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

This qualitative mini-treatise explores Musical expressivity in choral singing with reference to three High School choirs in the Port Elizabeth area. Singing with emotions is not only a facial expression of some sort. There are so many more aspects which could be applied in order for the choral performance to be of an outstanding nature and not merely a performance. The researcher questioned the possibility of introducing expressiveness into rehearsals and performance through the application of more expressive conducting techniques, more detailed musical aspects and a general sense of unity within the group. The choral conductor plays a primary role and should therefore be considered as the most important link between choir and excellence. Focus is put on specific warm up exercises and suggestions are put forward regarding the development of your own, personalized exercises which suits your own unique setup. Data was collected through open-ended interviewees of the three school choir conductors as well as data from current and past studies on various topics. The perceptions of these conductors were noted and the manner in which they apply Musical knowledge during their rehearsals. Research findings indicate that not enough emphasis is put on expressive singing during rehearsals. More research done by the conductors and attending workshops are recommended for personal growth and development.

This study is an initial attempt to identify the most common Afrikaans diction challenges experienced by non-Afrikaans mother tongue speaking choirs, and to explore means of confronting these challenges. No dedicated source exists for choral diction in Afrikaans as a foreign language. This study reviews personal views and literature from various fields that would inform several key elements necessary for the creation of such a source. The primary data for this study was collected through study questionnaires, completed by expert choral conductors who are highly regarded for their success in teaching and performing Afrikaans diction in non-Afrikaans mother tongue speaking choirs, in performance settings such as the ATKV-Applous Choir Competition. Through its proposition of methods for the improvement of Afrikaans diction practices in the non-Afrikaans choral setting, the study promotes the prolific composition of Afrikaans choral literature, and its ubiquitous inclusion in choral repertoire both in South Africa and abroad.

Psalm settings by German Baroque composers are comprised of meaningful texts illuminated by expressive music and have much to offer today’s choir. The composers of these settings were inspired by the Old Testament psalm texts and wrote choral works that incorporated both historical techniques adapted from types of psalmody and the expressive techniques of their day. Despite the significance of psalm settings, no detailed study exists on this music as a body of work. Additionally, Baroque music provides challenges to the conductor regarding performance practice choices. Both of these problems are addressed in this study. First, I establish a lineage of compositional development from Medieval chanted psalms to Baroque psalm settings and analyze the techniques composers used to express the text in specific examples. Then, I use the insights gleaned to make performance practice recommendations for each piece. By drawing on primary sources by Michael Praetorius (ca. 1571-1621) and Heinrich Schütz (1585-1672) and secondary sources by contemporary scholars Dennis Schrock, Helmuth Rilling, and Robert Donington, I provide an overview of German Baroque performance practices that includes instrumentation, tempo, dynamics, articulation, and ornamentation. Special emphasis is given to performance principles that are applicable to the psalm settings explored in subsequent chapters. I also draw on dissertations, books, and articles by Baroque scholars to provide highlights of the composers’ careers and details about the pieces studied. The six pieces included in this disquisition are “Wie lieblich sind deine Wohnungen,” SWV 29 from Psalmen Davids (1619) by Heinrich Schütz (1585-1672), Alleluja! Lobet den Herrn in seinem Heiligtum (1620) by Johann Hermann Schein (1586-1630), “Schaffe in mir Gott ein reines Herz” from Fest- und Zeit-Andachten (1671) by Andreas Hammerschmidt (1611-1675), Der Herr ist mit mir, BuxWV 15 (ca. 1687) by Dieterich Buxtehude (ca. 1637-1707), Gott, sei mir gnädig (1705) by Johann Kuhnau (1660-1722), and Lobet den Herrn, alle Heiden (n.d.), BWV 230 by Johann Sebastian Bach (1685-1750).

Composed exclusively in the last decade, Joshua Rist's works have received significant performances by numerous high-profile ensembles including prominent high school, collegiate, and community choirs. Although conductors continue to program his works with increased frequency, minimal scholarly work is published about this music and its composer. The quality of Rist's body of work coupled with a scarcity of scholarly research provides opportunity for further study. Closer examination of Rist's works could provide a framework for conductors who perform his music. This study provides background and bibliographic information on the composer. It contains a review of choral works by Rist highlighting critical elements within each work that provide a framework for future performances of his works. This dissertation identifies stylistic characteristics that define Rist's compositional style. Additionally, it highlights the evolution of Rist's artistic growth and development.

The Choral Music of Elaine Hagenberg explores the oeuvre of composer Elaine Hagenberg through a musicological, qualitative, and performance-based analysis of her compositional style that has led to her increasing acclaim. This study serves as the first primary source of scholarly output on her. Through an examination of her musical background as a pianist and choral educator, one can identify her principal sources of musical inspiration: text, nature, and her faith. Shaped by these experiences, her compositional philosophy encapsulates five elements of text, form, rhythm, melody, and harmony as she strives to produce singer-centric, authentic, and socially relevant compositions that unite people together. What begins as a consideration of her background and compositional process culminates in practical musical analysis and conducting and vocal considerations to aid future conductors in creating compelling performances of her works. The compositions discussed are As The Rain Hides The Stars (2015), O Love (2016), Song of Miriam (2019), My Companion (2019), and Alleluia (2020).

The purpose of this study is to describe how an editor of choral editions, Maynard Klein (1910–1990), influenced the formation of the educational choral canon and educators’ practices. A secondary purpose is to investigate the choral literature selection practices of educators from 1950–1975. The questions that were used to guide the study were: 1. How did the editions of Maynard Klein influence choral directors at the time? 2. How do choral directors who were active during 1950–1975 describe how they selected choral literature? What were the influences on their selection? To answer these questions, three choral directors who were active during 1950–1975 were interviewed about their selection processes for their materials. The interviews were analyzed using two theoretical concepts of Pierre Bourdieu, habitus and field. The present study used the editions of Maynard Klein to determine whether an editor impacted the habitus of choral directors active prior to 1975 and the field of educational choral literature. An analysis of Klein’s editorial work and the interview transcripts showed that as an editor, Klein impacted directors as well as the educational choral canon by making his editions accessible in several ways. Klein provided tools such as a piano reduction and English translation that made their classroom work easier. These tools influenced the repertoire decisions of teachers and impacted the canon of educational choral music at an important time in its formation.

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