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- All Subjects: Violin and piano music
ContributorsChang, Ruihong (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-29
Description
This experimental pretest-posttest design study extended the field of media literacy research to pre-professionals in the entertainment industry. Specifically, it investigated the effects of lecture, film screenings and focused discussions on media literacy general awareness, comprehension, critical thinking and attitudes about filmmakers' responsibility after a unit of instruction on media violence designed specifically for university film majors.
Inherent in this process was an attempt to create a valid instrument for measuring media literacy awareness, comprehension, critical thinking and attitudes about social responsibilities among future media makers. Items were presented from the perspective of a creator of entertainment products. A demographic survey was used to collect data on past media literacy education and media viewing habits of this niche group, while evaluation data provided insights into the thought processes of students as they considered issues of media literacy -- sometimes for the first time -- in their own lives, in the lives of others, and in their future careers. Factorial analysis was used to test the effectiveness of the instrument. Analyses of variance were employed to measure pretest-posttest differences in treatment groups and Paired Samples T-tests to measure differences across the entire sample. Responses to open-ended evaluation questions were analyzed and coded and presented by item.
Results showed positive changes in comprehension and filmmaker responsibility attitudes across treatment groups and significant positive differences in media awareness and critical thinking among students across treatment groups. Results did not align with treatment groups: the students who watched film clips and participated in focused discussions gained knowledge but did not achieve significantly greater mean scores than those who did not participate in these treatments.
Findings support those in the research literature that holistic media literacy instruction, which incorporates aspects of creating as well as consuming entertainment products, can open new pathways of criticality about media issues. Media should be presented in context and with direction from the instructor. In eight evaluation items, some 90% of the young media makers agreed that the media violence lesson influenced their thinking and that they would consider material taught in this lesson when creating future media products.
Inherent in this process was an attempt to create a valid instrument for measuring media literacy awareness, comprehension, critical thinking and attitudes about social responsibilities among future media makers. Items were presented from the perspective of a creator of entertainment products. A demographic survey was used to collect data on past media literacy education and media viewing habits of this niche group, while evaluation data provided insights into the thought processes of students as they considered issues of media literacy -- sometimes for the first time -- in their own lives, in the lives of others, and in their future careers. Factorial analysis was used to test the effectiveness of the instrument. Analyses of variance were employed to measure pretest-posttest differences in treatment groups and Paired Samples T-tests to measure differences across the entire sample. Responses to open-ended evaluation questions were analyzed and coded and presented by item.
Results showed positive changes in comprehension and filmmaker responsibility attitudes across treatment groups and significant positive differences in media awareness and critical thinking among students across treatment groups. Results did not align with treatment groups: the students who watched film clips and participated in focused discussions gained knowledge but did not achieve significantly greater mean scores than those who did not participate in these treatments.
Findings support those in the research literature that holistic media literacy instruction, which incorporates aspects of creating as well as consuming entertainment products, can open new pathways of criticality about media issues. Media should be presented in context and with direction from the instructor. In eight evaluation items, some 90% of the young media makers agreed that the media violence lesson influenced their thinking and that they would consider material taught in this lesson when creating future media products.
ContributorsTrotta, Laurie (Author) / Savenye, Wilhelmina (Thesis advisor) / Atkinson, Robert (Committee member) / Bitter, Gary (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this writing is to explore the relationship students have with popular media as well as the call to implement a Critical Media Skills course at the high school level. The research was interested in finding what images from popular media students were taking into their personal lives and how implementing a Critical Media Skills course could make positive benefits into their lives. From casual observations, informal student interviews, and the creation of an online survey in which 72 high school students participated I was able to collect data about the extent students were consuming popular media and how they believed that skills teaching them to analyze media would be beneficial. From these findings I was able to build upon Patricia Hill Collins (2009) to develop techniques for a classroom in which critical dialogue would be a focus. This exploratory study takes into account student voices, as well research from others in the field of Education and Media Literacy.
ContributorsGonzales, David (Author) / Ovando, Carlos (Thesis advisor) / Sandlin, Jennifer (Committee member) / Surbeck, Elaine (Committee member) / Arizona State University (Publisher)
Created2012
Description
Four Souvenirs for Violin and Piano was composed by Paul Schoenfeld (b.1947) in 1990 as a showpiece, spotlighting the virtuosity of both the violin and piano in equal measure. Each movement is a modern interpretation of a folk or popular genre, re- envisioned over intricate jazz harmonies and rhythms. The work was commissioned by violinist Lev Polyakin, who specifically requested some short pieces that could be performed in a local jazz establishment named Night Town in Cleveland, Ohio. The result is a work that is approximately fifteen minutes in length. Schoenfeld is a respected composer in the contemporary classical music community, whose Café Music (1986) for piano trio has recently become a staple of the standard chamber music repertoire. Many of his other works, however, remain in relative obscurity. It is the focus of this document to shed light on at least one other notable composition; Four Souvenirs for Violin and Piano. Among the topics to be discussed regarding this piece are a brief history behind the genesis of this composition, a structural summary of the entire work and each of its movements, and an appended practice guide based on interview and coaching sessions with the composer himself. With this project, I hope to provide a better understanding and appreciation of this work.
ContributorsJanczyk, Kristie Annette (Author) / Ryan, Russell (Thesis advisor) / Campbell, Andrew (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2015
Description
Long before “fake news” dominated the conversation within and about the media, media literacy advocates have championed the need for media literacy education that provides the tools for people to understand, analyze, and evaluate media messages. That the majority of U.S. adults now consume news on social media underscores the importance for students of all ages to be critical users of media. Furthermore, the affordances of social media to like, comment, and share news items within one’s network increases an individual’s responsibility to ascertain the veracity of news before using a social media megaphone to spread false information. Social media’s shareability can dictate how information spreads, increasing news consumers’ role as a gatekeeper of information and making media literacy education more important than ever.
This research examines the media literacy practices that news consumers use to inform their gatekeeping decisions. Using a constant comparative coding method, the author conducted a qualitative analysis of hundreds of discussion board posts from adult participants in a digital media literacy Massive Open Online Course (MOOC) to identify major themes and examine growth in participants’ sense of responsibility related to sharing news information, their feeling of empowerment to make informed decisions about the media messages they receive, and how the media literacy tools and techniques garnered from the MOOC have affected their daily media interactions. Findings emphasize the personal and contextual nature of media literacy, and that those factors must be addressed to ensure the success of a media literacy education program.
This research examines the media literacy practices that news consumers use to inform their gatekeeping decisions. Using a constant comparative coding method, the author conducted a qualitative analysis of hundreds of discussion board posts from adult participants in a digital media literacy Massive Open Online Course (MOOC) to identify major themes and examine growth in participants’ sense of responsibility related to sharing news information, their feeling of empowerment to make informed decisions about the media messages they receive, and how the media literacy tools and techniques garnered from the MOOC have affected their daily media interactions. Findings emphasize the personal and contextual nature of media literacy, and that those factors must be addressed to ensure the success of a media literacy education program.
ContributorsRoschke, Kristy (Author) / Thornton, Leslie-Jean (Thesis advisor) / Chadha, Monica (Committee member) / Halavais, Alexander (Committee member) / Silcock, Bill (Committee member) / Arizona State University (Publisher)
Created2018
Description
In the real world outside of schools, contemporary students are routinely reading, writing, communicating, acting, and learning internationally, translingually, and multimodally, thanks to the prevalence of digital online communication; this has taken place across students’ racial, ethnic, and linguistic identities and national affiliations. Today, the global online contexts are considered as one of essential literacy environments, and the globally networked online contexts might become a main stage of future literacy practices.
In this sense, this study develops new three theories about literacies studies from the perspective of the New Literacy Studies in an increasingly digitalized and globalized contemporary world. To achieve this, first, I introduced the features of a global online affinity space as a new concept. Second, I developed the theoretical claim of “complexified diversity.” Finally, I developed the theoretical concept of “Border-Crossing Discourses” on the basis of Gee’s (1990/2015) seminal idea of capital “D” Discourses. I expanded the concept of capital “D” Discourses, looking across borders at a variety of languages, nations, and broader cultures under the global view. The concept of Border-Crossing Discourses was established on the basis of the new concepts that I put forth previously of global online affinity spaces and complexified diversity.
As an example of possible supplementary empirical studies, I conducted a small piece of discourse analysis. I observed and examined literacy practices in two global online affinity spaces. They are sites devoted to K-pop fanfiction sharing (hereafter, Asianfanfics) and to Japanese anime (hereafter, Crunchyroll). In particular, I explored the aspects of multimodal and translingual practices in these spaces. Both theoretical and empirical future research will contribute to the elaboration of these theories.
In this sense, this study develops new three theories about literacies studies from the perspective of the New Literacy Studies in an increasingly digitalized and globalized contemporary world. To achieve this, first, I introduced the features of a global online affinity space as a new concept. Second, I developed the theoretical claim of “complexified diversity.” Finally, I developed the theoretical concept of “Border-Crossing Discourses” on the basis of Gee’s (1990/2015) seminal idea of capital “D” Discourses. I expanded the concept of capital “D” Discourses, looking across borders at a variety of languages, nations, and broader cultures under the global view. The concept of Border-Crossing Discourses was established on the basis of the new concepts that I put forth previously of global online affinity spaces and complexified diversity.
As an example of possible supplementary empirical studies, I conducted a small piece of discourse analysis. I observed and examined literacy practices in two global online affinity spaces. They are sites devoted to K-pop fanfiction sharing (hereafter, Asianfanfics) and to Japanese anime (hereafter, Crunchyroll). In particular, I explored the aspects of multimodal and translingual practices in these spaces. Both theoretical and empirical future research will contribute to the elaboration of these theories.
ContributorsLee, Kewman M (Author) / Gee, James Paul (Thesis advisor) / Serafini, Frank (Committee member) / Warriner, Doris S. (Committee member) / Lam, Wan Shun Eva (Committee member) / Arizona State University (Publisher)
Created2018
ContributorsWhite, Aaron (Performer) / Kim, Olga (Performer) / Hammond, Marinne (Performer) / Shaner, Hayden (Performer) / Yoo, Katie (Performer) / Shoemake, Crista (Performer) / Gebe, Vladimir, 1987- (Performer) / Wills, Grace (Performer) / McKinch, Riley (Performer) / Freshmen Four (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-27
ContributorsRosenfeld, Albor (Performer) / Pagano, Caio, 1940- (Performer) / ASU Library. Music Library (Publisher)
Created2018-10-03