Matching Items (3)
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- All Subjects: competition
- Creators: Angilletta, Michael
- Creators: Berliner, David C.
- Creators: Buck, Nancy
- Member of: ASU Electronic Theses and Dissertations
Description
Highly active in the fields of viola performance, composition, recording, and pedagogy, Lionel Tertis is known as one of the first and most influential career violists. Established in 1980, the Lionel Tertis International Viola Competition and Festival was founded in his honor and occurs triennially at the Isle of Man. While addressing facets of the professional violist with workshops, lectures, and masterclasses, this event provides a venue for competitive performers, acting as a platform for new viola repertoire.
Each competitor must prepare an extensive set of viola repertoire, among which is a compulsory piece for unaccompanied viola by an English composer. These commissioned works require the virtuosity and expression available within a contemporary musical language; this additionally challenges competitors to provide an artistic interpretation relatively untouched by tradition or common practice.
Although these pieces are written specifically for the competition, the commissioned works have the capacity to reach beyond the competition sphere and are highly programmable in most recital and solo performance settings. These pieces provide the contemporary violist with a greater selection of repertoire that displays idiomatic and expressive strengths of the viola.
My project commemorates the contributions of Lionel Tertis to the advancement of viola repertoire and performance with the study of works written a century post his prolific career. The secondary intent is to provide biographical information about each composer and to explore how these highly programmable works enrich the violist and their repertoire, ultimately bringing recognition to these new works for solo viola. Through biographical research, musical analysis, interviews and the recording process, I will provide a performer's analysis and supplemental recordings for three of these works: Darkness Draws In by David Matthews, Sonatine I by Roger Steptoe and Through a Limbeck by John Woolrich.
Each competitor must prepare an extensive set of viola repertoire, among which is a compulsory piece for unaccompanied viola by an English composer. These commissioned works require the virtuosity and expression available within a contemporary musical language; this additionally challenges competitors to provide an artistic interpretation relatively untouched by tradition or common practice.
Although these pieces are written specifically for the competition, the commissioned works have the capacity to reach beyond the competition sphere and are highly programmable in most recital and solo performance settings. These pieces provide the contemporary violist with a greater selection of repertoire that displays idiomatic and expressive strengths of the viola.
My project commemorates the contributions of Lionel Tertis to the advancement of viola repertoire and performance with the study of works written a century post his prolific career. The secondary intent is to provide biographical information about each composer and to explore how these highly programmable works enrich the violist and their repertoire, ultimately bringing recognition to these new works for solo viola. Through biographical research, musical analysis, interviews and the recording process, I will provide a performer's analysis and supplemental recordings for three of these works: Darkness Draws In by David Matthews, Sonatine I by Roger Steptoe and Through a Limbeck by John Woolrich.
ContributorsWuenschel, Allyson Kay (Author) / Buck, Nancy (Thesis advisor) / Carpenter, Ellon (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2017
Description
Many animals thermoregulate to maximize performance. However, interactions with other animals, such as competitors or predators, limit access to preferred microclimates. For instance, an animal may thermoregulate poorly when fighting rivals or avoiding predators. However, the distribution of thermal resources should influence how animals perceive and respond to risk. When thermal resources are concentrated in space, individuals compete for access, which presumably reduces the thermoregulatory performance while making their location more predictable to predators. Conversely, when thermal resources are dispersed, several individuals can thermoregulate effectively without occupying the same area. Nevertheless, interactions with competitors or predators impose a potent stress, often resulting in both behavioral and physiological changes that influence thermoregulation. To assess the costs of intraspecific competition and predation risk during thermoregulation, I measured thermoregulation, movement, and hormones of male lizards (Sceloporus jarrovi) in experiment landscapes, with clumped to patchy distributions of microclimates. I found lizards aggressively competed for access to microclimates, with larger males gaining priority access when thermal resources were aggregated. Competition reduced thermoregulatory performance, increased movements, and elevated plasma corticosterone in large and small males. However, the magnitude of these responses decreased as the patchiness of the thermal environment increased. Similarly, under simulated predation risk, lizards reduced thermoregulatory performance, decreased movements, and elevated plasma corticosterone. Again, with the magnitude of these responses decreased with increasing thermal patchiness. Interestingly, even without competitors or predators, lizards in clumped arenas moved greater distances and circulated more corticosterone than did lizards in patchy arenas, indicating the thermal quality of the thermal landscape affected the energetic demands on lizards. Thus, biologists should consider species interactions and spatial structure when modeling impacts of climate change on thermoregulation.
ContributorsRusch, Travis W (Author) / Angilletta, Michael (Thesis advisor) / Sears, Mike (Committee member) / DeNardo, Dale (Committee member) / Deviche, Pierre (Committee member) / McGraw, Kevin (Committee member) / Arizona State University (Publisher)
Created2017
Description
School choice reforms such as charter schools, vouchers, open enrollment, and private and public school tax credit donation programs have expanded throughout the United States over the past twenty years. Arizona’s long-standing public school choice system enrolls a higher percentage of public school students in charter schools than any state besides Washington D.C. A growing number of Arizona’s charter schools are managed by for-profit and nonprofit Education Management Organizations (EMOs). Advocates of school choice argue that free-market education approaches will make public schools competitive and nimble as parents’ choices place pressures on schools to improve or close. This, then, improves all schools: public, private, and charter. Critics are concerned that education markets produce segregation along racial and social class lines and inequalities in educational opportunities, because competition favors advantaged parents and children who can access resources. Private and for-profit schools may see it in their interest to exclude students who require more support. School choice programs, then, may further marginalize students who live in poverty, who receive special education services, and English language learners.
We do not fully understand how Arizona’s mature school choice system affects parents and other stakeholders in communities “on the ground.” That is, how are school policies understood and acted out? I used ethnographic methods to document and analyze the social, cultural, and political contexts and perspectives of stakeholders at one district public school and in its surrounding community, including its charter schools. I examined: (a) how stakeholders perceived and engaged with schools; (b) how stakeholders understood school policies, including school choice policies; and (c) what influenced families’ choices.
Findings highlight how most stakeholders supported district public schools. At the same time, some “walked the line” between choices that were good for their individual families and those they believed were good for public schools and society. Stakeholders imagined “community” and “accountability” in a range of ways, and they did not all have equal access to policy knowledge. Pressures related to parental accountability in the education market were apparent as stakeholders struggled to make, and sometimes revisit, their choices, creating a tenuous schooling environment for their families.
We do not fully understand how Arizona’s mature school choice system affects parents and other stakeholders in communities “on the ground.” That is, how are school policies understood and acted out? I used ethnographic methods to document and analyze the social, cultural, and political contexts and perspectives of stakeholders at one district public school and in its surrounding community, including its charter schools. I examined: (a) how stakeholders perceived and engaged with schools; (b) how stakeholders understood school policies, including school choice policies; and (c) what influenced families’ choices.
Findings highlight how most stakeholders supported district public schools. At the same time, some “walked the line” between choices that were good for their individual families and those they believed were good for public schools and society. Stakeholders imagined “community” and “accountability” in a range of ways, and they did not all have equal access to policy knowledge. Pressures related to parental accountability in the education market were apparent as stakeholders struggled to make, and sometimes revisit, their choices, creating a tenuous schooling environment for their families.
ContributorsPotterton, Amanda U (Author) / Powers, Jeanne M. (Thesis advisor) / Berliner, David C. (Committee member) / Fischman, Gustavo E. (Committee member) / Glass, Gene V (Committee member) / Arizona State University (Publisher)
Created2017