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- Genre: Electronic discussion groups
- Genre: Music--Performance.
- Creators: Arizona State University
Description
The purpose of this study was to investigate the attitudes of high band directors in the United States toward solo and ensemble activities. Independent variables such as teaching experience, level of education, MENC region in which directors taught, personal solo and ensemble activity experience, teaching assignment, and director-centered external factors (supplemental contracts, teaching evaluations, program awards) were used to investigate potential differences in attitudinal responses. Subjects were high school band directors (N = 557) chosen through a stratified random sample by state. Participation in the study included completing an online researcher-designed questionnaire that gathered demographic information as well as information regarding directors' attitudes towards benefits from student participation in solo and ensemble activities, the importance of such activities to directors, and attitudes towards student participation in local, regional, and state solo and ensemble festivals and contests. One-way analyses of variance and two-way multivariate analyses of variance were conducted to investigate potential differences in responses according to various independent variables. Significant differences were found in responses to statements of the importance of solo and ensemble to directors and of solo and ensemble festivals and contests according to region, solo and ensemble experience, and director-centered external factors. No significant differences were found for statements of director's attitudes toward benefits of student participation in solo and ensemble activities according to any independent variables. Results indicate that directors understand and believe strongly in the benefits of solo and ensemble activities to students, but factors such as time, job demands, band program expectations, and festival and contest adjudication, format, and timing may hinder directors' inclusion of solo and ensemble activities as an integral part of their program. Further research is suggested to investigate directors' attitudes within individual states as well as ways to integrate solo and ensemble activities into daily band rehearsals.
ContributorsMeyers, Brian D (Author) / Sullivan, Jill (Thesis advisor) / Busg, Jeffrey (Committee member) / Schmidt, Margaret (Committee member) / Stauffer, Sandra (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
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