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- All Subjects: Music
- Creators: Campbell, Andrew
- Creators: Schmidt, Margaret
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- Resource Type: Text
Description
Heinrich Heine’s collection of poems, Lyrisches Intermezzo, is well-known in music circles, largely due to Robert Schumann’s settings of sixteen of these poems in his masterwork Dichterliebe. Because of Dichterliebe’s place of importance in art song literature, many other settings of Heine’s sixty-five poems are often overlooked. Breton-born composer Joseph Guy Marie Ropartz composed Quatre Poèmes d’après l’Intermezzo d’Henri Heine in 1899, after having collaborated on a new French translation of the entire Lyrisches Intermezzo in 1890. This cycle is rarely performed, largely due to Ropartz’s relative obscurity as a composer, as the focus of his career was administration of two regional conservatories in France. The Quatre Poèmes were written fairly early in Ropartz’s life, but feature many compositional techniques that remain staples of Ropartz’s work throughout his career. It is an accessible work to many singers and audience members already familiar with Heine. The texts of the four songs are not simply translations of Heine’s original, but altered to adhere to the rules of French poetry. Examining the changes made in the text, both in language and structure, reveals information that will aid performers’ understanding of the poetry and of Ropartz’s choices in musical setting. The music of the work is greatly dependent on a single motive, an idée fixe, and considering the role of this motive in its various appearances is illuminating to the narrative arc of the cycle. This study seeks to aid potential performers and listeners of the Quatre Poèmes by expanding their understanding of the artists responsible for creating it, and by exploring the textual and musical elements that are the building blocks of this work.
ContributorsHutchinson, Taylor Grace (Author) / Campbell, Andrew (Thesis advisor) / Holbrook, Amy (Committee member) / DeMaris, Brian (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2019
Description
The purpose of this study was to trouble existing conceptions of disability that ground music education literature and practice. I sought plausible insights into how disability is experienced in, through, and/or around music by participants who are disabled persons/persons with disabilities (DP/PwD). Insights gained might allow readers to complexify and trouble taken-for-granted assumptions about disability. Questions included: (a) How do participants experience disability in, through, and around music? (b) What plausible insights related to disability can be gained by attending to participants’ experiences of disability in, through, and around music? (c) What plausible insights related to inclusion can be gained by attending to participants’ experiences of disability in, through, and around music? The inquiry approach was grounded in Buberian relational ontology, phenomenology, interactional theories of disability, and narrative.
Seven DP/PwD participated in this study: (a) Erica, a 14-year-old diagnosed with a developmental disability of unknown etiology; (b) Duke, a drummer diagnosed with Williams syndrome; (c) Birdie, an abstract visual artist with epilepsy who used music to inform her art; (d) Daren, a b-boy/breakdancer diagnosed with Tourette syndrome, (e) Sienna, a legally blind social work college student who played banjo in a music therapy-based bluegrass band and participated in musical theatre; (f) Ice Queen, an undergraduate flute player recently diagnosed with Attention deficit/hyperactivity disorder (ADHD); and (g) Culann, an adult counselor and music listener with ADHD and mood disorders. Data generation included conversational interviews, observations, artmaking, and serendipitous data.
Data co-generated with participants were crafted into narratives of their lifeworlds, including description of their experiences with disability in, through, and around music and in other aspects of their lives. An envisioned conversation among all participants demonstrates the shifts and complexities in the meanings of disability and unpacks different ways participants describe and understand disability and the myriad roles that music plays in their lifeworlds. The final chapter of the study offers discussions and suggestions regarding thinking about and approaching disability (i.e., interactional theories, intersectionality, and identity), inclusion (i.e., belonging, suggestions by participants, and anti-ableist pedagogy), and research/writing.
Seven DP/PwD participated in this study: (a) Erica, a 14-year-old diagnosed with a developmental disability of unknown etiology; (b) Duke, a drummer diagnosed with Williams syndrome; (c) Birdie, an abstract visual artist with epilepsy who used music to inform her art; (d) Daren, a b-boy/breakdancer diagnosed with Tourette syndrome, (e) Sienna, a legally blind social work college student who played banjo in a music therapy-based bluegrass band and participated in musical theatre; (f) Ice Queen, an undergraduate flute player recently diagnosed with Attention deficit/hyperactivity disorder (ADHD); and (g) Culann, an adult counselor and music listener with ADHD and mood disorders. Data generation included conversational interviews, observations, artmaking, and serendipitous data.
Data co-generated with participants were crafted into narratives of their lifeworlds, including description of their experiences with disability in, through, and around music and in other aspects of their lives. An envisioned conversation among all participants demonstrates the shifts and complexities in the meanings of disability and unpacks different ways participants describe and understand disability and the myriad roles that music plays in their lifeworlds. The final chapter of the study offers discussions and suggestions regarding thinking about and approaching disability (i.e., interactional theories, intersectionality, and identity), inclusion (i.e., belonging, suggestions by participants, and anti-ableist pedagogy), and research/writing.
ContributorsRathgeber, Jesse (Author) / Stauffer, Sandra L (Thesis advisor) / Mantie, Roger (Committee member) / Schmidt, Margaret (Committee member) / Solís, Ted (Committee member) / Tobias, Evan S (Committee member) / Arizona State University (Publisher)
Created2019
Description
The close relationship between mathematics and music has been well documented in Western cultures since at least the time of the ancient Greeks. While many connections have been made between math and music over the centuries, it seems that many modern researchers have attempted to create interdisciplinary bridges between these disciplines by using mathematical principles to explain several essential aspects of music: harmony, melody, form, and rhythm. Using these established connections, in addition to several of my own, I have created an undergraduate level survey of Western music course for a population of mathematically inclined students. This approach makes music history comprehensible, relevant, and engaging to my target demographic.
The course is organized into three units. The first unit begins with the music of Ancient Greece and Early Christianity and concludes with music of the Renaissance (roughly 1300-1600). The second unit will cover what classical musicians call the “common practice period” (roughly 1600-1900). This span of time covers three musical eras – Baroque, Classical, and Romantic. The final unit will cover the 20th century up to the present. During this course, I introduce the students to Western music using examples, concepts, terminology, and methodology derived from the world of mathematics. These include Pythagorean mathematics, geometry, simple algebra and fractions, the golden mean, the Fibonacci sequence, matrices, set theory, and many more. I have written the chapters as scripts for an online version of the class. The writing style in the chapters is therefore informal and contrasts with the tone of the other parts of the thesis.
The course is organized into three units. The first unit begins with the music of Ancient Greece and Early Christianity and concludes with music of the Renaissance (roughly 1300-1600). The second unit will cover what classical musicians call the “common practice period” (roughly 1600-1900). This span of time covers three musical eras – Baroque, Classical, and Romantic. The final unit will cover the 20th century up to the present. During this course, I introduce the students to Western music using examples, concepts, terminology, and methodology derived from the world of mathematics. These include Pythagorean mathematics, geometry, simple algebra and fractions, the golden mean, the Fibonacci sequence, matrices, set theory, and many more. I have written the chapters as scripts for an online version of the class. The writing style in the chapters is therefore informal and contrasts with the tone of the other parts of the thesis.
ContributorsCueva, Darren Luis (Author) / Norton, Kay (Thesis advisor) / Wells, Christopher (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2019
Description
This study examined directors’, master teachers’, graduate and undergraduate
String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old.
The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, musical. A cover letter containing a link to the electronic survey was sent to directors and master teachers for the 40 String Projects, requesting their participation and the participation of their string teachers. Seventy-five participants from 19 String Projects completed the survey.
Means and standard deviations were calculated for each item for each of the four participant groups. Overall means for each category of skills and behaviors were calculated followed by a one-way Multivariate Analysis of Variance (MANOVA) to determine which of the three categories the teachers and directors believed most important. Three one-way MANOVAs were used to analyze participants’ perspectives for three broad categories of skills and behaviors (personal, teaching, and musical) across the four participant groups. No significant differences were found across all three MANOVA analyses. Additionally, descriptive statistics were used to determine the rankings of importance for the four participant groups on 40 survey items.
Results showed that participants in all four groups believed that personal skills and behaviors were more important than teaching and musical skills and behaviors.
Also conducted were Pearson Product-Moment Correlations, which analyses revealed a strong positive relationship between the ranked perceptions of musical and teaching skills and behaviors (r = .78, p = .00), between musical and personal skills and behaviors (r = .65, p = .00), and between personal and teaching skills and behaviors (r = .84, p = .00). Strong positive correlations were found between the three categories. Recommendations for research and practice were given.
String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old.
The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, musical. A cover letter containing a link to the electronic survey was sent to directors and master teachers for the 40 String Projects, requesting their participation and the participation of their string teachers. Seventy-five participants from 19 String Projects completed the survey.
Means and standard deviations were calculated for each item for each of the four participant groups. Overall means for each category of skills and behaviors were calculated followed by a one-way Multivariate Analysis of Variance (MANOVA) to determine which of the three categories the teachers and directors believed most important. Three one-way MANOVAs were used to analyze participants’ perspectives for three broad categories of skills and behaviors (personal, teaching, and musical) across the four participant groups. No significant differences were found across all three MANOVA analyses. Additionally, descriptive statistics were used to determine the rankings of importance for the four participant groups on 40 survey items.
Results showed that participants in all four groups believed that personal skills and behaviors were more important than teaching and musical skills and behaviors.
Also conducted were Pearson Product-Moment Correlations, which analyses revealed a strong positive relationship between the ranked perceptions of musical and teaching skills and behaviors (r = .78, p = .00), between musical and personal skills and behaviors (r = .65, p = .00), and between personal and teaching skills and behaviors (r = .84, p = .00). Strong positive correlations were found between the three categories. Recommendations for research and practice were given.
ContributorsAlsayegh, Yousef A (Author) / Schmidt, Margaret (Thesis advisor) / Sullivan, Jill (Thesis advisor) / Stauffer, Sandy (Committee member) / Arizona State University (Publisher)
Created2019
Description
This project details specific placement and usage of the Clara motive in Robert Schumann’s Dichterliebe. The analysis categorizes the motive according to its different shapes and relationships to the poetry in Dichterliebe. Four main permutations of the motive are discussed in great detail: the original motive, inverted motive, retrograde motive, and retrograde inverted motive.
Schumann (1810–1856) composed more than 160 vocal works in 1840, commonly referred to as his Liederjahr. At the time, Schumann and Clara Wieck (1819–1896) were planning to marry, despite the objections of her father Friedrich Wieck (1785–1873). Robert was inspired to write Dichterliebe because of the happiness-and anxiety-surrounding his love for Clara, and the difficulties leading to their impending marriage. Schumann used the Clara motive (C-Bb-A-G#-A), which incorporates the letters of her name, throughout the song cycle in special moments as a tool of musical expression that alludes to his future wife.
Eric Sams (1926–2004), a specialist of German Lieder, has made significant contributions to the research of the Clara motive in Schumann’s music (through his book The Songs of Robert Schumann). However, research into specific locations and transformations of the Clara motive within the Dichterliebe are still insufficient. A further awareness of the Clara motive’s inner working is intended to help performers interpret this song cycle.
Schumann (1810–1856) composed more than 160 vocal works in 1840, commonly referred to as his Liederjahr. At the time, Schumann and Clara Wieck (1819–1896) were planning to marry, despite the objections of her father Friedrich Wieck (1785–1873). Robert was inspired to write Dichterliebe because of the happiness-and anxiety-surrounding his love for Clara, and the difficulties leading to their impending marriage. Schumann used the Clara motive (C-Bb-A-G#-A), which incorporates the letters of her name, throughout the song cycle in special moments as a tool of musical expression that alludes to his future wife.
Eric Sams (1926–2004), a specialist of German Lieder, has made significant contributions to the research of the Clara motive in Schumann’s music (through his book The Songs of Robert Schumann). However, research into specific locations and transformations of the Clara motive within the Dichterliebe are still insufficient. A further awareness of the Clara motive’s inner working is intended to help performers interpret this song cycle.
ContributorsYoo, Jihye (Author) / Campbell, Andrew (Thesis advisor) / Rogers, Rodney (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2019
Description
Every collaborative pianist encounters unrealistic and unsuccessful piano reductions of orchestral and operatic compositions on a regular basis. In some cases, the reductions were realized by the composers themselves, and therefore may contain all the notes from the full score, but might not be realistic piano reductions. Other times, the reductions may have been made by an editor who might arrange the piano part according to their own physical abilities, experience, or taste, but might ignore essential elements of the original orchestration. Alexander Glazunov’s Concerto for Violin and Orchestra, Op. 82 is frequently performed by students and professional violinists alike. The existing piano reduction of the concerto was written by the composer himself. However, the reduction has various issues that make performing this composition challenging for pianists. The main purpose of this paper is not the simplification of the existing reduction, but the creation of a new reduction that is more pianistic and approachable, yet more true to Glazunov’s dynamic and expressive orchestration. The first chapter of this project is an introduction to and comparison of currently available editions. An overview of the composer’s biography and the historical background of the composition comprise the second chapter. Chapters three, four and five are dedicated to each respective movement of the concerto, with explanations and details about certain editorial decisions. The appendix features a new piano reduction of Glazunov’s Violin Concerto in its entirety.
ContributorsKim, Olga (Author) / Campbell, Andrew (Thesis advisor) / Ryan, Russell (Committee member) / Schmelz, Peter (Committee member) / Arizona State University (Publisher)
Created2019
Description
Four Souvenirs for Violin and Piano was composed by Paul Schoenfeld (b.1947) in 1990 as a showpiece, spotlighting the virtuosity of both the violin and piano in equal measure. Each movement is a modern interpretation of a folk or popular genre, re- envisioned over intricate jazz harmonies and rhythms. The work was commissioned by violinist Lev Polyakin, who specifically requested some short pieces that could be performed in a local jazz establishment named Night Town in Cleveland, Ohio. The result is a work that is approximately fifteen minutes in length. Schoenfeld is a respected composer in the contemporary classical music community, whose Café Music (1986) for piano trio has recently become a staple of the standard chamber music repertoire. Many of his other works, however, remain in relative obscurity. It is the focus of this document to shed light on at least one other notable composition; Four Souvenirs for Violin and Piano. Among the topics to be discussed regarding this piece are a brief history behind the genesis of this composition, a structural summary of the entire work and each of its movements, and an appended practice guide based on interview and coaching sessions with the composer himself. With this project, I hope to provide a better understanding and appreciation of this work.
ContributorsJanczyk, Kristie Annette (Author) / Ryan, Russell (Thesis advisor) / Campbell, Andrew (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
Chevalier de Saint-Georges, the brilliant swordsman, unequalled equestrian, athlete, dancer, violin virtuoso, composer and orchestral conductor is, and remains a singularly unique historical figure of the 18th century French Court of Louis XVI. Believed to be the first man of mixed race to compose classical music, Saint-Georges, who was frequently invited to the court at Versailles to make music with Marie Antoinette not only thrived, but excelled during the height of an appalling slave trade and one of the most explosive periods in European history: the French Revolution. Saint-Georges’ ever evolving talent, and without preamble composed six operas. This research document will introduce to the reader important milestones that influenced the direction of his life, as well as a survey of two arias and duet from the opera L’Amant Anonyme using the paradigm of dance metrics as described in “Rhythmic Gesture in Mozart, Le Nozze di Figaro and Don Giovanni,” by Wye Jamison Allanbrook and “Classical Music, Expression, Form and Style” by Leonard Ratner.
Chevalier de Saint-Georges, the brilliant swordsman, unequalled equestrian, athlete, dancer, violin virtuoso, composer and orchestral conductor is, and remains a singularly unique historical figure of the 18th century French Court of Louis XVI. Believed to be the first man of mixed race to compose classical music, Saint-Georges, who was frequently invited to the court at Versailles to make music with Marie Antoinette not only thrived, but excelled during the height of an appalling slave trade and one of the most explosive periods in European history: the French Revolution. Saint-Georges’ ever evolving talent, and without preamble composed six operas. This research document will introduce to the reader important milestones that influenced the direction of his life, as well as a survey of two arias and duet from the opera L’Amant Anonyme using the paradigm of dance metrics as described in “Rhythmic Gesture in Mozart, Le Nozze di Figaro and Don Giovanni,” by Wye Jamison Allanbrook and “Classical Music, Expression, Form and Style” by Leonard Ratner.
ContributorsJones, Isola Charlayne (Author) / Britton, David (Thesis advisor) / Campbell, Andrew (Committee member) / DeMars, James (Committee member) / Arizona State University (Publisher)
Created2016
Description
The piano-vocal scores of musical theatre songs often contain simplistic and uninspired piano writing. Characteristically, the scores have right-hand figuration that doubles the voice line, restricting the singer from having the rhythmic and melodic freedom that is an essential component of the style. In addition, the piano-vocal scores have shallow bass lines and thin textures, making it difficult for the pianist to offer the support and expression that the music deserves. Editors may choose this writing style to make the score pianistically accessible for voice teachers accompanying their students, or to provide melodic assistance for less experienced singers. Conductor-vocal scores do exist and more closely resemble what an orchestra might play, but they are expensive, at times only available as rental scores, or highly inconvenient to locate. Therefore, I have designed twelve techniques to enhance piano-vocal scores, and will demonstrate those techniques through seven songs selected from the canon of musical theatre repertoire. The project is intended to be a teaching tool for advanced collaborative pianists working with advanced musical theatre singers, as many of the techniques create virtuosic piano writing and are designed for use with little to no prior rehearsal, which could potentially distract, rather than benefit, a beginning singer. The ultimate aim of enhancing the piano-vocal score is for the finished product to be creative and inspiring. Further objectives include: the creation of orchestral textures, allowing the singer more freedom, the creation of a piano part that is technically rewarding, and piano writing that inspires the singer. Through my descriptions of the techniques and discussions of the piano-vocal score enhancements, I hope to demonstrate that the singer, pianist, and audience all benefit when collaborative pianists enhance the piano-vocal score of musical theater repertoire.
ContributorsNamminga, Jaime (Author) / Campbell, Andrew (Thesis advisor) / Carpenter, Ellon (Committee member) / FitzPatrick, Carole (Committee member) / Ryan, Russell (Committee member) / Schildkret, David (Committee member) / Arizona State University (Publisher)
Created2016
Description
Literature is an important source for children to learn about many aspects of life, including music, and, more specifically, the trombone as a special type of musical instrument. The project at hand seeks to encourage the introduction of the trombone to young children through books and stories in which the instrument is featured prominently. Seven such books by various authors are identified and analyzed, and a study guide for each is presented. In addition, a brief history of children’s literature and a discussion of its use in the music classroom provide context for these seven books as well as any music-themed literature. Finally, the centerpiece of this project is the creation of a new book intended for children and featuring the trombone, written and illustrated by the present author.
ContributorsRozanski, Emily Marie (Author) / Yeo, Douglas (Thesis advisor) / Holbrook, Amy (Committee member) / Schmidt, Margaret (Committee member) / Swoboda, Deanna (Committee member) / Arizona State University (Publisher)
Created2016