Browsing by Author "Phillips, Rebecca, advisor"
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Item Open Access A conductor's analysis: John Mackey's Wine-dark sea: symphony for band(Colorado State University. Libraries, 2020) Weber, Shannon Denise, author; Phillips, Rebecca, advisor; Grapes, K. Dawn, committee member; Kenney, Wes, committee member; Pedrós-Gascón, Antonio, committee memberThis thesis provides a study of the composer John Mackey and his music. In the last twelve years, Mackey has become internationally renowned and one of the most widely performed composers in the band world. Mackey has received numerous awards and honors for his musical contributions. His unique compositional style is distinguishable in his works regardless of the genre. Audiences, conductors, and performers alike continue to find enjoyment in his music due to his creative, rhythmic, and unique scoring for winds and percussion. This document includes biographical information on the composer, provides insight into his compositional style, and thoroughly analyzes the symphony for band, Wine-Dark Sea. Wine- Dark Sea was commissioned in 2014 by Jerry Junkin and the University of Texas Wind Ensemble, in celebration of the 100th anniversary of the Sarah and Ernest Butler School of Music. The symphony is a programmatic piece that tells the story of Odysseus, Homer's hero from The Odyssey, through three exciting and dramatic movements. Distinctive characteristics of this piece include Mackey's unique use of meter changes, extended techniques in winds and percussion, and recurring programmatic themes. Wine-Dark Sea is Mackey's longest work to date, one of his most challenging works for performers and conductor, and is especially captivating for the audience.Item Open Access Alan Hovhaness: a conductor's analysis featuring Symphony No. 4, op. 165 for Wind Orchestra and Symphony No. 17, op. 203 for Metal Orchestra(Colorado State University. Libraries, 2016) Bowles, Michael P., author; Phillips, Rebecca, advisor; Grapes, K. Dawn, committee member; Kenny, Wes, committee member; Balgopal, Meena, committee memberStudying American composers and American music encourages the continued performance of our cultural music masters. Alan Hovhaness (1911-2000) is seldom researched and is thus becoming an underperformed composer. He composed during the eclectic compositional era of the twentieth century and is best known for his orchestral works. His music for wind band is not well known by the music community at large. The purpose of this thesis is to provide conductors and performers with a guide to performing and understanding the wind band music of Alan Hovhaness. Part I includes a biographical sketch and summary of Hovhaness’s compositional style. Part II is a conductor’s analysis of two works for winds and percussion. The first is his most well known piece for band, Symphony No. 4 (1958), and the second is a lesser known chamber work Symphony No. 17 (1963). The conductor’s analysis consists of both a theoretical and rehearsal analysis for each work. The theoretical analysis is a survey of each work focusing on form, melody, harmony, texture, dynamics, rhythm, and meter. The rehearsal analysis is comprised of two major sections, first is the considerations for the conductor, and second is considerations for the ensemble. Both sections are designed to guide future performers in executing these two works.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 Paul Hindemith's Symphony in B flat and Septet: a conductor's analysis(Colorado State University. Libraries, 2016) Morin, Chase, author; Phillips, Rebecca, advisor; Grapes, K. Dawn, committee member; Kenney, Wesley, committee member; Mallette, Dawn, committee memberThe Symphony in Bb and Septet by Paul Hindemith are cornerstone works in the wind repertory. The conductor’s analysis of these works is a resource and a tool that includes a biographical sketch covering the major events in Hindemith’s life, an outline of the composer’s compositional style, a detailed analysis of the formal components of each work, and specific issues that require consideration when planning rehearsals. With this tool, the conductor who intends to study and conduct these works will find information that is vital to the preparation required to create an authentic performance. This body of information can be a source for discovering new ideas and analyses or to substantiate ideas and information that have been acquired either from other sources or by the conductor himself.Item Open Access Teacher-student rapport in the secondary instrumental music ensemble: educational psychology and teacher disposition standards(Colorado State University. Libraries, 2018) Adams, Sebastian Phillip, author; Johnson, Erik, advisor; Phillips, Rebecca, advisor; Frederiksen, Heidi, committee member; Shupe, Abigail, committee memberCritical topics of teaching music continue to undergo philosophical evolution as unique concepts and perspectives are introduced by a variety of experts both in and out of the field. One concern among many is the role of the secondary music educator in the ideal classroom for student learning, part of which is impacted by teacher-student rapport. Teacher-student rapport is defined in this paper by the author as an adaptation of the general definition of rapport by Carey et al. (1986a): the quality of relationship between teacher and student that is characterized by communication and mutual, emotional understanding. The following questions were explored through content analysis of an education practitioner journal as well as literary analysis: how are teacher-student rapport-building strategies informed by the behaviorist, cognitivist, constructivist, and humanist schools of psychology; how can the information garnered from a literary analysis guide the transformation of teacher disposition policy; what are best practice techniques for teachers to build rapport in the secondary instrumental ensemble as implied by the data? It is with the data and discussion of this study that the author hopes to support teachers' positive rapport-building efforts with students in the secondary instrumental classroom through the avenues of immediate classroom application, and policy transformation. Data reveals that articles in the Journal of Educational Psychology examining positive rapport-building elements most comprehensively cite principles of the constructivist school, and the top three cited psychologists are Albert Bandura, Abraham Maslow, and Jean Piaget. Recommendations for teacher disposition policy transformation are suggested to help preservice teachers cultivate positive rapport-building practice, and they include standards for promoting socio-cultural investment, positive expression, student discourse recognition, reflective practice, empathy, and effective communication. Examples of potential applications in the secondary instrumental music classroom include, but are not limited to, engaging in students' referential (Reimer, 2010) connections to rehearsed repertoire and permitting exploration of expressive interpretation of said connections; consistently raising standards of musicianship and community in response to achievement through promotion of reflective processes and demonstrations of exemplary performance; recognizing and utilizing students' abilities to think critically and abstractly about the expression and artistic merit of class repertoire. Other implications of best practice are refined from Bandura's (1986) self-efficacy, Maslow's (1943 & 1971) hierarchy of needs, and Piaget's (1952) schema and genetic epistemology theories. Finally, potential operations in chamber music are presented in relation to constructivist principles.