Book contents
- Frontmatter
- Contents
- List of Illustrations
- Introduction
- Part One A History of the Rome Prize
- Part Two Origins, Ideology, Patronage
- 3 The Classicist Origins of the Rome Prize in Musical Composition, 1890–1920
- 4 “Picked Young Men,” Facilitating Women, and Emerging Composers: Establishing an American Prix de Rome
- Part Three Two Case Studies in Internationalism
- Part Four Primary Sources
- Appendix: Composers at the American Academy in Rome, 1921–40
- Selected Bibliography
- List of Contributors
- Index
3 - The Classicist Origins of the Rome Prize in Musical Composition, 1890–1920
from Part Two - Origins, Ideology, Patronage
Published online by Cambridge University Press: 25 October 2017
- Frontmatter
- Contents
- List of Illustrations
- Introduction
- Part One A History of the Rome Prize
- Part Two Origins, Ideology, Patronage
- 3 The Classicist Origins of the Rome Prize in Musical Composition, 1890–1920
- 4 “Picked Young Men,” Facilitating Women, and Emerging Composers: Establishing an American Prix de Rome
- Part Three Two Case Studies in Internationalism
- Part Four Primary Sources
- Appendix: Composers at the American Academy in Rome, 1921–40
- Selected Bibliography
- List of Contributors
- Index
Summary
Prelude: Classicism and Classicalism
In 1893 the music critic William Apthorp titled a long essay on “Two Modern Classicists in Music,” explicitly inviting readers of the Atlantic Monthly to contemplate the challenge in his title—what he wished to mean and not mean by the word “classicist”:
That which we call a word is but the shadow of our thought; it may mean this to us, but that to another … how many different meanings in as many minds has not this one word “classicism”! Classic, classicism, classicist, have grown to be very vague terms. To those who look for the meaning of a word in its etymology they are impregnated with a fl avor of the academy, they reek with associations with the categorical imperative, the “thou shalt” and “thou shalt not” of the schools. To others they convey an idea of authority based on a survival after long sifting and a gradual recognition of what is fi ne, worthy, and, as the Germans say, mustergiltig [model-worthy]. To others, again, they imply merely something old, that was doubtless admirable once, but has had its day like other dogs, and should by rights be obsolete now. And who shall say that any of these interpretations is wholly without warrant? What we call a “classic” has become so in virtue of being recognized as fi ne and worthy by successive generations, and should be looked upon as a model in its way, as far as it goes; being a model, it naturally has been held up as such by the schools, and departure from its scheme has been deprecated, with more or less reason…. All these meanings of “classic” and “classicism” have truth in them; it is only by holding too fast by one, to the exclusion of the others, that we run the risk of error.
This article begins with Apthorp's quotation because of its last sentence. The relationship of “classic” and “classicism” to the Rome Prize in music is not about the history of an idea, but instead about the practices associated with it.
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- Information
- Music and Musical Composition at the American Academy in Rome , pp. 127 - 158Publisher: Boydell & BrewerPrint publication year: 2014