A presente dissertação é resultado de uma pesquisa que tem como objetivo investigar em que o uso de jogos musicais inspirados na aprendizagem do violeiro da tradição oral poderia contribuir para o processo de ensino e aprendizagem coletivos da viola caipira a partir da perspectiva pré-figurativa. Como instrumento musical atrelado à cultura popular de tradição rural firmada na oralidade, a viola caipira, ao ser inserida no âmbito do ensino formalizado, passa a adquirir novas identidades. Nessa conjuntura, a mediação entre o universo tradicional do violeiro e os espaços de educação configura-se, segundo Dias (2012), como o principal desafio da escolarização desse instrumento. A pesquisa apoia-se nos preceitos pedagógico-musicais de H-J Koellreutter descritos por Brito (2011, 2015), a fim de vislumbrar alternativas que apontem para estratégias singulares de ensino da viola caipira a partir de uma didática pré-figurativa que esteja comprometida com a dinâmica da oralidade. Para tanto, primeiramente aborda-se a viola caipira a partir de sua história e desenvolvimento no Brasil, bem como suas relações com o universo da tradição oral. Adiante, apresentam-se algumas experiências de aprendizagem do violeiro inserido no contexto da tradição oral, a partir do enfoque ambiental (paisagem sonora), devocional e lúdico. Em seguida, pontuam-se os antecedentes que levaram ao seu processo de escolarização nos anos 1980 e reflete-se sobre desafios presentes na atuação do professor de viola. Por fim, realizou-se uma pesquisa de campo por meio de oficinas de ensino coletivo de viola caipira no SESC Vila Mariana e na Fábrica de Cultura da Brasilândia, ambos na cidade de São Paulo, em que foram investigadas (por meio de observação, interpretação e análise das experiências didáticas vivenciadas) as contribuições que os jogos musicais baseados na didática do pré-figurativo podem oferecer nos processos de ensino e aprendizagem coletivos da viola caipira a partir da inspiração nas rodas de viola presentes na prática do violeiro da tradição oral. Verificou-se que a alusão ao universo da tradição permitiu que os jogos musicais criados fossem divididos em três formas de ação: experimentações, imitações e repetições, sendo que cada um desses procedimentos se relacionou a práticas improvisatórias da didática pré-figurativa. As análises mostraram que essa abordagem iniciou o desenvolvimento da percepção sistática nos aprendizes, relacionando três aspectos observados também nas experiências de aprendizagem do violeiro: autonomia, diversidade e integração. Conclui-se ainda que essa abordagem possibilitou a tomada de consciência do \"profesquisador\" (professor/pesquisador) em relação ao entendimento do pré-figurativo para além do âmbito didático- possibilitando também reconfigurações metodológicas durante sua atuação. As ideias de música e de educação dos aprendizes tornaram-se elementos fundamentais para direcionar os conteúdos a serem abordados pelo profesquisador durante a realização das oficinas. Essa iniciativa lúdica para o ensino da viola tornou-se uma alternativa para a experiência em questão, pois conseguiu integrar participantes variados em práticas musicais que caminham juntos com a apreensão técnica e teórica, vislumbrando uma abordagem inclusiva, reflexiva e aberta que se apoia na oralidade em pleno contexto da crescente escolarização da viola caipira. / This dissertation is the result of research that aims to investigate the use of inspired musical games in learning the viola player of the oral tradition could contribute to the teaching process and collective learning of the \"viola caipira\", from the pre-figurative perspective. As a musical instrument linked to the popular culture of rural tradition grounded in orality, the \"viola caipira\" to be included in the formal education takes on new identities. In this context, the mediation between the traditional world of the \"violeiro\" and education spaces, set up according to Dias (2012) as the main challenge of schooling that instrument. The research builds on the pedagogical and musical precepts of H-J Koellreutter described by Brito (2011, 2015) in order to envision alternatives that point to unique strategies teaching the viola, from a didactic pre-figurative that is committed with the dynamics of orality. Therefore, first we discuss the viola from its history and development in Brazil, as well as its relations with the world of oral tradition. Forward, we present some \"violeiros\"\'s learning experiences set in the context of the oral tradition, from the environmental focus (soundscape), devotional and playful. Then score is the background that led to his schooling in the years 1980 and process reflected on challenges present in the professor of viola performance. Finally, we carried out through field research collective educational workshops viola at SESC Vila Mariana and the Fábrica de Cultura of Brasilândia in the city of São Paulo, which were investigated (by observation, interpretation and analysis the experienced student experiments) the contributions that music games based on teaching pre-figurative can offer in collective processes of teaching and learning the viola , from inspiration on \"rodas de viola\" present in the practice of the \"viola caipira\" player of the oral tradition. It was found that the allusion to the world of tradition allowed the created musical games were divided into three forms of action: experimentations, imitations and repetitions, and each of these procedures was related to improvisations practices of teaching pre-figurative. The analysis showed that this approach started the development of systatic perception in apprentices, relating three aspects also observed in the \"viola\" player of learning experiences: autonomy, diversity and integration. It also concludes that this approach enabled the awareness of \"profesquisador\" (teacher/researcher) in relation to the understanding of pre-figurative beyond the educational context: also allowing methodological reconfigurations during his performance. The music of ideas and education of apprentices have become key elements to direct the content to be addressed by the \"profesquisador\" during the workshops. This playful initiative for teaching the \"viola\" has become an alternative to the experience in question, it could integrate different participants in musical practices that go with the technical and theoretical apprehension, glimpsing an inclusive, reflective and open approach, which is based on orality in full context of the growing schooling of viola.

Orientador: Ricardo Lobo Kubala / Banca: Luiz Britto Passos Amato / Banca: Emerson Luiz de Biaggi / Resumo: O presente trabalho tem por objetivo aprofundar o conhecimento acerca da realização de acordes na viola a partir da concepção dos principais autores da literatura da viola e do violino dos séculos XIX e XX. Aspectos da escrita empregada para indicar a sobreposição de notas para esses instrumentos trouxeram a necessidade de reflexão sobre sua realização por parte do instrumentista. Devido ao formato curvo do cavalete e ao fato de a crina do arco ser plana, a execução de acordes demanda o uso de técnica específica, sendo necessário o uso de estudos e exercícios para seu desenvolvimento. Trata-se de assunto fundamental para o desenvolvimento do instrumentista, entretanto, observa-se escassez de material pedagógico disponível que aborde a técnica de acordes. Foi realizado um levantamento no intuito de quantificar e classificar a ocorrência de emprego de acordes em métodos, livros de exercícios, estudos e caprichos, nos quais foram encontradas propostas de estudo, realização e interpretação de acordes. Observou-se que as orientações relacionadas à execução de acordes diferem marcantemente entre os autores consultados, apontando para uma riqueza de possibilidades de realização desse aspecto da técnica de arco que fornece variedade de meios para atender às vastas demandas estilísticas com que se deparam violistas e violinistas enquanto intérpretes. / Abstract: This research aims to deepen the knowledge about chord playing on Viola, based on the conceptions of the main Viola and Violin authors of the 19th and 20th centuries. Some aspects related to the writing of overlapping notes to those instruments brought the need of reflection about their execution by players. Due to the curved form of the bridge and to the fact that the hair of the bow is flat, the execution of chords demands the usage of a specific technique and consequently the use of studies and exercises for its development. Despite it is a fundamental matter for the instrumentalist's development, it may be observed a scarcity of teaching material available that addresses the chord playing technique. A research with the purpose of quantifying and classifying the occurrence of chord usage in methods, practicing books, etudes and caprices was done, and varied proposals of studying, performance and interpretation of chords were found in those methods. It was observed that the orientation related to the execution of chords differs markedly among consulted authors, displaying a richness of performing possibilities of such bowing technique aspect that provides a variety of means to attend to the wide stylistic demands which Viola and Violin players encounter as performers. / Mestre

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This recital explores the solo viola literature of the 20th and 21st centuries. Pieces range in date from 1922 to 2005 and present the various styles and techniques of virtuoso viola playing developed in the modern era. The selection of pieces presented on this recital chronicles the viola���s journey to become a legitimate solo instrument in the 20th century. Works performed include: Cadenza per viola sola by Krzysztof Penderecki, Purple Rhapsody for Viola and Orchestra by Joan Tower, Suite for Viola Solo (Unfinished) by Ernest Bloch, Lamentations of Jeremiah for Viola Solo by Milton Barnes, and Sonata for Viola and Piano Op. 25 No. 4 by Paul Hindemith. Works by both male and female composers are presented, and a wide variety of compositional styles are represented, including works by Polish, American, Canadian, and German composers. <br>Works performed encompass three periods of the modern era: Hindemith - early 20th century, Bloch and Barnes - mid-20th century, Penderecki and Tower - present day. / Mary Pappert School of Music; / Music Performance / MM; / Recital;

The majority of standard solo repertoire that violists perform was written in the twentieth century, but the pedagogical materials violists study are largely transcriptions of violin etudes, studies, and scales, which were all written in the nineteenth century or earlier. Music written in the twentieth century uses a language and techniques that are quite different from those found in older, tonal music. Because of this, violists are often unprepared for the challenges of their standard solo repertoire, and the pedagogical materials they study do not fulfill their purpose: to educate students in the skills necessary for successful musical performance. The first part of this document is historical, attempting to explain how the viola has arrived in the early twenty-first century without its own unique body of pedagogical materials suited its repertoire. The second part of this document is practical: it proposes a pedagogy for the viola that will help to better prepare students to play our standard repertoire. This part of the document uses an extensive number of musical examples from the standard twentieth-century repertoire to illustrate how the various etudes, studies, exercises, and scales presented can be used to help students in tackling the challenges of twentieth-century music more successfully.

Johann Sebastian Bach (1685-1750), one of the best known German composers. He has a strong influence on the development of Western Music. Bach's three Viola da Gamba Sonatas (BWV 1027-1029) were composed during his Koethen period. These works were inspired by Arcangelo Corelli and Antonio Vivaldi, and have influenced the Classical Sonatas. The purpose of this thesis is to give a thorough presentation on Bach's three Viola da Gamba Sonatas. This essay consists of three chapters. The first chapter includes the introduction to Bach¡¦s life, the background of the three sonatas, and the development of the viola da gamba. The second chapter is the elimentary analysis of these works. The final chapter offers a comprehensive comparison to the different versions of the three Viola da Gamba Sonatas. The purpose of the thesis is to understand Bach¡¦s three viola da gamba sonatas deeply through the above aspects.

<p>Examination:</p><p>J.S Bach, prelude ur svit no. 3 i C-dur för solo violaJ. Brahms, Allegro Appassionata ur sonat i F-moll op. 120 no. 1W. Walton, andante comodo ur konsert för viola och orkesterVid flygeln, Erik Lanninger</p>

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This study serves as a comparison between the two works for flute, viola, and harp by Toru Takemitsu and Claude Debussy; influences of Debussy on Takemitsu and similarities between the two composers. It examines how cultural influences from both Japan and France affected each composer, and explores how other artists and composers impacted their writing. Particular focus will be put on Takemitsu's philosophical aesthetics, especially in his later years, and a comparative analysis between the two composers' trios, which include the harp. This study will present a comparative analysis of Takemitsu's trio, And then I knew 'twas Wind for Flute, Viola, and Harp, and Debussy's Sonata for Flute, Viola, and Harp, pointing out similarities and possible influences upon the composers, focusing on elements indicated in the score and writings by and about the composers.