6997 - 弦樂演奏風格與詮釋
String Performance Style and Interpretation
教育目標 Course Target
認識風格(作品風格以及演奏家的個人演出風格)
知道如何詮釋作品
作曲背景、樂曲分析、演奏技巧、作曲家原創作理念、個人演奏風格
*表演者自身的藝術人文涵養*
*考古運動*
演奏版本比較
1,研讀大師的智慧話語,並實體操作大師的建議
2,聆聽優秀的錄音並做版本比較
3,實體操作上課所學
4,觀賞上大師班影片理解大師對音樂的理解和
以及詮釋方式
Understand style (the style of the work and the performer’s personal performance style)
know how to interpret the work
Composition background, music analysis, performance techniques, composer’s original creative ideas, and personal performance style
*The performer’s own artistic and humanistic qualities*
*Archaeological Movement*
Performance version comparison
1. Study the wise words of the master and practice the master’s suggestions.
2. Listen to excellent recordings and compare versions
3. Practice what you learned in class
4. Watch the master class video to understand the master’s understanding of music and
and interpretation
參考書目 Reference Books
The way they play
The Cambridge companion to the violin
Auer: violin playing as I teach it
Auer: Violin Master Works and Their interpretation
Leopold Mozart: A treatise on the fundamental principles of violin playing
焦元溥:樂之本事:古典樂聆賞入門
The way they play
The Cambridge companion to the violin
Auer: violin playing as I teach it
Auer: Violin Master Works and Their interpretation
Leopold Mozart: A treatise on the fundamental principles of violin playing
Jiao Yuanpu: The Skill of Music: An Introduction to Classical Music Listening
評分方式 Grading
| 評分項目 Grading Method |
配分比例 Percentage |
說明 Description |
|---|---|---|
|
上台書面報告加演出 Written report plus performance on stage |
40 | |
|
全學期上課內容報告 Full semester class content report |
30 | |
|
上課參與態度 Attitude to participate in class |
15 | |
|
出席率 Attendance |
15 |
授課大綱 Course Plan
點擊下方連結查看詳細授課大綱
Click the link below to view the detailed course plan
相似課程 Related Courses
無相似課程 No related courses found
課程資訊 Course Information
基本資料 Basic Information
- 課程代碼 Course Code: 6997
- 學分 Credit: 2-0
-
上課時間 Course Time:Tuesday/4,B[MU001]
-
授課教師 Teacher:杜淑芳
-
修課班級 Class:音樂碩1,2
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選課備註 Memo:弦樂組必修,不開放推廣部隨班附讀。
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