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The Rabbath Method : = Philosophy and Technique in Current Double Bass Pedagogy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Rabbath Method :/
Reminder of title:	Philosophy and Technique in Current Double Bass Pedagogy.
Author:	Pellow, David G.
Description:	1 online resource (218 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Contained By:	Dissertations Abstracts International81-02A.
Subject:	Music education. -
Online resource:	click for full text (PQDT)
ISBN:	9781085614269

The Rabbath Method : = Philosophy and Technique in Current Double Bass Pedagogy.
Pellow, David G.

The Rabbath Method :Philosophy and Technique in Current Double Bass Pedagogy. - 1 online resource (218 pages)

Source: Dissertations Abstracts International, Volume: 81-02, Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2019.

Includes bibliographical references

This study traced the lineage from Francois Rabbath through his first-generation apprentices to determine how the philosophies and techniques of the Rabbath Method are interpreted and applied by current double bass performers and pedagogues. Participants were identified for the study from a list of all current (N=46) diploma holders of the L'Institute International de Contrabasse Francois Rabbath (the Institute) made available to the researcher by the President of the Institute, Francois Rabbath. An e-mail request for study participation was sent to thirty-six performer/pedagogues trained by Rabbath and certified to teach and/or perform from the Method (Rabbathians), yielding twenty-four-responses. Quantitative data garnered from the researcher-designed Rabbath Method Practitioner Survey (RMPS) revealed a majority of Rabbathians display a diverse practice of music performance and pedagogy. A second collection of questions, the Rabbath Method Practitioner Questionnaire (RMPQ), designed to obtain qualitative data reflecting ways the philosophies and techniques contained in the Method are being disseminated and applied through the performance and pedagogy of current Rabbathians, was included. Data suggest that while most Rabbathians apply philosophies, techniques, and pedagogy from the Method, pedagogic terminology is not always used similarly. Responses to open-ended questions revealed how Francois Rabbath and current Rabbathians view assimilation of the Method into the public-school setting, and the role of improvisation in pedagogic and performance practice, an integral facet of the Method. Data from this study reflect some congruence in philosophy and application of the Method among first-generation Rabbathians.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781085614269Subjects--Topical Terms:

1179893
Music education.
Subjects--Index Terms:

Rabbath, FrancoisIndex Terms--Genre/Form:

554714
Electronic books.

The Rabbath Method : = Philosophy and Technique in Current Double Bass Pedagogy.
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520 $a This study traced the lineage from Francois Rabbath through his first-generation apprentices to determine how the philosophies and techniques of the Rabbath Method are interpreted and applied by current double bass performers and pedagogues. Participants were identified for the study from a list of all current (N=46) diploma holders of the L'Institute International de Contrabasse Francois Rabbath (the Institute) made available to the researcher by the President of the Institute, Francois Rabbath. An e-mail request for study participation was sent to thirty-six performer/pedagogues trained by Rabbath and certified to teach and/or perform from the Method (Rabbathians), yielding twenty-four-responses. Quantitative data garnered from the researcher-designed Rabbath Method Practitioner Survey (RMPS) revealed a majority of Rabbathians display a diverse practice of music performance and pedagogy. A second collection of questions, the Rabbath Method Practitioner Questionnaire (RMPQ), designed to obtain qualitative data reflecting ways the philosophies and techniques contained in the Method are being disseminated and applied through the performance and pedagogy of current Rabbathians, was included. Data suggest that while most Rabbathians apply philosophies, techniques, and pedagogy from the Method, pedagogic terminology is not always used similarly. Responses to open-ended questions revealed how Francois Rabbath and current Rabbathians view assimilation of the Method into the public-school setting, and the role of improvisation in pedagogic and performance practice, an integral facet of the Method. Data from this study reflect some congruence in philosophy and application of the Method among first-generation Rabbathians.
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