Dream of a Thousand Keys is a concerto for piano and orchestra, which consists of four movements presenting multiple dimensional meanings as suggested by the word "key." I trace the derivation of Korean traditional rhythmic cycles and numerical sequences, such as the Fibonacci series, that are used throughout the work, and explore the significant role of space between the soloist and piano that are emphasized in a theatrical aspect of the composition. The essay addresses the question of musical contrasts, similarities, and metamorphosis. Lastly, I cover terms and concepts of significant 21st-century compositional techniques that come into play in the analysis of this work.

Charles Valentin Alkan (1813-1888), one of the great genii in music history, was widely misunderstood by his contemporaries because of his highly idiosyncratic ideas. From the perspective of the late twentieth century, his innovations can be better understood, and his music is now gaining wider appreciation. Yet, today many musicians still do not know even his name, much less his achievements. The year 1988 marks the one hundredth year since his death. In commemoration of this centennial anniversary, this thesis is presented as a plea for a greater awareness of the achievements of this important figure in the development of piano music.

The two major research questions were: “What is the current status of 20 prominent piano pedagogy programs?” and “what is the vision of an ideal future piano pedagogy program from the perspective of 20 piano pedagogy leaders?” Subjects were the leaders of the top 20 US university piano pedagogy programs. A survey study with interview questions was used as the instrument for the study. The results showed that faculty, curriculum, and teacher training were three top factors that contributed to the quality of the programs. Most interviewed subjects held a doctoral degree in music. The curricular content and degree options were diverse across the selected programs. The content of teacher training included private and group teaching. The perceived best qualifications of a piano pedagogy instructor were to have a balanced education. Most programs had small or little to no budget, however, the preparatory program was perceived to be an enhancement to teacher training program finances. The greatest challenges were faculty acquisition and financial limitations. Gaining more money was the most common improvement priority for programs. To envision an ideal future piano pedagogy program, most leaders stated that an ideal program should contain encourage: (1) collaborating with other divisions' faculty members for developing a diverse curriculum, (2) providing multiple types of teacher training, (3) offering knowledge that is highly pertinent to students' future careers, (4) continually adjusting topics in the curriculum, and (5) utilizing all the possible resources to establish up-to-date facilities. The chief obstacle was a lack of money. However, finding a major donor, and developing a preparatory program to generate money may help to overcome the obstacles. Having administrators with positive attitudes toward pedagogy could help programs to gain more resources. Encouraging students to participate in workshops and conferences could enrich the training. Several recommendations may help emerging pedagogy programs, such as : (1) raising faculty's visibility in public, (2) developing a diverse curriculum and collaborating with other faculty from different divisions, (3) establishing a preparatory program, (4) offering diverse degree options, (5) developing a general pedagogy degree, and (6) educating administrators on the importance of piano pedagogy.

Alexander Scriabin (1872-1915) stands as one of the most unconventional twentieth-century Russian composers, particularly with respect to his piano works. The overwhelming majority of Scriabin's compositions—sixty-seven of his seventy-four published works—were written for solo piano. His etudes from 1905 forward are revolutionary, especially compared with his earlier Chopinesque style. Among Scriabin’s twenty-six etudes, his Op.49, No. 1 (1905), Op.56, No. 4 (1908) and the last three etudes of Op.65 (1912) date from his last period of composition. In the Op.49 etude, Scriabin started to abandon traditional tonality. He omitted the key signature altogether in the Op.56 etude. The final three etudes of Op.65 feature constant dissonances on ninths, sevenths and fifths. Alexander Scriabin’s last five etudes represent the culmination of his compositional development and innovations at the piano. Several factors coalesce in these etudes, including unusual harmony, bichords, non-tonal hierarchy, and structural symmetry. Most of these factors derive in some fashion from Scriabin’s increasing reliance upon the so-called “mystic chord” in his late works. This study will illustrate how Scriabin explored new sonorous and aesthetic ideas in his late etudes by means of these innovations.

To be successful and be effective in teaching, one must be familiar with a variety of methods in instruction and teaching strategies. This also includes becoming aware of any challenges that student and teachers might confront at all levels. Advanced-level piano students, such as those who are at the collegiate level, study the masterpieces of the great composers. However, they may still be in need of developing certain technical and musical skills which should have been covered at the late intermediate level. This study focuses both on exercises and on late intermediate-level repertoire. This study examined the methodical approaches of Russian technical school primarily through the exercises of Theodor Leschetizky, Isabelle Vengerova, and Heinrich Neuhaus and compared these exercises with passages from appropriate great literature suitable for late intermediate-level students. This may not only in preparing for more advanced piano repertoire but also broadening general piano techniques. All together, this may further promote in prevention of musical problems that might occur at a more advanced-level of piano study.This study focuses both on exercises and on late intermediate-level repertoire. This study examined the methodical approaches of Russian technical school primarily through the exercises of Theodor Leschetizky, Isabelle Vengerova, and Heinrich Neuhaus and compared these exercises with passages from appropriate great literature suitable for late intermediate-level students. This may not only in preparing for more advanced piano repertoire but also broadening general piano techniques. All together, this may further promote in prevention of musical problems that might occur at a more advanced-level of piano study.

När jag vid ett övningstillfälle upptäckte att jag inte följde noteringar från kompositörenmärkte jag att stycket blev helt annorlunda än kompositören menat. Det gjorde att jag villefördjupa mig i interpretation.Detta arbete är en fördjupning i två pianostycken, som jag inte har någon tidigare kännedomom. Genom att se hur min interpretation skiljer sig från original-notbilden, harkompositörernas angivelser blivit borttagna.Mina tolkningar av styckena har spelats in, för att senare i arbetet jämföras gällande olikheteroch likheter i interpretationen. Förutom nämnda fördjupning har jag också gjort enundersökning med en medstudent.Under arbetets gång har jag fått en större kunskap om hur man kan fördjupa sig i olikastycken, att man kan pröva sig fram för att hitta olika tolkningar och olika sätt att spela på. Jaghar bemödat mig om att utforska styckena på ett djupare plan. Detta genom att försöka förståhur stycket är uppbyggt, se olika teman, spela i skilda tempon, olika anslag och varieradynamiken. Resultatet av arbetet är främst att jag har utvecklat min musikaliska medvetenhetnär jag studerar in och spelar nya stycken.

Osvaldo da Costa Lacerda (March 23, 1927-July 18, 2011), one of the most significant Brazilian composers of the twentieth century, wrote more than 250 compositions. The purpose of this dissertation is to provide a history and analysis of the Brazilian genres characterized in Osvaldo Lacerda’s, Sonata for Flute and Piano. Written in 1959, the sonata represents traditional Brazilian rhythms within a classical structure and modern harmony. The work provides a basis for the exploration of the embolada, the serestas, and the baião, examples of Brazilian typical song forms and rhythms. Analysis of the historical roots of these nationalistic elements will provide appropriate performance practice considerations when playing Brazilian rhythms; and because this sonata only exists in manuscript form, the historical analysis and performance guide will be of service to disseminate this important Brazilian work. As a basis for a critical edition of the Sonata for Flute and Piano, this initial effort will provide performers with a context for Brazilian flute music. Chapters include the Lacerda’s biography, a background of the nationalistic movement in Brazil and the composers who have influenced Osvaldo Lacerda. Definitions of embolada, serestas, and baião is also provided.

The purpose of this dissertation is to give instruction regarding the performance of three important piano works by Jürg Baur (1918-2010). Aphorismen, Capriccio, and Heptameron stand out as his most significant piano works both because of their length and because of their pianistic complexity. Since Baur had a successful career as both teacher and composer during his lifetime, his acclaimed works received many honors in Germany. His works can be performed by intermediate to advanced students. Intermediate students can easily offer simpler pieces like Aphorismen in competitions, while pieces like Capriccio and Heptameron better are suited to a more advanced level. Although some of his compositions are difficult to perform compared with other modern German works, Baur's music is more accessible. In the article, "Auf der Spuren der alten Zeit" Baur is quoted to state that Paul Hindemith and Bela Bartok's music influenced his own compositional ideas. However, although Baur is a modern composer, he didn't write in a totally atonal style, but rather attempted to broaden tonality. While Heptameron is atonal, Aphorismen and Capriccio give the impression of tonality, thus they are more accessible to the audience. I was fortunate enough to study Aphorismen with Baur as well as receiving advice for performance of Capriccio and some movements of Heptameron. Therefore, I gained a primary source of instruction, particularly in regards to pedal markings, rhythmic indications, voice balancing, finger suggestions, articulation markings, and tone of musical expression. In this dissertation, I include my own instructions (accepted by the composer) along with the composer's intentions.

Beethoven's piano sonatas are possibly the greatest achievement in piano literature, perhaps in all musical literature. It has been said that if the forty-eight preludes and fuges of Bach's "Well-tempered Clavier" were to be considered the "Old Testament" of music, then Beethoven's thirty-two sonatas would have to be the "New Testament."

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