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- All Subjects: Clarinet and piano music
Description
Despite the wealth of folk music traditions in Portugal and the importance of the clarinet in the music of bandas filarmonicas, it is uncommon to find works featuring the clarinet using Portuguese folk music elements. In the interest of expanding this type of repertoire, three new works were commissioned from three different composers. The resulting works are Seres Imaginarios 3 by Luis Cardoso; Delirio Barroco by Tiago Derrica; and Memória by Pedro Faria Gomes. In an effort to submit these new works for inclusion into mainstream performance literature, the author has recorded these works on compact disc. This document includes interview transcripts with each composer, providing first-person discussion of each composition, as well as detailed biographical information on each composer. To provide context, the author has included a brief discussion on Portuguese folk music, and in particular, the role that the clarinet plays in Portuguese folk music culture.
ContributorsFerreira, Wesley (Contributor) / Spring, Robert S (Thesis advisor) / Bailey, Wayne (Committee member) / Gardner, Joshua (Committee member) / Hill, Gary (Committee member) / Schuring, Martin (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
ContributorsBurton, Charlotte (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-08
ContributorsDruesedow, Elizabeth (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-07
Description
My research focuses on Indigenous and Pueblo women’s knowledges and the role of our knowledges as they relate to the future of Indigenous and Pueblo communities. My main research question is multifaceted—what is Indigenous and Pueblo women’s knowledge, how is this knowledge communicated and taught, what changes have occurred to those knowledges over time, and what changes have happened due to perceived and real threats. In answering that question, the sources used for my research include the qualitative data collected from personal interviews with Pueblo women, my literature review, and information that I know or have learned from personal experience, including my knowledge as a Pueblo woman.
My dissertation is in three parts: a journal article, a book chapter and a policy paper. The journal article responds to this question: How and in what ways have Pueblo and Indigenous women’s knowledges been impacted, influenced or shaped by colonialization? I contribute to conversations about how colonization has impacted, influenced, and transformed Indigenous women’s identities, knowledges, roles, and ways of living.
My book chapter takes a look at definitions of Indigenous and Pueblo women’s knowledges and teachings from the perspectives of Indigenous and Pueblo women. The book chapter focuses on the modern day issues facing Pueblo women, specifically, how to ensure our survival and our Pueblo ways of life in the face of colonization. The book chapter focuses on Pueblo women’s teachings and knowledges as they are passed down from generation to generation. Those teachings have been key to our survival and key to maintaining our traditions, our language and our Pueblo way of life.
The policy paper discusses my views on the importance for Pueblo nations to adopt policies that protect Pueblo women which will protect and ensure the passage of Pueblo women’s knowledges to future generations towards ensuring that Pueblo people continue to exist and be who we are, Pueblo people. In the policy paper, I also discuss what well-being or health means and how that relates to the importance of adopting policies to protect Pueblo women from sexual assault, domestic violence, human trafficking and other forms of violence that may be used against Pueblo women in our communities.
My dissertation is in three parts: a journal article, a book chapter and a policy paper. The journal article responds to this question: How and in what ways have Pueblo and Indigenous women’s knowledges been impacted, influenced or shaped by colonialization? I contribute to conversations about how colonization has impacted, influenced, and transformed Indigenous women’s identities, knowledges, roles, and ways of living.
My book chapter takes a look at definitions of Indigenous and Pueblo women’s knowledges and teachings from the perspectives of Indigenous and Pueblo women. The book chapter focuses on the modern day issues facing Pueblo women, specifically, how to ensure our survival and our Pueblo ways of life in the face of colonization. The book chapter focuses on Pueblo women’s teachings and knowledges as they are passed down from generation to generation. Those teachings have been key to our survival and key to maintaining our traditions, our language and our Pueblo way of life.
The policy paper discusses my views on the importance for Pueblo nations to adopt policies that protect Pueblo women which will protect and ensure the passage of Pueblo women’s knowledges to future generations towards ensuring that Pueblo people continue to exist and be who we are, Pueblo people. In the policy paper, I also discuss what well-being or health means and how that relates to the importance of adopting policies to protect Pueblo women from sexual assault, domestic violence, human trafficking and other forms of violence that may be used against Pueblo women in our communities.
ContributorsBird, Peggy L (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Brayboy, Bryan M.J. (Committee member) / Fonow, Mary M. (Committee member) / Arizona State University (Publisher)
Created2018
Description
Students may be situated within complex systems that are nested within each other. This complexity may also envelope institutional structures that lead to the socio-economic reification of student post-secondary opportunities by obscuring positive goals. This may be confounded by community misunderstandings about the changed world that students are entering. These changes include social and economic factors that impact personal and economic freedoms, our ability to live at peace, and the continuing trend of students graduating high school underprepared.
Building on previous cycles of action research, this multi-strand mixed-methods study examined the effects of the innovation of the I am College and Career Ready Student Support Program (iCCR). The innovation was collaboratively developed and implemented over a 16-week period using a participatory action research approach. The situated context of this study was a new high school in the urban center of San Diego, California. The innovation included a student program administered during an advisory period and a parent education program.
Qualitative research used a critical ethnographic design that analyzed data from artifacts, journals, notes, and the interviews of students (*n* = 8), parents (*n* = 6), and teachers (*n* = 5). Quantitative research included the analysis of data from surveys administered to inform the development of the innovation (*n* = 112), to measure learning of parent workshop participants (*n =* 10), and to measure learning, hope, and attitudinal disposition of student participants (*n* = 49). Triangulation was used to answer the studies’ four research questions. Triangulated findings were subjected to the method of crystallization to search for hidden meanings and multiple truths.
Findings included the importance of parent involvement, the influence of positive goals, relational implications of goal setting and pathway knowledge on agentic thinking, and that teacher implementation of the innovation may have influenced student hope levels. This study argued for a grounded theory situated within a theoretical framework based upon Snyder’s Hope Theory and Bronfenbrenner’s Ecological System Theory. This argument asserted that influence on pathway and agency occurred at levels of high proximal process with the influence of goal setting occurring at levels of lower proximal process.
Building on previous cycles of action research, this multi-strand mixed-methods study examined the effects of the innovation of the I am College and Career Ready Student Support Program (iCCR). The innovation was collaboratively developed and implemented over a 16-week period using a participatory action research approach. The situated context of this study was a new high school in the urban center of San Diego, California. The innovation included a student program administered during an advisory period and a parent education program.
Qualitative research used a critical ethnographic design that analyzed data from artifacts, journals, notes, and the interviews of students (*n* = 8), parents (*n* = 6), and teachers (*n* = 5). Quantitative research included the analysis of data from surveys administered to inform the development of the innovation (*n* = 112), to measure learning of parent workshop participants (*n =* 10), and to measure learning, hope, and attitudinal disposition of student participants (*n* = 49). Triangulation was used to answer the studies’ four research questions. Triangulated findings were subjected to the method of crystallization to search for hidden meanings and multiple truths.
Findings included the importance of parent involvement, the influence of positive goals, relational implications of goal setting and pathway knowledge on agentic thinking, and that teacher implementation of the innovation may have influenced student hope levels. This study argued for a grounded theory situated within a theoretical framework based upon Snyder’s Hope Theory and Bronfenbrenner’s Ecological System Theory. This argument asserted that influence on pathway and agency occurred at levels of high proximal process with the influence of goal setting occurring at levels of lower proximal process.
ContributorsLoescher, Shawn Thomas (Author) / Mertler, Craig A. (Thesis advisor) / Jordan, Michelle E. (Committee member) / Moore, R. V. (Committee member) / Arizona State University (Publisher)
Created2018
Description
This study enters on the heels of a trend of public school closures across the United States. Using qualitative methods, the study concerns the curriculum experiences of six African American students attending a majority-white high school in a white, middle-class community in the Midwest, one year after the closure of their predominantly Black high school in their hometown.
The study draws from Michel Foucault’s philosophy on care of the self as an analytical tool to look at students’ care of the ‘racialized’ self, or more specifically, how African American students are forming a ‘self’ in a majority-white school in relation to the ways they are being racialized. Background of the schools and a description of the conditions under which the school change occurred are provided for context. Data collection involved conducting life history interviews with students, observing students in their classes, and shadowing students throughout their school day.
Findings show that African American student-participants are contending with what they describe as a “them”/“us” racial, cultural, and class divide that is operationalized through the curriculum. Students are in a struggle to negotiate how they are perceived and categorized as ‘racialized’ bodies through the curriculum, and, their own perceptions of these racializations. In this struggle, students enact self-practices to make maneuvers within curriculum spaces. A student can accept how the curriculum attempts to constitute her/him as a subject, resist this subjectification, or perform any combination of both accepting and resisting. In this way, a curriculum, with its distinctive and potentially polarizing boundaries, becomes a negotiated and contested space. And, because this curricular space is internally contradictory, a student, in relation to it, may practice versions of a ‘self’ (multiple ‘selves’) that are contradictory. Findings illuminate that in this complex process of self-making, African American students are producing a curriculum of self-formation that teaches others how they want to be perceived.
The study draws from Michel Foucault’s philosophy on care of the self as an analytical tool to look at students’ care of the ‘racialized’ self, or more specifically, how African American students are forming a ‘self’ in a majority-white school in relation to the ways they are being racialized. Background of the schools and a description of the conditions under which the school change occurred are provided for context. Data collection involved conducting life history interviews with students, observing students in their classes, and shadowing students throughout their school day.
Findings show that African American student-participants are contending with what they describe as a “them”/“us” racial, cultural, and class divide that is operationalized through the curriculum. Students are in a struggle to negotiate how they are perceived and categorized as ‘racialized’ bodies through the curriculum, and, their own perceptions of these racializations. In this struggle, students enact self-practices to make maneuvers within curriculum spaces. A student can accept how the curriculum attempts to constitute her/him as a subject, resist this subjectification, or perform any combination of both accepting and resisting. In this way, a curriculum, with its distinctive and potentially polarizing boundaries, becomes a negotiated and contested space. And, because this curricular space is internally contradictory, a student, in relation to it, may practice versions of a ‘self’ (multiple ‘selves’) that are contradictory. Findings illuminate that in this complex process of self-making, African American students are producing a curriculum of self-formation that teaches others how they want to be perceived.
ContributorsLevin, Stacey S (Author) / Blumenfeld-Jones, Donald (Thesis advisor) / Carlson, David Lee (Committee member) / Sandlin, Jennifer A. (Committee member) / Arizona State University (Publisher)
Created2016
Description
This project includes a recording and performance guide for three newly commissioned pieces for the clarinet. The first piece, shimmer, was written by Grant Jahn and is for B-flat clarinet and electronics. The second piece, Paragon, is for B-flat clarinet and piano and was composed by Dr. Theresa Martin. The third and final piece, Duality in the Eye of a Bovine, was written by Kurt Mehlenbacher and is for B-flat clarinet, bass clarinet, and piano. In addition to the performance guide, this document also includes background information and program notes for the compositions, as well as composer biographical information, a list of other works featuring the clarinet by each composer, and transcripts of composer and performer interviews. This document is accompanied by a recording of the three pieces.
ContributorsPoupard, Caitlin Marie (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Hill, Gary (Committee member) / Oldani, Robert (Committee member) / Schuring, Martin (Committee member) / Arizona State University (Publisher)
Created2016
Description
The primary objective of this research project is to expand the clarinet repertoire with the addition of four new pieces. Each of these new pieces use contemporary clarinet techniques, including electronics, prerecorded sounds, multiphonics, circular breathing, multiple articulation, demi-clarinet, and the clari-flute. The repertoire composed includes Grant Jahn’s Duo for Two Clarinets, Reggie Berg’s Funkalicious for Clarinet and Piano, Rusty Banks’ Star Juice for Clarinet and Fixed Media, and Chris Malloy’s A Celestial Breath for Clarinet and Electronics. In addition to the musical commissions, this project also includes interviews with the composers indicating how they wrote these works and what their influences were, along with any information pertinent to the performer, professional recordings of each piece, as well as performance notes and suggestions.
ContributorsCase-Ruchala, Celeste Ann (Contributor) / Gardner, Joshua (Thesis advisor) / Spring, Robert (Thesis advisor) / Hill, Gary (Committee member) / Rogers, Rodney (Committee member) / Schuring, Martin (Committee member) / Arizona State University (Publisher)
Created2016
Description
This dissertation is about videogames. It is also about teaching, and the ways videogame design represents good teaching. However, this dissertation is not about videogames alone. It makes broad claims about teaching in- and out-of-schools in the 21st Century. Over the last few decades many scholars have been impressed by the rich forms of learning going on out-of-school. In particular, the emergence of digital and social media has fueled interest in informal learning while often ignoring or effacing the critical role of teaching. Indeed, the term “informal learning” is common while the term “informal teaching” barely exists. At the same time, the learning sciences have made progress on understanding how learning works based on empirical evidence of how the mind operates. While this research is not well implemented in many of our schools, it is well represented in much out-of-school learning (such as in videogames). This dissertation argues that there is a body of evidence germane to good teaching, that many learning principles celebrated today in out-of-school learning are actually teaching principles, and that good videogames can give us insights into how teaching can work as a form of design with or without games. The dissertation then develops a model of distributed teaching and learning systems which involve designed- and emergent organization of various teaching and learning “sites”. Finally, the dissertation looks at the rhetorical function of teaching in building a “deliberate learner,” one whose goal is not simply to know and do things, but to become a certain type of person committed to new ways with words, forms of interaction, and values. Rhetoric, teaching, learning, and design of all sorts have been set free from institutions and turned loose into a market place of ideas and sites. In the face of this market place we need to engage in discussions about who we want to be, who we want others to be, and what world we want all of us to live in. These discussions will center not just on “truth”, but on values as well—which is exactly where, in a high-risk imperiled world, they should be centered.
ContributorsHolmes, Jeffrey Brandon (Author) / Gee, James (Thesis advisor) / Gee, Elisabeth (Committee member) / Goggin, Peter (Committee member) / Arizona State University (Publisher)
Created2016
ContributorsClements, Katrina (Performer) / ASU Library. Music Library (Publisher)
Created2018-03-15