Matching Items (4)
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- Genre: Art--Study and teaching (Higher)--United States.
- Genre: Fiction--Authorship.
- Genre: Music--18th century--History and criticism.
- Genre: Music--Instruction and study--Social aspects--Venezuela.
- Creators: Arizona State University
Description
The Fundación del Estado para el Sistema Nacional de Orquestas Juveniles e Infantiles de Venezuela (FESNOJIV), also known as El Sistema, is an internationally recognized social phenomenon. By promoting social reform and development through music education, El Sistema is enriching the lives of thousands of impoverished youth in Venezuela by providing a nurturing environment for children in government-sponsored orchestras, choirs, and bands. In this thesis, I contend that the relationship between music education and social reform cultivates sociocultural ideas and expectations that are transmitted through FESNOJIV's curriculum to the participating youth and concert attendees. These ideas and El Sistema's live and recorded performances engage both the local Venezuelan community and the world-at-large. Ultimately, I will show that FESNOJIV has been instrumental in creating, promoting, and maintaining a national Venezuelan identity that is associated with pride and musical achievement.
ContributorsPalmer, Katherine (Author) / Solís, Ted (Thesis advisor) / Norton, Kay (Committee member) / Haefer, J. Richard (Committee member) / Arizona State University (Publisher)
Created2013
Description
This essay is an exploration of Michael Holladay's interests in style and influence related to his writing and overall writing process. I've chosen a selection of books that both reflect my interests as a writer, books that I've loved and have informed me in the past which continue to inform and inspire on each re-read (Battleborn by Claire Vaye Watkins, A Visit from the Goon Squad by Jennifer Egan, for example) and also books I hadn't read and needed to in order to challenge myself with writing I haven't been exposed to yet so I can continue to grow (I hadn't, for instance, read Jesus' Son by Denis Johnson or Reasons to Live by Amy Hempel before preparation for this essay.) The fiction I've chosen to discuss strikes a balance between favorites that have formed me up to this point and new work to "fill in the gaps" of books I needed to read. Additionally, I've chosen a selection of books on craft to provide a lens for thinking about writing. Finally, I've also included work in other genres that inform my fiction (Ryan van Meter's creative nonfiction essays, If You Knew Then What I Know Now and Andrew Haigh's film, Weekend.)
I've intentionally chosen work that is diverse in both form and content. I have more linear fiction represented (William Trevor, for example) matched with work that's fragmentary and language focused (Christine Schutt's Nightwork among others) since I'm interested in how linear form and fragmentation can intersect, and I've been experimenting with both during my time in the program. And in terms of content, the majority of the work speaks to my interest in how region, specifically the South, impresses itself on sexuality and gender, specifically queer or decentered sexuality and gender. So I have books with a heavy focus on region (Daddy's by Lindsay Hunter and Girl Trouble by Holly Goddard Jones) and work that explores the complexities of sexuality and identity (Michael Cunningham, Edmund White, Alexander Chee, and I'll mention Haigh's film Weekend again because it's always worth mentioning again.) These works will help synthesize and bring together my interests in style, language, structure, and form, and in content.
I've intentionally chosen work that is diverse in both form and content. I have more linear fiction represented (William Trevor, for example) matched with work that's fragmentary and language focused (Christine Schutt's Nightwork among others) since I'm interested in how linear form and fragmentation can intersect, and I've been experimenting with both during my time in the program. And in terms of content, the majority of the work speaks to my interest in how region, specifically the South, impresses itself on sexuality and gender, specifically queer or decentered sexuality and gender. So I have books with a heavy focus on region (Daddy's by Lindsay Hunter and Girl Trouble by Holly Goddard Jones) and work that explores the complexities of sexuality and identity (Michael Cunningham, Edmund White, Alexander Chee, and I'll mention Haigh's film Weekend again because it's always worth mentioning again.) These works will help synthesize and bring together my interests in style, language, structure, and form, and in content.
ContributorsHolladay, Michael (Author) / Ison, Tara (Thesis advisor) / Pritchard, Melissa (Committee member) / Bell, Matt (Committee member) / Arizona State University (Publisher)
Created2016
Description
This qualitative research study was about art teachers’ perceptions and practices of cultural diversity and its implications for the U.S. The purpose of the study was to provide a rationale for the need for learning institutions to recognize the changing demographics and to respond to the potential educational implications of the new demographics as they prepare their art teachers to educate diverse student populations. The study involved six art teachers who teach in schools with students from diverse cultural backgrounds. To collect data, interviews with participants were transcribed and analyzed. Analysis of teacher interviews showed the importance of helping art teachers to obtain the skills, attitudes, dispositions and knowledge to work effectively with students from diverse cultural backgrounds. The richness of the descriptions obtained from the interviews provides insight into multicultural art education in schools. The results of this study might help art educators and policy makers understand the need for more awareness of multicultural education and its impact on teachers, parents, administrators and students. This study concludes with suggestions on art education, including the need to develop curriculum that are inclusive to multicultural students, especially Islamic from cultures. Art education programs in universities should produce teachers who are prepared for the cultural diversity in their classrooms. It is essential that teachers accept and implement changes in their communities, in their schools, and in their teaching in order to better serve students of culturally diverse backgrounds.
ContributorsMasrya, Mawadah (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016
Description
In 1808, Heinrich Domnich (1767-1844) published his book, Méthode de Premier et de Second Cor, in which he credited the invention of hand horn to Dresden hornist Anton Joseph Hampel (1710-1771). The notion that Hampel was the first horn player to experiment and teach hand horn technique has persisted to the present day. This assumption disregards evidence found in Telemann's compositions and Baroque instrument design, where hand horn technique was clearly in use before Hampel.
This paper presents evidence that before Hampel, hand horn was in use and called for by composers. Because of the number of works for horn he generated before and during Hampel's life, Telemann's pieces provide powerful insight into the use of Baroque horn. Musical examples originate from passages in Telemann's works where the horn performs in a solo capacity and the music requires the performer to produce pitches outside the harmonic series. By necessity, the performer must use either the hand or bend the note with the embouchure in order to produce the correct pitch with the hand being the logical choice. The paper also examines published interviews from horn pedagogues, history books, method books from the classical and baroque eras, baroque and hand horn design, as well as articles written by some of the world's foremost baroque and hand horn experts.
By indentifying the number of non harmonic series tones in Telemann's music, combined with the opinions of hand horn experts, this paper suggests that horn players during the Baroque era must have known about, and used, hand horn technique. This knowledge will influence performer's interpretation of baroque pieces by providing a more historically informed performance, clearer understanding of intonation, the variety of tone colors expected, and create a better understanding of the development of the horn from foxhunting to the concert hall.
This paper presents evidence that before Hampel, hand horn was in use and called for by composers. Because of the number of works for horn he generated before and during Hampel's life, Telemann's pieces provide powerful insight into the use of Baroque horn. Musical examples originate from passages in Telemann's works where the horn performs in a solo capacity and the music requires the performer to produce pitches outside the harmonic series. By necessity, the performer must use either the hand or bend the note with the embouchure in order to produce the correct pitch with the hand being the logical choice. The paper also examines published interviews from horn pedagogues, history books, method books from the classical and baroque eras, baroque and hand horn design, as well as articles written by some of the world's foremost baroque and hand horn experts.
By indentifying the number of non harmonic series tones in Telemann's music, combined with the opinions of hand horn experts, this paper suggests that horn players during the Baroque era must have known about, and used, hand horn technique. This knowledge will influence performer's interpretation of baroque pieces by providing a more historically informed performance, clearer understanding of intonation, the variety of tone colors expected, and create a better understanding of the development of the horn from foxhunting to the concert hall.
ContributorsGilbert, Joel Gregory (Author) / Ericson, John Q (Thesis advisor) / Swoboda, Deanna (Committee member) / Saucier, Catherine (Committee member) / Arizona State University (Publisher)
Created2014