Im Vorwort zu Terpsichore (1612) schreibt Michael Praetorius, die Melodien und Arien dieser »Französischen Tänze« habe ein Tänzer und sehr guter Geiger aus Frankreich zusammengestellt. Zu einigen Tänzen ergänzte Praetorius Bass- und/oder Mittelstimmen, übernahm aber auch vollstimmige Tanzsätze oft unbekannter Autorschaft aus bereits existierenden Sammlungen. Im Gegensatz dazu komponierte Johann Hermann Schein in seiner Sammlung Banchetto musicale (1617) die Tanzmelodien selbst. Ausgehend von den analytischen Werkzeugen, mit denen Melodietypen solcher Sammlungen in jüngerer Zeit beschrieben wurden, wird gezeigt, welche Unterschiede sich in der Melodiebildung der beiden Sammlungen erkennen lassen. Mit einem Rekurs auf Hugo Riemann wird zudem ausgeführt, welche analogen melodischen Elemente paarig angeordnete Tänze aufweisen und welche rhythmischen und diastematischen Strategien dabei für Variation sorgen. / In the preface to Terpsichore (1612), Michael Praetorius writes that the melodies and arias of these »French dances« were compiled by a dancer and very good violinist from France. Praetorius added the bass and/or middle voices to several dances, but he also adopted fully voiced dance movements of often unknown authorship from already existing collections. In contrast, Johann Hermann Schein in his collection Banchetto musicale (1617) composed the dance melodies himself. Starting from the analytical tools with which melody types from such collections have been described in recent years, this article shows the differences in the melodic design of these two collections. Through reference to Hugo Riemann, analogous melodic elements in coupled dance movements and rhythmic and diastematic strategies used for variation are demonstrated.

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Der Beitrag beschreibt ein laufendes Projekt zur computergestützten Erschließung und Analyse einer großen Sammlung handschriftlicher Liedblätter mit Volksliedern aus dem deutschsprachigen Raum. Am Beispiel dieses praktischen Projekts werden Chancen und Herausforderungen diskutiert, die der Einsatz von Digital Humanities-Methoden für den Bereich der Musikwissenschaft mit sich bringt.

Ce travail de recherche propose une description du style mélodique et harmonique du groupe britannique Portishead et s’appuie sur l’analyse du répertoire complet, soit 33 chansons réparties sur trois albums (11 chansons par albums). Étant donné que le corpus étudié est restreint, il est possible de procéder à une analyse statistique qui permet de dégager une grammaire mélodico-harmonique. L’hypothèse de ce travail de recherche repose sur l’idée que l’évolution du langage musical de Portishead s’articule autour de procédés mélodiques et harmoniques favorisant un élargissement d’un cadre tonal équivoque. Pour ce faire, Portishead a recours à plusieurs procédés mélodiques et harmoniques qui entretiennent l’équivoque tonale. Or, ces procédés sont similaires, sans toutefois être identiques, aux six procédés répertoriés par Sylvain Caron (Caron 2002) au sujet de la grammaire de Gabriel Fauré. Par la mise en œuvre de plusieurs outils d’analyses, nous procédons à une étude comparée et contextualisée de certains mécanismes mélodique et harmonique qui font émerger l’équivoque, tant chez Fauré que chez Portishead. Ces outils d’analyse, comme l’analyse des vecteurs de ruptures mélodico-harmoniques, l’analyse paradigmatique ou l’analyse néo-riemannienne, ont été bonifiés afin de rendre compte de certaines particularités liées au corpus étudié. Ce travail de recherche est divisé en deux parties précédés d’une introduction, d’une notice biographique et d’une revue de littérature analytique. La première partie se divise en trois chapitres et s’intéresse spécifiquement au traitement mélodique équivoque. La deuxième partie, constituée des deux derniers chapitres, abordent les procédés d’équivoque harmonique. Ce travail de recherche a démontré que même si un siècle sépare les compositions de Gabriel Fauré et Portishead, l’équivoque se manifeste par une grammaire musicale commune. Nous constatons aussi que l’équivoque articule le discours formel et conditionne les rapports structurants de tension – détente de l’œuvre. / This research provides a description of the melodic and harmonic style of the British band Portishead. It is based on analysis of the full repertoire or 33 songs over three albums (11 songs per album). Since the entire corpus is analyzed, one may be able to detect chronologically trends and perform statistical analysis of the evolution of the melodic- harmonic grammar and aesthetics of the group. The hypothesis of this research work is based on the idea that the evolution of the musical language of Portishead revolves around melodic and harmonic processes favoring an expansion of tonal ambiguity frame. To do this, Portishead uses several melodic and harmonic processes that maintain tonal ambiguity. However, these processes are similar, but not identical, to the six processes listed by Sylvain Caron (Caron 2002) about the grammar of Gabriel Fauré. For the implementation of various analysis tools, we perform a comparative and contextualized study of certain melodic and harmonic mechanisms that brings out the ambiguity, both in Fauré than Portishead. These analysis tools, such as analysis of melodic-harmonic vectors of ruptures, paradigmatic analysis or neo-Riemannian analysis were enhanced to reflect certain particularities of the studied corpus. This research consists of two parts preceded by an introduction, a manual and a review of literature analystique. The first part is divided into three chapters and focuses specifically on clear melodic treatment. The second part, consisting of the last two chapters address the ambiguity of harmonic processes. This research has shown that even if a century separates the compositions of Gabriel Fauré and Portishead, ambiguity is manifested by a common grammar. We also notice that ambiguity revolves formal speeches and determines the structuring of tension – release relationships.

While the concept of teaching jazz style to vocal students is not a new one, previous materials written on the subject have not addressed two important aspects of this process. One is the concept of selecting jazz vocal solo repertoire that is both musically and vocally purposeful and appropriate for the student. The other is how to teach stylistic concepts that will apply to both current repertoire as well as songs the student will learn in the future. This doctoral essay provides both a categorized list of solo jazz vocal repertoire as well as strategies for introducing stylistic elements of jazz into the private-lesson setting. Through a systematic analysis of jazz vocal standards, a list of repertoire selections was categorized by rhythmic style, melodic range, melodic harmony, melodic rhythm, and harmonic content. In addition, the stylistic need to add syncopations to swing songs with non-syncopated melodies was addressed. Suggestions are included on how to implement this categorized list in the music selection process for students. Furthermore, this essay provides jazz voice teachers with strategies to efficiently incorporate important aspects of jazz styles such as rhythmic feel, song form, improvisation, and harmony into the lesson setting. By showing connections between these concepts and the literature that is being taught, students can become more competent and confident within the vocal and stylistic elements of the jazz idiom.

Of the three manuscripts that form the basis of this thesis, MS Cape Town, South African Library, Grey 4c7 is, in musicological terms the most important of the three manuscripts. It is a complete Carthusian Antiphonary, of the late 14th century, written for the Charterhouse of Champmol, near Dijon, the mausoleum of the Dukes of Burgundy. It also contains an extensive Tonary, a Hymnary and a Kyriale. The two didactic verses which form part of the Tonary are of particular importance, since MS 4c7is one of the few manuscripts in the world intended for musical performance to contain the Ter terni by William of Hirsau; furthermore it is apparently the only Carthusian manuscript of any kind to contain the Oyapente et dyatessaron by Hucbald. The manuscript is placed in the context of the Carthusian liturgy of the 12th to the 16th centuries and is compared with 33 manuscripts of this period. It is shown that, although a marked textual similarity exists between the manuscripts, there are variant melodies. The conclusion is therefore drawn that the Carthusians did not have a single exemplar for the melodies in their liturgical books. It is shown that MS 4c7 and MS Oijon, Bibliotheque municipale 118, also written for Champmol, were copied from the same exemplar and that they are closely related to MSS Beaune, Bibliotheque municipale 27, 34 and 41, ot the neighbouring Charterhouse of Fontenay. The second manuscript, MS Grey 3c23, an Antiphonary for nuns, for Lauds and Vespers, written for the Charterhouse of Mont-Sainte-Marie, at Gosnay, near Arras, has been dated 1538 by the original scribe. This manuscript is almost identical to MS AGC C II 817. The presence of a Sequence, foreign to the Carthusian tradition, is however unique toMS 3c23. The third manuscript, MS Grey 6b3, is an Evangeliary, signed by the scribe, Amelontius de Ercklems, in 1520. Its provenance is the Charterhouse of Our Lady of the Twelve Apostles at Mont-Cornillon near Liege. Musicological features of the manuscript which are discussed are the Hymn 'Te decet laus', and the accent neumes at the ends of pericopes. / Art History, Visual Arts & Musicology / D.Mus. (Musicology)

Syftet med denna studie var att undersöka hur musikhögskolestuderande med trummor som huvudinstrument uppfattar hur melodisk koordination påverkar deras lärande. Övningarna är specifikt konstruerade för trumset för att fungera som ett verktyg till att öppna upp den musikaliska lyhördheten och periodkänslan samt vara en effektiv övning för koordination och balans. I denna studie deltog fem informanter under utbildning på Kungl. Musikhögskolan i Stockholm. Metoden som användes var att genom loggböcker från informanterna analysera deras beskrivningar av min frågeställning. För att få fram underlag för analys av undersökningen har informanterna fått fem frågor att besvaras under den 10 veckors period då de arbetade med övningarna. I resultatet beskrev informanterna hur de uppfattade sin progression och hur de verkade förändra sin medvetenhet om denna mellan tillfällena. Resultaten visar att informanterna upplevde att deras rytmiska gehör samt musikaliska periodkänsla förbättrats. De erfor även att övningarna förstärkte deras timing och inspirerade till nytt melodiskt synsätt. I kapitlet diskussion ligger betoningen på den ifrågasättande aspekten: Vad är resultatet av denna studie och har forskningsfrågorna besvarats. / The purpose of this study was to investigate how music students, playing the drums, interpret melodic coordination in aspects of learning. In this study five students from the Royal Academy of Music in Stockholm participated. The students were given exercises, specifically designed for drums. These exercises are to be used as keys to unlock and further develop the musical awareness and the awareness of musical periods. Furthermore are these exercises an efficient way to train the coordination and balance. To be able to get material for the analysis of this study, journals have been used. These journals were given to the students who during a 10-week period of time used the exercises and answered the five theses. In the result the students described their progression and their awareness of progression during the ten weeks. The results show that the students experienced an improvement of their rhytmical pitch and their periodicity in musical performance . Further state that the exercises improved their timing and inspired a new melodic point of view. Finally I discuss the purpose of this study, the result and whether or not the theses have been answered.

This study explores text and music relations in Canadian composer Violet Archer’s “The Twenty-Third Psalm” by analysing the text of Psalm 23, Fibonacci numbers, melodic contours, motives, and the role of the accompaniment. The text focuses on David’s faith in God and his acceptance of God as his shepherd on earth. The four other approaches allow us to examine the work on three different structural levels: background through Fibonacci numbers, middleground through melodic contour analysis, and foreground through motivic analysis and the role of the accompaniment. The measure numbers that align with Fibonacci numbers overlap with some of the melodic contour phrases, which are demarcated by rests, as well as with the most important moments at the surface level, such as the emphasis on the word “death” through recurring and symbolic motives. The piano accompaniment further supports these moments in the text.

O objetivo principal deste trabalho é estudar os processos de desenvolvimento da escuta melódica de adultos, sem formação musical, integrados a coros vocacionais, com o intuito de poder melhorar a performance vocal do grupo. Tendo como objeto o processo de formação do Coral Oficina Comunicantus, grupo integrado ao Comunicantus: Laboratório Coral do Departamento de Música da Escola de Comunicações e Artes da Universidade de São Paulo. Nosso método de coleta de dados foi baseado nas observações dos ensaios e nas análises das avaliações (relatórios) feitas pelos monitores integrados ao Comunicantus: Laboratório Coral, através dos quais procuramos vislumbrar as necessidades de aprendizagem dos coralistas do coro supracitado. Por se tratar de uma pesquisa ora de observação ora interativa, atuamos combinando tais ações e orientando o desenvolvimento das habilidades inerentes à escuta melódica em aspectos pré-definidos. Durante o processo investigativo, utilizamos como método referencial de análise, dos conteúdos musicais, os trabalhos do Prof. Dr. Marco Antonio da Silva Ramos e do Prof. Paulo Rubens Morais Costa e, por outro lado, a produção bibliográfica de educadores como César Coll e Teresa Mauri, que atuaram na reforma escolar espanhola, de forma a subsidiar nossas escolhas pedagógicas e didáticas para atuar junto aos coralistas. Como resultado desse processo, pudemos desenvolver algumas atividades que contribuíram para a resolução de certas necessidades de aprendizagem momentâneas deste grupo e também suscitaram a criação de outras que foram utilizadas oportunamente, após o término do prazo definido de observação e interação a que este trabalho se refere. / This dissertation aims mainly at studying the processes of development of melodic hearing by adults who do not have any musical formation and yet join vocational choirs in order to improve the vocal performance of the group. Its object is the process of formation of the Educational Lab-Choir Comunicantus, which belongs to the Comunicantus Choral Office of the Department of Music of the School of Communication and Arts of the University of São Paulo. The method of data collection was based on rehearsal observations and on the analysis of evaluations (reports) made by student trainees integrated in the Comunicantus Choir Office, through which we trie to identify the gaps in learning of the choir singers. As the research is partly made up of observations and partly interactive, action was taken so as to combine these actions and give advice on the development of skills innate to melodic hearing in predefined aspects. Along the process of investigation, the Referencial de Análises of the musical contents by Professor D. Marco Antonio da Silva Ramos and Professor Paulo Rubens Morais Costa were used as a method. On the other hand, the works by educators as César Coll and Teresa Mauri, who worked in the Spanish school reform, were used to provide pedagogical and didactic choices for us to act with the choral singers. As a result of this process, some activities were developed that contributed to offer solution to some specific learning needs of this group and also made possible the creation of others that were used, whenever suitable, after the period of observation and interaction.

O objetivo principal deste trabalho é estudar os processos de desenvolvimento da escuta melódica de adultos, sem formação musical, integrados a coros vocacionais, com o intuito de poder melhorar a performance vocal do grupo. Tendo como objeto o processo de formação do Coral Oficina Comunicantus, grupo integrado ao Comunicantus: Laboratório Coral do Departamento de Música da Escola de Comunicações e Artes da Universidade de São Paulo. Nosso método de coleta de dados foi baseado nas observações dos ensaios e nas análises das avaliações (relatórios) feitas pelos monitores integrados ao Comunicantus: Laboratório Coral, através dos quais procuramos vislumbrar as necessidades de aprendizagem dos coralistas do coro supracitado. Por se tratar de uma pesquisa ora de observação ora interativa, atuamos combinando tais ações e orientando o desenvolvimento das habilidades inerentes à escuta melódica em aspectos pré-definidos. Durante o processo investigativo, utilizamos como método referencial de análise, dos conteúdos musicais, os trabalhos do Prof. Dr. Marco Antonio da Silva Ramos e do Prof. Paulo Rubens Morais Costa e, por outro lado, a produção bibliográfica de educadores como César Coll e Teresa Mauri, que atuaram na reforma escolar espanhola, de forma a subsidiar nossas escolhas pedagógicas e didáticas para atuar junto aos coralistas. Como resultado desse processo, pudemos desenvolver algumas atividades que contribuíram para a resolução de certas necessidades de aprendizagem momentâneas deste grupo e também suscitaram a criação de outras que foram utilizadas oportunamente, após o término do prazo definido de observação e interação a que este trabalho se refere. / This dissertation aims mainly at studying the processes of development of melodic hearing by adults who do not have any musical formation and yet join vocational choirs in order to improve the vocal performance of the group. Its object is the process of formation of the Educational Lab-Choir Comunicantus, which belongs to the Comunicantus Choral Office of the Department of Music of the School of Communication and Arts of the University of São Paulo. The method of data collection was based on rehearsal observations and on the analysis of evaluations (reports) made by student trainees integrated in the Comunicantus Choir Office, through which we trie to identify the gaps in learning of the choir singers. As the research is partly made up of observations and partly interactive, action was taken so as to combine these actions and give advice on the development of skills innate to melodic hearing in predefined aspects. Along the process of investigation, the Referencial de Análises of the musical contents by Professor D. Marco Antonio da Silva Ramos and Professor Paulo Rubens Morais Costa were used as a method. On the other hand, the works by educators as César Coll and Teresa Mauri, who worked in the Spanish school reform, were used to provide pedagogical and didactic choices for us to act with the choral singers. As a result of this process, some activities were developed that contributed to offer solution to some specific learning needs of this group and also made possible the creation of others that were used, whenever suitable, after the period of observation and interaction.