Current scholarship recognizes that music is a powerful channel that can manifest individual identity. But such research takes for granted music as a symbol of collective cultural identity, and, therefore, neglects examining how music in general, but musical performance in particular, functions to produce and reproduce a society at large. Indeed, what is missing is a rigorous understanding of not only how the act of performing forms collective identity, but also how it acts as an agency, indeed, perhaps the only agency that enables this process. As Thomas Turino suggests, externalized musical practice can facilitate the creation of emergent cultural identities, and help in forming life in new cultural surroundings. The present thesis examines the dynamics between cultural identity and music from the perspective of the performing musician. By examining musical situations in the context of the Armenian – Canadian diaspora, I will show how performers themselves both evoke feelings of nostalgia for the homeland and maintain the traditions of their culture through the performance event, while simultaneously serving as cultural ambassadors for the Armenian – Canadian community. My thesis outlines four key themes that are crucial in understanding the roles of musicians in Armenian culture. They are tradition bearer, educator, cultural ambassador, and artisan. As boundaries between peoples and nations progressively blur, I conclude that performance proves a vital medium where a search for national identity can occur, frequently resulting in the realization of one’s ethnic identity. Ultimately, without the labors of the performing musician, music would be unable to do the social work that is necessary in forming cultural, social, or even personal identities.

No description available.

The purpose of this study was to examine and describe the process entailed in commissioning a new work for a high school music ensemble with a focus on the interpersonal relationships that exist among the student performers, their director, and the composer during a composer residency. With a multiple case study design, I examined the commissioned works projects of five cohorts that included one composer, three student performers, and one commissioning conductor. Each of the composers and commissioning conductors selected for participation in the study possessed extensive experience with commissioned works projects in school settings enabling them to draw on their past experience, as well as their experience working together on a commissioned work. The student performers were selected for the study based on their participation in a commissioned work project that included a composer residency with the commissioning conductor and commissioned composer associated with each cohort. Data was collected through interviews with the members of each cohort. Interview questions focused on understanding how each agent (student performer, music teacher, composer) contributes to the process of producing a new work through commission, how the interpersonal relationships between the agents function throughout the process, and how the outcomes of the process impact the agents’ experiences. The data gathered in the interviews was analyzed in light of these three foci and then re-examined to uncover themes common to multiple agents. Finally, the data was evaluated to determine how this information might shape future commissioning projects. I believe that the results of my investigation point to a greater understanding of the processes involved with the commissioning of a work, as well as the interpersonal relationships that exist within those processes. The results of my investigation formed a foundation for the construction of a concluding narrative providing step-by-step details that might be informative for music educators considering embarkation upon a commissioned work project.

abstract: Musicians have the potential to experience health problems related to their profession. The National Association of Schools of Music (NASM) requires schools to provide information about wellness. There are 634 degree-granting, not for profit, NASM accredited postsecondary music schools in America. This study examined the types of wellness resources offered at 387 of these schools or 60%. Wellness information was divided into three categories: physical, psychological and hearing. The types of resources offered, category of information and the size of the school were considered. Schools were emailed and their websites were searched for wellness information. Forty-eight percent of the schools had website information, 32% offered wellness workshops, 16% of the schools offered wellness courses, and 32% of the schools covered wellness information through other methods. Nineteen percent of the schools said that they did not offer courses or workshops and did not say how they are meeting the requirement. Physical wellness information was most widely available, followed by hearing information, while psychological wellness information was harder to find. Smaller schools were less likely to offer wellness courses but otherwise the size of a school did not play a significant role in the types of wellness resources they were able to offer. Based on the findings, more schools should incorporate wellness information on their websites and hold wellness workshops. Psychological wellness information should be more widely available. Schools should advertise the wellness information that they offer so that students are aware of the options available to them. / Dissertation/Thesis / Doctoral Dissertation Music 2016

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-22T19:00:12Z No. of bitstreams: 2 Dissertação - Simone de Miranda - 2015.pdf: 1737597 bytes, checksum: dae2d4d11fbafef9d823be9e0dee78c4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-23T11:02:44Z (GMT) No. of bitstreams: 2 Dissertação - Simone de Miranda - 2015.pdf: 1737597 bytes, checksum: dae2d4d11fbafef9d823be9e0dee78c4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-23T11:02:44Z (GMT). No. of bitstreams: 2 Dissertação - Simone de Miranda - 2015.pdf: 1737597 bytes, checksum: dae2d4d11fbafef9d823be9e0dee78c4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-28 / This dissertation aims to verify how does the formation of the pianist in the course of Bachelor of Music Qualification in Instrument - Piano, the School of Music and Performing Arts at the Federal University of Goiás (EMAC/UFG), keeping in view the demands of the current job market. For this, some issues that permeate the main theme have been described, including: the contemporary musician labor market, the various Pianist possibilities of action and competencies/skills, the objectives of higher education in music and some specific information about course in question, such as: history of the institution, physical space, Political Pedagogical Project, faculty evaluation to enter the course and graduate's profile. In addition to the literature was carried out field research, with questionnaires and observation of some subjects in order to see how the musical education of these students happens in practice throughout the course. This step included the participation of teachers and students of Bachelor of Music Qualification in Instrument - Piano EMAC/UFG. It was found that the labor market for the pianist is increasingly expanded, since these professionals can come to work in different ways and many different contexts to be in as a performer and/or as a teacher. In addition, it was observed that the course in question is also aware of demand in this market, however some changes in the performance of the student and the teacher will be necessary for the proposal of the Pedagogical Project politico does occur. / Esta dissertação de mestrado tem por objetivo verificar como ocorre a formação do pianista no curso de Bacharelado em Música Habilitação em Instrumento – Piano, da Escola de Música e Artes Cênicas da Universidade Federal de Goiás (EMAC/UFG), tendo em vista as demandas do mercado de trabalho atual. Para isso, alguns assuntos que permeiam o tema principal foram explanados, entre eles: o mercado de trabalho do músico contemporâneo, as diversas possibilidades de atuação do pianista e suas competências/habilidades, os objetivos do ensino superior em música e algumas informações específicas sobre o curso em questão, tais como: história da instituição, espaço físico, Projeto Político Pedagógico, corpo docente, avaliação para ingressar no curso e perfil do egresso. Além do levantamento bibliográfico foi realizada uma pesquisa de campo, com a aplicação de questionários e a observação de algumas disciplinas, com o intuito de verificar como a formação musical destes alunos acontece na prática ao longo do curso. Tal etapa contou com a participação de professores e alunos do curso de Bacharelado em Música Habilitação em Instrumento - Piano da EMAC/UFG. Foi possível constatar que o mercado de trabalho para o pianista está cada vez mais expandido, já que este profissional pode vir a atuar de diversas maneiras e nos mais diversos contextos, seja como performer e/ou como professor. Além disso, observou-se que o curso em questão também está atento a demanda deste mercado, entretanto, algumas mudanças na atuação do aluno e do professor serão necessárias para que a proposta do Projeto Político Pedagógico ocorra de fato.

Orientador: Valmir Antonio Zullian de Azevedo / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-25T07:27:53Z (GMT). No. of bitstreams: 1 Teixeira_ClarianaLia_M.pdf: 5414808 bytes, checksum: b635522012e9b3907edc2fd23703e1c0 (MD5) Previous issue date: 2014 / Resumo: O exercício da música como profissão exige mais do que qualidade técnica, concentração, processamento multissensorial de informações e memória, excepcional flexibilidade, coordenação, motricidade e destreza em uma postura específica e muitas vezes inadequada por longos períodos de tempo. Investigações epidemiológicas têm evidenciado um adoecimento expressivo dos músicos, que, em muitos casos, precisam interromper suas carreiras, tornando frequente o convívio com a dor. E todo o contexto de trabalho vivenciado pelos músicos proporciona um encontro entre o sofrimento gerado pelo trabalho e suas condições e a arte, como produto deste trabalho. A ergonomia pode contribuir tanto para a identificação dos riscos biomecânicos, organizacionais e psicossociais que permeiam as ocupações, quanto para direcionar diretrizes de prevenção e promoção à saúde. O desafio para a ciência da ergonomia encontra-se no fato de que esta não pode intervir diretamente na adaptação dos instrumentos de trabalho ou no ambiente de trabalho dos músicos de uma orquestra sinfônica. Considerando a importância da profissão do músico como objeto de pesquisa em saúde ocupacional e as exigências inerentes desta ocupação, acreditamos, tal qual ocorre em outras profissões, que esses fatores representem riscos ocupacionais relativamente pouco conhecidos e que sejam agravantes do risco de adoecimento. Os instrumentos de avaliação para identificação dos riscos biomecânicos foram o Strain Index (Moore and Garg, 1995) e o método Suzanne Rodgers, revisado por Thomas Bernard (2006), para obter o nível de risco de um instrumento musical em desenvolver desordens do membro superior distal e em outros segmentos corporais, respectivamente. Ambos foram aplicados em duas situações do cotidiano da população estudada: ensaios e apresentações públicas. Todos os instrumentos da orquestra sinfônica estudada oferecem algum tipo de risco biomecânico aos seus instrumentistas em sua execução, seja em ensaios, seja em concertos públicos, apontando a necessidade de uma maior atenção á saúde do músico (Leaver, Harris and Palmer 2011) / Abstract: The practice of music as a profession demands more than technique, concentration, multisensory processing of information and memory, exceptional flexibility, coordination, handling and dexterity in a specific posture, and most of the times inadequate, for long periods of time. Epidemiological investigation has been evidencing an expressive sickening of musicians, who, in most cases, have to interrupt their careers, making handling pain a constant in their lives. After all, even minor injuries carry the potential to terminate a musical career, which, as aforementioned, demands a very specific set of skills. Ergonomics can contribute to identifying biomechanical, organizational and psychosocial risks that permeate our occupations, as well as to direct the guidelines of health prevention and promotion. The challenge for ergonomics science lies on the fact that it cannot directly intervene in the adaptation of work instruments or the work environment of musicians in a symphonic orchestra. Considering the importance of the musician profession as a research subject for occupational health and the inherent demands of the job, we believe that, just as it occurs to other professions, these factors represent a relatively unknown occupational risk and are aggravators of sickening risks. Evaluation instruments to identify the biomechanical risks were the Strain Index (Moore & Garg, 1995) and the Suzanne Rodgers method revised by Thomas Bernard (2006) to obtain, respectively, the risk level of a musical instrument in developing disorders of the superior distal limb and in other body segments are exposed to Both were applied to everyday situations of the studied population: rehearsals and public performances. All instruments in the studied symphonic orchestra offer some level of biomechanical risk to its instrumentalists during execution, whether on rehearsals or public concerts, pointing us towards the necessity of attention to the musician health (Leaver, Harris and Palmer 2011) / Mestrado / Epidemiologia / Mestra em Saúde Coletiva

This thesis is concerned with the specific genre of biographical literature - autobiographies of czech rock musicians. Since the terminology in the topic of the thesis is unclear, the author is first going to define it. Furthermore it asks the question of who really is a old-timer as well as who is a rocker. The material studied are texts in which the narrator recalls his past life and tries to reconstruct their path of life. The author seeks thematic and formal parallels in the chosen autobiographies. Using these the author intends to define the specifics of the rock autobiography genre in the Czech Republic. Key words: rock, autobiography, old-timer, rock musician, stereotype

Notre recherche vise à étudier les relations entre musique et littérature au XIXe siècle à travers la figure de la musicienne et plus particulièrement à travers son corps. Le corps féminin apparaît comme un riche point de rencontre entre musique et littérature, facilitant d’une part la référence musicale dans les textes et créant d’autre part un système musico-narratif complexe ancré dans les discours socio-culturels du XIXe siècle. L’étude de textes canoniques de la littérature européenne nous permet d’envisager les musiciennes au sens large (compositrices, interprètes, prima donna et même auditrices) en combinaison avec différents discours sur le corps (philosophique, scientifique et social) afin d’apporter un regard nouveau sur les femmes et les arts. Notre approche est à la fois chronologique et thématique et s’attache à montrer une progression commune de la représentation du corps et de la musicienne dans les textes. Ainsi, les textes romantiques allemands présentent la musicienne comme un être évanescent et font d’elle le sujet de l’impossibilité de matérialiser l’abstrait. Les textes du milieu du siècle sont analysés parallèlement au discours clinique sur le corps et envisagent les musiciennes comme des monomanes. Les textes écrits par des femmes placent la musicienne – saine de corps et d’esprit – comme prêtresse d’une religion musicale. Enfin, dans les textes fin-de-siècle, le corps de la musicienne n’échappe pas aux théories de dégénérescence. L’étude parallèle de textes littéraires et de différents discours sur le corps pose ainsi les femmes, la musique et le corps comme un triptyque inévitable aux études de genre, de musique et de littérature. / This thesis examines the relations between music and literature through fictional women musicians in nineteenth-century European literature and more particularly through their bodies. The female body appears to be a rich juncture between music and literature, facilitating musical references in literature as well as creating complex musical narrative systems anchored in social, cultural and scientific discourses of the long nineteenth century. All types of women musicians are examined (singers, instrumentalists, composers, and even listeners) along with different discourses on the body (social, philosophical and scientific), shedding a new light on gender and the arts. Our chronological as well as thematic approach strives to highlight a common representation of the body and of female musicians in literature. German Romantic texts thus present women musicians as elusive figures who play a key role in the impossibility to materialise the abstract. Realist and sensation novels are analysed through a clinical perspective on the body and envision female musicians as monomaniacs. On the contrary, fiction written by female authors introduces empowered musicians as priestess of art. Finally, fin-de-siècle novels stage the female body as a degenerate entity of society. The parallel analysis of literary case studies with different perspectives on the body posits the women-music-body triangle as a new approach to gender, music and literature.

Through successful personal training, verified assessments, and professional applications, a musician can establish a personal career as a performing artist. This study seeks not only to explore the ways in which musicians can better their own musicianship, but to how they can inspire and empower others through philanthropic applications of their art. A musician’s laboratory exists both in the practice room and on the concert stage. Therefore, for twelve months, the author sought out the most diverse research and performance opportunities, including performances as a featured soloist in Canada and as guest timpanist with the Moscow Symphony in Russia. The project culminated in a benefit concert titled, …in loving memory, raising nearly $5,000 for the Alzheimer's Association. Through personal experiences, the author outlines the solo, small ensemble, and large ensemble performance opportunities that were pursued in order to improve his own musicianship and then applied to the performance of the benefit concert. Offering a "look behind the curtain," this document will also address the logistical hurdles for tackling a charitable event of this scale.

Current scholarship recognizes that music is a powerful channel that can manifest individual identity. But such research takes for granted music as a symbol of collective cultural identity, and, therefore, neglects examining how music in general, but musical performance in particular, functions to produce and reproduce a society at large. Indeed, what is missing is a rigorous understanding of not only how the act of performing forms collective identity, but also how it acts as an agency, indeed, perhaps the only agency that enables this process. As Thomas Turino suggests, externalized musical practice can facilitate the creation of emergent cultural identities, and help in forming life in new cultural surroundings. The present thesis examines the dynamics between cultural identity and music from the perspective of the performing musician. By examining musical situations in the context of the Armenian – Canadian diaspora, I will show how performers themselves both evoke feelings of nostalgia for the homeland and maintain the traditions of their culture through the performance event, while simultaneously serving as cultural ambassadors for the Armenian – Canadian community. My thesis outlines four key themes that are crucial in understanding the roles of musicians in Armenian culture. They are tradition bearer, educator, cultural ambassador, and artisan. As boundaries between peoples and nations progressively blur, I conclude that performance proves a vital medium where a search for national identity can occur, frequently resulting in the realization of one’s ethnic identity. Ultimately, without the labors of the performing musician, music would be unable to do the social work that is necessary in forming cultural, social, or even personal identities.