Doctoral Final Projects--Brass (DM)
Permanent link for this collectionhttps://hdl.handle.net/2022/14077
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Browsing Doctoral Final Projects--Brass (DM) by Issue Date
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Item If Bach had had a tuba: best practices for transcribing for the tuba(2012-05-04) White, Richard (Richard Antoine)Item Effects of stage presence on perceptions of instrumental performance in western classical music(2012-10-29) Noppe, AlexItem A collegiate brass techniques curriculum: an integrated approach(2012-12-07) French, Todd M., 1974-Item The interaction of the natural horn and tonal boundaries in Brahms's trio for horn, violin, and piano: an analysis for performers and theorists(2013-07-09) Moran, Margaret, 1977-Item A curriculum for tuba performance in a commercial brass quintet(2013-12-05) Carlson, Paul (Paul William)Item A thematic catalog of the tuba and euphonium literature of Walter Hartley(2014-04-14) Stratton, Matthew C.Item From hotels to concert halls: the evolution of the North American orchestral hall audition(2014-05-06) Cumming, AshleyTo secure a seat in a symphony orchestra, musicians across North America face a rigorous and demanding audition. While there are resources suggesting audition strategies, there is little documentation about the history of the audition process and how this has impacted personnel selection over the years. Furthermore, with technology instigating rapid developments in the tools and the accessibility of music, training has changed dramatically this millennium. This project compiles literature on orchestral auditions as well as presenting interviews with forty-two professional hornists and horn pedagogues across North America to create a unique compilation of expert advice, anecdotes and statistics on horn auditions. The project addresses several aspects of the professional horn audition: it summarizes the history of orchestral horn auditions in the United States and Canada, documents notable changes and trends, specifically regarding location, repertoire, the role of the American Federation of Musicians, procedure, artistic demands and surveys the types of technological resources and preparation tools used by applicants today. Through this contextualization, it examines the strengths and weaknesses arising from the orchestral audition’s evolution and from candidates’ ability to access resources, ultimately reaching conclusions on the state and structure of today’s auditions.Item Opera excerpts for trumpet: a guidebook for auditions(2014-12-09) Amlung, David R.Item Marcel Bitsch's Vingt études pour trompette ut ou si♭: analysis and pedagogical practices(2014-12-09) Stevens, Brooke (Brooke Rae)Item Pedagogical benefits of arranged music for solo tuba(2014-12-31) McCracken, GregoryItem Assessment practices of applied music studio faculty in higher education(2015-03-12) Dunford, JeffreyThe purpose of this quantitative study was to understand the assessment practices of applied music studio faculty in higher education. Potential respondents (N = 19,723) were listed as applied music faculty in The College Music Society’s Directory of Music Faculties in Colleges and Universities, U.S. and Canada, 2012 – 2013 and were asked to participate in an online survey. Respondents who completed the survey comprised a response rate of 8.89% (N = 1,754), with 2,123 (10.76%) participants answering at least one question. While the response rate was low, comparisons between the proportion of respondents and potential respondents indicated a high degree of representativeness among the population categories. The findings of this study are grouped and discussed in two central themes: (a) assessment criteria and instruments actually used in the implementation, execution, recording, and reporting of the assessment practices of studio faculty, and (b) influences on assessment practices. Assessment criteria found to be used by respondents included both achievement and non-achievement criteria such as: (a) attendance and punctuality, (b) attitude (participation, effort, leadership, etc.), (c) written assessments, (d) performance assessments, (e) practice assessments (self-recorded). Results regarding how assessment policies are disseminated and applied are discussed. Results indicating the influences on assessment practices include: (a) Former teachers’ influence on the development and implementation of ones assessment practice, (b) The demographics of the applied music student population itself including degree type and level, (c) Adoption of a standards-based curriculum, (d) The education received by the applied music instructor, and (e) How upper administration and / or department heads monitor or guide assessment. In general, results indicate that in many instances there exists a definite need for further reflection, improvement, and development of assessment policy and implementation within the applied music studios of our colleges and universities.Item The effects of Hurricane Katrina on the brass bands of New Orleans(2015-04-28) Vandermeer, AaronItem Something borrowed: eighteenth century concert culture reimagined(2015-05-05) Walker, Mike, 1985-Item The tradition and training of orchestral horn players at the Paris Conservatory (1795-1903)(2015-07-20) Passmore, ChristineItem On masterclasses(2015-11-16) Carpenter, Deanna, 1979-Item Into the Third Generation: Arnold Jacobs' Teaching Legacy for Brass Players(2016-11-04) Heath, John BryanItem Classical and early romantic solo horn repertoire: a historically informed guide for modern performers(2016-12-07) Miescke, KevinItem Vital Trumpet Excerpts Online(2016-12-12) Ludema, EddieItem The beginning tubist: a curriculum and supplemental book of duets(2017-05-05) Clarkson, GenevieveItem 21st-century brass pedagogy : modern scientific discoveries and their implications on current brass pedagogy(Indiana University, 2017-06-24) Sulliman, Jason M.Since the beginning of brass instruments, much of the information utilized to develop a pedagogical framework for teaching and playing these instruments was developed through personal experience, trial and error, and anecdotal teaching through a largely apprenticeship system. Pedagogical ideas were developed from the vantage point of current information viewed through the lens of conventional thought of the time. Several emerging fields of scientific research have contributed to new information that contradicts what was previously viewed as pedagogically stable ideology. This paper summarizes a history of conventional thought towards human learning and movement, provides a brief description of new and emerging fields of scientific inquiry that have been created/enhanced by technological advancements in measurement equipment, and offers several examples of new ways to apply current scientific beliefs towards conventional brass pedagogy in the form of exercises that c an replace traditional pedagogical exercises based on outdated information.
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