Barrett

Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.

Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.

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Kinderszenen "Scenes from Childhood": the manifestation of music into architectural form, and the role of architecture in implementing music as an educational tool

Description
As existing typologies and precedents that integrate music into architectural form don’t pay careful consideration to the composer’s intent and technique of the score into built structure and its program, the goal is propose a new architecture that integrates the site, program, and acoustics. Scenes from Childhood (Kinderszenen), composed…

As existing typologies and precedents that integrate music into architectural form don’t pay careful consideration to the composer’s intent and technique of the score into built structure and its program, the goal is propose a new architecture that integrates the site, program, and acoustics. Scenes from Childhood (Kinderszenen), composed by Robert Schumann, depict memories, dreams, hopes, candor, and games- all lost in paradise. Schumann composed the piece as an adult, reminiscing of his childhood. The rising 6th with a four-note falling figure is the main motif. The motif opens the 1st movement, reappears in the 2nd, 4th, and 11th, and is transposed in the 6th, 7th, and 9th. This motif and the implications of each movement, as well as the piece as a whole, became the organizing principle in defining form, program, and experience: a public park wedged between two elementary schools in a low-income neighborhood in Los Angeles, California. The proposal aims to integrate the lack of the two institutions’ music programs into the experience of the 13 pavilions that reflect the 13 movements in Schumann’s piece. The manifestation of the final project was just as important as the process; the program is developed through the score, and the architectural is supported by the musical curriculum as well as Schumann’s intent.
ContributorsKim, Cecile (Author) / Vekstein, Claudio (Thesis director) / Mclean, Elizabeth (Committee member) / The Design School (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05