The various movements associated with literary theory can provide unique interpretative insights for the choral conductor during score study. Traditionally, score study focuses on formal analysis, performance practices, stylistic examination, and practical ensemble considerations. By adopting a stance that also acknowledges elements of literary theory, one can begin to uncover additional interpretative elements that enhance the overall musical experience.
Literary theory deals critically with the process of interpretation and focuses on the relationship between the literary text and reader. On one end of the literary theory spectrum, formalist studies of interpretation place value only on the words and notes and their grammatical relationship with one another. On the other end, Reader-Response Criticism focuses on the attributes of the reader, understood as part of the culture he belongs to, and through his personal background and experiences. Many branches of theory are located between these extremes and consider how the properties of a text fuse with a reader’s expectations and guide him to a particular interpretation.
This document surveys several literary theories and adapts them to the analysis of particular choral works. Topics include, but are not limited to the following: uncovering hidden dialogue, music as a system of signs (semiotics), tropes and hermeneutic windows, the vocality of text, and conducting gesture as metaphor.
The goal of these studies should be to educate a new generation of conductors who understand the processes of how both performers and listeners perceive meaning from our vast repertory and to develop strategies that improve its accessibility.
(“Scholarly Abstractions” is a feature highlighting brief abstracts from recent graduate projects in choral music. To share your thesis abstract, contact Scott Dorsey at )
Betty Devine says