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Description
This project sheds light on trombonist Andy Martin's improvisation and provides tools for further learning. A biographical sketch gives background on Martin, establishing him as a newer jazz master. Through the transcription and analysis of nine improvised solos, Martin's improvisational voice and vocabulary is deciphered and presented as a series of seven thematic hooks. These patterns, rhythms, and gestures are described, analyzed, and presented as examples of how each is used in the solos. The hooks are also set as application exercises for learning jazz style and improvisation. These exercises demonstrate how to use Martin's hooks as a means for furthering one's own improvisation. A full method for successful transcription is also presented, along with the printed transcriptions and their accompanying information sheets.
ContributorsWilkinson, Michael Scott (Author) / Ericson, John (Thesis advisor) / Kocour, Michael (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
MOVE was a choreographic project that investigated content in conjunction with the creative process. The yearlong collaborative creative process utilized improvisational and compositional experiments to research the movement potential of the human body, as well as movement's ability to be an emotional catalyst. Multiple showings were held to receive feedback from a variety of viewers. Production elements were designed in conjunction with the development of the evening-length dance work. As a result of discussion and research, several process-revealing sections were created to provide clear relationships between pedestrian/daily functional movement and technical movement. Each section within MOVE addressed movement as an emotional catalyst, resulting in a variety of emotional textures. The sections were placed in a non-linear structure in order for the audience to have the space to create their own connections between concepts. Community was developed in rehearsal via touch/weight sharing, and translated to the performance of MOVE via a communal, instinctive approach to the performance of the work. Community was also created between the movers and the audience via the design of the performance space. The production elements all revolved around the human body, and offered different viewpoints into various body parts. The choreographer, designers, and movers all participated in the creation of the production elements, resulting in a clear understanding of MOVE by the entire community involved. The overall creation, presentation, and reflection of MOVE was a view into the choreographer's growth as a dance artist, and her values of people and movement.
ContributorsPeterson, Britta Joy (Author) / Fitzgerald, Mary (Thesis advisor) / Schupp, Karen (Committee member) / Mcneal Hunt, Diane (Committee member) / Arizona State University (Publisher)
Created2013
Description
Educed Play is a performance installation that investigates spontaneity and the invisible communication that can exist in improvisation and collaborative play. The work unites the mediums of dance, drawing, music, and video through improvisational performances. The multimedia installation entitled Educed Play was presented in the fall of 2012. Inspiration came from the idea of relics created by ephemeral interactions, using improvisation as a means to performance, and working within a genuine collaboration. This document encompasses an overview of the project.
ContributorsLing, Amanda (Author) / Kaplan, Robert (Thesis advisor) / Standley, Eileen (Committee member) / Pittsley, Janice (Committee member) / Arizona State University (Publisher)
Created2013
Description
This thesis document encapsulates the findings of my research process in which I studied my self, my artistic process, and the interconnectivity among the various aspects of my life. Those findings are two-fold as they relate to the creation of three original works and my personal transformation through the process. This document encapsulates the three works, swimminginthepsyche, applecede and The 21st Century Adventures of Wonder Woman, chronologically from their performance dates. My personal growth and transformation is expressed throughout the paper and presented in the explanation of the emergent philosophical approach for self-study as creative practice that I followed. This creative-centered framework for embodied transformation weaves spiritual philosophy with my artistic process to sustain a holistic life practice, where the self, seen as an integrated whole, is also a direct reflection of the greater, singular and holistic existence.
ContributorsDeWitt, Inertia Q.E.D (Author) / Mitchell, John D. (Thesis advisor) / Dyer, Becky (Committee member) / De La Garza, Sarah (Committee member) / Arizona State University (Publisher)
Created2013
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
Embodied Continuity documents the methodology of Entangled/Embraced, a dance performance piece presented December, 2011 and created as an artistic translation of research conducted January-May, 2011 in the states of Karnataka and Kerala, South India. Focused on the sciences of Ayurveda, Kalaripayattu and yoga, this research stems from an interest in body-mind connectivity, body-mind-environment continuity, embodied epistemology and the implications of ethnography within artistic practice. The document begins with a theoretical grounding covering established research on theories of embodiment; ethnographic methodologies framing research conducted in South India including sensory ethnography, performance ethnography and autoethnography; and an explanation of the sciences of Ayurveda, Kalaripayattu and yoga with a descriptive slant that emphasizes concepts of embodiment and body-mind-environment continuity uniquely inherent to these sciences. Following the theoretical grounding, the document provides an account of methods used in translating theoretical concepts and experiences emerging from research in India into the creation of the Entangled/Embraced dance work. Using dancer and audience member participation to inspire emergent meanings and maintain ethnographic consciousness, Embodied Continuity demonstrates how concepts inspiring research interests, along with ideas emerging from within research experiences, in addition to philosophical standpoints embedded in the ethnographic methodologies chosen to conduct research, weave into the entire project of Entangled/Embraced to unite the phases of research and performance, ethnography and artistry.
ContributorsRamsey, Ashlee (Author) / Vissicaro, Pegge (Thesis advisor) / Standley, Eileen (Committee member) / Dove, Simon (Committee member) / Arizona State University (Publisher)
Created2012
Description
Concerto for Piano and Chamber Orchestra was conceived in February of 2013, and conceptually it is my attempt to fuse personal expressions of jazz and classical music into one fully realized statement. It is a three movement work (fast, slow, fast) for 2 fl., 2 ob., 2 cl., bsn., 2 hrn., 2 tpt., tbn., pno., perc., str. (6,4,2,2,1). The work is approximately 27 minutes in duration. The first movement of the Concerto is written in a fluid sonata form. A fugato begins where the second theme would normally appear, and the second theme does not fully appear until near the end of the solo piano section. The result is that the second theme when finally revealed is so reminiscent of the history of jazz and classical synthesis that it does not sound completely new, and in fact is a return of something that was heard before, but only hinted at in this piece. The second movement is a kind of deconstructive set of variations, with a specific theme and harmonic pattern implied throughout the movement. However, the full theme is not disclosed until the final variation. The variations are interrupted by moments of pure rhythmic music, containing harmony made up of major chords with an added fourth, defying resolution, and dissolving each time back into a new variation. The third movement is in rondo form, using rhythmic and harmonic influences from jazz. The percussion plays a substantial role in this movement, acting as a counterpoint to the piano part throughout. This movement and the piece concludes with an extended coda, inspired indirectly by the simple complexities of an improvisational piano solo, building in complexity as the concerto draws to a close.
ContributorsSneider, Elliot (Author) / Rogers, Rodney (Thesis advisor) / DeMars, James (Committee member) / Hackbarth, Glenn (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
In contemporary U.S. culture, dance is often confined to the young and the trained, isolated on stages and in dance studios, and viewed as entertainment that is disconnected from "real life." Socially engaged dance practices re-connect dance to society in meaningful ways. By connecting individuals to their own bodies, to each other, to ideas, and to social, civic, and educational institutions, socially engaged dance practices use movement, the body, and the tools of participatory art, which contributes to the development of a democratic society, while catalyzing social change, and building healthy communities.
ContributorsJohnson, Elizabeth (Author) / Fitzgerald, Mary (Thesis advisor) / Standley, Eileen (Committee member) / Marshall, Alison (Committee member) / Arizona State University (Publisher)
Created2013
Description
During the design of interactive dance performances, dancers generate a strong relationship to the responsive media after they are given information about how to use the system. This case study observes a dancer's experience of improvising in a responsive audio system (RAS). A triangulated analysis and conclusion is formed from Laban Movement Analysis in conjunction with post-experience discussions relating to Optimal Flow. This study examines whether or not providing information about how an audio system responds to movement affects a dancers ability to achieve a heightened state of Embodied Flow while improvising in a RAS.
ContributorsAkerly, Julie (Author) / Dyer, Becky (Thesis advisor) / Coleman, Grisha (Committee member) / Ziegler, Christian (Committee member) / Arizona State University (Publisher)
Created2014
Description
This document serves as a discussion of and reflection on the collaborative process of rehearsing and performing arrive, create: a Dance made by Many. My intention for the work was to deconstruct the traditional performance paradigm, focusing on constructing a generous performance atmosphere. During the rehearsal process the cast collectively worked to develop an ensemble dynamic for improvisational dance making. The construct of the performance encouraged the audience to engage with the work, both physically and imaginatively through sensory interaction with objects as well as verbal conversation. This document: recalls my background in dance improvisation; explores the relationship of philosophical and dance-making practices; discusses the process of making and performing the work; discusses research data collected from participants; and reflects on the project as a whole. Topics explored include: phenomenological perspectives, ethics of care, "moving identity", dancers' sense of authorship, transparency of dance work, collaboration, dance filmmaking, and dance improvisation in performance.
ContributorsWall-MacLane, Laurel (Author) / Standley, Eileen (Thesis advisor) / Fitzgerald, Mary (Committee member) / Etheridge Woodson, Stephani (Committee member) / Arizona State University (Publisher)
Created2013