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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Musikalischer Raum und kompositorischer Gegenstand bei Edgard Varèse /

Steinhauer, Iakovos. January 2008 (has links)
Diss.--Frankfurt am Main--Johann Wolfgang Goethe-Univ., 2004. / Bibliogr. p. 256-262.
2

Musikalischer Raum und kompositorischer Gegenstand bei Edgard Varèse

Steinhauer, Iakovos January 2004 (has links)
Zugl.: Frankfurt (Main), Univ., Diss., 2004
3

Geometric pitch structure and form in Déserts by Edgard Varèse

Sprowles, Michael. January 2004 (has links) (PDF)
Thesis (M. Mus.)--University of Louisville, 2004. / Vita. Includes bibliographic references (leaves 60-62) and abstract.
4

The role of parameters in Octandre by Edgard Varèse

Young, John Joseph. January 1970 (has links)
Thesis (M.M.)--University of Wisconsin. / Includes bibliographical references.
5

Geometric pitch structure and form in "Déserts" by Edgard Varèse

Sprowles, Michael David January 1900 (has links)
Zugl.: Louisville, Ky., Univ. of Louisville, Thesis, 2004 / Hergestellt on demand
6

"The ear of imagination" die Ästhetik des Klangs in den Vokalkompositionen von Edgard Varèse

Jostkleigrewe, Anne January 2006 (has links)
Zugl.: Lüneburg, Univ., Diss., 2006
7

A paradigm for the study and performance of Integrales and Hyperprism, two instrumental works by Edgard Varese

Wood, Darrell Elroy 03 June 2011 (has links)
The first purpose of this study was to determine whether a statistically significant difference is observable between the effects of instructional gaming activities techniques and the effects of traditional lecture-demonstration techniques on the cognitive achievement of undergraduate university students enrolled in introductory music studies courses. The second purpose was to determine whether students evidence a statistically significant difference in their affective perceptions of these two teaching techniques when applied to university introductory music studies.Four null hypotheses were tested:H 0/1: At the conclusion of a five week experimental period, no significant difference (at the .05 level) will be evident between the experimental group (gaming techniques) and the control group (lecture demonstration techniques) on the posttest measure of cognitive achievement.H 0/2: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of cognitive achievement.H 0/3: At the conclusion of a five week experimental period, no significant difference will be evident between the experimental and control groups on the posttest measure of students' affective perception of the teaching techniques of their respective classes.H 0/4: A delayed interval posttest administered five weeks after the conclusion of the experimental period will evidence no significant difference between the experimental and control groups on the measure of students' affective perception of the teaching techniques of their respective classes. The research population consisted of 147 students representing each of the four years of university matriculation. Both the experimental group and the control group consisted of students enrolled in one class of a 100-level introductory course in music studies for the general university student ("music appreciation"), and in two classes of a 300-level course in introductory music studies for prospective elementary classroom teachers. Five experienced university instructors taught the six classes involved. A syllabus that included nine sequenced instructional gaming activities was designed specifically for use in the experimental classes.A 2 x 2 nonequivalent control group design was adopted to facilitate pair-wise analysis of mean scores. The experimental and control groups were statistically equated on the basis of College Board Scholastic Aptitude Test verbal and mathematical mean scores and cognitive achievement pretest mean scores. Posttest and delayed interval posttest cognitive achievement adjusted mean scores and affective perception observed scores were obtained. Significance of the treatment variable was determined by means of analyses of variance and covariance.Based on statistical findings, H 0/1 was rejected at the .05 level of significance at the 100-course level. Conversely, H0 was supported at the 300-course level. In other words, at the 100-level, findings of the posttest showed that students taught by means of gaming techniques attained a significantly higher level of cognitive achievement than students taught by means of lecture-demonstration techniques. At the 300-level, findings of the posttest showed that students taught by means of gaming techniques evidenced no significant differences in cognitive achievement compared with students taught by means of lecture-demonstration techniques. H 0/2 was rejected at the .05 level of significance at both the 100- and 300-course levels, but findings differed between course levels. At the 100-level, the class taught by means of gaming activities evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the class in which lecture-demonstration techniques were applied. At the 300-level, classes in which lecture-demonstration techniques were applied evidenced a significantly higher level of cognitive achievement on the delayed interval posttest than the classes taught by means of gaming activities.H 0/3 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a posttest measure of students' affective perception.H4 was rejected at the .05 level of significance unilaterally at both the 100- and the 300-course levels. Gaming techniques were highly preferred (at the .001 significance level) over lecture-demonstration techniques on a delayed interval posttest measure of students' affective perception.The findings of this study appear to support the following conclusions:1. The gaming activities developed for this study are an effective means by which to promote cognitive learning in university introductory music studies.2. The student population of this study strongly preferred gaming activities over lecture-demonstration as the teaching technique in university introductory music studies.
8

Edgard Varèse and the visual arts /

Mattis, Olivia. January 2001 (has links)
Diss.--Philosophie--Stanford, Calif.--Univ., 1992. / Bibliogr. p. 362-399. Index.
9

Varèse : héritage et confluences : les masses sonores, l'espace du son, la spacialisation /

Horodyski, Timothée, January 2000 (has links)
Th. Etat--Esthétique, sciences et technologies de la musique--Paris-8, 1998. / Bibliogr. p. 489-503.
10

Frank Zappa's orchestral works art music or "bogus pomp"? /

Wright, Allan. January 2007 (has links)
Thesis (MMus(R)) - University of Glasgow, 2007. / Includes bibliographical references. Print version also available.

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