Matching Items (22)
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- All Subjects: Music
- Creators: Caslor, Jason
- Resource Type: Text
Description
Clarinet multiphonics have become increasingly popular among composers since they were first introduced in the 1950s. However, it is a topic poorly understood by both performers and composers, which sometimes leads to the use of acoustically impossible multiphonics in compositions. Producing multiphonics requires precise manipulations of embouchure force, air pressure, and tongue position. These three factors are invisible to the naked eye during clarinet performance, leading to many conflicting theories about multiphonic production strategies, often based on subjective perception of the performer. This study attempts to observe the latter factor—tongue motion—during multiphonic production in situ using ultrasound. Additionally, a multiphonic catalog containing 604 dyad multiphonics was compiled as part of this study. The author hypothesized that nearly all, if not all, of the multiphonics can be produced using one of four primary production strategies. The four production strategies are: (A) lowering the back of the tongue while sustaining the upper note; (B) raising the back of the tongue while sustaining the upper note; (C) changing the tongue position to that of the lower note while sustaining the upper note; and (D) raising the root of the tongue (a sensation similar to constricting the throat) while sustaining the upper note. To distill production strategies into four primary categories, the author documented his perceived tongue motion over twenty repetitions of playing every multiphonic in the catalog. These perceptions were then confirmed or corrected through ultrasound investigation sessions after every five repetitions. The production strategies detailed in this study are only for finding the correct voicing to produce the multiphonics. The catalog compiled during this study is organized using two different organizational systems: the first uses the traditional method of organizing by pitch; the second uses a fingering-based system to facilitate the ease of finding multiphonics in question, since notated pitches of multiphonics often differ between sources.
ContributorsLiang, Jack Yi Jing (Author) / Gardner, Joshua (Thesis advisor) / Spring, Robert (Thesis advisor) / Caslor, Jason (Committee member) / Creviston, Christopher (Committee member) / Rockmaker, Jody (Committee member) / Arizona State University (Publisher)
Created2018
Description
Despite the growth of technology in music composition and performance, professional clarinetists maintain that air microphones are superior to piezoelectric pickups. Pickups offer increased mobility, isolation, and reduced feedback, but air microphones are used simply for the perceived sound quality. In this study a ported barrel pickup and a contact transducer pickup placed at various intervals on the clarinet were sampled and compared to a reference recording to determine how the sound differed for each method. In addition, the history of wind instrument pickups, the acoustics of the clarinet, and the basics of piezoelectricity were discussed to help examine the results. The pickups were examined in three ways: overall level in decibels, frequency cutoff, and overtone displacement. Through these results it was determined that the most accurate methods of clarinet pickup are the ported barrel pickup, contact transducers closer to the vibration of the reed such as the ligature or barrel surface, or a transducer placed at the end of the bell. These findings were consistent with the discussions regarding history, clarinet acoustics, and piezoelectricity. This study also produced a reference for the sounds associated with different pickup methods, as well as possible improvements for clarinet pickup design.
ContributorsEnglert, Patrick William (Author) / Spring, Robert S (Thesis advisor) / Gardner, Joshua T (Thesis advisor) / Caslor, Jason (Committee member) / Rogers, Rodney (Committee member) / Arizona State University (Publisher)
Created2018
Description
Abstract
Among Georg Philipp Telemann’s most-performed works is his setting of Psalm 117 (Psalm 116, Vulgate), Laudate Jehovam, TWV 7:25. There are three sources; Telemann’s autograph score (heavily marked and corrected by Telemann’s grandson, Georg Michael), a contemporary set of parts by a copyist, and another set of parts by Georg Michael Telemann based on his corrections to the autograph score. There are currently at least seven editions of this work readily available, none of which fully agrees with the autograph manuscript or original parts. The editions also differ substantially from one another: for example, two of them are in a different key from the others. This clearly points to the need for a new edition.
Further, the additions and corrections by Georg Michael Telemann are interesting. These fall into several categories: changes made to correct errors or clarify ambiguities in Georg Philipp Telemann’s original, changes made to reflect performance practice that Georg Philipp might have assumed but that were no longer customary in Georg Michael’s time, adjustments to melody and rhythm that may reflect Georg Michael’s personal taste and preference, and the addition of parts for oboe and viola, along with significant changes to the second violin part that suggest that Georg Michael’s version was intended for performance by a chorus and orchestra, whereas Georg Philipp’s original could be performed as a chamber work, with one singer and instrumentalist per part, or by a larger ensemble.
A discussion of the piece, along with scores of both the original version and Georg Michael’s version, provides both scholars and performers with greater insight into this brief but significant work.
Among Georg Philipp Telemann’s most-performed works is his setting of Psalm 117 (Psalm 116, Vulgate), Laudate Jehovam, TWV 7:25. There are three sources; Telemann’s autograph score (heavily marked and corrected by Telemann’s grandson, Georg Michael), a contemporary set of parts by a copyist, and another set of parts by Georg Michael Telemann based on his corrections to the autograph score. There are currently at least seven editions of this work readily available, none of which fully agrees with the autograph manuscript or original parts. The editions also differ substantially from one another: for example, two of them are in a different key from the others. This clearly points to the need for a new edition.
Further, the additions and corrections by Georg Michael Telemann are interesting. These fall into several categories: changes made to correct errors or clarify ambiguities in Georg Philipp Telemann’s original, changes made to reflect performance practice that Georg Philipp might have assumed but that were no longer customary in Georg Michael’s time, adjustments to melody and rhythm that may reflect Georg Michael’s personal taste and preference, and the addition of parts for oboe and viola, along with significant changes to the second violin part that suggest that Georg Michael’s version was intended for performance by a chorus and orchestra, whereas Georg Philipp’s original could be performed as a chamber work, with one singer and instrumentalist per part, or by a larger ensemble.
A discussion of the piece, along with scores of both the original version and Georg Michael’s version, provides both scholars and performers with greater insight into this brief but significant work.
ContributorsOh, Eunmi (Author) / Schildkret, David (Thesis advisor) / Evans, Bartlett (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2019
Description
Video conferencing applications, such as Skype, have long been used in classroom settings. Although musicians have been conducting online lessons for years, and institutions such as the Berklee School of Music and the Manhattan School of Music offer online music classes, scholarly research concerning online video conferencing music lessons is limited. Most studies of video conferencing lessons are based on subjective answers, making it difficult to yield conclusive results. As such, the only basis to evaluate the efficacy of video conferencing lessons are those from opinions. This study offers quantitative research on online video conferencing lessons. Between September and December 2017, 22 cello students from Muscatine High School received weekly private online lessons. Students filled out surveys using a Likert scale to rate these lessons and how they felt video and audio quality affected them. Students also received in-person lessons during October 23 or 24 to compare this experience to online lessons. The responses collected throughout the semester were compiled and sorted to reveal data trends. Using information derived from the data, this study concludes that online video conferencing lessons were less productive than in-person lessons but were still effective. In addition, average lesson ratings improved significantly after meeting in-person. In conclusion, this study found that online private lessons are feasible for high school students.
ContributorsPark, Yeil (Author) / Landschoot, Thomas (Thesis advisor) / Caslor, Jason (Thesis advisor) / Campbell, Andrew (Committee member) / Holbrook, Amy (Committee member) / Arizona State University (Publisher)
Created2019
Description
Hungarian composer, Miklós Rózsa, is primarily known for his career as a film composer, but he wrote over forty-five pieces for the concert hall. The most famous of these works, Theme, Variations, and Finale, was composed in 1933 and premiered the following year, ushering in a long history of performances throughout Europe and abroad in the 1930s and 1940s. This document serves as a guide for performers of Theme, Variations, and Finale by offering biographical information about Rózsa, the compositional history and performance history of the work and recorded legacy, details about its two versions, and a detailed analysis of the score. This document also clarifies important details about the work's performance history, which have previously been recorded inaccurately.
ContributorsAlpizar, Mark Daniel (Author) / Meyer, Jeffery (Thesis advisor) / Feisst, Sabine (Committee member) / Spring, Robert (Committee member) / Caslor, Jason (Committee member) / Arizona State University (Publisher)
Created2018
Description
It wasn’t long after the Chicago Opera Company postponed staging The Love for Three Oranges in December of 1919 that Prokofiev decided to create The Fiery Angel. In November of the same year he was reading Valery Bryusov’s novel, “The Fiery Angel.” At the same time he was establishing a closer relationship with his future wife, Lina Codina. For various reasons the composition of The Fiery Angel endured over many years. In April of 1920 at the Metropolitan Opera, none of his three operas - The Gambler, The Love for Three Oranges, and The Fiery Angel - were accepted for staging. He received no additional support from his colleagues Sergi Diaghilev, Igor Stravinsky, Vladimir Mayakovsky, and Pierre Souvchinsky, who did not care for the subject of Bryusov’s plot. Despite his unsuccessful attempts to have the work premiered, he continued working and moved from the U.S. to Europe, where he continued to compose, finishing the first edition of The Fiery Angel. He married Lina Codina in 1923. Several years later, while posing for portrait artist Anna Ostroumova-Lebedeva, the composer learned about the mysteries of a love triangle between Bryusov, Andrey Bely and Nina Petrovskaya. It was then that Prokofiev’s characters took shape, reflecting the conflicting relationships in Bryusov’s real life and characters from the novel, as well as themes from Prokofiev’s own life.
This paper will discuss Prokofiev’s third opera, The Fiery Angel. In addition to brief biographical, character, and plot information, topics will include issues Prokofiev encountered with creating the libretto, the relationship between his real-life love triangle and that depicted in the opera, and the impact Prokofiev’s ever-evolving relationship with religion and the occult had on the work.
This paper will discuss Prokofiev’s third opera, The Fiery Angel. In addition to brief biographical, character, and plot information, topics will include issues Prokofiev encountered with creating the libretto, the relationship between his real-life love triangle and that depicted in the opera, and the impact Prokofiev’s ever-evolving relationship with religion and the occult had on the work.
ContributorsNikolovski, Vanja (Author) / DeMaris, Brian (Thesis advisor) / DeMars, James (Committee member) / Dreyfoos, Dale (Committee member) / Caslor, Jason (Committee member) / Arizona State University (Publisher)
Created2018
DescriptionReflections of Self is an original score containing three movements composed and transcribed entirely by myself (Cameron Labban) under the guidance of Dr. David Schildkret. The foundation of the movements within the score are based upon stand-alone melodies created since I first began teaching myself how to play the piano.
ContributorsLabban, Cameron Wael (Author) / Schildkret, David (Thesis director) / Evans, Bartlett (Committee member) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
By examining the cognitive mechanisms behind human memory, the author hypothesizes that instrumental conductors can more quickly and effectively internalize music scores. With this theory, conductors could offer more informed and nuanced communications to their ensembles. Furthermore, these ideas could be incorporated into how conducting is taught to younger students by cultivating a more in-depth understanding of the music being studied.
This research paper surveys current trends in cognitive science related to the interactions of long-term memory (LTM) and short-term memory (STM) concerning score study and memorization employed by instrumental conductors. The research is divided into three sections, beginning with an examination of the key literature from the field of cognitive science. It continues with an overview of current musicological research and applications and finally concludes with a review of current instrumental conducting pedagogy that include discussions of memory. Moreover, recommended steps and a potential framework to incorporate cognitive science research into future conducting pedagogies are further outlined. The primary cognitive theory of focus is the Working Memory Theory of Alan Baddeley and Graham Hitch.
This research paper surveys current trends in cognitive science related to the interactions of long-term memory (LTM) and short-term memory (STM) concerning score study and memorization employed by instrumental conductors. The research is divided into three sections, beginning with an examination of the key literature from the field of cognitive science. It continues with an overview of current musicological research and applications and finally concludes with a review of current instrumental conducting pedagogy that include discussions of memory. Moreover, recommended steps and a potential framework to incorporate cognitive science research into future conducting pedagogies are further outlined. The primary cognitive theory of focus is the Working Memory Theory of Alan Baddeley and Graham Hitch.
ContributorsLucas, Cullan Baynes (Author) / Caslor, Jason (Thesis advisor) / Gardener, Joshua (Committee member) / Hill, Gary (Committee member) / Rogers, Rodney (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT
COVID-19 has affected every aspect of society, including the performing arts. This study creates a historic record of the impact of the COVID-19 pandemic on Navy Band Southwest (NBSW), located in San Diego, CA. It is an account of Navy Band Southwest’s journey under my direction as the Bandmaster and the transformation from live music performances to performances in the virtual environment from March 2020 until September 2021. The paper details safety protocols developed by the NBSW leadership team that were implemented following Center for Disease Control and Department of Defense overarching guidance. It also examines the process of development of recording techniques, both audio and video, as well as hardware used to create virtual band performances. Chapters cover NBSW operations pre-COVID, development of the virtual music-making process, and the creation of specific projects, including an original commission for wind band that was conceived, composed, rehearsed, and recorded entirely in a virtual environment. This paper aims to capture the perseverance and professionalism of U. S. Navy Sailors and how these musicians adapted to continue making music during forced isolation and quarantine. An archive of selected performances is included with this document.
ContributorsMansfield, Bruce John (Author) / Caslor, Jason (Thesis advisor) / Edwards, Bradley (Committee member) / Holbrook, Amy (Committee member) / Arizona State University (Publisher)
Created2021
Description
Clarinet articulation is a process that uses the tongue to create an interruption in sound production either by contacting the reed or disrupting the air stream. This process occurs inside the mouth and is hidden from direct view. As a result, various solutions were developed in clarinet pedagogy to address the issue of teaching with no visual feedback. Clarinet pedagogy literature consists of language that makes it possible for other clarinetists to discuss, teach, and research various aspects of clarinet playing. The interdisciplinary application of theoretical concepts in linguistics and how they map onto the language of clarinet pedagogy offers a new perspective for understanding the teaching methods used for articulation. To provide insight into the relationship of language and clarinet pedagogy, an overview of several linguistic theories and concepts, such as Peircean semiotics, metalanguages, discursive strategies, and articulatory phonetics, is presented. Additionally, a brief explanation of articulation techniques (single, multiple, flutter, and slap articulation) and commonly used teaching strategies is outlined. The language used in clarinet pedagogy literature from resources by prominent clarinet pedagogues, such as the works of John Anderson, Joshua Gardner, Michèle Gingras, Eric C. Hansen, Howard Klug, Phillip Rehfeldt, Thomas Ridenour, Heather Roche, Robert Spring, and Rachel Yoder, is surveyed. Pedagogical insights from a linguistic analysis are used to create resources for teaching and/or correcting articulation. Since the interdisciplinary application of linguistics and clarinet pedagogy is an underexplored topic, this research also aims to serve as a basis for further interdisciplinary studies.
Contributorsde Alba, Francisco Javier (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Fossum, Dave (Committee member) / Caslor, Jason (Committee member) / Arizona State University (Publisher)
Created2021