ABSTRACT



The path to producing a Broadway Musical is not easily trod, and in the case of A Gentleman's Guide To Love And Murder, the journey was filled with rewrites (the title of the show went from Kind Hearts And Coronets to The Truth About Monty and finally became A Gentleman's Guide To Love And Murder), cast changes (only one member of the show that is currently running on Broadway was with the show in its original form), multiple producers, and a lawsuit. Through it all, the musical's creator, Steven Lutvak, a well-known songwriter and cabaret artist who is one of the most sought after vocal coaches in NY, navigated these hurdles by throwing himself at the process whole-heartedly. In creating A Gentlemen's Guide To Love and Murder, Lutvak labored ardently through the process: making the necessary musical and textual changes, creating opportunities to showcase his work, enticing producers and, when he wasn't putting up his own money, locating the financing to fund the production, including taking on the enormous cost of a lawsuit. In this paper, I will present the musical and personal development of Lutvak in his journey to and in creating and composing the successful Broadway musical A Gentlemen's Guide to Love and Murder. I will focus specifically the legal and administrative difficulties associated with obtaining the rights for the production, in order to support the argument that these struggles shaped and transformed the production into the artistic and commercial success seen on Broadway, and across the country on its 2015 national tour. Methodologically, this paper is part assisted memoir, part textual analysis, and part insider observations, substantiated with court documentation and published reviews of Lutvak's work.

The Vocal Jazz ensemble, a uniquely American choral form, has grown and flourished in the past half century largely through the efforts of professionals and educators throughout the collegiate music community. This document provides historical data as presented through live and published interviews with key individuals involved in the early development of collegiate Vocal Jazz, as well as those who continue this effort currently. It also offers a study of the most influential creative forces that provided the spark for everyone else's fire. A frank discussion on the obstacles encountered and overcome is central to the overall theme of this research into a genre that has moved from a marginalized afterthought to a legitimate, more widely accepted art form. In addition to the perspective provided to future generations of educators in this field, this document also discusses the role of collegiate music academia in preserving and promoting the Vocal Jazz ensemble. The discussion relies on recent data showing the benefits of Vocal Jazz training and the need for authenticity towards its universal integration into college and university vocal performance and music education training.

The teaching of singing remained remarkably stable until, at the end of the twentieth century, advances in the understanding of voice science stimulated dramatic changes in approach to vocal pedagogy. Previously, the technology needed to accurately measure physiologic change within the larynx and breath-support musculature during the process of singing simply did not exist. Any prior application of scientific study to the voice was based primarily upon auditory evaluation, rather than objective data accumulation and assessment. After a centuries-long history, within a span of twenty years, vocal pedagogy evolved from an approach solely derived from subjective, auditory evidence to an application grounded in scientific data. By means of analysis of significant publications by Richard Miller, Robert Sataloff, and Ingo Titze, as well as articles from The Journal of Singing and The Journal of Voice, I establish a baseline of scientific knowledge and pedagogic practice ca. 1980. Analysis and comparison of a timeline of advancement in scientific insight and the discussion of science in pedagogical texts, 1980-2000, reveal the extent to which voice teachers have dramatically changed their method of instruction. I posit that voice pedagogy has undergone a fundamental change, from telling the student only what to do, via auditory demonstration and visual imagery, to validating with scientific data how and why students should change their vocal approach. The consequence of this dramatic pedagogic evolution has produced singers who comprehend more fully the science of their art.

The purpose of this research paper is to discuss John Carter's Cantata, the musical development of this composition, and provide a brief history of this African American musician and composer. Presently, there exists very little research regarding Carter's life and compositions. From a musician's perspective, this paper discusses the challenges of singing and performing the Cantata for future performers and provides a reference for their preparation. This project also examines John Carter's musical style and analyzes the structure of the Cantata. African-American folk songs were an inspiration to Carter's compositions, especially this particular work. As an African-American, his life and background played a role in his inspiration of composition. With borrowed music, he reveals a basic truth about this period of American history; how the lives of slaves influenced in the development of this particular genre. Additionally, John Carter's style of composition is examined, including the application of jazz and modal scales in his Cantata. Performance practice is examined for both the singer and pianist in a way that best represents the composer's original and unique intent. From vocal safety to breath control, a singer may find several challenges when performing this eclectic piece. This paper provides a guide for singers. A brief overview of the pianist's role in the Cantata is also included. Characteristic words of the African-American vernacular found in Carter's Cantata are briefly discussed and identified (i.e. "them" vs. "dem"). It is essential that any performer, both beginning and advanced, should have a proper understanding of the concepts that Carter had so carefully crafted. This paper endeavors to provide a deeper sense of understanding to what Carter had intended for both the performer and the listener.

Playing an orchestral reduction is not always the most joyous of times for pianists. As pianists, we have to express a reduced idea of all the instruments and orchestral textures that are in the full score. However, in many cases, there are often omissions, errors or discrepancies in the existing published reductions. These reductions are made by a variety of people: editors, conductors, pianists, but rarely by the composer, and often do not reflect the composer's true intentions. While many reductions are technically playable, including the reduction of the Sibelius Violin Concerto that will form the basis of this paper, the arrangement of the orchestration can be obscured or inaccurate to the point where the violin soloist may not be receiving the best representation of the actual orchestration. A piano reduction should as closely as possible represent the original intention of the composer, both for the sake of the audience and the performers. The pianist should be able to provide the proper support and orchestration of any reduction for the instrumentalist or vocalist so that the same performance style and technique can be used while performing with either a piano reduction or a full orchestra. This research document contains a detailed examination of the various orchestral reductions of the Sibelius Violin Concerto, culminating in a new version by the author. In this discussion, the author will present a basic understanding of how to orchestrate at the piano through an in-depth explanation of piano skill and technique, practice techniques such as listening to a recorded version of the full orchestration while playing the piano, and ways to study and revise an existing piano reduction. The current published reductions of the Sibelius Violin Concerto contain many errors and discrepancies and will be contrasted with the author's own reduction, available for comparison and study in the appendix. This new revised reduction will clearly show the orchestral instruments represented throughout the score, demonstrate new techniques for various orchestral textures, and will yield a playable product that more closely represents the composer's original intentions.

Dr. Jerold D. Ottley's twenty-five years leading the Mormon Tabernacle Choir resulted in many distinguished awards and recognitions for the ensemble. Included among these are two Platinum and three Gold records from the Recording Industry Association of America, an Emmy from the Academy of Television Arts and Sciences, and two Freedom Foundation Awards for service to the country. He conducted the Choir at two presidential inaugurations, Ronald Reagan's in 1981 and George H. W. Bush's in 1989, as well as performances at the 1984 Los Angeles Olympics Gala. He presided over eleven international tours to twenty-six countries and crisscrossed the United States for engagements in nearly every region of the country. Despite the awards, commendations, and increased recognition of the Choir, Ottley's greatest contributions were largely internal to the organization. Jerold Ottley is a skilled music educator, administrator, and emissary. Application of these proficiencies while at the helm of the Choir, led to what are, arguably, his three largest contributions: 1) as educator, he instituted in-service training for choir members, raising the level of their individual musicianship, thereby improving the technical level of the entire Choir; 2) as administrator, Ottley created policies and procedures that resulted in a more disciplined, refined ensemble; and 3) as emissary, he raised the ensemble's reputation among the general public and with music professionals. For the general public, he significantly broadened the Choir's repertoire and traveled frequently thereby reaching a wider audience. He secured greater respect among music professionals by inviting many of them to work directly with the Choir. The results were unparalleled. Ottley's twenty-five year tenure with the Choir is reflected in broader audiences, increased professional acceptance, added organizational discipline, and unprecedented musical proficiency. It is a notable legacy for a man who reportedly never felt comfortable as director of the Mormon Tabernacle Choir.

The purpose of this project is to examine the three Sonatas for Violin and Piano by Taiwanese composer Dr. Wen-Pin Hope Lee. The inspiration for these three sonatas comes from different aspects of the culture of Taiwan, and these influences occur so naturally within the music that one can neglect the beauty of them. In daily life, people tend to ignore those simple things that occur around them, but if they just pay close attention, there are always beautiful elements that can bring small miracles to their life. Lee's sonatas are the result of his careful consideration of the beautiful elements of his own culture. Through careful examination, the author has discovered that important musical ideas can be found in the artistic expression of one's native culture. Lee adapted the musical resources of Taiwan, including Taiwanese opera and the musical culture of the aboriginal people of Taiwan. In addition, he began infusing his compositions with Western musical elements due to his studies in the United States. The result is a series of three sonatas composed in a diverse array of styles. The three Sonatas for Violin and Piano by Lee are part of the genre of duo chamber music, a collaborative art demanding strong connections between the two performers. The process of ii rehearsing complicated pieces such as these poses a challenge that a solo performer does not encounter. While it is always beneficial to explore the background of the music before performing it, a deeper understanding of the music is achieved during the rehearsal process. The author has been invited by Lee to perform these three sonatas in 2011 with three distinguished violinists and, in preparation for these performances, has already recorded the three sonatas. Such an opportunity has created an examination of the collaborative process within the music and the challenges faced by both performers. In addition to an examination of the musical influences on the composition of these works and a biography of the composer, the author will also provide a performance guide to the works in the hopes of encouraging future performances.