Browsing by Author "Stead, Matthew C."
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- ItemTechnical considerations of grading violin repertoire(Stellenbosch : Stellenbosch University, 2019-04) Stead, Matthew C.; Grobler, Pieter; Martens, Suzanne; Stellenbosch University. Faculty of Arts and Social Science. Department of Music.ENGLISH ABSTRACT: The high availability of graded repertoire lists for violin provides teachers with sequenced lists that cater to students of all standards and levels. If teachers are not aware of the pedagogical rationale behind the selection of repertoire for varying graded levels, they could become dependent on graded repertoire lists in an unhealthy way. At the same time, inquiries into the process of grading repertoire itself are largely absent in the pedagogical community of the violin, at least in South Africa. This study explores the technical requirements revealed across an entire graded examination system in order to gain insight into the pedagogical grounding and rationale of grading repertoire. This is done firstly by establishing the fundamental concepts of violin technique with reference to the work of the renowned pedagogues Carl Flesch, Ivan Galamian, and Simon Fischer, in order to form a sound pedagogical framework upon which the following discussion is based. Secondly, the repertoire set out in the University of South Africa – Directorate of Music (UNISA) violin syllabus is analysed, from the first beginner level, Pre-Grade 1, up to the advanced level, Grade 8. The technical requirements for each grade are studied and discussed within the basic pedagogical framework. In the third part of the study, the findings of the analysis are discussed, and possible characteristics of grading are extrapolated from these findings. The study shows, via in-depth analysis, a connection between specific developmental pedagogical concepts of violin playing and the grading of repertoire as published in the UNISA syllabus. Possible characteristics of assigned grade levels are listed, ultimately setting out to study repertoire selection from a more critical angle, and by doing so widening the teacher's access to suitable repertoire beyond the normal published repertoire lists, to the advantage of the student.