Thesis (M.A.)--York University, 2001. Graduate Programme in Music. / Typescript. Includes the following original compositions (leaves 93-219): I remember the north wind over the water in January 1986 : for female choir & bowed vibraphone ; Prelude to Step down off the last whale : for tenor recorder, 2 Hohner Melodicas, trumpet B♭, piano, contrabass ; Portent from Step down off the last whale : for voice, 2 Hohner Melodicas, bowed piano ; A tree with bare branches thought itself to be a man : for voice, 2 Hohner Melodicas ; The butchershop quartet : for 4 male subtone singers ; Dark noon : for 3 voices ; Agnus Dei : for subtone-harmonic choir ; A calling so it would seem (A child's finger paint in rain) : for eight harmonic voices ; Skull music (for Dark noon) : for eight subtone-harmonic voices ; Father I just found a meterorite : for solo B♭ trumpet ; Be still there, be still here : for flute, B♭ clarinet/bass clarinet ; vibraphone/glockenspiel, piano, violin, cello ; The word music--poems. Includes bibliographical references (leaves 86-89). Discography: leaf 90. Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66380.

Thesis (Ph. D.)--Indiana University, 1963. / Typescript. Vita. Vol. 2 contains transcriptions of selected keyboard, instrumental ensemble, and secular and sacred vocal compositions of Christopher Gibbons. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (v. 1, leaves 233-243).

Thesis--Cologne. / Vita. Includes bibliographical references (p. 200-214).

Combattimento di Tancredi e Clorinda / C. Monteverdi -- On Wenlock Edge / R. Vaughan Williams -- Selections from L'elisir d'amore / G. Donizetti. / text

Pedals, pipes, and percussion -- Ave Maria -- Nocturne and prelude, waltz and rumba. / text

From Hochzeitskantate BWV 202 / J. S. Bach -- A song cycle on the birth of Jesus / John Lambert -- Der Hirt auf dem Felsen / Franz Schubert -- Cinq melodies populaires grecques / Maurice Ravel -- Siete canciones populares espanolas / Manuel de Falla. / text

There has been a long-standing and mutually-informing association between psychoanalysis, literature and the arts. Surprisingly, given the oral/aural basis of the ‘talking cure’, music has largely been overlooked by psychoanalysis. On the other hand, neuroscientific research investigating music reception and production has been increasing steadily in range and scope over the years. However, in order to avoid confounding factors, empirical studies have focused primarily on non-vocal music. Operatic vocal music has not featured prominently in either field. Yet the multidimensional, multi-layered nature of opera, which fuses together a number of different arts, would appear to provide fertile soil for both disciplines. This thesis aims to fill that gap, providing a stepping stone for further research. The individual strengths of psychoanalysis and neuroscience are leveraged separately at first, according to a ‘complementarist’ approach, and then jointly as the inter-discipline of neuropsychoanalysis. By combining various theories of mind with current knowledge about music processing in the brain, a more comprehensive understanding of the reception experience can be achieved. As a result, a neuropsychoanalytic theory can be formulated to account for the operatic reception experience in subjective as well as objective terms. According to this theoretical formulation, the bittersweet enjoyment of operatic vocal music, which can literally move an operaphile to tears, lies in a numberof subjective dynamics that are unique to the reception of opera, rather than in any distinct objective neural processes, which are common to the reception of all music. These subjective dynamics, which are recruited during neural processing, are triggered by the equally unique features of the operatic voice, in combination with a number of auxiliary elements that are specific to opera.

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No description available.

The purpose of this research was to explore vocal pedagogy that places development of self-knowledge at the center of the investigation. I looked at the personal growth that occurred as a result of the distinctive qualities inherent in singing lessons that included spiritual practices. The goal for unity of body, mind, and spirit in performance bears a close resemblance to the basic meditative practices of mastery through repetition, intense listening, and deep connective breathing that have been used for thousands of years in all mystical traditions. The singing studio is a place where self-discovery can be encouraged and held with respect. This exploration examined vocal pedagogy as a means to finding one’s personal voice. Little literature exists on voice and self-knowledge, and a search for relevant sources revealed that there appears to be no professional training available in the area of voice and self-knowledge, although many people appear to be developing their own strategies for this purpose. My own experience and practice as a voice teacher with a strong spiritual identity, places me as someone who may benefit from further information about voice and self-development. The study consisted of two phases. Phase one consisted of interviews with three educators who use singing lessons as a tool for development of self-knowledge. The findings of these interviews informed phase two, which was a series of ten singing lessons given to one female adult student who had requested a type of singing study that would promote self-knowledge. The lessons used both traditional vocal techniques and spiritual practices. I discovered that the use of spiritual practice combined with traditional vocal technique deepened the experience of the lessons and enhanced every aspect of my traditional vocal pedagogy. Research that involved the researcher and the process of research so intimately allowed a pedagogy to emerge that is responsive, deliberately non-linear, in which curriculum is shaped dialogically by both student and teacher in an intimate evolving relationship. / Thesis (Master, Education) -- Queen's University, 2009-06-26 18:29:47.772