Browsing by Author "Coffino, Kara, committee member"
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Item Open Access An analysis of young-band repertoire in the context of culturally responsive teaching(Colorado State University. Libraries, 2020) Bennett, Hollie E., author; Johnson, Erik, advisor; Phillips, Rebecca, advisor; Coffino, Kara, committee member; Pippen, John, committee memberRepertoire is a highly discussed topic especially for band music educators (Battisti, 2018; Brewer, 2018; Dziuk, 2018; Koch, 2019; Mantie & Tan, 2019). Many educators even view the "repertoire as the curriculum" (Reynolds, 2000, p. 31) making it a core tenet of the band music classroom. Repertoire can be chosen using a variety of filtering systems including alignment with music education philosophy (Allsup, 2018; Elliott, 1995; Jorgensen, 2003; Reimer, 1959; Reimer, 2009), artistic merit (McCrann, 2016; Ostling, 1978; Ormandy, 1966) and potential for musical learning (Apfelstadt, 2000; Hopkins, 2013). However, many critics of band repertoire claim that it is limiting to inclusive education purposes pertinent to contemporary music education classrooms (Abril, 2003; Elpus & Abril, 2011; Elpus & Abril, 2019; DeLorenzo, 2012; Kratus, 2007; Lind & McKoy, 2016; Soto, 2018). While repertoire is important when taking into consideration the development of comprehensive musical dispositions that are required for students to fully engage with music in their lived experience. Many music teachers may use repertoire alone to foster connections with student cultural referents (DeLorenzo, 2019; Shaw, 2020). However, inclusive instructional approaches such as Culturally Responsive Teaching (Gay, 2010; Hammond, 2015; Ladson-Billings, 2009; Lind & McKoy, 2016), Multicultural Education (Banks, 2015; Banks, 2019; Nieto, 2009), and Funds of Knowledge (Amanti, Moll, & González, 2005; Rios-Aguilar, 2010) can help to address the multitude of diverse student needs within the music classroom (DeLorenzo, 2019; Ravitch, 2010; Shaw, 2010). Guided by the tenets of inclusivity, teachers are also called upon to consider the importance of student cultural validation, background knowledge, as well as becoming increasingly aware of diverse repertoire and increasingly flexible with instruction when selecting repertoire (Abril, 2009; DeLorenzo, 2012; Shaw, 2020). The aim of this study is to provide a framework to help clarify the unique relationship between repertoire for young wind band and opportunities for responsive, student-centered instructional approaches.Item Open Access Developing America's youth: an empirical study of today's adolescent leaders(Colorado State University. Libraries, 2020) Bednar, Rachel, author; Ginsberg, Ricki, advisor; Coffino, Kara, committee member; Sorensen, Leif, committee memberThis research explores the perceptions that adolescent leaders in a middle school environment related to themselves and peers in a leadership program. Findings were collected through interviews and survey responses over a 4-year period and suggest that male and female adolescent leaders have differing approaches and styles of leading. While the results suggest that adolescent female leaders tend to be more productive and on-task as well as more involved in leadership opportunities, this is not reflective of roles that women fill in the managerial and leadership assignments in various work sectors.Item Open Access Developing America's youth: an empirical study of today's adolescent leaders(Colorado State University. Libraries, 2020) Choun, Jeanne Marri, author; Ginsberg, Ricki, advisor; Coffino, Kara, committee member; Sorensen, Leif, committee memberThis research explores the perceptions that adolescent leaders in a middle school environment related to themselves and peers in a leadership program. Findings were collected through interviews and survey responses over a 4-year period and suggest that male and female adolescent leaders have differing approaches and styles of leading. While the results suggest that adolescent female leaders tend to be more productive and on-task as well as more involved in leadership opportunities, this is not reflective of roles that women fill in the managerial and leadership assignments in various work sectors.Item Open Access Ranciere's distribution of the sensible in Jacob's Room(Colorado State University. Libraries, 2019) Quinter, Jacob, author; Trembath, Paul, advisor; Coffino, Kara, committee member; Sebek, Barbara, committee memberThis essay provides a model of reading which combines Ranciere's distribution of the sensible and aesthetic with Deleuze's terminology of minor literature and affect. In doing so I aim to demonstrate how Virginia Woolf's third novel emerges as her first experimental, or modernist texts, in that it makes readers aware of and subverts the arrangements of their own senses by dominant ideology. Though Critical Studies has successfully overcome the false boundaries between formalism and historicism, approaches to texts from the perspective of Ranciere filtered through Deleuze are largely unexplored, and can help the field develop a more comprehensive sense of how texts can transform by way of style. Thus, popularized Baumgartian conceptions of aesthetic as idealist can be alternatively reconfigured towards materialist vocabularies.Item Open Access Transgressions(Colorado State University. Libraries, 2024) Zero, author; Limlamai, Naitnaphit, advisor; Doe, Sue, committee member; Coffino, Kara, committee memberTransgressions aims to use poetry to explore the intersections of transgender and transitional identities in education spaces through the lenses of queer theory, literature studies, and autoethnography. I address the lack of representation of transgender voices and experiences in historical literature and poetry (the classroom content) in addition to my experiences in the classroom itself. The objective of this study is to use evocative methods that intentionally resist hegemonic expectations to highlight the importance of trans*poetry as an essential tool for self-reflection and identity formation and to point toward new methods for teaching writing that reflect the lived experiences of learners in the margins. The methods used in this study are autoethnographic and involve self-reflexive analysis of my own post-secondary academic experiences and literature-based analysis of my own poetry (written throughout my academic career). My study reveals insights into the nuanced experiences of the learner and educator in post-academic spaces, and the results of my research indicate that trans*poetry has the power to challenge dominant narratives; the power to ground, historicize, and contextualize self-narratives; and the power to create space for marginalized voices to be heard in and out of the classroom. In conclusion, Transgressions offers a new perspective and framework to study identity and history in post-secondary education spaces. It highlights the importance of experience and creative expression as sources of knowledge and understanding and proposes a new historiography that centers the voices and experiences of transgender people. While this study has its limitations, it is hoped that it will inspire further research into the intersections of poetic expression and self-identity in post-secondary classrooms.