No description available.

No description available.

No description available.

Typescript, etc.

The purpose of this investigation was to understand how teachers' perceptions of how they changed during the initial years of teaching. Three middle and three high school teachers viewed thirty minutes of their internship video and answered seven open-ended teacher related questions during a telephone interview. All participants had at least three years of teaching experience, and represented North, Central, and South Florida. After the telephone interviews, the researcher transcribed the conversations which served as the principal data used in this study. Findings indicated that participants changed the most in dealing with classroom management, diagnosing and fixing classroom pedagogical tasks, and confidence in their teaching ability. Additionally, the directors had changed by performing administrative tasks more efficiently. Directors also suggested that preservice teachers could develop into effective teachers by participating in real-life teaching activities before and during the student internship. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2016. / April 12, 2016. / Change, Novice Teachers, Reflection, Student Teaching / Includes bibliographical references. / Steven Kelly, Professor Directing Dissertation; John Drew, University Representative; Clifford Madsen, Committee Member; William Fredrickson, Committee Member; Patrick Dunnigan, Committee Member.

Autism Spectrum Disorder (ASD), or autism, refers to a group of neurological disorders. At the most recent estimate, the Center for Disease Control estimated that 1 child in 68 has an autism diagnosis. Though research has shown music to be an effective intervention in therapy settings for students with ASD, little research has been done with respect to inclusion in instrumental classroom settings. The present study sought to examine string teachers’ perceptions of inclusion of students with ASD in classroom settings. Fifty-one classroom string and orchestra teachers served as participants for this study. This study was conducted in two phases. Phase I consisted of a survey where teachers were asked to respond to statements using a 5-point Likert-type scale. Phase II consisted of e-mail based interviews of small portion (n = 11) self-selected participants. Results of this study revealed that many string teachers responded with overall positive perceptions of inclusion of students with ASD. Results also revealed that there appeared to be no significant relationship between years of experience and perceptions of successful inclusion, and no significant relationship between level of education and perceptions of successful inclusion. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / May 3, 2017. / autism, inclusion, string education / Includes bibliographical references. / Katarzyna Bugaj, Professor Co-Directing Dissertation; Clifford Madsen, Professor Co-Directing Dissertation; Alexander Jiménez, University Representative; Kimberly VanWeelden, Committee Member.

In its over seventy-year history, the Florida State University Choral Department has provided choral performances for audiences across the United States and around the world, as well as the opportunity for a music education. The present study aims to create a narrative of the history and development of the FSU choral department through comprehensive investigation and research. This study identifies 1) the individuals, institutions, and events that led to the formation of the FSU choral department, 2) the philosophy and purpose of the FSU choral department, 3) the contributors to the development and establishment of this purpose and philosophy, 4) the conductors of the ensembles in the department and the directors of the department, and 5) the body of literature performed by the major ensembles of the department from 1947 – 2000. The study concludes that the FSU choral department evolved into a comprehensive organization, which maintained a commitment to excellence in musical performance, academia, and teacher training. Through its conductors and its collaboration with professional musicians and organizations, it proliferated its own reputation and influence throughout the United States and beyond. By establishing and expanding a comprehensive graduate program, the department created one of the largest professional networks of graduates in the profession. The department established itself as a flagship organization within Florida State University, and consistently garnered the support of the university leadership, local community, and government, becoming an ambassador for higher education and excellence in the performing arts. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / June 19, 2017. / Amon, Choral, Department, Eady, Florida, State / Includes bibliographical references. / André Thomas, Professor Directing Dissertation; Michelle Stebleton, University Representative; Judy Bowers, Committee Member; Kevin Fenton, Committee Member.

The vocal jazz ensemble singing movement that began at Mt. Hood Community College (Gresham, Oregon) in 1967 reached the public schools of the Boise Valley, in Southwestern Idaho sometime in the early 1970’s. The first generation of vocal jazz educators in the region were Jerry Vevig , Vern Swain, Moyle Brown and Lonnie Cline. In an effort to learn the new style, these four directors participated in the burgeoning vocal jazz scene occurring in the Western region of the United States. By the mid 1970’s, vocal jazz ensemble education had become so prevalent in the Boise Valley region that the Jr. High School directors of the Boise Public School District were programming vocal jazz music and participating in many of the same vocal jazz events as their high school colleagues. These Junior High school directors included Bruce Walker, Catherine Gilck, Rich Lapp, Sue Hough, Paul Olson and Rob Newburn. The 1980’s saw the second generation of prominent vocal jazz singing ensemble directors begin their tenures in the Boise Valley when Glenn Grant, Quinn, Van Paepeghem, Linda Schmidt, Ted Totorica, and Barb Oldenburg, continued the tradition of vocal jazz style singing and event participation that their predecessors had initiated throughout the remainder of the era investigated (inception-1990). In the study, each subject's experiences and education in vocal jazz ensemble singing is documented and specific techniques they employed when working with their vocal jazz ensembles are revealed. The literature used by each vocal jazz educator from the Boise valley (1970-1990) is also exposed, collated, and presented in the document for reference and use by future choral music educators. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / July 6, 2017. / Boise, Education, history, Idaho, Jazz, Vocal / Includes bibliographical references. / Kevin Fenton, Professor Directing Dissertation; Christopher Moore, University Representative; Kimberly Van Weelden, Committee Member; Andre J. Thomas, Committee Member.

Despite repeated calls for diversification throughout history, American music education has largely remained unchanged since the early 1800s. Previous research has supported the inclusion of non-traditional music courses in the secondary school music curriculum, however, few researchers have systematically investigated the current state of non-traditional music course offerings in the country. Therefore, the purpose of this study was to determine the non-traditional music courses currently offered in secondary schools. A secondary purpose was to investigate how the teachers of non-traditional music courses acquired the knowledge and skills to teach these courses. Participants (N = 99) were secondary music teachers from Alabama, Florida, and Georgia who taught at least one non-traditional music course during the 2016-2017 school year. All participants were asked to complete an online questionnaire. The dependent measure consisted of eight questions regarding participants’ experiences with non-traditional music courses and allowed participants to indicate whether or not they would be willing to be contacted for follow up questions. The results of the study revealed that although several non-traditional music courses are currently being offered in secondary school music programs, more are needed. Participants also reported that the majority of their non-traditional music courses had been offered for 10 years or fewer, and that they had either inherited the course from a previous teacher or that the courses were initiated to augment the existing music curriculum. Additionally, participants reported that the majority of students enrolled in their non-traditional music courses were not concurrently enrolled in a traditional music course and that they were trained to teach these courses by researching on subject themselves, or by collegiate music education courses. Finally, qualitative analysis found that participants saw both benefits and challenges within non-traditional music courses. Common benefits reported by participants included the ability to reach non-traditional music students, the ability to further engage traditional music students, and to provide an alternative and creative venue for students to experience music. The most frequently reported challenges by participants included a lack of training for non-traditional music courses as well as a lack of funding. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / May 3, 2017. / Music, Music education, Non-traditional, Non-traditional courses, Non-traditional music / Includes bibliographical references. / Steven N. Kelly, Professor Directing Dissertation; Christopher Moore, University Representative; Alice-Ann Darrow, Committee Member; Patrick Dunnigan, Committee Member; Kimberly VanWeelden, Committee Member.

Leonard B. Meyer proposed unique metaphysical constructs of the aesthetic experience in music in his 1956 book Emotion and Meaning in Music. These constructs posited a causal nexus for affective response to music based upon the absolute-expressionist viewpoint that structural variations in a work of music give rise to human affect. The primary hierarchical constituents of Meyer’s theory include his inhibition thesis, deviation thesis, and violation of the Gestalt principles of continuity, closure, and shape. The study of Madsen, Brittin, and Capparella-Sheldon (1993) was part of a series of studies that examined the aesthetic experience in music according to continuously measured affective response. Participants recorded affective response via Continuous Response Digital Interface (CRDI) while listening to Act I of Giacomo Puccini’s La Bohéme. The purpose of this study was to analyze the Puccini according to the constructs of Meyer, and then compare those results to the “aesthetic footprint” generated by the empirical study. Results indicated a correlation between affective response and delays or violations of continuity, closure, and shape. A case is presented for the validity of Meyer’s constructs. Additionally, future research and applications to teaching expressivity are discussed. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 19, 2018. / Affective response, Entropy, Expressivity, Gestalt, Leonard Meyer, Tension / Includes bibliographical references. / Clifford Madsen, Professor Directing Dissertation; Bruce Holzman, University Representative; Katarzyna Bugaj, Committee Member; John Geringer, Committee Member; William Fredrickson, Committee Member.