Disciple de César Franck, Charles Bordes a tracé son parcours de musicien en marge du Conservatoire et des institutions officielles. De son intégration à la « bande à Franck » jusqu’à la fondation des Chanteurs de Saint-Gervais et de la Schola cantorum, il a tissé un vaste réseau relationnel formé de compositeurs, d’interprètes, d’écrivains et de mélomanes, qui l’ont, par la suite, décrit comme un fervent artisan du renouveau musical français. Cette image a, en contrepartie, partiellement occulté l’œuvre de compositeur de Bordes. Ses mélodies présentent pourtant un remarquable intérêt. L’histoire de leur publication permet de mettre en évidence la complexité des relations avec le monde de l’édition à la fin du XIXe siècle et la nature du travail de révision posthume effectué par son ami Pierre de Bréville. L’analyse du corpus témoigne de l’originalité de la production, aussi bien sur le plan des choix littéraires – Bordes fut l’un des pionniers de la mise en musique des poèmes de Paul Verlaine et de Francis Jammes – que d’une écriture musicale inspirée et aux frontières de l’académisme sur le plan harmonique. Auteur de plus de trente-cinq mélodies avec piano, Bordes s’essaya également à la composition de mélodies orchestrées ou « symphoniques », comme nombre de ses contemporains au tournant du siècle. / Student of César Franck, Charles Bordes established himself as a musician outside the Conservatoire and the official institutions. From his integration with the “bande à Franck” to the founding of the Chanteurs de Saint-Gervais and the Schola cantorum, he formed a vast network of relationships among composers, interpreters, writers and music lovers, who would later describe him as a fervent architect of the French musical revival. This image overshadowed his contributions as a composer; his mélodies, however, still stimulate a remarkable interest. An examination of the history of their publication reveals the complexity of relationships within the musical publishing world at the end of the nineteenth-century and the nature of the posthumous reviewing work executed by his friend Pierre de Bréville. The analysis of the corpus shows the originality of the production, either about its literary aspects – Bordes was among the first artists to set the poetry of Paul Verlaine and Francis Jammes to music – or about his inspired musical language at the boundaries of academia from an harmonic point of view. Author of more than thirty-five songs for voice and piano, Bordes also tried his hand at the composition of orchestrated or “symphonic” songs like many of his contemporaries at the end of the century.

In this thesis transcriptions of solos from selected musicians are explored as a way to deepen my connection with improvisation and my instrument. It is about a number of different philosophies towards transcribing and working with transcriptions, as well as my reflections on ways to utilize transcriptions in a way that I can absorb the concepts and language from solos without regurgitating it in my own playing, but rather attempting to utilize it to explore ways to expand my playing and conception of improvisational language as well as my own instrument.

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This dissertation considers the use of orchestra bells as a solo instrument. I use three examples taken from chamber literature (Drumming by Steve Reich, Why Patterns? by Morton Feldman, and Ave by Franco Donatoni) to demonstrate uses of the instrument in an ensemble setting. I use six solo, unaccompanied orchestra bell pieces (Twelve Bell Canons by Robert Morris, Katarynka by Marta Ptaszyńska, Over by Stuart Saunders Smith, A Little Suite and an Encore Tango by Will Ogdon, Breaks Through by Lafayette Gilchrist, and Bells for New Orleans by Roscoe Mitchell) to illustrate the instrument’s expressive, communicative ability. In the discussion of each piece, I include brief background information, the composer’s musical language in the piece and performance considerations. I interviewed composers of these solo works to complete the research for this document to discuss their musical language and their thoughts on writing for solo orchestra bells.

The objective of the dissertation is to examine Cyril Scott's musical language as exhibited in his Piano Sonata, Op. 66. Subjects of discussion include Scott's use of form, rhythm, melody, tonality, and harmony. Also included are a biographical sketch of the composer and his philosophical view of modernism. A comparison of the original version and the revised edition of this sonata, as well as references to Cyril Scott's two other piano sonatas are also included during the examination of his harmonic and rhythmic style.

Esta tese trata da formação do flautista e de outros instrumentistas melódicos - de sopro, e de cordas não dedilhadas. Ilustrada com exercícios, prelúdios e estudos, consiste basicamente em uma metodologia de ensino que visa não somente ao desenvolvimento técnico-instrumental, mas também ao pleno entendimento da linguagem musical e ao desenvolvimento da consciência harmônica. Para isso, propõe uma forma de estudo baseada na criação de conteúdo, e não na repetição de padrões preestabelecidos. / This thesis is about the teaching of the flute and others melodic instruments - namely winds and strings. Illustrated with studies and etudes, it consists basically of a methodology that seeks not only technical development on the instrument, but also the complete understanding of the musical language and the development of harmonic awareness. With this aim, it proposes a way of practicing based on creativity, improvisation and composition, instead of the repetition of established patterns.

Submitted by William Justo Figueiro (williamjf) on 2015-07-10T22:00:36Z No. of bitstreams: 1 39b.pdf: 371352 bytes, checksum: 3dc9ff047ed5de279980dca8bff1f60f (MD5) / Made available in DSpace on 2015-07-10T22:00:36Z (GMT). No. of bitstreams: 1 39b.pdf: 371352 bytes, checksum: 3dc9ff047ed5de279980dca8bff1f60f (MD5) Previous issue date: 2010 / Nenhuma / Esta dissertação tem como objetivo destacar o desenvolvimento da linguagem musical sob um viés filosófico. Para tal desiderato, buscou-se verificar como a linguagem musical era concebida. Seja na visão filosófica dos gregos, com Pitágoras e Platão, ou dos medievais, com Boécio e ainda no século XX, com Adorno. A metodologia adotada para este fim foi a de selecionar importantes apontamentos sobre os desdobramentos da linguagem musical e como esta acabou por tornar-se um produto de consumo no decorrer do século XX. Adorno com sua profunda reflexão filosófica, musical e social é o centro desse estudo. Ora, as reflexões adornianas sobre a arte musical são de um cunho filosófico extraordinário e servem como um alerta aos especialistas em filosofia da arte. Enfim, tal visão defende uma linguagem musical acima dos interesses da chamada indústria da cultura, ou seja, uma música verdadeiramente autêntica. / This thesis aims at highlighting the development of musical language in a philosophical belief. To this aim, we attempted to verify how the musical language was seen. Under the philosophical vision of the Greeks, with Plato, or the medieval, with Boethius and even in the twentieth century, with Adorno. The methodology adopted for this purpose was to gather important insights into the unfolding of musical language and how it ended up becoming a consumer product in the course of the twentieth century. Adorno with his deep philosophical reflection, is the musical and social center of this study. However, Adorno's reflections on the art of music are of extraordinary philosophical and are used as a warning to specialists in the philosophy of art. Anyway, this view argues for a musical language above the interests of the so-calle culture industry, ie a truly authentic music.

O principal objetivo desta pesquisa foi demonstrar a importância da música para a construção do conhecimento histórico de alunos e professores. A consciência histórica mediada pela linguagem musical revela uma forte carga afetiva, pois faz parte de uma memória pessoal e modelo de referência para a apreensão e assimilação das novas audições, similares ou não as anteriores, revelando assim o que podemos chamar de consciência musical dos sujeitos envolvidos. A importância da música em sala de aula encontra-se principalmente relacionada à própria natureza da linguagem musical, pois só pode ser percebida única e exclusivamente em e mediante o tempo, alimentando-se de uma memória afetiva que se transforma em uma consciência musical no presente, facilitando as narrativas, reflexões, práticas ou interpretações históricas dos alunos e da professora. / The main objective of this research was to demonstrate the importance of music to building historical knowledge in students and teachers. The historical awareness mediated by musical language reveals a strong affective load, because it is part of a personal memory and a reference to the apprehension and assimilation of new listening, similar or not to the ones mentioned before, revealing what we can call musical awareness of the involved subjects. The importance of music in class is mainly related to the nature of the musical language itself, as this can only be noticed in and through time, feeding itself from an affective memory that transforms itself in a musical awareness in the present, facilitating the narratives, reflexions, practices or historical interpretations of the students and the teacher.

Esta tese trata da formação do flautista e de outros instrumentistas melódicos - de sopro, e de cordas não dedilhadas. Ilustrada com exercícios, prelúdios e estudos, consiste basicamente em uma metodologia de ensino que visa não somente ao desenvolvimento técnico-instrumental, mas também ao pleno entendimento da linguagem musical e ao desenvolvimento da consciência harmônica. Para isso, propõe uma forma de estudo baseada na criação de conteúdo, e não na repetição de padrões preestabelecidos. / This thesis is about the teaching of the flute and others melodic instruments - namely winds and strings. Illustrated with studies and etudes, it consists basically of a methodology that seeks not only technical development on the instrument, but also the complete understanding of the musical language and the development of harmonic awareness. With this aim, it proposes a way of practicing based on creativity, improvisation and composition, instead of the repetition of established patterns.

This paper examines a popular music song (Heartbeats by Jose Gonzalez) as a sign system in television advertising. The study was conducted through qualitative questionnaires in connection to an audio-visual method of analysis called Masking. The method facilitates the analysis of isolated parts in the audio-visual spectrum by masking/hiding parts of the audio-visual totality.The survey had seven respondents where a hermeneutic epistemological approach was used. For the analysis Cooper's theory of brand identity (Practical and Symbolic Attitudes to Buying Brands) was used together with an interaction model for music in audio-visual advertising called "Modes of music-image interaction”. The results showed that the music was associated with values as genuine, honest, responsibility, purity, independence and innovation. The music's symbolic values helped to position the brand in a lifestyle context. The music also helped to express the target group’s identity and attitudes by being innovative and independent. It also enhanced the perception of the visual colour rendition in the film. In general the television advertisement perceived more positive and entertaining when the music was present. In other words the music's social and cultural position contributed to raise the film's credibility. A deeper social and cultural value was created in the movie through resonance between symbolic values of the music and symbolic values of the film.