Abstract

 

Among Georg Philipp Telemann’s most-performed works is his setting of Psalm 117 (Psalm 116, Vulgate), Laudate Jehovam, TWV 7:25. There are three sources; Telemann’s autograph score (heavily marked and corrected by Telemann’s grandson, Georg Michael), a contemporary set of parts by a copyist, and another set of parts by Georg Michael Telemann based on his corrections to the autograph score. There are currently at least seven editions of this work readily available, none of which fully agrees with the autograph manuscript or original parts. The editions also differ substantially from one another: for example, two of them are in a different key from the others. This clearly points to the need for a new edition.

Further, the additions and corrections by Georg Michael Telemann are interesting. These fall into several categories: changes made to correct errors or clarify ambiguities in Georg Philipp Telemann’s original, changes made to reflect performance practice that Georg Philipp might have assumed but that were no longer customary in Georg Michael’s time, adjustments to melody and rhythm that may reflect Georg Michael’s personal taste and preference, and the addition of parts for oboe and viola, along with significant changes to the second violin part that suggest that Georg Michael’s version was intended for performance by a chorus and orchestra, whereas Georg Philipp’s original could be performed as a chamber work, with one singer and instrumentalist per part, or by a larger ensemble.

A discussion of the piece, along with scores of both the original version and Georg Michael’s version, provides both scholars and performers with greater insight into this brief but significant work.

This thesis examines the jazz jam session’s function in the constitution of jazz scenes as

well as the identities of the musicians who participate in them. By employing ritual and

performance studies theories of liminality, I demonstrate ways in which jazz musicians,

jam sessions, and other social structures are mobilized and transformed during their

social and musical interactions. I interview three prominent members of the jazz scene in

the greater Phoenix area, and incorporate my experience as a professional jazz musician

in the same scene, to conduct a contextually and socially embedded analysis in order to

draw broader conclusions about jam sessions in general. In this analysis I refer to other

ethnomusicologists who research improvisation, jazz in ritual context, and interactions,

such as Ingrid Monson, Samuel Floyd, Travis Jackson, and Paul Berliner, as well as ideas

proposed by phenomenologically adjacent thinkers such as Gilles Deleuze, Martin

Heidegger, Maurice Merleau-Ponty, and Karen Barad.

This thesis attempts to contribute to current jam session research in fields such as

ethnomusicology and jazz studies by offering a perspective on jam sessions based on

phenomenology and process philosophy, concluding that the jam session is an essential

mechanism in the ongoing social and musical developments of jazz musicians and their

scene. I also attempt to continue and develop the discourse surrounding theories of

liminality in performance and ritual studies by underscoring the web of relations in social

structures that are brought into contact with one another during the liminal performances

of their acting agents.

Canadian composer, conductor, pianist, and organist Donald Patriquin (b. 1938) is

best known for his choral folksong arrangements but is also a composer of many original

works. Songs of Innocence, which Patriquin calls “one of my very best choral works,”

exemplifies his approach to setting text to music and provides a rich opportunity for

understanding Patriquin’s method of selecting text, creating a kind of libretto out of the

available text, setting the text to music, and conceiving of and composing instrumental

parts equal in importance to the choral parts. Also evident in this work is his attention to

such elements as precise word painting, varied theoretical approaches, and a general

musical aesthetic that focuses on beauty. This quintessential composition provides

important insights into Patriquin’s personal artistry and his approach to composition.

Patriquin does not fit text to music; instead, all of the musical elements are generated out

of the textual nuances. Patriquin’s comments on the work and his process, gleaned from

extensive email correspondence and his attendance at the U.S. premiere of the work,

provide important insights that can inform conductors and singers of his music. The study

of this suite highlights Patriquin’s expert crafting of musical elements and the methodical

layering of elements he combines to tell the musical story. Pairing Patriquin’s email

correspondence with an in-depth look at Songs of Innocence reveals his overarching

compositional ideas and underlying musical motivations.

This paper is a performance guide for Quatro Canções da Floresta do Amazonas [Four Songs of The Amazon Forest] by Brazil's most prolific composer, Heitor Villa-Lobos. The primary purpose of the paper is to serve as a source for the correct pronunciation of the Brazilian Portuguese language of the songs. It will begin with an overview of Heitor Villa-Lobos's life and career, showing how his compositions catalyzed the Nationalistic movement in Brazilian classical music. His inclusion of native and folk elements into classical compositions was a significant innovation, which places Villa-Lobos as one of the most important Brazilian classical composers. Furthermore, this paper will explore the issue of Brazilian Portuguese diction in depth, using the Quatro Canções da Floresta do Amazonas to aid non-native Brazilian speakers. This includes an International Phonetic Alphabet transcription of the songs, as well as a recording of the songs being read and sung by the author, a link to which can be found in the appendix.

This paper provides a comprehensive study of Italian liturgical organ works from the 15th to 17th centuries. This music was composed for the Catholic Mass, and it demonstrates the development of Italian keyboard style and the incorporation of new genres into the organ Mass, such as a Toccata before the Mass, music for the Offertory, and the Elevation Toccata. This often neglected corpus of music deserves greater scholarly attention.

The Italian organ Mass begins with the Faenza Codex of c.1430, which contains the earliest surviving liturgical music for organ. Over a century would pass before Girolamo Cavazzoni published his three organ Masses in 1543: Mass IV (for feasts of apostles), Mass IX (for Marian feasts) and Mass XI (for typical Sundays of the year). The prevalence of publishing in Venice and the flourishing liturgical culture at San Marco led two notable organists, Andrea Gabrieli and Claudio Merulo, to publish their own Masses in 1563 and 1568. Both composers cultivated imitation and figurative lines which were often replete with ornamentation.

Frescobaldi’s Fiori musicali, published in Venice in 1635, represents the pinnacle of the Italian organ Mass. Reflecting the type of music he performed liturgically at San Pietro in Rome, this publication includes several new genres: canzonas after the reading of the Epistle and after Communion; ricercars after the Credo; and toccatas to be played during the Elevation of the Host. Frescobaldi’s music shows unparalleled mastery of counterpoint and invention of figuration. His liturgical music casts a long shadow over the three composers who published organ Masses in the decade following Fiori musicali: Giovanni Salvatore, Fra Antonio Croci and Giovanni Battista Fasolo.

This comprehensive look at Italian organ Masses from the 15th-17th centuries reveals the musical creativity inspired by the Catholic liturgy. Perhaps because of their practical use, these organ works are often neglected, mentioned merely as addenda to the other accomplishments of these composers. Hopefully insight into the contents of each organ Mass, along with the information about their style and aspects of performance practice, will make these musical gems more accessible to contemporary organists.

The 14th Army Band of the Women’s Army Corps (WAC) occupied a unique role as the longest activated all-female military band unit in the United States. Carrying forth the lineage of the 400th Army Service Forces Band, which was the first of five all-female WAC bands organized during World War II, the ensemble was reconstituted and activated as the 14th Army Band (WAC) on August 16, 1948 at Fort George G. Meade, Maryland. After six months of training, the band was relocated first to Fort Lee, Virginia on March 5, 1949, and then to Fort McClellan, Alabama on August 5, 1954.

Operating under the command of twelve female officers and three enlisted band leaders during its history, the 14th Army Band (WAC) performed extensively throughout the United States while simultaneously providing musical support for military and civilian functions at its home duty stations. Able to advantageously promote the novelty of its uniqueness as an all-female ensemble to attain celebrity-like exposure, the band impressed audiences with its high level of musical proficiency, entertaining versatility, and military professionalism.

To document women’s roles as instrumental musicians and to fill gaps in American band and music education histories, this study examines the organizational developments, key leaders, musical training, repertoire, and mission-related activities of the 14th Army Band (WAC) from the time it arrived at Fort Lee in 1949 until its final performance at Fort McClellan on May 14, 1976.

Prior to World War II, females were not permitted to participate in military bands in America. The women of the 14th Army Band (WAC) proved, however, that they were more than capable of fulfilling the Army’s musical mission, and as role models, they paved the way for the participation of all females in American military bands today.

Department chairs or school directors, as the bridge between administration and faculty, and closely associated with the teaching and learning at the heart of the institution, hold very important roles in the departments or schools they oversee. Many chairs and department administrators in music schools and departments are selected from the faculty of the department and asked to serve as the chief administrator. They assume a set of duties that, to that point, have been beyond the purview of their academic training and professional experience--particularly for those with training in the performance disciplines. While usually successful as teachers, these new chairs and department heads face a difficult transition into administrative work because the skills required for an effective administrator are very different from those necessary to be an effective teacher.

The purpose of this research was to ascertain the knowledge and skills that would be most practical for individuals aspiring to administrative or leadership roles in schools or departments of music, and to design a doctoral cognate that would supply that knowledge. The author reviewed the available research into administrative training for individuals pursuing administrative work in schools and departments of music. Interviews were then conducted with current or former music administrators from across the United States, inquiring about their experiences as administrators, any administrative training they received, and the types of things they wished they had known when first working in an administrative capacity. The author used this information to make recommendations concerning the creation of a doctoral cognate in administration for graduate students preparing to become music faculty so that they are equipped to undertake administrative responsibilities.

The resulting cognate area consists of four courses: a course in finance, budgeting, and development; a course on organizational structure and behavior; a course on management and leadership theory; and a practicum or independent study in administration, in which students spend time observing and shadowing their department administrator(s) to apply the principles learned in the previous three courses.

In this study, I uncover the coded meanings of "urban" within the music education profession through an exploration and analysis of the discourse present in two prominent music education journals, Music Educators Journal (MEJ) and The Journal of Research in Music Education (JRME). Using critical discourse analysis (CDA), I investigate how the term "urban" is used in statements within a twenty-year time span (1991-2010), and how the words "inner-city," "at-risk," "race," and "diversity" are used in similar ways throughout the corpus. An in-depth examination of these five terms across twenty years of two major publications of the profession reveals attitudes and biases within the music education structure, uncovering pejorative themes in the urban music education discourse. The phrase "urban music education" is rarely defined or explained in the corpus examined in this study. Rather, the word "urban" is at times a euphemism. Based on a CDA conducted in this study, I suggest that "urban" is code for poor, minority, and unable to succeed. Relying on the philosophical ideas of Michel Foucault, I uncover ways in which the profession labels urban music programs, students, and teachers and how the "urban music education" discourse privileges the White, suburban, middle class ideal of music education. I call for an evaluation of the perceptions of "success" in the field, and advocate for a paradigm shift, or different methods of knowing, in order to provide a more just teaching and learning space for all music education actors.

This multiple-case study addresses the nature of the out-of-school musical engagements of four undergraduate students who were enrolled as jazz studies majors in a large school of music in the U.S. southwest. It concerns what they did musically when they were outside of school, why they did what they did, what experiences they said they learned from, and how their out-of-school engagements related to their in-school curriculum. Research on jazz education, informal learning practices in music, and the in-school and out-of-school experiences of students informed this study. Data were generated through observation, interviews, video blogs (vlogs), and SMS text messages.

Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.

The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.

Concerto for Piano and Chamber Orchestra was conceived in February of 2013, and conceptually it is my attempt to fuse personal expressions of jazz and classical music into one fully realized statement. It is a three movement work (fast, slow, fast) for 2 fl., 2 ob., 2 cl., bsn., 2 hrn., 2 tpt., tbn., pno., perc., str. (6,4,2,2,1). The work is approximately 27 minutes in duration. The first movement of the Concerto is written in a fluid sonata form. A fugato begins where the second theme would normally appear, and the second theme does not fully appear until near the end of the solo piano section. The result is that the second theme when finally revealed is so reminiscent of the history of jazz and classical synthesis that it does not sound completely new, and in fact is a return of something that was heard before, but only hinted at in this piece. The second movement is a kind of deconstructive set of variations, with a specific theme and harmonic pattern implied throughout the movement. However, the full theme is not disclosed until the final variation. The variations are interrupted by moments of pure rhythmic music, containing harmony made up of major chords with an added fourth, defying resolution, and dissolving each time back into a new variation. The third movement is in rondo form, using rhythmic and harmonic influences from jazz. The percussion plays a substantial role in this movement, acting as a counterpoint to the piano part throughout. This movement and the piece concludes with an extended coda, inspired indirectly by the simple complexities of an improvisational piano solo, building in complexity as the concerto draws to a close.