The purpose of this study is to collect a variety of conducting texts and resources and assess which texts, if any, suggested pedagogical techniques that make appropriations for various learning styles of individuals in the ensemble. The term learning styles is derived from Howard Gardner's Theory of Multiple Intelligences wherein he makes the assertion that every person possesses the nine intelligences and that each person has a natural disposition to at least one intelligence (or learning style). After having evaluated numerous conducting texts and resources, there exists a lack of assessing and teaching to learning styles. Most conducting curricula do not give attention to the idea that the musicians and students represent many learning styles and need to be provided with a variety of examples to enhance their understanding of the music. Consequently, enhancing understanding raises the level of their musicianship and elevates the overall quality of the ensemble and music program. The most significant contributor in music education to integrating pedagogical techniques that address a broad range of learning styles is Edward S. Lisk. A former band director and now an internationally renown clinician and conductor, Mr. Lisk has written several books on alternative rehearsal strategies. His most recent book, The Creative Director: Conductor, Teacher, Leader, briefly explains how the Theory of Multiple Intelligences is uniquely suited for both the conductor and the students. Mr. Lisk's claims regarding the benefits of teaching to multiple learning styles focus on individual enhancement and understanding of playing a instrument and to provide compelling evidence to administrators, parents, and the community to show the inherent value of a music program. This study acknowledges and supports Lisk's observations and claims, but sets out to enhance musical understanding and performance levels through rehearsal techniques that address multiple learning styles. Before providing a model for incorporating pedagogical techniques that address multiple learning styles, assessment methods of student's MI (multiple intelligences) will assist the conductor in determining what types of intelligences the students possess. When this information is gathered, a conductor/music educator can begin to infuse examples into the rehearsal. The final goal of this study is to present several rehearsal strategies categorized by each MI as a model as to how conductor/educators can incorporate pedagogical strategies into their rehearsals to draw each student into a deeper understanding of the music, raise the level of musicianship, which promotes more expressive music-making. These rehearsal strategies can be utilized with technical or expressive issues. For example, a director is teaching the string section the difference between playing accompanimental motor rhythms in Mozart to those of Beethoven. For the visual-spatial learner, drawing a diagram on the board showing the trajectory shape of the bow across the string can assist the student by seeing what each bow stroke looks like. For a bodily-kinesthetic learner, showing what each bow stroke looks like, allowing the student to try it, and solidifying understanding with feeling the difference of each stroke and recognizing how each sounds. As an additional strategy to the former, the director could have each section demonstrate each bow stroke and ask the other students for feedback that incorporates a technique for the interpersonal learning style. Further examples with suggestions for expressive aspects of music for various learning styles are also included.

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143 f. / Submitted by JURANDI DE SOUZA SILVA (jssufba@hotmail.com) on 2013-03-08T15:01:19Z No. of bitstreams: 1 Tese Angelo Rafael Palma da Fonseca.pdf: 2475279 bytes, checksum: d3c3de5a34a5b87d44e2afce487825ab (MD5) / Approved for entry into archive by Rodrigo Meirelles(rodrigomei@ufba.br) on 2013-03-22T14:01:28Z (GMT) No. of bitstreams: 1 Tese Angelo Rafael Palma da Fonseca.pdf: 2475279 bytes, checksum: d3c3de5a34a5b87d44e2afce487825ab (MD5) / Made available in DSpace on 2013-03-22T14:01:29Z (GMT). No. of bitstreams: 1 Tese Angelo Rafael Palma da Fonseca.pdf: 2475279 bytes, checksum: d3c3de5a34a5b87d44e2afce487825ab (MD5) Previous issue date: 2008 / Neste trabalho apresentaremos uma concepção musical das “Impressões Sinfônicas” Festa das Igrejas, do compositor Francisco Mignone. O aspecto interpretativo é o foco principal deste estudo, por isso destacaremos alguns dos muitos componentes musicais intrínsecos à partitura, indicando possibilidades de interpretação com base numa visão hermenêutica. Todas as considerações sobre harmonia, melodia, ritmo, textura, articulação e demais elementos são utilizadas para evidenciar pensamentos do intérprete acerca da obra. Acreditamos que uma visão hermenêutica da composição, como também da regência, é de suma importância para identificar e relacionar as informações musicais e extramusicais relativas à peça e a tal ofício, proporcionando melhor compreensão, elaboração e realização das etapas de preparação da música, obtendo assim uma concepção musical consistente. O primeiro capítulo é composto pela fundamentação teórica deste trabalho, abarcando considerações sobre a regência, a interpretação e o intérprete. No segundo capítulo serão apresentadas informações referentes à hermenêutica e um exercício hermenêutico sobre algumas atividades do campo da regência. O terceiro capítulo é formado pelas informações sobre as “Impressões Sinfônicas” Festa das Igrejas. O quarto capítulo é dirigido à concepção musical da obra. Por fim, apresentaremos as considerações finais. Com esta pesquisa, acreditamos que a utilização da hermenêutica do ponto de vista da regência pode ser uma poderosa ferramenta de trabalho para o maestro, revelando a ele novas perspectivas sobre seu ofício e, acima de tudo, sobre sua atuação profissional. / Salvador

This thesis examines the conductor's preparation process of learning and interpreting the score before standing in front of an ensemble. The research is based on studies of historical and modern conducting handbooks supplemented by interviews with professional conductors. A selection of the preparation methodologies presented in the litterature and the qualitative study are tested and examined in the preparation process of two concerts. Finally the selected methodologies are compared and judged on two key factors; efficiency and the quality of the final artistic result. The results of the study are presented both as a list of conditions that can ensure an effective preparation process with a high quality of the final artistic result and as a concrete methodology that can be applied and adapted by any conductor in his or her own preparation process. / <p>Som dokumentation af eksamensarbejdets kunstnerlige del vedhæftes:</p><p><strong>Videoindspilning af koncert 22. maj med Östgöta Blåsarsymfoniker</strong></p><p>B. Crusell: Ouverture fra "Den lilla slavinnan"</p><p>V. Persichetti: Serenade no. 1 for Ten Wind Instruments</p><p>G. Mahler – IV. sats fra Symfoni nr. 4 (arr. Gustav Aske Sønksen, 2021) </p><p><strong>Lydindspilning af koncert 28. maj med Ludvig Dahlström (bratsch) og KMH-studenter</strong></p><p>P. Hindemith: Der Schwanendreher </p>

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-10-22T19:29:01Z No. of bitstreams: 3 Dissertação - Katarine de Sousa Araújo - 2014 - PARTE 01.pdf: 18936017 bytes, checksum: 34a4c3046b9c96aa1a71ea0b11d7b422 (MD5) Dissertação - Katarine de Sousa Araújo - 2014 - PARTE 02.pdf: 7590714 bytes, checksum: ce34c0adf5bfadb9135010e1456c3982 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-10-22T19:30:46Z (GMT) No. of bitstreams: 3 Dissertação - Katarine de Sousa Araújo - 2014 - PARTE 01.pdf: 18936017 bytes, checksum: 34a4c3046b9c96aa1a71ea0b11d7b422 (MD5) Dissertação - Katarine de Sousa Araújo - 2014 - PARTE 02.pdf: 7590714 bytes, checksum: ce34c0adf5bfadb9135010e1456c3982 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-22T19:30:46Z (GMT). No. of bitstreams: 3 Dissertação - Katarine de Sousa Araújo - 2014 - PARTE 01.pdf: 18936017 bytes, checksum: 34a4c3046b9c96aa1a71ea0b11d7b422 (MD5) Dissertação - Katarine de Sousa Araújo - 2014 - PARTE 02.pdf: 7590714 bytes, checksum: ce34c0adf5bfadb9135010e1456c3982 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This aim of this paper is to study and apply gestures in the interpretation of the symphonic work Psalmus, by João Guilherme Ripper. Zagonel (1992) and Heller (2006), were the references used in defining gesture. To define interpretation, the author consulted Laboissiére (2007), Lima (2006) and Schuller (1997), and for the definition of style and conducting, the author makes reference to Schuller (1997) and Swarowsky (1989). Once the definitions were established, the next step was to choose a representative contemporary work, in this case, the symphonic piece Psalmus (2002), by João Guilherme Ripper, from the Brazilian symphonic literature. The choice of this work was based on the following criteria: it is a contemporary Brazilian 21st Century piece, and while it presents technical and interpretation challenges to the conductor, it is not excessively complex for young musicians. This piece was played by the Orquestra Sinfônica Jovem de Goiás, rehearsed and conducted by the author of this paper. The data collected by this survey were approached and discussed with a view to their qualitative aspects. Musical elements are employed as guide to this study. For that purpose, rehearsals were recorded and the resulting video and audio focused on the conductor. Results point to the challenge of conciliating the conductor’s gestures, as a means to establish and maintain the beat while, at the same time, bringing the work to life. Additionally, an analysis of the results indicates that since this is a contemporary Brazilian work, it also presents a challenge to conducting students and these difficulties must be approached throughout their training. / A temática de investigação desta pesquisa é a exploração e a aplicação do gestual com finalidades interpretativas da obra sinfônica Psalmus, de João Guilherme Ripper. Para conceituar-se o gesto, utilizou-se Zagonel (1992) e Heller (2006), conceituou-se interpretação, com Laboissiére (2007), Lima (2006) e Schuller (1997), e estilos de regência, com Schuller (1997) e Swarowsky (1989). Com os conceitos estabelecidos, selecionou-se, no repertório sinfônico brasileiro, a obra Psalmus (2002), do compositor João Guilherme Ripper, levando-se em consideração os seguintes critérios: obra brasileira do século XXI, contendo desafios técnico-interpretativos para o regente e de nível acessível ao músico jovem. A obra foi executada pela Orquestra Sinfônica Jovem de Goiás, na qual esta pesquisadora atuou como regente durante ensaios e apresentações. Tendo como base os fundamentos teóricos sobre gesto e interpretação musical, as discussões dos dados foram abordadas qualitativamente e norteadas por elementos musicais, resultado da gravação de áudio e vídeo dos ensaios, utilizando-se apenas a imagem da regente. Os resultados apontam desafios de conciliação gestual do regente entre a manutenção da pulsação e a realização interpretativa da obra e, também, indicam que essa obra, parte do repertório sinfônico brasileiro contemporâneo, propõe desafios ao estudante de regência, que devem ser abordados durante sua formação.

Is conducting from the piano "real conducting?" Does one need formal orchestral conducting training in order to conduct classical-era piano concertos from the piano? Do Mozart piano concertos need a conductor? These are all questions this paper attempts to answer.