Matching Items (47)

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Inclusive Band: Music Learning for Students with Special Needs

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Inclusive Band at ASU started in Fall 2017. The group started with four Music Students (individuals with special needs) and a fifth one joined in Spring 2018. The Music Students stuck with the same ASU students (Peer Mentors) from the

Inclusive Band at ASU started in Fall 2017. The group started with four Music Students (individuals with special needs) and a fifth one joined in Spring 2018. The Music Students stuck with the same ASU students (Peer Mentors) from the start until Spring 2019 when there was a shift in membership. This caused the Peer Mentors to have to move to new groups. Some moved to a Music Student that played the same instrument while others were because a member graduated or left Inclusive Band and were replaced by new members. This transition was hard for both Peer Mentors and Music Students. The Music Students were used to their Peer Mentors and built a strong friendship with them. Losing them was hard and some still struggle with it several months later. The Peer Mentors also had difficulties adjusting to teaching a different Music Student. They did not know their strengths and weaknesses or the best way to teach them. This challenge led to the creation of the handbook, which is a guide for future members of Inclusive Band to aid with the transition from semester to semester.

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2019-05

Rakhs-e-Bahâr (Dance of Spring)

Description

Persian music is immensely rich in history, culture, and expression. There has always been a very unique style and feel to it with common themes and elements present in all songs created by Persian artists. It has specific unique elements

Persian music is immensely rich in history, culture, and expression. There has always been a very unique style and feel to it with common themes and elements present in all songs created by Persian artists. It has specific unique elements in its composition, quite different from Western classical music, common across all forms of Persian music regardless of genre or generation: highly vocal melodies, greater use of ornamentation, and particular notation. While different, these elements are not incompatible with one another. This musical composition uses a string ensemble of Violin, Viola, Cello, and Double Bass to combine and incorporate the unique styles and elements of Persian music with those of Western classical music. This Persian-inspired waltz brings out aspects of both styles to convey both styles in harmony together and, at the same time, portrays each respective style within the setting and context of the other.

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2020-05

The Preparation, Rehearsal, and Performance of "Recombobulation" By Theresa Martin: One Conductor’s Perspective

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The original scope of this project was to have several conducting experiences and written records about the conductor’s experiences. Due to COVID-19, the focus of the paper has shifted to documenting the preparation, rehearsal, and performance "Recombobulation" (2016) by Theresa

The original scope of this project was to have several conducting experiences and written records about the conductor’s experiences. Due to COVID-19, the focus of the paper has shifted to documenting the preparation, rehearsal, and performance "Recombobulation" (2016) by Theresa Martin. Using the templates found in the "Teaching Music Through Performance in Band" book series as a model, combined with the author’s personal narrative of their experience, this paper aims to serve as a resource for both people considering programming this piece of music as well as early career conductors who strive to improve their craft.

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2020-12

Exploring the Dynamics of Environment-Inspired Musical Composition

Description

In the early summer of 2018, I found myself driving back to Arizona from a friend’s graduation ceremony in southern Colorado. It was the middle of the day as I wound through the mountains. The drive was peaceful and smooth,

In the early summer of 2018, I found myself driving back to Arizona from a friend’s graduation ceremony in southern Colorado. It was the middle of the day as I wound through the mountains. The drive was peaceful and smooth, with a warm sun and a pleasantly empty road keeping me company. The thick trees and rural farmland I drove past seemed like something from a movie, trying to further convince me that life here moved at a pace somewhat slower than what I was accustomed to. I approached a sign that read “Wolf’s Creek Pass,” and recalled my mother telling me to fully appreciate the beauty of it as I drove through; this was one of her favorite places to hike and explore with her dad when she was young, and she wanted me to experience the same beauty that she had often marveled at. I had driven through here a few days earlier and enjoyed the views as much as I could. On the way back, I decided that I would add to the experience by listening to an album I had recently discovered, Béla Fleck’s Ten from Little Worlds, a smaller sampling of his full 3-disc Little Worlds.
It was this moment that served as the inspiration for my creative thesis project. I was fascinated by the interplay between the music and the scenery around me; on top of appreciating the related moods that both facets evoked, it seemed at times as if certain transitions between sections and tracks in the album were mirrored by small changes or disruptions in the general scenery. While it was interesting enough to observe the natural similarities that seemed to exist simply by chance, I was eager to explore the idea of taking a specific stretch of scenery and composing a piece of music that complemented and interacted with it.

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2020-05