Bibliography: leaves 277-281.

The purpose of this study was to create an instructional program for high school vocal music students which would be consistent with recent theoretical writings in the areas of aesthetic perception and response.Recent literature was surveyed with the intention of deriving basic principles which could increase the ability to perceive the aesthetic qualities in an art work and which could improve the capacity to respond to Aesthetic perception is improved by focusing the attention directly on the art object, by displaying a certain amount of psychical distance, by participation in the interaction between percipient and art object as well as prior experience and expectations. Further, factors which enrich aesthetic perception are the coordination of intellectual and emotional processes, theorganization of stimuli into the most simple or most complete figures, and finally, the human ability to study the art object with the absence of judgment-making.Aesthetic response may be cultivated by recognizing the patterns of tension and resolution inherent in musical works, by using the necessary contemplation time to react to an art work and by awareness of the fact that there is no standard response to an art work on behalf of the human being. However, man's capacity to respond to music is universal. Developing this capacity for aesthetic responsiveness enables man to reach his deepest human potential.A teaching program was created which incorporated the objectives of increased ability to perceive and improved capacity to respond to musical art works. The method was derived from several aesthetic theories and subscribed to no one particular theory. The sequence of instruction was ordered so that the music would be experienced, then studied, then experienced again in an escalating developmental pattern. Students in such a program would be asked to play a vital role in the interaction relationship between art work and performer percipient. The student performer then becomes a creator who through derived sensitivity and understanding brings the music to life.Sample instructional modules were supplied to serve as suggestions for creating a rehearsal laboratory for music exploration. While retaining excellent musical skill standards in rehearsals, the modules attempt to contribute positively to the musical sensitivity and understandings of high school music performance students.In conclusion, it may be stated that the goals of any music education program should include the increased sensitivity to and the greater understanding of the inherent aesthetic qualities of the music studied. Objectives to these ends may be considered as the increased. ability to perceive the aesthetic qualities present in a musical composition and the improved capacity to respond to the qualities which are perceived.

Thesis--University of Michigan. / Vol. 2 contains the author's transcription of 9 compositions by Giovanni Legrenzi into modern score. Includes bibliographical references.

Thesis (D.M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 94 p. : music. Includes abstract. Includes bibliographical references (p. 91-94).

Ave Maria / L. Luzzi -- Per pieta bel idol mio / Vincenzo Bellini -- Ideale / Francesco Paolo-Tosti -- Mattinata / Ruggiero Leoncavallo -- I wait for you; How fair this place; Believe it not / Sergei Rachmaninoff -- L'alba separa dalla luce; Non t'amo piu; L'ultima canzone / Tosti -- In un coupe; O Mimi, tu piu non torni / Giacomo Puccini -- Giovanna, ho die rimorsi; Parla, siam soli; Un di, se ben remmentomi / Giuseppe Verdi -- On the hill / Wonho Kim -- Mountain village / Dunam Cho -- Lullaby / Leslie Adams -- Ride on King Jesus / arr. Hall Johnson -- Mountain sunset / Pangil Park -- Boating song / Doonam Cho. / text

Ave Maria / L. Luzzi -- Per pieta bel idol mio / Vincenzo Bellini -- Ideale / Francesco Paolo-Tosti -- Mattinata / Ruggiero Leoncavallo -- I wait for you; How fair this place; Believe it not / Sergei Rachmaninoff -- L'alba separa dalla luce; Non t'amo piu; L'ultima canzone / Tosti -- In un coupe; O Mimi, tu piu non torni / Giacomo Puccini -- Giovanna, ho dei rimorsi; Parla, siam soli; Un di, se ben remmentomi / Giuseppe Verdi -- On the hill / Wonho Kim -- Mountain village / Dunham Cho -- Lullaby / Leslie Adams -- Ride on King Jesus / arr. Hall Johnson -- Mountain sunset / Pangil Park -- Boating song / Doonam Cho. / text

Ave Maria / L. Luzzi -- Per pieta bel idol mio / Vincenzo Bellini -- Ideale / Francesco Paolo Tosti -- Mattinata / Ruggiero Leoncavallo -- I wait for you, op. 14, no. 1; How fair this place!; Believe it not! / Sergei Rachmaninoff -- L'alba separa dalla luce; Non t'amo piu; L'ultima canzone / Tosti -- In un coupe?; O Mimi, tu piu non torni / Giacomo Puccini -- Giovanna, ho dei rimorsi; Parla, siam soli; Un di, se ben remmentomi / Giuseppe Verdi -- On the hill / Wonho Kim -- Mountain village / Dunam Cho -- Lullaby / Leslie Adams -- Ride on King Jesus / arr. Hall Johnson -- Mountain sunset / Pangil Park -- Boating song / Doonam Cho. / text

Dirti addio / Gaetano Donizetti -- Four songs / Andre Previn -- L'amero saro costante / W. A. Mozart -- La flute enchantee / Maurice Ravel -- Une flute invisible / C. Saint-Saens -- Scena, Le nozze di Figaro / W. A. Mozart -- Trio, Der Rosenkavalier / Richard Strauss. / text

Recit.: Er hat uns allen wohlgetan; Area: Aus Liebe will mein Heiland sterben / J. S. Bach -- The giraffes go to Hamburg / Andre Previn -- Allmacht'ge Jungfrau (Elizabeth's prayer) / R. Wagner -- Mir ist so wunderbar / L. Beethoven -- Duet from Arabella / R. Strauss -- Die Fledermaus, Act I Finale / J. Strauss. / text

Christe, du Lamm Gottes, Wer nur den liben Gott lasst walten / Felix Mendelssohn-Bartholdy. / text