楊雯詠大提琴學位音樂會樂曲解說報告暨規劃理念

Abstract

本場學位音樂會以呈現不同作曲家及音樂時期的獨特風格為主軸，選擇布拉姆斯、拉赫曼尼諾夫及孟德爾頌等音樂巨匠的作品。首先，布拉姆斯的《E大調大提琴奏鳴曲》作品三十八展現了其對古典音樂傳統的敬意，同時融入浪漫主義的情感張力與個人風格。作品的三個樂章，從厚重的開篇到輕盈的第二樂章，再到富有技術挑戰的賦格形式，均需要演奏者在詮釋中平衡情感深度與技巧表現，尤其要突出大提琴的中低音域特質。接續，拉赫曼尼諾夫的《無言歌》以深刻的旋律呈現出濃厚的抒情性與思鄉情懷，作品中大提琴的歌唱性旋律與鋼琴的和聲交織，演奏者需在音色表現上追求如人聲般的柔和與連貫，同時細膩詮釋情感的微妙變化。而孟德爾頌的《D大調大提琴奏鳴曲》作品五十八則是一部結構清晰、節奏輕快的作品，展現了孟德爾頌音樂中典型的優雅與熱情，演奏者需在流暢度與節奏感的掌握中，與鋼琴達成默契，完美詮釋樂曲的輕快與明亮。這三部作品在音色變換、情感表達與技巧挑戰上均具獨特的難度，透過對作曲家生平與作品背景的深入研究，筆者不僅在演奏技術上獲得提升，也對作品的音樂語言與時代背景有了更深的理解。而過程中，指導教授的悉心指導為我的演奏詮釋與琴藝發展提供了極大的幫助，讓我能夠順利完成此次音樂會的挑戰，並更接近作曲家原意，精確表達作品的音樂內涵與情感。This degree recital focuses on presenting the unique styles of different composers and musical periods, featuring works by prominent composers such as Brahms, Rachmaninoff, and Mendelssohn. The recital opens with Brahms’ Cello Sonata in E-flat Major, Op. 38, which demonstrates his respect for classical traditions while integrating emotional intensity and personal style typical of the Romantic era. The three movements of this work, ranging from the dense and powerful opening to the lighter second movement and the technically challenging fugal third movement, require the performer to balance emotional depth with technical expression, with an emphasis on the cello’s rich middle and lower registers.Next, Rachmaninoff’s Vocalise showcases deep lyricism and nostalgia, with the cello’s singing melody interwoven with the piano’s harmonic accompaniment. The performer must focus on producing a smooth, vocal-like tone and delicately interpreting the subtle emotional shifts throughout the piece. Mendelssohn’s Cello Sonata in D Major, Op. 58, is a clearly structured and rhythmically lively work that reflects the composer’s typical elegance and passion. The performer must master both the rhythmic fluency and dynamic balance with the piano to bring out the piece’s lightness and brightness.These three works present unique challenges in tone color, emotional expression, and technical execution. Through in-depth research into the composers’ lives and the historical context of their works, the performer not only improves technically but also gains a deeper understanding of the musical language and period-specific style. Throughout this process, the guidance of my professor has been invaluable in refining my interpretation and technical skills, enabling me to successfully meet the challenges of this recital and faithfully convey the musical essence and emotional depth of each piece.