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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


Subject
Date Range
2011 2019


This study investigates ways in which music teachers make personal sense of their professional selves and their perceptions of their places within the broader landscape of music education relative to other types of music teachers in school and community settings. A social phenomenological framework based on the writing of Alfred Schutz was used to examine how participants constructed a sense of self in their social worlds and how they both shaped and were shaped by their social worlds. Eight music teachers participated in this study and represented differing types of music teaching careers, including: public school general music teaching and …

Contributors
Bucura, Elizabeth, Stauffer, Sandra, Landes, Heather, et al.
Created Date
2013

Pre-collegiate clarinet instructors are often challenged to teach students both fundamental skills and repertoire with limited instructional time. Insufficient time may cause fundamental skills to be addressed at the expense of repertoire or repertoire study may limit time spent on fundamental development. This document provides a suggested repertoire list that categorizes pre-collegiate clarinet literature based on the fundamental skill addressed in each included piece. Teachers can select repertoire that allows students to concurrently refine a fundamental skill while preparing a piece for performance. Addressed fundamental topics include embouchure, expanding the range into the clarion and altissimo registers, articulation, breathing, intonation, …

Contributors
Austermann, Kelly R., Spring, Robert, Gardner, Joshua, et al.
Created Date
2014

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 …

Contributors
Cueva, Darren Luis, Norton, Kay, Wells, Christopher, et al.
Created Date
2019

Emotional competence is the capacity to handle emotional situations effectively. A teacher's emotional competence influences the choices they make both pedagogically and during student interaction. This qualitative multiple case study examines the lived experiences of four elementary general music teachers for the purposes of exploring emotional competence as related to perceptions and practices in the classroom. Research questions included: Is it possible to observe a music teacher's emotional competence in action? If it can be observed, what is the relationship between emotional competence and teaching practices, including a teacher's decisions about music, interactions with children, and his or her own …

Contributors
Mcconkey, Michelle Stephan, Stauffer, Sandra, Bush, Jeffrey, et al.
Created Date
2012

This document explores the presence of stereotype threat among college students training for careers in music. Beginning in the 1990s, an effort led by Claude M. Steele (social psychologist and professor emeritus at Stanford University) identified stereotype threat as an attribute to the underperformance of minority groups. Continued research has mainly focused on stereotype threat within the following contexts: female performance within science, technology, engineering, and mathematical (STEM) fields, African American performance on standardized tests, and European American performance in athletics. This document contains two pilot studies that strive to apply current stereotype threat research to the field of music …

Contributors
Lloyd, Abby Lynn, Spring, Robert, Gardner, Joshua, et al.
Created Date
2017

This study examined directors’, master teachers’, graduate and undergraduate String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old. The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, …

Contributors
Alsayegh, Yousef A, Schmidt, Margaret, Sullivan, Jill, et al.
Created Date
2019

The purpose of this study was to investigate the experiences and opinions of Arizona music teachers related to interactions with peers in formal online professional development (OPD) courses approved for recertification of their teacher credential. The target population (N = 584) was current music teachers in K-12 schools who are members of the 2014 Arizona Music Educators Association. Ultimately 279 respondents completed a researcher-constructed online survey (response rate = 48%). The survey instrument explored four primary research questions; (1) Do music teachers in Arizona participate in formal OPD related to recertification of their teacher credential? (2) Do music teachers in …

Contributors
Kim, Hyung Seok, Schmidt, Margaret E, Stauffer, Sandra L, et al.
Created Date
2015

The purpose of this study was to investigate the attitudes, preferences, and practices of Arizona high school choral directors towards sight-singing skills, and student success in group sight-singing evaluations, the teaching of sight singing including preference for a specific sight-singing system, and the instructional practices employed in daily rehearsals. High school choral directors from the state of Arizona (N = 86) completed an online researcher-designed questionnaire that gathered demographic information as well as information regarding directors' attitudes towards sight-singing instruction, which exercises are used for sight-singing instruction, and directors' self-perceived ability not only to sight sing but also to teach …

Contributors
Farenga, Justine, Sullivan, Jill, Stauffer, Sandra, et al.
Created Date
2013

Armenian music has a rich history. It started as independent, monodic song, and succeeded in keeping its uniqueness from the influences of other countries' musical traditions. During the nineteenth century the great Armenian musicologist and composer Komitas started to travel and write down these songs from Armenian villages. Komitas, who had higher education in Western classical music, was one of the first composers to harmonize Armenian songs and sacred music using Western classical techniques. This was a milestone in the development of Armenian music. Arno Babajanian was a Soviet Armenian composer who, like Komitas, was interested in the combinations of …

Contributors
Tumajyan, Artur, McLin, Katherine, Carpenter, Ellon, et al.
Created Date
2016

The performance of Charles Ives's art songs can be challenging to even the most experienced singers, but to beginning singers, they may be even more so, due to such twentieth-century aspects as polytonality, polyrhythm, tone clusters, aleatoric elements, and quarter tones. However, Ives used previously existing material, often familiar hymn tunes, as the foundation for many of his art songs. If beginning students first are exposed to this borrowed material, such as a simple hymn tune, which should be well within even the most experienced singer's comfort range, they can then learn this tune first, as a more simplistic reference …

Contributors
Ruhleder, Kathleen, Fitzpatrick, Carole, Dreyfoos, Dale, et al.
Created Date
2012