“Slander!” • (Response to an Accusation We Received)
“Please don’t get cocky and think of your methods as somehow innately superior or universally and inarguably superior in their benefits.” —Email from a Reader
Pope Saint Paul VI (3 April 1969): “Although the text of the Roman Gradual—at least that which concerns the singing—has not been changed, the Entrance antiphons and Communions antiphons have been revised for Masses without singing.”
“Please don’t get cocky and think of your methods as somehow innately superior or universally and inarguably superior in their benefits.” —Email from a Reader
“I cannot imagine any justification for making such an alteration and still claiming that one’s edition corresponds to the Vaticana.” —Patrick Williams
“Here is offered choral music recommendations for all Sundays and major liturgical occasions of the church year, including selected Ritual Masses. The repertoire is submitted by CRCCM members and is offered to all musicians of liturgical churches throughout the world.”
“The ‘Lamb of God’ can reach the length of a baseball game.” —Cardinal Dolan
A month of William Byrd … in Dallas, Texas!
“[T]he primordial question is centered on how the hymn or antiphon will help the assembly enter more deeply into the mystery being celebrated.” — Christopher Ferraro
I will be privileged to field your questions alongside two well known and widely respected church musicians: Mary Ann Carr Wilson and Jennifer Donelson-Nowicka.
My setting begins with the entire congregation singing—but the middle section is SATB polyphony.
This coming Sunday is the 17th Sunday after Pentecost (EF).
Including a tip on preventing choirs from ‘sinking’ the pitch lower and lower.
My goal is to clarify and illumine what I believe exactly is at stake when we debate the rhythm in chant. I shall first attempt to summarize the core arguments that each of the main authors in this blog series use.
“The burden of proof is on the one who persists in ignoring the evidence.” —Patrick Williams
How to sell the idea to your singers, and what to teach them. (Part 2 of 2)
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