Learning Britten's Violin Concerto: a reflexive & collaborative approach to interpretation

Abstract

Performance manuals are seemingly divided into two approaches: those that provide the reader technical instruction on the execution of a work or works and those that adopt a more self-reflective investigation into personal performance practice. Using a critical, reflexive approach, this thesis examines the development of a highly-personal interpretive methodology that aims to create personal authenticity in my interpretation of Britten’s Violin Concerto through the cultivation of a combined composer-performer perspective that stimulates my technical decisions, thus developing a framework I can freely apply to a variety of contexts within my broader performance-practice.

Through a detailed investigation, Part One analyses significant events and experiences that shaped Britten’s early life, developing a lens to inform my interpretation of the score. Part Two demonstrates how my interpretation of Britten’s compositional craft and the specific technical decisions I arrived at in my practice supports the narrative uncovered in Part One. This study aims to provide an example to performers looking to apply a methodology to their own practice to assist in creating highly personal interpretations that attempt to honour the intentions of both composer and performer.