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- Creators: Campbell, Andrew
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Description
The purpose of this document is to create a template for a master’s degree in Collaborative Piano using data collected from an online survey and from publicly available information on institutional websites. The history and development of the graduate collaborative piano degree in the United States is examined to provide the background to this research. In addition to the degree template, other aspects useful for the creation of such a degree are discussed, including proposed required and optional courses, financial considerations, community outreach opportunities, and balancing off-campus professional engagements with on-campus academic duties. A list of all institutions currently offering collaborative piano degrees at the graduate level is included in the appendix.
The degree template conforms to the requirements of the National Association of Schools of Music (NASM) in order to allow the greatest number of institutions the ability to embrace the curriculum. Designed to be flexible within the overall requirements of the degree, the proposed curriculum favors a balanced approach between instrumental and vocal collaboration, with a combination of traditional courses, project-based courses, and customizable elective courses designed to develop important competencies in collaborative piano. Both solo and collaborative applied lessons would be required, with three coached collaborative recitals and one uncoached collaborative recital required to fulfill the degree requirements. The project-oriented Collaborative Piano Seminar course has the flexibility to allow team teaching or community partnerships and requires an off-campus class performance once per academic year.
The goal of this template is to provide a pedagogically solid foundation for a master’s degree in collaborative piano, with the flexibility to add a variety of elective courses best suited to the needs and talents of the students, faculty, and institution. The synthesis of classical and popular styles within the curriculum is designed to give the collaborative pianist diverse musical competencies in order to succeed and thrive as a professional musician in the 21st century, whether the student continues with self-education after the master’s degree, pursues further study at the doctoral level, or enters the professional world.
The degree template conforms to the requirements of the National Association of Schools of Music (NASM) in order to allow the greatest number of institutions the ability to embrace the curriculum. Designed to be flexible within the overall requirements of the degree, the proposed curriculum favors a balanced approach between instrumental and vocal collaboration, with a combination of traditional courses, project-based courses, and customizable elective courses designed to develop important competencies in collaborative piano. Both solo and collaborative applied lessons would be required, with three coached collaborative recitals and one uncoached collaborative recital required to fulfill the degree requirements. The project-oriented Collaborative Piano Seminar course has the flexibility to allow team teaching or community partnerships and requires an off-campus class performance once per academic year.
The goal of this template is to provide a pedagogically solid foundation for a master’s degree in collaborative piano, with the flexibility to add a variety of elective courses best suited to the needs and talents of the students, faculty, and institution. The synthesis of classical and popular styles within the curriculum is designed to give the collaborative pianist diverse musical competencies in order to succeed and thrive as a professional musician in the 21st century, whether the student continues with self-education after the master’s degree, pursues further study at the doctoral level, or enters the professional world.
ContributorsFincher, Aimee Elisabeth (Author) / Campbell, Andrew (Thesis advisor) / Rockmaker, Jody (Committee member) / Ryan, Russell (Committee member) / Schildkret, David (Committee member) / Yeo, Douglas (Committee member) / Arizona State University (Publisher)
Created2020
Description
The work of collaborative pianists can vary widely, requiring a large spectrum of musical and foreign language skills. In addition, many non-musical skills are required of collaborative pianists in order to adapt to various types of work, the roles they assume, and the needs of the people they encounter professionally. Collaborative pianists usually develop good habits for survival on the job, but rarely receive preliminary training in capacities such as facilitation, maintaining objectivity in collaboration, asking good questions, and giving feedback effectively. The emerging field of teaching artistry offers a wealth of information for the development of these non-musical skills in collaborative pianists. The skills necessary for teaching artistry and collaborative piano frequently overlap, which is instructive for collaborative pianists as they prepare for their various musical and leadership roles. This paper explores shared practices between these disciplines, how they can enhance the activities of a collaborative pianist, and also help them develop skills as arts advocates. Advocating techniques for new music and audience engagement are addressed, as well as programming, content development and building teams around projects. The idea of the collaborative pianist becoming a teaching artist is also explored, as the diverse activities and experiences of a collaborative pianist can serve as valuable resources. All of these approaches to non-musical skills focus on building strong processes, leading to creative activities that are process-driven rather than product-driven. This study seeks to enrich activities of collaborative pianists through the application of teaching artist capacities and pave pathways for new, more effective professional collaborations.
ContributorsWitt, Juliana (Author) / Campbell, Andrew (Thesis advisor) / Norton, Kay (Committee member) / Ryan, Russell (Committee member) / Swoboda, Deanna (Committee member) / Arizona State University (Publisher)
Created2020
Description
ABSTRACT
"The Soul Unto Itself," a chamber music song cycle, was commissioned by the author, Rosa LoGiudice, and composed by William Clay, a doctoral candidate in composition at Arizona State University. The cycle was conceived and composed in the summer and fall of 2019. The chamber ensemble was a sextet comprised of Megan Law, mezzo-soprano, Kristi Hanno, clarinet, Emilio Vazquez, violin, Rittika Gambhir, bassoon, Nathaniel De la Cruz, double bass, and Rosa LoGiudice, piano, all based in Tempe, Arizona. The song cycle was premiered in a lecture recital on December 8, 2019 at Hammer and Strings Conservatory in Gilbert, AZ.
"The Soul Unto Itself" is a cycle of six songs based on poems of Emily Dickinson. The poems all have common themes of personal transformation achieved through the introspective observations of the poet. An unusual chamber ensemble was chosen to include instruments not commonly used in vocal chamber music in order to create a greater variety of musical colors and timbres. This project included the creation of the musical score, a live performance that was video recorded, and the research paper. This document discusses the process of working with the composer, rehearsing the music as it was being composed, and negotiating revisions necessary to make the music more effective in performance. Each song is discussed in detail, especially the connection between the music and poetry, the overall form of the song, revisions discussed and implemented, and important motivic relationships between the songs that unify the cycle. In summary, the process of collaborating with a composer is a rewarding experience for both the performers and the composer, as everyone is challenged to improve their craft and overcome obstacles to achieve a successful performance.
"The Soul Unto Itself," a chamber music song cycle, was commissioned by the author, Rosa LoGiudice, and composed by William Clay, a doctoral candidate in composition at Arizona State University. The cycle was conceived and composed in the summer and fall of 2019. The chamber ensemble was a sextet comprised of Megan Law, mezzo-soprano, Kristi Hanno, clarinet, Emilio Vazquez, violin, Rittika Gambhir, bassoon, Nathaniel De la Cruz, double bass, and Rosa LoGiudice, piano, all based in Tempe, Arizona. The song cycle was premiered in a lecture recital on December 8, 2019 at Hammer and Strings Conservatory in Gilbert, AZ.
"The Soul Unto Itself" is a cycle of six songs based on poems of Emily Dickinson. The poems all have common themes of personal transformation achieved through the introspective observations of the poet. An unusual chamber ensemble was chosen to include instruments not commonly used in vocal chamber music in order to create a greater variety of musical colors and timbres. This project included the creation of the musical score, a live performance that was video recorded, and the research paper. This document discusses the process of working with the composer, rehearsing the music as it was being composed, and negotiating revisions necessary to make the music more effective in performance. Each song is discussed in detail, especially the connection between the music and poetry, the overall form of the song, revisions discussed and implemented, and important motivic relationships between the songs that unify the cycle. In summary, the process of collaborating with a composer is a rewarding experience for both the performers and the composer, as everyone is challenged to improve their craft and overcome obstacles to achieve a successful performance.
ContributorsLoGiudice, Rosa Mia (Author) / Campbell, Andrew (Thesis advisor) / Ryan, Russell (Committee member) / Rockmaker, Jody (Committee member) / Arizona State University (Publisher)
Created2020
Description
This research will explore the compositional approaches of Henry Cowell and John Cage to reveal piano techniques for the practice and performance of selected works. The discussion will focus on Henry Cowell’s Three Irish Legends and Six Ings, as well as John Cage’s The Perilous Night. An important contribution of Cowell was to further the use of tone clusters, applied in his Three Irish Legends by playing directly with the forearm, fists, and palm. Cowell’s Six Ings employ rhythmic experimentation, particularly in the first, second, and sixth pieces. He also uses tone color to portray specific programmatic features. John Cage greatly advanced the prepared piano from its earliest beginnings, as evidenced significantly in The Perilous Night. The present study will include advice on piano preparation, along with performance challenges and solutions.
ContributorsLiu, Xuan (Author) / Hamilton, Robert (Thesis advisor) / Campbell, Andrew (Committee member) / Rockmaker, Jody (Committee member) / Arizona State University (Publisher)
Created2020
Description
This research document focuses on rarely performed piano transcriptions. A total of 28 works are discussed. These works have high artistic value and should not be forgotten by pianists. Most of the transcribers are renowned pianists, such as Harold Bauer and Alfred Cortot, or composers themselves. Unfortunately, these works are seldom played in today's public concerts, or on online resources such as YouTube, Vimeo, or iTunes. Some people may think these works are neglected because the scores are hard to find, but they can be easily obtained online. Pianists around the world can access these scores in just a few minutes via the Internet.
In this research document, I discuss the transcriptions one by one. First, I introduce the background of the pieces, the composers, and the transcribers. Then, through comparison of the original pieces with the transcribed ones, I discuss the approaches of transcription and highlight the special features of each work. Finally, I recommend the concert occasions appropriate for the transcriptions based on their characteristics. I offer many musical examples from the works discussed. These excerpts should help the pianist to understand the style and technical difficulty, as well as to decide if the work meets their programming needs.
In this research document, I discuss the transcriptions one by one. First, I introduce the background of the pieces, the composers, and the transcribers. Then, through comparison of the original pieces with the transcribed ones, I discuss the approaches of transcription and highlight the special features of each work. Finally, I recommend the concert occasions appropriate for the transcriptions based on their characteristics. I offer many musical examples from the works discussed. These excerpts should help the pianist to understand the style and technical difficulty, as well as to decide if the work meets their programming needs.
ContributorsHuang, Kuang-Li (Author) / Meir, Baruch (Thesis advisor) / Campbell, Andrew (Committee member) / Hamilton, Robert (Committee member) / Holbrook, Amy (Committee member) / Arizona State University (Publisher)
Created2019
Description
Collaborative piano education tends to discuss techniques of collaboration as primarily a musical skill. However, common understanding within the field regarding a collaborative pianist’s ability to work with others offers another aspect to this assumption. It goes without saying that pianists’ interpersonal skills largely affect with whom they will work, and how efficaciously pianists and their partners will work together. Correspondingly, how pianists work with others can directly affect the success or failure of the musical collaboration.
The first intention of this paper is to explain why interpersonal skills are integral to the creation of quality musical outcomes and so-called musical togetherness; it specifies interpersonal aspects innate and unique to a pianist’s experience. Next, this paper defines two crucial components of collaboration – empathy and active listening – and discusses how pianists can build these skills into their personal practice and rehearsal. It continues with an examination of the interpersonal implications of studio arrangement, body language, and verbal language from a pianist’s perspective. This paper concludes with ideas for how to test for these skills during the collaborative piano audition process, a class syllabus showing how these skills can be incorporated into the collaborative piano curriculum, and suggestions for further research about interpersonal aspects of collaboration.
The first intention of this paper is to explain why interpersonal skills are integral to the creation of quality musical outcomes and so-called musical togetherness; it specifies interpersonal aspects innate and unique to a pianist’s experience. Next, this paper defines two crucial components of collaboration – empathy and active listening – and discusses how pianists can build these skills into their personal practice and rehearsal. It continues with an examination of the interpersonal implications of studio arrangement, body language, and verbal language from a pianist’s perspective. This paper concludes with ideas for how to test for these skills during the collaborative piano audition process, a class syllabus showing how these skills can be incorporated into the collaborative piano curriculum, and suggestions for further research about interpersonal aspects of collaboration.
ContributorsCota, Mary Strobel (Author) / Campbell, Andrew (Thesis advisor) / Ryan, Russell (Committee member) / Jiang, Danwen (Committee member) / Feisst, Sabine (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this research is to create a new piano reduction of Carl Nielsen’s Flute Concerto. Danish composer Carl Nielsen was born in 1865 and died in 1931. His compositional focus on orchestral writing made him renowned for his symphonies and concerti for flute and clarinet. Today his concerti are often performed by both professional musicians and students.
The first published piano reduction of the Flute Concerto was issued in 1952 by the composer’s son-in law, Emil Telmányi, who was a Hungarian violinist and conductor. This reduction was published by Samfundet til Udgivelse af Dansk Musik. In 2003, as part of The Carl Nielsen Edition, Edition Wilhelm Hansen published a new revised edition of the concerto. The piano reduction of this edition was written by Danish pianist Per Salo, and is the most frequently used by pianists today. This edition contains much information pertaining to the orchestration, but this often causes the piano part to become challenging or unplayable in many passages.
For collaborative pianists, playing concerti requires both the ability to imitate the orchestral sound, and to understand and show the main ideas of each passage. However, as this concerto is often performed in universities by flutists and pianists of different skill levels, creating a simplified version of the piano reduction will support many pianists by helping them to learn this music in a more approachable and easily performable context.
The first published piano reduction of the Flute Concerto was issued in 1952 by the composer’s son-in law, Emil Telmányi, who was a Hungarian violinist and conductor. This reduction was published by Samfundet til Udgivelse af Dansk Musik. In 2003, as part of The Carl Nielsen Edition, Edition Wilhelm Hansen published a new revised edition of the concerto. The piano reduction of this edition was written by Danish pianist Per Salo, and is the most frequently used by pianists today. This edition contains much information pertaining to the orchestration, but this often causes the piano part to become challenging or unplayable in many passages.
For collaborative pianists, playing concerti requires both the ability to imitate the orchestral sound, and to understand and show the main ideas of each passage. However, as this concerto is often performed in universities by flutists and pianists of different skill levels, creating a simplified version of the piano reduction will support many pianists by helping them to learn this music in a more approachable and easily performable context.
ContributorsLee, Juhyun (Author) / Campbell, Andrew (Thesis advisor) / Ryan, Russell (Committee member) / Little, Bliss (Committee member) / Arizona State University (Publisher)
Created2019
Description
The process of learning orchestra reductions on the piano is rather different from learning a piece originally written for the piano. Even though Dvořák’s Concerto for Cello and Orchestra in b minor is among the most performed works for cello and orchestra, and has been transcribed carefully by both the composer and other editors, the existing piano reductions are not always representative of many important aspects of the original orchestral score. Some reductions have large portions with unplayable or uncomfortable passages for pianists, or imprecise notations compared to the original orchestration, such as inaccurate indications for dynamics, rhythms, and notes. In rehearsal and performance, the pianist is challenged to adapt and transform one of the existing reductions into a playable and productive piano reduction, one which creates Dvořák’s full orchestral sonorities while retaining clarity of voicing. The resulting sound can be infinite in variety, as individual decisions and reductions may differ greatly. This paper will explore the following: how to reduce this orchestral score and solve the technical problem involved in orchestral writing for piano while effectively producing the sound of the orchestra in the piano reduction. There will be a literature review on important published reductions and a brief history of the work and composer. While it is not possible to discuss in detail each passage that has been revised or altered, this paper will focus on and analyze representative and substantial passages, including the perspective of two different reductions: Bärenreiter (2011) and Bärenreiter Praha (2004). It will provide a detailed demonstration of each example and will make suggestions for changes which will concentrate on capturing the essence of the orchestral score at the piano. Chapter one introduces and presents current editions. Chapters two, three and four will discuss each movement of the concerto with detailed explanations about changes in certain passages and sections. The appendix will feature a new revised reduction of Dvořák’s Cello concerto in B minor.
ContributorsKim, Hyewon (Author) / Campbell, Andrew (Thesis advisor) / Norton, Kay (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2020
Description
The concert vocalise, a dazzling wordless vocal etude intended for performance, is largely a phenomenon of the twentieth century. Made famous by composers such as Sergei Rachmaninoff and Maurice Ravel, the concert vocalise is generally a short, non-programmatic work with a relatively simple form. In contrast, Nikolai Medtner’s two monumental Op. 41 vocalises, the Sonata-Vocalise mit einem Motto “Geweihter Platz and the Suite Vocalise, are staggering in their length and formal complexity. They are also programmatically conceived, sharing the Goethe poem “Geweihter Platz” as their inspiration.
The innovation of adding a textual element to a traditionally textless genre introduces a tantalizing new layer of complexity that demands further research and exploration. However, as with any innovation, it also offers new challenges to performers wishing to program either or both works. Current scholarship has yet to offer any kind of in-depth analysis of either work, leaving questions as to the structural and motivic elements which bind these large works together, not to mention questions related to exactly how Medtner addresses the challenge of linking specific parts of Goethe’s text to the textless portions of music. Furthermore, neither work is considered standard repertoire, and recordings and performances are limited, leaving aspiring performers in something of an informational desert.
In this paper, I endeavor to fill this informational gap for performers and scholars alike by providing them with a brief biography of Medtner, an outline of the development of the concert vocalise genre, and the background of the Goethe poem that inspired Medtner. Then my in-depth analyses reveal underlying structural, motivic, and programmatic links both within and between the works. Finally, my performer’s guide, based on the analyses and my experience performing both works, offers suggestions regarding the interpretational, ensemble, and technical challenges presented by these great works.
The innovation of adding a textual element to a traditionally textless genre introduces a tantalizing new layer of complexity that demands further research and exploration. However, as with any innovation, it also offers new challenges to performers wishing to program either or both works. Current scholarship has yet to offer any kind of in-depth analysis of either work, leaving questions as to the structural and motivic elements which bind these large works together, not to mention questions related to exactly how Medtner addresses the challenge of linking specific parts of Goethe’s text to the textless portions of music. Furthermore, neither work is considered standard repertoire, and recordings and performances are limited, leaving aspiring performers in something of an informational desert.
In this paper, I endeavor to fill this informational gap for performers and scholars alike by providing them with a brief biography of Medtner, an outline of the development of the concert vocalise genre, and the background of the Goethe poem that inspired Medtner. Then my in-depth analyses reveal underlying structural, motivic, and programmatic links both within and between the works. Finally, my performer’s guide, based on the analyses and my experience performing both works, offers suggestions regarding the interpretational, ensemble, and technical challenges presented by these great works.
ContributorsUhl, Nathan Leonard (Author) / Campbell, Andrew (Thesis advisor) / Carpenter, Ellon (Thesis advisor) / FitzPatrick, Carole (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2017
Description
The Sonata for Cello and Piano (1915) was one of the last three sonatas written by Claude Debussy (1862–1918). When Debussy composed the sonata, France was involved in World War I and Debussy was influenced by political dogmas that sought to advance nationalism as well as the use of French traditions in musical compositions. By discussing the political impact of World War I on French music, this paper will place the Sonata in a context that strengthens the understanding of the work.
Debussy, who participated in the political project of seeking out tradition as the protector of French culture, also presents his understanding of what French tradition is in this sonata. An analytical description of the structure, thematic materials, harmonies and intervallic relationships of the Sonata reveals Debussy’s approach of combining the elements that he observed from his French predecessors, as well as his own innovations in the work as he negotiated musical world that was controlled by political dogma
Debussy, who participated in the political project of seeking out tradition as the protector of French culture, also presents his understanding of what French tradition is in this sonata. An analytical description of the structure, thematic materials, harmonies and intervallic relationships of the Sonata reveals Debussy’s approach of combining the elements that he observed from his French predecessors, as well as his own innovations in the work as he negotiated musical world that was controlled by political dogma
ContributorsSong, Peipei (Author) / Ryan, Russell (Thesis advisor) / Campbell, Andrew (Committee member) / Feisst, Sabine (Committee member) / Landschoot, Thomas (Committee member) / Arizona State University (Publisher)
Created2016