matic, with sudden shifts in tonality. His melodies range
“This is the kind of music I want to from declamatory to highly lyrical, and his forms are typi-
write.” He had his first big hit in 1920, cal blues and song structures. No master has achieved this
with the song Swanee, recorded by Al Jolson. union of styles—popular and classical, vernacular and art—
During the 1920s, Gershwin won international acclaim more successfully than Gershwin.
with Rhapsody in Blue, premiered in 1924 by the Paul
Whiteman Orchestra. This was followed by his Concerto in F
and the tone poem An American in Paris. He also had a string MAJOR WORKS: Orchestral works, including Rhapsody in
of hit musicals, beginning with Lady, Be Good (1924), his first Blue (1924, for piano and jazz band), Concerto in F (1925), and
collaboration with his brother Ira, who wrote many of his An American in Paris (1928) • Piano music • More than 30
song lyrics. Gershwin wrote enduring film scores, including stage works, including Strike Up the Band (1927), Girl Crazy
Shall We Dance (featuring the song They Can’t Take That (1930), Of Thee I Sing (1931), and Porgy and Bess (1935) •
Away from Me), starring Fred Astaire and Ginger Rogers. His Songs for films, including Shall We Dance (1937) • Other
folk opera Porgy and Bess is perhaps his masterpiece. He died songs (such as Swanee, ’S Wonderful, Embraceable You, The
of a brain tumor in 1937, at not quite thirty-nine. Man I Love).
er nineteenth-century songwriters.
Gershwin, a talented pianist, became familiar with a variety
of techniques developed by African American jazz performers,
and gained renown for his ability to play songs in a particularly
effective and jazzy way—and this afforded opportunities to him
Music in Words as a white musician that black musicians could not enjoy in the
1920s. As Gershwin began writing his own Broadway / Tin Pan
Alley songs, he incorporated syncopations and harmonic varia-
tions that closely resembled improvised jazz. As a result, his
Reviewing Postmodern Style Listen and Respond
songs became among the most commercially and artistically
You have now heard some later twentieth-century hear repetitive consonances, what is their expressive Let’s see how you well you can apply what you have 1. Create a simple listening outline for the piece.
compositions that provide a frame of reference for effect?
successful in the entire Tin Pan Alley repertory (and many re-
learned to a new example. Be sure to consult the lis- Think about melody, rhythm, harmony, texture,
other postmodern works you may encounter beyond main beloved jazz standards).
TEXTURE: How do the instruments and voices (if
tening suggestions above and the general principles performing forces, and form. What Romantic
your course. Here are some suggestions for things to of postmodern music given below. Compare this new traits do you hear? what new instruments? How
any) work together? Try to explain Notthe rolecontent
of each. with his commercial success, and also inspired
listen for when you have the opportunity to hear an song with others we have heard from this era. is the piece organized? Are there major repeated
unfamiliar work from this period. FORM: Most compositions feature by the goals
the basic of the Harlem Renaissance
formal (p. 348),
George Crumb, Gershwin
The Night in Silence Under Many a sections? contrasting sections?
MELODY: Consider the range and shape of the melo- principles of repetition, contrast, and variation.
joined those Whatwho sought to expand
Starjazz into
(from the songthe
cyclecultivated
Apparition, set to the Walt 2. How might you describe this song to a friend who
dies. Are they lyrical and singable, or wide-ranging is the role of repetition? of contrast (that is, new mu- Whitman poem “When Lilacs Last in the Dooryard is not in the class and not familiar with the termi-
with leaps? Do they require a high level of virtuosity sic)? What holds the selectionsphere. A number
together, or helps it of his instrumentalBloom’d”)
works were both ground- nology we’ve been developing? What general de-
from the performer? What expressive elements do make sense to the listener? breaking and much loved from their premiere—most The night in silence undernotably
many a star,
scriptions can you apply to the melody? rhythm?
you hear in the melodic lines? harmony? texture? overall effect of the piece?
PERFORMING FORCES AND TIMBRE: the Rhapsody
Postmodern- in Blue, which GershwinThe performed at the
ocean shore and a concert
husky whispering wave
3. Now write a short paragraph describing the
RHYTHM/METER: What kind of rhythmic treatment era works often feature unusual combinations of in- whose voice I know,
do you hear? Is the work set in a regular meter, or an struments and/or new timbresentitled
achieved by“An Experiment in Modern Music,”
different held
And the soul at New
turning to thee York
O vast and well- work as you might for a concert report. Here
you can demonstrate your understanding of the
irregular or changing meter; or does it move freely, City’s Aeolian
performance techniques, new technological advanc-Hall on Lincoln’s birthday, February
veil’d death, 12, in 1924. terms and concepts you have learned as well as
without metric patterns? es, or non-Western instruments. What sounds tradi- And the body gratefully nestling close to thee.
tional and what innovative in the performing forces your response to the song’s expressive qualities.
HARMONY: In this era, tonality is sometimes cloud- Refer back to Chapter 13 for ways to frame your
and timbres?
ed by chromaticism and dissonance, or abandoned perspective.
altogether. In other cases, consonant harmonies are EXPRESSION: If the work includes text, what tech-
used in unconventional ways—for example, through niques give it expression? What mood is established,
the systematic repeating of short musical ideas. Lis- and how is it achieved? Does the work seem influ-
ten for moments that are dissonant and unstable: enced by non-Western or commercial musical tradi-
Some Principles of Postmodernism in Music
what expressive purpose might they serve? If you tions? Explain your answer. • Reacts against modernism of the early twentieth • Displays an interest in free forms and procedures
ENJ13e_P6_52-61_310-379_4PP.indd 353 century. (anti-rationalism, chance, improvisation). 6/17/17 10:49 AM
PA R T 2
OV ERV IE W
1163
Construction 1517
1492 Martin Luther
begins on Notre
Columbus lands in launches the
Dame in Paris.
the New World. Protestant
476 Reformation.
Fall of the
Roman Empire. 1348
800 Black Death 1504
Charlemagne
strikes in Europe. Michelangelo 1559
crowned Holy 1455
1271 completes Elizabeth I
Roman Emperor. Gutenberg the sculpture crowned queen
1602
Marco Polo travels
Bible printed. David. Shakespeare’s
to China. in England.
Hamlet produced.
1360s 1599
c. 1150 c. 1200 1607
John Farmer
Hildegard founds Notre Dame organum Guillaume Claudio Monteverdi
1551 issues the
the monastery composed. de Machaut publishes his fourth
Tielman Susato madrigal Fair
in Rupertsberg, composes madrigal book.
publishes Danserye, Phyllis.
Germany. Messe de Notre
a book of dances. 1554
Dame. Palestrina presents
his earliest printed
Mass to Pope Julius.
1480s
Josquin des Prez
writes motet Ave
Maria, dedicated
to the Virgin.
62 63
Melody Ascending line with leaps and trills; the Form Three-part (A-B-A).
second section has a descending minor-
Timbre Instrument groups exchange motivic
scale melody.
ideas.
Rhythm/ Triple meter in a quick tempo.
meter
3 0:00 A section—disjunct theme in strings and double reeds, with trills, later answered by trumpets and French horns;
in D major, at a moderate, spritely tempo:
# Ÿ̇ œ ˙ œ œ œ œ ˙
& # 32 ˙
˙ etc.
4 AnotherHearing on our recording, this dance was performed on historical instruments. Now compare
the style and timbres with a recording from a major symphony orchestra (New York Philharmonic, Pierre
Boulez, conductor). Which performance sounds more dancelike? What differences in style and timbre (tone
color) do you note between the recordings? Which do you prefer, and why?
tional, and non-Western musical influences are integrated throughout, and cover-
age is given to jazz, musical theater, and film and video game music as well.
Of special note: Norton and the Metropolitan Opera have released a DVD of
opera video correlated to the repertory in this edition (Don Giovanni, Rigoletto, Die
Walküre, Madame Butterfly, Wozzeck, Doctor Atomic, among others). Over two hours
of top-quality live performances are available to all Enjoyment users.
The Instruments of the Orchestra DVD combines all the instrument videos
from Eastman School of Music performers into an easily navigable, high-quality,
full-screen DVD. Videos can be accessed alphabetically or by family, complete with
basic descriptions of each one. They are also available online.
lar and proven approach to learn the music with game-like questions and help-
ful feedback.
■ Chapter quizzes, powered by Norton’s Online Quiz Engine, help students
connect the music to its historical context. Era quizzes cover material in an
entire historical part, helping students better identify the works and compos-
ers in that period.
■ Assignments are easy to set up, and reporting to the campus LMS is easily
enabled.
■ Other digital resources include streaming audio; interactive Listening
INSTRUCTOR RESOURCES
See the Instructor Resources tile from digital.wwnorton.com/enjmusic13 to
access the following.
Coursepacks
High-quality digital media is available for your online, hybrid, or lecture course
at no cost. Norton Coursepacks work within your existing learning-management
system; there’s no new system to learn, and access is free and easy. The customiz-
able content includes
■ chapter quizzes (multiple-choice and true/false questions);
■ chapter outlines;
■ 145 audio examples indexed by era, composer, musical element, and title;
each chapter.
Test Bank
The Test Bank includes over 2,000 multiple-choice, true/false, and essay questions
written in accordance with the Norton Assessment Guidelines. Each question is
identified with a topic, question type, and difficulty level, enabling instructors to
customize exams for their students.
ACKNOWLEDGMENTS
Any project of this size is dependent on the expertise and assistance of many
individuals to make it a success. First, we wish to acknowledge the many loyal
users of The Enjoyment of Music who have taken the time to comment on the
text and ancillary package. As always, their suggestions help us shape each new
edition. We also wish to thank those instructors who reviewed the text or media
for this 13th edition and provided invaluable feedback: Michael Acosta (Western
New Mexico University), Louise Billaud (New River Community College), Ami
Bouterse (University of Wisconsin, Parkside), Marc Chesanow (Southeastern
Community College), Kim Councill (Bucknell University), Sharon Davis (Austin
Community College), Mark R. Denison (Tidewater Community College), Chris
Dickey (Washington State University), Mike Eckhart (Raritan Valley Community
College), Steven Edwards (Delgado Community College), Alan Flowers (Uni-
versity of North Alabama), Eve Friedman (Rowan University), Vern Fryberger
(Barton Community College), James Gardner (University of Utah), Patricia Gin-
gras (Houghton College), K. Dawn Grapes (Colorado State University), David
Haas (University of Georgia), Mark Habib (University of South Alabama), Kelly
Hackleman (University of Missouri, Kansas City), David Hagy (Salisbury-Rowan
Symphony Society), Edward Harrington (New Mexico Highlands University),
William Harrington (California State University, East Bay), Al Harrison (Taylor
University), Colleen Hartung (Bucknell University), Keith Hearnsberger (Arkan-
sas Northeastern College), Judy Hedberg (Portland Community College), Dirk
Hillyer (Salem State University), Michael Hoffman (Bucks County Community
College), Brad Hufft (California State University, Fresno), Shelley Jagow (Wright
State University), Gregory Johnston (University of Toronto), Diane Kessel (Geor-
gia Southern University), Bryan King (Auburn University), Rod Lauderdale
(McNeese State University), Shayna Leahy (Highland Community College), Gus
C. Lease (San Jose State University), Jackie Lordo (Central Methodist University),
Evan MacCarthy (West Virginia University), Celia Macchia (Richard Bland Col-
lege), Neal Matherne (La Sierra University), Roeboyd Hugh Middleton (Tide-
The Enjoyment
of Music