The problem with which this investigation is concerned is that of presenting a concise English translation of the book which Martin Agricola wrote in 1528 in German on the musical instruments and practices of his time. In addition to the translation itself, there is a major section devoted to a comparison of the material of Musica instrumentalis deudsch with other books and treatises on the same and related subjects which were written at approximately the same time or within the next hundred years. Agricola states that the purpose of his book was to teach the playing of various instruments such as organs, lutes, harps, viols, and pipes. He also noted that the material was prepared expressly for young people to study. To facilitate the accomplishment of this purpose Agricola wrote the book in short, two-lined, rhymed couplets so that the youths might quickly memorize the material and thus retain the instructions better.

The lecture recital was given October 15, 1971. The subject of the discussion was Brahms and the Character Piece: Emotion Guided by Intellect, and it included historical and biographical information, an analysis of Brahms' romantic-classic style, a general analysis of the six character pieces in Opus 118, and performance of Opus 118 by memory. In addition to the lecture recital, three other public recitals were performed. These three programs were comprised of solo literature for the piano. The first solo recital was on April 15, 1971, and included works of Brahms, Chopin, Mozart, and Ravel. The second program, presented on April 28, 1972, featured several works of Beethoven. Performed on Septemhber 25, 1972, the third recital programmed compositions by Chopin, Debussy, and Prokofieff. Magnetic tape recordings of all four programs and the written lecture material are filed together as the dissertation.

The dissertation consists of four recitals: one chamber music recital, two solo recitals, and one lecture recital. The chamber music program included a trio with the violin and cello performing with the piano. The repertoire of all of the programs was intended to demonstrate a variety of types and styles of piano music from several different historical periods. The lecture recital, "The Poetic Ideal in the Piano Music of Franz Liszt," was an attempt to enter a seldomexplored area of Liszt's musical inspiration. So much has been written about the brilliant and virtuosic compositions which Liszt created to demonstrate his own technical prowess that it is easy to lose sight of the other side of his creative genius. Both as a composer and as an author, Liszt reiterated his belief in the fundamental kinship of music and the other arts. The visual arts of painting and sculpture were included, but he considered the closest relationship to be with literature, and especially with poetry.

The lecture recital was given December 5, 1971. A discussion of Beethoven's 33 Variations on a Waltz by Diabelli, Op. 120 included the circumstances under which the work was composed, analysis of the composition, and controversial opinions on the Variations. The piece was then performed by memory. In addition to the lecture recital three other public recitals were performed. These consisted entirely of solo literature for the piano. The first solo recital was on April 12, 1970, and included works of Bach, Beethoven, and Liszt. Part of the preparation included the writing of program notes of a historical and analytical nature. The second solo recital, on January 31, 1971, consisted entirely of sonatas by Beethoven, Chopin, and Prokofiev. The final solo program, on August 11, 1972, included works by Bach, Schumann, and Granados. All four programs were recorded on magnetic tape and are filed, along with the written version of the lecture material, as a part of the dissertation.

The value of the type of musical analysis presented in this study is based on the assumption that the more thorough an understanding the performer has of his repertoire, of both musical and non-musical elements, the more authentic the performance will be. A knowledge of the wishes of the composer and of the historical period, added to an analysis of poetry, melodic contour, harmony, rhythm, accompaniment, and texture, provides the performer with the necessary background to form his interpretation of a song. The interpretation of "Wo die schonen Trompeten blasen" depends upon an accurate execution of the various rhythmic patterns in both the vocal line and the accompaniment. The sometimes opposing rhythms (two against three) between the voice and accompaniment should be carefully observed. Another important interpretive aspect is the portrayal of both characters in the poem (the soldier and his sweetheart). Character differentiation is primarily achieved through the singer's vocal color, intensity, and general deportment. The singer must thoroughly understand the poetry and have formed a definite personality for each character. In "Das irdische Leben" the individuality of each character in the poem is even more essential. The three characters are musically differentiated by the three individual patterns of …

Sergei Prokofiev experimented with styles which shocked the public because his ideas were far ahead of his time. In the 1930's, the Soviet composer turned to a neoclassical style. His Sonata, Opus 119, for violoncello and piano, is a product of this final period of composition. The purpose of this study is to determine the stylistic characteristics of this sonata. This study includes a detailed description of the compositional techniques Prokofiev used in this work. These techniques are categorized according to the basic stylistic elements. The sources of data are comprised of the score of Prokofiev's Sonata, Opus 119, as well as books on twentieth-century music and on Prokofiev as a man and as a composer. The score was used for purposes of analysis.

This study is a translation of and commentary on an eighteenth-century treatise written by Juan Miguel Urtasun de Yrarraga. Its purpose is to contribute to the field of knowledge of eighteenth-century Spanish materials, making an original work of that era accessible to the reader unfamiliar with the Spanish language.

The purpose of this study was to compare major theories of laryngeal vibration. The basic hypothesis of the study was that the differences and similarities between the major theories of laryngeal vibration could be made evident and clear through a comparative study. It was assumed that there are two or more theories of laryngeal vibration and that all the major theories of laryngeal vibration from 1945 to the present have been described in written form in English.

This thesis is a study of the usage of sixteenth-century polyphonic devices as employed by the English composer William Byrd and the Italian composer Pierluigi Palestrina. Both men represented a culmination of sixteenth-century contrapuntal composition in their respective school and period, Byrd of the Renaissance Tudor period, and Palestrina of the Roman school and Renaissance period. Palestrina's work became a pattern for sacred Roman music during the late Renaissance because of its consistency, its origin in the modes, and its compositional style. As it became a popular standard for Latin liturgical music, Catholic composers of all nationalities began to use it as a guide for their writing. At this time in England, one such young composer named William Byrd began to emulate Palestrina. Up to this time few of the English composers had taken advantage of the progress made by the musicians of the Netherlands school. These two composers lived about the same time, and their vocal works are quite comparable, yet there was never any known contact between them. There seem to be some notable differences, but each of these is as consistent as the similarities. Both men were prolific writers of motets, which mirrored all of the Roman …

Although much has been written on the subject of conducting, it is generally recognized that a great deal can be learned through discussion with and observation of successful conductors. Direct contact with master conductors is an excellent learning tool, but seldom do high school or college choral conductors have the opportunity for direct individual study of the experts in their normal situations. This study provided the opportunity for one practitioner to work with two expert choral conductors. The report was written with the hope that other practitioners might also benefit from the results of the investigation. The purpose of this study was to identify and compare preparations and experiences, philosophies of music, and observable choral concepts which may have contributed to the superior choral achievements of B. R. Henson and Lloyd Pfautsch.

It is assumed that the performer of Le Berger Fidele will be capable of a more accurate performance and a more historically authoritative interpretation if he thoroughly understands all musical aspects of the cantata. Due to the lack of written directions from earlier composers, it is important that the performer research the period, composer, and composition to insure a more accurate, interpretive performance. The first chapter delves into the life and works of Rameau. The second chapter follows the development of the French solo cantata from the beginning of the art song to its culmination. Ornaments peculiar to French cantata are discussed in the third chapter. In Chapter IV each pair of recitative and aria is examined and analyzed according to form, harmony, rhythm, melody (including phrasing), dynamics and ornaments, and instrumentation. The cantata is built up in a succession of three arias. Each aria is da capo in form and is preceded by a recitative and an instrumental introduction. Each air is concluded with an instrumental postlude.

Analysis of Appalachian Spring, Rodeo, and Billy the Kid