Dissertation--Germanistik--Koblenz--Universität Koblenz-Landau, 2006. / Bibliogr. p. 171-187. Notes bibliogr.

Thesis--University of Chicago. / Photocopy of typescript. [Chicago : Dept. of Photoduplication, University of Chicago Library, 197-] -- 22 cm. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 327-335).

This document details the creation of a new type of multiple percussion solo from pre-composed percussion ensembles. The author transcribes three works for percussion ensemble by Lou Harrison (1917-2003): Suite for Percussion, movement I, Bomba and Simfony #13 so that they can be performed as percussion solos. Each composition requires a different type of solo version because of the diverse instruments and musical materials in the original scores. Learning to perform these new versions will expand the technical capabilities of a soloist and offers complex challenges not found in the original ensembles. The document includes complete scores and set-ups for each new solo version and discussion of performance practice and techniques to play each work. Although Harrison’s original works were conceived for amateur players, the solo versions require the skills of a virtuoso performer. The new versions confirm the artistic merit of Harrison’s work in a format both practical and satisfying to the solo percussionist. The project illustrates new methods for further developing percussion technique to enable ensemble works to be performed by soloists. The solo versions of Lou Harrison percussion ensembles presented herein result in new repertoire for the percussion soloist.

Among all the works that the literary canon designates as "classics," the works of Francois Rabelais are certainly among those that were most, and for the longest time, censured and transformed by adapters and commentators. / Literature for young readers, an ensemble of texts whose boundaries are defined by the target readership, is a veritable small industry which, having received a boost right after the Second World War, has not stopped growing since 1945. Nonetheless, the practice of adapting classical works in order to make them "accessible" for children has been current since the 19th century. / The adaptations for young readers of Rabelais's Gargantua have been at the intersection of these two phenomena. Censorship is not practiced today like it was at the time of this father of French letters. Nevertheless, the process of adapting a literary work for young readers still consists of suppressing passages in the text, modifying the narrative structure, and adding a significant paratext. Adaptation may also simplify the language, eliminate discrepancies, transform the narrator's point of view, etc. / We have, thus, analyzed significant modifications in four versions of Gargantua adapted for young readers, in order to identify the goals that led to the rewriting of the text. In particular, we have turned our attention to three of these goals: "concern for the young reader's amusement and distraction", "concern for the young reader's education" and "preservation of the young reader's innocence". We have found that five means have been used in order to reach these goals: "adding a paratext", "abridgement of the text", "purification of the language", "simplification of the narrative voice" and "simplification of the language".

Thesis (Ph.D.)--University of California, San Diego, 2007. / Adviser: Yingjin Zhang. Includes bibliographical references.

Thesis (MFA)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Theo Lipfert. Into the cool: the living is a DVD accompanying the thesis. Includes bibliographical references (leaves 38-41).

Thesis--University of Chicago. / Photocopy of typescript. [Chicago : Dept. of Photoduplication, University of Chicago Library, 197-] -- 22 cm. Includes bibliographical references (leaves 327-335). Also issued in print.

Thesis (Ph. D.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 439-451).

Thesis (B.A.)--Haverford College, Dept. of English, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--New York University, 2000. / Includes bibliographical references (p. 199-208).