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GEORGE FREDERICK McKAY
Allyn and Bacon, Inc., Boston, 1963To my colleagues and to the
many students who have shared with
ime the adventure of experience and
discussion from which this theory of
orchestration gradually emerged.
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Ses ORCHESTRAL SOUNDS SUMMONED UP BY THE GEN-
iuses of music sometimes seem like sheer magic, but the
imagination and flair of the master composer must inevitably be
based upon certain principles of tonal relationship and procedure
which are the same for both the student beginner and the devel-
oped artist. Clear and effective sound and structure stem from
applications of unity, contrast and variety. ‘These applications can
be formulated into fundamental types of technique which can be
understood and utilized by every student of music. The main
purpose of this book is to formulate a general theory based on
such techniques.
There have been too few theoretical speculations on or
mn by the composers of the past. Much has been written
ts about the technicalities of instrumenta:
too little has been said by the creative artists themselves about
“how” to write for the orch pioneering effort by Berlioz,
ly and evocative and, in spite
creative insight. The modem revision by Richard Strauss has
further values derived from Strauss’s own experienced crafts-
manship.
Rimsky-Korsakov, in his Principles of Orchestration, offered
many creative suggestions, but fell short of a complete general
theory, Richard Wagner began his book On Condueting with
the sentence, “The secret of good orchestral sound is sustained
tone.” With this fragmentary statement we are left groping at
unfulfilled total analysis because there are so many other sources
of “good orchestral sound.”
Sibelius has been quoted as saying, “The orchestra has no
pedal." He meant that while improvising on the piano, use of
the pedal produces @ continuous resonance that can be had in
, vPREFACE
the orchestra only by adding actual supplementary sustaining
‘material. ‘This is also strikingly true, but again, we are left grop-
ing toward a cor
ing analysis of “how’ to write “good”
orchestration that this treatise is directed,
‘The methods of orchestration discussed in these pages, with
their emphases upon central principles of effective sound and per-
formance by small ensembles, were developed through many
years of experience in orchestration.
At first, standard books were used for reference and in teach-
ing, but these were found to have an overemphasis on factual
material and a lack of workable general theory.
Later, a method was adopted which emphasized the imita-
tion of styles used by various master composers. To learn orches-
tration the student was asked to analyze the scores of Bach,
Mozart, Tchaikovsky, Debussy, etc., and t
cipal styles by writing full-score exampl
method and led to much effective technic and the gradual formu-
lation of a generil theory. Eventually this method was also
abandoned because, in writing for full orchestra, actual perform-
ance was t00 difficult to obtain; as a result, knowledge had to
, the student was usually
‘on; and his own individuality
Finally, through further experiments in teaching, it became
clear that the best results came from a freely creative use of gen-
eral theory. The most creative orchestration occurred when the
student was unburdened from imitating masterworks and was
allowed to develop personal expression restricted only by the
‘most fundamental guiding principles and by the sincere artistic
criticism of an interested teacher.
studies, orchestration can be the most
tate sense of creativity can be had only
nn can be tried out in actual performance
if that which is wri
vi
PREFACE
\
All the formulations contained in this book can be tried
successfully on a small ensemble of the type usually avai
among members of an orchestration class. (See page 212 for
an example of a laboratory-type ensemble used at the University
of Washington.) Ik is not necessary to write only for the large
orchestra. The basic principles of clear organization and tonal
interest are esentially the same for ten instruments as for one
hundred.
In forming an orchestra for which to write, it is best to have
some representation of each family of sound (e.g., two wood-
‘winds, one brass instrument, a few strings, a piano or other per-
cussion) or some combination that will make available two or
more choirs of sound (three woodwinds, four strings and piano,
for instance). Any available small combination of mixed instru:
‘ments wall provide, for the student, much basic experience in the
application of general principles. By writing for small groups,
much time will be saved and the experience gained can later be
applied to writing for the large orchestra,
‘Complete knowledge is
method strongly motivated by emphasis upon creativity; (4)
| means for testing results by actual performance; (5) an
and progressive study plan; (6) analytical discussion
which stresses contemporaneity and musical frontiers; (7) prin-
ciples of value to listener and conductor; (8) examples trans-
posed to actual sound for the convenience of the reader, and (9)
charts citing specific pages in standard scores where further illus
trations may be found (see pages 218-220),
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