No abstract available. / Thesis (M.Mus.)-University of Natal, Durban, 1999.

This study investigated the repertoire selection experiences that undergraduate choral music education majors are given at two different universities in Indiana. The lives of the instructors who teach undergraduate choral music majors how to select repertoire were examined with the goal of getting a better understanding of what life experiences may have influenced their decisions about the types of repertoire selection activities they would require of their students. Both instructors give their students repertoire selection experiences; however, their life experiences and current teaching situations have influenced the types of repertoire selection experiences they choose to offer to their students. The type of education the professors had influences the types of repertoire selection assignments they give. The size and design of the music curriculum affects the amount of time professors can devote to teaching repertoire selection. / Introduction to the study -- Literature review -- Method -- Dr. Green and Jefferson University -- Dr. Asher and Kerr University -- Comparison of Dr. Asher and Dr. Green -- Discussion. / School of Music

The purpose of this study was twofold: first, to collect information relating to `classic' sound synthesis methodologies which have formed the basis of current synthesis methods into one comprehensive report, and secondly, to describe and develop an interactive CD-ROM as a new tool for the instruction of these synthesis methods. The historic trend has been the acquisition of sound synthesis through direct interaction with a particular piece of software or hardware. The intentions of this interactive media are to allow students to form conceptual knowledge, and develop the ability to perceive timbral differences produced by these methods. This environment allows students to interact at their own speed and assist in customizing their learning development.

The purpose of this study was to determine the self-reported level of integration of instructional tasks related to the creating and responding standards in the wind band curriculum and factors negatively or positively related to their integration. The researcher collected data via an online questionnaire pertaining to the integration of Standards and possible correlated factors suggested by the relevant literature. The factors examined in this study included personal demographics, school demographics, state attributes, valuing, competing populations, and three channels of influence (curriculum, teacher development, and assessment and accountability) suggested by the National Research Council in their publication Investigating the Influence of Standards (2002).Results indicated that Standards 6 and 7 are integrated at the highest level and Standards 3 and 4 at the lowest level while Standards 8 and 9 occupy a middle tier. The researcher utilized a phi co relational test for all factors in association to high and low integration of each of the six Standards under review. Chapter 4 reported 138 significant relationships from the following categories of responses.Personal Demographics 1School Demographics7Valuing31Competing Populations16Framework (83 18CurriculumTeacher Development25Assessment/Accountability40Total: 138 / School of Music

This study examined the effect of web-based portfolio assessment strategies on the attitudes and self-perceived growth in music learning of non-music elementary general classroom educators in a basics of music course. The study is based upon research and literature in regards to constructivism, alternative assessment strategies including portfolio assessment, and computer technology.The study employed both quantitative and qualitative research. The study was quasi-experimental and utilized a pretest and posttest survey and a final discussion interview between the student and the researcher. Students participating were enrolled in the Basic Music for Elementary Classroom Teachers course during the Spring 2002 academic semester. There total number of students involved in the study was 88 (n=88). Two classes served as the control group (n=41) and two classes served as the treatment groups (n=47). Students in the control group were evaluated through traditional methods including paper-pencil exams. Students in the treatment group were assessed through alternative assessment strategies including rubrics, reflective thinking, peer review, and the construction of a web-based portfolio. Students in both groups participated in the four main projects of the semester and completed the pre-post survey, Music in My Life.Quantitative data analysis was calculated using SPSS. Information obtained through the data collection from the pre-post survey was analyzed and interpreted with the ANCOVA test at an alpha level of .05. Qualitative data was collected from the individual discussion sessions. These interviews were transcribed and coded.Quantitative analysis found significant differences in two of the questions on the pre-post survey in regards to music as a subject. No significant difference was found regarding the attitudes about music growth between the groups from the pre-post survey. However, qualitative data collected illustrated that students in the treatment groups were better able to use music vocabulary, discuss connections between the projects while viewing the semester as a whole, and discussing their growth over the period of an academic semester. These students were also able to discuss the web-based portfolio in terms of the website showing their growth over the academic semester. / School of Music

The purpose of this study was to document the compositional process of the American composer, Rene Clausen (b. 1953). The writer conducted three days of interviews with Dr. Clausen to discuss his compositional process in selected choral works. The discussion included Clausen's "creative impetus," and "compositional approach" to the elements of text, harmony, rhythm, melody and texture.The writer examined Clausen's thirty-three published choral works. Three works representative of his choral output were selected: "All That Hath Life and Breath Praise Ye the Lord" (1981); "0 Vos Omnes" (1986); and "Whispers of Heavenly Death" (1993). These works were selected upon the composer's recommendation as pieces which are representative of his choral style.Clausen's "creative impetus," his musical influences and motivation, form what he terms "deep background." This material, some learned, but most absorbed through various musical experiences and influences, is placed into a "big bin" from which Clausen draws when making compositional decisions.The text is the genesis of Clausen's process. When selecting texts, Clausen looks for ones that will evoke certain colors, nuances, or images.Clausen's second step is to absorb the meaning of that text. During this important absorption process Clausen develops an idea of what the character of the piece will be.The third step is the emergent process: generating thoughts about thematic material, intermittent ideas, textures, and transitional material which will be presented. Clausen manipulates the elements of harmony, rhythm, melody and texture to express the forms and images present in the text.An examination of Clausen's compositional approach to the following elements was conducted: HarmonyClausen's approach is extended diatonicism with traditional harmonic movement leading toward goal oriented harmony.RhythmClausen uses a variety of rhythmic approaches to express the text: mixed and asymmetrical meter, free unmeasured rhythm, and dove-tailing sections rhythm and metered music. MelodyClausen's approach is based upon the parameters within which he is writing and on the imagery present in the text. TextureClausen's approach is based on two aspects: the level of difficulty or level for which the piece is written and the images expressed in the text. / School of Music

The purpose of this study was to enable music teachers with limited technological background to develop computer-assisted instruction lessons. Toward this end, (1) "Lesson Writer," a HyperCard-based authoring system for the Apple Macintosh computer, was developed and (2) guidelines and recommendations for the production of effective CAI lessons in music were written. The specific organization of the dissertation is as follows. Chapter One presents an introduction and establishes the need for greater participation by music educators in the creation of CAI lessons in music. It calls for the creation of an authoring program for music teachers. Chapter Two reviews literature related to the study. Chapters Three and Four discuss the characteristics of the student and computer and the impact of these characteristics on CAI development. These chapters include guidelines for the creation of effective CAI music lessons. Chapter Five provides a tutorial on how to use the "Lesson Writer" software to produce a simple lesson on musical texture. The basic concepts of creating screens, adding text, sound, graphics, and interaction are demonstrated. Chapter Six gives an overview of "Lesson Writer." Chapters Seven, Eight, and Nine explain presentation screens (explanation), interactive screens (interrogative), and control screens (organizational) respectively. Chapters Ten, Eleven and Twelve introduce techniques for adding sounds, graphics and multimedia events (CD ROM and video disc) to CAI lessons. Chapter Thirteen shows random and branching operations in the "Lesson Writer." Chapter Fourteen includes a summary, suggestions for future study, and conclusions. In the appendices are (1) a list of lessons created using "LessonWriter," (2) a HyperCard and XCMD bibliography, (3) instructions for installing "Lesson Writer", (4) instructions for writing HyperTalk extensions to the "Lesson Writer," and (5) an annotated bibliography of dissertations written between 1982 and 1993 on the topics of computers and music. This bibliography was compiled by paraphrasing and condensing the abstracts provided by a computer search of Dissertation Abstracts International on the keywords, "computers" and "music." / School of Music

The purpose of this study was to investigate recruiting and retention practices for African American music students in selected colleges and universities. This study also investigated model programs formulated for the improvement of African American student enrollment in higher education, generally or in other professional fields and specialized programs.Subjects in the study were twenty-two music executives in music units of selected colleges and universities based on three general criteria as follows: (1) Historically Black Colleges and Universities whose enrollments were 4,000 and above; (2) Institutions that participated in the Richardson Study and cited for having success in minority student access, retention, and graduation; and (3) Institutions that participated in the National Black Student Retention Conferences (1987 or 1988).A survey questionnaire was completed by the subjects in order to determine the effectiveness of recruitment and retention practices and strategies employed by music units. The data were organized for analysis by frequencies, percentages and calculations of chi-squared statistics.The results of this study suggest that there are a variety of recruiting practices and admission policies that may impact increased enrollment of African American students in music units. Various retention practices were determined that may promote persistence and achievement. Support services were identified as financial resources and special assistance programs. Other factors included non-academic retention predictors and the presence of African American faculty in the music unit.Another valuable source of information regarding the recruitment and retention of Black students was found in eight model programs. Recruiting strategies included outreach programs, precollege programs, linkages with elementary and secondary schools, faculty, staff and alumni involvement, and flexible, multiple criteria for college admission. Retention strategies included support services that focused on the academic, cultural and social needs of African American students.This study revealed numerous findings which may be employed by music units. These findings offer supportive evidence for the development of model programs that promote and enhance access, retention, and graduation for the African American music student in higher education. / School of Music

The experimental choral psalm settings of Charles Ives (1874-1954) show rhythmic, melodic, and harmonic innovations that pre-date many of his composing contemporaries such as Schonberg and Stravinsky. Of these works, only Psalm 67 is performed regularly. Regardless of their historical significance, the remaining experimental settings; Psalms 14, 24, 25, 54, 100, 135, and 150 are rarely performed due in part to their level of difficulty.This study presents a series of learning sequences for these psalm settings that can be implemented into typical rehearsal periods for advanced or auditioned choral ensembles. The sequences includes choral exercises and drills that introduce pertinent scalar and tonal structures, harmonic considerations, and varying rhythmic patterns. Various techniques are applied including musical chunking and octave displacement.A preliminary study was performed for the learning sequences designed for portions of Psalm 25. Participants and observers found the learning sequences to be effective in fostering an efficient use of rehearsal time. Revisions to the sequences were made according to suggestions from choral music faculty observers and completed participant questionnaires. Upon completion of the revisions for the method for Psalm 25, similar learning sequences were developed for the remaining psalm settings. Gregg Smith, conductor of the Gregg Smith Singers and editor of the psalm settings, was also interviewed regarding his editing, rehearsing, and performing experiences with these works. / School of Music

The purpose of the study was to observe and document the manner through which eight students from two separate Grade 2 classes combined both syllabic (musical) and prosodic (word) rhythmic composing strategies during an eight week composing unit. Through the triangulation of data collected in the form of a research journal, student compositions, videotapes of composing behaviour, and transcriptions of group student interviews, integrated and music dominated group composing processes emerged, as well as four dominant trends of composing behaviour. First, a dialectical relationship between phrasal development and conception of meter was observed to exist depending upon student choice of composing strategy. Second, the influence of leadership roles was observed to play a dominant role in the determination of group composing process. Third, students exhibited differing modes of rhythmic perception during the assembly and performance stages of composition. Fourth and finally, an ambiguity regarding future preferred composing strategy was noted by students. Implications for education include the integration of cross-curricular (music and language) composing units. Further study of the influence of cooperative learning and student perception of meter within the domain of composition is recommended as children were capable of generating linguistic and musical learning opportunities “from the inside-out.”