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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

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
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Multiple health-related benefits have been associated with adherence to plant-based diets, including vegan, vegetarian, and pescatarian dietary patterns. Despite a consistent body of evidence on the importance of healthy diets, Americans continue to find difficulty in establishing and adhering to dietary goals that could elicit long-term health benefits. Recent research

Multiple health-related benefits have been associated with adherence to plant-based diets, including vegan, vegetarian, and pescatarian dietary patterns. Despite a consistent body of evidence on the importance of healthy diets, Americans continue to find difficulty in establishing and adhering to dietary goals that could elicit long-term health benefits. Recent research suggests an important role for goal-setting strategies in health behavior change attempts, with some success shown in dietary behavior change, specifically. The current study thus aimed to explore whether having multiple goals alongside one primary goal of following a vegetarian, vegan, or pescatarian diet would increase the achievability of that goal. Participants of this study were broken into two groups: currently following a plant-based diet (ADHERE) and striving to follow a plant-based diet (STRIVE). Researchers hypothesized that the number of health and/or diet related alternative goals set by participants would differ between the two groups, that the ADHERE group would report that their alternative goals were more helpful and less interfering in achieving their dietary goal than the STRIVE group, and that a higher rank of importance of the dietary goal would predict being in the ADHERE group. Results showed that the number of health and/or diet related alternative goals did not differ between groups. The ADHERE group and STRIVE group did not have significantly different helpfulness and interference reports. Although, in an exploratory analysis, it was shown that those participants who reported at least 2 health/diet related alternative goals found those goals to be significantly more helpful than those who reported 0 or 1 health/diet goal. Results showed that rank of dietary goal did not predict group assignment. Overall, the results from this study showed that the type of alternative goal was very important when pursuit of multiple goals was in effect. Type of alternative goal seemed to be a higher predictor of the perceived helpfulness of the alternative goals than previous achievement of goals.
ContributorsShilling, Katy (Author) / Wharton, Christopher (Christopher Mack), 1977- (Thesis advisor) / Karoly, Paul (Committee member) / Johnston, Carol (Committee member) / Arizona State University (Publisher)
Created2018
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This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students’ language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use

This mixed methods classroom research examined if accountability groups in the lower proficiency levels of a university intensive English program would improve students’ language acquisition. Students were assigned partners for the study period with whom they completed assignments inside and outside of class, as well as set goals for use of language in their own context. Based in the ecological perspective and socio- cultural theory, activities reinforced social bonds, scaffolded the learning objectives in a communicative way, modeled the transfer of knowledge to the world outside the classroom, and allowed students to create new affordances in which to practice and use the language. Analysis of qualitative data from interviews, text messages, exit slips, and field notes, as well as quantitative data from student academic records, pre and post tests of curricular objectives, and pre and post attitudinal surveys, showed that students were developing a stronger sense of autonomy in their language learning. They viewed their peers and themselves as knowledgeable others, helping one another to learn vocabulary and structures in each student’s zone of proximal development. Learner engagement in the treatment groups, as measured by classroom attendance, increased over a control group, as did overall grade averages in all courses. Students with no previous time in the program showed more improvement than those who had been in the program for at least one session prior. Students also showed increased fluency, as measured by the word count on a constructive task in the pre- and post-test of curricular objectives.
ContributorsLippincott, Dianna (Author) / Puckett, Kathleen (Thesis advisor) / Kleinsasser, Robert (Committee member) / Zuiker, Steven (Committee member) / Arizona State University (Publisher)
Created2017
Description
ABSTRACT Many musicians, both amateur and professional alike, are continuously seeking to expand and explore their performance literature and repertory. Introducing new works into the standard repertory is an exciting endeavor for any active musician. Establishing connections, commissioning new works, and collaborating on performances can all work

ABSTRACT Many musicians, both amateur and professional alike, are continuously seeking to expand and explore their performance literature and repertory. Introducing new works into the standard repertory is an exciting endeavor for any active musician. Establishing connections, commissioning new works, and collaborating on performances can all work together toward the acceptance and success of a composer's music within an instrument community. For the flute, one such composer is Daniel Dorff (b. 1956). Dorff, a Philadelphia-based composer, has written for symphony orchestra, clarinet, contrabassoon, and others; however, his award-winning works for flute and piccolo are earning him much recognition. He has written works for such illustrious flutists as Mimi Stillman, Walfrid Kujala, and Gary Schocker; his flute works have been recorded by Laurel Zucker, Pamela Youngblood and Lois Bliss Herbine; and his pieces have been performed and premiered at each of the National Flute Association Conventions from 2004 to 2009. Despite this success, little has been written about Dorff's life, compositional style, and contributions to the flute repertory. In order to further promote the flute works of Daniel Dorff, the primary focus of this study is the creation of a compact disc recording of Dorff's most prominent works for flute: April Whirlwind, 9 Walks Down 7th Avenue, both for flute and piano, and Nocturne Caprice for solo flute. In support of this recording, the study also provides biographical information regarding Daniel Dorff, discusses his compositional methods and ideology, and presents background information, description, and performance notes for each piece. Interviews with Daniel Dorff regarding biographical and compositional details serve as the primary source for this document. Suggestions for the performance of the three flute works were gathered through interviews with prominent flutists who have studied and performed Dorff's pieces. Additional performance suggestions for Nocturne Caprice were gathered through a coaching session between the author and the composer. This project is meant to promote the flute works of Daniel Dorff and to help establish their role in the standard flute repertory.
ContributorsRich, Angela Marie (Contributor) / Novak, Gail (Pianist) (Performer) / Buck, Elizabeth Y (Thesis advisor) / Hill, Gary W. (Committee member) / Holbrook, Amy (Committee member) / Schuring, Martin (Committee member) / Arizona State University (Publisher)
Created2010
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The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics

The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics has been illustrated by both state and international assessments. Throughout the decades, mathematics instruction and reforms have varied, but overall students’ psychological needs have been neglected. This innovation was designed to develop students’ psychological characteristics regarding facing challenges in mathematics. For this purpose, two guiding theories were utilized to frame this research study, Dweck’s mindset theory and self-regulation theory. To address the research questions of this study, pre- and post-questionnaire data, observational data and student work was analyzed. Results of the qualitative data indicated that the innovation positively impacted students’ mindsets and use of self-regulation strategies. However, quantitative data indicated the innovation had no effect on students’ use of self-regulation strategies or academic growth, and a negative impact on students’ mindsets.
ContributorsManchester, Sarah (Author) / Judson, Eugene (Thesis advisor) / Moses, Lindsey (Committee member) / Ellis, Raquel (Committee member) / Arizona State University (Publisher)
Created2020