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Date Available

5-18-2026

Year of Publication

2026

Document Type

Doctoral Dissertation

Degree Name

Doctor of Musical Arts (DMA)

College

Fine Arts

Department/School/Program

Music Performance

Faculty

Elizabeth Arnold

Faculty

Martina Vasil

Abstract

This dissertation proposes the development of the first pedagogically grounded anthology of German‑language musical theatre repertoire curated specifically for the soprano voice, addressing a significant gap in collegiate vocal performance training. Existing anthologies, particularly the Hal Leonard Singer’s Musical Theatre Anthology series, remain dominated by English‑language works, limiting opportunities for singers to build linguistic proficiency, stylistic versatility, and cross‑cultural engagement. German‑language musical theatre, however, represents a sustained vernacular tradition that “prioritizes narrative immediacy and text-driven musical expression distinct from Anglo-American models,” yet it remains largely absent from pedagogical resources. The project assembles twenty‑five selections originally composed in German and excludes translations to maintain repertorial authenticity. Five selections receive extended annotations that document musical characteristics, dramaturgical context, linguistic considerations, and performance practice needs. These entries establish a consistent structure that can support future annotated anthologies for additional voice types and languages. The methodology combines archival research, score and text analysis, translation, and comparative pedagogical evaluation to determine suitability for collegiate sopranos. Historically, the dissertation situates German‑language musical theatre within a lineage extending from eighteenth‑century Singspiel and Viennese operetta through Weimar modernism, post‑war translation culture, and contemporary dramamusical forms. This trajectory demonstrates that German‑language musical theatre constitutes a distinct dramatic tradition grounded in the integration of spoken dialogue and song. By expanding the accessible canon and outlining a clear methodological model, this dissertation contributes to performance pedagogy and academic discourse, offering singers and educators a practical resource for developing culturally literate and dramatically focused performers.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2026.304

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