Thesis (M. Mus.)--University of Wisconsin--Madison, 1944. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 84-85).

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The purpose of this study was to provide a comprehensive study guide, addressing pedagogical elements to accompany Serge Prokofiev’s Musiques d’Enfants: Twelve Easy Pieces, Op. 65 for solo piano. This study focused on how Prokofiev’s Music for Children, Op.65 prepares students for the composer’s more advanced repertoire using his self-described five compositional “lines” in his autobiography. The study also explored the pedagogical importance of each piece and the best way to prepare students for learning them. Various melodic, rhythmic, and technical exercises were suggested to offer teachers ways to teach fundamental performing principles and to offer students creative exercises and activities to achieve technical fluency. Dynamics, tempo, character, and other stylistic aspects were covered. Chapter one explores the need for the study, definitions of terms, the three time periods of Prokofiev’s compositional output, and the characteristics of his compositional style. Chapter two contains a review of related literature and Prokofiev’s editions. Chapter three includes the method of investigation and discusses Prokofiev’s Music for Children, Op. 65, with teaching and learning suggestions for technical and musical concerns. Chapter four offers a conclusion, implementation of the study, and recommendations for further study. By providing detailed insights into the musical, technical, and interpretive challenges found in Music for Children, Op. 65, the author hopes to provide students and teachers with the background knowledge and practice suggestions needed to understand Prokofiev’s unique musical language and to prepare them for further piano study. / School of Music

Thesis (D.M.A.)--University of Rochester, 1966. / Vita. Bibliography: leaves 302-303. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/4006

Thesis (Ph. D.)--University of Chicago, Department of Music, August 2002. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Chicago, 2002. / Includes bibliographical references. Also available on the Internet.

Sergei Prokofiev is among the ranks of early-twentieth century composers whose music endures in the concert hall and whose life has attracted much musicological research. Fewer studies, however, have undertaken an analytical investigation into his music, and the body of scholarly work on the musical theoretical issues raised by his compositions does not rival that exploring the music of such major contemporaries as Igor Stravinsky and Béla Bartók. Existing Anglo-American contributions to the field of Prokofiev theory have mostly employed the tools of common-practice musical analysis, many of them using Schenkerian methods, with the more recent accounts of Richard Bass and Deborah Rifkin expanding these to incorporate the chromatic features of Prokofiev’s music in more sophisticated ways. A notable exception is Neil Minturn, who proposes an analytical approach informed by pitch-class set theory; his methodology, however, has not been developed in any further research. This thesis aims to make a contribution to Prokofiev analysis by applying recent developments in neo-Riemannian theories and the work of the noted Russian musicologist, Yuri Kholopov, whose early monograph on Prokofiev’s harmony has not been engaged with in English language accounts to date. Neo-Riemannian theories are well suited to this task due to the correspondence between their remit and the diatonic chromatic aspect of Prokofiev’s music. This thesis also introduces and explores the potential of Kholopov’s theoretical concepts regarding the nature of twentieth-century music, and in particular processes such as polyharmony, in original analytical applications. Prokofiev’s Symphony No. 5 and Piano Sonata No. 8 have been selected as focal works as they are acknowledged masterworks on an ambitious scale and arguably represent a shift in Prokofiev’s compositional thinking towards more abstract music in his later period. Existing analyses of extracts from these two works also offer the opportunity of making comparative observations. By focusing on harmony and large scale tonal design in these two works, this thesis hopes to demonstrate that a dialogue between the theoretical perspectives of Kholopov and those of neo-Riemannian theories may contribute valuable insights into Prokofiev’s music, at both surface and deep structural levels.

Until Serge Prokofiev’s 1924 ballet score Trapèze, the double bass occupied a background or at best a doubling role in almost all composers’ use of the instrument. Technical challenge was limited in these pieces, because composers did not see the instrument’s potential in a chamber music environment. As luthiers developed the instrument, the technical ability of players grew, and composers began writing more challenging music for the instrument. As one of the first major composers to see the double bass in a new light, Prokofiev wrote challenging music for the instrument. This paper illuminates the alluring pedagogical aspects of Prokofiev's Quintet in G Minor, Op. 39 and provides recommendations for accomplishing some difficult passages with ease.

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