Matching Items (7)
Filtering by
- All Subjects: narrative
- All Subjects: Performativity
- Creators: Schmidt, Margaret
- Creators: Lussier, Mark
- Member of: Theses and Dissertations
Description
Jazz continues, into its second century, as one of the most important musics taught in public middle and high schools. Even so, research related to how students learn, especially in their earliest interactions with jazz culture, is limited. Weaving together interviews and observations of junior and senior high school jazz players and teachers, private studio instructors, current university students majoring in jazz, and university and college jazz faculty, I developed a composite sketch of a secondary school student learning to play jazz. Using arts-based educational research methods, including the use of narrative inquiry and literary non-fiction, the status of current jazz education and the experiences by novice jazz learners is explored. What emerges is a complex story of students and teachers negotiating the landscape of jazz in and out of early twenty-first century public schools. Suggestions for enhancing jazz experiences for all stakeholders follow, focusing on access and the preparation of future jazz teachers.
ContributorsKelly, Keith B (Author) / Stauffer, Sandra (Thesis advisor) / Tobias, Evan (Committee member) / Kocour, Michael (Committee member) / Sullivan, Jill (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2013
Description
The stories that we tell matter. Public storytelling influences how we think about ourselves and how we treat others. This project explores how Arizona's Support our Law Enforcement and Safe Neighborhoods Act (SB 1070) affected the development of social identities such as citizen, immigrant (documented and undocumented), and public administrator through public storytelling. The question of how a public policy shapes identity development is relatively under-explored in the literature. Critical aspects of feminist and political theory demonstrate that identity is affected by discourses, such as performatives and accounts of oneself. A public policy authorizes public administrators to issue or demand discourses, such as performatives and accounts of oneself, from the individuals they encounter. Moreover, the text of a public policy resembles an account of oneself, delivered on behalf of a fabricated subject. In this project, the structural elements and storytelling techniques of SB 1070 are drawn out through tools derived from the field of narratology. When applied to the text of SB 1070, narratological tools reveal four major organizing principles or plots, all of which center on the identification and punishment of four types of individuals or organizations: (a) employers of undocumented immigrants; (b) transporters/shielders of undocumented immigrants; (c) undocumented immigrants; (d) state and local government agencies or officials that do not fully implement federal immigration law. An analysis of 321 news stories published after SB 1070's passage reveals that some plots resonated more than others with storytellers. The storytelling about SB 1070 also makes visible the policy's power as a discourse to unsettle the identities of citizens, immigrants (documented and undocumented), and public administrators. It also raises concerns about who bears the responsibility for the impact of policies like SB 1070, which have been passed but not implemented, and yet have a tangible impact on the lives of citizens and other residents. These findings suggest that not only can public policy unsettle social identities, but proposes complicated questions about who is responsible for the harm inflicted on others when a public policy is passed.
ContributorsWarnicke, Margaretha (Author) / Catlaw, Thomas J (Thesis advisor) / Kitch, Sally L (Committee member) / Lucio, Joanna D. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This project will attempt to supplement the current registry of lesbian inquiry in literature by exploring a very specific topos important to the Modern era: woman and her intellect. Under this umbrella, the project will perform two tasks: First, it will argue that the Modern turn that accentuates what I call negative valence mimesis is a moment of change that enables the general public to perceive lesbianism in representations of women that before, perhaps, remained unacknowledged. And, second, that the intersection of thought and resistance to heteronormative structures, such as heterosexual desire/sex, childbirth, marriage, religion, feminine performance, generate topoi of lesbianism that lesbian studies should continuously critique in order to index the myriad and creative ways through which fictional representations of women have evaded their proper roles in society. The two tasks above will be performed amidst the backdrop of a crucial moment in history in which lesbianism jumped from fiction to fact through the publication and obscenity trial of Radclyffe Hall's novel, The Well of Loneliness. Deconstructive feminist and queer inquiry of under-researched novels by women from the UK and the US written within the decade surrounding the trial reveals the possibilities of lesbianism in novels where the protagonists' investment in heteronormativity has remained unquestioned. In those texts where the protagonists have been questioned, the analysis of lesbianism will be delved into more deeply in order to illustrate new ways of reading these texts. I will focus on women writers who, as Terry Castle suggests, "both usurped and deepened the [lesbian] genre" with the arrival of the new century (Literature 29). It is my attempt to combat heteronormativity through a more positive approach. As Michael Warner asserts, "heteronormativity can be overcome only by actively imagining a necessarily and desirably queer world" (xvi). This is not to say this study will be all roses and no thorns; a desirably queer world is not about a wish for an utopia. For this project, it is about rigorously engaging in the lesbianism of literature while acknowledging how a lesbian reading, a reading for lesbianism, can continue to both expand and enrich the critical tradition of a text and the customary interpretation of various characters.
ContributorsWagner, Johanna M. (Author) / Clarke, Deborah (Thesis advisor) / Lussier, Mark (Thesis advisor) / Mallot, Edward (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study is to raise questions by exploring, writing, imagining, and telling the musical life stories of Billy Cioffi. Billy Cioffi is a professional musician, band leader, private teacher, professor of English, and, formerly, a musical director for acts such as Chuck Berry, Del Shannon, and others. In this document I explore the life of Billy Cioffi with the following questions in mind: 1. What might Billy's musical experiences, expertise, teaching, and learning teach us about music education? 2. What might the story of Billy’s musical life cause us to question about institutional music education? 3. How might his story trouble beliefs and perceptions about music teaching and learning? Prior to Billy’s story, which appears as a novella, I raise questions about popular music, its histories, and its place in music education contexts. Following the novella, I invite readers into four different “endings” to this document.
ContributorsBickmore, Isaac (Author) / Stauffer, Sandra (Thesis advisor) / Schmidt, Margaret (Committee member) / Mantie, Roger (Committee member) / Tobias, Evan (Committee member) / Thompson, Jason (Committee member) / Arizona State University (Publisher)
Created2017
Description
LGBTQ research in music education has become more available and accepted in the past ten years. LGBTQ studies in music education have focused on how gay and lesbian music educators negotiate their identities, the role of music education in the lives of transgender students, and the inclusion of LGBTQ issues in music teacher education programs. Studies have been limited to a singular content experience, such as gay vocal music educators or lesbian band directors. Additionally, studies have not explored multiple generations of LGBTQ music educators. The purpose of this study was to explore the lives as lived of six K-12 music teachers. Six individuals, from various career points, various generations, and various career paths shared their stories with me. To guide my analysis, I considered the following questions:
• How do lesbian and gay music educators describe their sexual identity and professional identity?
• How do gay and lesbian music educators negotiate the tensions between these identities?
• What internal and external factors influence these negotiations?
• What are the similarities and differences among the participants of different generations?
Two large emerged from the analysis that provided a better understanding of the participants’ lives: finding sexual identity and finding professional identity. Within those themes, smaller sub-themes helped to better understand how the participants came to understand their sexuality and professional identity. External factors such as social and family support, religion, and cultural and generational movements influenced the ways in which the participants came to understand their sexual identity. Participants desired to be seen first as a competent music teacher, but also understood that they could have an impact on a student as a gay or lesbian role model or mentor. Sexual identity and professional identity did not function as separate constructs; rather they were interwoven throughout these lesbian and gay music educator’s self-identities.
In order to connect the reader with the participants, I engaged in a creative non-fiction writing process to (re)tell participant’s stories. Each story is unique and crafted in a way that the participant’s voice is privileged over my own. The stories come from the conversations and journal entries that the participants shared with me. The purpose of the stories is to provide the reader with a contextual understanding of each participant’s life, and to offer some considerations for ways in which we can engage with and support our lesbian and gay music educator colleagues.
This paper does not end with a tidy conclusion, but rather more questions and provocations that will continue the conversations. I hope this document will encourage thoughtful and critical conversations in the music education profession to help us move us forward to a place that is more empathetic, socially-just, and equitable.
• How do lesbian and gay music educators describe their sexual identity and professional identity?
• How do gay and lesbian music educators negotiate the tensions between these identities?
• What internal and external factors influence these negotiations?
• What are the similarities and differences among the participants of different generations?
Two large emerged from the analysis that provided a better understanding of the participants’ lives: finding sexual identity and finding professional identity. Within those themes, smaller sub-themes helped to better understand how the participants came to understand their sexuality and professional identity. External factors such as social and family support, religion, and cultural and generational movements influenced the ways in which the participants came to understand their sexual identity. Participants desired to be seen first as a competent music teacher, but also understood that they could have an impact on a student as a gay or lesbian role model or mentor. Sexual identity and professional identity did not function as separate constructs; rather they were interwoven throughout these lesbian and gay music educator’s self-identities.
In order to connect the reader with the participants, I engaged in a creative non-fiction writing process to (re)tell participant’s stories. Each story is unique and crafted in a way that the participant’s voice is privileged over my own. The stories come from the conversations and journal entries that the participants shared with me. The purpose of the stories is to provide the reader with a contextual understanding of each participant’s life, and to offer some considerations for ways in which we can engage with and support our lesbian and gay music educator colleagues.
This paper does not end with a tidy conclusion, but rather more questions and provocations that will continue the conversations. I hope this document will encourage thoughtful and critical conversations in the music education profession to help us move us forward to a place that is more empathetic, socially-just, and equitable.
ContributorsMinette, Sarah Marie (Author) / Schmidt, Margaret (Thesis advisor) / Stauffer, Sandra (Committee member) / Sullivan, Jill (Committee member) / Paparo, Stephen (Committee member) / Arizona State University (Publisher)
Created2018
Description
The medical field is one that depends on human interaction. I have noticed through my love of both English Literature and Medicine that one of the best ways to connect people, is by sharing their stories. To accomplish this, I interviewed eleven physicians to understand their human story. From those interviews, I worked to emulate their voices, to create a chapter for each of them. Through this, I was able to understand what they personally went through to get to where they are today. This has allowed me to better understand the field I plan to be in.
ContributorsAgha, Iya A (Author) / Lussier, Mark (Thesis director) / Essary, Alison (Committee member) / Department of English (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
When discussing gay literature in the French, contemporary sphere, one of the most up
and coming and prominent authors is Édouard Louis. His works’ focus on the realism and
violence of the working class offers a critical and necessary perspective of the gay experience in
modern-day France. While recent in their creation, Louis’ works follow a connecting thread that
is inseparable from other autofiction novels that have a narrator with same sex attractions such as
Annie Ernaux’s Ce qu’ils disent or rien and Didier Eribon’s Retour à Reims. Often commonly
discussed as French LGBT literature, these autofictional works that extend from Gide to Eribon
to now Louis demonstrate how the proposed societal dualities, limitations, and hierarchies
described by philosophers like Michel Foucault and Judith Butler affect homosexual
performativity. Louis’ first novel En finir avec Eddy Bellegueule, published on January 2, 2014,
offers another illustration of this analysis. It specifically describes the metaphysical
(metaphysical being the relationship between the outer stimuli and internal perspective) effects
and constraints of current poverty on homosexual performativity. By analyzing En finir avec
Eddy Bellegueule through this theoretical framework of power and poverty, this thesis adds a
theoretical and intersectional nuance to the narrative voice that current literature focusing on the
novel’s landscape mentions but does not reflect on. I argue that it is important to attach an
autofictional timeline that is necessary to promote and apply future ontological doctrines to this
genre.
ContributorsYanez, Mariano (Author) / Canovas, Frédéric (Thesis director) / Agruss, David (Committee member) / School of International Letters and Cultures (Contributor, Contributor, Contributor, Contributor) / Dean, The College of Liberal Arts and Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05