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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
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
This project examines the intersections between sexual/cultural cross-dressing and un/documented immigration from the point of view of folklore and immigration studies using Sui Sin Far's short story collection Mrs. Spring Fragrance and Karen Tei Yamashita's novel Tropic of Orange. Using the lenses of folklore theory and cross-dressing highlights aspects of immigration (and its intersection with gender and race) that are otherwise missed; it is necessary to examine the evolving ways in which fictionalized cross-dressers re-craft and occupy the spaces from which they are barred in order to address and redress questions of immigration today. Incorporating anthropology, history, folkloristics, and gender studies, this project shows that historical forms of cross-dressing and immigration lead to the development of unstable identities and pressures to "re-dress" and return to one's original space. More recent studies about gender, however, reveal a historical change in how cross-dressers negotiate their identities and the space(s) they inhabit. Therefore, it is crucial to inspect cross-dressing and immigration as both historical and contemporary phenomena. While Mrs. Spring Fragrance (published in 1912) represents more conventional ideas of cross-dressing and immigration, Tropic of Orange (published in 1997) offers alternative ways to navigate borders, immigration, and identity by using these concepts more playfully and self-consciously. Although sexual/cultural cross-dressing and un/documented immigration are not the same in every case, there are enough similarities between the two to warrant investigating whether some of the solutions reached by modern cross-dressers and gender-ambiguous people might not also help un/documented immigrants to re-negotiate their status, identities, and spaces in the midst of an unstable and at times hostile environment. In fact, an examination of such intersections can address and redress immigration by changing the perceptions of how, and the contexts in which, people view immigration and borders. Thus, this project contends that it is the combination of folkloristics, gender and immigration studies, Mrs. Spring Fragrance, and Tropic of Orange together that precipitates such a reading.
ContributorsZheng, Ding Ding (Author) / Sadowski-Smith, Claudia (Thesis advisor) / Adamson, Joni (Thesis advisor) / Horan, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2013
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
The comparative study of the poetics of landscape of the Argentinian poet Diana Bellessi in Sur (1998) and the U.S. poet Mary Oliver in What Do We Know (2002) reveal how each writer acknowledges discourse and perception as means to bridge the nature/culture dichotomy and to unsettle the American landscape from cultural and epistemological assumptions that perpetuate the disconnection with matter. While Bellessi re–signifies the historical and cultural landscape drawn by European colonization in order to establish a dialogue with the voices of the past related to a present–day quest to reconnect with nature, Oliver articulates an ontological and phenomenological expression to reformulate prevailing notions of cognizing materiality aiming to overcome the culture
ature divide. I therefore examine the interrelationship between perception, language and nature in Bellessi’s and Oliver’s poetic works by deploying Maurice Merleau-Ponty’s phenomenological theory of perception into material feminist theoretical works by Karen Barad and Susan Hekman. In so doing, I demonstrate how both poets act on language to forge a non–dualistic expression that, in allowing matter as an agentic force that relates with humans in dynamics of mutual impact and intra–activity, entails a phenomenological and onto–epistemological approach to ground language in materiality and produce ethical discursive practices to relate with nature. I argue that Bellessi’s and Oliver’s approach toward nature proves as necessary in the articulation of efforts leading to overcome the nature/culture dichotomy and thus, to address ecological and environmental concerns.
ature divide. I therefore examine the interrelationship between perception, language and nature in Bellessi’s and Oliver’s poetic works by deploying Maurice Merleau-Ponty’s phenomenological theory of perception into material feminist theoretical works by Karen Barad and Susan Hekman. In so doing, I demonstrate how both poets act on language to forge a non–dualistic expression that, in allowing matter as an agentic force that relates with humans in dynamics of mutual impact and intra–activity, entails a phenomenological and onto–epistemological approach to ground language in materiality and produce ethical discursive practices to relate with nature. I argue that Bellessi’s and Oliver’s approach toward nature proves as necessary in the articulation of efforts leading to overcome the nature/culture dichotomy and thus, to address ecological and environmental concerns.
ContributorsSan Martín Vásquez, Angela (Author) / Horan, Elizabeth (Thesis advisor) / Tompkins, Cynthia (Committee member) / Hernández-G, Manuel (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT Emile Zola is considered one of the fathers of 19th century French Naturalist literature. He is famous for his eloquence, sarcasm and is well known for being a provocateur. He wants to follow the principles of science: observation of his characters in their living environment (or milieu). He holds that individuals inherit physical and personality traits from their ancestors, such as atavism, which can be passed from grandfather to father and father to son. This assumption leads to Social Darwinism and impacted Zola like many other European intellectuals who believed in the new social sciences. Religion was going extinct on the old continent and the trend was to apply these theories to literature and humanities. The author also captures the political and social unrest of a struggling working class in his novel Germinal, where starving miners rebel against the bourgeois class that exploits them. Baldomero Lillo is a Chilean naturalist follower of Emile Zola who found inspiration in Germinal to write Sub Terra-short stories depicting the grim life of the coal miners. The author knows them well since he shared his existence with the miners in Lota, in the southern region of Santiago. Unlike Zola, Lillo, who was less educated and less inclined to trust science, opts for a compassionate Naturalism which relates more to his culture and personal inclinations. Le milieu or el medio ambiente in the Sub Terra stories is dreadful and the author seeks to expose the master/slave relationship in a society that still resembles the European Middle Ages. Le milieu, that is to say the external forces that surround the miners (their geographical, social and political environment), eventually engulfs and condemns them to a life of servitude and misery. Determinism on both continents decides the fate of each member of the society.
ContributorsValente, Marie-Anne (Author) / Canovas, Frédéric (Thesis advisor) / Cruse, Markus (Committee member) / Foster, David (Committee member) / Arizona State University (Publisher)
Created2012
Description
Self-awareness and liberation often start with an analysis of the relationship between individual and society, a relationship based on the delicate balance of personal desire and responsibility to others. While societal structures, such as family, tradition, religion, and community, may be repressive to individuals, they also provide direction, identity and meaning to an individual's life. In Kate Chopin's The Awakening and André Gide's L'Immoraliste the protagonists are faced with such a dilemma. Often informed by gender roles and socio-economic class, the container or filter that society offers to shape and mediate human experience is portrayed in both novels as a fictitious self donned for society's benefit --can seem repressive or inadequate. Yet far from being one-dimensional stories of individuals who eschew the bonds of a restrictive society, both novels show that liberation can lead to entrapment. Once society's limits are transgressed, the characters face the infinitude and insatiety of their liberated desires and the danger of self-absorption. Chopin and Gide explore these issues of desire, body, and social authority in order to portray Edna's and Michel's search for an authentic self. The characters' search for authenticity allows for the loosening of restriction and embrace of desire and the body, phenomena that appear to liberate them from the dominant bourgeois society. Yet, for both Edna and Michel, an embrace of the body and individual desire threatens to unsettle the balance between individual and society. As Edna and Michel break away from society's prescribed path, both struggle to find themselves. Edna and Michel become aware of themselves in a variety of different ways: speaking and interacting with others, observing the social mores of those around them and engaging in creative activity, such as, for Edna, painting and planning a dinner party, or for Michel, teaching and writing. Chopin's 1899 novel The Awakening and André Gide's 1902 novel L'Immoraliste explore the consequences of individual liberation from the constricting bonds of religion, society, and the family. In depicting these conflicts, the authors examine the relationship between individual and society, freedom and restraint, and what an individual's relationship to his or her community should be.
ContributorsMcCulla, Jessica (Author) / Canovas, Frédéric (Committee member) / Cruse, Markus (Committee member) / Losse, Deborah (Committee member) / Arizona State University (Publisher)
Created2011
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