Matching Items (659)
Filtering by
- All Subjects: Songs (High voice) with piano
ContributorsWasbotten, Leia (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-30
Description
Libby Larsen is one of the most performed and acclaimed composers today. She is a spirited, compelling, and sensitive composer whose music enhances the poetry of America's most prominent authors. Notable among her works are song cycles for soprano based on the poetry of female writers, among them novelist and poet Willa Cather (1873-1947). Larsen has produced two song cycles on works from Cather's substantial output of fiction: one based on Cather's short story, "Eric Hermannson's Soul," titled Margaret Songs: Three Songs from Willa Cather (1996); and later, My Antonia (2000), based on Cather's novel of the same title. In Margaret Songs, Cather's poetry and short stories--specifically the character of Margaret Elliot--combine with Larsen's unique compositional style to create a surprising collaboration. This study explores how Larsen in these songs delves into the emotional and psychological depths of Margaret's character, not fully formed by Cather. It is only through Larsen's music and Cather's poetry that Margaret's journey through self-discovery and love become fully realized. This song cycle is a glimpse through the eyes of two prominent female artists on the societal pressures placed upon Margaret's character, many of which still resonate with women in today's culture. This study examines the work Margaret Songs by discussing Willa Cather, her musical influences, and the conditions surrounding the writing of "Eric Hermannson's Soul." It looks also into Cather's influence on Libby Larsen and the commission leading to Margaret Songs. Finally, a description of the musical, dramatic, and textual content of the songs completes this interpretation of the interactions of Willa Cather, Libby Larsen, and the character of Margaret Elliot.
ContributorsMcLain, Christi Marie (Author) / FitzPatrick, Carole (Thesis advisor) / Dreyfoos, Dale (Committee member) / Holbrook, Amy (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2013
Discovering Puerto Rican art song: a research project on four art song works by Héctor Campos Parsi
Description
Puerto Rico has produced many important composers who have contributed to the musical culture of the nation during the last 200 years. However, a considerable amount of their music has proven to be difficult to access and may contain numerous errors. This research project intends to contribute to the accessibility of such music and to encourage similar studies of Puerto Rican music. This study focuses on the music of Héctor Campos Parsi (1922-1998), one of the most prominent composers of the 20th century in Puerto Rico. After an overview of the historical background of music on the island and the biography of the composer, four works from his art song repertoire are given for detailed examination. A product of this study is the first corrected edition of his cycles Canciones de Cielo y Agua, Tres Poemas de Corretjer, Los Paréntesis, and the song Majestad Negra. These compositions date from 1947 to 1959, and reflect both the European and nationalistic writing styles of the composer during this time. Data for these corrections have been obtained from the composer's manuscripts, published and unpublished editions, and published recordings. The corrected scores are ready for publication and a compact disc of this repertoire, performed by soprano Melliangee Pérez and the author, has been recorded to bring to life these revisions. Despite the best intentions of the author, the various copyright issues have yet to be resolved. It is hoped that this document will provide the foundation for a resolution and that these important works will be available for public performance and study in the near future.
ContributorsRodríguez Morales, Luis F., 1980- (Author) / Campbell, Andrew (Thesis advisor) / Buck, Elizabeth (Committee member) / Holbrook, Amy (Committee member) / Kopta, Anne (Committee member) / Ryan, Russell (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsYi, Joyce (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-22
Description
This study examines the multiple and complicated ways that Native American students engage, accept, and/or reject the teachings of a Native American literature course, as they navigate complex cultural landscapes in a state that has banned the teaching of ethnic studies. This is the only classroom of its kind in this major metropolitan area, despite a large Native American population. Like many other marginalized youth, these students move through "borderlands" on a daily basis from reservation to city and back again; from classrooms that validate their knowledges to those that deny, invalidate and silence their knowledges, histories and identities. I am examining how their knowledges are shared or denied in these spaces. Using ethnographic, participatory action and grounded research methods, and drawing from Safety Zone Theory (Lomawaima and McCarty, 2006) and Bakhtin's (1981) dialogism, I focus on students' counter-storytelling to discover how they are generating meanings from a curriculum that focuses on the comprehension of their complicated and often times contradicting realities. This study discusses the need for schools to draw upon students' cultural knowledges and offers implications for developing and implementing a socio-culturally sustaining curriculum.
ContributorsSan Pedro, Timothy Jose (Author) / Paris, Django (Thesis advisor) / Romero-Little, Mary Eunice (Thesis advisor) / Mccarty, Teresa (Committee member) / Ortiz, Simon (Committee member) / Chin, Beverly A (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study examines the genesis, practice, and Native experiences of stakeholders with two Arizona kindergarten through 12th grade (K-12) statute that mandate instruction of Native American history. The research questions relate to the original intent of the policies, implementation in urban school districts, how Native American parents experienced Native American history in their own education and their aspirations for this type of instruction in their children's education. Lomawaima and McCarty's (2006) safety zone theory was utilized to structure and analyze data. Critical Indigenous Research Methodologies (CIRM) (Brayboy, Gough, Leonard, Roehl, & Solym, 2012; Smith, 2012) was used in this interpretive policy analysis and phenomenological research study. Interviews were conducted with policymakers, a department of education official, urban school district personnel, and Native American parents with children in the pertinent school districts. Data included in-depth interview and legislative committee meeting transcripts, artifacts including bill versions, summaries and fact sheets, school board manuals, and the state social studies standards. The findings indicate that the intent of the statutes was to foster a better understanding among students (and hence, the state's citizenry) leading toward reciprocal government-to-government relationships between tribal nations and non-tribal governments. Teaching sovereignty and self-determination were fundamental. Although the school-based participants had limited knowledge of the policies, the district personnel believed they implemented the mandates because the state social studies standards were utilized to frame instruction. However, the 45 social studies standards related to Native Americans focus on extinct (referred to as historic in the standards) Native societies. The social studies standards ignore contemporary tribal nations and are thus inefficacious in supporting the goal of a better understanding of sovereignty, or in supporting Native American self-determination. The Native parent participants defied stereotypical images; they were involved in their children's educational attainment and were reintroducing cultural and tribal capital. Recommendations include allocating funds to support implementation of the policies at the local school and state levels, establishing culturally responsive curriculum that recognizes and promotes tribal nations and tribal sovereignty, and strengthening relationships between tribal nations, school districts, and the state department of education.
ContributorsBenally, Cynthia (Author) / Mccarty, Teresa L. (Thesis advisor) / Brayboy, Bryan Mck. J. (Thesis advisor) / Tippeconnic, Iii, John W. (Committee member) / Arizona State University (Publisher)
Created2014
Description
In this study, I uncover the coded meanings of "urban" within the music education profession through an exploration and analysis of the discourse present in two prominent music education journals, Music Educators Journal (MEJ) and The Journal of Research in Music Education (JRME). Using critical discourse analysis (CDA), I investigate how the term "urban" is used in statements within a twenty-year time span (1991-2010), and how the words "inner-city," "at-risk," "race," and "diversity" are used in similar ways throughout the corpus. An in-depth examination of these five terms across twenty years of two major publications of the profession reveals attitudes and biases within the music education structure, uncovering pejorative themes in the urban music education discourse. The phrase "urban music education" is rarely defined or explained in the corpus examined in this study. Rather, the word "urban" is at times a euphemism. Based on a CDA conducted in this study, I suggest that "urban" is code for poor, minority, and unable to succeed. Relying on the philosophical ideas of Michel Foucault, I uncover ways in which the profession labels urban music programs, students, and teachers and how the "urban music education" discourse privileges the White, suburban, middle class ideal of music education. I call for an evaluation of the perceptions of "success" in the field, and advocate for a paradigm shift, or different methods of knowing, in order to provide a more just teaching and learning space for all music education actors.
ContributorsFarmer, Dawn Marie (Author) / Stauffer, Sandra L. (Thesis advisor) / Schmidt, Margaret (Committee member) / Solis, Theodore (Committee member) / Sullivan, Jill M. (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2015
Description
The intention of this research is to bring us to Worcester, Massachusetts, New England's second largest city, to critically investigate the punitive patterns that exist in the "second chance" opportunity structure experienced by young people who have been dropped-out of schools. The conceptual framework I've constructed pulls from developed theories on the relationship between structural processes, institutional practices and lived experiences of marginalization. There is a need to understand how the process of school leaving, the label of "dropout," and the pursuit of second-chance opportunity are connected and exercise forms of punishment that have clear messages about the worth of these young men's aspirations and the value in fostering support for their opportunities. This critical ethnography introduces the narratives of four young men, marginalized by race and class, whose pursuits of alternative education pathways in Worcester, MA lead them towards constructing an inclusive opportunity on one's own terms. My assertion here is that the social issue is not exclusively about "dropouts," but about the relationships our schools, neighborhoods and society at large have on creating the enabling conditions of opportunity for our most marginalized students.
ContributorsBegin, Meshia (Author) / Lopez, Vera (Thesis advisor) / Cheng, Wendy (Committee member) / Sandlin, Jennifer (Committee member) / Arizona State University (Publisher)
Created2014
ContributorsCummiskey, Hannah (Performer) / Kim, Olga (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-23