Matching Items (610)
Filtering by
- All Subjects: Clarinet and piano music
ContributorsKierum, Caitlin (Contributor) / Novak, Gail (Pianist) (Performer) / Liang, Jack (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-11
ContributorsBurton, Charlotte (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-08
Description
Despite the wealth of folk music traditions in Portugal and the importance of the clarinet in the music of bandas filarmonicas, it is uncommon to find works featuring the clarinet using Portuguese folk music elements. In the interest of expanding this type of repertoire, three new works were commissioned from three different composers. The resulting works are Seres Imaginarios 3 by Luis Cardoso; Delirio Barroco by Tiago Derrica; and Memória by Pedro Faria Gomes. In an effort to submit these new works for inclusion into mainstream performance literature, the author has recorded these works on compact disc. This document includes interview transcripts with each composer, providing first-person discussion of each composition, as well as detailed biographical information on each composer. To provide context, the author has included a brief discussion on Portuguese folk music, and in particular, the role that the clarinet plays in Portuguese folk music culture.
ContributorsFerreira, Wesley (Contributor) / Spring, Robert S (Thesis advisor) / Bailey, Wayne (Committee member) / Gardner, Joshua (Committee member) / Hill, Gary (Committee member) / Schuring, Martin (Committee member) / Solis, Theodore (Committee member) / Arizona State University (Publisher)
Created2013
Description
Geologic field trips are among the most beneficial learning experiences for students as they engage the topic of geology, but they are also difficult environments to maximize learning. This action research study explored one facet of the problems associated with teaching geology in the field by attempting to improve the transition of undergraduate students from a traditional laboratory setting to an authentic field environment. Utilizing an artificial outcrop, called the GeoScene, during an introductory college-level non-majors geology course, the transition was studied. The GeoScene was utilized in this study as an intermediary between laboratory and authentic field based experiences, allowing students to apply traditional laboratory learning in an outdoor environment. The GeoScene represented a faux field environment; outside, more complex and tangible than a laboratory, but also simplified geologically and located safely within the confines of an educational setting. This exploratory study employed a mixed-methods action research design. The action research design allowed for systematic inquiry by the teacher/researcher into how the students learned. The mixed-methods approach garnered several types of qualitative and quantitative data to explore phenomena and support conclusions. Several types of data were collected and analyzed, including: visual recordings of the intervention, interviews, analytic memos, student reflections, field practical exams, and a pre/post knowledge and skills survey, to determine whether the intervention affected student comprehension and interpretation of geologic phenomena in an authentic field environment, and if so, how. Students enrolled in two different sections of the same laboratory course, sharing a common lecture, participated in laboratory exercises implementing experiential learning and constructivist pedagogies that focused on learning the basic geological skills necessary for work in a field environment. These laboratory activities were followed by an approximate 15 minute intervention at the GeoScene for a treatment group of students (n=13) to attempt to mitigate potential barriers, such as: self-efficacy, novelty space, and spatial skills, which hinder student performance in an authentic field environment. Comparisons were made to a control group (n=12), who did not participate in GeoScene activities, but completed additional exercises and applications in the laboratory setting. Qualitative data sources suggested that the GeoScene treatment was a positive addition to the laboratory studies and improved the student transition to the field environment by: (1) reducing anxiety and decreasing heightened stimulus associated with the novelty of the authentic field environment, (2) allowing a physical transition between the laboratory and field that shifted concepts learned in the lab to the field environment, and (3) improving critical analysis of geologic phenomena. This was corroborated by the quantitative data that suggested the treatment group may have outperformed the control group in geology content related skills taught in the laboratory, and supported by the GeoScene, while in an authentic field environment (p≤0.01, δ=0.507).
ContributorsWilson, Meredith (Author) / Jimenez-Castellanos, Oscar (Thesis advisor) / González, Gustavo (Committee member) / Calderone, Gary (Committee member) / Arizona State University (Publisher)
Created2012
ContributorsDruesedow, Elizabeth (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-07
ContributorsCoffey, Brennan (Performer) / Novak, Gail (Pianist) (Performer) / ASU Library. Music Library (Publisher)
Created2021-04-26
ContributorsMyones, Zachary (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-15
ContributorsJevtic-Somlai, Csaba (Performer) / ASU Library. Music Library (Publisher)
Created2018-04-24
ContributorsYu, Wan-Ting (Performer) / Baik, Elijah (Performer) / Robinson, Michael (Performer) / ASU Library. Music Library (Publisher)
Created2021-03-27
ContributorsMcNamara, Henry (Performer) / Thrall, Jordan (Performer) / Hickman, Miriam, 1955- (Performer) / Novak, Gail (Performer) / ASU Library. Music Library (Publisher)
Created2021-03-01