Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.A.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 22, 2008) Includes bibliographical references.

Informacinė sklaida šiomis dienomis yra kaip niekad intensyvi ir įvairialypė. Komunikacinių kanalų gausa ir įvairovė sukuria galimybę aktyviai dalyvauti komunikaciniuose procesuose net pačioms mažiausioms ir uždariausioms visuomenės grupėms. Nuo to, kokiais visuomenės informavimo kanalais ir kokio pobūdžio informacija skelbiama apie tam tikrą grupę, gali priklausyti tiek jos visuomeninio įvaizdžio kaita, tiek tolimesnės raidos tendencijos. Elektroninės šokių muzikos subkultūra – viena iš įdomesnių sociokultūrinių grupių, kurios komunikacijos pobūdis su žiniasklaida ir yra šio darbo objektas. Darbe užsibrėžtas tikslas atskleisti žiniasklaidos ir elektroninės šokių muzikos subkultūros santykį, įvertinti šio santykio kiekybinius ir kokybinius pokyčius per dešimtmetį, išryškinti komunikacinius ypatumus bei išsiaiškinti komunikacijos privalumus ir trūkumus. Tyrimo hipotezės teigia, kad šiandien elektroninės šokių muzikos subkultūros ir žiniasklaidos bendradarbiavimas intensyvesnis nei prieš dešimtmetį, žiniasklaida subkultūrą reprezentuoja pozityviau, retesnis probleminis žinučių kontekstas. Užsibrėžtam tikslui pasiekti bei hipotezėms patikrinti išsikelti uždaviniai apžvelgti su subkultūra susijusius pranešimus naujienų portale Delfi.lt 2001m., 2002m. ir 2009m. spalio ir lapkričio mėnesiais bei naudojant interviu metodą apklausti ekspertus: elektroninės šokių muzikos subkultūros atstovus, žiniasklaidos priemonių redaktorius bei kultūros tyrimų specialistus. Teorinėje darbo dalyje... [toliau žr. visą tekstą] / Information spread nowadays is more intensive and miscellaneous than ever. Plenty of various communication channels enable even the smallest and most reserved society groups to participate in communication processes actively. The choice of certain communication channels and information, that should be published, may influence the changes of the group‘s public image as well as further development of it. Electronic dance music subculture is one of the most interesting sociocultural groups, therefore its communication with mass media has been chosen as the object of this paperwork. The goal of this paperwork is to reveal the relation between electronic dance music subculture and the media, to evaluate both quantitative and qualitative changes of this relation during the last decade, to highlight the most important features of the communication of this subculture, to find its main advantages and disadvantages. The hypothesis of the research suggests that the electronic dance music subculture is more visible in the media than it was a decade ago, that the problematic context of the messages is rarer, and the content of the messages is more positive and commercial. In order to achieve the chosen goal and to prove the hypothesis there were messages about the subculture, published in the news portal delfi.lt in October–November of 2001, 2002 and 2009, examined, and several experts – electronic dance music subculture members, media editors and culture researchers – interviewed. The... [to full text]

This mixed-method case study examined effects of high school musicians' participation in the jam session, a student-directed, extracurricular music activity. The single case study site was a rural British Columbia high school exceptional for its support of jamming. Forty-four subjects, including 21 who fully met stated criteria for jammers, and 13 non-jamming subjects, were studied over a period of four months. The general research question was: Does participation in a band room jam session benefit students cognitively and motivationally? Specific research questions were: Do students who informally jam on various forms of music enhance their music skills in the perception and meaningful manipulation of music elements, and if so, how? In what ways does Csikszentmihalyi's flow theory explain the continued participation of students in the jam session? Three quantitative instruments were administered to 13 jammers capable of playing a Bb Concert scale on a melody instrument as well as to a comparable group of 13 non-jammers. These instruments included Gordon's Advanced Measures of Music Audiation (AMMA), Froseth's Test of Melodic Ear-to-Hand Coordination (TMEHC), and a researcher-developed test of ear-to-hand coordination (SOR). An ANOVA test showed no significant difference between jammer and non-jammer groups on AMMA scores (p<0.05). ANOVA showed a notable but not significant difference (p<0.056) between groups on the TMEHC, while a Repeated Measures Analysis of pre/post test TMEHC scores showed no effect of jamming over a period of 10 weeks. ANOVA showed a very clear difference between groups on the SOR (p<0.001). Qualitative data collected via journaling, interviews, observation, and participant-observer tasks indicated that jammers were perceiving and manipulating music elements in meaningful ways, and also supported Csikszentmihalyi's flow theory as an explanation for jam session participation. In particular, flow characteristics including transformation of time, loss of self-consciousness, and challenge/skill balance were both observed and reported. The role of the teacher, the presence of a music subculture, and the pseudo-curricular nature of jamming were noted as possible topics for further research.

This mixed-method case study examined effects of high school musicians' participation in the jam session, a student-directed, extracurricular music activity. The single case study site was a rural British Columbia high school exceptional for its support of jamming. Forty-four subjects, including 21 who fully met stated criteria for jammers, and 13 non-jamming subjects, were studied over a period of four months. The general research question was: Does participation in a band room jam session benefit students cognitively and motivationally? Specific research questions were: Do students who informally jam on various forms of music enhance their music skills in the perception and meaningful manipulation of music elements, and if so, how? In what ways does Csikszentmihalyi's flow theory explain the continued participation of students in the jam session? Three quantitative instruments were administered to 13 jammers capable of playing a Bb Concert scale on a melody instrument as well as to a comparable group of 13 non-jammers. These instruments included Gordon's Advanced Measures of Music Audiation (AMMA), Froseth's Test of Melodic Ear-to-Hand Coordination (TMEHC), and a researcher-developed test of ear-to-hand coordination (SOR). An ANOVA test showed no significant difference between jammer and non-jammer groups on AMMA scores (p<0.05). ANOVA showed a notable but not significant difference (p<0.056) between groups on the TMEHC, while a Repeated Measures Analysis of pre/post test TMEHC scores showed no effect of jamming over a period of 10 weeks. ANOVA showed a very clear difference between groups on the SOR (p<0.001). Qualitative data collected via journaling, interviews, observation, and participant-observer tasks indicated that jammers were perceiving and manipulating music elements in meaningful ways, and also supported Csikszentmihalyi's flow theory as an explanation for jam session participation. In particular, flow characteristics including transformation of time, loss of self-consciousness, and challenge/skill balance were both observed and reported. The role of the teacher, the presence of a music subculture, and the pseudo-curricular nature of jamming were noted as possible topics for further research.

This mixed-method case study examined effects of high school musicians' participation in the jam session, a student-directed, extracurricular music activity. The single case study site was a rural British Columbia high school exceptional for its support of jamming. Forty-four subjects, including 21 who fully met stated criteria for jammers, and 13 non-jamming subjects, were studied over a period of four months. The general research question was: Does participation in a band room jam session benefit students cognitively and motivationally? Specific research questions were: Do students who informally jam on various forms of music enhance their music skills in the perception and meaningful manipulation of music elements, and if so, how? In what ways does Csikszentmihalyi's flow theory explain the continued participation of students in the jam session? Three quantitative instruments were administered to 13 jammers capable of playing a Bb Concert scale on a melody instrument as well as to a comparable group of 13 non-jammers. These instruments included Gordon's Advanced Measures of Music Audiation (AMMA), Froseth's Test of Melodic Ear-to-Hand Coordination (TMEHC), and a researcher-developed test of ear-to-hand coordination (SOR). An ANOVA test showed no significant difference between jammer and non-jammer groups on AMMA scores (p<0.05). ANOVA showed a notable but not significant difference (p<0.056) between groups on the TMEHC, while a Repeated Measures Analysis of pre/post test TMEHC scores showed no effect of jamming over a period of 10 weeks. ANOVA showed a very clear difference between groups on the SOR (p<0.001). Qualitative data collected via journaling, interviews, observation, and participant-observer tasks indicated that jammers were perceiving and manipulating music elements in meaningful ways, and also supported Csikszentmihalyi's flow theory as an explanation for jam session participation. In particular, flow characteristics including transformation of time, loss of self-consciousness, and challenge/skill balance were both observed and reported. The role of the teacher, the presence of a music subculture, and the pseudo-curricular nature of jamming were noted as possible topics for further research. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate