Author ORCID Identifier

https://orcid.org/0009-0001-1153-3764

Semester

Spring

Date of Graduation

2026

Document Type

Dissertation

Degree Type

DMA

College

College of Creative Arts

Department

School of Music

Committee Chair

Erin Ellis

Committee Member

Mary Grace Johnson

Committee Member

Michael Vercelli

Committee Member

Mark Brazaitis

Abstract

Repertoire sequences have evolved from a collection of technical studies into a comprehensive educational framework. This research aims to enhance the integration of innovative pedagogical materials by identifying, analyzing, and categorizing works originally composed for violin by Latin American composers. These works are assessed for their suitability within a structured violin curriculum and organized into graded levels, ranging from elementary to advanced.

Each selected piece is evaluated according to pedagogical parameters commonly used in established violin teaching traditions. These parameters include pitch range, rhythmic complexity, bow strokes, length, stylistic diversity, musical language, and the historical and cultural relevance of both the composer and the work. The grading framework draws upon the pedagogical approaches of Shinichi Suzuki, Paul Rolland, Mimi Zweig, and Barbara Barber, all of whom have significantly influenced contemporary violin instruction. The outcome of this investigation is a comprehensive chart that positions each work within an appropriate pedagogical level while identifying the technical and musical skills it addresses.

Accompanying this chart is written commentary that provides contextual information about each composer and their work, along with pedagogical guidance for their implementation in violin lessons. Musical examples are included to illustrate the specific technical and musical challenges present in each piece. By offering this resource, the project aims to help violin teachers and performers incorporate new repertoire into their pedagogical and performance contexts.

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