Matching Items (21)
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- All Subjects: Creative Project
- Creators: School of Music
Description
This creative project explores the concept of how music is like a language and how, as a teacher, I plan to enforce this concept through my teaching. The aim of this project is to highlight the importance of completing research and acquiring knowledge of aspects, such as the composer's life, historical background and literary references, when learning a piece of music. Through this project, I address connections between the brain and music pertaining to memorization, the components of language, the similarities between language and music, the role of the teacher and the development of a "toolbox" of knowledge for studying a piece of music. I present my own research on Schumann's Novelette Op. 21, No. 8 in f-sharp minor as well as my own experiences of learning the piece to demonstrate an example of the process and discoveries I hope my students will make in their own studies of repertoire.
ContributorsLee, Kara Jia-Shan (Author) / Pagano, Caio (Thesis director) / Creviston, Hannah (Committee member) / Division of Teacher Preparation (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
"French Vanilla" is a collection of written narratives drawn from lived experiences which serve as the vehicle storytelling that I use to examine larger themes related to the intersections of race and gender. Themes include: binaries, legitimacy, intersectionality, biracial identity development (border identity construction), whiteness, shame, and crisis. While the narratives are situated within theoretical discourse, the narratives present a representation of the lived experience. These pieces engage members of my family as well as a number of figures, including Rachel Dolezal, President Barack Obama, Alicia Keys, and a stranger on a tram in an airport. My relationship with these people present the grounds for an interrogation of identity. This project asks the question: How does one negotiate biracial identity with herself and others through narrative performance? It engages theories, such as critical race theory, black feminist theory, and standpoint theory, which informed my understanding of the discourse of race and contextualized my commentary on race. These theories present a framework within which to situate my understanding and analysis of race through lived experience. Narrative performance, the formal methodology for this work, provides a structure for the performance itself: the ultimate end product. Note: This work of creative scholarship is rooted in collaboration between three female artist-scholars: Carly Bates, Raji Ganesan, and Allyson Yoder. Working from a common intersectional, feminist framework, we served as artistic co-directors of each other's solo pieces and co-producers of Negotiations, in which we share these pieces in relationship to each other. Thus, Negotiations is not a showcase of three individual works, but rather a conversation among three voices. As collaborators, we have been uncompromising in the pursuit of our own unique inquiries and voices, and each of our works of creative scholarship stand alone. However, we believe that all of the parts are best understood in relationship to each other and to the whole. For this reason, we have chosen to cross-reference our thesis documents: French Vanilla: An Exploration of Biracial Identity Through Narrative Performance by Carly Bates; Deep roots, shared fruits: Emergent creative process and the ecology of solo performance through "Dress in Something Plain and Dark" by Allyson Yoder; and Bhairavi: A Performance-Investigation of Belonging and Dis-Belonging in Diaspora Communities by Raji Ganesan.
ContributorsBates, Carly Christopher (Author) / Davis, Olga Idriss (Thesis director) / de la Garza, Sarah Amira (Committee member) / Dove-Viebahn, Aviva (Committee member) / School of Music (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The music business has constantly evolved since its inception. Sheet music was the first physical form of music sold and was influenced by innovations in printing technology. Recorded music came about in the late 1800s and early 1900s, with Thomas Edison pioneering the phonograph record. Technology shifted from records to 8-tracks to cassettes, and finally, digital audio, which revolutionized the entire industry. Compact discs (CDs) skyrocketed in popularity during the 1990s and early 2000s, but so did file-sharing. To combat piracy, record labels began selling and streaming music online. Music sales have plummeted in all formats. Streaming reigns as the most popular form of music distribution, but it produces a mere fraction of the revenue traditional albums once did. The loss affects all those in the industry, especially the artists, who see an average of only $23.40 for every $1000 in music sold. But technology has allowed the independent artist to record and distribute their music to the world for little cost compared to their major label predecessors. Many wonder if the music industry is dead, but as with any other technological change in history, the adaptors and innovators will survive.
ContributorsDamiano, Alec (Author) / Swoboda, Deanna (Thesis director) / Whyte, Rutger (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2015-05
Description
The incorporation of electronic books (e-books) into the classroom and home of young children has been shown to have positive effects on the acquisition of early literacy skills. Dialogic reading methods, which include interactive conversations between caregiver and child about a story as it is being read, additionally are known to improve skills that lead to improved literacy during the school years. No research to date, however, has examined e-books and dialogic reading when used together. This study examines how using dialogic reading with a child reading an e-book will impact the acquisition of emergent literacy skills, particularly vocabulary knowledge and story recall ability. Twenty-three children aged 3 to 5 took part in a matched pairs experiment that included reading a select e-book four times in which half received a dialogic reading intervention. The children who received the intervention scored significantly higher in the story recall measure of the posttest than those in the control group. No differences were found between the experimental and control groups on the vocabulary measure, although mutual gains were found among both groups from the pretest to the posttest. The results suggest that dialogic reading when incorporated with e-books may improve a child's ability to recall a story. Further, the results indicate that repeated reading of the same e-book may increase vocabulary knowledge.
ContributorsFallon, Ashley Elizabeth (Author) / Connor, Carol (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Division of Teacher Preparation (Contributor)
Created2014-12
Description
Although the number of women earning college degrees and entering the workforce is increasing, a gender gap persists at top leadership positions. Women are faced with numerous challenges throughout the talent pipeline, challenges that often drive women out of the workforce. This paper looks at the power of mentoring and how women, particularly young women, have the potential to overcome these challenges through a successful mentoring relationship. We use examples of successful mentoring programs at the corporate and university level to support the development of a mentoring program at the high school level. Our paper presents the research and development process behind the Young Women in Leadership (YWiL) Workshop, a half-day event that focused on bringing awareness to the importance of mentoring and leadership at the high school level while providing young women with the confidence and knowledge to begin to establish their own mentoring relationships.
ContributorsRust, Brenna (Co-author) / Myers, Sheridan (Co-author) / Desch, Tim (Thesis director) / Kalika, Dale (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Accountancy (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / WPC Graduate Programs (Contributor) / W. P. Carey School of Business (Contributor)
Created2015-05
Description
Rainbow Connection is an integrated choir with members on and off the autism spectrum. It was founded in the spring of 2012 by Barrett students Ali Friedman, Megan Howell, and Victoria Gilman as part of an honors thesis creative project. Rainbow Connection uses the rehearsal process and other creative endeavors to foster natural relationship building across social gaps. A process-oriented choir, Rainbow Connection's main goals concern the connections made throughout the experience rather than the final musical product. The authors believe that individual, non-hierarchical relationships are the keys to breaking down systemized gaps between identity groups and that music is an ideal facilitator for fostering such relationships. Rainbow Connection operates under the premise that, like colors in a rainbow, choir members create something beautiful not by melding into one homogenous group, but by collaboratively showcasing their individual gifts. This paper will highlight the basic premise and structure of Rainbow Connection, outline the process of enacting the choir, and describe the authors' personal reactions and takeaways from the project.
ContributorsFriedman, Alexandra (Co-author) / Gilman, Victoria (Co-author) / Howell, Megan (Co-author) / Rio, Robin (Thesis director) / Schildkret, David (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2014-12
Description
In the United States, many new cases of type I diabetes appear among youth. Upon diagnosis, many patients experience psychosocial issues in addition to physical issues, including depression, anxiety, and poor self-esteem. Diabetes educators have found that it is important to form interpersonal connections and trust with their adolescent patients. One tool that may be particularly useful for diabetes educators to implement is art therapy, which combines creativity and problem solving in a practical manner. Art therapy may be particularly helpful for individuals with type 1 diabetes because of the great cognitive and emotional changes, which occur during adolescence. In order for caretakers and educators to implement tenants of art therapy, it is helpful to have a medium, such as an art journal, which provides a foundation on which to process the emotions and thoughts the adolescent is experiencing as they process diabetes and their feelings throughout diagnosis. Keywords: art therapy, type I diabetes
ContributorsFowle, Mikaelah Jenee (Author) / Bodman, Denise (Thesis director) / Rogers, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2015-05
Description
E-Strings Academy (www.estringsacademy.wordpress.com) is a resource website intended for the beginning violinist, violist, cellist, and bassist. The mission of the website is to extend musical learning opportunities to students outside of the physical string classroom and to engage first-year string students in musical activities at home that supplement the instruction they receive in a school setting. The current website features five different areas for students to explore: lesson videos, tunes, listening activities, games, and resources. In each area, students have the opportunity to learn and reinforce musical concepts and skill sets that they will need in order to be successful in music, both in their first year of playing and beyond. I created E-Strings Academy with the intention that I use it with my own string students in my future teaching career. It is a flexible website that I will continue to revise, adapt, and enhance to best serve the needs of my students and enrich their musical learning outside of the classroom.
ContributorsCook, Christa Marie (Author) / Schmidt, Margaret (Thesis director) / Tobias, Evan (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor)
Created2015-05
Description
"Chronos" is a composition by the great jazz pianist, Aaron Parks. Originally arranged for a quartet consisting of piano, upright bass, drums and tenor saxophone, I sought to arrange the piece for a sextet consisting of trombone, alto saxophone, tenor saxophone, guitar, upright, bass, and drums. This thesis outlines my process as I transcribed "Chronos" from the original recording and then arranged it for a new ensemble. It also discusses the difficulties faced in all the phases of the project from transcribing to rehearsing and performing the work. My arrangement is included with the thesis for those who wish to analyze the music as well as a recording of a live performance of my arrangement at The Nash in downtown Phoenix on April 7th, 2015.
ContributorsMcdaniel, Sean Wesley (Author) / Kocour, Michael (Thesis director) / Haines, Ryan (Committee member) / Barrett, The Honors College (Contributor) / School of Music (Contributor)
Created2015-05
Description
This thesis explores the musical and historical aspects of two of the greatest solo works for the cello: Suite No. 6 in D major, BWV 1012 by Johann Sebastian Bach and the Sonata for Solo Cello, Op. 8 by Zoltán Kodály. The thesis and creative project consists of a researched paper of approximately 30 pages of historical and musical analysis on both pieces and the “defense” was a recital where I performed both pieces memorized with an informed approach. Part I explores of Bach’s Suite No. 6 in D major, BWV 1012, and Section 1 includes a biography and historical context during the period in which the sixth suite was written. Section 2 consists of an analysis of all six movements (Prelude-Allemande-Courante-Sarabande-Gavottes I and II-Gigue). The analysis explores the German dance form of the suite movements and how they are relevant to the sixth suite, as well as musical aspects that make the sixth suite unique. Part II explores Kodály’s Sonata for Solo Cello, Op. 8 that has a similar structure as Part I with a Section 1 of biography and historical context during the period of the sonata, and a Section 2 analysis. Section 1 explores Kodály’s life and studies in folk music that is relevant to the Sonata, and Section 2 musical analysis with points of relevance to the Hungarian language folk song. The Sonata consists of three lengthy movements (Allegro maestoso ma appassionato-Adagio con grand espressione-Allegro vivace) and the analysis consists of formal, musical, and a few pedagogical approaches. The thesis is rounded out with a conclusion of personal reflection added during the revision process. This musical and historical analysis greatly informed my performance of these works and the “defense” recital was highly successful.
ContributorsPepper, Angelese Antoinette (Author) / Landschoot, Thomas (Thesis director) / Park, Yeil (Committee member) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05