Detta självständiga arbete grundar sig i en nyfikenhet kring praktiska övningar och komplement till den vanligtvis teoretiskt lagda undervisningen i musikteori. Den nutida forskningen uppmanar till en mer praktiskt inriktad undervisning då mycket av den musikteori som lärs ut idag saknar pedagogisk tanke. Musiker får lära sig mer om musikteori men väldigt lite om hur de kan utnyttja kunskaperna. Forskarnas lösning på problemet är att återinföra den s. k. partimento-traditionen, som är en gammal tradition där elever fick lära sig om- och utforska harmonik på ett praktiskt sätt genom spel och improvisation. Men denna lösning skulle kräva en genomgående revision av hela ämnet musikteori och kräva en omstrukturering på internationell nivå. Jag har därför valt att utforma och genomföra en samling praktiska övningar baserade på denna gamla tradition som kan fungera som ett komplement till dagens teoretiska undervisning. Dessa övningar genomförs tillsammans med informanter i studien och kombineras med olika intervjumoment för att ta reda på hur klassiska musiker förhåller sig till denna problematik. Resultatet visar på att det finns brister i gymnasiekursen Gehörs- och Musiklära, till exempel att undervisningen ofta saknar viktiga moment som gehör och mer praktisk undervisning. Det framkommer även att det saknas tydlig kommunikation mellan gymnasier och musikhögskolor och att många elever känner sig oförberedda införantagningsproven. Informanterna uttrycker sig även positivt till de förutnämnda övningarna och påstår att dessa kan fungera bra som komplement till undervisningen. / This degree project is based on a curiosity about practical exercises and supplements to the typically theory-oriented music theory education. Contemporary research encourages a more practical approach to teaching, as much of the music theory taught today lacks pedagogical meaning. Musicians often learn more about music theory, but very little about how to apply their knowledge. The researchers' solution to this problem is to reintroduce the so-called partimento tradition, which is an old tradition where students learn and explore harmony in a practical way through playing and improvisation. However, this solution would require a major revision of the entire curriculum and a restructuring at an international level. Therefore, I have chosen to design and conduct a collection of practical exercises based on this old tradition, which can serve as a supplement to today's theoretical education. These exercises are carried out together with participants in the study and combined with various interview elements to understand how classical musicians approach this issue. The results indicate that there are shortcomings in the high-school course in music theory, such as the teaching often lacking important elements like ear training and more practical exercises. It also appears that there is a lack of communication between high schools and music colleges and that many students feel unprepared for the entrance exams. The participants express a positive attitude towards the aforementioned practical exercises and claim that they can work well as a complement to the education.

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Compositores do século XVIII aplicaram processos de cópia e manipulação de modelos précomposicionais com o intuito de efetivar o discurso musical no processo de comunicação musical. Dentre esses modelos disponíveis, retórica e partimento participavam como ferramentas fundamentais na estruturação e resolução discursiva da música. A tese aqui apresentada tem como objetivo demonstrar como, através desses modelos pré-composicionais, a música sacra reproduzia ou alterava relações de poder no espaço luso-brasileiro. A justificativa para essa perspectiva baseia-se nas observações feitas pela musicologia lusófona sobre os problemas decorrentes da acomodação do ideal iluminista em um ambiente marcadamente católico, caracterizado pelo Despotismo Esclarecido, e que resultou nos embates de poder entre as esferas públicas, Estado e Igreja. Neste sentido, a nomeação do mestre de capela era um fator decisivo para a formação de zonas de influência ideológica e manutenção das relações de poder, pois era este ator social que produzia o discurso musical sacro. A metodologia empregada foi fundamentada na aplicação da Análise Crítica do Discurso na música, expondo como a manipulação dos modelos pré-composicionais, observadas no nível do texto musical, se alinhava e representava estruturas sociais em um nível contextual. A análise do corpus musical centrou-se sobre a Missa a 8 Vozes e Instrumentos, Missa a Cinco Vozes e Missa em Dó de André da Silva Gomes, focalizando, especialmente, o Kyrie por ser a primeira parte do ordinário. / Eighteenth-century composers applied processes of copying and manipulation of precompositional models with the intention of effecting the musical discourse in the process of musical communication. Among these available models, rhetoric and partimento participated as fundamental tools in the discoursive structuring and resolution of music. The thesis presented here aims to demonstrate how, through these pre-compositional models, sacred music reproduced or altered power relations in the Luso-Brasilian space. The justification for this perspective is based on the observations made by Lusophone musicology on the problems arising from the accomodation of the Enlightenment ideal in a markedly Catholic environment, characterized by the Enlightened absolutism, which resulted in the struggles of power between the public spheres, State and Church. In this sense, the appointment of the chapel master was a decisive factor for the formation of zones of ideological influences and maintenance of power relations, since it was this social actor who produced the sacred musical discourse. The methodology used was based on the application of Critical Discourse Analysis in music, exposing how the manipulation of the pre-compositional models, observed at the level of musical text, was aligned and represented social structures at a contextual level. The analysis of the musical corpus centered on the Eight Voices and Instruments Mass, Five Voice Mass and Mass in C by André da Silva Gomes, focusing especially on the Kyrie for being the first part of the ordinary.

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Am Anfang des 19. Jahrhunderts übernahm das Pariser Conservatoire verschiedene Aspekte der italienischen Lehrmethoden, insbesondere die Partimenti. Diese französische Tradition begann mit dem Traktat Charles-Simon Catels (1802) und entwickelte sich durch die Publikationen von François-Joseph Fétis (1844), Théodore Dubois (1891), und Charles Koechlin (1927–30) weiter. Henri Challans 380 Basses et chants donnés (1960) ist eine der letzten Veröffentlichungen der französischen Partimento-Tradition. Dieser Beitrag gibt einen Überblick über Challans Traktat. Challan lehrt unter anderem Kadenz- und Sequenz-Muster, wie sie auch in den Orgelwerken von César Franck, Gabriel Fauré, Alexandre Guilmant und Louis Vierne auftreten. Es lässt sich zeigen, dass solche Satzmodelle wichtige Bestandteile der Improvisationspraxis dieser Organisten-Komponisten waren. Zu den typischsten Stimmführungsmustern des französisch-romantischen Stils gehören Kadenzen, die ich ›plagale Varianten‹ nenne, weil sie von der typischen Plagal-Kadenz abweichen. Manche stilistischen Eigenschaften, die wir heute als charakteristisch für Komponisten dieser Schule verstehen, waren von der Partimento-Tradition am Pariser Conservatoire geprägt. / In the early nineteenth century, the Paris Conservatory adopted various aspects of Italian teaching methods, especially partimenti1891), and Charles Koechlin (1927–30). Henri Challan’s 380 Basses et chants donnés (1960) is one of the last publications of the French partimento tradition. The present article gives an overview of Challan’s treatise. Challan presents various cadences and sequences that also appear in the organ works of César Franck, Gabriel Fauré, Alexandre Guilmant, and Louis Vierne. Such voice-leading models were integral elements of the improvisational practice of these organist-composers. Among the most typical voice-leading patterns of the French-romantic style are cadences that I term »plagal variants,« since they deviate from typical plagal cadences. Many stylistic characteristics typical for composers of this school were influenced by the partimento tradition at the Paris Conservatory.