Matching Items (50)
ContributorsCaslor, Jason (Conductor) / Schildkret, David (Conductor) / Neish, Julie (Conductor) / Chamber Orchestra (Performer) / Chamber Singers (Performer) / ASU Library. Music Library (Publisher)
Created2015-10-19
ContributorsCaslor, Jason (Conductor) / Evans, Bartlett R. (Conductor) / Neish, Julie (Conductor) / Schildkret, David (Conductor) / Thompson, Jason D. (Conductor) / Concert Choir (Performer) / Women's Chorus (Performer) / Men's Chorus (Performer) / Barrett Choir (Performer) / Gospel Choir (Performer) / Choral Union (Performer) / Symphony Orchestra (Performer) / ASU Library. Music Library (Publisher)
Created2015-12-04
ContributorsCaslor, Jason (Director) / Brooks, Melanie (Director) / Shaker, Shannon (Director) / Gupta, Kamna (Conductor) / Philharmonia (Performer) / Concert Band (Performer) / ASU Library. Music Library (Publisher)
Created2016-11-21
ContributorsSwoboda, Deanna (Performer) / Caslor, Jason (Conductor) / Creviston, Hannah (Performer) / Hedquist, Ben (Performer) / Moreau, Danielle (Performer) / Spring, Robert (Performer) / Low Frequency Tuba Euphonium Quartet (Performer) / Capitol Quartet (Performer) / ASU Library. Music Library (Publisher)
Created2016-11-12
Description
During my career as an oboist, I have only played the oboe d’amore one time before this project. I have always wondered why such a beautiful instrument is scarcely
played today, and decided it was time to commission new works that aim to bring back
the instrument’s popularity. Tim Carlos composed Fernweh: Sonata for Oboe d’amore
and Piano and Two Sketches for Oboe d’amore, Guitar, and Percussion. This document
covers the collaborative method Carlos and I experienced, the history of the oboe
d’amore, edits made to the compositions, and most importantly a performer’s guide to
these two new works (discussing both technical and musical challenges.) The recordings
are also included. To purchase either work in its entirety, contact
timcarloscomposer@gmail.com.
ContributorsDinger, Maja Malina (Author) / Schuring, Martin (Thesis advisor) / Caslor, Jason (Committee member) / Wells, Christi Jay (Committee member) / Arizona State University (Publisher)
Created2022
Description
Clarinet articulation is a process that uses the tongue to create an interruption in sound production either by contacting the reed or disrupting the air stream. This process occurs inside the mouth and is hidden from direct view. As a result, various solutions were developed in clarinet pedagogy to address the issue of teaching with no visual feedback. Clarinet pedagogy literature consists of language that makes it possible for other clarinetists to discuss, teach, and research various aspects of clarinet playing. The interdisciplinary application of theoretical concepts in linguistics and how they map onto the language of clarinet pedagogy offers a new perspective for understanding the teaching methods used for articulation. To provide insight into the relationship of language and clarinet pedagogy, an overview of several linguistic theories and concepts, such as Peircean semiotics, metalanguages, discursive strategies, and articulatory phonetics, is presented. Additionally, a brief explanation of articulation techniques (single, multiple, flutter, and slap articulation) and commonly used teaching strategies is outlined. The language used in clarinet pedagogy literature from resources by prominent clarinet pedagogues, such as the works of John Anderson, Joshua Gardner, Michèle Gingras, Eric C. Hansen, Howard Klug, Phillip Rehfeldt, Thomas Ridenour, Heather Roche, Robert Spring, and Rachel Yoder, is surveyed. Pedagogical insights from a linguistic analysis are used to create resources for teaching and/or correcting articulation. Since the interdisciplinary application of linguistics and clarinet pedagogy is an underexplored topic, this research also aims to serve as a basis for further interdisciplinary studies.
Contributorsde Alba, Francisco Javier (Author) / Spring, Robert (Thesis advisor) / Gardner, Joshua (Thesis advisor) / Fossum, Dave (Committee member) / Caslor, Jason (Committee member) / Arizona State University (Publisher)
Created2021
Description
A manuscript of a symphony kept on the bookshelves of a library is like a great painting hidden away in a museum where no one can see it. Music needs to be performed to be appreciated and embedded into a culture. The work of a composer must be made accurately easily accessible to musicians and the public for the work to be widely disseminated. This critical edition marks an effort in this direction to shed light on a major work of Mexican composer José Francisco Vásquez Cano (1896-1961).José F. Vásquez was one of the most prolific Mexican composers and accomplished conductors in the first half of the 20th century, yet there is little widespread knowledge about his life and works. This critical edition of the first movement of Symphony No. 2 (1929) will create a path to further performances and recordings, so that future generations in Mexico and abroad can acquire a wider appreciation of this composer’s role in the wider Mexican cultural heritage.
This edition aims to show with transparency every critical decision made based on the score’s manuscript and presently available set of instrumental parts. Due to the continued efforts of José J. Vásquez (the composer’s son) to promote the recovery and performance of his father’s music, I have had access to a black and white scan of the full score’s manuscript, and high-definition color scans of 29 parts for each instrument, allowing me to accurately pinpoint possible errata in the manuscript. The critical commentary along with the digitized score aim to offer future conductors and performers access and insight into this important work by an invaluable composer.
ContributorsHernández Bolaños, Francisco José (Author) / Meyer, Jeffery (Thesis advisor) / Caslor, Jason (Committee member) / Schildkret, David (Committee member) / Wells, Christi Jay (Committee member) / Arizona State University (Publisher)
Created2022
Description
ABSTRACT
Wind band directors in the State of Arizona are required by the Arizona Band and Orchestra Directors Association (ABODA) to choose at least one music selection from the “State Lists of Required Compositions” of Florida, Texas, and/or Virginia for their ABODA scholastic concert band festival presentation and adjudication. The works could also be used for school performance. Additionally, the Arizona State Department of Education requires Certified Wind Band Teachers to use the Arizona Academic Standards in the Arts Music – Performing Ensembles (updated in 2015) as source material for the standard that should be met by the conclusion of the academic year. This research explores the educational and pedagogical correlations between the state standards and an annotated list of select Wind Ensemble repertoire.
The Florida Bandmasters Association, Virginia Band and Orchestra Directors Association, and Texas’s University Interscholastic League’s lists of required compositions include thoughtfully selected titles that promote musical growth. A fourth list found in Richard Miles’ textbook series entitled Teaching Music Through Performance in Band (Volume 1-11) which promotes music education through rehearsal preparation and performance-based practices. This list will only include compositions that all four compilations selected. The list will convey the following information:
1. The average grade, title, composer and date of the composition
2. A brief program note about the composition
3. A description of each teaching standard covered by the selected repertoire
Additionally, the author has decided to add some works to the list to ensure the inclusion of race and gender diversity. These additional works may one day make the state required performance lists as time allows the selection process to catch up with the volume of repertoire added.
Wind band directors in the State of Arizona are required by the Arizona Band and Orchestra Directors Association (ABODA) to choose at least one music selection from the “State Lists of Required Compositions” of Florida, Texas, and/or Virginia for their ABODA scholastic concert band festival presentation and adjudication. The works could also be used for school performance. Additionally, the Arizona State Department of Education requires Certified Wind Band Teachers to use the Arizona Academic Standards in the Arts Music – Performing Ensembles (updated in 2015) as source material for the standard that should be met by the conclusion of the academic year. This research explores the educational and pedagogical correlations between the state standards and an annotated list of select Wind Ensemble repertoire.
The Florida Bandmasters Association, Virginia Band and Orchestra Directors Association, and Texas’s University Interscholastic League’s lists of required compositions include thoughtfully selected titles that promote musical growth. A fourth list found in Richard Miles’ textbook series entitled Teaching Music Through Performance in Band (Volume 1-11) which promotes music education through rehearsal preparation and performance-based practices. This list will only include compositions that all four compilations selected. The list will convey the following information:
1. The average grade, title, composer and date of the composition
2. A brief program note about the composition
3. A description of each teaching standard covered by the selected repertoire
Additionally, the author has decided to add some works to the list to ensure the inclusion of race and gender diversity. These additional works may one day make the state required performance lists as time allows the selection process to catch up with the volume of repertoire added.
ContributorsKoch, Paul Andrew (Author) / Hill, Gary W. (Thesis advisor) / Caslor, Jason (Committee member) / Knowles, Kristina (Committee member) / Arizona State University (Publisher)
Created2019
Description
Arnold Schoenberg’s Pierrot Lunaire, written in 1912 for an ensemble of flute, clarinet, piano, violin, cello, and voice
arrator (with certain instrumental doublings), has, since its premiere, greatly influenced composers writing chamber music. In fact, this particular instrumentation has become known as the “Pierrot Ensemble,” with variations on Schoenberg’s creation used by Igor Stravinsky, Luciano Berio, and many other composers.
There are many resources devoted to music for chamber winds composed during the twentieth century, including those inspired by Schoenberg’s configuration. Additionally, many sources have comprehensively covered known chamber music composed before 1900. However, there is very little research dedicated to chamber wind music composed since 2000.
The purpose of this study is to contribute to the body of research about the music by: 1) creating an annotated bibliography of 21st century wind chamber music.; and 2) thereby catalyzing the discovery of recently composed wind chamber music. Moreover, I hope to address and encourage diversity through my research. To that end, the Composer’s Diversity Database was used as a primary resource for discovering compositions written since 2000 for wind/percussion-based ensembles comprising six to thirteen players.
arrator (with certain instrumental doublings), has, since its premiere, greatly influenced composers writing chamber music. In fact, this particular instrumentation has become known as the “Pierrot Ensemble,” with variations on Schoenberg’s creation used by Igor Stravinsky, Luciano Berio, and many other composers.
There are many resources devoted to music for chamber winds composed during the twentieth century, including those inspired by Schoenberg’s configuration. Additionally, many sources have comprehensively covered known chamber music composed before 1900. However, there is very little research dedicated to chamber wind music composed since 2000.
The purpose of this study is to contribute to the body of research about the music by: 1) creating an annotated bibliography of 21st century wind chamber music.; and 2) thereby catalyzing the discovery of recently composed wind chamber music. Moreover, I hope to address and encourage diversity through my research. To that end, the Composer’s Diversity Database was used as a primary resource for discovering compositions written since 2000 for wind/percussion-based ensembles comprising six to thirteen players.
ContributorsBrown, Jr., Fredrick Marcell (Author) / Hill, Gary W. (Thesis advisor) / Caslor, Jason (Committee member) / Schmelz, Peter (Committee member) / Stover, Christopher (Committee member) / Arizona State University (Publisher)
Created2019
Description
This paper highlights a method for jazz transcription, comprehension, and practice to be implemented primarily in applied saxophone instruction with undergraduate students. The purpose is the identify and mend the divide between jazz and classical that appears in academia. This divide is one that came about by necessity in the saxophone’s relative youth in the academic world as it found solid footing in conservatories around the world. A literature review establishes the current state of dialogue between both jazz and classical in the academic saxophone community, including the current state of crossover scholarship that discusses the interaction between multiple genres. This review investigates what serves as pedagogical material in an aural discipline like jazz. A thorough approach to transcription is crucial change to the standard practice of jazz transcription typically employed in applied saxophone studios. This approach takes the focus away from the product and places it on the process. This process is demonstrated through a transcription and deconstruction of Charlie Parker’s “Cheryl.” Though this approach is presented through the perspective of a saxophonist, this process can be applied to any number of instrumental disciplines seeking to understand jazz transcription and improvisation more fully.
ContributorsFeher, Patrick Francis (Author) / Creviston, Christopher (Thesis advisor) / Kocour, Michael (Committee member) / Libman, Jeffrey (Committee member) / Caslor, Jason (Committee member) / Wells, Christi Jay (Committee member) / Arizona State University (Publisher)
Created2022