The Metric, rhytmic, harmonic and dynamic structures and their reflections on the use of bow from the scope of violin education

THE METRIC, RHYTSVİIC, HARMONIC AND DYNAMIC STRUCTURES AND THBR REFLECTIONS ON THE USE OF BOW FROM THE SCOPE OF VIQUN EDUCATION (THESSIS FOR MASTER DEGREE) Uğur ALPAGUT GA2Î UNIVERSITY INSTITUTE OF SCIENCE September 1389 ABSTRACT In this research the metric, rhytmic, harmonic and dynamic structures of violin works of art have been studied from the aspect of tension-relaxation relationships and effects of such relationships determined. The reflections of said effects on the fundamental behaviour related with their use through melodic lines In respect of bow's direction., length, speed and pressure have been evaluated In this context. The metric, rhytmic, harmonic and dynamic structuring of the musical periods and phrases of studied violin works have been described by patting forth relevant data. Findings obtained by analysing such data are shown in tables. While the musical periods and phrases were building up in metric, rhytmic, harmonic and dynamic dimensions it has been observed that this was achieved by intensifying, concentrations! and dispersive factors. It has become evident that the overall structure of periods and phrases was balanced out according to said build-up fashions. As understood from research findings, the tension-relaxation relationships observed in violin works originate basically from changes in the metric, rhytmic, harmonic and dynamic structure. The tension-relaxation relationships are reflected in the use of the bow and this condition effects directly the basic behaviour related with the direction, length, speed and pressure of the bow. In conclusion. if can be said that to play the violin works correctly and consistently the structure in the use of the bow must be based on the structure of the violin work and these two structures must complement one another and integrate into one. According to this conclusion, the use of the bow Is of great significance in violin works. Therefore special emphasis and value must be given, In violin education, to the acquisition of behaviours related to the use of bow.