The purpose of this thesis is to give a perspective on the music theory of Ancient Greece & Rome through the study of original texts. Nine major theorists' treatises are discussed under the separate title, repectively. And also 7 minor theorists' treatises or theories are mentioned also in the course of discussion in relation to the major one. The rise of Western music theory can be traced back to the time of Pytagoras. His mathematical calculation of intervals set up the long tradition of treating music as mathematical scholarship. And the other branch of music theory was established soon also. That was an empirical one initiated by Aristoxenus who was a pupil of Aristotle. And then these two branches interacted in the course of development of music theory. That is, although most of the ancient theorists belonged to the Pytagorian school, those representatives such as Euclid·Ptolemy·A. Quintilian accommodated some of Aristoxenus' theory. Theorists represented the Aristoxenian school were Cleonides(cf. footnote 3) and Cassiodorus(cf. footnote 23). The topics dealt with in ancient treatises were intervals, scales, modes, scale systems, rhythm, tuning, notation, ethos of music, and Pytagorian concept of music of spheres. Intervals were discussed in depth particularly in relation to tuning (Ptolemy), tetrachord which was the basis of scales (Aristoxenus, A. Quintilian), and modes (Ptolemy, Gaudentius). The scale systems of the Greater Perfect system and the Lesser Perfect system became the norm throughout the ancient times. Of the rhythm, feets mentioned first by Aristoxenus were clearly explained and expanded by St. Augustine. Information on Greek notation relies on Alypius. Ethos of music and the idea of music of spheres were presented in length especially by Ptolemy and Boethius.

Dr. Ha's compositional style, up to this point in time of new millenium, may be divided into three periods. His early period reveals both tonal and atonal practice, while his maturing second period shows atonal practice only. The third period since 1990, almost exclusively, has been dedicated to writing music for church. His piano suite, DIABOLUS belongs to the first period written in dodecaphonic stlyle. However, it displays typical Baroque suite formet of four movements. The suite uses a tone row which is systemetically constructed in such a way that the second half of the tone row is the retrograde inversion of the first. The entire composion uses only four rows: O-0, O-6, R-0 and R-6. The four movements are as follows: Praeludium is in unipartite form. Menutto is in composite tripartite form. Sarabande is in simple tripartite form. Giga, which uses canonic imitation, is in composite tripartite form. It is noticeable, as is implied in the title, that the interval of tritone predominates throughout the work. The term "diabolus" is borrowed from the medieval expression which describes the difficulty of singing the augmented fourth interval, the devilish interval. The tone row is strictly used throughout except a few places where three, four and six-notes are used as a group. The use of tritones and note-groupings is outstanding, particularly, in Giga. The significance of this analytical study of Jae Eun Ha's composition lies in the fact that the first hand informations concerning not only the composition itself but also the composer himself may be obtained from the composer, who is still living and active, thereby leaving a valuable material to similar studies to come such as this. It is hoped that such analytical studies on Korean native composer's works may continue in the years to come so that future generations may benefit from enrichment of modern scholarship.

In recent years, research on the brain has provided information on how the brain works. Neurologists have been interested in the study of the relationship between music and the brain in normal people. They have tried to determine how the human brain processes musical sounds differently from other sounds. It has been believed that music is associated with the type of thinking in the right brain. But the right brain is not solely responsible for all musical abilities. The purpose of this study was to review the current neurological research in order to show the importance of the use of the whole brain, to give scientific support to aesthetic music education and to determine the implications for music instruction for young children. Musical ability is not a single capacity. Music perception is complex and involves multisensory, emotional and intellectual experiences. The musical mind presented in this study is based on the whole brain/mind, i.e., the musical mind functions with the whole brain. Musical training encourages the use of the whole brain in processing musical information. Higher cognitive processes involve the activity of the whole brain. Music can be used not only as a window into examining higher brain functions but also as a means to enhance them. From many scattered research findings, the picture of the musical mind was outlined as understanding the functions of the brain in music. The formation of the musical mind is very important in aesthetic music education for young children because of its contributions to the development of the aesthetic potential. A holistic approach to music education proposed in this study is based on a sense of wholeness having two basic ideas; the musical mind using the whole brain and an aesthetic experience focusing on wholeness. Holistic education nurtures the development of the whole person. The aesthetic domain is an area in which music makes unique contributions to the development of the whole being. This concept is now reinforced by current neurological research which supports the viability of the whole brain/mind. The early years are very important since it is the time when the malleable mind is being formed. Research findings provide clear implications for music instruction. Researchers emphasize that the emotion is very important, that the brain's ability for learning is infinite, that enriched environment and opportunity are very important, that early music training helps remodel young brains, and that music instruction has an effect on other types of intelligence if the brain is exposed to music in the children's early years. Aesthetic music education is comprehensive education. Music education is not a process for providing a number of professional musicians or music educators. Rather, it is a process for cultivating the whole child/person. This study tried to show the importance of music education from neurological research findings.