Technical considerations of grading violin repertoire

Stead, Matthew C. (2019-04)

Thesis (MMus)--Stellenbosch University, 2019.

Thesis

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.

AFRIKAANSE OPSOMMING: Onderwysers geniet toegang tot 'n groot verskeidenheid van gegradeerde repertoriumlyste vir viool wat geskik is vir studente van alle standaarde en vlakke. Afhanklikheid van sulke lyste raak ongesond as so 'n onderwyser nie bewus sou wees van die pedagogiese rasionaal wat betrokke is by die seleksie van repertorium toepaslik vir elke graad-vlak nie. Ondersoeke na die graderingsproses van vioolrepertorium is grootliks afwesig, minstens binne die Suid-Afrikaanse konteks. Hierdie studie ondersoek dan die tegniese vereistes wat oor 'n hele gegradeerde eksamensisteem na vore tree. Sodoende word insig verkry in die pedagogiese fundering van, en rasionaal agter die gradering van repertorium. Dit word eerstens gedoen deur die grondbeginsels van viooltegniek te bespreek, met spesifieke verwysing na beroemde pedagoë soos Carl Flesch, Ivan Galamian, and Simon Fischer. Dit vorm 'n grondige pedagogiese raamwerk vir die daaropvolgende bespreking. Tweedens word die repertorium soos uiteengesit vir die Universiteit van Suid-Afrika - Direktoraat Musiek (UNISA) se vioolsillabus analiseer. Dit volg vir beginnersrepertorium vanaf voorgraad 1 tot en met gevorderde repertorium in Graad 8. Die tegniese vereistes vir elke graadvlak word bestudeer en bespreek vanuit die basiese pedagogiese raamwerk wat vroeër ter sprake gekom het. Die bevindinge wat uit die analise voortspruit word in die die derde gedeelte van die studie bespreek, en hieruit kan moontlike eienskappe vir elke graad-vlak afgelei word. Hierdie deurtastende ondersoek dui op 'n konneksie tussen spesifieke pedagogiese konsepte wat op die ontwikkeling van 'n vioolstudent betrekking het, en die gradering van vioolrepertorium soos dit in die UNISA sillabus gepubliseer staan. Moontlike kenmerke word vir elke graad-vlak gelys. Uiteindlik poog dit dan om repertoriumseleksie vanuit 'n meer kritiese aanslag te bestudeer en sodoende die onderwyser se toegang tot toepaslike repertorium buiten die gewone gepubliseerde lyste te verbreed, tot voordeel van die student.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/105985
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