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STICKING PINS IN SUNBEAMS: A METHOD OF SCORE PREPARATION INSPIRED BY THE PHILOSOPHY OF JULIUS HERFORD, WITH EXAMPLES FROM THE BEETHOVEN MASS IN C
(Indiana University, 2025-06-16) Koppel, Alexander
This document presents a score study methodology based on the approach of Julius Herford (1901–1981), a pivotal but under-documented figure in American choral pedagogy. Herford's teaching profoundly shaped generations of conductors, yet his analytical techniques were never codified in a systematic form. Drawing on archival research, published writings, and interviews with former students, this study distills Herford’s approach into a structured, practical method designed for contemporary use.
The project is divided into four chapters. Chapter 1 contextualizes Herford’s influence and outlines the rationale for revisiting his methodology. Chapter 2 reconstructs that methodology in four interrelated stages: Context, Overall Form, Structurally Essential Details, and Form as a Process in Motion. These components are synthesized from Herford’s primary documents, including his annotated piano-vocal score and handwritten charts on Beethoven’s Mass in C, as well as from his writings in Choral Conducting: A Symposium and American Music Teacher. Chapter 3 applies this reconstructed method to the Kyrie from Beethoven’s Mass in C, drawing on Herford’s own analytical materials and offering a detailed case study that demonstrates both the method’s rigor and its interpretive flexibility. Chapter 4 reflects critically on the application process, acknowledging both the strengths and limitations of Herford’s approach and exploring its continued relevance for modern conductors.
The central argument is that Herford’s philosophy and techniques, though demanding and nonlinear, offer conductors a means of deeply internalizing musical structure and intention. His emphasis on visual graphing, expressive pacing, and the integration of textual and historical insights provides a powerful alternative to more reductive analytical models. By constructing a model based on Herford and testing it against one of the works he himself studied, this document both preserves and revives a tradition of score study rooted in aural imagination and formal clarity. In doing so, it bridges archival scholarship with the practical needs of working musicians, offering a toolset for score preparation that is systematic and strategically exhaustive.
The Search for Bardet-Biedl Syndrome BBSome Genes in Tetrahymena
(Indiana University South Bend Undergraduate Research Conference, 2016-03-25) Petersen, Anne E.; Roberts, Brandon; Wilkes, David E.
Bardet-Bied l Syndrome (BBS) is a disease that causes retinal dystrophy, obesity, postaxial polydactyly, learning disa bilities, renal involvement, and male hypogenitalism. BBS is an autosomal recessive disease and is genetically heterogeneous. There are 18 genes to date that have been found that when mutated lead to most cases of BBS. However only 7 of the genes make up a protein complex known as the BBSome (BBS 1,2,4,5,7,8, and 9) The BBSome is a protein complex that functions in primary cilium biogenesis. Thus, our research focuses on determining if the BBS genes that make up the BBSome are present in Tetrahymena thermophi/a. We performed RT-PCR to test if each of the 7 genes would have cDNA bands present in the agarose gel plates, which we then compared to the gDNA ladder bands to determine whether or not the gene was being transcribed into RNA and made into a protein, and this would suggest that the BBS gene is present in the etrahymena genome.
USING POPULAR CULTURE TEXTS AND A CRITICAL LITERACY BASED APPROACH TO EXAMINE AND RE-PRESENT GENDER IN A MOROCCAN UNIVERSITY EFL CLASSROOM
([Bloomington, Ind.] : Indiana University, 2025-05) Finn, Pauline; Medina, Carmen
English as a foreign language (EFL) students in Morocco come from an educational system in which they have had few opportunities to engage with critical thinking or critical literacy (Abdallaoui Maan, 2012; Amrous & Nejmaoui, 2016; Bouziane, 2017; Chouari, 2016; Chouari & Nachit, 2016; Elmouhtarim, 2018; Fareh, 2010; Lazrak & Yechouti, 2017; Nejmaoui, 2018). Furthermore, patriarchy is produced and reproduced through language in Morocco despite the existence of laws to promote gender equality (Sadiqi, 2003), which lends urgency to the need to empower students to understand and critically analyze how language and discourses work. Seeking to address these concerns, this qualitative practitioner-inquiry study investigated the implementation of critical literacy approach in a university EFL class at a private university in Morocco and explored how students engaged with and interrogated dominant discourses related to gender by analyzing popular culture texts and creating response texts. Data was collected in the forms of video recordings of classroom discussions, popular culture texts chosen by students, field notes, student artifacts and response texts, and student final exams. Thematic analysis (Braun & Clarke, 2006, 2012) demonstrated that this approach allowed students to engage in: 1) analyzing text, including understanding genre and purpose; 2) connecting texts to their culture and understanding how texts form discourses; and 3) developing a voice to interrogate social problems and discuss change. In their response texts, students challenged traditional gender roles and advocated for marriage based on mutual compatibility and attraction. This study provides an example of a critical literacy approach used in an EFL course in a context in which gender inequalities exist and are often taken for granted by both females and males. It focuses on how students and teacher engaged in critical literacy practices which led to a deeper understanding of how many popular culture texts re-produce gender inequality.
ECOJUSTICE THROUGH ILLUSTRATION AND PLAY: YOUNG CHILDREN’S RESPONSES TO ECOLOGICAL CRISES IN PICTUREBOOKS
([Bloomington, Ind.] : Indiana University, 2025-05) Gill, Jessica Herbrand; Wohlwend, Karen
This dissertation critically examined young children’s meaning-making of ecological crises through play in response to six picturebooks. The study analyzed the actions and discourses of young children, as well as conducted a critical textual analysis of picturebooks from an ecojustice lens at one elementary school in a large metropolitan school district in the southern United States.
Drawing from ecojustice literacies, critical literacy through play, and critical textual analysis frameworks, this qualitative inquiry study examined the embodied understandings that young children construct when navigating the social challenges of ecological injustices.
Using thematic analysis and critical textual analysis from an ecojustice lens, the embodied understandings were analyzed through both actions and discourse using video recordings of children’s multimodal play in pairs or groups of three. Data was analyzed using interpretive thematic analysis (Braun & Clark, 2022)
This study provides insights into young children’s meaning-making of ecological crises, and what they say and do as they construct understandings of ecojustice without adult mediation. The study also provides the framework for critical textual analysis from an ecojustice lens that can serve as an exemplar for future picturebook analysis when considering what texts to select for use in ecojustice education.
This study adds the voice of young children, often omitted, to the existing body of research. In addition, it adds to our understanding of what meanings children construct around ecojustice crises.
EXPLORING RELIGIOUS FUNDS OF KNOWLEDGE IN TWO ADVANCED HIGH SCHOOL ENGLISH COURSES
([Bloomington, Ind.] : Indiana University, 2025-05) Kader, Lisa; Wohlwend, Karen
Students develop various funds of knowledge through engagement in activities outside the classroom. This research explores the potential benefits of religious activities in the form of valuable transferable skills and practices that may enhance student performance in AP English coursework. In a Western context, Islamic religious practices are normally associated with rote memorization rather than the development of critical thinking skills or funds of knowledge. This research investigates Muslim students’ perceptions of various influences on their learning and compares their observations with those of the teacher-researcher. Practitioner inquiry is the method used for this study and data includes student reflection results, student essays, and portfolio reflections. As the teacher of two AP English courses in the study, I, as the teacher-researcher, leveraged my understanding of the students’ interests and abilities as well as my knowledge of the cultural and religious context. While the initial focus of research was on development of religious literacy as a fund of knowledge with the most impact on student success in AP coursework, reflection data revealed a more nuanced story. Students developed funds of knowledge from a variety of religious activities, such as reading the Holy Quran, reading religious non-fiction texts and attending religious lectures, but also they expanded important funds of knowledge and literacies through activities such as reading non-religious fiction, reading and writing poetry, and participating in debate tournaments. These findings reveal the complex nature of interaction with the world outside of school that contributes to an understanding of how seemingly unrelated extracurricular activities can provide valuable skills for comprehension and language production. They also demonstrate the ways funds of knowledge contribute to the development of cultural and social capital and reinforce an understanding of the potential for all literacies, including religious, to contribute to student self-confidence and a strong sense of identity.