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1	Learning with the classics: an instructional anthology for the elementary to late intermediate pianist Dolter, Elizabeth 01 May 2018 (has links) No description available. Classical Piano Repertoire Piano Piano Pedagogy Music
2	Graduate Recital, Piano Murray, Benjamin 19 September 2012 (has links) My recital will feature jazz music from different decades in the 20th century. The program will feature well known jazz standard tunes from influential artists such as John Coltrane, Joe Henderson, Miles Davis, Steve Swallow, and others. The program will include both solo jazz arrangements for piano such as ��Alone Together��, ��Quiet Now��, and ��Falling Grace�� as well as jazz combo arrangements featuring drums, bass, and trumpet. The jazz music will include different styles of jazz such as ��swing��, ��modal��, and ��bebop��. In doing so, this will allow me to demonstrate a variety of ways to play and improvise over the various songs adding to the listener experience of the recital. The recital will also include improvisational solos by other combo members including drum solos, trumpet solos, and bass solos. / Mary Pappert School of Music; / Music Performance / MM; / Recital;
3	Pianoundervisning genom genren? : En intervjustudie av lärares syn på sig själva och sin undervisning inom klassiskt piano och afropiano / Piano teaching by genre? : En intervjustudie av lärares syn på sig själva An interview study of teachers’ views of themselves and their teaching in classical piano and “afro piano” Holmberg, Pontus January 2013 (has links) Syftet med denna studie är att identifiera skillnader och likheter i olika pianolärares undervisningsupplägg, samt undersöka om deras synsätt och metoder går att knyta till de respektive genrer som de undervisar i. Inom forskning och litteratur har motsättningar som kan kopplas till afro och klassiskt undersökts och framställts i kontraster såsom gehör kontra noter eller improvisatoriskt kontra återgivande. Sådana motsättningar ligger till grund för föreliggande studies intresseområde. Studien utgår från ett sociokulturellt perspektiv, vilket innebär att lärande ses som en social aktivitet, där kunskap finns i kommunikation och de redskap som har växt fram i samhället. Datamaterialet består av kvalitativa intervjuer med fyra mer eller mindre aktiva musiker/pianopedagoger (två afrolärare och två klassiska lärare) med olika arbetssituationer. Resultatet visar att individanpassning och musikalisk mening samt glädjefullhet värderas högt i samtliga informanters pianoundervisning. Målet tycks vara att eleverna får uppleva glädje av att kunna musicera, snarare än att de ska bli ”stora” och kända pianister. Motivationen och det främsta ansvaret till att utvecklas anses ligga hos eleven. Fokus på teknik och övning ges efter elevens behov. Musikalitet ska alltid finnas i fokus. Omusikaliska övningar anses vara hämmande för uttrycket och motivationen. Att inkludera improvisation i undervisningen ses som viktigt. Informanterna har dock något olika arbetssätt och mål med improvisation. De klassiska lärarna arbetar efter rytmiska och tonala mallar med syfte att få eleven att utvecklas och/eller våga spela utan noter. Afrolärarna fokuserar mer på att spela till en särskild låt och att hitta personliga uttryck i improvisationen. / The purpose of this study is to identify differences and similarities in various piano teachers’ teaching approach, and investigate whether their approach and methods relate to the respective genres they teach. In research and literature, contradictions that can be linked to ”afro” and ”classical” have been investigated and described in contrasts like ear for music versus sheet music or improvisation versus reproduction. Contractions like that form the basis to this study’s area of interest. The study is based on a socio-cultural perspective, which means that learning is seen as a social activity, where knowledge exists in communication and the tools that have been developed in the community. The data consists of qualitative interviews with four more or less active musicians/piano teachers (two “afro” teachers and two classical teachers) with different work situations. The result shows that personalization, musical meaning and joyfulness are highly valued in all their piano teaching. The goal seems to be the students´ experiences of joy in making music, rather than that they should become "great" and famous pianists. It is considered that the student has the primary responsibility in evolving and staying motivated. Focus on technique and training is connected to the student's needs. Musicality will always be in focus. “Unmusical” exercises are considered to be inhibiting the expression and motivation. To include improvisation in teaching is seen as important. The informants have somewhat different approaches and goals with improvisation. The classical music teachers work with rhythmic and tonal templates designed to get students to evolve and/or get courage to play without sheet music. “Afro” teachers focus more on playing a particular song and finding personal expressions in improvisation. afro piano classical piano piano teaching piano technique improvisation afropiano klassiskt piano pianoundervisning pianoteknik improvisation
4	Stravinsky's Use of the Piano in his Orchestral Works Griffith, Wayne (Garland Wayne) 01 1900 (has links) This study seeks to examine and describe the use of the piano in Stravinsky's Neo-Classical and Russian periods, as well as provide a history on the use of the piano of an orchestral instrument. Igor Stravinsky classical piano orchestral compositions music history
5	Teaching Western classical piano music effectively in West Malaysia Ang, Kathryn January 2013 (has links) The existing curriculum for piano lessons in West Malaysia is over-reliant on the syllabi of foreign examination boards resulting in a fragmentary curriculum which denies the student access to a wider range of musical experiences. The aim of the study was to identify and suggest solutions to problems by analysing the teaching approaches of piano teachers and to determine if there are elements which are lacking in the lessons. It also aimed to provide solutions by establishing a theoretical framework for effective piano teaching with optimal lesson plans. This study made use of mixed methods research design. A cross-sectional survey was conducted and data collection was by self-structured questionnaires. In addition, interviews were conducted for the qualitative component of this study. Twenty-five piano teachers with between one to twenty years of teaching experience were randomly selected to participate in the survey. A further fifteen interviews were conducted with teachers who were selected from the participants of the survey by purposive sampling. Interpretative phenomenology analysis was used to analyse the interviews in an effort to gain a better understanding of the nature and quality of the piano teaching in West Malaysia. The study finds that having piano examinations with regularity, usually on a yearly basis, has largely dominated the curriculum with examination requirements and has resulted in several elements being missing or absent in a typical lesson. Hence the situation is clearly not ideal as lessons are too examination oriented. Furthermore, students are generally not exposed to sufficient opportunities to display their skills and musical achievements. These findings suggest that Western classical piano music can be taught more effectively in West Malaysia if teachers re-think their approach to teaching in terms of planning for an optimal lesson. This would involve having both long-term and short–term goals in which a variety of strategies and important elements are incorporated seamlessly using the “simultaneous learning” approach advocated by Harris, Crozier and Ley. / Dissertation (MMus)--University of Pretoria, 2013. / gm2014 / Music / unrestricted Effective music teaching, Simultaneous learning Curriculum Foreign examination boards Mixed methods research Interpretative phenomenology analysis Western classical piano music Approach to teaching Piano examinations Optimal lesson UCTD
6	“The Nonmusical Message Will Endure With It:” The Changing Reputation and Legacy of John Powell (1882-1963) Adam, Karen 24 April 2012 (has links) This thesis explores the changing reputation and legacy of John Powell (1882-1963). Powell was a Virginian-born pianist, composer, and ardent Anglo-Saxon supremacist who created musical propaganda to support racial purity and to define the United States as an exclusively Anglo-Saxon nation. Although he once enjoyed international fame, he has largely disappeared from the public consciousness today. In contrast, the legacies of many of Powell’s musical contemporaries, such as Charles Ives and George Gershwin, have remained vigorous. By examining the ways in which the public has perceived and portrayed Powell both during and after his lifetime, this thesis links Powell’s obscurity to a deliberate, public rejection of his Anglo-Saxon supremacist definition of the United States. John Powell (1882-1963) Powell John musical propaganda Anglo-Saxon Clubs of America Anglo-Saxon supremacy white supremacy Racial Integrity Act of 1924 one drop rule racial integrity racial purity John Powell Foundation White Top Folk Festival Annabel Morris Buchanan Buchanan Annabel Morris Radford University Radford College Powell Hall Roy Hamlin Johnson Johnson Roy Hamlin classical music classical piano classical pianist pianist Virginian Virginia Earnest Sevier Cox Cox Earnest Sevier Walter Ashby Plecker Plecker Walter Ashby Sonate Noble Sonata Teutonica Symphony in A Rhapsodie Negre Richard Brockwell Brockwell Richard At the Fair Sonata Virginianesque Marcus Garvey Garvey Marcus John Powell Day Anglo-Saxon folk music Anglo-Saxon racism racist Martin Luther King Jr. King Martin Luther Jr. musical politics sociopolitical memory public memory public history reputation legacy Richmond Virginia John Powell Arts and Humanities History

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