Thesis (M.S.)--Central Connecticut State University, 2002. / Thesis advisor: Cassandra Broadus-Garcia. " ... in partial fulfillment of the requirements for the degree of Master of Science in Art Education." Includes bibliographical references (leaves 123-125). Also available via the World Wide Web.

Thesis (M.S.)--Central Connecticut State University, 2002. / Thesis advisor: Cassandra Broadus Garcia. " ... in partial fulfillment of the requirements for the degree of Master of in." Includes bibliographical references (leaves 92-94). Also available via the World Wide Web.

Thesis (Ed. D.)--Illinois State University, 1978. / Title from title page screen, viewed Jan. 14, 2005. Dissertation Committee: Max Rennels (chair), C. Edward Streeter, Harold Boyd, W. Douglas Hartley, Raymond Wiman. Includes bibliographical references (leaves 69-71) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1969. / Title from title page screen, viewed Aug. 26, 2004. Dissertation Committee: Fred V. Mills (chair), Eric R. Baber, Gary Ramseyer. Includes bibliographical references (leaves 73-77) and abstract. Also available in print.

Thesis (Ed. D.)--Illinois State University, 1984. / Title from title page screen, viewed June 1, 2005. Dissertation Committee: Barry E. Moore (chair), Richard Salome, Frances E. Anderson, Macon Williams, Eric Bickley. Includes bibliographical references (leaves 51-52) and abstract. Also available in print.

Thesis (Ph. D.)--Northwestern University, 1994. / Includes bibliographical references (p. 390-402).

Thesis (M.A.)--University of Wisconsin, 1931. / Typescript; ms. music. Musical selections used in the test: [27] p. of music following leaf 22. Includes bibliographical references (leaves 18-19).

From introduction: "To affirm that a work of art is good or bad is to commend or condemn, but not describe . Thus criticism does not, and cannot, have the impersonal character and strict rules applicable independently of time and place," .. . (Macdonald 1966: 111) "Criticism and appraisal, too, are more like creation than like demonstration and proof." (Macdonald 1966: 112) This essay articulates evaluatory criteria that are used by both critics and laymen and which are cross -culturally applicable. Thus it seeks to articulate relatively objective types of criteria which we all use when evaluating paintings. This essay articulates fixed and objective criteria, but within these categories recognizes that there is much room for skillful, sympathetic and knowledgeable criticism. Thus criticism is a creative act. These objectively- articulated criteria are best seen as aids to, rather than carbon copies, for evaluation.

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The present study is an evaluation of music appreciation courses in selected institutions of higher learning by measuring change in the sensitivity of the students to form and style in unfamiliar music.