Frankfurt, Wirtsch.- u. sozialwiss. Diss. v. 30. Mai 1927 [1928].

Traditionally, collegiate ear training classes in the United States are comprised largely of notation-based exercises and assignments, administered to small groups by a single teacher. Aside from the piano, instruments generally are not used during ear training classes, de-emphasizing the perceived correlation between students' aural skills development and their progress as instrumentalists. By studying the history of music education, and examining current aural skills pedagogy, the author has found that common practice often relies on notation-based tasks as a measurement of success, despite the fact that research supports the effectiveness of aural-based learning. In order to encourage a better understanding of pitches and rhythms, the author composed fifteen original etudes ("Ear-tudes") for tuba with accompanying drills. Before revealing each Ear-tude, the instructor leads the student through related drills. Each of the Ear-tudes focuses on a particular interval, scale-type, rhythmic, or tonal challenge, within a variety of meters, tempi, and styles, all of which are suitable for the typical first year tuba student. This method provides an innovative way for tuba teachers to integrate ear training into their instruction, alongside a new collection of etudes designed specifically for freshman students.

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Ce travail explique les transformations de la division du travail intellectuel dans les sciences sociales à travers l’étude des faits économiques au sein de l’EHESS et de son ancêtre la VIe Section.Créée grâce au soutien de la fondation Rockefeller en 1947, la VIe Section entend répondre aux importants besoins d’expertise économique issus de la reconstruction d’après-guerre. Les « économistes réalistes » y revendiquent alors une approche pluraliste des faits économiques selon laquelle l’étude des structures de l’économie s’appuie sur des méthodologies issues d’autres sciences sociales.Rapidement, cependant, cette approche est considérée par les mécènes de la section comme trop académique et les tentatives de rapprochement avec les pouvoirs politique et économique échouent au milieu des années 1950. En outre, la refonte de l’agenda scientifique de la VIe Section autour du programme d’étude des aires culturelles, grâce au soutien de la fondation Rockefeller dans le contexte de guerre froide culturelle, favorise d’autres approches des faits économiques, en particulier celles de l’histoire économique et de l’anthropologie économique. Dès lors, la discipline économique marque le pas dans la section : seuls 6 économistes sont élus parmi les plus de 150 directeurs d’études qui le sont entre 1958 et 1972.Au milieu des années 1970, la nouvelle direction de l’institution assure le renouveau de la discipline économique autour de la modélisation. Cette approche, tournée vers des critères de validation scientifique internationaux, éloigne de facto les économistes des autres chercheurs en sciences sociales. / This work analyzes the transformations in the division of intellectual labor in social science by considering the study of economic facts within the Sixth Section and the EHESS in the postwar era. Created with the support of the Rockefeller Foundation in 1947, the Sixth Section was meant to meet the need for economic expertise during reconstruction. First, “realistic economists”, then dominant within the institution, advocated a pluralistic approach to economic facts and used the methodology of other social sciences. Very quickly, however, this approach was considered too removed from the patrons’ concerns and the attempts to bring economists closer to political and economic powers failed in the mid-1950s. In addition, the reorganization of the scientific agenda of the Sixth Section around the so-called “areas study program” promoted other approaches to economic facts, in particular economic history and economic anthropology, accentuating the decline of economics at EHESS. In the mid-1970s, however, the institution's new leadership helped the revival of economics around theoretical modeling. Based on international scientific standards, this approach estranged economists from other social science disciplines.

Les séries télévisées produites aux États-Unis au cours des trois dernières décennies se caractérisent par la complexité de leurs intrigues, qui inspirent souvent des comparaisons avec un travail de « tissage ». L’impression d’ « entremêlement » des « fils narratifs » est due à la fois à une multiplication des personnages et des points de vue, et à une déconstruction de la temporalité dans certaines œuvres. En articulant une approche narratologique à une analyse sociologique de ces séries, il est possible d’avancer que les motifs dessinés par ces « fils » sont des allégories de systèmes sociaux réels, qui structurent divers groupes communautaires. Il s’agit dès lors d’établir une méthodologie originale et de définir un vocabulaire adapté pour confirmer cette hypothèse. L’étude du « tissage narratif » dans un corpus de séries récentes permet d’y examiner la représentation de la sphère privée – notamment des cellules familiales – ainsi que celle de sphères publiques et professionnelles. Elle révèle en particulier une interpénétration de ces deux « mondes », phénomène caractéristique de l’ère post-fordiste. Notre démarche, en s’ancrant dans le champ disciplinaire des études de genre et culturelles, révèle en outre dans quelle mesure des normes sociales telles que la domination masculine et l’hégémonie blanche peuvent être perpétuées ou, à l’inverse, remises en question dans les séries choisies. En conséquence, il est possible d’affirmer que l’analyse « socio-narratologique » de séries télévisées « tissées » met au jour la manière dont ces programmes mettent en scène des relations sociales et des dynamiques de domination dans des communautés contemporaines. / TV series produced over the past three decades in the United States are characterized by the complexity of their storylines, often giving rise to a comparison with a “weaving work”. The impression that the “narrative threads” are interwoven is made by the abundance of characters and disparate points of view, and, in some shows, by a deconstructed temporality. By combining a narratological approach with a sociological analysis of such TV shows, it is possible to claim that the patterns designed by those “threads” are allegories for actual social systems, which give structure to various community groups. Proceeding from this claim, we aim at creating a new methodology and defining an appropriate vocabulary in order to confirm that hypothesis. Studying “interwoven storytelling” in a corpus of recent TV shows allows us to examine the representation of the private sphere – especially family units – along with public and professional spheres. It particularly reveals a pervasion of these two “worlds”, a phenomenon which is a distinguishing feature of the post-Fordist era. Furthermore, by putting down roots in the academic field of gender and cultural studies, our approach reveals how social norms such as male domination and white hegemony can be perpetuated or, on the contrary, questioned in the series we’ve selected. Consequently, it is possible to assert that the “socio-narratological” analysis of “woven” TV series brings to light the way in which such programs depict social relationships and domination dynamics in contemporary communities.

The English horn has persevered as a popular solo instrument by the many composers who have written for it since its inception as a member of the oboe family at the Court of Louis XIV in the seventeenth century. While modern English horn popularity and performance practice continues to flourish through new literature, master classes, and recordings, a review of the existing literature reveals that there is a need for an informative guide for advanced, college-level oboists who wish to begin doubling on the English horn. The present study is intended to serve as a comprehensive resource for the novice English hornist who seeks pedagogical advice on the development of specialized performance techniques, along with a discussion on the significant differences between the oboe and English horn, specialized English horn reed makingtools and supplies, and procedures for making and finishing long-scrape English horn reeds. Additionally, this study includes a brief history of the English horn and a discography of selected English horn recordings. Finally, a discussion of selected etudes from A.M.R. Barret's Forty Progressive Melodies and W. Ferling's 48 Famous Studies and correlating symphonic English horn excerpts concludes the study.

This dissertation proposes a strategy for training indigenous youth ministers in Singapore as a means to reach and disciple Singaporean youth. Chapter 1 defines the problem of Singaporean Baptist youth ministry and argues that current needs could be met by training indigenous youth ministers. Chapter 2 provides the historical and cultural background of Singapore. The characteristics of the church in general, as well as the Baptist church specifically, are explored. Chapter 3 analyzes the major global changes currently directing the shape of youth cultures worldwide. I assert that, in the same way that Singaporean youth are greatly influenced by the practices and lifestyles of the indigenous adults, they are also affected by ubiquitous global forces. Chapter 4 is entirely focused on youth culture in the Singaporean context. Singaporean youth culture is compared and contrasted with characteristics of both global youth culture and indigenous adult culture. Chapter 5 explores the history of youth ministry in Singapore. There is consideration of both church-based and parachurch youth ministries. The Baptist church's missed opportunities to reach out to youth and their current desire to take the necessary steps for student evangelism are highlighted. Chapter 6 proposes the missiological principles necessary for the justification of a cross-cultural youth ministry training program. Subjects discussed include the use of buildings, the strategy of multiplication, problems of dependence upon foreign leadership, and the importance of implementing a cross-cultural approach to reach youth. Chapter 7 proposes specific strategies to train indigenous youth ministers in Singapore on an informal basis. After the strategies of Youth Ministry International and Sonlife are examined, specific methods of informal training through the Singapore Baptist Convention are discussed. In chapter 8, I present a model of formal training that could be established at the Baptist Theological Seminary of Singapore. The model includes mandatory internships and a list of classes necessary to make up an undergraduate youth ministry major. Chapter 9 contains the conclusion of the dissertation. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

In this project, frequently required double bass orchestral audition excerpts as well as their individual technical difficulties are identified. A survey of professional double bass players and teachers currently and formerly employed by major orchestras, universities, and conservatories have participated to validate the importance of four of the most frequently required orchestral excerpts: Ludwig van Beethoven’s Symphony No. 9, Mvt. 4, and Symphony No. 5, Mvt. 3; Richard Strauss’ Ein Heldenleben; and Wolfgang Amadeus Mozart’s Symphony No. 40, Mvt. 1. The survey respondents identified the primary and secondary technical concerns of each of the four excerpts. I have created technical studies, or etudes, that specifically address these difficulties and help fill a literary gap within the existing pedagogical resources for the double bass.

This dissertation is in two unrelated parts: the first part is the Dissertation Essay (p. 1-49) and the second part is the Dissertation Composition (p. 50-178). The Dissertation Essay is an analysis of György Ligeti's Étude 1: Désordre (Disorder) (1985) for piano. In the first part of the essay, there is a short introduction to Ligeti's Piano Etudes, quotations by him, and basic information about the Désordre. In the second part the etude's melodic lines are discussed, with help of figures of the phrases of the melodic lines. The main focus of the composition is in rhythm, which is given consideration in the third and most extensive part. The rhythm is approached from a perspective of different rhythmic levels, also with the help of figures. Finally in the fourth, shifting and form are scrutinized. The last part is followed by Conclusions, Bibliography / Works Cited, and Appendix (Analysis sheets of Désordre). In the analysis sheets of Désordre (Appendix) the etude is approached from the points of view of rhythmic levels of two individual lines, phrasings of these melodic lines, shifting of bar lines (between right and left hands) and overall form. Throughout this essay it is recommended that one follows Appendix. Désordre is a refined combination of systematic and non-systematic music. Ligeti bends, changes and breaks the system along the way. The fine balancing between the order and disorder, is a core idea of the composition. The Dissertation Composition is Velinikka, Concerto for Quarter-tone Accordion and Chamber Orchestra (2008). The composition was commissioned by Gaudeamus Music Week and is dedicated to Veli Kujala. Velinikka, 25-minute work, was premiered on September 1st, 2008 by Veli Kujala, quarter-tone accordion, and Insomnio conducted by Ulrich Pöhl at Muziekgebouw aan 't IJ in Amsterdam. The cadenza of the concerto is improvised or/and composed by the soloist. Cooperation between Veli Kujala and the undersigned has led to an elaboration of a new instrument, the quarter-tone accordion. The most significant difference between the quarter-tone accordion and a standard chromatic button accordion with free-bass system is that the reed blocks inside the accordion are replaced with quarter-tone reed blocks. The quarter-tone reed blocks are able to produce a complete quarter-tone scale of nearly five-octave range. The quarter-tone accordion was invented by Veli Kujala in 2004. The quarter-tone reed blocks were designed by Veli Kujala and built by Pigini, an accordion factory in Italy, in 2006. The tuning system used is quarter-tone equal temperament, in which the scale divides an octave into 24 equal-ratio steps. Today many composers are interested in using micro-intervals. This increases demand for instruments able to produce them. The quarter-tone accordion is one of the answers for this demand.

As composers continue to explore new horizons of classical music, performers are asked to stretch and explore their abilities as well. However, there is little pedagogical material that prepares students to learn the style and structure of this contemporary music. Many students primarily study etudes written in the style of pre-1900 music, leaving them without the tools to learn most music written since 1900. The pedagogical literature that does include music from the twentieth century is often very advanced, and lacks an introduction for younger students. This thesis includes a method of teaching contemporary techniques to junior high and high school level students, along with sixty-four original etudes composed to teach the scales, rhythms, meters, styles, and extended techniques that are often used in contemporary music. The accompanying text provides a detailed explanation of the process and pedagogical philosophy behind the etudes, including examples from different systems of music education. The etudes are specifically composed to teach fundamental skills for bassoonists, such as technical facility, solid subdivision and comprehension of meter, an understanding of different styles of music, and extended techniques that require proper fundamentals of tone production. They may also be used as sight-reading pieces or for students who have a specific need to learn certain techniques. Each section of etudes also includes an introductory section that guides the student through the process of learning the skill and performing the etude correctly.