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- All Subjects: Chamber music
Description
In order to cope with the decreasing availability of symphony jobs and collegiate faculty positions, many musicians are starting to pursue less traditional career paths. Also, to combat declining audiences, musicians are exploring ways to cultivate new and enthusiastic listeners through relevant and engaging performances. Due to these challenges, many community-based chamber music ensembles have been formed throughout the United States. These groups not only focus on performing classical music, but serve the needs of their communities as well. The problem, however, is that many musicians have not learned the business skills necessary to create these career opportunities. In this document I discuss the steps ensembles must take to develop sustainable careers. I first analyze how groups build a strong foundation through getting to know their communities and creating core values. I then discuss branding and marketing so ensembles can develop a public image and learn how to publicize themselves. This is followed by an investigation of how ensembles make and organize their money. I then examine the ways groups ensure long-lasting relationships with their communities and within the ensemble. I end by presenting three case studies of professional ensembles to show how groups create and maintain successful careers. Ensembles must develop entrepreneurship skills in addition to cultivating their artistry. These business concepts are crucial to the longevity of chamber groups. Through interviews of successful ensemble members and my own personal experiences in the Tetra String Quartet, I provide a guide for musicians to use when creating a community-based ensemble.
ContributorsDalbey, Jenna (Author) / Landschoot, Thomas (Thesis advisor) / McLin, Katherine (Committee member) / Ryan, Russell (Committee member) / Solis, Theodore (Committee member) / Spring, Robert (Committee member) / Arizona State University (Publisher)
Created2013
Description
American Primitive is a composition written for wind ensemble with an instrumentation of flute, oboe, clarinet, bass clarinet, alto, tenor, and baritone saxophones, trumpet, horn, trombone, euphonium, tuba, piano, and percussion. The piece is approximately twelve minutes in duration and was written September - December 2013. American Primitive is absolute music (i.e. it does not follow a specific narrative) comprising blocks of distinct, contrasting gestures which bookend a central region of delicate textural layering and minimal gestural contrast. Though three gestures (a descending interval followed by a smaller ascending interval, a dynamic swell, and a chordal "chop") were consciously employed throughout, it is the first gesture of the three that creates a sense of unification and overall coherence to the work. Additionally, the work challenges listeners' expectations of traditional wind ensemble music by featuring the trumpet as a quasi-soloist whose material is predominately inspired by transcriptions of jazz solos. This jazz-inspired material is at times mimicked and further developed by the ensemble, also often in a soloistic manner while the trumpet maintains its role throughout. This interplay of dialogue between the "soloists" and the "ensemble" further skews listeners' conceptions of traditional wind ensemble music by featuring almost every instrument in the ensemble. Though the term "American Primitive" is usually associated with the "naïve art" movement, it bears no association to the music presented in this work. Instead, the term refers to the author's own compositional attitudes, education, and aesthetic interests.
ContributorsJandreau, Joshua (Composer) / Rockmaker, Jody D (Thesis advisor) / Rogers, Rodney I (Committee member) / Demars, James R (Committee member) / Arizona State University (Publisher)
Created2014
Description
This project is a practical annotated bibliography of original works for oboe trio with the specific instrumentation of two oboes and English horn. Presenting descriptions of 116 readily available oboe trios, this project is intended to promote awareness, accessibility, and performance of compositions within this genre.
The annotated bibliography focuses exclusively on original, published works for two oboes and English horn. Unpublished works, arrangements, works that are out of print and not available through interlibrary loan, or works that feature slightly altered instrumentation are not included.
Entries in this annotated bibliography are listed alphabetically by the last name of the composer. Each entry includes the dates of the composer and a brief biography, followed by the title of the work, composition date, commission, and dedication of the piece. Also included are the names of publishers, the length of the entire piece in minutes and seconds, and an incipit of the first one to eight measures for each movement of the work.
In addition to providing a comprehensive and detailed bibliography of oboe trios, this document traces the history of the oboe trio and includes biographical sketches of each composer cited, allowing readers to place the genre of oboe trios and each individual composition into its historical context. Four appendices at the end include a list of trios arranged alphabetically by composer's last name, chronologically by the date of composition, and by country of origin and a list of publications of Ludwig van Beethoven's oboe trios from the 1940s and earlier.
The annotated bibliography focuses exclusively on original, published works for two oboes and English horn. Unpublished works, arrangements, works that are out of print and not available through interlibrary loan, or works that feature slightly altered instrumentation are not included.
Entries in this annotated bibliography are listed alphabetically by the last name of the composer. Each entry includes the dates of the composer and a brief biography, followed by the title of the work, composition date, commission, and dedication of the piece. Also included are the names of publishers, the length of the entire piece in minutes and seconds, and an incipit of the first one to eight measures for each movement of the work.
In addition to providing a comprehensive and detailed bibliography of oboe trios, this document traces the history of the oboe trio and includes biographical sketches of each composer cited, allowing readers to place the genre of oboe trios and each individual composition into its historical context. Four appendices at the end include a list of trios arranged alphabetically by composer's last name, chronologically by the date of composition, and by country of origin and a list of publications of Ludwig van Beethoven's oboe trios from the 1940s and earlier.
ContributorsSassaman, Melissa Ann (Author) / Schuring, Martin (Thesis advisor) / Buck, Elizabeth (Committee member) / Holbrook, Amy (Committee member) / Hill, Gary (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this exploratory study was to determine which social-emotional skills may predict postsecondary enrollment for students with disabilities. Students with disabilities are less likely to enroll in any form of postsecondary education and in turn experience poorer post-education outcomes than their general education peers. Using data from the second National Longitudinal Transition Study (NLTS2), a classification tree analysis was conducted on teacher-rated social-emotional behaviors in an attempt to determine which social-emotional skills were the strongest predictors of postsecondary enrollment. Items assessing social-emotional skills were selected from the second wave of teacher surveys based on their alignment with the broad taxonomy of social-emotional skills created by Caldarella and Merrell. The results of the classification tree analysis showed that one of the selected social-emotional items, teacher rated ability to follow directions, was the most significant predictor of postsecondary enrollment for students with disabilities. In general, the results suggest that compliance and, to a lesser extent, peer-relations skills, in addition to family income, predict postsecondary enrollment for students with high-incidence disabilities. This finding suggests that social-emotional skills play an important role in postsecondary enrollment for SWD, providing support for the use of social-emotional skills interventions in improving postsecondary enrollment rates and potentially post-educational outcomes for SWD.
ContributorsKaprolet, Charles M (Author) / Sullivan, Amanda L (Thesis advisor) / Caterino, Linda C (Committee member) / Yu, Chong Ho (Committee member) / Arizona State University (Publisher)
Created2011
Description
Over the past two decades, substantial research has documented the increase of students with disabilities enrolling in post-secondary education. The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum for post-secondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to design successful post-secondary transition programs for students with an autism spectrum disorder (ASD). The study used archival research and grounded theory to look at expectations of parents with young adults with an ASD and young adults with an ASD on post-secondary transition and to discern whether expectations impact the successful post transition of young adults. More than likely, due to an overall increase in the prevalence of ASDs, many more students with an ASD will be attending a post-secondary educational setting in the near future. Understanding expectations and particular challenges faced by students with an ASD will be necessary for colleges to meet the unique needs of this population.
ContributorsFox, Catherine (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Olsen, Morgan (Committee member) / Arizona State University (Publisher)
Created2011
Description
This mixed methods action research study examined the effectiveness of an Education and Career Action Plan (ECAP) Advisory Program on students’ formation of postsecondary education and employment plans.
The study took place at a public high school in northern Arizona. Participants included thirty-three 11th-Grade Advisory students, four 11th-grade advisors, and me, the action researcher. One quantitative data instrument and three qualitative data instruments were used for data collection. Each of the four data collection instruments provided insight about one of the study’s research questions.
The quantitative data from this study addressed whether the intervention had an impact on the ECAP Advisory Program’s ability to enhance students’ postsecondary knowledge. Results from the quantitative data demonstrated significant positive change, indicating that, through their participation in an ECAP Advisory Program, students developed their postsecondary education and employment knowledge.
The qualitative data from this study addressed how the participants experienced the intervention by providing a deeper understanding of their experiences with their ECAP Advisor and the ECAP Advisory Program. Results from the qualitative data indicated that students’ perceptions of postsecondary education and employment planning changed substantially during their participation in the ECAP Advisory Program. As the study progressed, student participants reported they could more appropriately visualize the postsecondary education and employment environments that aligned with their interests. Furthermore, because of the time allocated for lessons and activities in the ECAP Advisory Program, students participants also reported feeling more prepared to pursue postsecondary education and employment opportunities as the ECAP Advisory Program progressed. And perhaps most importantly, student participants reported that their advisor positively impacted their postsecondary education and employment planning.
Overall, in association with their participation in the ECAP Advisory Program and relationship with their ECAP Advisor, students expanded their postsecondary education and employment knowledge levels, developed and modified their education and employment goals, and felt more prepared to pursue postsecondary education and employment opportunities.
The study took place at a public high school in northern Arizona. Participants included thirty-three 11th-Grade Advisory students, four 11th-grade advisors, and me, the action researcher. One quantitative data instrument and three qualitative data instruments were used for data collection. Each of the four data collection instruments provided insight about one of the study’s research questions.
The quantitative data from this study addressed whether the intervention had an impact on the ECAP Advisory Program’s ability to enhance students’ postsecondary knowledge. Results from the quantitative data demonstrated significant positive change, indicating that, through their participation in an ECAP Advisory Program, students developed their postsecondary education and employment knowledge.
The qualitative data from this study addressed how the participants experienced the intervention by providing a deeper understanding of their experiences with their ECAP Advisor and the ECAP Advisory Program. Results from the qualitative data indicated that students’ perceptions of postsecondary education and employment planning changed substantially during their participation in the ECAP Advisory Program. As the study progressed, student participants reported they could more appropriately visualize the postsecondary education and employment environments that aligned with their interests. Furthermore, because of the time allocated for lessons and activities in the ECAP Advisory Program, students participants also reported feeling more prepared to pursue postsecondary education and employment opportunities as the ECAP Advisory Program progressed. And perhaps most importantly, student participants reported that their advisor positively impacted their postsecondary education and employment planning.
Overall, in association with their participation in the ECAP Advisory Program and relationship with their ECAP Advisor, students expanded their postsecondary education and employment knowledge levels, developed and modified their education and employment goals, and felt more prepared to pursue postsecondary education and employment opportunities.
ContributorsDonner, William James (Author) / Hermanns, Carl (Thesis advisor) / Zucker, Stanley (Committee member) / Erwin-Mahlios, Erin (Committee member) / Arizona State University (Publisher)
Created2018
ContributorsPagano, Caio, 1940- (Performer) / Mechetti, Fabio (Conductor) / Buck, Elizabeth (Performer) / Schuring, Martin (Performer) / Spring, Robert (Performer) / Rodrigues, Christiano (Performer) / Landschoot, Thomas (Performer) / Rotaru, Catalin (Performer) / Avanti Festival Orchestra (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-02
Description
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
ContributorsSchuring, Martin (Performer) / Stromberg, Eric (Performer) / Campbell, Andrew (Pianist) (Performer) / ASU Library. Music Library (Publisher)
Created2018-08-19
Description
Education, with emphasis on post secondary education, should become a top priority for policy makers with regards to the criminal justice system in the United States. Criminal justice funding within the United States is being applied increasingly to factors that correlate with high rates of recidivism such as housing increased numbers of inmates. Research strongly supports education in the mitigation of the rate of recidivism. Reducing the rate of recidivism helps to create a more sustainable influx of inmates into correctional facilities. Those who enter into prison are some of the most economically disadvantaged individuals in the United States. In comparison to the general population, the prison population has significantly lower formal education levels and lower literacy levels. Without access to an education, inmates have the greater struggle to reach economic livelihood. Limited access to education perpetuates a cycle of inequality and injustice and can contribute to high recidivism rates. Recidivism drives up the costs of taxpayer dollars. Effective means for integrating inmates into society, such as basic literacy training and access to post secondary educational programs, must be expanded on and implemented.
ContributorsAbraham, Kristen (Author) / Robertson, Sherry (Thesis director) / Bruhn, Karen (Committee member) / Ribeiro, Michelle (Committee member) / Barrett, The Honors College (Contributor)
Created2012-05