Matching Items (6)
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- All Subjects: pedagogy
- Creators: Sandlin, Jennifer
Description
The purpose of this project was to: (1) describe a brief history of Salvation Army works for euphonium and piano that are relevant to the larger euphonium repertoire, and (2) produce a professional-quality compact disc recording of these works for study and reference. Part I of this project is an annotated bibliography discussing selected works for euphonium and piano written exclusively by Salvation Army composers. Each bibliographic entry is accompanied by a brief annotation, including information on each composer, hymn tunes used in each work, and difficulties encountered in performance. Part II of this project consists of a professional-level recording of these works. The recording and bibliography is intended to serve as a reference guide for students and teachers of Salvation Army euphonium literature, and is also intended to serve as a pedagogical tool utilized in the development of high school and university-level euphonium students. Five solos and one duet with piano accompaniment were selected for this project, works that represent a wide variety of Salvation Army compositional styles. The works also cover a wide range of technical and musical challenges, and are appropriate for study by both undergraduate and graduate students of music. All of the works are currently in publication as of this writing. The following works are included in this project: "The Song of the Brother" by Erik Leidzén, "Ransomed" by George Marshall, "Ochills" by Ernest Rance, "The Better World" by Norman Bearcroft, "Symphonic Rhapsody for Euphonium" by Edward Gregson, and "Timepiece" by Norman Bearcroft.
ContributorsDraper, Andrew (Author) / Pilafian, Samuel (Thesis advisor) / Hickman, David (Committee member) / Mook, Richard (Committee member) / Humphreys, Jere (Committee member) / Hill, Gary (Committee member) / Arizona State University (Publisher)
Created2012
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
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
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
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