2nd Annual Student Academic Conference: Conference Program & Abstracts Volume II

Moorhead State University Student Academic Conference abstract book.https://red.mnstate.edu/sac-book/1001/thumbnail.jp

9th Annual Student Academic Conference

Minnesota State University Moorhead Student Academic Conference abstract book.https://red.mnstate.edu/sac-book/1008/thumbnail.jp

What\u27s News At Rhode Island College

https://digitalcommons.ric.edu/whats_news/1507/thumbnail.jp

The life and influence of string pedagogue Phyllis Young (b. 1925): from the Kansas Plains through the University of Texas String Project

Thesis (Ph.D.)--Boston UniversityThe purpose of this study was to examine the life of Phyllis Young (b. 1925) and her contributions to string education. The researcher explored her ancestry, childhood, education, personal life, and career as a cellist and string pedagogue. The study is divided into a prologue, five chapters, and an epilogue, and ends with her retirement from the University of Texas String Project in 1993. Phyllis Young, a faculty member at the University of Texas at Austin from 1953- 2007, was Professor of Cello from 1974-2007 and the Parker C. Fielder Regents Professor in Music from 1991-2007. She authored two books, Playing the String Game (1978) and The String Play (1986), and served as national president of the American String Teachers Association. She received that organization's Distinguished Service Award (1984) and the Paul Rolland Lifetime Achievement Award (2002). In 2006, the American String Teachers Association established an award in her name, The Phyllis Young Outstanding Studio Teacher Award. For forty years (1953-1993) Young was associated with the University of Texas String Project, a teacher training program that continues to serve as a model for numerous string programs nation-wide. She was director of the project from 1965-93. Young has given lecture-demonstrations, master classes, and workshops for string teachers in thirtythree countries on six continents and in forty-four of the American states. Her success as a pedagogue is substantiated through her numerous students, many of whom occupy significant musical positions in universities and orchestras, and as leaders in the string education field. Phyllis Young is a dedicated, passionate teacher whose legacy rests not only on her professional accomplishments, but also on her influence on those who have been associated with her. The success of her students, her influence on other string teachers and programs, and her two books, all lasting testaments to her commitment to excellence, can be considered the most significant components of her legacy

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 2005.

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 2005

Native Artists: Livelihoods, Resources, Space, Gifts

Examines the experiences of Ojibwe artists in Minnesota, including access to training, funding, space, paying markets, and institutional support; discrimination and isolation; and relationships with communities. Profiles artists and makes recommendations

Acts of Achievement: The Role of Performing Arts Centers in Education

Provides study of K-12 education programs offered by performing arts centers nationwide. Showcases 74 institutions that are partnering with local schools

Music - Media - History

Music and sound shape the emotional content of audio-visual media and carry different meanings. This volume considers audio-visual material as a primary source for historiography. By analyzing how the same sounds are used in different media contexts at different times, the contributors intend to challenge the linear perspective of (music) history based on canonic authority. The book discusses AV-Documents (analysis in context), methodological questions (implications for research, education, and popularization of knowledge), archives of cultural memory (from the perspective of Cultural Studies) as well as digitalization and its consequences (organization of knowledge)

Reimagining the Flute Masterclass: Case Studies Exploring Artistry, Authority, and Embodiment

This work explores the flute masterclass as an aesthetic, ritualized, and historically reimagined cultural practice. Based on fieldwork that took place between 2017 and 2019 in the United States, in Italy, and on the social media platforms Instagram, Facebook, and YouTube, I argue that the masterclass—an extension of the master/apprentice system that dominates learning in the classical music tradition—is characterized by embodied qualities of artistry and authority. These qualities are not inherent, but are perceived through subjective, social, familied, and affective bodies. Chapter One outlines the main themes and the research design. Chapter Two is a case study that analyzes the concept of charismatic authority in relation to an established flutist, his former teacher, and the influence of the French School of flute playing. Chapter Three discusses the role of sociality in professionalization and the search for artistry in a ten-day masterclass. Chapter Four, a case study of masterclasses at the National Flute Association Annual Convention, explores how flutists perform identity within the “imagined flute community” through gestural excess and modes of conduct. Chapter Five investigates flute masterclasses on the social media platforms Instagram, Facebook, and YouTube and the impact of online media on artistry, authority, and embodiment. Keeping in mind Latour’s actor-network theory, the “post-internet,” and the centralized web, I consider the reshaping and disruptive effects of social media on the traditional flute masterclass. I conclude that in order to continue as a relevant site for aesthetic experience and meaning-making, the flute masterclass must fashion a disciplined authority that respects the identity and selfhood of the student performer

Right Research

"Educational institutions play an instrumental role in social and political change, and are responsible for the environmental and social ethics of their institutional practices. The essays in this volume critically examine scholarly research practices in the age of the Anthropocene, and ask what accountability educators and researchers have in ‘righting’ their relationship to the environment. The volume further calls attention to the geographical, financial, legal and political barriers that might limit scholarly dialogue by excluding researchers from participating in traditional modes of scholarly conversation. As such, Right Research is a bold invitation to the academic community to rigorous self-reflection on what their research looks like, how it is conducted, and how it might be developed so as to increase accessibility and sustainability, and decrease carbon footprint. The volume follows a three-part structure that bridges conceptual and practical concerns: the first section challenges our assumptions about how sustainability is defined, measured and practiced; the second section showcases artist-researchers whose work engages with the impact of humans on our environment; while the third section investigates how academic spaces can model eco-conscious behaviour. This timely volume responds to an increased demand for environmentally sustainable research, and is outstanding not only in its interdisciplinarity, but its embrace of non-traditional formats, spanning academic articles, creative acts, personal reflections and dialogues. Right Research will be a valuable resource for educators and researchers interested in developing and hybridizing their scholarly communication formats in the face of the current climate crisis.