Music analysis & performance: interactions within the undergraduate curriculum
Music analysis & performance: interactions within the undergraduate curriculum
There is a division between analysis and performance despite the fact that both analysts and performers acknowledge that 'interpretational elements' are vital to the study of music. The division appears to be caused by differences in the language used by both sides, and can be solved by changing the language used in teaching analysis and performance. This thesis demonstrates that musical analysis affects performance, and suggests ways in which its effects might be better directed. It takes a pedagogical standpoint to show that the success of teaching analysis to performance students depends on two variables: the choice of analytical method, and the learning and teaching preferences of students and teachers. In this way it presents an image of analysis as, in essence, a learner-centred activity.
University of Southampton
Vaughan, Victoria
f9aa18c6-73de-4764-8e19-49a6682c1aca
July 1998
Vaughan, Victoria
f9aa18c6-73de-4764-8e19-49a6682c1aca
Cook, Nicholas
86afaafb-5d54-4b7c-94fb-017d5c6444bc
Vaughan, Victoria
(1998)
Music analysis & performance: interactions within the undergraduate curriculum.
University of Southampton, Doctoral Thesis, 206pp.
Record type:
Thesis
(Doctoral)
Abstract
There is a division between analysis and performance despite the fact that both analysts and performers acknowledge that 'interpretational elements' are vital to the study of music. The division appears to be caused by differences in the language used by both sides, and can be solved by changing the language used in teaching analysis and performance. This thesis demonstrates that musical analysis affects performance, and suggests ways in which its effects might be better directed. It takes a pedagogical standpoint to show that the success of teaching analysis to performance students depends on two variables: the choice of analytical method, and the learning and teaching preferences of students and teachers. In this way it presents an image of analysis as, in essence, a learner-centred activity.
Text
00087489
- Version of Record
More information
Published date: July 1998
Identifiers
Local EPrints ID: 463703
URI: http://eprints.soton.ac.uk/id/eprint/463703
PURE UUID: e5bfa77e-fca2-4f99-9cb3-3ab6ff7048bb
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Date deposited: 04 Jul 2022 20:56
Last modified: 03 Jun 2024 17:25
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Contributors
Author:
Victoria Vaughan
Thesis advisor:
Nicholas Cook
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