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Orientadora: Graziela Bortz / Banca: Lutero Rodrigues da Silva / Banca: Adriana Lopes da Cunha Moreira / Resumo: A presente dissertação consiste em aplicar a análise schenkeriana ao Quarto Movimento da Sinfonia n° 1 em Dó menor, op. 68 de Johannes Brahms. A análise é composta por gráficos elaborados a partir das técnicas criadas por Schenker. Por intemédio dos gráficos das camadas estruturais, são extraídas informações para a fundamentação de uma interpretação musical, apontando, por meio das técnicas e conceitos de Schenker desenvolvidos no campo da teoria e da análise musical, pistas para responder a questões sobre movimento e direção na prática do músico. Um levantamento bibliográfico foi realizado sobre o compositor Johannes Brahms, considerado por Schenker o último grande compositor alemão, sobre a obra e o contexto histórico em que se insere. Finalmente, um estudo da tradição interpretativa da Sinfonia nº 1 é apresentado, abarcando gravações dos maestros Furtwängler e Celibidache / Abstract: The present Master's Degree dissertation consists in the use of schenkerian analysis in the Fourth Movement of Symphony nº 1 in C minor, op. 68 by Johannes Brahms. The analysis was made by graphics elaborated from techniques created by Schenker. Through graphics of structural level, informations are extracted to build a musical performance, indicating, through Schenker's techniques developing in the musical theory and practice, clues to answer about movement and leading in the musician practice. A bibliographic research about Johannes Brahms had been done, regards by Schenker as the last great german composer, and about the work and the historical context is inserted. Finally, a study about the performance tradition of his Symphony nº 1, including Furtwängler and Celibidache's recordings, are introduced / Mestre

Thesis (Ph. D.)--Indiana University, 2004. / Computer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.

This report describes an action research instruction that was designed to determine the effect of using thematic classical music in the music appreciation class of 5th Graders. Through the assistance of Information Technology and the performance of musical drama¡Athe researcher tried to breakthrough the traditions and innovate a action project of music instruction. This research aims to construct an instructional material and teaching mode integrated information technology of thematic classical music appreciation instruction in elementary school. It was also to appraise the effect on learning motivation and classical music appreciation competence. The subjects consisted of two classes 5th grader students selected from the researcher¡¦s elementary school. The classical music appreciation instruction program included three pieces of classical music for appreciation and musical drama. At the research period of eight weeks, the data will collected through teacher observation records, research journals, interviews, pictures, digital video, pre-questionnaire, thematic worksheets, and questionnaire of learning effect. The results indicated¡]1¡^In affective aspect, students¡¦ learning motivations ,fondness for classical music, and classical music appreciation competence can be improved in the thematic classical music appreciation instruction.¡]2¡^In skill aspect, there is a better linkage between the stage property, action designed by students and the characteristics of classical music. Also in the musical drama, students perform how they feel about music.¡]3¡^In cognition aspect, it is an significant improvement on students¡¦ recognizable competence of quick-slow rhythm and musical instruments tone, but not including oboe and clarinet. Due to the time is limited, recognizable competence of pitch changing is not completed.¡]4¡^In teacher¡¦s professional competence aspect, the researcher has progress on information technology applications, curriculum design, critical reflection, ¡® music instruction. In conclusion, thematic classical music appreciation instruction mode can be easily implemented for teachers.

The primary purpose of this study was to compare two methods of instruction for teaching music listening to upper elementary children--an experimental approach utilizing the 4MAT instructional model of Bernice McCarthy and a conventional approach based on textbook materials. The investigator employed the 4MAT model for incorporating a holistic and whole-brain approach into music listening instruction. The study compared mean differences on two dependent variables, attitude and achievement test scores, between two groups (teaching methods) and two grade levels (fourth and fifth grades). Analyses of variance (ANOVA) were used to assess both primary and secondary data regarding gender, grade, and teacher. The researcher also analyzed subjective observations of participating teachers.Subjects were 440 fourth and fifth grade students from two suburban schools randomly assigned to intact classes and equally divided between grades to 4MAT or conventional instruction. Each class heard three classical music selections within a six-lesson framework. The investigator assessed subjects' attitudes toward classical music and their music knowledge after instruction.No significant effects resulted for instructional method. Further investigation of gender, grade, and teacher suggested some interactions for attitude: attitudes of 4MAT-instructed males of Teacher A tended to be more positive than those of conventionally-instructed males; the fourth grade sample produced greater gains for Teacher A in the 4MAT condition and for Teacher B in the conventional condition; three-fourths of the fifth grade cells in the 4MAT condition showed gain, and three-fourths in the conventional condition showed decline.Regardless of instructional method, males showed a significantly more positive attitude than females; fifth grade subjects tended to be more positive than fourth grade subjects; significant difference in attitude between students of the two teachers might be ascribed to socioeconomic standard or academic achievement level.Conclusions: (1) furnishing students with opportunities for hearing classical music is likely to produce improved attitudes toward classical music; (2) if the goal of music listening instruction is to provide students with cognitive and affective experiences, and to benefit from findings regarding musical behavior, brain research, and individual differences, the 4MAT instructional model offers a viable approach for listening lessons. / School of Music

Thesis (Ph.D.)--Northwestern University, 2002. / Includes bibliographical references.

Thesis (Ed.D.-̲-Teachers College, Columbia University, 1966. / Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Charles Walton. Includes bibliographical references (leaves 204-206).

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 156-168).

Thesis (Ph. D.)--University of Iowa, 1969. / Vita. Includes analyses of selected works by Bartok, Schönberg, Webern, and Scriabin. Photocopy of typescript. Ann Arbor, Mich. : University Microfilms International, 1981. -- 21 cm. Includes bibliographical references (leaves 141-143).

This dissertation is a reflection on The Art of Light, a piece written for orchestra by Mary Stiles. The document discusses formal aspects of the work as well as the composer's thoughts on the compositional process. Aspects of time as they relate to the piece are examined in detail, as are the composer's use of simplicity, orchestration, and motivic development. / Graduate