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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
"Blood is Thicker than Water": Anglo-American Rapprochement in the Mid-Nineteenth Century, 1823-1872
Description
ABSTRACT
Historians of Anglo-American diplomacy in the nineteenth century tend to focus on the beginning of the century, when tensions ran high, or the end, when the United States and Britain sowed the seeds that would grow into one of the most fruitful alliances of the twentieth century. This dissertation bridges the gap between the century's bookends. It employs world history methodology, giving close attention to how each nation's domestic politics and global priorities played a vital role in shaping bilateral relations. In this manner, it explains how two nations that repeatedly approached the brink of war actually shared remarkably similar visions of peace, free trade, and neutral rights throughout the world. A careful consideration of the shifting priorities of the British Empire demonstrates that London approached trans-Atlantic relations as merely one part of a worldwide strategy to preserve its prestige and economic ascendancy. Meanwhile, naval inferiority, sectional tensions, and cultural affinity ensured that American belligerence never crossed the threshold from bluster to military action. By examining a handful of diplomatic crises originating far from the centers of power in London and Washington, this study argues that disputes between the United States and Britain arose from disagreements regarding the proper means to achieve common ends. During nearly half a century between the Monroe Doctrine and the Treaty of Washington, the two countries reached a mutual understanding regarding the best ways to communicate, cooperate, and pursue common economic and geopolitical goals. Giving this period its due attention as the link between post-Revolutionary reconciliation and pre-World War I alliance promotes a more comprehensive understanding of Anglo-American rapprochement in the nineteenth century.
Historians of Anglo-American diplomacy in the nineteenth century tend to focus on the beginning of the century, when tensions ran high, or the end, when the United States and Britain sowed the seeds that would grow into one of the most fruitful alliances of the twentieth century. This dissertation bridges the gap between the century's bookends. It employs world history methodology, giving close attention to how each nation's domestic politics and global priorities played a vital role in shaping bilateral relations. In this manner, it explains how two nations that repeatedly approached the brink of war actually shared remarkably similar visions of peace, free trade, and neutral rights throughout the world. A careful consideration of the shifting priorities of the British Empire demonstrates that London approached trans-Atlantic relations as merely one part of a worldwide strategy to preserve its prestige and economic ascendancy. Meanwhile, naval inferiority, sectional tensions, and cultural affinity ensured that American belligerence never crossed the threshold from bluster to military action. By examining a handful of diplomatic crises originating far from the centers of power in London and Washington, this study argues that disputes between the United States and Britain arose from disagreements regarding the proper means to achieve common ends. During nearly half a century between the Monroe Doctrine and the Treaty of Washington, the two countries reached a mutual understanding regarding the best ways to communicate, cooperate, and pursue common economic and geopolitical goals. Giving this period its due attention as the link between post-Revolutionary reconciliation and pre-World War I alliance promotes a more comprehensive understanding of Anglo-American rapprochement in the nineteenth century.
ContributorsFlashnick, Jon M. (Author) / Longley, Kyle (Thesis advisor) / O'Donnell, Catherine (Committee member) / Stoner, K. Lynn (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
ABSTRACT
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
Learning world history has the potential to develop adolescents into thoughtful, active citizens. This is especially true when students are taught in ways that engage them with complex issues and help them make connections between what they learn and their personal goals and experiences. However, instructional time in social studies is limited because of the current emphasis on standardized achievement testing in other content areas. Furthermore, in the specific field of world history, the scope of material covered, coupled with debate over what should be taught, has made it difficult to present a curriculum that is meaningful and relevant to students. As a result, the study of world history may be seen as tangential or incoherent.
The purpose of this action research study was to introduce an innovation aimed at helping students think deeply and find personal relevance in the study of world history. Specifically, visual imagery and reflective journaling were used to help students to become proficient in historical thinking and to fully engage in the study of world history. The study was developed according to a mixed-methods design: the quantitative data collection tools were pre- and posttests and a student survey, and the qualitative data collection tools included discussion transcripts, reflective journals, student-created presentations, and observations.
Results showed that the use of images and reflective journaling enabled students to develop some critical thinking skills, such as making claims, supporting claims with evidence, and considering divergent perspectives. Furthermore, students' awareness of their connections to the world around them increased, as did student performance on tests about historical events and concepts. Unfortunately, students did not reach proficiency in factual knowledge on post-tests in the class, despite these increases. However, this study highlights the benefits of explicitly connecting students to historical thinking through the use of images and journaling that allow students to explore their own thoughts and deductions.
ContributorsShanahan, Carrie (Author) / Rotheram-Fuller, Erin (Thesis advisor) / Liou, Daniel (Committee member) / Schonaerts, Claire (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT This collection of poetry focuses on the experiences of a soldier who served six years in the Army National Guard and eleven months in Iraq. The collection is primarily divided into six sections (though each is not separated explicitly) and each section generally involves activities such as training for Iraq, deploying to Iraq, and returning home. In these poems, the speaker recalls different scenes from his experiences: encountering roadside bombs; performing guard duty; burning feces in a can; and living on small military base while at war. The main goal is to provide the reader with an in-depth, sincere, and unfiltered look at the life of a soldier in the military, and of course, in Iraq. The work relies on mostly free verse form with some of the work utilizing the sonnet form and couplets. The poems were greatly influenced by the work of Modernist Poets including Ezra Pound, William Carlos Williams, and T.S. Eliot. This entire collection, which often does fall into that long trail of the war-poem genre, was influenced greatly by the following notable poets who went to war or served in the military: Isaac Rosenberg, Wilfred Owen, Yusef Komunyakaa, Randall Jarrell, and Bruce Weigl.
ContributorsMartin, Hugh, 1984- (Author) / Hogue, Cynthia (Thesis advisor) / Ball, Sally (Committee member) / Dubie, Norman (Committee member) / Arizona State University (Publisher)
Created2012
Description
In September 1945, after the atomic bombings of Hiroshima and Nagasaki, the United States possessed only one nuclear weapon. Thirteen years later, in September 1958, the nation possessed a significant stockpile of nuclear weapons, including the very powerful hydrogen bomb. The United States was able to build its stockpile of nuclear weapons because the Los Alamos Laboratory, once a secret wartime facility, was able to convert the forces of nature – fission and fusion – into weapons of war. The United States also was successful because of the sacrifice made by a tiny Pacific Ocean nation, The Marshall Islands, and the people of Bikini, Enewetak, and Rongelap Atolls. Between 1946 and 1958, the United States tested sixty-six nuclear weapons in the Marshall Islands. Nuclear testing contaminated these three atolls and, in one instance, injured the people of Rongelap. As a result of this testing many of these people cannot return to their ancestral homes. This dissertation examines the many conditions that led to the creation of the Los Alamos Laboratory, its testing of nuclear weapons in the Marshall Islands, and the long term, perhaps, permanent, displacement of the people of Bikini, Enewetak, and Rongelap.
ContributorsMeade, Roger (Author) / Vandemeer, Philip (Thesis advisor) / Longley, Rodney (Committee member) / Francis, Sybil (Committee member) / Arizona State University (Publisher)
Created2015
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
ContributorsSchuring, Martin (Performer) / Stromberg, Eric (Performer) / Campbell, Andrew (Pianist) (Performer) / ASU Library. Music Library (Publisher)
Created2018-08-19
ContributorsDe La Cruz, Nathaniel (Performer) / LoGiudice, Rosa (Contributor) / Tallino, Michael (Performer) / McKinch, Riley (Performer) / Li, Yuhui (Performer) / Armenta, Tyler (Contributor) / Gonzalez, David (Performer) / Jones, Tarin (Performer) / Ryall, Blake (Performer) / Senseman, Stephen (Performer)
Created2018-10-10