This thesis creates a historical perspective of The University of Iowa Marching Band program, now known as the Hawkeye Marching Band (HMB). The HMB is the most visible ensemble in the School of Music, and it is one of the largest student groups at the University, upholding a tradition of excellence and rich history of more than one hundred years. However, very little has been written on its history and development. Therefore, this study fills a significant gap in the understanding of a time-honored organization, and it contributes to the growing scholarship of collegiate marching band programs and their collective evolution. Archival methods employed in the research process for this thesis included oral interviews with former and current University of Iowa band directors and thorough inspection of documents in the Special Collections at The University of Iowa main library. The University of Iowa Band Department records, as well as the personal archives of Lou Crist, Frederick C. Ebbs and David Henning were also inspected. Other materials researched consisted of an online alumni survey, digital and paper editions of The Daily Iowan, Press Citizen and Gazette newspapers, and The University of Iowa annual yearbooks. This study begins by highlighting the early growth of the band program that significantly impacted the future of the marching band. It also profiles each director from 1911 to the present day, and investigates the development of the band through consideration of various factors, including program size, staff structure, performance practices, operational procedures, institutional support, use of auxiliary units and significant performances. Thorough examination of the history of the Hawkeye Marching Band revealed several common themes: dedication to the preservation of tradition, innovations in terms of both style and presentation, and a commitment to student leadership and excellence. The Hawkeye Marching Band is a true symbol of The University of Iowa that has impacted thousands of lives in its 130-plus years of existence.

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abstract: People are motivated to participate in musical activities for many reasons. Whereas musicians may be driven by an intrinsic desire for musical growth, self-determination theory suggests that this drive must also be sustained and supported by the social environment. Social network analysis is an interdisciplinary theoretical framework and collection of analytical methods that allows us to describe the social context of a musical ensemble. These frameworks are utilized to investigate the relationship of participatory motivation and social networks in a large Division I collegiate marching band. This study concludes that marching band members are predominantly self-determined to participate in marching band and are particularly motivated for social reasons, regardless of their experience over the course of the band season. The members who are highly motived are also more integrated into the band's friendship and advice networks. These highly integrated members also tend to be motivated by the value and importance others display for the marching band activity suggesting these members have begun to internalized those values and seek out others with similar viewpoints. These findings highlight the central nature of the social experience of marching band and have possible implications for other musical leisure ensembles. After a brief review of social music making and the theoretical frameworks, I will provide illustrations of the relationship between motivation and social networks in a musical ensemble, consider the implications of these findings for promoting self-determined motivation and the wellbeing of musical ensembles, and identify directions for future research. / Dissertation/Thesis / Doctoral Dissertation Music 2015

Submitted by Cristhiane Guerra (cristhiane.guerra@gmail.com) on 2017-01-05T16:56:13Z No. of bitstreams: 1 arquivototal.pdf: 26411421 bytes, checksum: 4e95c652883f9637b7450b12a836de29 (MD5) / Made available in DSpace on 2017-01-05T16:56:13Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 26411421 bytes, checksum: 4e95c652883f9637b7450b12a836de29 (MD5) Previous issue date: 2010-09-28 / This work can be divided into four parts. The first part consists in references of theoretical and methodological and contains two chapters. The first chapter contextualizes the marching bands, presenting and describing the methodological procedures used to perform this work, as well as the rationale and literature review. This is the theoretical framework that supports the analysis and subsequent discussion. The second chapter presents the bands in a broad sense and diachronic, since his arrival in Brazil and the course of this story, through Paraíba, definitions of musical bands, the fanfare and marching bands to achieve the specificity of BMCA - Banda Marcial Castro Alves - style and drum corp. The second part consists of the presentation, analysis and discussion of the dice, involving the third chapter, which contextualizes the relationship with the band's social environment, interaction with the community and the school. The fourth chapter presents the transformation of the drum corp fanfare, the BMCA. The third part that covers five chapters describing the forms of admission, teaching and learning music in BMCA, in the form of a daily test.The sixth chapter reports the daily presentations that followed and analyzed during the research, from presentations in theaters, parades and competitions to my participation as a musician in the band. Part Four, chapter seven analyzes of works in styles representative, composed or arranged for bands to BMCA. The final consideration presents some conclusions and possible research contributions. / Este trabalho pode ser dividido em quatro partes. A primeira parte consiste nos referenciais teórico-metodológicos e contém dois capítulos. O primeiro capítulo contextualiza as bandas marciais, apresentando e descrevendo os procedimentos metodológicos utilizados para a realização do presente trabalho, assim como a justificativa e a revisão da literatura. Esse referencial teórico é que sustenta a análise e discussão subsequentes. No segundo capítulo apresenta-se as bandas em um sentido amplo e diacrônico, desde a sua chegada no Brasil e o transcorrer desta história, passando pela Paraíba, as definições de bandas musicais, de fanfarras e de bandas marciais até alcançar a especificidade da BMCA – Banda Marcial Castro Alves – e do estilo drum corp. A segunda parte consiste na apresentação, análise e discussões dos dados, envolvendo o terceiro capítulo, que contextualiza a relação da banda com o entorno social, a interação com a comunidade e o espaço escolar. O quarto capítulo apresenta a transformação, de fanfarra a drum corp, da BMCA. A terceira parte que abrange os capítulos cinco que descreve as formas de ingresso, o ensino e a aprendizagem musical na BMCA, em forma de um diário de ensaios. O sexto capítulo reporta ao diário de apresentações que acompanhei e analisei durante a pesquisa, desde apresentações em teatros, desfiles e concursos até minha participação como instrumentista na banda. Quarta parte, capítulo sete analisa de obras, em estilos representativos, compostas para bandas ou arranjadas para a BMCA. As considerações finais apresentam algumas conclusões, bem como possíveis contribuições da pesquisa.

The public school of Vanderbilt, Texas is in the process of building a band. The steady growth of the band will depend upon a long-range planning program. It is the band director's aim to set up such a long-range plan to cover the five years from the 1947 school year and including the 1952 school year. The following chapters will cover most of the phases of the band's work, and that of the director's work, and his relation to the band and the community.

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The college marching band provides students with opportunities that foster student development, defined as the personal growth and identity development of students due to environmental factors in higher education. However, previous research has not focused on the role of college marching band participation in student development. The goal of this study was to broaden the understanding of its student development role, enhance development experiences, and improve culture. A self-administered survey was electronically distributed to band directors through the College Band Directors National Association email list with a request to forward it to current college marching band students. The survey contained two sections: (1) Demographic information, (2) Rating college marching band’s influence on 29 student development goals, using a four-point Likert scale with the choices: strong influence, moderate influence, some influence, and no influence. Chickering and Reisser’s (1993) Seven Vectors of college student development served as a theoretical framework for the creation of goals related to college marching band situations that build and reinforce a student’s identity. Responses were analyzed by comparing groups based on demographic characteristics relevant to the research questions. Results were similar to those of previous research. Women rated college marching band participation’s importance higher than men, older students rated it higher than younger, and more-involved students rated it higher than less-involved students. Participants’ perceptions most resonated with Chickering and Reisser’s (1993) vectors Developing Competence and Developing Purpose, and resonated least with the vector Developing Integrity.

This paper analyzes the use of Igor Stravinsky's ballet, Le Sacre de Printemps (The Rite of Spring) in shows that are in the Drum Corps International circuit since 2000. The paper is divided into five main sections that cover information about drum corps, The Rite and its music, corps that use The Rite as their show theme, corps that use The Rite as movement, and other uses of The Rite in shows. The Rite of Spring is a renowned piece of orchestral and ballet repertoire that has become increasingly popular in drum corps shows.

Made available in DSpace on 2016-06-02T19:46:30Z (GMT). No. of bitstreams: 1 6205.pdf: 2336021 bytes, checksum: b971a8778dbff307fad1956ff6cf6272 (MD5) Previous issue date: 2014-02-24 / The School Marching Band is characterized currently as a group of students involved in artistic activities at school. It was developed in schools in the Brazilian military period. It is characterized as a group of students enrolled in artistic activities among them, music and choreography. Such activities provide students with an educational plan that conveys values as discipline, determination, confidence, respect, camaraderie, fellowship and friendship. For these reasons among others, can school bands provide motivating inclusive practice recognition of differences and appreciation of diversity in regular school? The objective of this research was to analyse the participation of students from a percussion band with Intellectual Disabilities (ID) from a special school included in a marching band of a regular school during rehearsals and public performances. This research was under the proposed of a study case, a participant observation was used as the main source of evidence for data collection and the data analysis was a qualitative study using content analysis. A pilot study was conducted aiming to determine the version of the search to be performed helping to collect the data to be tested. The survey was conducted in a school of basic education that has a marching band. Survey participants were: (i) 12 students of the special school of both genders aged 11-12 , (ii) 12 students in a regular school of both genders aged 10 to 21 ( total 22 students), and (iii) a conductor. The criteria used for the sample of the research were: (i) being a student with school age from a special school for ID and participant in the school band for over 12 months, (ii) being a student of school age up to 21years old, being a current student or former one of public regular school participating actively of the school band; and (iii) being the conductor of the chosen school band included in the survey. The data collected were organized into frames for easier viewing and analysis. The results of these analyses could provide the material needed to investigate the effects and implications of the inclusion of students with ID school marching band in the process. The data were compared and analysed and they have shown that the work performed with bands of regular schools is a valuable tool to motivate the value of diversity in regular schools. The participation of students with ID in these artistic activities promotes support and recognition of their differences. Thus, the inclusive practice is effective. / Desenvolvida nas escolas brasileiras por meio dos militares no período republicano, a Banda Marcial Escolar caracteriza-se, atualmente, como um grupo de estudantes envolvidos com atividades artísticas na escola, dentre elas, música e coreografia. Tais atividades oferecem aos alunos um desígnio educacional que transmite valores como a disciplina, a determinação, a autoconfiança, o respeito, o coleguismo, o companheirismo e a amizade. Por essas, entre outras características, será que bandas escolares podem se oferecer como instrumento de prática inclusiva motivadora do reconhecimento das diferenças e da valorização da diversidade na escola regular? Nesse sentido, o objetivo desta pesquisa foi analisar a participação de alunos com Deficiência Intelectual (DI) de uma banda de percussão de uma escola especial, incluídos em uma banda marcial de uma escola de ensino regular durante os ensaios e apresentações públicas. A realização desta pesquisa foi sob a proposta de estudo de caso; como principal fonte de evidência para a coleta de dados, utilizou-se a observação participante e a análise de dados foi de cunho qualitativo por meio da análise de conteúdo. Foi feito o estudo piloto que teve o objetivo de apurar a versão da pesquisa a ser realizada, sendo útil para ser testado o instrumento construído para o auxilio no levantamento de dados. A pesquisa foi realizada em uma escola de ensino básico que possui uma banda marcial. Os participantes da pesquisa foram: (i) 12 alunos da escola especial de ambos os gêneros na faixa etária de 11 a 22 anos; (ii) 12 alunos de uma escola regular de ambos os gêneros na faixa etária de 10 a 21 anos (total de 22 alunos); e (iii) um regente. Os critérios utilizados para a amostra do estudo da pesquisa foram: (i) ser aluno em idade escolar, estudante de uma escola especial para DI e participante da banda da escola há mais de 12 meses; (ii) ser aluno em idade escolar de até 21 anos de idade, estudante ou ex-estudante de escola regular de ensino público participante ativamente da banda da escola; e (iii) ser o regente da banda escolar incluída na pesquisa. Os dados coletados foram organizados em quadros para melhor visualização e análise. Os resultados obtidos dessas análises puderam fornecer o material necessário para investigar os efeitos e implicações do processo de inclusão de alunos com DI na banda marcial escolar. Os dados obtidos foram comparados e analisados e mostram que o trabalho realizado com bandas nas escolas regulares de ensino é um valioso instrumento para motivar a valorização da diversidade nas escolas regulares. A participação de estudantes com DI nessas atividades artísticas promovem o apoio dos colegas e o reconhecimento de suas diferenças. Assim, a prática inclusiva se efetiva.