Written and recorded preparation guides: Selected repertoire from the University Interscholastic League Prescribed List for Flute and Piano
MetadataAfficher la notice complète
Middle school and high school students in Texas participating in the University Interscholastic League (UIL) Solo-Ensemble Contest are required to perform repertoire from the Texas Prescribed Music List (PML). The repertoire is graded according to level of difficulty from Class I to Class III, with I being the most musically and technically challenging and III the most technically accessible. This project includes four practice guides with recordings for selected Class I solos: Gigue (1728), by Jean-Marie LeClair (1697–1764); “Papillon,” op. 30, no. 4, by Ernesto Köhler (1849–1907); “La Chasse Galop Brillant,” op. 250, no. 6, by Wilhelm Popp (1819); and Sonata for Flute and Piano (1849–1907) by Gaetano Donizetti (1797–1848). Throughout the state of Texas, many music students live in metropolitan areas with programs supported by private lesson programs. In cases where private lessons are not supported through the school district, many have the financial resources to seek and obtain individual private instruction. Through private instruction, students are able to receive guidance regarding musical expression including verbal suggestions for phrasing, vibrato, dynamics, articulation, fingerings, and intonation. Additionally, students’ aural skills and sound concepts are developed through their imitation of their teachers’ playing. However, many students are not financially positioned to pay for private instruction, live in rural areas without access to specialized private teachers, or attend low-income schools where private instruction is unavailable. In such cases, many rely solely on the instruction of their band directors. These band directors may not be in a position to effectively guide the flute student, based on the availability of their time or their knowledge and skill base related to flute playing. Students are often faced with having to prepare repertoire on their own. As a result, many look to published practice guides and audio recordings for inspiration. The UIL flute PML contains many pieces for which there are existing practice guides and audio recordings. However, there are also many quality works on the list for which no such guides or recordings exist. Upon reviewing the Texas Prescribed Music List , the repertoire for this project was selected based on four criteria. 1. Each selected work is included on the Texas UIL Class I list. Students who are looking to advance past their regional competition to State Solo and Ensemble Contest are required to select a Class I solo from this list. 2. Each selected work is a technical showpiece that allows the performer to develop instrumental technique as well as musicianship. 3. For each work selected, no easily accessible recording is currently available. 4. For each work selected, no published practice guide currently exists (based on a survey of RILM, JSTOR, and Worldcat, as well as the available indexes for Flute Talk and Flutists Quarterly). The four pieces used for this project have been edited and arranged by different flutists. This paper suggests recommendations to be applied to the original editions of the music, recommendations which are more tasteful than those found in George Pope’s edition, and which are not limited to Pope’s ideas. Methodology Practice Guides: Each practice guide includes a step-by-step process detailing the following components: 1. A brief biographical background of each composer and historical information regarding the composition of the work 2. A visual diagram of the formal structure of each work 3. Specific practice techniques for each composition (for example, octave slur, flutter tonguing, and extended techniques exercises) 4. Complementary dynamics 5. Suggestions for rubato, tempo, and interpretation 6. Phrase markings 7. Suggested interpretations of articulation 8. Intonation tendencies for various registers as well as specific notes 9. Alternate fingerings to assist with intonation and technical facility 10. Vibrato suggestions related to context 11. Suggested practice rhythms for difficult passages 12. Suggested breathing Recordings: Selected works are professionally recorded and edited. These works will also be made available through iTunes and other digital distribution sites in the future. Through the availability of practice guides and accessible recordings, students will be able to receive information that would previously have been available only through a private lesson teacher. This has the potential to allow students to self-guide their preparation of these works.