Music Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2796
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Item Preluding for Wind Instrumentalists: Historical and Contemporary Applications(2019) Kaufman, Laura; Frisof, Sarah; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The practice of extemporaneous preluding was ubiquitous in performances in the Baroque, Classical, and early Romantic eras. Preludes were improvised before beginning a piece of music. Performers preluded in order to have the opportunity to warm up on stage, tune their instruments, and establish the key and atmosphere of the piece they were about to perform. The style of the preludes were meant to match the style of the compositions; as compositional styles and techniques evolved, preludes evolved as well. Traveling virtuoso instrumentalists would champion preluding as a means to show off their improvisational and technical skills in an effort to appeal to a wide audience; preluding became etude-like and lacked emotional depth. The second half of the nineteenth century marked a gradual decline of preluding in performances. The formerly conjoined roles of performer and composer diverged into two separate entities. In the mid-to-late Romantic era, compositions started to become more substantial in quality, and performers of preluding were unwilling or unable to adjust to serve the music appropriately. In addition to the shallow nature of preluding, students were no longer being taught compositional and improvisational skills. References involving wind players preluding ceases at the end of the nineteenth century. This dissertation explores the practical and historical development of preluding throughout the Baroque, Classical, and Romantic eras as well as possible applications for preluding in modern performances.Item THE IMPACT OF GENRE FUSION AND IMPROVISATIONAL ELEMENTS IN 21ST-CENTURY OPERAS ON VOCAL PEDAGOGY AND PERFORMANCE PRACTICE(2019) DuBose, Sequina; Balthrop, Carmen; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In the 21st century, opera composers are expanding beyond traditional boundaries by incorporating improvisatory elements and musical style elements from non-classical genres. The purpose of this study is to point to the impact these trends will have on vocal pedagogy and performance practice. The opening chapters of the dissertation provide historical context by examining the role of improvisation in the Baroque era and beyond, along with details concerning key shifts in audience culture, vocal aesthetic and performance practice throughout history. Chapter two also incorporates narratives from key industry practitioners, voice pedagogue Dr. Rachelle Fleming, and American Opera Projects Artistic Director, Mila Henry. Chapter three consists of a discussion of the research methodology and the key researchers and methodologists that influenced the study. This study is a narrative inquiry that employs an analysis of narrative approach and paradigmatic reasoning in its analysis, inducing themes and relationships between the concepts that reveal themselves in the data and literature. Chapter four includes narrative research and analysis based on interviews that have been conducted with composers and singers from four innovative operas: Charlie Parker’s Yardbird (Daniel Schynder), I Dream: A Rhythm and Blues Opera (Douglas Tappin), Blue Viola (Peter Hilliard), and The Mile-Long Opera: a biography of 7 o’clock (David Lang; the composer intentionally uses lowercase script in the titles of his works). Each composer and singer offers a unique perspective regarding the interpretation of and preparation for contemporary operatic works and furthers the argument that academic voice programs will benefit from an expanded curriculum that prepares singers to meet the evolving demands of the opera industry. The final chapter provides personal testimony from the author and suggested vocal and dramatic exercises for incorporating improvisation in a manner that may be of use in university opera workshops, group voice classes, and voice studios. This body of research documents the stylistic and technical considerations that modern opera singers and teachers take into account in order to branch out and explore operatic works that have genre-bending and/or improvisative elements. Based on the findings from this study it is recommended that voice teachers cross-train by teaching classically trained singers to adapt their singing methods to various styles.Item Choral Improvisation: Toward a Curriculum for University Choral Settings(2017) Seigart, Steven Ross; Maclary, Edward; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The regular practice of musical improvisation in an ensemble context has been shown to have many benefits, including the improvement of individual musical skills, ensemble cohesiveness, and the potential to help teach music theory and history. In addition, group improvisation has been proven to have positive non-musical effects, such as the reduction of social anxiety and stress, the improvement of communication and attention, and the acquisition of higher-order thinking skills. Many of these studies focus on these effects only among children, but the growing number of adult choral ensembles that regularly improvise suggests that these benefits may be gained in any level ensemble and in any age singer, including the university choral ensemble and the typical university student. Historically, improvisation and composition were considered as one creative process, with the latter often following the former. Even when the distinction between the two was acknowledged, the most prominent composers were also the finest improvisers. Toward the twentieth century and beyond, notation became gradually more specific, and the need for in-the-moment decision-making became obsolete. Modern classical ensembles largely do not improvise, precisely for this reason: the music they perform does not require it. Outside of classical music (with a few notable exceptions), improvisation is a part of almost every musical genre worldwide. In this document I have suggested a series of modules toward a improvisation-based curriculum, which can be freely combined and adapted to serve a number of functions and attempted in any order and in any sequence. These modules address fifteen compositional techniques, from simple canons to harmonic progressions, with more than fifty total distinct points of entry. The hope is that collegiate choral ensembles at every level will find these modules at once practical and accessible, so that students can begin reaping the benefits of regular improvisation practice.Item An Exploration into North Indian Classical Music: Raga, Alif Laila, and Improvisation.(2012) Cohoon, Michaela K.; Witzleben, J. Lawrence; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This thesis explores three themes: North Indian classical music, the individual Alif Laila, and the philosophical connection each has to improvisation. The process that was followed to analyze the interactions between raga in the North Indian classical tradition and one well-known musician's path within that tradition bridges theory with individual insight. Alif Laila is the individual at the center of the study. As a prominent professional sitarist living in the Washington, D.C. region, her input is analyzed placing focus on individuality within the life of a traditionally trained musician living and teaching in a Western context. Her expression in traditional sharing of musical knowledge from teacher to student, in raga performance and in musical philosophy expand upon the new generation of teacher/performers who translate their craft in order to continue their tradition of North Indian classical music. Improvisation, both as a social and musical design, extends the scholarly research and personalized ethnography to complete the thesis.