Date of Award

2022

Document Type

Masters Thesis

Degree Name

M.A.

Organizational Unit

College of Arts Humanities and Social Sciences, Lamont School of Music

First Advisor

Kristin S. Taavola

Second Advisor

Mitchell S. Ohriner

Keywords

Embodiment, Music theory, Pedagogy, Violin

Abstract

Violin playing promotes a connection between mind and body that allows the performer to internalize, or embody, tactile features of the instrument, such as the distance between strings, the feeling of the fingertips on the fingerboard, the interval size between notes, and many other aspects. This thesis designs a pedagogy that employs the violin’s physical attributes to provide the beginning through advanced player with a deeper understanding of music theory. The thesis suggests pairing of physical learning and musical theory at each stage of a violinist’s musical education. Chapter 1 surveys embodied cognition and cognitive artifacts. Chapter 2 applies these concepts to violin learning. The last three chapters design curricula to incorporate music theory teaching and embodiment into private lessons for beginning, intermediate, and advanced violin students.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Morganne J. McIntyre

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

118 pgs

Discipline

Music theory, Music education

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