Orientadores: Paulo José de Siqueira Tiné, Maria José Carrasqueira Dias de Moraes / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-28T08:39:12Z (GMT). No. of bitstreams: 1 Gomes_ViniciusBastos_M.pdf: 4078852 bytes, checksum: 8d976dfab947524a738a217c3bd1ed44 (MD5) Previous issue date: 2015 / Resumo: Dividido em três capítulos, este trabalho constitui-se de uma investigação de aspectos do estilo pianístico e composicional do multi-instrumentista Egberto Gismonti tendo como material de estudo o álbum "Alma" (EMI-Odeon, 1986), obra em que o pianista executa suas composições ao piano solo com adição de alguns sintetizadores. Para isso, foram realizadas transcrições integrais das interpretações pianísticas presentes, disponíveis na seção de anexos , e, posteriormente, análises que conduziriam à identificação de aspectos recorrentes nessas performances. Desse modo, podemos encontrar no primeiro capítulo informações sobre o disco propriamente dito. Informações essas que nos trarão à luz um panorama sobre sua concepção e realização. Somando-se críticas e depoimentos encontrados em jornais e livros, em períodos próximos ao lançamento, às informações coletadas com alguns dos participantes de sua confecção, pudemos traçar e exemplificar aspectos relacionados ao momento da carreira em que se encontrava o pianista além de compreender o "ambiente" que auxiliou os envolvidos a alcançarem os resultados técnicos e musicais até hoje celebrados, abrindo campo para o aprofundamento na música. O segundo capítulo é constituído das análises propriamente ditas. A partir das partituras geradas, as nove peças do disco: Baião Malandro, Palhaço, Loro, Maracatu, Karatê, Frevo, Água e Vinho, Infância e Cigana foram observadas sob vários pontos (melhor descritos nas considerações e metodologia), sendo alguns dos resultados apresentados individual e separadamente sob o prisma dos aspectos mais relevantes encontrados nessas análises. O terceiro capítulo constitui-se de uma síntese dos elementos recorrentemente resultantes das análises, visando externar algumas das características mais usuais além dos procedimentos mais utilizados pelo pianista para "dar vida" às suas composições por meio de suas próprias performances, elementos esses que pudemos agrupar como indicativos de uma idiossincrasia musical / Abstract: Divided into three chapters, this work consists of a research about pianistic and compositional style of the multi-instrumentalist Egberto Gismonti having as study material the album "Alma" (EMI-Odeon, 1986), a work in which the pianist plays his compositions in a solo piano with some synths added. For this, full transcriptions of the actual piano interpretations were realized, available in the attachments section, and then, analyzes that lead to the identification of recurrent aspects in these performances. Thus, we can find in the first chapter information on the album itself. Such information that will bring us an overview of its conception and realization. Adding criticism and testimonies found in newspapers and books, at close times to the release, to the information collected with some of the participants in its making, we illustrate aspects related to the career moment in which was the pianist in besides comprehending the "environment "that helped those involved to achieve the celebrated technical and musical results , opening the field to the deepening in music. The second chapter consists of the actual analysis. From the generated scores, nine disk parts: Baião Malandro, Palhaço, Loro, Maracatu, Karatê, Frevo, Água e Vinho, Infância e Cigana were observed from various points (best described the considerations and methodology) and some of the individual results and presented separately in the light of the most relevant aspects found in these analyzes. The third chapter consists of an synthesis of recurrently resulting elements of the analysis, aiming to externalize some of the usual features performed by the pianist to "give life" to their compositions through the performances, elements we could group as indicative of a musical idiosyncrasy / Mestrado / Música, Teoria, Criação e Prática / Mestre em Música

Giuseppe Concone's piano études number over a hundred, and are collected in seven various sets. They consist of pieces for elementary, intermediate, and advanced level pianists. A few of them have been printed in anthologies but most of them remain unknown. The present research consists of two parts: an overview of Concone's complete sets of piano études, and a detailed analysis of Op. 30, with a detailed focus on articulation, balancing, voicing, and interpretation. First is a brief overview of the Études Opp. 37, 46, 24, 25, 31 and 34. Then in the analysis of Op. 30, after explaining the salient features of this set of études, there is an illustration of the method by giving an analysis of each étude. Concone's Vingt Études Chantantes Op. 30 are a fine supplement of teaching repertoire for the intermediate piano students. The Op. 30 incorporates a diversity of technical requirements and musical merits that can help students transition from intermediate level to early-advanced level. They may also contribute to being aware of binary and ternary forms, and prepares students for learning other genres of the 19th century piano literature.

Leo Ornstein's most significant piano oeuvre, the Seventeen Waltzes, stand out as a unique example of a pianism as a foundation for the composer's musical thoughts. The purpose of this document is to provide musical and technical suggestions based on Ornstein's pianistic patterns, which will help pianists understand the composer's complex writing and form a coherent interpretation. The guide covers the main avant-garde musical devices used by Ornstein such as tone clusters, polymeter, and polyrhythm. A comparison process within the collection will help performers to address Ornstein's unmarked waltzes by underlining the composer's similar ideas and traits.

As epidemiologic research demonstrates health concerns for hand problems among pianists, scientists are measuring historic piano keyboards and realizing that much of the piano literature was composed for and played on pianos with smaller keys compared to what is used on the modern piano. Having to play this literature on a larger keyboard is especially difficult for small-handed piano students and professionals. Fortunately, smaller keyboards are now available for use with standard pianos - and research shows that this ergonomic adjustment does reduce piano-related hand pain for small-handed musicians. Major universities are now offering this option to students, but only a few music schools possess these keyboards and not many people know about them. There are no known research studies to address people's awareness and attitude toward ergonomically scaled piano keyboards (ESPKs). The purpose of this study was to assess perception and attitude toward ESPKs and help to raise its awareness. To examine pianists' perception, two surveys was composed. First one was conducted on UNT campus in which ESPKs are available for their students, and the second survey was carried out on schools of music in the United States. The results reveal that substantial number of people already know about the existence of ESPKs, but they are not totally aware specific information about ESPKs. Subjects who are aware of ESPKs report significantly higher positive attitude compared to those have not known about ESPKs. Results from this study may have implications for health education initiatives within NASM schools of music.

For musicians of all kinds, practice is an essential component in establishing and refining their skills. How a musician learns the art of practicing, and at what point in their musical and cognitive development can vary drastically. The purpose of this research is to understand how two groups of musicians, undergraduate vocal performance majors and undergraduate piano performance majors, developed (or consequently failed to develop) their respective knowledge pertaining to effective practice prior to entering the university setting, and how their practice habits changed (or consequently failed to change) after beginning study with a university instructor. This is accomplished by comparing the practice habits of the two groups prior to entering the university setting, and, after gaining admission into the degree program. Findings are supplemented with recent research pertaining to the study of learning and various types of practice.

The lecture recital was given July 18, 1977. The lecture began with the performance of the Three Preludes and a discussion of these final works in relation to the composer's last period of composition which included the Sonata for Piano. After the biographical foundation was laid, the Sonata for Piano was detailed concerning form and compositional techniques. All works were performed from memory. In addition to the lecture recital, three public recitals were performed. The first solo recital, performed on August 11, 1975, consisted of works by Schubert and Liszt-Busoni. The second recital, a chamber recital, performed March 29, 1976, consisted of solo and chamber works of Messiaen. The final solo recital, performed on August 1, 1977, consisted of works by Clementi, Satie, and Rubinstein. All four programs were recorded on magnetic tape and are filed, along with the written version of the lecture recital, as part of the dissertation.

The lecture recital was given November 6, 1989. Five Preludes by Claude Debussy were preformed following a lecture on some important considerations of approaching the pedaling complexities in his solo piano works. In addition to the lecture recital, three other solo piano recitals were performed. The first solo recital consisted of works by Franz Schubert and Robert Schumann, and was performed on November 17, 1980. On March 1, 1982, the second solo recital was presented. This performance consisted of works by J. Brahms, W.A. Mozart, S. Prokofieff, and A. Schoenberg. The third solo recital was performed on November 21, 1988 and included the works of L. van Beethoven. A. Berg, F. Chopin, and C. Debussy. The four programs were recorded on tape and filed with the written version of the lecture as part of the dissertation.

As opportunities to perform as a soloist diminish, more pianists consider chamber and orchestral playing as an alternative solution. By so doing, ample performance opportunities are introduced. Although most university music programs offer ensemble courses for pianists and have begun to offer degrees with an emphasis in accompaniment, their curriculum lacks instructions specifically designed to train and prepare pianists for playing in large ensembles, especially wind bands. This dissertation addresses the difficulties, which one might encounter in large ensemble collaboration, and recommends useful suggestions for acquiring functional skills to solve these difficulties. Pianists can attain professional status by acquiring the functional skills presented in each chapter. The goal of this study is to provide pedagogical support and direction for novice pianists in the larger ensemble collaboration.

Franz Liszt (1811-1886) made fifty-six transcriptions of Schubert's songs over a period of eight years (1838-46) to introduce the name of the composer, who was little known both in and outside Vienna during his lifetime. Because Liszt intentionally preserved all the details of the original songs, these transcriptions present challenges for a pianist, such as how to produce a vocal line on the piano, as well as interpretive issues such as ornamentation, style, and conveying the meaning of the lyrics on the piano. The purpose of this study is to introduce pianists to study practices employed by singers, with the goal of interpreting the vocal aspects of Liszt's Schubert song transcriptions. The composer Robert Schumann once remarked that Liszt's transcriptions were perhaps the most difficult pieces written for the piano up to that time, and only an intelligent artist could satisfy Liszt's high level of virtuosity without destroying the identity of the original work. This could be considered a warning to pianists not to focus on the technical aspects only. The pedagogical guide presented in the study, based on singers' approaches to the actual songs, should help pianists to "see beyond the notes" and achieve a performance closer to the heart of the songs.

Improvisation is an art form which has arguably been present since the existence of music itself. Inventing music on the spot, like spontaneous speech, is a common expression of artistry throughout history and across musical boundaries. While improvisation has maintained its importance in jazz, classical organ music and the music of many eastern cultures, this dissertation will focus on the presence of improvisation as acceptable performance practice within the tradition of western classical music. At several points in history, this musical tradition was encouraged and even expected to be a regular part of a musician's life, and yet in the classical music tradition of the twenty-first century, improvisation is rarely, if ever, heard from the concert stage, nor is it regularly included in the general education of the conservatory student.