Matching Items (13)
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- All Subjects: Music Education
- Creators: Gardner, Joshua
- Resource Type: Text
Description
The purpose of this research paper is to discuss John Carter's Cantata, the musical development of this composition, and provide a brief history of this African American musician and composer. Presently, there exists very little research regarding Carter's life and compositions. From a musician's perspective, this paper discusses the challenges of singing and performing the Cantata for future performers and provides a reference for their preparation. This project also examines John Carter's musical style and analyzes the structure of the Cantata. African-American folk songs were an inspiration to Carter's compositions, especially this particular work. As an African-American, his life and background played a role in his inspiration of composition. With borrowed music, he reveals a basic truth about this period of American history; how the lives of slaves influenced in the development of this particular genre. Additionally, John Carter's style of composition is examined, including the application of jazz and modal scales in his Cantata. Performance practice is examined for both the singer and pianist in a way that best represents the composer's original and unique intent. From vocal safety to breath control, a singer may find several challenges when performing this eclectic piece. This paper provides a guide for singers. A brief overview of the pianist's role in the Cantata is also included. Characteristic words of the African-American vernacular found in Carter's Cantata are briefly discussed and identified (i.e. "them" vs. "dem"). It is essential that any performer, both beginning and advanced, should have a proper understanding of the concepts that Carter had so carefully crafted. This paper endeavors to provide a deeper sense of understanding to what Carter had intended for both the performer and the listener.
ContributorsNa, Bora (Author) / Britton, David (Thesis advisor) / Bush, Jeffrey (Committee member) / Campbell, Andrew (Committee member) / Rogers, Rodney (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation examines how violent fantasizing influences the behavior of a brutal sub-class of murderers--mass and serial killers. Specifically, fantasy gives the perpetrator a profane catharsis due to his or her inability to cope with reality. The researcher identified, four common fantasy scripts: (Revenge Fantasy; Sexual, Sadistic and Misogynistic Fantasy; Suicidal-Homicidal Ideation; and Search for Validation through Infamy and Media Attention Fantasy) that more or less, play into the motivations and actions of mass and serial killers. Thus, it is important to understand why and how the killer moves from an all-consuming imaginative space to actually harming others. The methodology used for this research was "ethnographic content analysis" and, to a lesser extent, empirical phenomenology and semiotics. Source materials that were analyzed included: artifacts generated by the offenders prior to commission of their crimes (e.g., diaries, manifestos, blogs, drawings, photographs, and videotapes); official findings of governmental review panels; other public documents; survivor, witness or family accounts; news reports; and work conducted previously by other academics. This dissertation is particularly novel, in that the role of fantasy has not received much critical analysis with respect to mass murder. Likewise, the researcher's examination of current theory on the ontogenesis of moral dysfunction led to an original interpretation in the works of criminologists, Eric Hickey and Lonnie Athens. From a synthesis of Hickey's trauma-control theory and Athens' esoteric constructs of "self" and "other" a more cohesive understanding of the homicidal personality emerged. Essentially, the researcher argues that the intersection of early derailing influences and pervasive life losses result in a fragmented concept of self, which the now deeply unstable individual seeks to validate through violent fantasy and homicidal acts. It is further proposed that these findings may lead to future inquiry into: methods for early intervention and diversion of an at-risk population; and where the foregoing is impractical, better methods of detecting, mitigating the harm caused by and quickly apprehending these particularly violent offenders.
ContributorsMurray, Jennifer Lynn (Author) / Johnson, John M. (Thesis advisor) / Altheide, David L. (Committee member) / Cox, Ronnie R (Committee member) / Arizona State University (Publisher)
Created2011
Description
Collaborative piano skills are not only important for pianists. Many of the skills that collaborative pianists use regularly are the same skills used by music educators, music therapists, and vocal and instrumental professionals. If these skills were included in the class piano curriculum of music majors for whom piano is not their primary instrument, students might be better prepared for essential tasks they will accomplish in their future careers. This study seeks to discover the extent to which collaborative piano skills such as sight-reading, collaboration with a singer or instrumentalist, and score reduction are incorporated into the class piano courses offered in Arizona. A survey was sent in 2021 to all community college and university instructors of class piano in Arizona, asking them about the role, frequency, and assessment methods of collaborative piano skills in their courses. Public information was also gathered from institutional websites regarding course curriculum. To collect more detailed information regarding the pedagogical practices of Arizona class piano educators, I interviewed four professors who develop and implement class piano curricula in Arizona.
The results of this study suggest that Arizona class piano educators desire to incorporate more collaborative piano skills in their courses. The goal of this research is to bring awareness to the discrepancy in class piano curriculum standards with regards to collaborative piano skills across Arizona and spur pedagogical dialogue among educators regarding ways to improve programs. These enhancements will ultimately serve to give each student the best possible preparation for a career in music.
ContributorsSherrill, Amanda May (Author) / Campbell, Andrew (Thesis advisor) / DeMaris, Amanda (Committee member) / Holbrook, Amy (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2022
Description
This paper provides a comprehensive study of Italian liturgical organ works from the 15th to 17th centuries. This music was composed for the Catholic Mass, and it demonstrates the development of Italian keyboard style and the incorporation of new genres into the organ Mass, such as a Toccata before the Mass, music for the Offertory, and the Elevation Toccata. This often neglected corpus of music deserves greater scholarly attention.
The Italian organ Mass begins with the Faenza Codex of c.1430, which contains the earliest surviving liturgical music for organ. Over a century would pass before Girolamo Cavazzoni published his three organ Masses in 1543: Mass IV (for feasts of apostles), Mass IX (for Marian feasts) and Mass XI (for typical Sundays of the year). The prevalence of publishing in Venice and the flourishing liturgical culture at San Marco led two notable organists, Andrea Gabrieli and Claudio Merulo, to publish their own Masses in 1563 and 1568. Both composers cultivated imitation and figurative lines which were often replete with ornamentation.
Frescobaldi’s Fiori musicali, published in Venice in 1635, represents the pinnacle of the Italian organ Mass. Reflecting the type of music he performed liturgically at San Pietro in Rome, this publication includes several new genres: canzonas after the reading of the Epistle and after Communion; ricercars after the Credo; and toccatas to be played during the Elevation of the Host. Frescobaldi’s music shows unparalleled mastery of counterpoint and invention of figuration. His liturgical music casts a long shadow over the three composers who published organ Masses in the decade following Fiori musicali: Giovanni Salvatore, Fra Antonio Croci and Giovanni Battista Fasolo.
This comprehensive look at Italian organ Masses from the 15th-17th centuries reveals the musical creativity inspired by the Catholic liturgy. Perhaps because of their practical use, these organ works are often neglected, mentioned merely as addenda to the other accomplishments of these composers. Hopefully insight into the contents of each organ Mass, along with the information about their style and aspects of performance practice, will make these musical gems more accessible to contemporary organists.
The Italian organ Mass begins with the Faenza Codex of c.1430, which contains the earliest surviving liturgical music for organ. Over a century would pass before Girolamo Cavazzoni published his three organ Masses in 1543: Mass IV (for feasts of apostles), Mass IX (for Marian feasts) and Mass XI (for typical Sundays of the year). The prevalence of publishing in Venice and the flourishing liturgical culture at San Marco led two notable organists, Andrea Gabrieli and Claudio Merulo, to publish their own Masses in 1563 and 1568. Both composers cultivated imitation and figurative lines which were often replete with ornamentation.
Frescobaldi’s Fiori musicali, published in Venice in 1635, represents the pinnacle of the Italian organ Mass. Reflecting the type of music he performed liturgically at San Pietro in Rome, this publication includes several new genres: canzonas after the reading of the Epistle and after Communion; ricercars after the Credo; and toccatas to be played during the Elevation of the Host. Frescobaldi’s music shows unparalleled mastery of counterpoint and invention of figuration. His liturgical music casts a long shadow over the three composers who published organ Masses in the decade following Fiori musicali: Giovanni Salvatore, Fra Antonio Croci and Giovanni Battista Fasolo.
This comprehensive look at Italian organ Masses from the 15th-17th centuries reveals the musical creativity inspired by the Catholic liturgy. Perhaps because of their practical use, these organ works are often neglected, mentioned merely as addenda to the other accomplishments of these composers. Hopefully insight into the contents of each organ Mass, along with the information about their style and aspects of performance practice, will make these musical gems more accessible to contemporary organists.
ContributorsHolton Prouty, Kristin Michelle (Author) / Marshall, Kimberly (Thesis advisor) / Ryan, Russell (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2015
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
Description
Pre-collegiate clarinet instructors are often challenged to teach students both fundamental skills and repertoire with limited instructional time. Insufficient time may cause fundamental skills to be addressed at the expense of repertoire or repertoire study may limit time spent on fundamental development. This document provides a suggested repertoire list that categorizes pre-collegiate clarinet literature based on the fundamental skill addressed in each included piece. Teachers can select repertoire that allows students to concurrently refine a fundamental skill while preparing a piece for performance. Addressed fundamental topics include embouchure, expanding the range into the clarion and altissimo registers, articulation, breathing, intonation, finger technique, and musicality.
Clarinet method books and treatises were studied to determine which fundamental concepts to include and to find established teaching techniques recommended by pedagogues. Pre-collegiate clarinet instructors were surveyed to determine which pieces of clarinet repertoire were frequently studied in their private lesson curriculum and why, and if they used specific pieces in order to isolate a fundamental skill. Literature found in repertoire lists, repertoire books, on-line catalogs, and from the survey results was examined. Repertoire was selected for inclusion if it contained passages that were analogous to the established teaching strategies.
Clarinet method books and treatises were studied to determine which fundamental concepts to include and to find established teaching techniques recommended by pedagogues. Pre-collegiate clarinet instructors were surveyed to determine which pieces of clarinet repertoire were frequently studied in their private lesson curriculum and why, and if they used specific pieces in order to isolate a fundamental skill. Literature found in repertoire lists, repertoire books, on-line catalogs, and from the survey results was examined. Repertoire was selected for inclusion if it contained passages that were analogous to the established teaching strategies.
ContributorsAustermann, Kelly R (Author) / Spring, Robert (Committee member) / Gardner, Joshua (Committee member) / Holbrook, Amy (Committee member) / Russell, Timothy (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this project was to create a beginner-level oboe method book that provides equal attention to both the instrumental and musical concepts necessary for a beginner oboist. The existing literature for beginning oboe students focuses on two specific settings: full band classrooms, where students are playing and learning the instruments together, and private lesson settings, where one or a group of oboe students are focused on learning to play the oboe. Books written for band settings typically focus on teaching the students how to function as a part of the band, with extensive coverage of musical concepts; conversely, books for private lessons often assume a basic level of musical knowledge by the student, and focus heavily on how to play the instrument. This project provides the basis for a new book that combines these elements into a document that both band and private instructors would be able to use.
I began my project by collecting all of the extant beginner-level method books for the oboe, dividing them into those for band settings and those for lesson settings. I then created a detailed survey to analyze each book's contents so that in the new book I might address any and all shortcomings in the existing literature. I then distilled the results of this survey into charts, so that any teacher could look at the contents of each book and see how said book fits within the results. Once this was finished, I created an outline for the new method book, listing the contents of the front material, lessons, and back material. My outline sequences the musical and instrumental material together, providing students with all of information necessary to become a successful beginning oboist. I stopped short of selecting music or creating the book's layout, but my goal is to publish the completed book within the next year.
I began my project by collecting all of the extant beginner-level method books for the oboe, dividing them into those for band settings and those for lesson settings. I then created a detailed survey to analyze each book's contents so that in the new book I might address any and all shortcomings in the existing literature. I then distilled the results of this survey into charts, so that any teacher could look at the contents of each book and see how said book fits within the results. Once this was finished, I created an outline for the new method book, listing the contents of the front material, lessons, and back material. My outline sequences the musical and instrumental material together, providing students with all of information necessary to become a successful beginning oboist. I stopped short of selecting music or creating the book's layout, but my goal is to publish the completed book within the next year.
ContributorsAikens, William (Author) / Schuring, Martin (Thesis advisor) / Gardner, Joshua (Committee member) / Carpenter, Ellon (Committee member) / Arizona State University (Publisher)
Created2014
Description
The dearth of young bassoonists in America can be felt at every level of expertise, whether it be at professional levels where there are fewer qualified bassoonists compared to other woodwinds, or in local communities where interested pupils cannot find a teacher to guide them. In order to alleviate this scarcity, we must solve the problem at its root: young bassoonists. There have been many attempts to provide better instructional material for beginner-level bassoonists and to produce better reeds to entice more students to study the bassoon and to sustain their playing beyond the first few years. These attempts, however, fail to address another critical issue: the cost and availability of the bassoon itself.
Most bassoonists in America begin their journey in public school; however, many school music programs cannot afford to purchase bassoons due to their cost. To combat this obstacle, Fox Products produced their first bassoon made of polypropylene—a synthetic material—in 1961 at a relatively low price point. This is an innovation that no other bassoon manufacturer has accomplished. An analysis of sales numbers from major instrument suppliers indicate that these bassoons have been very successful. Their availability has allowed schools to purchase instruments to educate more young bassoonists and, as a result, participant numbers of students in Texas (where public music programs are known for their strength) competing at regional and state competitions have increased over the past fifty years. Fox, through their focus on affordable student bassoons, is revitalizing young students’ interest in playing the bassoon and thus is a major factor in the reversal of the decline of bassoonists in America.
Most bassoonists in America begin their journey in public school; however, many school music programs cannot afford to purchase bassoons due to their cost. To combat this obstacle, Fox Products produced their first bassoon made of polypropylene—a synthetic material—in 1961 at a relatively low price point. This is an innovation that no other bassoon manufacturer has accomplished. An analysis of sales numbers from major instrument suppliers indicate that these bassoons have been very successful. Their availability has allowed schools to purchase instruments to educate more young bassoonists and, as a result, participant numbers of students in Texas (where public music programs are known for their strength) competing at regional and state competitions have increased over the past fifty years. Fox, through their focus on affordable student bassoons, is revitalizing young students’ interest in playing the bassoon and thus is a major factor in the reversal of the decline of bassoonists in America.
ContributorsTran, Toan (Author) / Micklich, Albie (Thesis advisor) / Gardner, Joshua (Committee member) / Carpenter, Ellon (Committee member) / Arizona State University (Publisher)
Created2017
Description
This document explores the presence of stereotype threat among college students training for careers in music. Beginning in the 1990s, an effort led by Claude M. Steele (social psychologist and professor emeritus at Stanford University) identified stereotype threat as an attribute to the underperformance of minority groups. Continued research has mainly focused on stereotype threat within the following contexts: female performance within science, technology, engineering, and mathematical (STEM) fields, African American performance on standardized tests, and European American performance in athletics. This document contains two pilot studies that strive to apply current stereotype threat research to the field of music education and music performance in order to ask the following questions: Does stereotype threat impact the education of underrepresented collegiate music students? Does stereotype threat heighten gender awareness of musicians when they enter the typical auditioning environment? The two pilot studies consist of the following: (1) a survey intended to analyze the possible impact of stereotype threat on music students’ interaction with their colleagues and music instructors and (2) a quantitative study that explores the presence of stereotype threat (among musicians) through the use of a word-fragment completion task administered immediately before a mock audition.
ContributorsLloyd, Abby Lynn (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Hill, Gary (Committee member) / Schmelz, Peter (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2017
Description
Historically, music and the experiences of deaf or hard-of-hearing (DHH) individuals have been intertwined in one manner or another. However, music has never ignited as much hope for the “improvement” of the Deaf experience as during the American oralist movement (ca. 1880-1960) which prioritized lip-reading and speaking over the use of sign language. While it is acknowledged that the oralist movement failed to provide the best possible education to many American DHH students and devastated many within the Deaf community, music scholars have continued to cite publications by oralist educators as rationales for the continued development of music programs for DHH students.
This document is an attempt to reframe the role of music during the American oralist movement with a historical account of ways music was recruited as a tool for teaching vocal articulation at schools for the deaf from 1900 to 1960. During this time period, music was recruited simply as a utility to overcome disability and as an aid for assimilating into the hearing world rather than as the rich experiential phenomenon it could have been for the DHH community. My goal is to add this important caveat to the received history of early institutional music education for DHH students. Primary sources include articles published between 1900 and 1956 in The Volta Review, a journal founded by the oralist leader Alexander Graham Bell (1847-1922).
This document is an attempt to reframe the role of music during the American oralist movement with a historical account of ways music was recruited as a tool for teaching vocal articulation at schools for the deaf from 1900 to 1960. During this time period, music was recruited simply as a utility to overcome disability and as an aid for assimilating into the hearing world rather than as the rich experiential phenomenon it could have been for the DHH community. My goal is to add this important caveat to the received history of early institutional music education for DHH students. Primary sources include articles published between 1900 and 1956 in The Volta Review, a journal founded by the oralist leader Alexander Graham Bell (1847-1922).
ContributorsLloyd, Abby Lynn (Author) / Norton, Kay (Thesis advisor) / Gardner, Joshua (Committee member) / Wells, Christopher (Committee member) / Arizona State University (Publisher)
Created2017