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A Concept-Based Pedagogy Approach to Selected Unaccompanied Clarinet Repertoire

While unaccompanied music encompasses an ever increasing portion of clarinet literature, it comprises a comparatively small percentage of music performed. However, study of unaccompanied repertoire provides a valuable pedagogical bridge between etudes and accompanied music that is abundant with opportunity to address larger universal musical concepts, rather than repertoire-specific solutions. This dissertation demonstrates the application of concept-based pedagogy to selected unaccompanied clarinet repertoire of five different ability levels. Using principals of concept-based pedagogy, each work is broken down to its component technical and expressive parts in order to address larger musical concepts. Three to five exercises addressing each work's technical and expressive challenges are provided and explained.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1248446
Date08 1900
CreatorsDavis-McKay, Vanessa
ContributorsCole, Kimberly, Emmanuel, Donna T., Coad, Daryl
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvii, 78 pages : illustrations, music, Text
RightsPublic, Davis-McKay, Vanessa, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved.
RelationRecital: January 29, 2017, ark:/67531/metadc <not yet digitized>, Recital: April 23, 2016, ark:/67531/metadc <not yet digitized>

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