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- Genre: Art--Study and teaching (Preschool)--Curricula--Kuwait.
- Genre: Creative nonfiction
- Genre: Electronic discussion groups
- Genre: Music--Social aspects--Arizona--Prescott--History--19th century.
- Creators: Arizona State University
Description
Although one finds much scholarship on nineteenth-century music in America, one finds relatively little about music in the post-Civil-War frontier west. Generalities concerning small frontier towns of regional importance remain to be discovered. This paper aims to contribute to scholarship by chronicling musical life in the early years of two such towns in northern Arizona territory: Prescott and Flagstaff. Prescott, adjacent to Fort Whipple, was founded in 1864 to serve as capital of the new territory. Primarily home to soldiers and miners, the town was subject to many challenges of frontier life. Flagstaff, ninety miles to the north-northwest, was founded about two decades later in 1883 during the building of the Atlantic & Pacific Railroad, which connected the town to Albuquerque, New Mexico in the east and southern California in the west. Although the particular resources of each town provided many different musical opportunities, extant newspaper articles from Prescott's Arizona Miner and Flagstaff's Arizona Champion describe communities in which musical concerts, dances and theatrical performances provided entertainment and socializing for its citizens. Furthermore, music was an important part of developing institutions such as the church, schools, and fraternal lodges, and the newspapers of both towns advertised musical instruments and sheet music. Both towns were home to amateur musicians, and both offered the occasional opportunity to learn to dance or play an instrument. Although territorial Arizona was sometimes harsh and resources were limited, music was valued in these communities and was a consistent presence in frontier life.
ContributorsJohnson, Amber V (Author) / Oldani, Robert W. (Thesis advisor) / Holbrook, Amy (Committee member) / Saucier, Catherine (Committee member) / Arizona State University (Publisher)
Created2011
Description
To understand the visual culture and art education practices within three ideologically distinct kindergartens, I employed an interdisciplinary approach, utilizing tools from the fields of art, education, anthropology, literary theory, visual studies and critical social theory. Each of the three schools was considered to be the "best" of its kind for the community in which it resided; TBS was the original bilingual school, and the most Westernized. It was set in the heart of a major city. The second school, OBS, operated from an Islamic framework located in an under-developed small transitioning suburb; and the last school, NBS, was situated in Al-Jahra, an "outlying area" populated by those labeled as bedouins (Longva, 2006). The participants' attitudes towards art education unfolded as I analyzed my visual observations of the participants' daily practices. I have produced a counter-hegemonic visual narrative by negotiating my many subjectivities and methods to gain new knowledge and insights. This approach has provided a holistic understanding of the environment in each site, in which attitudes and practices relating to art education have been acquired by the community. Operating from three different educational paradigms, each school applied a different approach to art education. The more Westernized school viewed art as an individual act which promoted creativity and expression. In the Islamic school art was viewed as an activity that required patterning (Stokrocki, 1986), and that the child needed to be guided and exposed to the appropriate images to follow. In the bedouin school, drawing activities were viewed as an opportunity for representing one's individual story as well as a skill for emergent literacy.
ContributorsAl-Bader, Jawaher Khaled (Author) / Young, Bernard (Thesis advisor) / Margolis, Eric (Committee member) / Tobin, Joseph (Committee member) / Arizona State University (Publisher)
Created2012
Description
This dissertation is both creative and scholarly, engaging in the technique of "narrative scholarship," an increasingly accepted technique within the field of ecocriticism. The project is framed by my experiences with Spanish and Latino actors as well as activists involved with the 15-M movement in and around Madrid. It takes a "material ecocritical" approach, which is to say that it treats minds, spirits and language as necessarily "bodied" entities, and creates an absolute union between beings and the matter that constructs them as well as their habitat. I apply the lens of Jesper Hoffmeyer's Biosemiotics, which claims that life is at its most essential levels a communicative process. In other words, I will explore how "all matter is 'storied' matter," as well as how the "semiosphere," which is an important concept in biosmiotics, signaling a semiotic environment that predicts and defines all biological bodies/life, the human, the plant and the animal as beings who are made of and involved in semiotic activity, can serve as a basis for union amongst all bodies and provide a model of cooperation rooted in "storytelling." My project aims to embody what Wendy Wheeler describes as ecocriticism's, "syntheses between the sciences and the humanities" It is my strong opinion that creative writing has the power to offer the general public insight into the reasons why new research in biosemiotics is so important to the work that activists are doing to raise awareness of how humans can live responsibly on the only planet that is our home. This will help readers of creative writing and cultural studies scholars understand why they ought to embrace science, especially in literary and cultural studies, as a path to better understanding of the role of the humanities in an increasingly scientifically oriented world.
ContributorsDay, Timothy (Author) / Adamson, Joni (Thesis advisor) / Gutkind, Lee (Committee member) / Flys-Junquera, Carmen (Committee member) / Arizona State University (Publisher)
Created2016
Description
The aim of this study was to investigate the issue of Saudi women’s right to drive through a critical analysis of the Saudi online discourse on women’s right to drive. In the study, the attempt was made to provide a critical contrastive analysis of the online debate for and against Saudi women’s right to drive. A review of the literature indicated that very little research has been done about critical discourse analysis (CDA) of online texts focusing on the representation and rights of Saudi women. Employing Fairclough’s three-dimensional framework, a corpus of written posts on the right to drive, written by Saudi women, was analyzed at three levels: (a) textual analysis, (b) discursive practice analysis, and (c) sociocultural practice. The findings of the analysis on the textual and discursive practice levels showed that the theme of ingroup and outgroup presentation was significant in the data. The findings also indicated that ideologies were expressed linguistically by means of naming, presuppositions, predication, and intertextuality. At the sociocultural practice level, the controversial struggle about the right to drive was situated in its broader sociocultural context, in which the complexity of the sociocultural practice of the Saudi Society was revealed.
ContributorsAlharbi, Badr (Author) / Adams, Karen L (Thesis advisor) / Long, Elenore (Committee member) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2016