Thesis (D.M.A.)--Conservatory of Music. University of Missouri--Kansas City, 2006. / "A dissertation in conducting." Advisor: William A. Everett. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Dec. 20, 2007. Includes bibliographical references (leaves 132-137). Online version of the print edition.

Dissertation (D.M.A.) Florida State University, 2006. / Advisor: Michael Corzine, Florida State University, College of Music. Title and description from dissertation home page (viewed 8-20-2007). Document formatted into pages; contains 92 pages. Includes biographical sketch.

Please read the abstract in the section 00front of this document Book accompanied by 1 CD in pocket / Dissertation (M Mus (Musicology))--University of Pretoria, 2007. / Music / unrestricted

Examensarbetet handlar om min instudering av Joseph Rheinbergers Konsert (Suite) för violin, cello och orgel. Förutom en kort biografi över Rheinberger och en översikt över hans kammarmusik behandlas olika aspekter på kammarmusikaliskt spel som t. ex. tempoval och frågor rörande artikulation och intonation. Jag tar också upp hur orgelns registrering realiseras så nära Rheinbergers egna anvisningar som möjligt med tanke på hur olika akustiska förutsättningar påverkar samspelmässiga aspekter. Instuderingsarbetet har gett mig nya erfarenheter vad beträffar kammarmusikspel med orgel, speciellt med tanke på styrkeförhållanden mellan orgeln och övriga instrument i ensemblen samt andra akustiska förhållanden som hörbarhet och tydlighet. / <p>Program:</p><p>JOSEPH RHEINBERGER: KONSERT (SUITE) OP.149 FÖR VIOLIN, CELLO OCH ORGEL.</p><p>Medverkande:</p><p>Olga Gamar (cello), Vladimir Gamar (violin), Tetyana Gamar (orgel)</p>

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Diss.--Graz--Karl-Franzens-Univ., 2003. / Bibliogr. p. 399-408.

Detta arbete belyser tonsättaren, organisten och pedagogen Hans Fährmann, en för många okänd och i glömska gömd orgelpersonlighet inom den tyska senromantiken. Arbetets syfte är att utröna hur man stilistiskt kan beskriva dennes orgelmusik, och på så vis också dra slutsatser kring hur man som organist och interpret kan tolka och uppföra densamme på ett sätt som är förenligt med tonsättarens avsikter.

Der Kemptener Organist und Komponist Matthias Waldhör (1796–1833) ist nur noch aufgrund der starken Verbreitung seiner Neuen Volks-Gesang-Schule von 1830 bekannt, die sich in der ersten Hälfte des 19. Jahrhunderts vor allem im Alpenraum großer Beliebtheit erfreute. Weniger bekannt ist seine Theoretisch-practische Clavier-, Partitur-, Präludier- und Orgel-Schule aus den späten zwanziger Jahren des 19. Jahrhunderts, die nur noch sehr selten in Musikbibliotheken nachweisbar ist. Der dritte, 1827 erschienene Teil dieser Schule ist nahezu ausschließlich musiktheoretischen Fragestellungen gewidmet; seine geringe Verbreitung verwundert angesichts der stolzen Zahl von immerhin 900 Subskribenten. / Today the Bavarian organist and composer Matthias Waldhör (1796–1833) is well known because of the dissemination of his Neue Volks-Gesang-Schule, printed in 1830 and read very broadly in the first half of the nineteenth century, especially in the Alpine region. His Theoretisch-practische Clavier-, Partitur-, Präludier- und Orgel-Schule from the late 1820s is less known – and a rare book in music libraries and archives. The third part of it, published in 1827, is exclusively dedicated to aspects of music theory; the small circulation astonishes – because of the high number of more than 900 subscriptions.

History is descriptive. Epistemology is conceived as normative. It appears, then, that a historical approach to epistemology, like historical epistemology, might not be epistemically normative. In our context here, epistemology is not a systematic theory of knowledge, truth, or justification. In this thesis I approach epistemic justification through the vantage point of practice of science. Practice is about reasoning. Reasoning, conceived as the human propensity to order perceptions, beliefs, memories, etc., in ways that permit us to have understanding, is not only about thinking. Reasoning has to do with our actions, too: In the ordering of reasoning we take into account the desires of ourselves and others. Reasoning has to do with tinkering with stuff, physical or abstract. Practice is primarily about skills. Practices are not mere groping. They have a form. Performing according to a practice is an activity with a lot of plasticity. The skilled performer retains the form of the practice in many different situations. Finally, practices are not static in time. Practices develop. People try new things, some of which may work out, others not. The technology involved in how to go about doing things in a particular practice changes, and the concepts concerning understanding what one is doing also may change. This is the point where history enters the picture. In this thesis I explore the interactions between history, reasoning, and skills from the viewpoint of a particular type of epistemic justification: a priori justification. An a priori justified proposition is a proposition which is evident independent of experience. Such propositions are self-evident. We will make sense of a priori justification in a context of regarding science as practice, so that we will be able to demonstrate that the latter accommodates the normative character of science.

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