|
|
|
Item Details
Title:
|
AUTOBIOGRAPHY OF HECTOR BERLIOZ
MEMBER OF THE INSTITUTE OF FRANCE, FROM 1803 TO 1869; COMPRISING HIS TRAVELS IN ITALY, GERMANY, RUSSIA, AND ENGLAND |
By: |
Hector Berlioz, Rachel Holmes (Trans) |
Format: |
Paperback |
List price:
|
£30.99 |
Our price: |
£29.44 |
Discount: |
|
You save:
|
£1.55 |
|
|
|
|
ISBN 10: |
1108031935 |
ISBN 13: |
9781108031936 |
Availability: |
Usually dispatched within 1-3 weeks.
Delivery
rates
|
Stock: |
Currently 0 available |
Publisher: |
CAMBRIDGE LIBRARY COLLECTION |
Pub. date: |
2 June, 2011 |
Series: |
Cambridge Library Collection - Music |
Pages: |
424 |
Translated from: |
French |
Description: |
Berlioz compiled his colourful and engaging Memoires between 1848 and 1865. This reissue is of the 1884 first English translation. |
Synopsis: |
Hector Berlioz (1803-69) was one of the most original and colourful composers of his generation whose music was in many ways ahead of its time. He was also a respected journalist and critic. Begun in 1848, his celebrated Memoires were completed by 1865 but published posthumously in 1870. They are the best-known of his writings and reflect the man - passionate, imaginative, idealistic, opinionated and witty - and give a fascinating, first-hand, insight into his life. He shares his uncompromising thoughts on his contemporaries and the musical establishment in France, writes candidly about his love affairs and engagingly on his music and travels. This first English translation from the original French, published in 1884, will appeal to the music lover and the general reader. Volume 2 (1842-65) includes an engaging account, assembled from previously published material and presented as letters to friends, of travels to Germany and Russia. |
Illustrations: |
black & white illustrations |
Publication: |
UK |
Imprint: |
Cambridge University Press |
Returns: |
Returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|