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AI-generated Abstract

This study examines the challenges performers face when interpreting complex rhythmic structures, particularly those found in the works of composer Brian Ferneyhough, who employs unconventional time signatures termed irrational meters. Despite the evolution of rhythmic experimentation in composition, performance pedagogy remains conservative, often neglecting the necessity for advanced rhythmic training. Through analyzing existing educational frameworks and Ferneyhough's techniques, the study aims to propose pedagogical strategies that can aid musicians in overcoming the intricacies of modern rhythmic notation, ultimately enhancing performance fluency and interpretative flexibility.