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- Creators: Chambers, Anthony
Description
Japanese literature of the Heian Era (794-1185) abounds with references to musical instruments and episodes of performance. This thesis provides some insight into that music by translating sections of the "Wakana II" (Spring Shoots II) chapter of the early 11th-century novel Genji monogatari (The Tale of Genji). It explains the musical references and shows how, in the context of the novel, musical performance, musical teaching, and interpersonal relationships were inextricably intertwined. Detailed appendices provide background on traditional Japanese musical instruments, musical theory, and related subjects.
ContributorsBotway, Lloyd (Author) / Creamer, John (Thesis advisor) / Chambers, Anthony (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
My study centers on the novel Katakiuchi Kidan Jiraiya Monogatari (1806-1807) by Kanwatei Onitake (1760-1818). Jiraiya Monogatari was the first literary reading book to be adapted for the kabuki stage. It was also the prototype on which Mizugaki Egao, Kawatake Mokuami, Makino Shouzou; and others based their bound picture books, kabuki, and films. The tale is composed of two revenge incidents, both of which have the same structural framework and are didactic in tone. In my study, I analyze the two revenge incidents by examining their narrative structures. Each incident has the same three-act structure: setup, confrontation, and resolution. The setup of each revenge incident introduces the main characters and their relationships and establishes the dramatic vehicle, which is an unexpected incident that sets the revenge in motion. The confrontation contains myriad non-linear inserts, plot twists, and reversals of fortune, all of which have the effect of a narrative delay. This prolongation of the outcome of a simple revenge plot allows readers the necessary space in which they can form their own judgments regarding good and evil and consider karmic cause and effect. The resolution, including the climax as well as the ending of the revenge, demonstrates the didactic notion of punishing evil and karmic effect. The two revenge incidents embody two rules, kanzen chouaku and inga, which together highlight the didacticism of Jiraiya monogatari.
ContributorsZhang, Jin (Author) / Creamer, John (Thesis advisor) / West, Stephen (Committee member) / Chambers, Anthony (Committee member) / Arizona State University (Publisher)
Created2012
Description
Online teacherpreneurs are current and former PreK-12 teachers who share their original classroom resources in online marketplaces where teachers download them for a small fee. Online teacherpreneurs’ resources are becoming prolific in classrooms today. Meanwhile, online teacherpreneurs stand to gain financially and professionally. This exploratory study drew on conceptual frameworks from entrepreneurship and teacher leadership to describe the practice of online teacherpreneurship in terms of the characteristics of the people who participate, the school environments in which they work, and the possible impacts they experience. An exploratory sequential mixed methods design was used. In phase one, 10 semi-structured interviews were conducted with online teacherpreneurs who ranked in the top 1% of sellers on TeachersPayTeachers.com for profits earned. In phase two, the results of the interviews were used to develop a quantitative survey, which was distributed to an international sample of 412 TeachersPayTeachers.com sellers with various levels of experience and sales success. Results from both phases were analyzed separately and together, indicating that online teacherpreneurs viewed themselves as helpful, hard-working, creative, and organized. While some online teacherpreneurs worked in supportive school environments, others worked in unsupportive or ambivalent schools. Most online teacherpreneurs kept their online business and classroom teaching separate. They reported that online teacherpreneurship involved a variety of practices including creating educational resources, collaborating with teachers, collaborating with fellow teacherpreneurs, and engaging in entrepreneurial endeavors such as marketing. They also believed they experienced impacts including improvements to teaching practice, teacher leadership opportunities, and some professional stressors. Implications for online teacherpreneurs and other stakeholders including teachers, school and district leaders, and teacher educators are considered.
ContributorsCrane, Catharyn Carisa (Author) / Archambault, Leanna M (Thesis advisor) / Buss, Ray R (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2018