Musical Interpretation and Pedagogical Exercises for Elgar's Sonata for Violin and Piano in E Minor, Op. 82

Brown, MaryKatherine The Florida State University ProQuest Dissertation 2025 해외박사(DDOD)

This treatise provides a pedagogical guide to teaching and learning Elgar's Sonata for Violin and Piano in E minor, Op. 82. The composed practice methods and musical character interpretations primarily serve as a guide for students to learn the sonata and for how to efficiently practice repertoire by creating practical practice exercises for specific repertoire. Chapter 1 briefly discusses the historical, musical and personal influences on Elgar's composition of Op. 82 as well as an overview of the musical ideas and characters that are found in each movement. Chapters 2 through 4 suggest musical character interpretations, technical considerations, and practice methods for specific spots in each of the three movements of Op. 82. Some exercises will also include further tips and ideas for practice methods and interpretation. Each chapter provides interpretive and pedagogical methods for the most prominent techniques and overarching characters of each movement and is not meant to act as a measure-by-measure guide for each movement. Appendix A includes an index of commonly used abbreviations and terms that are found in the exercises, and Appendix B contains helpful practice guides, including a vibrato chart, handframe identification chart, and practice rhythm guide. This treatise is designed to aid a violinist in learning and interpreting Op. 82, and it can also serve as a pedagogical reference for both teachers and students, outlining different methods of efficient practice through specifically designed technical and musical exercises. The pedagogical exercises are designed to be used alongside the Novello edition of Op. 82.

G. Mahler 연가곡『Lieder eines fahrenden Gesellen』에 대한 분석 및 표현 연구

황호한 전북대학교 대학원 2026 국내박사

This dissertation presents a comprehensive and systematic investigation of Gustav Mahler's early song cycle, Lieder eines fahrenden Gesellen (Songs of a Wayfarer), through an interdisciplinary approach that integrates musicological analysis with performance practice. The research begins with a thorough review of relevant literature, establishing a methodology that combines documentary research, music-text analysis, and performance theory. The main body follows a macro-to-micro progression. First, it examines Mahler's biography and the late-Romantic cultural context, providing a historical and personal foundation for interpreting the work. The core of the study lies in a detailed music-poetic analysis of the four individual songs—"Wenn mein Schatz Hochzeit macht," "Ging heut' Morgen über's Feld," "Ich hab' ein glühend Messer," and "Die zwei blauen Augen." This analysis meticulously explores their formal structures, harmonic language, core motifs, and text-music interactions. It reveals how Mahler, through his highly symphonic piano textures, tense tonal language, and precise word-painting, vividly depicts a complete psychological journey—from personal heartbreak and seeking solace in nature to existential turmoil and, finally, resignation and transcendence. Building upon this analytical foundation, the study pivots to the dimension of performance practice. It proposes concrete interpretive guidelines for each song, encompassing vocal register management, timbre shaping, German diction, and the organic collaboration between the voice and piano regarding phrasing, dynamics, and emotional expression. Ultimately, this research constructs a coherent three-dimensional interpretive framework of "Technique—Language—Expression." This not only deepens the understanding of the compositional characteristics and aesthetic philosophy of Mahler's early art songs but also effectively bridges the gap between scholarly research and stage practice. The findings aim to contribute new perspectives and methods to Mahler scholarship while providing a systematic and practical reference for performers in their artistic recreation and for advanced vocal pedagogy.

순차통역 역량 강화를 위한 학부 한영 통역 수업의 시역 훈련 효과 연구

박예진 한국외국어대학교 대학원 2025 국내박사

This study investigates the impact of sight interpreting (SI) training on the development of consecutive interpreting (CI) competence in undergraduate Korean-to-English interpreting classes. Sight interpreting, defined as the oral rendition of written texts, is recognized as a distinct mode of interpreting that shares certain similarities with consecutive interpreting while also exhibiting notable differences. Frequently incorporated into interpreting classes, SI has seen limited investigation in two areas: 1) its pedagogical effectiveness in developing and assessing sub-skills, such as keyword identification, meaning unit segmentation, and information prioritization, and 2) the impact of SI training on CI competence, analyzed through fidelity, target language proficiency, and delivery. To address this research gap, this study employs a Linear Mixed-Effects Model (LMM) to analyze the effects of SI training on CI performance. To complement and contextualize the statistical analysis, qualitative data—including the researcher’s class notes, students’ reflective journals, and weekly brief surveys—were utilized. These qualitative insights highlighted how learners perceived and experienced the impact of SI training, uncovering details that might not be apparent in the statistical results, reinforcing the findings revealed by the statistical analysis. Two groups of students in Korean-English CI courses participated: the experimental group received SI training as part of the course, while the control group followed traditional CI training without SI. Their performances in mid-term and final exams were assessed by six evaluators, and statistical analysis was conducted using an LMM in RStudio. Results indicated that SI training had a significant positive effect on CI competence. The experimental group outperformed the control group in the final exam, with a mean score difference of 1.556 points (p = 0.003), suggesting a cumulative training effect. While mid-term results showed marginal significance (p= 0.059) and demonstrated a positive trend, the final exam confirmed the long-term benefits of SI training for CI enhancement. The findings suggest that repeated SI practice helps students better process source text meaning, structure output in the target language, and enhance delivery, ultimately improving overall interpreting performance. Significant correlations between SI sub-skills and CI performance were observed across the pre-test, mid-term, and final exams, underscoring their consistent interrelation. Further analysis revealed that identifying key words showed the strongest correlation, leading to a 3.27-point increase in CI performance for every 1-point gain in the key word identification score. Additionally, fidelity—evaluating the completeness and accuracy of message delivery—had the highest correlation (+0.772), demonstrating that SI training significantly enhances source text comprehension and accurate information delivery. The experimental group showed significant longitudinal improvement in sight interpreting sub-skills, including key word identification, meaning unit segmentation, and information prioritization, indicating that the benefits of SI training became more pronounced over time. This finding aligns with previous research emphasizing the importance of sustained practice to achieve meaningful gains in interpreting competence. These results have practical implications for interpreter education, suggesting that SI can serve as a complementary training tool in CI courses, especially for undergraduate students. The training helps develop foundational skills, such as text comprehension, analysis, and information processing, while reducing cognitive load. By engaging students in progressive and systematic practice, SI training enables learners to gradually build these fundamental skills, providing a structured pathway for skill acquisition. Moreover, SI training benefits students across all proficiency levels, helping to close gaps among learners and fostering equitable and inclusive learning outcomes in interpreter education. The study acknowledges limitations, including the relatively small sample size, the focus on a specific language pair, and the challenges in controlling external variables. Future research should involve more diverse learner groups, additional language pairs, and extended training periods to validate the findings’ generalizability and to further investigate the long-term effects of SI training on interpreting proficiency.

Public Protest as a Claim to Citizenship: Twentieth-Century Occupations of Washington, D.C. and Their Role in Public Memory

Crawford-Lackey, Katherine Middle Tennessee State University ProQuest Dissert 2020 해외박사(DDOD)

The National Park Service (NPS) serves as the steward of many of the nation’s most significant landscapes, including the civic spaces in the District of Columbia. Not only is this federal agency responsible for preserving public lands, it is also tasked with interpreting the natural and cultural importance of its over 400 units. As caretaker and storyteller of federal lands, the NPS directly participates in shaping public perceptions about the past. The agency, however, has struggled to adequately interpret the stories of all Americans, particularly those who challenged federal authority. To better understand the National Park Service’s process for interpreting contested narratives, this dissertation analyzes two twentieth-century occupation protests that took place on Park Service land in the capital. I consider the NPS’s role in facilitating and later interpreting the Bonus Army March, during which World War I veterans occupied Anacostia flats (1932), and the Poor People’s Campaign, which included the construction of a small city on the National Mall (1968). Both demonstrations took place over the span of several weeks, making them unique and unprecedented events in the social landscape of protest. Examining the history of these political protests in the context of the agency’s interpretive pedagogy and practice, this study uses unexamined primary sources and oral histories conducted by the author to examine how Washington, DC and its public lands function as a platform for making claims to citizenship. Interviews with NPS park rangers, chiefs of interpretation, and superintendents, illuminate the legacy of the Bonus Army and Poor People’s Campaign demonstrations, document how parks are interpreting this legacy, and guide recommendations for creating interpretation that entails a more inclusive historical process.

Intimate Data in-the-Moment: Embodied Collaborative Pedagogical Encounters of Golf Instructors with Data

Turcotte, Nate The Pennsylvania State University ProQuest Dissert 2020 해외박사(DDOD)

Challenges in Implementing a Word Study Framework of Spelling Instruction: A Qualitative Multi-Case Study Among First Grade Teachers

Gonzalez, Anita Cristina ProQuest Dissertations & Theses The Ohio State Uni 2019 해외박사(DDOD)

The purpose of this study was to investigate how teachers implement the word study framework of instruction, SAIL, as well as changes that may occur as they deliver word study instruction. SAIL (Survey & Sort, Analyze, Interpret, and Link) is an enhanced framework of word study, based on an existing framework of developmental spelling instruction (Ganske, 2013, 2016). Grounded in the comparing and contrasting of word patterns, SAIL supports teachers as they guide students to survey and sort pictures and/or words based on orthographic patterns; analyze their choices; interpret the patterns and how they promote orthographic knowledge; and link the patterns to other words outside of the lesson. Further, SAIL integrates academic vocabulary into word study lesson delivery, targeting vocabulary learning of both words from the lesson and general academic vocabulary. In this qualitative multi-case study, three first grade teachers attended a two-day professional development introducing the SAIL framework through hands-on activities, readings, and discussions. Teachers had existing knowledge of word study instruction and had been teaching spelling through word study for several years. Teachers were observed and videotaped as they delivered word study lessons implementing the SAIL framework. They also participated in initial and final interviews. Findings revealed that teachers implemented the SAIL framework in different ways with different levels of efficacy. Comparable to the SAIL framework, teachers also integrate academic vocabulary in different ways with different level of efficacy. For all teachers, little instructional change occurred throughout the study. However, when changes did occur, they had a positive impact on teacher instruction.