A Study of Teaching Czerny’s Etude, Op. 849 and Moszkowski’s Etude, Op. 91

• Main Authors: Mei-Hui Lee, 李美慧
• Other Authors: Hsin-Li Hu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/39500691372603706369

碩士 === 國立臺北教育大學 === 音樂學系碩士班 === 103 === This study aims to explore the teaching of two sets of piano etudes, namely, Czerny’s Études de Mécanisme, Op. 849 and Moszkowski’s Vingt Petites Études, Op. 91. This research, being based on the intermediate level skills classification of piano pedagogy literature of domestic and overseas areas, conducts content analysis and qualitative narrative research methods. This thesis is divided into five chapters: the first chapter explains the motivation and purpose of the study, limitations of the study, research methods and steps, and definitions of terms as used in this study. The second chapter expounds the origin and development of piano pedagogy, and through the study of piano playing theories, provides correct methods for piano teachers to use in teaching; by way of summarizing the relevant literature of the evolution and classification of piano etudes, selection of teaching materials and classification of intermediate level skills, increases reference materials for teachers to choose. The third chapter discusses the lives and works of two composers respectively in order to understand their music styles and characteristics. The forth chapter uses content analysis research method to analyze etude contents and playing skills of each etude. The fifth chapter sums up the conclusion of contents discussed all above. The etudes in Czerny’s Op. 849 contain abundant main practicing skills and clear training goals. And the etudes in Moszkowski’s Op. 91 contain a number of skills which are not too difficult to play, with beautiful melodic lines and full of imagination. This study expects to help students understand the certain purpose of playing etudes and connect similar theories learnt previously with skills in order to practice these two works more efficiently. While teaching students to master playing skills, teachers should let students understand the differences of these two composers’ creative and interpretative styles, improve the cognition and mastery of music performance in order to achieve the multiple values of etudes.