Melbourne Conservatorium of Music - Theses
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ItemInvestigating the Voice Teacher’s Approach: An Australian Perspective( 2019)This thesis investigates the background, training, and teaching practices of exemplary classical and music theatre voice teachers working in Australia. Through mixed methods data collection, this thesis aims to identify common characteristics in self-reported and observed approaches taken by voice teachers. Psychological underpinnings in their teaching practices are identified, specifically in how they contribute to the teacher’s overall approach to teaching singing. Associations between these traits, along with teacher training and experience, are considered in how they influence the achievements of their students. Analyses are triangulated to offer a comprehensive understanding of the voice teacher’s approach. The first study investigated 13 voice teachers’ perceptions of their pedagogical practices through face-to-face interviews. Findings indicate that these teachers adopt an individualised approach, seek clarity and comprehension, and support their students’ independent learning practices. Their approaches are largely informed by their own pedagogical influences and a love of teaching. Empathy and leadership were also identified in the teachers’ self-report of their practices. The second study expanded to include 123 participants through an online survey exploring associations between teacher training, background, empathy, and leadership and the success of their students. Findings demonstrated significant associations between greater student achievement and the teacher’s own performance and teacher training and achievements as well as the number of students they have taught. Teacher leadership, specifically training facilitation and positive feedback, and teacher empathy also positively influence student achievement. The third study investigated the observed practices of seven classical and music theatre voice teachers in the context of delivering one-to-one lessons. Findings indicate that these voice teachers demonstrate empathy and transformational leadership in the one-to-one lesson context. These traits are critical ingredients to the successful communication of their extensive technical knowledgebase in an individualised manner. The teachers adapt their theoretical and practical knowledge to the individual student through an empathic and facilitative framework, drawing conclusions about the student through intimate, finely tuned, and constant verbal and non-verbal exchanges taking place throughout the lesson. Clear communication that honours both the teacher’s methods and the student’s individual needs is established in the initial, formative lessons. A strong student-teacher relationship then develops throughout their tuition whereby rapport and trust are established through an ongoing empathic response and a transformational style of leadership. In addition to learning how to sing through a vocal regime specific to their physical and developmental needs, the student is encouraged to explore their own independent learning practices through achievable goals with the ongoing support of their voice teacher. These findings offer new understandings of the voice teacher in Australia. A theoretical model has been developed for examining modern-day voice pedagogy practices.
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ItemMga awit mula sa kalooblooban: finding Filipino national identity in song: a contextualisation and analysis of prison songs written during the Marcos regime( 2019)The Marcos dictatorship pushed identity into new spaces as a matter of necessity during the martial law period in the Philippines in the late twentieth century. During this time voices were suppressed, and culture limited in its ability to be critical. The representation of core tenants of a society’s character in its art and culture is a well-understood concept, and when layers of colonialism, political dictatorship, and the restricted liberty are added into this context, a different perceptive can be understood about the way that society is under duress. This thesis argues that songs written in the Philippines between 1972 and 1983 by political prisoners reflected qualities in national identity. This thesis will outline the deeper historical context of the prison songs and analyse a number of important influences on them in order to tie the threads of Filipino history together across centuries and generations. This thesis shows how identity reflected influences on the Philippines and how subsequent qualities manifest within art. Furthermore, using the Marcos martial law period as an example of this, the way in which that identity was shaped, challenged, and moulded to express discontent with the governmental practices. Within this, songs and poems were written by political prisoners’ act as representations of those actions and propose and conceptualise a perspective on the past and present that give to the future.
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ItemTiberiu Brediceanu's Doine şi cântece poporale româneşti and folk-inspired art song( 2019)During the twentieth century, ethnomusicologist and composer, Tiberiu Brediceanu (1877 – 1968) was at the forefront of the development of the Romanian national school of music. Brediceanu created one of the largest collections of Romanian folksongs, assembling over two thousand melodies. In his collection Doine si cantece poporale romanesti (Doinas and other Romanian Folksongs, 1927), Brediceanu set traditional folksongs in the style of lieder, arranging eighty folksongs for voice and piano. Doine si cantece poporale romanesti is tailored to the classically cultivated voice and is one of the largest collections of Romanian art songs. The purpose of my research is to provide an interpretative guide for twenty-nine selected pieces from Brediceanu’s collection, with particular relevance for English-speaking performers. The songs were chosen to represent a range of genres, dramatic atmospheres and time periods (Brediceanu gathered the songs in Doine si cantece poporale romanesti over more than thirty years). This thesis comprises two parts: a folio of recordings constituting 75% of the thesis; and a dissertation constituting 25% of the thesis. The folio includes recordings of twenty-nine songs from Brediceanu’s Doine si cantece poporale romanesti, as well as other works by Brediceanu and his Romanian contemporaries. A context for these works is provided through further recordings of European folk-based art songs of the 19th and 20th centuries. The dissertation provides an introduction to Tiberiu Brediceanu and Romanian folk music, then explores the interpretation of each of the twenty-nine songs selected from Doine si cantece poporale romanesti, considering aspects of interpretation based upon Romanian folk-practices. This section also includes poetic translations and phonetic transliterations of each song followed by a pronunciation guide for non-Romanian singers.
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ItemThe Pipa and Zheng Topics in Chinese Solo Piano Works during the Twentieth Century (1915-1999)( 2019)This thesis focuses on discussing two important topics, pipa and zheng, in Chinese solo piano works from 1915 to 1999. During the twentieth century, Chinese composers endeavoured to combine Western composing techniques with elements taken from Chinese traditional musics. It is through their successive efforts that we see the emergence and development of the pipa and zheng topics in music for the piano. Based on the research methods of topic theory and cultural identity, this thesis analyses a number of solo piano works during 1915-99 and establishes a preliminary lexicon of the pipa and zheng topics.
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ItemBefore Obsolescence: Cultural Roles of Combination Keyboards in Europe, 1490-1892( 2019)Combination keyboards are hybrid musical instruments incorporating two or more autonomous components within a single object. These component instruments may be played separately or coupled from a keyboard interface. Such instruments include claviorgans (pipe and plucked-strings combinations), bowed keyboards, mother-and-child virginals, and vis-a-vis keyboards. Documentary evidence from the period ca. 1490-1750 indicates that this now seldom-heard species of keyboard instrument enjoyed a position of relative popularity amongst Europe's ruling classes being representative of both the esteemed social status of their owners, as well as that of mechanical and creative experimentation. From the mid-eighteenth century through to the end of the nineteenth century combination keyboards were continually 'reinvented' and sporadic (and generally unsuccessful) attempts were made to commodify them throughout the nineteenth century. This thesis addresses the disparity between the marginalised representation of combination keyboards in our present-day historiography of early music, and their prevalence throughout Europe during the late fifteenth to nineteenth centuries. In light of a diminutive number of extant instruments and an absence of known repertoire specifically for combination keyboards this research seeks to determine the broader historical cultural roles embodied by these instruments. Approaching the approximately four-hundred-year history of combination keyboards in Europe in a chronological fashion, this study investigates their status as objects of cultural capital from a critical organological perspective, engaging with historical sources and contemporary analyses of extant instruments in a case study format. Each case study presented in this thesis examines combination keyboards as they existed in their historical contexts, and investigates the impact of changing socio-political factors on the perceptions of these instruments' cultural roles.
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ItemEnhancing music performance self-efficacy through psychological skills training( 2019)The psychological health of the performer is important to achieving performance success. Determining effective means of enabling performers to manage performance issues and enhance their musical endeavours is therefore of utmost importance. Whilst there has been a strong focus in this area within higher education there is still more to be achieved in the training of younger musicians. Self-efficacy is a strong predictor of achievement and a key factor in well-being. Yet, few interventions have targeted this construct or been designed for adolescent students. Music educators are ideally placed to enhance self-efficacy within music lessons. An intervention model was constructed using the four sources of efficacy information as a conceptual framework. A survey of 236 Australian music educators provided an understanding of how teachers intuitively develop performance self-efficacy. Qualitative analyses, coded to the four sources (mastery experiences, verbal persuasion, vicarious experience, and physiological and affective states), revealed that teachers were most likely to advise more performing and employ verbal persuasion. Pedagogical recommendations for fostering self-efficacy were outlined, further informing the intervention model. A 14-week blended learning, teacher-guided program was designed, embedding skill development into practice and lessons. It encouraged training in standard psychological performance competencies (arousal regulation, imagery, attentional control, cognitive restructuring, pre-performance routines) with an additional focus on performance simulation and self-evaluation. A pilot study (n= 8) supported the utility of this approach on performance self-efficacy, multidimensional anxiety and performance. An amended program incorporating participant feedback was subsequently tested in two main studies within class (intervention n=47; control n=25) and studio (intervention n=24; control n=7) music lessons. Self-efficacy was significantly enhanced in comparison to the controls who completed their normal music curriculum. This was associated with improvements in anxiety, psychological performance skills and self-, teacher- and independently-evaluated music performance. Differential treatment effects were also observed for the two instruction conditions that may be related to sample-specific variables such as teaching environment or age. These results provide preliminary support for the self-efficacy intervention model developed in this study. They also indicate that music educators without specialised psychological training or self-efficacy specific knowledge can influence a range of psychological skills associated with well-being and performance, enabling preventative measures to be implemented at a young age within the adolescent music curriculum. This program provides an accessible and practical method for delivering key skills associated with success and well-being.
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ItemHow does a critical analysis of the literature inform recommendations for writing about mindfulness in music therapy practice?( 2019)Mindfulness Based Therapies have become widespread in clinical work, but so far the literature on integrating mindfulness into music therapy has been limited. The thesis presents the results of a critical interpretive synthesis (CIS) investigating the use of mindfulness in music therapy. The CIS of eight published articles examines how music therapists describe the use of mindfulness in their clinical work. A critical examination of the literature presented in the CIS finds that the use of mindfulness is described under the categories of mindfulness-based, Buddhist-influenced, or mindfulness, and discusses some of the difficulties in describing music therapy processes in this way. Based on the findings from the CIS, and drawing on research from the mindfulness literature as well as my experience as a mindfulness teacher, practising Buddhist, and registered music therapist, the thesis then offers recommendations for music therapists who are interested in using mindfulness-influenced practices in their clinical work and research. The word ‘mindfulness’ has become widespread, and can describe almost anything from relaxation to in-depth therapeutic work to the path to spiritual enlightenment. This broad use of the term can lead to a lack of clarity in how the use of mindfulness is described. The thesis will explore the use of language, including the challenges of adapting concepts from other cultures and belief systems. Research into the adverse effects of meditation is discussed, and the thesis argues that due to these possible harmful effects, music therapists using mindfulness in their work might consider additional training, ensuring they understand the theoretical basis, the benefits and the contra-indications of mindfulness-based therapies. There are also indications in the current literature on mindfulness and music therapy that music therapy processes can at times cultivate mindful states in both therapist and client. This could be an exciting area for further research, potentially leading to the development of a new theoretical model of mindfulness arising from within the creative processes of music therapy.
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ItemVocal Performance and Affective Delivery in the Music of Heinrich Schütz( 2019)Seventeenth century German composer Heinrich Schuetz is renowned for his skill in aligning music and text and for adopting the new Italian style that had emerged in the early part of the seventeenth century. Schuetz’s works demonstrate a strong affective component that is often acknowledged in the musicological literature, and yet remains elusive in the performance of his works. This thesis brings together the fields of musicology, performance practice research and vocal performance to examine Schuetz’s vocal works and their performance practices. Drawing on the historical background to highlight the changes in musical thought that led to the newer, more affective style of music in the seventeenth century, this thesis asserts that the affective components in Schuetz’s music place demands on performers to approach his music in ways that reflect those affective intentions. This necessitates a practical exploration based initially on an understanding of how rhetoric and affective delivery pervaded musical and wider culture of the seventeenth century and how they were manifested in the works of Schuetz. The practical realisation of these ideas is contained in an associated performance portfolio which is analysed in the final part of the thesis. It is in the translation that occurs between the written score and the music in its sonic form that the notion of affective delivery and performance can be seen to coalesce, and the work in this thesis reveals a style of performance with the aim of matching the affective intentions of the composer’s works themselves.
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ItemFolio of works( 2019)Master of Music Composition - Folio of Compositions Six original compositions, written from 2016 to 2019, comprising of: - 'On the Inside' for flute, clarinet, cello, and piano. Recording duration of 9 minutes 34 seconds - 'Ode to Damascus' for flute, clarinet, violin, cello, and piano. Recording duration of 9 minutes 15 seconds - 'The Fate of Phaethon' for soprano, horn, and string quartet. Recording duration of 15 minutes 51 seconds - 'Echo' for soprano and horn. Video recording duration of 4 minutes three seconds - 'Phosphorus' for solo percussion. Video recording duration of 10 minutes 26 seconds - 'Ignition' for orchestra. Recording duration of 9 minutes 47 seconds
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ItemFrom resistance to incorporation: how Kendrick Lamar turned from Black saviour to Black salesman( 2019)Rapper Kendrick Lamar came to prominence with his 2015 album, To Pimp A Butterfly, an album built upon a platform of political resistance and Black liberation. However, on his 2017 album, DAMN., we see him move away from this political standpoint and cater to a mainstream audience. This thesis examines how this shift manifests and how Black artists fall victim to the process of incorporation by the mainstream culture industry. As racial symbolism is commodified and consumed by mainstream audiences, who may ignore or misread the political history of hip hop and Black resistance, how can Black identities remain authentic? How can racial minorities attain liberation from white supremacy?