Matching Items (381)
Description
The end of the nineteenth century was an exhilarating and revolutionary era for the flute. This period is the Second Golden Age of the flute, when players and teachers associated with the Paris Conservatory developed what would be considered the birth of the modern flute school. In addition, the founding in 1871 of the Société Nationale de Musique by Camille Saint-Saëns (1835-1921) and Romain Bussine (1830-1899) made possible the promotion of contemporary French composers. The founding of the Société des Instruments à Vent by Paul Taffanel (1844-1908) in 1879 also invigorated a new era of chamber music for wind instruments. Within this groundbreaking environment, Mélanie Hélène Bonis (pen name Mel Bonis) entered the Paris Conservatory in 1876, under the tutelage of César Franck (1822-1890). Many flutists are dismayed by the scarcity of repertoire for the instrument in the Romantic and post-Romantic traditions; they make up for this absence by borrowing the violin sonatas of Gabriel Fauré (1845-1924) and Franck. The flute and piano works of Mel Bonis help to fill this void with music composed originally for flute. Bonis was a prolific composer with over 300 works to her credit, but her works for flute and piano have not been researched or professionally recorded in the United States before the present study. Although virtually unknown today in the American flute community, Bonis's music received much acclaim from her contemporaries and deserves a prominent place in the flutist's repertoire. After a brief biographical introduction, this document examines Mel Bonis's musical style and describes in detail her six works for flute and piano while also offering performance suggestions.
ContributorsDaum, Jenna Elyse (Author) / Buck, Elizabeth (Thesis advisor) / Holbrook, Amy (Committee member) / Micklich, Albie (Committee member) / Schuring, Martin (Committee member) / Norton, Kay (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsMatthews, Eyona (Performer) / Yoo, Katie Jihye (Performer) / Roubison, Ryan (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-25
ContributorsHoeckley, Stephanie (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-24
Description
Early Childhood Education (ECE) classroom quality has been gaining increased attention from researchers and policy makers, as the link between high quality early learning experiences and future success has become clear. The impact of ECE may be particularly important for low-income, ethnic minority youth, who may need additional support to reach the academic level of their higher-income, Caucasian peers. However, the definition of ECE quality does not currently include indicators of classroom practices and center-wide policies that intentionally address issues of culture, race, and ethnicity, topics that may be particularly relevant for the most academically at-risk children. Anti-bias education (ABE) provides a strong theoretical and practical framework for understanding how to incorporate such themes into classroom practice and policy, as well as how to teach students to actively counteract bias and discrimination. However, there is currently no mechanism for researchers to utilize this framework, because there is no measure that can reliably evaluate the level of quality of ABE practices. Therefore, the present study sought to incorporate anti-bias education principles into the conceptualization of classroom quality through measurement development. The measure was developed based on the integration of the original ABE theory with interviews and observations in five ECE programs, which were nominated for their intentional practices regarding issues of culture, race, and ethnicity in the classroom. The five centers ranged in the ethnic composition and average income of their population. The resulting measure contains five domains, with a number of items within each domain. Two of the domains (Toys & Materials, Visual/Aesthetic Environment) contain observational rubrics for assessment, whereas the other three (Organizational Climate, Activities, Interactions) include self-report scales in addition to the rubrics. Future research is needed to pilot the measure and establish validity and reliability across contexts and observation times.
ContributorsGaias, Larissa Michelle (Author) / Dumka, Larry (Thesis advisor) / Shivers, Eva M (Committee member) / Simpkins, Sandra (Committee member) / Arizona State University (Publisher)
Created2015
Description
This dissertation is guided by the following questions: How do People of Color define and experience White people as "authentic" allies? What does a White ally look like to People of Color? How do White allies view themselves as "authentic" White allies? What experiences lead White people to anti-racism and anti-racist praxis? How do White people translate what they know about racism into an active and courageous anti-racist praxis in their own lives? What kinds of educational experiences in the social work classroom might foster or hinder students from learning how to translate anti-racist knowledge into anti-racist praxis? Using narrative methods, I explore some of the answers to these questions. Findings from this study offer ways to design deeper and more meaningful social work/social justice pedagogy that will better prepare social workers to be active, anti-racist practitioners and allies in all aspects of their work.
ContributorsHornung, Rebecca (Author) / Sandlin, Jennifer (Thesis advisor) / Lietz, Cynthia (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsMcClain, Katelyn (Performer) / Buringrud, Deanna (Contributor) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-31
ContributorsHur, Jiyoun (Performer) / Lee, Juhyun (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-01
Description
Latino/Hispanic students in public high schools are demonstratively underrepresented in music programs throughout the United States. The following literature review synthesizes research that attempts to identify the most significant determinants of participation and explores how such factors can affect students of Latino/Hispanic descent. The study applies an anti-racist perspective to the discussion of determinants by discussing the specific presence of Latino/Hispanic community in the United States and the various ways in which the music education system may fail to represent the ethnic group in the curriculum. The review also studies research that has found ways to better represent and recruit in music programs the largest minority ethnic group in the United States. Key words: Latino, Hispanic, music education, multiculturalism, anti-racism, race, ethnicity, participation gap.
ContributorsEstrada, Patricia (Author) / Hudson, James G (Thesis director) / Miller, Keith (Committee member) / Virdee, Basant (Committee member) / Barrett, The Honors College (Contributor)
Created2013-05
ContributorsZaleski, Kimberly (Contributor) / Kazarian, Trevor (Performer) / Ryan, Russell (Performer) / IN2ATIVE (Performer) / ASU Library. Music Library (Publisher)
Created2018-09-28
ContributorsDelaney, Erin (Performer) / Novak, Gail (Pianist) (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-18