Matching Items (3)
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- Genre: Interactive multimedia--Evaluation.
- Genre: Music--18th century--History and criticism.
- Genre: Music--Instruction and study--Social aspects--California--Pico Rivera--Case studies.
- Creators: Arizona State University
Description
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media.
ContributorsLin, Lijia (Author) / Atkinson, Robert (Thesis advisor) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
Description
The North Park Middle School Band, in Pico Rivera, California, is an exemplary model of a band program grounded in the principles of social justice. Three facets guide the program: Social Outreach, Cultural Outreach, and Kids Helping Kids. This qualitative study explores what led the director to create this program, its current structure as well as its historical development, and the impact the program is having on the students involved and the community to which they reach. Between the months of September and December 2012, I spent a total of three weeks with the students, parents, and the director of the North Park Band, Ron Wakefield. In that time, the students were observed during band rehearsals on typical school days. Additionally, I traveled with the band to three separate outreach concerts at the Los Angeles Veterans Healthcare Facility, nursing homes and assisted living centers, as well as the Isaiah House, a homeless shelter for women and children. I observed the students and their interactions with the residents of those facilities, and took detailed observation notes. In addition, a survey was distributed to students in the top two bands, interviews were conducted with current students and a former student, a parent and a former parent, and the director. The North Park Band program structure leads students to develop an unusually high level of responsibility. Students gain an understanding of current issues in society and demonstrate compassion towards other human beings. In many cases, the students discover a sense of life purpose through the program and feel that they have a responsibility to help their community. While a central focus of the program is on humanistic values, it is evident that the students also receive a quality music education.
ContributorsPawelski, Carrie (Author) / Hill, Gary W. (Thesis advisor) / Schmidt, Margaret E (Thesis advisor) / Bailey, Wayne (Committee member) / Rogers, Rodney (Committee member) / Russell, Timothy (Committee member) / Arizona State University (Publisher)
Created2013
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