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- Genre: Musical performances
- Genre: Music--Instruction and study.
- Genre: Art--Study and teaching--Study and teaching (Higher)
Description
We live in a world of rapidly changing technologies that bathe us in visual images and information, not only challenging us to find connections and make sense of what we are learning, but also allowing us to learn and to collaborate in new ways. Art educators are using one of these new technologies, virtual worlds, to create educational environments and curricula. This study looks at how post-secondary art educators are using Second Life in their undergraduate and graduate level curricula and what perceived benefits, challenges, and unique learning experiences they feel this new educational venue offers. This study uses qualitative and participant observation methodologies, including qualitative interviews, observations, and collection of generated works, to look at the practices of six art educators teaching university level undergraduate and graduate courses. Data are compared internally between the participants and externally by correlating to current research. Art education in Second Life includes many curricula activities and strategies often seen in face-to-face classes, including writing reflections, essays, and papers, creating presentations and Power Points, conducting research, and creating art. Challenges include expense, student frustration and anxiety issues, and the transience of Second Life sites. Among the unique learning experiences are increased opportunities for field trips, student collaboration, access to guest speakers, and the ability to set up experiences not practical or possible in the real world. The experiences of these six art educators can be used as a guide for art educators just beginning exploration of virtual world education and encouragement when looking for new ways to teach that may increase our students' understanding and knowledge and their access and connections to others.
ContributorsSchlegel, Deborah (Author) / Stokrocki, Mary (Thesis advisor) / Erickson, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this project was to create a beginner-level oboe method book that provides equal attention to both the instrumental and musical concepts necessary for a beginner oboist. The existing literature for beginning oboe students focuses on two specific settings: full band classrooms, where students are playing and learning the instruments together, and private lesson settings, where one or a group of oboe students are focused on learning to play the oboe. Books written for band settings typically focus on teaching the students how to function as a part of the band, with extensive coverage of musical concepts; conversely, books for private lessons often assume a basic level of musical knowledge by the student, and focus heavily on how to play the instrument. This project provides the basis for a new book that combines these elements into a document that both band and private instructors would be able to use.
I began my project by collecting all of the extant beginner-level method books for the oboe, dividing them into those for band settings and those for lesson settings. I then created a detailed survey to analyze each book's contents so that in the new book I might address any and all shortcomings in the existing literature. I then distilled the results of this survey into charts, so that any teacher could look at the contents of each book and see how said book fits within the results. Once this was finished, I created an outline for the new method book, listing the contents of the front material, lessons, and back material. My outline sequences the musical and instrumental material together, providing students with all of information necessary to become a successful beginning oboist. I stopped short of selecting music or creating the book's layout, but my goal is to publish the completed book within the next year.
I began my project by collecting all of the extant beginner-level method books for the oboe, dividing them into those for band settings and those for lesson settings. I then created a detailed survey to analyze each book's contents so that in the new book I might address any and all shortcomings in the existing literature. I then distilled the results of this survey into charts, so that any teacher could look at the contents of each book and see how said book fits within the results. Once this was finished, I created an outline for the new method book, listing the contents of the front material, lessons, and back material. My outline sequences the musical and instrumental material together, providing students with all of information necessary to become a successful beginning oboist. I stopped short of selecting music or creating the book's layout, but my goal is to publish the completed book within the next year.
ContributorsAikens, William (Author) / Schuring, Martin (Thesis advisor) / Gardner, Joshua (Committee member) / Carpenter, Ellon (Committee member) / Arizona State University (Publisher)
Created2014
ContributorsDi Russo, Michelle (Conductor) / Alpizar, Mark (Conductor) / Shaker, Shannon (Conductor) / Gupta, Kamna (Conductor) / ASU Library. Music Library (Publisher)
Created2017-11-29
ContributorsPercussion Jazz Ensemble (Performer) / ASU Library. Music Library (Publisher)
Created2017-11-20
ContributorsSmith, J. B., 1957- (Director) / Mancuso, Simone (Director) / Contemporary Percussion Ensemble (Performer) / ASU Library. Music Library (Contributor)
Created2017-11-19
ContributorsSmith, Aaron (Performer) / Solari, John (Performer) / Hammond, Marinne (Performer) / Shaner, Hayden (Performer) / Kempton, Emily (Performer) / Wills, Grace (Performer) / Rumney, Emily (Performer) / Neff, Megyn (Performer) / DiBarry, Michael (Performer) / ASU Library. Music Library (Publisher)
Created2017-11-17
ContributorsWorld Percussion Ensemble (Performer) / ASU Library. Music Library (Publisher)
Created2017-11-14