Imaginative Visions and Musical Communication: A Critical Examination of the Piano Pedagiogical Approach of Eleonora Sivan (b. 1941) as applied to the Preludes Op.34 of Dmitri Shostakovich
Date
2023
Authors
Andreacchio, Debra Gail
Editors
Advisors
Szuster, Jula
Sitsky, Larry (Australian National University)
Sitsky, Larry (Australian National University)
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Thesis
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Abstract
The current study is the first scholarly investigation of the pedagogical methodology of
Eleonora Sivan (b.1941), whose teaching has had cascading influence, and was brought to an
international audience through Anna Goldsworthy’s memoir, Piano Lessons. Sivan’s
approach fosters creative learning through nurturing fantasy and imagination, while
advancing the logical realisation of musical ideas. The study critically examines Sivan’s
approach in the context of the spectrum of literature that embraces educational and learning
theories, and includes the perspectives of pedagogues, performers, composers, and
musicologists.
The study developed a research methodology to investigate how a teacher’s fundamental
principles and strategies can be articulated, developed, and evaluated in the learning
environment. It is not a social-science experiment, but rather, a subjective investigation of
Sivan’s teaching methodology, and more suitably described as “case-studies". The study
extends the available research tools beyond the standard questionnaires, surveys,
observations, and interviews to include a new software program to enhance the qualitative
analysis of the case-studies. This research tool articulated the musical parameters within
Sivan’s approach and underpinned consistency during the lessons.
The research project applied Sivan’s methodologies and observed their impact, especially
noting the immediate responses of the student cohort. Ten students of approximately Seventh
Grade Australian Music Examinations Board (AMEB) level and aged between ten and
eighteen years and from ten different teachers, received ten one-hour individual lessons.
Every student learnt Prelude No.1 from Shostakovich’s Preludes Op.34 along with a second
Prelude from the Opus, (No.2, 15, 16, 19 or 24). The data collected lay the foundation for an
extensive investigation of Sivan’s approach in the context of the literature and offer important
insights into the development of each individual students’ musical expertise. The thesis
analyses the results of the study, focusing on the observations of the teacher-researcher, and
the students’ verbal and non-verbal responses to the approach.
From the research, it is argued that Sivan’s pedagogical approach not only provides practical
strategies for Creative Teaching but also that these strategies can empower students in their
capacity for Creative Learning. It is argued that the approach nurtures the students’ musical
engagement, establishes logical foundations for imaginative interpretation, and ultimately
facilitates individual musical communication of the score.
School/Discipline
Elder Conservatorium of Music
Dissertation Note
Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2023
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