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- Genre: Masters Thesis
Description
The Space Race (1957–1975), a period of rapid technological advancements prompted by the uncertainty and fear of the Cold War, captured the curiosity and attention of many artists, filmmakers and composers. Their responses, recorded in a multitude of works from various genres, reflect the overall tone and mirror societal views in the midst of uncertain, politically-charged times.
My thesis explores two seminal American artists who explored outer space in numerous works. John Cage (1912–1992), an avant-garde classical composer, wrote such works as Atlas Eclipticalis (1961), Etudes Australes (1974–75), and the Freeman Etudes (1977–1980), all composed using star-maps. Sun Ra (1914–1993), an American Afrofuturist jazz composer, created hundreds of iconic experimental jazz works on the theme of outer space, with albums such as We Travel the Space Ways (1967), Space Is the Place (1973), and Cosmos (1976).
The works of these two composers span across several decades, encompassing the Space Race and Cold War. In this thesis, I will specifically discuss the details of two works: Cage’s Atlas Eclipticalis, and Ra’s composition Space Is the Place (later included in the soundtrack of a film by the same name). Discussion will elaborate on the cultural, political, philosophical, and societal influences that played a part in the creation of these two compositions.
My research materials for this thesis includes a collection of primary sources in the form of recordings, early musical sketches, and in the case of Ra, film footage from Space Is the Place (1974), as well as multitude of secondary sources. By choosing works from two different genres I hope to present a wider, more nuanced snapshot of artist responses to space exploration during the Cold War.
My thesis explores two seminal American artists who explored outer space in numerous works. John Cage (1912–1992), an avant-garde classical composer, wrote such works as Atlas Eclipticalis (1961), Etudes Australes (1974–75), and the Freeman Etudes (1977–1980), all composed using star-maps. Sun Ra (1914–1993), an American Afrofuturist jazz composer, created hundreds of iconic experimental jazz works on the theme of outer space, with albums such as We Travel the Space Ways (1967), Space Is the Place (1973), and Cosmos (1976).
The works of these two composers span across several decades, encompassing the Space Race and Cold War. In this thesis, I will specifically discuss the details of two works: Cage’s Atlas Eclipticalis, and Ra’s composition Space Is the Place (later included in the soundtrack of a film by the same name). Discussion will elaborate on the cultural, political, philosophical, and societal influences that played a part in the creation of these two compositions.
My research materials for this thesis includes a collection of primary sources in the form of recordings, early musical sketches, and in the case of Ra, film footage from Space Is the Place (1974), as well as multitude of secondary sources. By choosing works from two different genres I hope to present a wider, more nuanced snapshot of artist responses to space exploration during the Cold War.
ContributorsIvis, Andrea (Author) / Feisst, Sabine (Thesis advisor) / Wells, Christopher (Committee member) / Solís, Ted (Committee member) / Arizona State University (Publisher)
Created2017
Description
Historically, music and the experiences of deaf or hard-of-hearing (DHH) individuals have been intertwined in one manner or another. However, music has never ignited as much hope for the “improvement” of the Deaf experience as during the American oralist movement (ca. 1880-1960) which prioritized lip-reading and speaking over the use of sign language. While it is acknowledged that the oralist movement failed to provide the best possible education to many American DHH students and devastated many within the Deaf community, music scholars have continued to cite publications by oralist educators as rationales for the continued development of music programs for DHH students.
This document is an attempt to reframe the role of music during the American oralist movement with a historical account of ways music was recruited as a tool for teaching vocal articulation at schools for the deaf from 1900 to 1960. During this time period, music was recruited simply as a utility to overcome disability and as an aid for assimilating into the hearing world rather than as the rich experiential phenomenon it could have been for the DHH community. My goal is to add this important caveat to the received history of early institutional music education for DHH students. Primary sources include articles published between 1900 and 1956 in The Volta Review, a journal founded by the oralist leader Alexander Graham Bell (1847-1922).
This document is an attempt to reframe the role of music during the American oralist movement with a historical account of ways music was recruited as a tool for teaching vocal articulation at schools for the deaf from 1900 to 1960. During this time period, music was recruited simply as a utility to overcome disability and as an aid for assimilating into the hearing world rather than as the rich experiential phenomenon it could have been for the DHH community. My goal is to add this important caveat to the received history of early institutional music education for DHH students. Primary sources include articles published between 1900 and 1956 in The Volta Review, a journal founded by the oralist leader Alexander Graham Bell (1847-1922).
ContributorsLloyd, Abby Lynn (Author) / Norton, Kay (Thesis advisor) / Gardner, Joshua (Committee member) / Wells, Christopher (Committee member) / Arizona State University (Publisher)
Created2017
Description
This work explores the blurring and eradication of boundaries – whether the boundaries are musical, social, cultural, linguistical, or political. I wanted to create a work that would explore the boundaries of my own dual identities, such as Mexican or American, or masculine or feminine, and that of my varied interests, such as popular, jazz, and European art music. After half a year of work, Sueño-Vibrant is the dazzling, whirlwind of a result (“vibrant” is pronounced just as it is in English).
I worked with poet Marco Piña because we share many similarities in our artistic philosophies, owing to our mutual identities as bilingual Chicanxs. Considering the poems themselves, for me, “Bastardized Spanglish Translations” reveals an individual recovering from the end of a romantic relationship, whereas “Night Song” is about the self-discovery of one’s identity. By pairing these two poems, I create a polarity between the texts themselves, to highlight that the shaping of identity is both an internal and external process.
In the cantata, we travel from the mourning and mysterious “Do My Eyes Lie” to the Mexican folk-styled “Ya me voy;” the arduous and painful “Ban Me From Balancing;” the indie- and jazz-inspired “Soon I’ll Be Home;” the introspective choral work “Night Song;” and the dissonant and disoriented “This Song Keeps Skipping.” I complete the work with “Adiós, Amor,” where these seemingly disparate feelings, genres, ideas, and identities are tied together and explored to fruition through a variety of styles and genres, from the salsa, to the opera chorus. With this work, I invite audiences to consider their own identities and those of others, and to embrace the social dissonances that happen both within us and around us.
I worked with poet Marco Piña because we share many similarities in our artistic philosophies, owing to our mutual identities as bilingual Chicanxs. Considering the poems themselves, for me, “Bastardized Spanglish Translations” reveals an individual recovering from the end of a romantic relationship, whereas “Night Song” is about the self-discovery of one’s identity. By pairing these two poems, I create a polarity between the texts themselves, to highlight that the shaping of identity is both an internal and external process.
In the cantata, we travel from the mourning and mysterious “Do My Eyes Lie” to the Mexican folk-styled “Ya me voy;” the arduous and painful “Ban Me From Balancing;” the indie- and jazz-inspired “Soon I’ll Be Home;” the introspective choral work “Night Song;” and the dissonant and disoriented “This Song Keeps Skipping.” I complete the work with “Adiós, Amor,” where these seemingly disparate feelings, genres, ideas, and identities are tied together and explored to fruition through a variety of styles and genres, from the salsa, to the opera chorus. With this work, I invite audiences to consider their own identities and those of others, and to embrace the social dissonances that happen both within us and around us.
ContributorsRodriguez, Kristian Silviano (Author) / Rockmaker, Jody (Thesis advisor) / Suzuki, Kotoka (Committee member) / Wells, Christopher (Committee member) / Schildkret, David (Committee member) / Arizona State University (Publisher)
Created2019
Description
The close relationship between mathematics and music has been well documented in Western cultures since at least the time of the ancient Greeks. While many connections have been made between math and music over the centuries, it seems that many modern researchers have attempted to create interdisciplinary bridges between these disciplines by using mathematical principles to explain several essential aspects of music: harmony, melody, form, and rhythm. Using these established connections, in addition to several of my own, I have created an undergraduate level survey of Western music course for a population of mathematically inclined students. This approach makes music history comprehensible, relevant, and engaging to my target demographic.
The course is organized into three units. The first unit begins with the music of Ancient Greece and Early Christianity and concludes with music of the Renaissance (roughly 1300-1600). The second unit will cover what classical musicians call the “common practice period” (roughly 1600-1900). This span of time covers three musical eras – Baroque, Classical, and Romantic. The final unit will cover the 20th century up to the present. During this course, I introduce the students to Western music using examples, concepts, terminology, and methodology derived from the world of mathematics. These include Pythagorean mathematics, geometry, simple algebra and fractions, the golden mean, the Fibonacci sequence, matrices, set theory, and many more. I have written the chapters as scripts for an online version of the class. The writing style in the chapters is therefore informal and contrasts with the tone of the other parts of the thesis.
The course is organized into three units. The first unit begins with the music of Ancient Greece and Early Christianity and concludes with music of the Renaissance (roughly 1300-1600). The second unit will cover what classical musicians call the “common practice period” (roughly 1600-1900). This span of time covers three musical eras – Baroque, Classical, and Romantic. The final unit will cover the 20th century up to the present. During this course, I introduce the students to Western music using examples, concepts, terminology, and methodology derived from the world of mathematics. These include Pythagorean mathematics, geometry, simple algebra and fractions, the golden mean, the Fibonacci sequence, matrices, set theory, and many more. I have written the chapters as scripts for an online version of the class. The writing style in the chapters is therefore informal and contrasts with the tone of the other parts of the thesis.
ContributorsCueva, Darren Luis (Author) / Norton, Kay (Thesis advisor) / Wells, Christopher (Committee member) / Schmidt, Margaret (Committee member) / Arizona State University (Publisher)
Created2019
Description
Alongside New York City, Los Angeles, and Atlanta, Minneapolis, Minnesota has become a cradle of hip-hop, breeding a distinct style that has grown swiftly from the 1980s to the present day. While Minneapolis is more commonly associated with the upbeat funk rhythms and prominent synthesizers of its favorite son, Prince (1958 – 2016), Minnesota hip-hop provides a strikingly contrasting listening experience characterized by dark, self-deprecating, and introspective traits. Minnesota and other regional hip-hop scenes have been overshadowed by academic studies that focus principally on New York City or Los Angeles. In this thesis, I advocate for a shift away from the Billboard charts and the East and West Coast, into the world of underground hip-hop of the Upper Midwest. This thesis explores and documents the development of hip-hop in Minnesota, specifically the Twin Cities and independent label Rhymesayers Entertainment, who have established Minneapolis as one of the largest hip-hop hubs in the country. A location that thrives on the “Minneapolis sound” of artists such as Prince and Morris Day (b. 1956), Minnesota hip-hop offered an alternative and more calloused genre for artistic expression. Following the arrival of hip-hop in Minnesota in the early 1980s, a group of like-minded youths gathered together to practice the art of hip-hop, which led to the creation of the Headshots Crew. Despite not having much of a local scene, the Headshots Crew created opportunities and performance spaces to showcase their talents, which eventually led to the creation of their own label, Rhymesayers Entertainment. Unlike many other independent labels Rhymesayers has found a way to sustain their success for over 25 years while maintaining their independence. Their most famous artist act is rap duo Atmosphere. By incorporating primarily biographical and historical methodologies this study means to create a cohesive understanding and foundation of Minnesota hip-hop.
ContributorsYuknas, Matt (Author) / Wells, Christopher (Thesis advisor) / Norton, Kay (Committee member) / Feisst, Sabine (Committee member) / Arizona State University (Publisher)
Created2020