{"title":"托拜厄斯·马瑟的教学在约克·鲍文《十二习作》演奏中的应用:实践者的视角","authors":"Oliver She","doi":"10.46580/cx98922","DOIUrl":null,"url":null,"abstract":"Across the body of piano repertoire that falls under the ‘etude’ genre, few were written with a specific body of piano pedagogical literature in mind. One such example is English composer York Bowen’s Twelve Studies (1916), one of the lesser known cycle of etudes in the piano repertoire. The titles Bowen appended to these studies as well as the technical aspects explored in them point to a connection with the pedagogical teachings of English piano pedagogue Tobias Matthay. This article will examine these studies through the lens of my personal experience preparing this repertoire for performance, and will disseminate insights gained through this preparation process regarding how specific concepts Matthay espoused in his teachings tie in with the explicit and implicit technical focus of these studies, and may be applied in practice. Following a brief introduction to Bowen, the studies, and Matthay, the main section of this article explores eleven of the twelve studies that contain direct and/or indirect references to Matthay’s concepts, before concluding with some general reflections. The purpose of this article is to offer some pedagogical insight on this repertoire, and possible guidance for performers and teachers who may wish to study these works, in spite of these insights coming from a personal perspective. Additionally, since these studies are presently not very well known in pianistic circles and literature is scarce, it is hoped that this article will help nurture further scholarly investigation into this repertoire.","PeriodicalId":49562,"journal":{"name":"Science in Context","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Application of Tobias Matthay’s Teachings to the Playing of York Bowen’s Twelve Studies: A Practitioner’s Perspective\",\"authors\":\"Oliver She\",\"doi\":\"10.46580/cx98922\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Across the body of piano repertoire that falls under the ‘etude’ genre, few were written with a specific body of piano pedagogical literature in mind. One such example is English composer York Bowen’s Twelve Studies (1916), one of the lesser known cycle of etudes in the piano repertoire. The titles Bowen appended to these studies as well as the technical aspects explored in them point to a connection with the pedagogical teachings of English piano pedagogue Tobias Matthay. This article will examine these studies through the lens of my personal experience preparing this repertoire for performance, and will disseminate insights gained through this preparation process regarding how specific concepts Matthay espoused in his teachings tie in with the explicit and implicit technical focus of these studies, and may be applied in practice. Following a brief introduction to Bowen, the studies, and Matthay, the main section of this article explores eleven of the twelve studies that contain direct and/or indirect references to Matthay’s concepts, before concluding with some general reflections. The purpose of this article is to offer some pedagogical insight on this repertoire, and possible guidance for performers and teachers who may wish to study these works, in spite of these insights coming from a personal perspective. Additionally, since these studies are presently not very well known in pianistic circles and literature is scarce, it is hoped that this article will help nurture further scholarly investigation into this repertoire.\",\"PeriodicalId\":49562,\"journal\":{\"name\":\"Science in Context\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2022-01-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science in Context\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.46580/cx98922\",\"RegionNum\":4,\"RegionCategory\":\"哲学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Arts and Humanities\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science in Context","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.46580/cx98922","RegionNum":4,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Arts and Humanities","Score":null,"Total":0}
The Application of Tobias Matthay’s Teachings to the Playing of York Bowen’s Twelve Studies: A Practitioner’s Perspective
Across the body of piano repertoire that falls under the ‘etude’ genre, few were written with a specific body of piano pedagogical literature in mind. One such example is English composer York Bowen’s Twelve Studies (1916), one of the lesser known cycle of etudes in the piano repertoire. The titles Bowen appended to these studies as well as the technical aspects explored in them point to a connection with the pedagogical teachings of English piano pedagogue Tobias Matthay. This article will examine these studies through the lens of my personal experience preparing this repertoire for performance, and will disseminate insights gained through this preparation process regarding how specific concepts Matthay espoused in his teachings tie in with the explicit and implicit technical focus of these studies, and may be applied in practice. Following a brief introduction to Bowen, the studies, and Matthay, the main section of this article explores eleven of the twelve studies that contain direct and/or indirect references to Matthay’s concepts, before concluding with some general reflections. The purpose of this article is to offer some pedagogical insight on this repertoire, and possible guidance for performers and teachers who may wish to study these works, in spite of these insights coming from a personal perspective. Additionally, since these studies are presently not very well known in pianistic circles and literature is scarce, it is hoped that this article will help nurture further scholarly investigation into this repertoire.
期刊介绍:
Science in Context is an international journal edited at The Cohn Institute for the History and Philosophy of Science and Ideas, Tel Aviv University, with the support of the Van Leer Jerusalem Institute. It is devoted to the study of the sciences from the points of view of comparative epistemology and historical sociology of scientific knowledge. The journal is committed to an interdisciplinary approach to the study of science and its cultural development - it does not segregate considerations drawn from history, philosophy and sociology. Controversies within scientific knowledge and debates about methodology are presented in their contexts.