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AN ANALYTIC AND COMPOSITIONAL STUDY ...

CARNEY, KAREN ROSE.

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AN ANALYTIC AND COMPOSITIONAL STUDY OF FOUR-TO-SIX STAFF CLASS PIANO ENSEMBLE MUSIC WITH ONE MELODIC LINE PER STAFF TO DEVELOP FUNCTIONAL PIANO SKILLS.

Record Type:	Electronic resources : Monograph/item
Title/Author:	AN ANALYTIC AND COMPOSITIONAL STUDY OF FOUR-TO-SIX STAFF CLASS PIANO ENSEMBLE MUSIC WITH ONE MELODIC LINE PER STAFF TO DEVELOP FUNCTIONAL PIANO SKILLS./
Author:	CARNEY, KAREN ROSE.
Description:	269 p.
Notes:	Source: Dissertation Abstracts International, Volume: 44-05, Section: A, page: 1369.
Contained By:	Dissertation Abstracts International44-05A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8318330

AN ANALYTIC AND COMPOSITIONAL STUDY OF FOUR-TO-SIX STAFF CLASS PIANO ENSEMBLE MUSIC WITH ONE MELODIC LINE PER STAFF TO DEVELOP FUNCTIONAL PIANO SKILLS.
CARNEY, KAREN ROSE.

AN ANALYTIC AND COMPOSITIONAL STUDY OF FOUR-TO-SIX STAFF CLASS PIANO ENSEMBLE MUSIC WITH ONE MELODIC LINE PER STAFF TO DEVELOP FUNCTIONAL PIANO SKILLS. - 269 p.

Source: Dissertation Abstracts International, Volume: 44-05, Section: A, page: 1369.

Thesis (Ph.D.)--The Ohio State University, 1983.

It was the purpose in this study to: (1) survey lists of easier piano ensemble works and music scores, in order to compile a comprehensive list of piano works which: (a) were specifically designated as piano ensemble music; (b) were written on four to six staves, the entire score visible to all performers at one time; (c) consisted of four to six parts (a part is played by one hand, not two hands as in a piano duet), therefore requiring four to six performers; (d) consisted of one melodic line per staff, with occasional use of two- or three-note chords; (e) were written since 1950 (criteria based on The Vandall Piano Ensembles); (2) obtain as many of these compositions as possible; (3) examine the compositions systematically: (a) to see which of the four functional piano skills discussed in this study, i.e., sight reading, harmonization, transposition, and improvisation was developed in each composition and (b) using analysis criteria which were descriptive and evaluative--the evaluative criteria included a level of difficulty based on the melody, meter, rhythm, and harmony of each composition as subjectively evaluated using a numerical rating from 1 to 5, representing a scale from easy to difficult; (4) based on the above information, either (a) show that a sufficient amount of compositions exist which develop sight reading, harmonization, transposition, and improvisation or (b) write original compositions to fill the void in the literature; (5) analyze the original compositions using the analysis criteria developed for this study, and add Roman numerals and jazz symbols, integral to learning the harmonization skill in a class-piano curriculum, to the compositions.Subjects--Topical Terms:

1017808
Education, Music.

AN ANALYTIC AND COMPOSITIONAL STUDY OF FOUR-TO-SIX STAFF CLASS PIANO ENSEMBLE MUSIC WITH ONE MELODIC LINE PER STAFF TO DEVELOP FUNCTIONAL PIANO SKILLS.
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040 $a UnM $c UnM
100 1 $a CARNEY, KAREN ROSE. $3 1904680
245 1 3 $a AN ANALYTIC AND COMPOSITIONAL STUDY OF FOUR-TO-SIX STAFF CLASS PIANO ENSEMBLE MUSIC WITH ONE MELODIC LINE PER STAFF TO DEVELOP FUNCTIONAL PIANO SKILLS.
300 $a 269 p.
500 $a Source: Dissertation Abstracts International, Volume: 44-05, Section: A, page: 1369.
502 $a Thesis (Ph.D.)--The Ohio State University, 1983.
520 $a It was the purpose in this study to: (1) survey lists of easier piano ensemble works and music scores, in order to compile a comprehensive list of piano works which: (a) were specifically designated as piano ensemble music; (b) were written on four to six staves, the entire score visible to all performers at one time; (c) consisted of four to six parts (a part is played by one hand, not two hands as in a piano duet), therefore requiring four to six performers; (d) consisted of one melodic line per staff, with occasional use of two- or three-note chords; (e) were written since 1950 (criteria based on The Vandall Piano Ensembles); (2) obtain as many of these compositions as possible; (3) examine the compositions systematically: (a) to see which of the four functional piano skills discussed in this study, i.e., sight reading, harmonization, transposition, and improvisation was developed in each composition and (b) using analysis criteria which were descriptive and evaluative--the evaluative criteria included a level of difficulty based on the melody, meter, rhythm, and harmony of each composition as subjectively evaluated using a numerical rating from 1 to 5, representing a scale from easy to difficult; (4) based on the above information, either (a) show that a sufficient amount of compositions exist which develop sight reading, harmonization, transposition, and improvisation or (b) write original compositions to fill the void in the literature; (5) analyze the original compositions using the analysis criteria developed for this study, and add Roman numerals and jazz symbols, integral to learning the harmonization skill in a class-piano curriculum, to the compositions.
520 $a The need for interesting, easy ensemble music, and the importance of comprehensive musicianship and functional piano skills were stated.
520 $a Of 103 compositions found through data searches, survey letters, and in additional materials, all developed sight reading; 17, harmonization; 9, improvisation; and 0, transposition. Two original compositions designed to develop improvisation, and 2, transposition, plus 43 of the 103 pieces, were further analyzed and performed. Piano Composition Evaluation Forms contain analyses.
520 $a White-key improvisation requires careful compositional manipulation to succeed as well as black-key; the multi-key approach seems preferable to the middle-C; rhythmic figures and repeated patterns should be included in compositions.
590 $a School code: 0168.
650 4 $a Education, Music. $3 1017808
690 $a 0522
710 2 0 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 44-05A.
790 $a 0168
791 $a Ph.D.
792 $a 1983
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8318330