The daily production of overtones is not typically thought of as an elementary exercise for young saxophonists; in fact, the subject of overtones does not appear in most widely used method books designed for children. There are however a handful of books that have been written to help facilitate the student with playing in the altissimo range, and these books do in fact discuss overtones. However, these methods are aimed at the advanced player, not the young child, this is clear in the language that is used. Many collegiate saxophonists will be familiar with a few of these texts; Top Tones (S. Raschèr), Saxophone High Tones (E. Rousseau), and Voicing (D. Sinta). It is true that 80 years ago the altissimo register was thought of by most saxophonists to be an extended technique, but today the idea of playing high on saxophone is generally accepted if not unavoidable. Why is it that 80 years after the composition of some of the saxophone's most notable masterworks such as the concerti by Glazunov and Ibert, works that require 3 and a half to 4 octaves, does one still encounter students of various ages and ability opting to take certain passages down the octave? The student is not to blame here, the underlying issue is one of pedagogy. While saxophonists have come to terms with the altissimo range and its practicality, educators have still not reevaluated the way in which the student is prepared for this particular challenge. Perhaps when this situation is viewed under the gaze of Anthroposophy, educators might glean insight into the importance of early overtone study. This treatise will examine some of the core principles that form the pedagogical philosophy of Waldorf Education as prescribed by the Austrian-born scientific, literary and philosophical scholar Rudolf Steiner as well as their application to modern day saxophone pedagogy. / A Treatise submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Music. / Fall Semester 2018. / November 13, 2018. / anthroposophy, overtones, rascher, saxophone, steiner / Includes bibliographical references. / Patrick J. Meighan, Professor Directing Treatise; Clifton Callender, University Representative; Deborah Bish, Committee Member; Jeffrey Keesecker, Committee Member.

Community mural projects exist in a medium of high visual payoff, illustrating desired subject matter meant to serve a specific audience. While the result is indeed an important element, it is not the only point of emphasis. This dissertation focused on the community mural experience from the planning and installation phases, completed by youth volunteers at a teen center. Designed and executed through the lens of creative placemaking, this dissertation research relies on visual and narrative data. The findings highlight the importance of an inclusive interactive culture during community mural dialogues. As the researcher and facilitator, I enlisted participant feedback for both the pilot and primary mural projects, and led the transformation of both efforts onto their respective walls in the center. I used a visual journal to document the research. My arts based findings are centered on visual vignettes and artistic renderings made in response to the finished mural projects. In translating the impact and value of collaboration through art making, I argue in favor of involving the participant voice in all phases of the creative process. In addition to providing a workbook for initiating similar hands-on opportunities, I focus on the potential of executing murals with people rather than for them. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Education. / Fall Semester 2018. / November 8, 2018. / Aesthetic Identity, Arts Based Community Engagement, Community Engagement, Community Murals, Creative Placemaking, Empowerment / Includes bibliographical references. / Sara S. Shields, Professor Directing Dissertation; Stephen Tripodi, University Representative; Pat Villeneuve, Committee Member; Jeff Broome, Committee Member.

This research investigates how arts based research methods contribute to the development of a positive disability identity for a person living with invisible disabilities through the act of un/covering. Through the theoretical framework of critical disability studies, the intersection of identity, embodiment and agency are explored via narrative and visual methods of inquiry including reflexive journaling, drawing, watercolor and sculpture. The heuristic process of arts based reflexivity is then used as a means to create a comprehensive portrait of the disability experience. This study concludes with research implications that address teacher preparedness and the need for critical awareness in relation to complex concepts of critical disability studies such as performativity, vulnerability, the transitioning nature of identity. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 15, 2018. / Art Education, Arts Based Research, Disability Studies, Identity Development, Invisible Disabilities, Un/covering / Includes bibliographical references. / Rachel Fendler, Professor Directing Dissertation; Jim Dawkins, University Representative; Sara Scott Shields, Committee Member; Jeff Broome, Committee Member; Skip Horack, Committee Member.

The culture of the Pacific Northwest is formed by and around its natural environment. Cultural descriptions of the region usually highlight its spectacular scenery, its rich natural resources, and the connection that many residents feel with the land. Often, this connection takes on a spiritual quality, prompting some to identify a culture of nature religion in the region: a culture in which participants consider the natural world sacred, ordering their lives around its protection and conceptualizing their own welfare as inextricably tied to that of the environment. This thesis attempts to chronicle the development of such a culture of eco-spirituality from European exploration to present, locating today's reality firmly in a historical context. I argue that the region's history as a last frontier, dependence on natural resource extraction, and relative lack of institutional religious presence paved the way for a fusion of environmentalist activism and New Age spirituality in the 1980s. As spiritual concern infused environmentalism with ideological power, political battles intensified, publicity increased, and a new culture of eco-spirituality emerged to stamp itself indelibly on the face of the Pacific Northwest. / A Thesis submitted to the Program of American and Florida Studies in partial fulfillment of the requirements for the degree of Master of Arts. / Degree Awarded: Fall Semester, 2009. / Date of Defense: August 11, 2009. / 1980s, Environmentalism, Shibley, New Age, Environment, Nature Spirituality, Religion, Region, Washington, Oregon, Pacific Northwest / Includes bibliographical references. / Amanda Porterfield, Professor Directing Thesis; John Corrigan, Committee Member; Neil Jumonville, Committee Member.

This historical study examines the life of Milton Bradley in the context of his time. The primary question being asked in this study is: What contributions did Milton Bradley make to education during his lifetime, what, if any, affect did that have on art education, and how was that influenced by the circumstances of his life? Factors that influenced Milton Bradley include: the Victorian era, common schooling, moral education, progressive education, kindergarten, art education and business. Bradley's connection to both kindergarten and art education are explored in depth, and his contributions to both are examined. The information in this study is presented using the contextual approach to art history advocated by Tom Anderson and Melody Milbrandt (2005). Anderson and Milbrandt's contextual approach incorporates the use of social setting, mood, economic conditions, and other circumstances to interpret and evaluate the work in question. For the purposes of this study, Anderson and Milbrandt's contextual approach has been adapted to historical inquiry. Milton Bradley straddled the Victorian and Progressive era and was a product of his times. Findings indicate that while Milton Bradley held an important role in the kindergarten movement, his role in the field of art education is of a secondary nature. Milton Bradley helped facilitate the entrance of art education into the public schools with his production of art supplies and materials intended for the kindergarten classroom. Bradley's materials were designed for kindergarten first, and art education second, so ultimately, his contributions to art education were secondary in nature to his interest in the kindergarten / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Education. / Degree Awarded: Summer Semester, 2005. / Date of Defense: June 27, 2005. / Milton Bradley, Elizabeth Peabody, Froebel, Kindergarten, Art education / Includes bibliographical references. / Tom Anderson, Professor Directing Dissertation; Jeffrey Milligan, Outside Committee Member; Pat Villeneuve, Committee Member; Penny Orr, Committee Member.

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Engagement among adolescents is a crucial factor for identity formation and positive youth development (Barker, 2015; Kegan, 1994). To help address disengagement, socially engaged art education (SEAE) practices have emerged, combining art with action-oriented curricula to critically examine the community and connect to it through meaningful experiences (Helguera, 2011). This current study aimed to better understand how the social dynamics at school and in the student’s own neighborhood impacted the roots of engagement, particularly from school and the larger community, and to address the need to understand interventions that engage, such as those led by art. To study youth engagement in the context of disenfranchised school environments, I designed a pragmatic informed participatory research study, which included six art-infused civic activities that incorporated reflection, action, and artful dialogue framed by Reason’s (1994) co-operative inquiry process. Through this research approach, I explored the perceptions that 16 12th-grade high school students had about their community and their desire to connect and to serve. Using an embedded mixed-methods design (Creswell, 2014), the art-infused civic activities and data collection took place simultaneously. The methods used included questionnaires and surveys, field observations, participant-produced documents, visual methods, interviews, and focus groups. An analysis of the data yielded several findings regarding the participants’ perceptions and connections to their community. For the participants in this study, community was the product of finding and discovering commonalities and feeling safe, as well as having opportunities to attain new skills. The students identified a lot of deficiencies at school, which led them to feel that school was not part of their community. However, despite this apathy, the students expressed appreciation for opportunities that allowed them to bond with their peers and teachers. Engagement in the art-infused civic activities resulted in students attaining newly formed perspectives about their peers and the school staff. The participants reported viewing them as having the capacity to show a caring side. Through these activities, they also saw themselves as more empathetic and able to make an impact in their community. Although some of the participants had been involved in service activities prior to this study, they felt that in this study the experiences were more meaningful because they were able to reflect and understand the magnitude of their contribution. Even though most participants expressed having a desire to help both their community and school, they also felt that this could not be accomplished until they became financially stable. This study contributes to the field of art education by examining the viability of art projects that aim to address youth disengagement, and to better understand the impact that art education has on youth engagement dynamics in the context of low-SES communities. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / June 29, 2017. / Civic Engagement, Community Engagement, Participatory Research, Photovoice, Service-Learning, Youth Engagement / Includes bibliographical references. / Theresa Van Lith, Professor Directing Dissertation; Peter Easton, University Representative; Rachel Fendler, Committee Member; Sara Scott Shields, Committee Member.

The complete analysis of problems of solid mechanics must include the nonlinear effects of large deformations, inelastic material behaviour and changing boundary conditions. The finite element analysis of such problems using continuum finite elements is well established. However, the analysis of such problems using structural finite elements such as beams, plates and shells is still subject to restrictions which do not apply to continuum elements. The removal of these restrictions is important because (i) structural finite elements are widely used in current engineering practice (ii) the reduced number of variables associated with these elements leads to greater computational efficiency. The work carried out and reported in this thesis addresses the following areas of finite element analysis; the geometrically nonlinear analysis of two- and three-dimensional beams subject to arbitrarily large displacements and rotations; the elasto-plastic analysis of two- and three-dimensional beams using both multi-fibre and stress resultant approaches; the nonlinear analysis of two-dimensional reinforced concrete beams; the elasto-plastic analysis of shells using both the multi-layer and stress resultant approaches. A wide range of two- and three-dimensional problems have been analysed and the results reported. These problems cover a large number of two-dimensional beam, frame and arch problems including geometric and material nonlinearity. Results are compared with simple beam theory, other analytical solutions such as elliptic integrals, other finite element results and experimentation. Other problems analysed are three-dimensional beams with geometric and material nonlinearity, imperfect steel plates subject to large deformation elasto-plastic behaviour and two sample shell problems of practical application.