Syftet med arbetet är att bidra till ökad kunskap om hur kontrabaspedagoger utformar gruppundervisning i sitt arbete med kontrabaselever. Det tycks finnas en stor brist på studier som behandlar gruppundervisning på kontrabas. I bakgrundskapitlet belyses därför gruppundervisning med dess för- och nackdelar, olika gruppundervisningsmetoder för stråkpedagoger samt forskning som visar positiva effekter av gruppundervisning. Föreliggande studie grundar sig på det designteoretiska och multimodala perspektivet. Datamaterialet består av två videodokumentationer från två olika kontrabaslärare. I resultatet redovisas hur lärarna använder tal, sång, specifika kontrabasord, gester och instrumentet kontrabas som resurser i undervisningen. Resultatet visar även att lärarna designar sina lektioner på olika sätt samt att de använder sig av olika tekniker vid spel. I det avslutande diskussionskapitlet lyfts de olika resurser lärarna använder sig av och hur de designar sina lektioner i relation till det designteoretiska och multimodala perspektivet. En av slutsatserna i diskussionen är att lärarens position gentemot eleven har betydelse för elevernas förmåga att imitera och transformera lärarens gester. / The purpose of this study is to contribute to further knowledge of how double bass teachers design their group lessons for double bass students. There seems to be a lack of studies that treat group tuition for double bass. The background chapter therefore provides pros and cons about group tuition, different methods for group tuition used by string teachers and previous research in the field that shows the positive effects of group tuition. The theoretical starting point of this study is based upon the design theoretical and multimodal perspective. The collected data material consists of two video documentations from two different double bass teachers. The result chapter describes how the teachers use speech, song, double bass words, gestures and the double bass as resources in teaching. The result also shows that the teachers design their lessons differently and use different kinds of techniques when playing. In the concluding discussion chapter the teachers’ different resources and how they design their lessons is lifted as the main topics according to the design theoretical and multimodal perspective. One of the conclusions in the discussion is that the teachers’ position towards the students is significant for the students’ ability to imitate and transform gestures from the teacher.

I detta självständiga arbete beskrivs och utforskas lärandet av ett solo av jazzbasisten Niels-Henning Ørsted Pedersen. Solot är på låten Stella by Starlight från Art of the Duo-skivan med Philip Catherine från 1993. Syftet med arbetet är att undersöka hur den egna lärprocessen designas vid instudering av detta solo. Studien baseras på observationer av mig själv i form av loggbok och videoinspelningar som gjordes under totalt 20 övningstillfällen under hösten 2014. Arbetet utgår ifrån ett multimodalt designteoretiskt perspektiv. I resultatet visas hur jag använder mig av olika semiotiska resurser i lärandet av solot: olika kroppsliga resurser i form av röst och rörelser, betänketid och nedbrytning, basens strängar, kombinationer av olika resurser, men även tekniska resurser i form av olika musik-appar. Slutligen diskuteras, i relation till det designteoretiska perspektivet och tidigare forskning, de förutsättningar som skapades för lärandet av solot samt de övningsstrategier som användes. / In this independent project my learning process of a solo by the jazz bass player Niels-Henning Ørsted Pedersen is described and explored. The solo is from the song Stella by Starlight from the Art of the Duo album with Philip Catherine from 1993. The purpose is to explore how my own learning process is designed when studying this solo. It is based on observations of myself in the form of a logbook and video recordings of 20 practicing sessions in the fall of 2014. The starting point is a multimodal and design theoretical perspective. The result show how I use different resources when learning this solo: Different bodily resources in terms of voice and movements, consideration and decomposition, the other strings of the bass, combinations of different resources, but also technical resources in terms of music apps. Finally I discuss, in relation to the design theoretical perspective and earlier research, the conditions for learning the solo, and the strategies of exercises.

Dereglement passager de corps heterogenes is a work for flute (doubling piccolo and alto flute), clarinet (doubling bass clarinet), horn, piano, violin, cello and contrabass which explores the concept of "virus" within a musical form similar to the theme and variations. During its elaboration, I imagined what could metaphorically be the effects of different virus on what I define as "musical organisms". This idea suggested a number of variations that could serve as laboratories to experiment different levels of interaction between the virus and the musical organisms. This thesis consists of the musical score and a detailed analysis.

Fokus på basens roll i musik. Hur används instrumentet i ensemblen? Vad händer om basens roll utvecklas och hittar nya ytor i gruppen? Ett arbete om skapa musik med influenser från jazz och fusion som sätter basen i nytt ljus. / Focusing on the role of the bass in music. How is the instrument used in an ensemble? What happens if it develops and finds new spaces in the group? A work about creating music with influences from jazz and fusion that puts the bass in a new light.

Cette recherche met en parallèle les cultures germanophone et francophone par l’entremise de l’histoire de la contrebasse. La problématique consiste à expliquer l’absence de littérature en français sur l’école viennoise de contrebasse, qui s’est développée dans la seconde moitié du XVIIIe siècle et qui a eu une certaine incidence sur le développement de cet instrument. La première section propose une biographie des principaux représentants de cette école, tous contrebassistes virtuoses actifs à Vienne autour de 1750. Suivent un tour d’horizon des œuvres pour contrebasse concertante du classicisme viennois, puis un rappel historique sur le déclin de cette école. Dans la deuxième section, un parallèle est tracé entre l’avancée du violoncelle et le recul de la contrebasse au XIXe siècle. Suivent une présentation des instruments les plus appréciés de cette époque, à savoir le piano, le cor français et le violoncelle, puis une comparaison entre l’évolution de la contrebasse en France et dans les pays germanophones au XIXe siècle. Finalement, la troisième section est consacrée à la renaissance de l’école viennoise de contrebasse, amorcée au milieu du XXe siècle. Pour observer le déploiement de cette évolution dans les cultures française, germanophone et anglo-saxonne, cette section comporte un examen des œuvres publiées par les maisons d’édition spécialisées en musique ainsi que de celles enregistrées par les contrebassistes. / This research draws a parallel between the German and the French cultures through the history of the double bass. The problematic consists in explaining the absence of literature in French about the Viennese school of bass playing, which developed in the second half of the 18th century and had a certain impact on the development of this instrument. The first section proposes a biography of the main representatives of this school, which where all virtuosos double bassists in Vienna around 1750. This is followed by an overview of works for solos double bass of the First Viennese School, and a brief history of the decline of this school. In the second section a parallel is drawn between the progress of the violoncello and the decline of the double bass in the 19th century. This is followed by a presentation of the most appreciated instruments of this era, i.e. the piano, the French horn and the violoncello, and a comparison between the evolution of the double bass in France and in the German speaking countries in the 19th century. Finally, the third section is dedicated to the renaissance of the Viennese school of bass playing, which was initiated half way through the 20th century. To look closer to this evolution in the French, German and Anglo-Saxon cultures, this section also includes a review of works published by music publishers and those recorded by double bassists. / Diese Forschung will zwei Kulturen, die deutschsprachige und die französische, in Verbindung mit der Geschichte des Kontrabasses bringen. Die Fragestellung besteht darin, das Versäumnis der französischen Literatur über die Wiener Kontrabassschule zu erklären, eine Schule die sich in der zweiten Hälfte des 18. Jahrhunderts entwickelt und die eine Wirkung auf die Entwicklung dieses Instrumentes gehabt hat. Im ersten Abschnitt wird eine kurze Biographie der Hauptvertreter dieser Schule vorgeschlagen, die alle Kontrabassvirtuose und um 1750 in Wien tätig waren. Es folgt ein Überblick der Werke der Wiener Klassik für konzertanten Kontrabass, dann ein historischer Exkurs über den Niedergang dieser Schule. Im zweiten Abschnitt wird eine Parallele zwischen dem Vorsprung des Violoncellos und dem Rückgang des Kontrebasses im 19. Jahrhundert gezogen. In diesem Abschnitt werden desweiteren die bevorzugten Instrumente dieser Epoche, nämlich das Klavier, das Horn und das Violoncello diskutiert, und die Entwicklung des Kontrabasses in Frankreich und im deutschsprachigen Raum im 19. Jahrhundert verglichen. Schließlich widmet sich der dritte Abschnitt der Renaissance der Wiener Kontrabassschule, die in der Mitte des 20. Jahrhunderts begann. Um eine richtige Betrachtung der Entfaltung dieser Entwicklung in den französischen, deutschsprachigen und angelsächsischen Kulturen zu ermöglichen, findet sich in diesem Abschnitt ebenfalls eine Untersuchung der Werke, die von den Musikverlagen veröffentlicht wurden wie auch derjenigen, die von den Kontrabassisten aufgenommenen wurden.

Thesis (Ph. D.)--University of Chicago, Department of Music, June 2003. / For flute, B♭ clarinet, soprano saxophone, bass clarinet, violin, viola, violoncello, double bass, and percussion (marimba, vibraphone, flexatone, castanets). Also available on the Internet.

Thesis (M.A.)--University of California, San Diego, 2008. / Accompanying disc is DVD-ROM, and contains sounds files for recordings of the works. Title from first page of PDF file (viewed June 25, 2008). Available via ProQuest Digital Dissertations. Performance instructions precede each score.

Thesis (Ph.D.)--University of Chicago, 2003. / For flute, 2 clarinets (B-flat, bass), saxophone (soprano), violin, viola,violonchello, double bass, and percussion (marimba, vibraphone, flexatone, and castanets). Duration: ca. 19:20. Also available on the Internet.

Made available in DSpace on 2015-05-14T12:52:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 9138854 bytes, checksum: ab441256c1895d46734a1cce4e4e43cc (MD5) Previous issue date: 2013-05-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / A Carmen Fantasy for Double Bass and Piano: a technical and interpretative study. A research realized about the work written by the American composer Frank Proto (1941). This work has as one of its approaches the stylistic contribution of François Rabbath (1931) granted in the piece. It contains an analysis of the form, harmonic and melodic structures of each movement, which are presented as the main focus of this paper, and also an exposition of the opera´s excerpts used into the Fantasy. This analysis shows the jazzistcs features that the composer uses in the piece. As an aid to practice preparation, I include indications of fingerings. The work also includes a brief biography of the composer Frank Proto, the bassist François Rabbath and a synopsis of the opera Carmen, where there is a description of the scenes from the opera used into this fantasy. / A Carmen Fantasy para contrabaixo e piano: um estudo técnico e interpretativo. Uma pesquisa realizada acerca da obra escrita pelo compositor norte americano Frank Proto (1941). Este trabalho tem como uma das suas abordagens a contribuição estilística que François Rabbath (1931) concedeu na obra. Contém uma análise da forma, estrutura harmônica e melódica em cada movimento, que são apresentadas como conteúdo principal deste trabalho e um esclarecimento dos trechos da ópera utilizados na Fantasia. A análise expõe as características jazzísticas que o compositor utiliza na obra. Como ajuda na preparação do estudo, estão incluídas sugestões de dedilhados. Esta dissertação inclui também uma breve biografia do compositor Frank Proto, do contrabaixista François Rabbath e uma sinopse da ópera Carmen, onde há a descrição das cenas da ópera utilizadas nesta fantasia.

abstract: The legacy of the great double bassist and pedagogue Joseph Prunner (1886-1969) includes his scale and arpeggio exercise book, Progressive Studies for the Double Bass, composed in 1955. Progressive Studies was originally written for Prunner's students at the Bucharest Conservatoire and was not intended for a wide publication. In the work Prunner presents major and harmonic and melodic minor scales that are performed in one octave and then extended diatonically through all their modes, progressing through this pattern for three octaves, followed by a series of arpeggio exercises. These exercises are based on a modernized fingering system and are offered in the traditional positions and in what Prunner called "Fixed-Position" scales. A series of chromatic scale exercises are also included that follow the template of the major and minor scales. The study at hand is a revision and expansion of Prunner's work. The edition presented here intends to preserve the information that Prunner provided, fix the errors made in editing, and expand the study greatly by increasing the range of the exercises, providing more arpeggio exercises, creating melodic and harmonic minor "Fixed-Position" scales and arpeggio exercises, and including the study of double-stops. In support of the revised and updated version of Progressive Studies, this study includes a biography of Joseph Prunner and a summary of the importance of the type of scale and arpeggio practice the collection of exercises supports. An explanation of the revisions made to Prunner's work and recommendations for using the exercises also precede the new edition. / Dissertation/Thesis / D.M.A. Music 2012