Matching Items (6)
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- All Subjects: Reading comprehension
- All Subjects: Poetry
- Creators: School of Music
- Resource Type: Text
Description
Since the early 1990's, researchers have been looking at intersections between education and music. After a highly popular study correlating listening to Mozart to temporary increases in spatial reasoning, many other researchers tried to find a link between different musical genres and learning outcomes. Using three musical treatments (Pop, classical, silence), this study had subjects (N=34) complete a reading-based task whereupon they were tested on their comprehension. Using a suite of sensors, data was collected to analyze the participants' emotions and affect while they read from an educational psychology textbook. The present study has two major focuses: They detail whether (1) changes in musical condition affect learning outcomes and (2) whether changes in musical condition affect emotional outcomes. The popular conception that listening to classical music makes you smarter was proven false long ago, but there may actually be some merit to using music to assist one in studying. While there were no significant changes in test scores depending on musical condition; frustration levels were significantly lower for those who listened to classical instead of pop music.
ContributorsPaley, Benjamin Henry (Author) / Atkinson, Robert (Thesis director) / Feisst, Sabine (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2015-05
Description
Crescendo, an after school program that was created to fulfill the Thesis/Creative Project requirement for Barrett, the Honors College, linked musical excellence with academic excellence in pursuit of social change for sixty of Tempe's underprivileged students in Thew Elementary School. This program focused on five main objectives: musical excellence through refined music education, academic excellence through tutorship, promotion of a positive self-image through community performances, development of strong communication skills through ensemble experience, and accessibility to students by providing the program free of cost. Students enrolled in this program were involved in musical rehearsal, college readiness sessions, a field trip to the Musical Instrument Museum, a music performance for the community, and academic assistance. Results of the overall effectiveness of the program were measured through a pre/post survey that was administered to the students and through dialogue with the teachers and parents of the participating students. The literary component of this project discusses the need for the integrations of outside arts organizations, like Crescendo, into schools, outlines the startup tasks of an arts education program (i.e. acquiring funding, designating volunteers, receiving permission, pinpointing a group of participants, etc.), offers before/after snapshot of the progress of the student participants, and provides a comparison to other programs of its type.
ContributorsGamboa, Stephen Allen (Author) / Smith, J.B. (Thesis director) / Creviston, Hannah (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor)
Created2014-05
Description
My journey with “korean mourning rituals” began in search of understanding myself. Like many others, I use poetry as an emotional outlet, and as a way of understanding why I feel the way I do. Sometimes, even being able to put a name to what I feel. “korean mourning rituals” is a poetry collection comprised of 30 poems, created over the span of two years. “korean mourning rituals” is an accumulation of poems about intergenerational trauma, romantic relationships, family matters, and navigating the colonial settler state as a Korean american womxn. In this paper, I will be dissecting one poem selected for “korean mourning rituals,” and its editing process. Additionally, I will be discussing what I have planned for distribution of “korean mourning rituals,” as well as the self-publishing process and the different avenues I sought out.
One of the poems in my collection, “and the paperwork asks for my family’s history of mental health,” I dissect the intergenerational trauma of my Korean American family as a way to understand the guilt, sorrow, and difficulties buried within me. Intergenerational trauma is trauma transferred through the generations, even if those beyond the first-generation did not directly experience the traumatic incidents (Bombay, Matheson, Anisman, 2). This intergenerational trauma, when specifically tied to Koreans, is called, “han.” “Han” is described as a cultural phenomenon, that scholars often have trouble defining. Theologian Suh Nam-dong describes han as, “a feeling of unresolved resentment against injustices suffered, a sense of helplessness because of the overwhelming odds against one, a feeling of acute pain in one's guts and bowels, making the whole body writhe and squirm, and an obstinate urge to take revenge and to right the wrong—all these combined,” (Yoo, 221). Han, when applied to the Korean diaspora, is referred to as “postmemory han,” which refers to the feelings of han experienced by second-generation Korean Americans. “Postmemory han” is the idea that even if these second-generation Korean Americans did not directly experience the trauma the first-generation Koreans did, they still feel residual han, regardless of whether they actively pursue “remembering” their family’s trauma (Chu, 98-105). This “nonconsensual remembering,” is a concept I have, and continue to, explore throughout my written work, and is the nucleus of “korean mourning rituals.”
One of the poems in my collection, “and the paperwork asks for my family’s history of mental health,” I dissect the intergenerational trauma of my Korean American family as a way to understand the guilt, sorrow, and difficulties buried within me. Intergenerational trauma is trauma transferred through the generations, even if those beyond the first-generation did not directly experience the traumatic incidents (Bombay, Matheson, Anisman, 2). This intergenerational trauma, when specifically tied to Koreans, is called, “han.” “Han” is described as a cultural phenomenon, that scholars often have trouble defining. Theologian Suh Nam-dong describes han as, “a feeling of unresolved resentment against injustices suffered, a sense of helplessness because of the overwhelming odds against one, a feeling of acute pain in one's guts and bowels, making the whole body writhe and squirm, and an obstinate urge to take revenge and to right the wrong—all these combined,” (Yoo, 221). Han, when applied to the Korean diaspora, is referred to as “postmemory han,” which refers to the feelings of han experienced by second-generation Korean Americans. “Postmemory han” is the idea that even if these second-generation Korean Americans did not directly experience the trauma the first-generation Koreans did, they still feel residual han, regardless of whether they actively pursue “remembering” their family’s trauma (Chu, 98-105). This “nonconsensual remembering,” is a concept I have, and continue to, explore throughout my written work, and is the nucleus of “korean mourning rituals.”
ContributorsKong, Erin (Author) / Britton, David (Thesis director) / Nakagawa, Kathryn (Committee member) / School of Social Transformation (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
https://www.youtube.com/watch?v=5osMYze5138
In January 2020, the World Health Organization (WHO) declared the outbreak of the novel SARS-CoV-2, otherwise referred to as COVID-19, to be an international pandemic. Ensuing health regulations around the world forced the cease of international traveling, reduced domestic travel, implemented mandatory stay-at-home orders and asked many to wear face masks in public areas. Students, workers, and many in the public sphere switched from in-person interactions to online platforms, operating remotely from their respective homes. The shift to virtual platforms has since greatly impacted arts programs and professions. Whereas the nature of music and art production rely upon the collaboration between people, often in the same room, the forced shift to virtual platforms created an upheaval for artists to re-imagine their work.
Though the transition from in-person to virtual collaboration seemed abrupt and unwanted, it opened up opportunities to create new projects that otherwise may not have happened. “Cross-Disciplinary Arts Collaboration on a Virtual Platform” took advantage of the ubiquitous shift to virtual collaboration of art disciplines. This project combined poetry, music, dance and visual art to create a unique piece that might not have been possible through strictly in-person collaboration. The goal of this project was to amplify the meaning and impact of music through the addition of words (poetry), movement (dance), and visuals (artwork).
ContributorsBuringrud, Deanna (Author) / Buck, Elizabeth (Thesis director) / Swoboda, Deanna (Committee member) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The purpose of this single case design study was to examine the efficacy of a graphic organizer for improving the reading comprehension of middle school Spanish-English bilingual middle school students with learning disabilities. Students included two females and one male student. Using a multiple baseline across participants design, students were taught to create a funnel map graphic organizer for 10 descriptive text passages. Students’ performance was assessed on their ability to correctly create the funnel map (criterion variable) and to comprehend the expository passages during baseline, intervention, and maintenance phases. Each participant learned to create an accurate funnel map for descriptive texts within four sessions. Reading comprehension scores began to increase within three intervention sessions for each participant. Results showed the positive effect of using the funnel map to improve reading comprehension of descriptive texts. Individual TAU effect sizes (.81 to .92) and overall TAU-U effect sizes (.86) and a Between Cases Standardized Mean Difference (BC-SMD) of 1.87 showed the intervention to be highly effective. Based on the effect sizes, the funnel map was effective for improving the reading comprehension of middle school Spanish-English bilingual students with learning disabilities.
ContributorsCalvin, Kristie (Author) / Gray, Shelley I (Thesis advisor) / Restrepo, Laida (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2022
Description
How hard should the books be in elementary small-group reading? This study explored text difficulty for bilingual students reading below grade level in third grade. Using a convergent parallel mixed methods design, I used qualitative methods to analyze students’ engagement and discussion during small groups and single case design to evaluate students’ fluency and reading comprehension after reading and discussing texts in small groups.
Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in Group 1 read approximately one year below grade level, and students in Group 2 read approximately a year and a half below grade level. In six of the twelve sessions, students read and discussed texts matched to their reading levels, and in the other six they read and discussed texts one year ahead of their reading levels. I assigned matched and difficult texts across the twelve days by blocked randomization.
I analyzed video transcripts of each session to understand students’ engagement (focus of engagement, strategies, and interaction) and discussion (inferential vs. literal responses, instances of verbal participation). At the end of each session, students reread and retold the book the group had read and discussed that day to produce a fluency (words correct per minute) and comprehension (ideas correctly retold) score.
Findings were complex and revealed that different levels of texts have both advantages and drawbacks. Key findings included: For fluency, half of the students benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. For comprehension, text difficulty did not matter for anyone except one student, and for him it only had an effect on 3 of 12 days. Group 2 engaged much more with texts and ideas in difficult books and with pictures in matched books. Group 1 had more inferential/interpretive responses with matched texts, and Group 2 had more inferential and interpretive responses with difficult texts. Most students participated evenly regardless of the difficulty of the text under discussion. However, two students talked more when discussing matched texts.
Six Spanish-English bilingual students, split into two groups of three, participated in twelve, 30-minute, small-group reading sessions. Students in Group 1 read approximately one year below grade level, and students in Group 2 read approximately a year and a half below grade level. In six of the twelve sessions, students read and discussed texts matched to their reading levels, and in the other six they read and discussed texts one year ahead of their reading levels. I assigned matched and difficult texts across the twelve days by blocked randomization.
I analyzed video transcripts of each session to understand students’ engagement (focus of engagement, strategies, and interaction) and discussion (inferential vs. literal responses, instances of verbal participation). At the end of each session, students reread and retold the book the group had read and discussed that day to produce a fluency (words correct per minute) and comprehension (ideas correctly retold) score.
Findings were complex and revealed that different levels of texts have both advantages and drawbacks. Key findings included: For fluency, half of the students benefited from matched texts. The other half read difficult texts with similar fluency to matched texts. For comprehension, text difficulty did not matter for anyone except one student, and for him it only had an effect on 3 of 12 days. Group 2 engaged much more with texts and ideas in difficult books and with pictures in matched books. Group 1 had more inferential/interpretive responses with matched texts, and Group 2 had more inferential and interpretive responses with difficult texts. Most students participated evenly regardless of the difficulty of the text under discussion. However, two students talked more when discussing matched texts.
ContributorsKelly, Laura Beth (Author) / Jimenez-Silva, Margarita (Thesis advisor) / Moses, Lindsey (Thesis advisor) / Restrepo, Laida (Committee member) / Arizona State University (Publisher)
Created2018