This dissertation and accompanying lecture recital explores the musical elements present in Áskell Másson’s three solos for snare drum, PRÍM (1984), KÍM (2001) and B2B: Back to Basics (2010). Two of the primary challenges for the performer when playing solo literature on a non-pitch oriented instrument are identifying thematic structures and understanding how to interpret all innovative sound production techniques employed within the music. A thematic and compositional analysis, as well as an investigation into the experimentation of timbre found in Másson’s three pieces for solo snare drum will help to clarify the musical complexities that are present throughout.

Submitted to the Faculty of Education in fulfillment of the requirements for the Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2000. / This study focuses on how drum majoretting may influence the person image of the adolescent girl. An attempt was made to determine or investigate the influence of relationship formation on the person image and whether drum majoretting influences relationship formation. The researcher also investigated the influence of drum majoretting on the person image. The fact that different concepts are used to describe this totality (person image) can easily lead to confusion. Consequently it was necessary to review the nature and influence of the most important areas that are related to the person image of the adolescent drum majorette: ► relationship formation ► physical development cognitive development emotional development ► social development. The literature study discloses that the drum majorette is involved in relationship formation with self, peers, trainer/educator and parents. Analysis of the data indicates that the adolescent whose relationships with significant others were favourable, positive and rewarding would have developed a positive self-identity, a positive self-concept and an enhanced feeling of self. Unfavourable experiences in the relationship formation are likely to limit the drum majorette's development and an impaired self-concept, negative self-identity would have been formed. Relationships in the life-world of the drum majorette may have a significant effect on the person image. Drum majoretting as a sport provides a range of experiences through which the adolescent may be socialised. For the purpose of the empirical investigation a self-structured questionnaire for drum majorettes were utilised. The questionnaires that were completed by drum majorettes were analyzed and thereafter the data that was obtained was processed and analyzed. The study has confirmed that the person image of the adolescent girl is enhanced through drum majoretting. The empirical investigation proved that all four categories of relationship i.e. self, peers, trainer/educator and parents are important to the adolescent drum majorette in order for her to self-actualize. Findings also show that the physical, cognitive, emotional and social development of the drum majorette is enhanced. In conclusion a summary .was presented and based on the findings of this study, the following are some of the recommendations that were made; ► The Department of Education should consider drum majoretting as a compulsory extra-curricular code of sport for girls. ► The school (principal) should develop and enforce a policy which will provide a set of guidelines to organize the code of drum majoretting through which the person image can be enhanced. ► A proactive empowerment programme should be established where parents can be addressed on the role of drum majoretting. Parent-child relationships are fundamental to the pupil's development of the person image. The parent-child contact will bring the educator into focus. A good parent-educator relationship is vital for the enhancement of the person image of the adolescent drum majorette. ► A strategic plan should be formulated for drum majoretting with the cooperation of parents, educators and the Drum Majorette Association of South Africa.

No description available.

Thesis (M.A.)--University of Montana, 2008. / Title from title screen. Description based on contents viewed Aug. 28, 2008. Includes bibliographical references (p. 40).

No description available.

No description available.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xix, 218 p.; also includes graphics. Includes bibliographical references (p. 177-185). Available online via OhioLINK's ETD Center

Thesis (M.A.)--University of Montana, 2007. / Title from title screen. Description based on contents viewed Sept. 21, 2007. Includes bibliographical references (p. 47).

This thesis concerns African-American fife and drum band music, a pre-blues genre that was a fixture at summer picnics in the Mississippi hill country from the late nineteenth century through most of the twentieth century. The picnics held a unique place in African-American life, a crossroads of juke joints and churches, blues and gospel, individuality and family. Using the African-American paradigm of a Saturday night / Sunday morning people, I describe the Otha Turner Family Picnic, the last picnic to feature fife and drum band music, locating it and the music in-between the secular and sacred aspects of African-American life from both a musical and a social standpoint.

This qualitative case study was undertaken in order to explore the experiences of drum set students who apply themselves to James Dreier’s Standard Tune Learning Sequence (STLS) in a self-directed learning environment. These experiences ultimately shed light on how best to implement Differentiated Instruction to the STLS. The study draws on the experience of three adult drum students under the instruction of the author. The students were provided with the STLS and left to proceed with it on their own. They were asked to keep a record of their progress in the form of a learning journal. These learning journals were used, in conjunction with transcribed interviews and learner profiles, as data for this study and as such were subjected to Interpretative Phenomenological Analysis. The study recognizes three factors which affect the student’s successful progression through the STLS: readiness, interest and meaning. Each factor is discussed in relation to literature on differentiated Instruction. Recommendations are made regarding the implementation of Differentiated Instruction to the STLS.