Author ORCID Identifier

https://orcid.org/0000-0003-1188-7383

Year of Publication

2018

Degree Name

Master of Arts (MA)

Document Type

Master's Thesis

College

Fine Arts

Department

Music

First Advisor

Dr. Karen Bottge

Second Advisor

Dr. Kevin Holm-Hudson

Abstract

Six Chilean music theory instructors participated in an anonymous survey applied over an online platform between April and October of 2017. These instructors were invited to participate in this study because of their role in teaching music theory at influential institutions, each of which is ranked among the top ten best universities in Chile. The questions included in the survey relate to the terminology used to refer to music elements upon which current American music theory textbooks consistently agree, and that are usually taught during the first two years of undergraduate studies in accredited American music schools: types of cadences, periods, sentences, types of 6/4 chords, augmented sixth chords, tonicization, modulation, binary form, and the exposition of the sonata form.

Music theory terminology and its standardization facilitates the communication of the participants of the domain, as well as the transmission of knowledge and practice of the field. This characteristic of music terminology is an essential pedagogical tool for the training of musicians, especially undergraduate students. In order to evaluate and compare the level of standardization of music theory terminology used by Chilean instructors, this research will first assess the level of standardization of seven American music theory textbooks, and one British textbook.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2018.243

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