Thesis (MMus (Music))--University of Stellenbosch, 2008. / This study is concerned with determining whether the application of Ned Herrmann’s “whole-brain” model would impact violin teaching in any way. Our educational system places great importance on what has become known as the left-brain modes, that is, reading, writing and arithmetic, to the neglect of the socalled right brain’s cognitive abilities, such as, music, art, intuition and dance. Wellintentioned, yet ill-informed teachers teach learners in ways that make learning difficult or impossible, as they are unaware of how to determine and use the preferred learning style of each learner. When a learner’s learning style is not matched with the method of instruction, the learner’s discomfort level may be so great that it not only interferes with the learning process but it could also ultimately prevent learning from taking place. The researcher, therefore, set out to determine whether the use of whole-brain development would lead to any significant changes in the learning process. For a period of two school terms, case studies using action research were conducted on five of the learners that received instruction from the researcher. The research participants were so chosen as to make the experimental group as homogenous as possible. Data was collected qualitatively by means of diaries and was presented descriptively. Every week the learners received a printed copy of the homework exercises. They recorded their feedback weekly, in their diaries. The researcher, as the teacher of the learners, made weekly observations during lessons. During this research the process of triangulation was used. This process added validity to the study as information about specific aspects was gained from three different perspectives, namely, that of the learners, the teacher and the learners’ accompanists. The accompanists gave their feedback before the start of the research and again at the end. After applying Herrmann’s model for two terms, the following became apparent: • The learners practised more, were more motivated and there was a general improvement in their attitude. • The learners felt that having received a printed copy of the exercises, a whole brain exercise in itself, had helped them to know what and how to practise. • There was a significant change in the playing of the majority of learners (three of the five). • The learners, where significant changes were not apparent in their playing, indicated that their understanding of their practising methods and playing had increased. • The learners felt that they had benefited from the experiment as they all indicated that they would like future lessons to be conducted in the same manner. In view of the positive outcome of the research, and given that this was a pilot study, the researcher suggests that similar studies using larger numbers of learners and involving a longer period of time, be conducted. The inclusion of a control group would also render the findings more conclusive. The researcher also suggests that violin teachers become knowledgeable about learning styles and whole-brain learning if they wish to reach all learners and enable them to achieve their potential.

The purpose of the following study is to make an analysis of the structural elements and stylistic characteristics of the Sonata in A Minor for violin and piano by David Stanley Smith. This analysis will include the composer's treatment of form, harmony, melody and tonality, rhythm, intellectual and emotional content, and mediums of expression.

The diploma thesis "The Pilsen Conservatory with a Focus on the Violin Department" first deals with historical contexts that are connected with important violin personalities of the Pilsen Conservatory. The first part presents historical events which are linked to significant violinists of the Conservatory in Pilsen. Its aim is to present complex overview of the teachers who worked at the Conservatory from its beginning and who contributed to the high level of the Violin department with their experienced work. The thesis also focuses on the important graduates who represented or still represent the school with their pedagogical and artistic success at diverse musical events either in the Czech Republic or abroad. The second part brings interesting interviews with the teachers and the graduates of the school. Among them the most interesting are the parts where the teachers explain the methodology, which they use in their lessons. From the point of view of the oral history the teachers' memories of their beginning with the violin, difficulties during the study or their life are also very interesting.

Giuseppe Tartini is one of the most important personalities in the history of violin playing and literature. His rich heritage has contributed to the development of both, and his influence has crossed afar the Italian borders. This diploma thesis brings a complex view into the life and creation of this 18th century violin virtuoso. His composing activity uprose from his master violin skills, and therefore he composed especially for this instrument. Tartini transmitted his knowledge to the students of paduan School of nations, which he himself had founded. His treatise on ornaments Traité des agréments, compiled of the practical comments on the ornament interpretation, is of great significance. No small attention deserves also his letter to the pupil Maddalena Lombardini. As a matter of fact, it is a violin lesson in a letter form, and the value of the letter is by no means just historical. Another area of Tartini's interest was music theory, in which he invented so called difference tones. His contribution to the development of violin bow is also praiseworthy; he made several adaptations which brought the bow nearer to its current shape.

This creative project was a musical composition constructed upon the "in series" principle of interval connection which entailed the systematic linkage of all melodic and harmonic materials through rigorously maintaining the configuration of intervals inherent in the original statement. The piece, a septet entitled A Solo Symphony, is an extended four movement composition. The score, and a recording made at the University Composers Exchange Fourteenth Annual Festival held at Ball State University in 1965, is located in the appendix which supplements a paper describing the compositional process. / School of Music

Syftet med undersökningen är att få en översiktlig inblick i hur några fiollärare undervisar och vilket material de främst använder i nybörjarundervisningen. Studien grundar sig på kvalitativa intervjuer av sex lärare inom kommunala musikskolan. Det visar sig att några spelböcker är särskilt populära, men också att alla intervjuade ständigt varierar sitt material och ibland gör eget. Skälen till detta tycks vara dels att de vill lära ut något nytt, dels att lärarna själva vill utvecklas och därför inte vill hålla på med samma sak och riskera att stagnera. / The purpose of this study is to gain a general insight into how a few violin teachers work and what printed material they use when teaching beginners. The study is based on qualitative interviews with six teachers employed at municipal music schools. Of interest, it may be observed that a few violin books are particularly popular, yet also that all interviewed subjects vary their material, while sometimes creating their own.   There appear to be several reasons for this. First, the teachers prefer to teach new concepts, while second, they also strive to develop as professionals instead of repeating identical concepts, thereby risking stagnation.

Although Robert Schumann’s late style has been the subject of several probing studies in recent years, few scholars have concentrated their attention on the chamber works composed in the autumn of 1851. Perhaps most intriguing are the opp. 105 and 121 violin sonatas, whose first movements suggest a dialogue with the eighteenth-century sonata form by preserving many of the same rhetorical and structural elements. Throughout both movements, however, Schumann uses an intricate web of tonal ambiguities, metrical dissonances, and unusual key relationships to recast the internal workings of these outwardly conventional sonata forms. As he uses these techniques to undermine important structural moments of each movement, Schumann significantly changes the overall plot of the eighteenth-century sonata form, while also demonstrating his sensitivity to the dramatic possibilities of this historical form in the middle of the nineteenth century. By discussing Schumann’s dialogue with the eighteenth-century sonata form throughout the opp. 105 and 121 violin sonatas, this study attempts to situate these works within both their historical and contemporary musical contexts, and thus considers a previously unexplored avenue toward rehabilitating the reception of Schumann’s late chamber works. / School of Music

<p>Bilaga: 1 CD.</p>

Noted for both vocal and symphonic output, Gustav Mahler's musical sophistication constantly puzzled scholars in the past decades. In his symphonic works, the mixed forms and styles in combination with the vocal influence make it abstruse for listeners to detect the meaning of the use of traditional instruments. The solo violin, which has an extensive history of appearing in symphonic compositions since the Baroque era, is an instance of a traditional instrument given an unusual function. For instance, Mahler's violin solos do not tend to showcase the virtuosity of the instrument as they normally do in orchestral music. In order to closely examine the role of the solo violin, I rely on aspects relating to introversive semiosis such as harmonies, rhythms, textures, phrase structures, and forms; then my focus shifts to extroversive semiosis, specifically to topics and contextual factors. By considering the violin as a musical sign, listeners can comprehend the instrument's structure, syntax, and ultimately the complex logic of Mahler's musical discourse.

Thesis (D.M.A)--University of Maryland, College Park, 2005. / Compact discs.