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Description
This project sheds light on trombonist Andy Martin's improvisation and provides tools for further learning. A biographical sketch gives background on Martin, establishing him as a newer jazz master. Through the transcription and analysis of nine improvised solos, Martin's improvisational voice and vocabulary is deciphered and presented as a series of seven thematic hooks. These patterns, rhythms, and gestures are described, analyzed, and presented as examples of how each is used in the solos. The hooks are also set as application exercises for learning jazz style and improvisation. These exercises demonstrate how to use Martin's hooks as a means for furthering one's own improvisation. A full method for successful transcription is also presented, along with the printed transcriptions and their accompanying information sheets.
ContributorsWilkinson, Michael Scott (Author) / Ericson, John (Thesis advisor) / Kocour, Michael (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
Jazz continues, into its second century, as one of the most important musics taught in public middle and high schools. Even so, research related to how students learn, especially in their earliest interactions with jazz culture, is limited. Weaving together interviews and observations of junior and senior high school jazz players and teachers, private studio instructors, current university students majoring in jazz, and university and college jazz faculty, I developed a composite sketch of a secondary school student learning to play jazz. Using arts-based educational research methods, including the use of narrative inquiry and literary non-fiction, the status of current jazz education and the experiences by novice jazz learners is explored. What emerges is a complex story of students and teachers negotiating the landscape of jazz in and out of early twenty-first century public schools. Suggestions for enhancing jazz experiences for all stakeholders follow, focusing on access and the preparation of future jazz teachers.
ContributorsKelly, Keith B (Author) / Stauffer, Sandra (Thesis advisor) / Tobias, Evan (Committee member) / Kocour, Michael (Committee member) / Sullivan, Jill (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2013
Description
The Himalaya are the archetypal example of a continental collision belt, formed by the ongoing convergence between India and Eurasia. Boasting some of the highest and most rugged topography on Earth, there is currently no consensus on how climatic and tectonic processes have combined to shape its topographic evolution. The Kingdom of Bhutan in the eastern Himalaya provides a unique opportunity to study the interconnections among Himalayan climate, topography, erosion, and tectonics. The eastern Himalaya are remarkably different from the rest of the orogen, most strikingly due to the presence of the Shillong Plateau to the south of the Himalayan rangefront. The tectonic structures associated with the Shillong Plateau have accommodated convergence between India and Eurasia and created a natural experiment to test the possible response of the Himalaya to a reduction in local shortening. In addition, the position and orientation of the plateau topography has intercepted moisture once bound for the Himalaya and created a natural experiment to test the possible response of the range to a reduction in rainfall. I focused this study around the gently rolling landscapes found in the middle of the otherwise extremely rugged Bhutan Himalaya, with the understanding that these landscapes likely record a recent change in the evolution of the range. I have used geochronometric, thermochronometric, and cosmogenic nuclide techniques, combined with thermal-kinematic and landscape evolution models to draw three primary conclusions. 1) The cooling histories of bedrock samples from the hinterland of the Bhutan Himalaya show a protracted decrease in erosion rate from the Middle Miocene toward the Pliocene. I have attributed this change to a reduction in shortening rates across the Himalayan mountain belt, due to increased accommodation of shortening across the Shillong Plateau. 2) The low-relief landscapes of Bhutan were likely created by backtilting and surface uplift produced by an active, blind, hinterland duplex. These landscapes were formed during surface uplift, which initiated ca. 1.5 Ma and has totaled 800 m. 3) Millennial-scale erosion rates are coupled with modern rainfall rates. Non-linear relationships between topographic metrics and erosion rates, suggest a fundamental difference in the mode of river incision within the drier interior of Bhutan and the wetter foothills.
ContributorsAdams, Byron A (Author) / Whipple, Kelin X (Thesis advisor) / Hodges, Kip V (Thesis advisor) / Heimsath, Arjun M (Committee member) / Arrowsmith, Ramon (Committee member) / Hurtado, Jose M (Committee member) / Arizona State University (Publisher)
Created2014
Description
Concerto for Piano and Chamber Orchestra was conceived in February of 2013, and conceptually it is my attempt to fuse personal expressions of jazz and classical music into one fully realized statement. It is a three movement work (fast, slow, fast) for 2 fl., 2 ob., 2 cl., bsn., 2 hrn., 2 tpt., tbn., pno., perc., str. (6,4,2,2,1). The work is approximately 27 minutes in duration. The first movement of the Concerto is written in a fluid sonata form. A fugato begins where the second theme would normally appear, and the second theme does not fully appear until near the end of the solo piano section. The result is that the second theme when finally revealed is so reminiscent of the history of jazz and classical synthesis that it does not sound completely new, and in fact is a return of something that was heard before, but only hinted at in this piece. The second movement is a kind of deconstructive set of variations, with a specific theme and harmonic pattern implied throughout the movement. However, the full theme is not disclosed until the final variation. The variations are interrupted by moments of pure rhythmic music, containing harmony made up of major chords with an added fourth, defying resolution, and dissolving each time back into a new variation. The third movement is in rondo form, using rhythmic and harmonic influences from jazz. The percussion plays a substantial role in this movement, acting as a counterpoint to the piano part throughout. This movement and the piece concludes with an extended coda, inspired indirectly by the simple complexities of an improvisational piano solo, building in complexity as the concerto draws to a close.
ContributorsSneider, Elliot (Author) / Rogers, Rodney (Thesis advisor) / DeMars, James (Committee member) / Hackbarth, Glenn (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
Climate and its influence on hydrology and weathering is a key driver of surface processes on Earth. Despite its clear importance to hazard generation, fluvial sediment transport and erosion, the drawdown of atmospheric CO2 via the rock cycle, and feedbacks between climate and tectonics, quantifying climatic controls on long-term erosion rates has proven to be one of the grand problems in geomorphology. In fact, recent attempts addressing this problem using cosmogenic radionuclide (CRN) derived erosion rates suggest very weak climatic controls on millennial-scale erosion rates contrary to expectations. In this work, two challenges are addressed that may be impeding progress on this problem.
The first challenge is choosing appropriate climate metrics that are closely tied to erosional processes. For example, in fluvial landscapes, most runoff events do little to no geomorphic work due to erosion thresholds, and event-scale variability dictates how frequently these thresholds are exceeded. By analyzing dense hydroclimatic datasets in the contiguous U.S. and Puerto Rico, we show that event-scale runoff variability is only loosely related to event-scale rainfall variability. Instead, aridity and fractional evapotranspiration (ET) losses are much better predictors of runoff variability. Importantly, simple hillslope-scale soil water balance models capture major aspects of the observed relation between runoff variability and fractional ET losses. Together, these results point to the role of vegetation water use as a potential key to relating mean hydrologic partitioning with runoff variability.
The second challenge is that long-term erosion rates are expected to balance rock uplift rates as landscapes approach topographic steady state, regardless of hydroclimatic setting. This is illustrated with new data along the Main Gulf Escarpment, Baja, Mexico. Under this conceptual framework, climate is not expected to set the erosion rate, but rather the erosional efficiency of the system, or the steady-state relief required for erosion to keep up with tectonically driven uplift rates. To assess differences in erosional efficiency across landscapes experiencing different climatic regimes, we contrast new CRN data from tectonically active landscapes in Baja, Mexico and southern California (arid) with northern Honduras (very humid) alongside other published global data from similar hydroclimatic settings. This analysis shows how climate does, in fact, set functional relationships between topographic metrics like channel steepness and long-term erosion rates. However, we also show that relatively small differences in rock erodibility and incision thresholds can easily overprint hydroclimatic controls on erosional efficiency motivating the need for more field based constraints on these important variables.
The first challenge is choosing appropriate climate metrics that are closely tied to erosional processes. For example, in fluvial landscapes, most runoff events do little to no geomorphic work due to erosion thresholds, and event-scale variability dictates how frequently these thresholds are exceeded. By analyzing dense hydroclimatic datasets in the contiguous U.S. and Puerto Rico, we show that event-scale runoff variability is only loosely related to event-scale rainfall variability. Instead, aridity and fractional evapotranspiration (ET) losses are much better predictors of runoff variability. Importantly, simple hillslope-scale soil water balance models capture major aspects of the observed relation between runoff variability and fractional ET losses. Together, these results point to the role of vegetation water use as a potential key to relating mean hydrologic partitioning with runoff variability.
The second challenge is that long-term erosion rates are expected to balance rock uplift rates as landscapes approach topographic steady state, regardless of hydroclimatic setting. This is illustrated with new data along the Main Gulf Escarpment, Baja, Mexico. Under this conceptual framework, climate is not expected to set the erosion rate, but rather the erosional efficiency of the system, or the steady-state relief required for erosion to keep up with tectonically driven uplift rates. To assess differences in erosional efficiency across landscapes experiencing different climatic regimes, we contrast new CRN data from tectonically active landscapes in Baja, Mexico and southern California (arid) with northern Honduras (very humid) alongside other published global data from similar hydroclimatic settings. This analysis shows how climate does, in fact, set functional relationships between topographic metrics like channel steepness and long-term erosion rates. However, we also show that relatively small differences in rock erodibility and incision thresholds can easily overprint hydroclimatic controls on erosional efficiency motivating the need for more field based constraints on these important variables.
ContributorsRossi, Matthew (Author) / Whipple, Kelin X (Thesis advisor) / DeVecchio, Duane E (Committee member) / Vivoni, Enrique R (Committee member) / Arrowsmith, J Ramon (Committee member) / Heimsath, Arjun M (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study questioned how the Navajo Nation was going to mitigate and/or adapt
to Global Climate Change. By employing a Diné philosophy based research methodology this study seeks to holistically reframe the lens that the Navajo Nation conceptualizes Global Climate Change. The study uses a comprehensive review of literature that pertained to four research questions. The research questions are: 1) What do Diné oral histories say about climate change? 2) How is the Navajo Nation going to mitigate and adapt to changes to the climate using Western knowledge? 3) How can Diné research methodologies help inform policies that will mitigate and adapt to climate change? 4) What type of actions and frameworks can the Navajo Nation use to generate meaningful policy? The study utilizes a Diné philosophy based analytical framework to focus on how climate change will affect the Diné peoples' A) spirituality, B) economic sustainability, C) family-community, and D) home-environment. The findings are: a) the Navajo spiritual ceremonies are process models that can be used to mitigate and/or adapt to climate change, and they must continue to be practiced. b) The economic development section revealed that economic security is not found solely in resource development, but in the security of ceremonial knowledge. The burden of the Navajo government however, is not to promote labor, but the ability for people to live into old age. c) Because families and communities drive Diné philosophy, Diné families and communities must remember how to treat each other with respect. The collective survival of the Navajo Nation always depended on this teaching. d) The findings of the home-environment section is that Diné have to acknowledge that their lives are fragile in the face of global climate change, and the only way that they can live happily is to trust the power of the stories of the ancestors, and seek to embody the Diné philosophy. This study succeeded as an honest attempt to apply an Indigenous Diné methodology to reframe Global Climate Change into a phenomenon that is survivable.
to Global Climate Change. By employing a Diné philosophy based research methodology this study seeks to holistically reframe the lens that the Navajo Nation conceptualizes Global Climate Change. The study uses a comprehensive review of literature that pertained to four research questions. The research questions are: 1) What do Diné oral histories say about climate change? 2) How is the Navajo Nation going to mitigate and adapt to changes to the climate using Western knowledge? 3) How can Diné research methodologies help inform policies that will mitigate and adapt to climate change? 4) What type of actions and frameworks can the Navajo Nation use to generate meaningful policy? The study utilizes a Diné philosophy based analytical framework to focus on how climate change will affect the Diné peoples' A) spirituality, B) economic sustainability, C) family-community, and D) home-environment. The findings are: a) the Navajo spiritual ceremonies are process models that can be used to mitigate and/or adapt to climate change, and they must continue to be practiced. b) The economic development section revealed that economic security is not found solely in resource development, but in the security of ceremonial knowledge. The burden of the Navajo government however, is not to promote labor, but the ability for people to live into old age. c) Because families and communities drive Diné philosophy, Diné families and communities must remember how to treat each other with respect. The collective survival of the Navajo Nation always depended on this teaching. d) The findings of the home-environment section is that Diné have to acknowledge that their lives are fragile in the face of global climate change, and the only way that they can live happily is to trust the power of the stories of the ancestors, and seek to embody the Diné philosophy. This study succeeded as an honest attempt to apply an Indigenous Diné methodology to reframe Global Climate Change into a phenomenon that is survivable.
ContributorsAtencio, Mario (Author) / Killsback, Leo K (Thesis advisor) / Tippeconnic, John (Committee member) / Lee, Lloyd L. (Committee member) / Arizona State University (Publisher)
Created2015
Description
This multiple-case study addresses the nature of the out-of-school musical engagements of four undergraduate students who were enrolled as jazz studies majors in a large school of music in the U.S. southwest. It concerns what they did musically when they were outside of school, why they did what they did, what experiences they said they learned from, and how their out-of-school engagements related to their in-school curriculum. Research on jazz education, informal learning practices in music, and the in-school and out-of-school experiences of students informed this study. Data were generated through observation, interviews, video blogs (vlogs), and SMS text messages.
Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.
The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.
Analysis of data revealed that participants engaged with music when outside of school by practicing, teaching, gigging, recording, playing music with others, attending live musical performances, socializing with other musicians, listening, and engaging with non-jazz musical styles (aside from listening). They engaged with music because of: 1) the love of music, 2) the desire for musical excellence, 3) financial considerations, 4) the aspiration to affect others positively with music, and 5) the connection with other musicians. Participants indicated that they learned by practicing, listening to recordings, attending live performances, playing paid engagements, socializing, teaching, and reading. In-school and out-of-school experience and learning had substantial but not complete overlap.
The study implies that a balance between in-school and out-of-school musical experience may help undergraduate jazz studies students to maximize their overall musical learning. It also suggests that at least some jazz studies majors are fluent in a wide variety of music learning practices that make them versatile, flexible, and employable musicians. Further implications are provided for undergraduate jazz students as well as collegiate jazz educators, the music education profession, and schools of music. Additional implications concern future research and the characterization of jazz study in academia.
ContributorsLibman, Jeffrey B (Author) / Tobias, Evan (Thesis advisor) / Kocour, Michael (Committee member) / Schmidt, Margaret (Committee member) / Solis, Theodore (Committee member) / Stauffer, Sandra (Committee member) / Arizona State University (Publisher)
Created2014
Description
The study of artist transcriptions is an effective vehicle for assimilating the language and style of jazz. Pairing transcriptions with historical context provides further insight into the back story of the artists' life and method. Innovators are often the subject of published studies of this kind, but transcriptions of plunger-mute master Al Grey have been overlooked. This document fills that void, combining historical context with thirteen transcriptions of Grey's trombone features and improvisations. Selection of transcribed materials was based on an examination of historically significant solos in Al Grey's fifty-five-year career. The results are a series of open-horn and plunger solos that showcase Grey's sound, technical brilliance, and wide range of dynamics and articulation. This collection includes performances from a mix of widely available and obscure recordings, the majority coming from engagements with the Count Basie Orchestra. Methods learned from the study of Al Grey's book Plunger Techniques were vital in the realization of his work. The digital transcription software Amazing Slow Downer by Roni Music aided in deciphering some of Grey's more complicated passages and, with octave displacement, helped bring previously inaudible moments to the foreground.
ContributorsHopkins, Charles E (Author) / Pilafian, Sam (Thesis advisor) / Stauffer, Sandra (Committee member) / Solís, Ted (Committee member) / Ericson, John (Committee member) / Kocour, Michael (Committee member) / Arizona State University (Publisher)
Created2011
Description
Infectious diseases have been a major threat to survival throughout human history. Humans have developed a behavioral immune system to prevent infection by causing individuals to avoid people, food, and objects that could be contaminated. This current project investigates how ambient temperature affects the activation of this system. Because temperature is positively correlated with the prevalence of many deadly diseases, I predict that temperature moderates the behavioral immune system, such that a disease prime will have a stronger effect in a hot environment compared to a neutral environment and one's avoidant behaviors will be more extreme. Participants were placed in a hot room (M = 85F) or a neutral room (M = 77F) and shown a disease prime slide show or a neutral slide show. Disgust sensitivity and perceived vulnerability surveys were used to measure an increased perceived risk to disease. A taste test between a disgusting food item (gummy bugs) and a neutral food item (gummy animals) measured food avoidance. There was no significant avoidance of the gummy and no significant difference in ratings of disgust sensitivity or perceived vulnerability as a function of temperature conditions. There were no significant interactions between temperature and disease. The conclusion is that this study did not provide evidence that temperature moderates the effect of disease cues on behavior.
ContributorsOsborne, Elizabeth (Author) / Cohen, Adam B. (Thesis advisor) / Kwan, Sau (Committee member) / Neuberg, Steven (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study examines the experiences of participants enrolled in an online community college jazz history course. I surveyed the participants before the course began and observed them in the online space through the duration of the course. Six students also participated in interviews during and after the course. Coded data from the interviews, surveys, and recorded discussion posts and journal entries provided evidence about the nature of interaction and engagement in learning in an online environment. I looked for evidence either supporting or detracting from a democratic online learning environment, concentrating on the categories of student engagement, freedom of expression, and accessibility. The data suggested that the participants' behaviors in and abilities to navigate the online class were influenced by their pre-existing native media habits. Participants' reasons for enrolling in the online course, which included convenience and schedule flexibility, informed their actions and behaviors in the class. Analysis revealed that perceived positive student engagement did not contribute to a democratic learning environment but rather to an easy, convenient experience in the online class. Finally, the data indicated that participants' behaviors in their future lives would not be affected by the online class in that their learning experiences were not potent enough to alter or inform their behavior in society. As online classes gain popularity, the ability of these classes to provide meaningful learning experiences must be questioned. Students in this online jazz history class presented, at times, a façade of participation and community building but demonstrated a lack of sincerity and interest in the course. The learning environment supported accessibility and freedom of expression to an extent, but students' engagement with their peers was limited. Overall, this study found a need for more research into the quality of online classes as learning platforms that support democracy, student-to-student interaction, and community building.
ContributorsHunter, Robert W. (Author) / Stauffer, Sandra L (Thesis advisor) / Tobias, Evan (Thesis advisor) / Bush, Jeffrey (Committee member) / Kocour, Michael (Committee member) / Pilafian, Sam (Committee member) / Arizona State University (Publisher)
Created2011