Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (D.M.A.)--University of Oregon, 2002. / Reproduced from typescript. Includes vita and abstract. Includes bibliographical references (leaves 240-261).

Thesis (Ph. D. in History)--University of California, Berkeley, December 1992. / Includes bibliographical references.

Since European settlement of Australia, patriotic and nationalistic songs have provided entertainment and given an emotional outlet to the people of Australia. Due to their largely printed form, a significant proportion of these songs is still extant. The songs form a distinct subset of the larger popular song tradition. / This thesis documents and analyses all known patriotic and nationalistic songs written and published in sheet music form to the close of World War One. This end date has been determined because it represents a peak in this genre and also signals a radical shift in direction for popular songs with the advent of widespread music recording and broadcasting. / Distinct historical events (e.g. the Sudan conflict, Boer War, and First World War) or themes (e.g. military threats, the rising nationalism leading to Federation of Australian colonies) which influenced or inspired songs in this genre will be discussed. Songs are grouped in distinct chronological or thematic samples. The songs are analysed in this thematic context and then treated using more conventional musicological techniques. The often conflicting ideals of patriotism and nationalism are discussed using the songs as a reflection of contemporary opinion.

Thesis (M.A.)--Cincinnati Christian University, 2009. / Includes abstract and vita. Bibliography: l. 134-140.

The aim of this study was to explore how musicking (a term denoting any music related activity, see Small 1998, p. 9) could be used locally to support people with dementia and their caregivers in a sustainable manner. The data for the study came primarily from a group known as “Song Birds”, a community-based volunteer music group working with people with dementia and their caregivers in the south of England. Participant observation was combined with interviews and an extensive ethnographic study of the music and care world surrounding the group. The data was explored using a grounded theory approach investigating three time phases, “preparation for the events”, “during the events” and “in-between and after the events”. The main findings related to the lay crafting of the events and the emergence of pathways between “music and care nodes” in a local, social network. The preparatory physical and social crafting of Song Birds events created a transitional time and place that guided the participants from everyday life into their collective musicking. This crafting was essential to the success of the musicking and produced inclusive activities that considered the different capabilities of all participants. As a result of these carefully crafted events, dementia identities were temporarily displaced and relationships were transformed. The musical repertoire was an important resource in this crafting and evolved according to the participants’ changing situations. The positive musical benefits and affordances (see DeNora 2000) from such weekly events could be transferred into participants’ everyday lives through multiple music and care groups and the pathways that connected those groups which constituted a “music and care world”. Such musically fostered networks helped generate a virtuous cycle that maintained the music group as a sustainable activity. As dementia care was a long-term activity, such sustainability was important to the on-going community support for people affected by dementia. Community musicking thus allowed people affected by dementia, their relatives and friends to remain together.

Die Praxis der interkulturellen Musikpädagogik verfolgt Ziele und Absichten auf einer sachbezogenen, einer musikpraktischen., einer reflektierenden und einer kompetenzorientierten Ebene. Die Theorie der interkulturellen Musikpädagogik hinterfragt dazu die relevanten Begriffe und Bedeutungszuweisungen, die mit diesen Zielen verbunden sind und versucht ihre Verwendungsweisen zu klären. Vor allem in der Auseinandersetzung mit einem bedeutungsorientierten Kulturbegriff, den die Autorin bereits in früheren Publikationen als Grundlage für die Inszenierung interkultureller Bildungsprozesse vorgeschlagen hat, wird deutlich, dass kulturelle Zugehörigkeitsgefühle konstruiert sind, dass vor allem in multikulturellen Gesellschaften kulturelle Zuordnungen sowie Abgrenzungen nicht als Folge von Enkulturationsprozessen (also dem Hineinwachsen in eine bestimmte Kultur), sondern im Kontext flexibler Identitätsbildungen zu erklären sind. Auch in den drei auf der Tagung besprochenen Schulstunden finden kulturelle Konstruktionsprozesse und interkulturelle Begegnungen statt, ohne dass sie expliziter Unterrichtsinhalt wären. Die Analyse ausgewählter Unterrichtssequenzen zeigt, wie in diesen didaktisch nicht gestalteten interkulturellen Situationen ungelöste Fragen und Probleme auftreten. Um dies zu vermeiden werden Handlungsalternativen vorgeschlagen, wie durch mehr Aufmerksamkeit und geringfügig veränderten unterrichtlichen Inszenierungen kulturelle Fremdzuschreibungen im Sinne von Ethnisierungen und Stigmatisierungen verhindert und ein differenzierterer Blick auf Inhalte erreicht werden kann. / The praxis of intercultural music education/pedagogy has an agenda and objectives on an issue-related, a reflective and a competence-oriented level as well as on the level of music practice. The theory of intercultural music education/pedagogy questions the relevant terms and allocation of meaning which are associated with these objectives and tries to clarify the manner of applying them. Especially in the examination of a meaning-oriented culture concept, which has already been proposed by the author in previous publications as the basis of an orchestration/organization of intercultural educational processes, it becomes clear that cultural sense of membership is constructed. Cultural attribution as well as demarcation in multicultural societies are to be explained not as a result of enculturation processes (that is the growing into a particular culture), but rather in the context of flexible identity formation. Also in the three lessons discussed at the symposium, cultural construction processes and intercultural encounters take place without being explicitly part of tuition. The analysis of selected class sequences shows how unsolved questions and problems arise in these didactically non-arranged situations. In order to avoid this, action alternatives are suggested; it is proposed how cultural ascription in the sense of ethnicization and stigmatization can be avoided and how a more differentiated view on contents can be achieved by the means of more attention and marginally modified tuition organization.

Die Praxis der interkulturellen Musikpädagogik verfolgt Ziele und Absichten auf einer sachbezogenen, einer musikpraktischen., einer reflektierenden und einer kompetenzorientierten Ebene. Die Theorie der interkulturellen Musikpädagogik hinterfragt dazu die relevanten Begriffe und Bedeutungszuweisungen, die mit diesen Zielen verbunden sind und versucht ihre Verwendungsweisen zu klären. Vor allem in der Auseinandersetzung mit einem bedeutungsorientierten Kulturbegriff, den die Autorin bereits in früheren Publikationen als Grundlage für die Inszenierung interkultureller Bildungsprozesse vorgeschlagen hat, wird deutlich, dass kulturelle Zugehörigkeitsgefühle konstruiert sind, dass vor allem in multikulturellen Gesellschaften kulturelle Zuordnungen sowie Abgrenzungen nicht als Folge von Enkulturationsprozessen (also dem Hineinwachsen in eine bestimmte Kultur), sondern im Kontext flexibler Identitätsbildungen zu erklären sind. Auch in den drei auf der Tagung besprochenen Schulstunden finden kulturelle Konstruktionsprozesse und interkulturelle Begegnungen statt, ohne dass sie expliziter Unterrichtsinhalt wären. Die Analyse ausgewählter Unterrichtssequenzen zeigt, wie in diesen didaktisch nicht gestalteten interkulturellen Situationen ungelöste Fragen und Probleme auftreten. Um dies zu vermeiden werden Handlungsalternativen vorgeschlagen, wie durch mehr Aufmerksamkeit und geringfügig veränderten unterrichtlichen Inszenierungen kulturelle Fremdzuschreibungen im Sinne von Ethnisierungen und Stigmatisierungen verhindert und ein differenzierterer Blick auf Inhalte erreicht werden kann. / The praxis of intercultural music education/pedagogy has an agenda and objectives on an issue-related, a reflective and a competence-oriented level as well as on the level of music practice. The theory of intercultural music education/pedagogy questions the relevant terms and allocation of meaning which are associated with these objectives and tries to clarify the manner of applying them. Especially in the examination of a meaning-oriented culture concept, which has already been proposed by the author in previous publications as the basis of an orchestration/organization of intercultural educational processes, it becomes clear that cultural sense of membership is constructed. Cultural attribution as well as demarcation in multicultural societies are to be explained not as a result of enculturation processes (that is the growing into a particular culture), but rather in the context of flexible identity formation. Also in the three lessons discussed at the symposium, cultural construction processes and intercultural encounters take place without being explicitly part of tuition. The analysis of selected class sequences shows how unsolved questions and problems arise in these didactically non-arranged situations. In order to avoid this, action alternatives are suggested; it is proposed how cultural ascription in the sense of ethnicization and stigmatization can be avoided and how a more differentiated view on contents can be achieved by the means of more attention and marginally modified tuition organization.