Date Created

5-2026

Document Type

Dissertation

Degree Name

Doctor of Arts

Department

College of Performing and Visual Arts, Music, Music Student Work

First Advisor

Monsanto, Romina

First Committee Member

Off, Sarah

Second Committee Member

Krämer, Reiner

Third Committee Member

Wesley, Cindy

Abstract

This research analyses the limitations of the standard undergraduate viola repertoire and proposes a structured, skill-based framework for its expansion. Within collegiate viola programs in the United States, training frequently focuses on a limited group of orchestra-accompanied works, particularly those by Telemann, Stamitz, Bruch, and Walton. While these works have a great pedagogical value, their dominance has contributed to a restricted repertoire that can limit students’ technical development, musical style knowledge, and artistic growth.

Based on the pedagogical standards of the American String Teachers Association (ASTA), this research identifies five core performance domains - technique, rhythm, intonation, tone projection, and expression - as a comprehensive framework for evaluating repertoire. The viola works by Telemann, Stamitz, Bruch, and Walton are analyzed against these criteria to assess their contributions to the development of essential performance skills. In addition, four lesser-known orchestra-accompanied works by Graul, Rolla, Vaughan Williams, and Uribe Holguín are examined as pedagogically viable alternatives that address the same skill domains while expanding the range of stylistic and cultural perspectives available to students.

The conclusion of this research indicates that the proposed alternative repertoire provides comparable technical and musical benefits to the traditional canon while offering more opportunities for diversified musical engagement. By aligning repertoire selection with clearly defined pedagogical objectives, this research advocates for a more intentional, inclusive, and pedagogically grounded approach to undergraduate viola instruction. Ultimately, it contributes to the field of viola pedagogy by presenting a replicable framework for repertoire evaluation that supports both technical proficiency and the development of a distinctive artistic voice.

Abstract Format

html

Language

English

Extent

74 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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