Symphony Concertante is a three-movement work for a string orchestra and a soloist group of winds which includes flute, oboe, clarinet in B-flat, bassoon, horn in F, and trumpet in B-flat. The movements have the following tempo indications: (I) Allegro ma non troppo, (II) Lento, and (III) Allegro con fuoco.

Liszt reception has largely suffered from lack of academic research. In 2011, Michael Saffle’s initiative detailing Franz Liszt’s influence on musicians around the world spearheaded the historicization of Liszt reception. In response to his efforts, this thesis provides the first detailed documentation of the Faust Symphony’s reception in the United States. Occupying a unique approach, focusing purely on United States reception, this thesis demonstrates United States music dissemination trends and contributes to efforts creating a more global picture of Liszt and his music. Above all, the documentation of conductors, performances, broadcastings, recordings, and requests proves Liszt’s symphonic work impacted larger audiences than previously acknowledged. This impact was lasting, especially in the United States. Analyses of early influential United States symphonic compositions demonstrate clear influence from Liszt’s Faust Symphony. These pieces created a foundation built upon by succeeding United States composers, producing a uniquely “American” sound through a Lisztian form. This reception recognizes Liszt as an influential symphonic composer, and in doing so, begs its audience to reassess preconceived histories describing the development of the United States symphonic tradition.

This study is directed to an awareness of and exploration concerning the wealth of the cultural heritage that the modern world possesses in the great body of symphonic music literature. A survey of musical education in this field showed a neglect of the subject compared to time and attention given to skills, theory, and performance. Practices are based on random individual philosophies for the most part. The author has pursued the development of techniques for teaching symphonic literature for several years, always questioning the educational philosophy that was best suited to this teaching, and searching for a pedagogy based on the best philosophy discernible. The emerging aesthetic philosophy of the 1960's showed fresh promise of investigation into theory and method. The work of Stephen Pepper who formulated four World Hypotheses was used as a pivot to evaluate the hypothesis that best suited the project at hand. Pepper chose a theory termed Contextualism exemplified by the theory of John Dewey presented in his Art as Experience (1980). This philosophy of experience was in line with the emerging phenomenological thought. Kaelin, keenly interested in education, in his extensive writings has given an account of aesthetic theory based on existential phenomenology. These theories were applied to music education, and methodological considerations were treated gathered from followers of Dewey, Champlin, Villemain, and Ecker. An outline was made of the contextualist/experimentalist proposition for art education, and Kaelin's description of aesthetic education was presented. Philosophies of music and music education were examined. Schwadron and Reimer laid the foundations for an aesthetic music education but by the 1990s the field was expanding rapidly. The analysis of philosophies with regard to music knowledge by Stubley in the Handbook of Research on Music Teaching and Learning (1992) was used as a base to examine emerging bodies of thought. She favored phenomenological perspectives of constructivist theories. Ingarden's theory of the musical work and the process of appreciation were examined along with several other phenomenological points of view. Kaelin's application of the theory he termed “Aesthetics Proper” to music, its temporality, and the funding of significance through apprehension of the qualities of a work, were adopted for application to a praxis. A method using time-contour charts constructed from musical scores, created by the author, was presented, with a description of the procedure, the role of the teacher, the nature of the experience of music, as well as cognitive and expressive characteristics of the process. Two examples, the first movement of Mozart's Symphony #40, and two selections from Holst's, The Planets , were used with lesson plans and the constructed time-contour charts for each. These were analyzed for cognitive and expressive characteristics, with ideas for discussion and evaluation. An extensive list of reference and source materials was included.

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Writing in 2001, musicologist Axel Klein concluded that Stanford’s reception history has been significantly impacted by the complicated national identities surrounding both the composer and his music. A lifelong devotee of the nineteenth-century Austro-Germanic tradition, Stanford’s status as an Irish-born leading figure of the ‘English’ Musical Renaissance has compromised the place that the composer and his musical output occupy within the history of Western music. Stanford is well-known for being an outspoken critic on matters musical and Irish. Although his views seldom appear ambiguous, there is still a sense that the real Stanford remains partially obscured by his opinions. Through an examination of his symphonic works, this thesis seeks to readdress our understanding of Stanford and his relationship with Ireland and the musical community of his time. Although A. Peter Brown has stated that the symphony was not a central genre for the composer, it is my argument that, on the contrary, the symphony was a pivotal form for him. Considering these works within the broader history of the symphony in Europe in the nineteenth century, and through a critical examination of Stanford’s relationship with Ireland, this thesis seeks to demonstrate that these seven works can be read as an allegory for the composer’s relationship both with his homeland and with the musical community of his time. His struggle to combine the universality of symphonic expression with a need to articulate his Irish identity parallels Stanford’s own attempts to integrate himself within both British and European musical communities, and further demonstrates, in his eventual rejection of it, that it was only when he attempted to forge a more individualistic path through his music that he found a way of expressing his individual Irish identity.

Este trabalho apresenta um estudo comparativo das Sinfonias n° 4 e 5 de Dmitri Chostakovitch, analisando as características das duas obras à luz dos acontecimentos que separam a composição das duas sinfonias, em especial o banimento da obra do compositor a partir da publicação do artigo Caos em vez de música em caráter oficial no jornal Pravda em 1936, motivado pelo comparecimento de Stálin à uma apresentação da ópera Lady Macbeth do Distrito de Mtsensk. Este trabalho propõe-se a realizar uma análise que possa evidenciar os diferentes aspectos do impacto da perseguição governamental no discurso musical de Chostakovitch e sua significação para a música do século XX. / This work presents a comparative study of the Symphonies No. 4 and 5 of Dmitri Shostakovich, analyzing the characteristics of the two works in connection with the events that separated the composition of the two symphonies, especially the ban of his works after the publication of the article Chaos instead music in the official media Pravda in 1936, motivated by the presence of Stalin to a performance of the opera Lady Macbeth of the Mtsensk District. This work intends to show the various aspects of the impact of government persecution in the musical discourse of Shostakovich and its significance to the music of the twentieth century.

Este trabalho apresenta um estudo comparativo das Sinfonias n° 4 e 5 de Dmitri Chostakovitch, analisando as características das duas obras à luz dos acontecimentos que separam a composição das duas sinfonias, em especial o banimento da obra do compositor a partir da publicação do artigo Caos em vez de música em caráter oficial no jornal Pravda em 1936, motivado pelo comparecimento de Stálin à uma apresentação da ópera Lady Macbeth do Distrito de Mtsensk. Este trabalho propõe-se a realizar uma análise que possa evidenciar os diferentes aspectos do impacto da perseguição governamental no discurso musical de Chostakovitch e sua significação para a música do século XX. / This work presents a comparative study of the Symphonies No. 4 and 5 of Dmitri Shostakovich, analyzing the characteristics of the two works in connection with the events that separated the composition of the two symphonies, especially the ban of his works after the publication of the article Chaos instead music in the official media Pravda in 1936, motivated by the presence of Stalin to a performance of the opera Lady Macbeth of the Mtsensk District. This work intends to show the various aspects of the impact of government persecution in the musical discourse of Shostakovich and its significance to the music of the twentieth century.

Since the 18th century, composers have utilized the symphony to communicate thoughts and ideas through the vehicle of a large ensemble composed of a variety of instrumental colors. Though the structure of the symphony has understandably been subject to the varied interpretations of composers over the past 300 years, several characteristics of the traditional symphony do seem to have stood the test of time. In this document, the recent developments of the American symphony for wind band is discussed, focusing on the ways in which recent works both adhere to and divert from the traditional understanding of the classical symphonic form and highlighting the resurgence of the form by wind band composers. For the purposes of this study, David Dzubay's Symphony No. 2: Through a Glass Darkly, James Stephenson's Symphony No. 2: Voices, Donald Grantham's Symphony No. 2: After Hafiz, and Kevin Walczyk's Symphony No. 4: Unforsaken are used to demonstrate how each composer writes in their own unique style using contemporary techniques, while still appearing to maintain traditional aspects of the symphonic form, whether consciously or subconsciously. For each of the four works, a structural analysis is conducted using a rubric of standard symphonic norms. Additionally, interviews were conducted with each composer, providing insight on their compositional process, the commissioning process, and their thoughts on the symphonic form for wind band. The responses each composer gave during their interviews is incorporated into the analysis of each work, allowing the composer's own voice to supplement the findings.

Este trabalho apresenta uma reflexão sobre a música do compositor soviético Dmítri Chostakóvitch baseada na análise da Sinfonia nº 10 op. 93. Concluída logo após a morte de Jôsef Stálin, a obra carrega notáveis marcas de seu tempo e sua leitura demanda um cuidadoso estudo das questões relativas à significação musical, em especial uma discussão do conceito de ironia aplicado à música em suas mais diversas manifestações, desde a construção de estruturas musicais expressivas até a disposição de elementos singulares, que requerem uma leitura semiótica. Esta abordagem alinha-se com a perspectiva discursiva que relaciona ironia, intertextualidade e interdiscursividade: o cruzamento de vozes e a confluência de discursos, que constituem elementos fundamentais do conceito de polifonia proposto por Mikhaíl Bakhtín, são identificados aqui como uma chave de leitura capaz de evidenciar, também na música, a ironia como elemento estruturante. A análise da Sinfonia nº 10 a partir dessa perspectiva dá fundamento a novas hipóteses interpretativas e estéticas sobre a obra de Chostakóvitch, evidenciando no texto musical as contradições que surgem no desdobramento analítico do discurso sinfônico e confrontando a crítica histórica da música de Chostakóvitch com uma interpretação semiótica baseada na teoria dos tópicos musicais, desenvolvida a partir das propostas de Leonard Ratner. / The purpose of this work is to present a reflection about the music of the Soviet composer Dmitri Shostakovich based on an analysis of the Symphony no. 10 op. 93. Written immediately after Joseph Stalin\'s death, the symphony carries remarkable traces of its time, and the unfolding of its singularities demands a careful study of musical signification\'s issues, specially a discussion about the concept of irony applied to music in its various manifestations, from the expressive construction of musical structures to the disposition of singular elements. This kind of analysis requires a wide theoretical perspective, which includes a semiotic approach. This analysis is thus aligned with the discursive perspective that relates irony, intertextuality and interdiscursivity: the voice-crossing and discourse confluence, which constitute fundamental elements of Mikhail Bakhtin\'s concept of polyphony, are taken as keys to identify irony as a structural element in music as well. The analysis of the Symphony no. 10 from this perspective grounds new interpretative and aesthetic hypotheses about Shostakovich\'s music, by revealing on the musical text the contradictions which emerge at the level of symphonic discourse, and by confronting the historical criticism of Shostakovich\'s music with a semiotic interpretation based on topic theory proposed after Leonard Ratner.