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- Genre: Academic theses
- Creators: Ryan, Russell
Description
ABSTRACT
As a composer, Chou Wen-Chung (1923-2019) was a learner and inheritor of Chinese traditional music culture and was committed to carrying it forward. As a native of China who had his primary musical training in the West, Chou Wen-Chung was one of the first Chinese composers to make his mark on Western music. He successfully combined Western elements and Chinese tradition in his music. Chou Wen-Chung was one of the few prominent East Asian composers known in the Western musical world, and his music therefore has had a strong influence on other Chinese composers.
In order to understand more clearly his music, I analyzed his chamber work: Yü Ko. This piece was composed in 1965 for 9 instruments: Violin, Alto Flute, English Horn, Bass Clarinet, 2 Trombones, 2 Percussion and Piano. Inspired by the ancient Chinese musical instrument the Qin (also called guqin, or “ancient qin”), which is a plucked seven-string instrument, Chou Wen-Chung composed Yü Ko. Literally meaning “fisherman’s song,” this work was composed originally for the Qin, based on a melody composed by Mao Min-Zhong who was a very noted scholar and Qin player of the late Southern Song dynasty (C.E.1127-1276).
This paper provides Chou Wen-Chung’s biography, compositional styles and developments. It lists and explains the most common Chinese traditional cultural elements which he used in his compositions. In particular, it introduces the Qin in detail from the external structure, performance techniques, sound characteristics, the tablature notation, and compositional methods.
This document also includes a detailed analysis of Yü Ko in terms of the orchestration, pitch, tonal material, structure and tempo, dynamic and musical materials, and explains Chou Wen-Chung’s imitation of the Qin as well as the influence of Western music shown in this piece.
As a composer, Chou Wen-Chung (1923-2019) was a learner and inheritor of Chinese traditional music culture and was committed to carrying it forward. As a native of China who had his primary musical training in the West, Chou Wen-Chung was one of the first Chinese composers to make his mark on Western music. He successfully combined Western elements and Chinese tradition in his music. Chou Wen-Chung was one of the few prominent East Asian composers known in the Western musical world, and his music therefore has had a strong influence on other Chinese composers.
In order to understand more clearly his music, I analyzed his chamber work: Yü Ko. This piece was composed in 1965 for 9 instruments: Violin, Alto Flute, English Horn, Bass Clarinet, 2 Trombones, 2 Percussion and Piano. Inspired by the ancient Chinese musical instrument the Qin (also called guqin, or “ancient qin”), which is a plucked seven-string instrument, Chou Wen-Chung composed Yü Ko. Literally meaning “fisherman’s song,” this work was composed originally for the Qin, based on a melody composed by Mao Min-Zhong who was a very noted scholar and Qin player of the late Southern Song dynasty (C.E.1127-1276).
This paper provides Chou Wen-Chung’s biography, compositional styles and developments. It lists and explains the most common Chinese traditional cultural elements which he used in his compositions. In particular, it introduces the Qin in detail from the external structure, performance techniques, sound characteristics, the tablature notation, and compositional methods.
This document also includes a detailed analysis of Yü Ko in terms of the orchestration, pitch, tonal material, structure and tempo, dynamic and musical materials, and explains Chou Wen-Chung’s imitation of the Qin as well as the influence of Western music shown in this piece.
ContributorsSong, Yiqian (Author) / Ryan, Russell (Thesis advisor) / Campbell, Andrew (Committee member) / Solís, Ted (Committee member) / Arizona State University (Publisher)
Created2020
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
Pursuit of an informed approach to interpreting Frédéric Chopin’s music has been increasingly challenging in the twenty-first century. In the process of forming their unique voices, pianists turn to the sound recordings of some of the most notable pianistic figures in history. This document offers a detailed inspection of three revered recordings and, with the help of syntactic analysis, seeks an understanding of the extraordinary interpretational decisions of Alfred Cortot, Arthur Rubinstein and Dinu Lipatti. The examined works are Chopin’s Prelude in C Major, Op. 28, No. 1, and the Largo of the Sonata in B Minor, Op. 58. The analysis of the Prelude compares recorded performances of Alfred Cortot (ca. 1933-1934) and Arthur Rubinstein (ca. 1946) and explains how their vastly different interpretational choices can, through an analytical process, be traced to the harmonic and melodic implications of the score. Likewise, inspection of the Largo focuses on Dinu Lipatti’s performance (ca. 1947) and draws connections between his phrasing and critical characteristics of the movement. All three performances present exquisite examples of a style of expressive playing that seems to have fallen into disuse in the twenty-first century. This study contributes to a deeper understanding of the performing style of Cortot, Rubinstein, and Lipatti, and also seeks to show connections between score analysis and interpretational decisions.
ContributorsJovanovic, Isidora (Author) / Pagano, Caio (Thesis advisor) / Holbrook, Amy (Thesis advisor) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2020
Description
Pacific Suite (2016) is a four-movement work for solo piano composed by the author of this paper, Holly Kordahl, that incorporates elements of several musical idioms, including Impressionism, tintinnabuli (as in the music of Arvo Pärt), post-modernism, minimalism and improvisation. This Doctorate of Musical Arts project consists of a descriptive paper, analysis, score and recording. The piece features varying levels of performer independence and improvisation along with notated music. Each movement is named after a different environment of the Pacific Ocean: Great Barrier Reef, Mariana Trench, Sunlit Zone, and Bikini Atoll.
Pacific Suite is engaging to mature pianists and accessible to students. The score of Pacific Suite is a blank canvas in some ways; almost all dynamics, tempi, pedaling, and fingerings are to be determined by the performer. The first movement, Great Barrier Reef, presents different musical vignettes. The second movement, Mariana Trench, requires the performer to improvise extensively while following provided instructions. The third movement, Sunlit Zone, asks the performer to improvise on a theme of Debussy. The final movement, Bikini Atoll, illustrates events of nuclear testing at Bikini Atoll in the 1940s.
Pacific Suite is engaging to mature pianists and accessible to students. The score of Pacific Suite is a blank canvas in some ways; almost all dynamics, tempi, pedaling, and fingerings are to be determined by the performer. The first movement, Great Barrier Reef, presents different musical vignettes. The second movement, Mariana Trench, requires the performer to improvise extensively while following provided instructions. The third movement, Sunlit Zone, asks the performer to improvise on a theme of Debussy. The final movement, Bikini Atoll, illustrates events of nuclear testing at Bikini Atoll in the 1940s.
ContributorsKordahl, Holly (Author) / Meir, Baruch (Thesis advisor) / Bolanos, Gabriel (Committee member) / Campbell, Andrew (Committee member) / Hamilton, Robert (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2020
Description
The core element of this research paper is an analysis of the B-flat minor prelude and fugue BWV 867. The author’s analysis is then compared with the main contributors to Bach’s analytical studies. An understanding of the work’s structure, together with its motivic and harmonic details, help the performer develop an interpretive approach to the work.
Significant Bach scholars, including David Ledbetter and Peter Williams, are used as the source for the additional works to be studied. These scholars also mention close associates of Bach who offer additional insight into his music: Kirnberger and Weiss. The paper includes a brief discussion of the opening chorus fugue BWV 64, instrumental prelude to the cantata BWV 106, chorale prelude BWV 721, and Tombeau sur la Mort de Mr Comte de Logy by Weiss, as they relate to the B-flat minor prelude and fugue. In addition, the analysis provides materials on how the elements of the work relate to the Doctrine of Affections. From the B-flat minor prelude and fugue, the harmonic progressions and figuration are examined from the point of view of the Doctrine. The research also examines the fugue subject, with its unusual leap of a minor 9th, to its structural connection to the opening chorus fugue of BWV 64, and its ties to the Doctrine.
Through the analysis of the B-flat minor prelude and fugue and a comparison to works by Bach that are stylistically connected to this work, the author offers insights into the music and its relationship to works that have a sacred text association.
Significant Bach scholars, including David Ledbetter and Peter Williams, are used as the source for the additional works to be studied. These scholars also mention close associates of Bach who offer additional insight into his music: Kirnberger and Weiss. The paper includes a brief discussion of the opening chorus fugue BWV 64, instrumental prelude to the cantata BWV 106, chorale prelude BWV 721, and Tombeau sur la Mort de Mr Comte de Logy by Weiss, as they relate to the B-flat minor prelude and fugue. In addition, the analysis provides materials on how the elements of the work relate to the Doctrine of Affections. From the B-flat minor prelude and fugue, the harmonic progressions and figuration are examined from the point of view of the Doctrine. The research also examines the fugue subject, with its unusual leap of a minor 9th, to its structural connection to the opening chorus fugue of BWV 64, and its ties to the Doctrine.
Through the analysis of the B-flat minor prelude and fugue and a comparison to works by Bach that are stylistically connected to this work, the author offers insights into the music and its relationship to works that have a sacred text association.
ContributorsYoo, Hye Eun (Author) / Hamilton, Robert (Thesis advisor) / Little, Bliss (Committee member) / Meir, Baruch (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2020
Description
Pulitzer Prize-winning composer Michael Colgrass wrote Tales of power: A Musical Drama for Solo Piano on the Writings of Carlos Castaneda in 1980. However, since the work’s premiere it has been overlooked, receiving little attention from pianists. This neglect is perhaps due, in part, to the absence of circulated recordings and writings. The present study includes the author’s recorded performance, found online at https://youtu.be/GqzMjgaSIDc. Because Tales of Power is a programmatic work about Carlos Castaneda’s study with Don Juan, an Indian sorcerer from Mexico, the author has inserted the score’s written program indications in the recording so that listeners may follow the narrative. This performance guide includes a concise biography of Colgrass, a review of the composer’s major works and general compositional styles, observations on the program and structure, insights regarding thematic transformation and recurring motives, and performance recommendations for accommodating troublesome sections. The author hopes that Tales of Power can be revived in concert performance and become part of the programmatic piano repertoire in the near future.
ContributorsLi, Aoshuang (Author) / Hamilton, Robert (Thesis advisor) / Rockmaker, Jody Rockmaker (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2021
Description
More and more Taiwanese composers have been internationally recognizednowadays. However, their works have received scarce attention compared to their Western counterparts, even within Taiwan. Ming-Hsiu Yen (b. 1980) is a perfect example of an active composer whose works have been awarded many international prizes and performed worldwide, and yet there are few published studies that promote deeper understanding of her compositional language.
This paper is the explanatory document for a lecture recital presented by the author. Four of Yen’s compositions for piano are examined, namely The Forgotten Corner (2005), “The Core” and “Frozen March” from Movements (2002-2005), and Fantasy Amour (2013). These works are discussed from both compositional and performance perspectives. After a brief biography of Yen and an overview of her piano compositions, the four works are given detailed description focusing on their coherence created by specific elements. Performance suggestions for each work are provided as well.
The discussion offers insight into the musical organization of these pieces and Yen’s unifying techniques. It is hoped that this information will be beneficial to pianists interested in this composer and the repertoire of contemporary Taiwanese piano music.
ContributorsChang, Wen-Huei (Author) / Pagano, Caio (Thesis advisor) / Holbrook, Amy (Thesis advisor) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2021
Description
Jaime Mendoza-Nava (1925-2005) was an important Bolivian composer. In addition to writing music for the concert stage, he worked as a composer of film music in Los Angeles during the second half of the twentieth century. His life and work remain greatly unstudied, with the majority of his compositions existing only in manuscript form. The present study surveys the available biographical information on the composer and supplements it with new data collected through interviews with the composer’s family. The information presented here focuses on the composer’s American period as well as his personality traits. The study also examines the development of musical nationalism in Bolivia and other important aspects of Bolivian culture and society, thus creating a historical context through which key influences on the composer are identified. This historical and cultural information also contributes to an examination of Mendoza-Nava’s song cycle País de sombra (1988). A close study of this work reveals Mendoza-Nava’s sensitive setting of the poetry of Ricardo Jaimes Freyre (1868-1933) and his musical references to his Bolivian heritage. A recording of the song cycle by soprano Andrea Ramos and the current author and an edited copy of the musical score conclude the study.
ContributorsSakuma, Masaru (Author) / Ryan, Russell (Thesis advisor) / Holbrook, Amy (Committee member) / Campbell, Andrew (Committee member) / Arizona State University (Publisher)
Created2021
Description
American music of late-nineteenth and early twentieth centuries represents some of the first mature achievements in classical music written by American composers.John Knowles Paine (1839-1906), Arthur Foote (1853-1937), George Whitefield Chadwick (1854-1931), Horatio Parker (1868-1919), and Amy Beach (1867-1944) from the Second New England School were among the most prominent musical figures in America during this time period. These composers shared similar compositional characteristics, perhaps due to the profound influences of German Romantic tradition, either through their direct study with musicians in Germany or with professional German-trained musicians in America.They were active in Boston, affiliated with important music organizations, and had publications through A. P. Schmidt, the most important music publisher of that time. Piano chamber music of the Second New England School is a small but important portion of their diverse repertoire. It is generally considered the first successful body of such repertoire by American composers. Even though most of these works were premiered to great acclaim during the composers' lifetimes, many of them no longer have place in current recital programs and very few are available to the public in published or recorded form. The purpose of this study is to reintroduce this important and worthwhile literature to today's audience. For the purpose of this study the repertoire will be limited to music that involves at least three performers, one of whom must be a pianist. The repertoire must be originally composed for a piano chamber group and must have been published or performed at least once during the composer's lifetime. While Edward MacDowell (1860-1908) is generally considered a member of the Second New England School, he surprisingly did not write any piano chamber music, and therefore has no works in this study. This research project will provide general background information about each composer and their piano chamber music, and a closer examination of one particularly representative work or movement, including performance guidelines from the collaborative pianist's point of view. The author's hope is to awaken greater curiosity about this rich repertoire and to increase its presence on the concert stage.
ContributorsHsu, Juiling (Author) / Campbell, Andrew (Thesis advisor) / Micklich, Albert (Committee member) / Holbrook, Amy (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2012