Thesis (D. Mus. Arts)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 95-98).

The purpose of this portion of the thesis project was to make a study of the Sonata in A major for violin and piano by Cesar Franck, presented as one of the major works on the second of the two recitals performed in partial fulfillment of the thesis requirement for the degree, Specialist in Education. Of the music performed on the two recitals, the writer felt that the most challenging, from the standpoint of interpretation and of the violin technique involved, was the Franck sonata. Therefore, she has made a formal analysis of the composition as well as an investigation into the technical and musical problems arising in actual performance. It is the writer's belief that the results of the investigation will not only affect her own future performances of the sonata, but ray also be of benefit to other violinists in their study of this sonata.With Cesar Franck the cyclic treatment of thematic material was established as an important principle of composition. The writer presents a thematic analysis of the sonata in which she points out the various ways in which the composer makes use of the cyclic principle. Particular attention is given to the process of motivic development in the transformation of thematic material. The investigation shows that in the Sonata for violin and piano by Franck a single basic idea seems to dominate the entire composition, i.e., the rising and falling inflection of a germ-motive which characterizes the principal themes of the four movements. The movements are further interrelated by the appearance of common thematic material, in either identical or altered form.The formal structure of each movement was determined, and a complete thematic analysis is given. A synopsis of this analysis appears at the end of Chapter V, Analysis of the Sonata in A Major.There is an unusual departure from the "standard" sonata movement scheme in that the first movement, Allegretto ben moderato, serves as an extended "prologue" to the principal movement which appears second. Thus movement II, Allegro, is in fully developed sonata form. It contains two main themes of contrasting character, each theme having three distinct parts. The third movement, which is free and improvisatory in mood and structure, is aptly titled, Recitativo-Fantasia. The finale, Allegretto poco mosso, appears as a unique kind of rondo in which the theme of the refrain is treated as a canon at the octave.In the study of the sonata, harmonic analysis was aimed chiefly toward determining the. structural framework of the composition as a means of understanding the musical progression although a chordal analysis was presented where it seemed significant. The harmonic material is highly chromatic, as is characteristic of the Romantic period, with much use being made of the dominant ninth chord, diminished seventh chord and augmented sixth chord.Problems of violin technique, including those of bowings and fingerings, were investigated and suggestions as to their solution are offered. It is seen that a mastery of the basic detache stroke, smooth legato bowing and accuracy in the high positions are required above all. There is a noticeable absence of the use of special effects, which are unnecessary for the projection of the work. A few double and triple stops occur in the second movement while the only four-note chord is in the third movement. Trills occur at the end of the second movement and also in the Recitativo. For uniform tone color several passages require the player to play in an extended range on the same string.Great demands in the way of energy and physical stamina are required of the violinist in order to provide the variety and quantity of sustained tone necessary for proper balance with the piano.Suggestions relating to dynamics, subtleties of phrasing and accent, as well as reference to tempo and mood are made to aid in the projection of the music.This study supports the belief that in the performance of duosonata music there are no requirements separate from those for other concerted music. An effective interpretation, based on a thorough understanding of the music and a scholarly approach to the composer's musical intentions are basic requirements in both forms of music making. In addition, it is up to each player to extend his understanding of the complete score in order to perceive his role as both soloist and accompanist as the music demands.

Uppsatsen handlar om förekomst av improvisation i tidig instrumentalundervisning på kultur- och musikskolor. Jag avsåg undersöka hur instrumentallärare beskriver sin undervisning, i vilken utsträckning de använder improvisation på lektionerna, genom att låta ett urval av lärare svara på frågor i en enkät. En annan del av arbetet bestod av att studera 25 pianoböcker som riktar sig till unga nybörjare. I dessa läromedel letade jag efter hur vanligt förekommande improvisationsmoment var. Det framgår av min enkät att användande av improvisation under lektionen varierar bland respondenterna. I min läromedelstudie visar det sig improvisationsmaterial vara relativt ovanligt och förekommer endast sporadiskt. Jag talar i uppsatsen också om hur improvisation kan integreras i instrumentalundervisningen med syfte att ge eleven rum för kreativitet och personlighet. Jag önskar att mitt arbete kan motivera lärare att låta sina elever improvisera på sina instrument för att öka spelglädjen och nå de positiva effekter improvisation kan ge. / This study aims to elucidate the presence of improvisation in early instrumental teaching in culture- and music schools. Two issues will be explored within this context. Firstly I intended to examine how instrumental teachers describe their teaching and the extent to which they use improvisation in class, by inviting a selection of teachers to answer a questionnaire. The second aspect of the work consisted of the study of 25 piano books for young beginners. In these teaching materials the presence and frequency of improvisational moments were examined. The results suggested that the use of improvisation during lessons varies between respondents. Furthermore, the findings from the study of piano books for young beginners demonstrate that improvising material is relatively rare and occurs only sporadically. Suggestions are made for how improvisation can be integrated into instrumental teaching to encourage students to develop creativity and personality in their music. It is hoped that this study can encourage teachers to support their students to improvise on their instruments. This would likely increase students’ creativity and achieve positive effects associated with improvisation.

Many piano teachers agree that suitable repertoire motivates their students to learn and practice their instrument. Asking students to learn different categories of repertoire might be a good approach for piano teachers to motivate and maintain their students’ musical interests. However, how do teachers evaluate what kinds of repertoire is presented in the teaching material that is available to them? The purpose of this study is to review the pieces found in North-American piano method books in order to provide an inventory of the different categories of repertoire found in each series and to calculate the proportion of piano repertoire belonging in each category. Consequently, this research will allow piano teachers to see more clearly which kinds of repertoire are in a method book and help select the most appropriate method books for their students.

Diss.--Regensburg, 1999. / Bibliogr. p. 355-382.

Thesis (Ph. D.--Music)--University of California, San Diego, 2000. / Vita. Music for clarinet (alto clarinet), 2 violins, viola, violoncello, prepared piano, percussion, and tape.

Thesis (D.M.A.)--University of Illinois at Urbana-Champaign, 2007. / Includes abstract. Vita. Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0429. Adviser: William Kinderman. Includes bibliographical references (leaves 153-157) Available on microfilm from Pro Quest Information and Learning.

Sonata no. 1 : Gamba / Johann Sebastian Bach -- Four pieces. Andante, op. 1 ; Valse miniature : op. 1, no. 2 ; Chanson triste : op. 2 ; Humoresque : op. 4 / Serge Koussevitzky -- Monk's mood / Thelonious Monk ; arr. Buell Neidlinger -- Sonata for double bass and piano (1996) / David Anderson. / text

 This dissertation is a study of the consumption of the piano and piano playing in Hong Kong from the late 20th century, when the new middle-class emerged, well into the 21st century, when the general Hong Kong population, including the working class, is better educated and economically more affluent. It attempts to answer the questions: “How do people look at the piano in Hong Kong?” “Why piano playing is so popular?” and “What does piano playing mean?” The investigation of how people consume the piano aims at finding out the cultural codes given to the object and its related activities, of which give answers to the above questions; while the consumption itself demonstrates “an act of deciphering, decoding, which presupposes practical or explicit mastery of a cipher or code” in Pierre Bourdieu’s words. The ways people consume the piano and piano playing are shaped by the city’s colonial history, the middle-class’s biedermeier mentality, as well as the utilitarian atmosphere prevailing in the society (regardless of social classes). Using the piano as a ‘viewing apparatus’ to peer through society, I attempt to develop a critique in reaction to scholarship that fails to come to terms with certain aspects of the Hong Kong culture and tends to see Hong Kong as unique or, worse, victimized. / published_or_final_version / Music / Doctoral / Doctor of Philosophy

Not available / text