Matching Items (7)
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- All Subjects: pedagogy
- Genre: Academic theses
- Creators: Sandlin, Jennifer
- Creators: Doan, Jerry
Description
The teaching of singing remained remarkably stable until, at the end of the twentieth century, advances in the understanding of voice science stimulated dramatic changes in approach to vocal pedagogy. Previously, the technology needed to accurately measure physiologic change within the larynx and breath-support musculature during the process of singing simply did not exist. Any prior application of scientific study to the voice was based primarily upon auditory evaluation, rather than objective data accumulation and assessment. After a centuries-long history, within a span of twenty years, vocal pedagogy evolved from an approach solely derived from subjective, auditory evidence to an application grounded in scientific data. By means of analysis of significant publications by Richard Miller, Robert Sataloff, and Ingo Titze, as well as articles from The Journal of Singing and The Journal of Voice, I establish a baseline of scientific knowledge and pedagogic practice ca. 1980. Analysis and comparison of a timeline of advancement in scientific insight and the discussion of science in pedagogical texts, 1980-2000, reveal the extent to which voice teachers have dramatically changed their method of instruction. I posit that voice pedagogy has undergone a fundamental change, from telling the student only what to do, via auditory demonstration and visual imagery, to validating with scientific data how and why students should change their vocal approach. The consequence of this dramatic pedagogic evolution has produced singers who comprehend more fully the science of their art.
ContributorsVelarde, Rachel (Author) / Doan, Jerry (Thesis advisor) / Campbell, Andrew (Committee member) / Solis, Theodore (Committee member) / Elgar Kopta, Anne (Committee member) / Britton, David (Committee member) / Arizona State University (Publisher)
Created2013
Description
ABSTRACT The purpose of this research project is to provide participants with a personal experience in opera, to change their perceptions and provoke further interest in the art form. By introducing community opera into a society, we can educate and perhaps expand the acceptance of opera in a population. This document uses The Survey of Public Participation of the Arts by the National Endowment for the Arts in order to provide an accurate account of the declining attendance of opera. Only through education and exposure can we improve opera attendance. In order to create opera appreciation the researcher introduced an applicable opera performance situation in a small community. The process in which the opera was implemented has been evaluated and separated into the following eight components: preparation, rehearsal, set construction and props, pamphlets, budget, advertising, dress rehearsal, and performance. Each will be considered separately. The benefits of that community program and the process in which the opera took place are included in this research.
ContributorsYekel, Amy Louise (Author) / Doan, Jerry (Thesis advisor) / Mills, Robert (Committee member) / Dreyfoos, Dale (Committee member) / Rogers, Rodney (Committee member) / Kopta, Anne (Committee member) / Arizona State University (Publisher)
Created2012
Description
This project explores television as the mediation of lived experience through a semiotic phenomenological lens. To do so, this thesis explores representations of gendered violence in self-identified feminist, Sally Wainwright's two shows: Last Tango in Halifax (2012) and Happy Valley (2014). By employing a phenomenological framework to Sally Wainwright's own relationships and experiences, I will seek to examine the semiotic codes embedded in the interactions between women in Happy Valley and Last Tango in Halifax. This will also provide a foundation for discussion on how and why the characters in her shows appear in ways that submit to and subvert the dominant 21st century understanding of 'feminine' on television.
ContributorsFry, Elisabeth (Author) / Sandlin, Jennifer (Thesis advisor) / Cavender, Gray (Committee member) / Anderson, Lisa (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT The Orpheus Male Chorus of Phoenix occupies and maintains an historical place in the musical and civic history of the City of Phoenix and the State of Arizona. Organized in November, 1929, the Orpheus Male Chorus of Phoenix (OMC) is the only performing arts organization in Phoenix that can claim eighty-one years of continuous performance. The chorus gained popularity locally, nationally, and internationally in its first five decades. The breadth of the chorus's recognition began to decline in the latter part of the 20th century, but the chorus still retains a loyal following of audience members. This study focuses on the first fifty years of the OMC, especially the period from 1946 to 1979, the years the chorus was under the direction of Ralph Hess. Through his leadership the group's popularity and recognition reached a peak, thanks largely to his emphasis on civic responsibility, ties to service organizations, and musical ability and showmanship. No scholarly publications exist regarding this organization. Several boxes of memorabilia housed in the Arizona Historical Society Museum in Tempe, Arizona, serve as the primary source of material for this study. Concert programs supply information about concert repertoire, advertising, and chorus history. Newspaper articles from local and international press offer reviews, announcements, and media perceptions of the chorus. Information illustrating the abundant civic engagement of the OMC appears in proclamations and awards from local, state, national, and international personalities. This objective information helps propel the story forward, as do the personal letters and stories contained within the collection. Because many documents from the latter part of the 1970s are missing, the primary source information becomes more anecdotal and subjective. This study illustrates some of the ways in which the OMC went beyond mere survival to occupy a significant place in the musical life of Phoenix. Engagement in civic and social functions and support for non-profit organizations established the chorus as more than just a musical ensemble. Their pursuit under Hess of "Cultural Citizenship" earned them international recognition as civic leaders and ambassadors of goodwill.
ContributorsButler, Robert C (Author) / Schildkret, David (Thesis advisor) / Holbrook, Amy (Committee member) / Doan, Jerry (Committee member) / Arizona State University (Publisher)
Created2010
Description
The following study is based on my individual and collective practice as a former staff member of El Centro de Desarrollo Alternativo Indígena A.C., a non-profit who works in the Sierra Madre Occidental in the north of Mexico, and my experience as a master student in the US. I am developing this research as a reflective instrument to improve the strategies that I have been developing and implementing. To reach this goal I present the concept of praxis, which Paulo Freire and Antonio Gramsci used some years ago, as a methodology to shorten the gap between my practice and theory. Furthermore, I use the theoretical framework of popular education, and other ideas from the complementary fields of community development, and Critical Race Theory/TribalCrit, to shed light on how to improve our practice and the pedagogies we use as part of our work. The main question that is guiding this study is: What is the learning dynamic of organizations and participants who are doing community development work with Indigenous communities? To answer this, I analyze the data I collected in 2016, which includes: two months of participant observation, sixteen in-depth interviews, and one focus group with staff members. The findings of this research suggest that staff members have learned to respect time and culture of the community and to validate local knowledge; community members have shared that they have learned new agricultural practices, production of organic fertilizers and pesticides, earthworm compost, food conservation methods, communication skills and to work together. The ways identified in which participants have learned are: by doing, by observation, by dialogue, by receptivity, by recognition, through meetings and by reflection. The results of this research are consistent with what popular educators say: neutrality is impossible. Practices of the nonprofits do not occur in a vacuum; therefore, the mechanisms of auto analysis and reflection that CEDAIN staff shared, in conjunction with the attempt of this research to unveil the hidden and explicit curriculum of the practices of CEDAIN, are great tools to trigger critical consciousness, challenge what we have taken for granted, and recreate better practices. This research is a result of the compilation and analysis of the narratives, experiences and knowledge of community and staff members who participated in this study. In this sense, these set of ideas, which place grassroots experiences as the principal source of knowledge, could be applied to plan and design future pedagogical interventions.
ContributorsMorales Guerrero, Jorge (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2018
Description
The pace of segregation of races continues to increase as the gap between wealthy people, and the rest of the human race, increases. Technological advances in human communication ironically decrease human communication as people choose news and social media sites that feed their ideological frames. Bridging the sociopolitical gap is increasingly difficult. Further, privileged hegemonic forces exert pressure to maintain the status quo at the expense of greater humanity. Despite this grave account, some members of the privileged hegemony have moved away from their previous adherence to it and emerged as activists for marginalized populations.
Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory and Critical White Studies, this study asks the question: what factors lead to an ideological shift?
Fifteen participants agreed to an in-depth, semi-structured qualitative interview. There were four main themes that emerged. Most participants experienced significant childhood challenges as well as segregated environments. Additionally, they possessed personality traits of curiosity and critical thinking which left them at odds with their family members; and finally, each experienced exposure to new environments and new people. Most notably, in an attempt to satisfy their curiosity and to remedy the disconnect between the imposed family values and their own internal inclinations, most actively sought out disorienting dilemmas that would facilitate an ideological shift. This journey typically included copious reading, critically analyzing information and, mostly importantly, immersion in new environments.
The goal of this study was to understand which factors precipitate an ideological shift in the hope of using the data to create effective interventions that bridge ideological gaps. It was revealed that some of the initiative for this shift is innate, and therefore unreachable. However, exposure to disorienting dilemmas successfully caused an ideological shift. Critically, this research revealed that it is important to identify those individuals who possess this innate characteristic of curiosity and dissatisfaction with the status quo and create opportunities for them to be exposed to new people, information and environments. This will likely lead to a shift from White hegemonic adherent to an emerging advocate for social justice.
Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory and Critical White Studies, this study asks the question: what factors lead to an ideological shift?
Fifteen participants agreed to an in-depth, semi-structured qualitative interview. There were four main themes that emerged. Most participants experienced significant childhood challenges as well as segregated environments. Additionally, they possessed personality traits of curiosity and critical thinking which left them at odds with their family members; and finally, each experienced exposure to new environments and new people. Most notably, in an attempt to satisfy their curiosity and to remedy the disconnect between the imposed family values and their own internal inclinations, most actively sought out disorienting dilemmas that would facilitate an ideological shift. This journey typically included copious reading, critically analyzing information and, mostly importantly, immersion in new environments.
The goal of this study was to understand which factors precipitate an ideological shift in the hope of using the data to create effective interventions that bridge ideological gaps. It was revealed that some of the initiative for this shift is innate, and therefore unreachable. However, exposure to disorienting dilemmas successfully caused an ideological shift. Critically, this research revealed that it is important to identify those individuals who possess this innate characteristic of curiosity and dissatisfaction with the status quo and create opportunities for them to be exposed to new people, information and environments. This will likely lead to a shift from White hegemonic adherent to an emerging advocate for social justice.
ContributorsKolomyjec, Wanda (Author) / Sandlin, Jennifer (Thesis advisor) / Lee, Charles (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Rohd, Michael (Committee member) / Arizona State University (Publisher)
Created2020
Description
This dissertation historicizes the contemporary notions of student misbehavior through a critical study of 19th-century teacher manuals. Instead of reading the texts of the manuals as a window into the experiences of the past, I consider the manuals as discursive operations that enacted practices and ideals. In drawing upon historiographical and analytical methods inspired by Michel Foucault and Sara Ahmed, I explore how the intersection of student misbehavior with teacher pedagogy and disciplinary procedures enact “modes of subjection” (Foucault, 1995) and “affective orientations” (Ahmed, 2006) in the modernization of teacher pedagogy and schooling. I argue that the archive of manuals demonstrates the entanglement of student subjectivity and affect with modernizing regimes of governmentality and the marketplace. I equally argue that the modes of student misbehavior present in the archive provide avenues and strategies for thinking outside contemporary developmental and clinical framing of misbehavior. It is in rethinking misbehavior outside of contemporary frameworks that this dissertation provides an opportunity to reconsider how the boundaries of schooling and school participation might radically open up toward more diversity, inclusivity, and equity.
ContributorsWells, Timothy (Author) / Koro, Mirka (Thesis advisor) / Carlson, David L. (Committee member) / Kim, Jeong-Hee (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2020