ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
Displaying 1 - 6 of 6
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- Creators: Spring, Robert
Description
This project features three new pieces for clarinet commissioned from three different composers. Two are for unaccompanied clarinet and one is for clarinet, bass clarinet, and laptop. These pieces are Storm's a Comin' by Chris Burton, Light and Shadows by Theresa Martin, and My Own Agenda by Robbie McCarthy. These three solos challenge the performer in various ways including complex rhythm, use of extended techniques such as growling, glissando, and multiphonics, and the incorporation of technology into a live performance. In addition to background information, a performance practice guide has also been included for each of the pieces. This guide provides recommendations and suggestions for future performers wishing to study and perform these works. Also included are transcripts of interviews done with each of the composers as well as full scores for each of the pieces. Accompanying this document are recordings of each of the three pieces, performed by the author.
ContributorsVaughan, Melissa Lynn (Author) / Spring, Robert (Thesis advisor) / Micklich, Albie (Committee member) / Gardner, Joshua (Committee member) / Hill, Gary (Committee member) / Feisst, Sabine (Committee member) / Arizona State University (Publisher)
Created2013
Description
The solo repertoire from the Light Music Era serves as an important link between the Classical and Jazz soloist traditions. These characteristics are best highlighted through an analysis of three solo transcriptions: Felix Arndt's Nola as performed by Al Gallodoro, Rudy Wiedoeft's Valse Vanité, as performed by Freddy Gardener, and Jimmy Dorsey's Oodles of Noodles, as performed by Al Gallodoro. The transcriptions, done by the author, are taken from primary source recordings, and the ensuing analysis serves to show the saxophone soloists of the Light Music Era as an amalgamation of classical and jazz saxophone. Many of the works performed during the Light Music Era are extant only in recorded form. Even so, these performances possess great historical significance within the context of the state of the saxophone as an important solo instrument in the wider musical landscape. The saxophone solos from the Light Music Era distinguish themselves through the use of formal development and embellishment of standard "song forms" (such as ABA, and AABA), and the use of improvisational techniques that are common to early Jazz; however, the analysis shows that the improvisational techniques were distinctly different than a Jazz solo improvisation in nature. Although it has many characteristics in common with both "Classical Music" (this is used as a generic term to refer to the music of the Western European common practice period that is not Pop music or Jazz) and Jazz, the original research shows that the saxophone solo music from the Light Music Era is a distinctly original genre due to the amalgamation of seemingly disparate elements.
ContributorsPuccio, Dan (Author) / Mcallister, Timothy P (Thesis advisor) / Feisst, Sabine (Committee member) / Kocour, Michael (Committee member) / Pilafian, J. Samuel (Committee member) / Spring, Robert (Committee member) / Arizona State University (Publisher)
Created2012
Description
Hungarian composer, Miklós Rózsa, is primarily known for his career as a film composer, but he wrote over forty-five pieces for the concert hall. The most famous of these works, Theme, Variations, and Finale, was composed in 1933 and premiered the following year, ushering in a long history of performances throughout Europe and abroad in the 1930s and 1940s. This document serves as a guide for performers of Theme, Variations, and Finale by offering biographical information about Rózsa, the compositional history and performance history of the work and recorded legacy, details about its two versions, and a detailed analysis of the score. This document also clarifies important details about the work's performance history, which have previously been recorded inaccurately.
ContributorsAlpizar, Mark Daniel (Author) / Meyer, Jeffery (Thesis advisor) / Feisst, Sabine (Committee member) / Spring, Robert (Committee member) / Caslor, Jason (Committee member) / Arizona State University (Publisher)
Created2018
Description
Voicing, as it pertains to saxophone pedagogy, presents certain obstacles to both teachers and students simply because we cannot visually assess the internal mechanics of the vocal tract. The teacher is then left to instruct based on subjective “feel” which can lead to conflicting instruction, and in some cases, misinformation. In an effort to expand the understanding and pedagogical resources available, ten subjects—comprised of graduate-level and professional-level saxophonists—performed varied pitch bend tasks while their tongue motion was imaged ultrasonographically and recorded. Tongue range of motion was measured from midsagittal tongue contours extracted from the ultrasound data using a superimposed polar grid. The results indicate variations in how saxophonists shape their tongues in order to produce pitch bends from F6.
ContributorsLemoine, Ryan Cole (Author) / Gardner, Joshua T (Thesis advisor) / Creviston, Christopher (Thesis advisor) / Feisst, Sabine (Committee member) / Spring, Robert (Committee member) / Arizona State University (Publisher)
Created2016
Description
Yuko Uébayashi is a composer who was born in Japan and presently resides in France. She composed Misericordia for Flute and String Quartet for Carol Wincenc in 2013. The National Flute Association (NFA), the most active flute society in America, hosted the Misericordia performance during its annual convention in Chicago in 2014. Uébayashi’s flute works have not only been frequently performed at NFA conventions, but also at other well-known flute festivals since 2006, the year of her U.S. debut. Many current flutists are motivated to learn and play her compositions; however, there is little published literature about her works. Understanding her unique compositional style and obtaining a better knowledge of her music and compositional practices will help flutists and other musicians better perform and enjoy her music. With a performance guide and a detailed discussion of Misericordia, flutists and other musicians will understand why Uébayashi’s music is unique and why it is increasingly well-loved by so many players. This research paper will explore Uébayashi’s life, musical friendships, and most specifically, Misericordia.
ContributorsHam, Na Young (Author) / Buck, Elizabeth (Thesis advisor) / Campbell, Andrew (Committee member) / Feisst, Sabine (Committee member) / Spring, Robert (Committee member) / Arizona State University (Publisher)
Created2019
Wellness resources at postsecondary music schools: a survey of how this information is being offered
Description
Musicians have the potential to experience health problems related to their
profession. The National Association of Schools of Music (NASM) requires schools to
provide information about wellness. There are 634 degree-granting, not for profit, NASM
accredited postsecondary music schools in America. This study examined the types of
wellness resources offered at 387 of these schools or 60%. Wellness information was
divided into three categories: physical, psychological and hearing. The types of resources
offered, category of information and the size of the school were considered. Schools were
emailed and their websites were searched for wellness information.
Forty-eight percent of the schools had website information, 32% offered wellness
workshops, 16% of the schools offered wellness courses, and 32% of the schools covered
wellness information through other methods. Nineteen percent of the schools said that
they did not offer courses or workshops and did not say how they are meeting the
requirement. Physical wellness information was most widely available, followed by
hearing information, while psychological wellness information was harder to find.
Smaller schools were less likely to offer wellness courses but otherwise the size of a
school did not play a significant role in the types of wellness resources they were able to
offer.
Based on the findings, more schools should incorporate wellness information on
their websites and hold wellness workshops. Psychological wellness information should
be more widely available. Schools should advertise the wellness information that they
offer so that students are aware of the options available to them.
profession. The National Association of Schools of Music (NASM) requires schools to
provide information about wellness. There are 634 degree-granting, not for profit, NASM
accredited postsecondary music schools in America. This study examined the types of
wellness resources offered at 387 of these schools or 60%. Wellness information was
divided into three categories: physical, psychological and hearing. The types of resources
offered, category of information and the size of the school were considered. Schools were
emailed and their websites were searched for wellness information.
Forty-eight percent of the schools had website information, 32% offered wellness
workshops, 16% of the schools offered wellness courses, and 32% of the schools covered
wellness information through other methods. Nineteen percent of the schools said that
they did not offer courses or workshops and did not say how they are meeting the
requirement. Physical wellness information was most widely available, followed by
hearing information, while psychological wellness information was harder to find.
Smaller schools were less likely to offer wellness courses but otherwise the size of a
school did not play a significant role in the types of wellness resources they were able to
offer.
Based on the findings, more schools should incorporate wellness information on
their websites and hold wellness workshops. Psychological wellness information should
be more widely available. Schools should advertise the wellness information that they
offer so that students are aware of the options available to them.
ContributorsFraser, Catherine (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Caslor, Jason (Committee member) / Feisst, Sabine (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2016