Gwyneth Walker’s use of melodic motive and tonal centricity to depict E. E. Cummings’ Poetry in the Cycle “though love be a day.”

I. Opera Role: Thursday, April 11, 2013, 7:30 p.m., Taylor Theatre. Noémie in Cendrillon (Jules Massenet) II. Solo Recital: Sunday, April 21, 2013, 5:30 p.m., Recital Hall. "The Blessed Virgin's Expostulation" (Henry Purcell, realized by Benjamin Britten); "Suleika I" D. 720 , "Suleika II" D. 717 (Franz Schubert); "Nur wer die Sehnuscht kennt," "Heiβ mich nicht redden, heiβ mich schweigen," "So laβt mich scheinen, bis ich werde" from Lieder und Gesänge aus Wilhelm Meister, op. 98a (Robert Schumann); "Solveigs Sang," "Solveigs Vuggesang" from Peer Gynt, op. 23 (Edvard Grieg); Try Me, Good King Last Words of the Wives of Henvry VIII (Libby Larsen) III. Solo Recital: Sunday, April 13, 2014, 5:30 p.m., Recital Hall. "Wir eilen mit schwachen, doch emsigen Schritten" from Jesu, der du meine Seele, BWV 78 (Johann Sebastian Bach); "Wenn des Kreuzes Bitterkeiten" from Was Gott tut, das ist wohlgetan, BWV 99 (Johann Sebastian Bach); "Слезы," "В огороде, возле броду," "Рассвет" from Шесть Дуэтов (Six Duets), op. 46 (Pyotr Ilyich Tchaikovsky); "La pesca" from Soirées musicales (Gioacchino Rossini), "Le gittane" from Péchés de vieillesse (Gioacchino Rossini); Pavane, op. 50 (Gabriel Fauré), El desdichado (Camille Saint-Saëns); Chanson Espagnole (Claude Debussy); "Rede, Mädchen, allzu liebes," "Die grüne Hopfenranke," "Ein kleiner, hübscher Vogel," "Wenn so lind dein Aug emir," "Am Donaustrande, da steht ein Haus," "Nein, es ist nicht auszukommen," "Schlosser auf! Und mache Schlösser," "Ein dunkeler Schacht ist Liebe," "Es bebet das Gesträuche" from Liebeslieder Walzer, op. 52 (Johannes Brahms) IV. Solo Recital: Sunday, October 26, 2014, 5:30 p.m., Recital Hall. The Telephone (Gian-Carlo Menotti) V. D.M.A. Research Project. GWYNETH WALKER'S USE OF MELODIC MOTIVE AND TONAL CENTIRICITY TO DEPICT E. E. CUMMINGS' POETRY IN THE CYCLE "THOUGH LOVE BE A DAY." This document provides an overview of E. E. Cummings' and Gwyneth Walker's biographical information and artistic output before analyzing the harmonic and melodic motives Walker uses in the four settings of E. E. Cummings poetry found in this song cycle

Ontogenetic changes in the thermal and buoyant properties of Atlantic Bottlenose Dolphin (Tursiops truncatus) blubber

The thermal properties of cetacean blubber are influenced by its lipid content and thickness. In Atlantic bottlenose dolphins (Tursiops truncatus), both these features vary across ontogeny and with reproductive and nutritional status and, thus, may result in ontogenetic differences in blubber’s insulative quality. Lipid and water contents, and thermal conductivity and thermal insulation values of Atlantic bottlenose dolphin blubber were measured across fetal through adult life history categories (n = 36), and in pregnant females (n=4) and emaciated animals (n = 5). The thermal conductivities of deep and superficial blubber layers were also measured. Thermal conductivity varied significantly across ontogeny. Fetal through sub-adult life history categories had significantly lower mean thermal conductivity values (0.11 to 0.13 ± 0.01 W/m°C) than adults (0.18 ± 0.02 W/m°C). The conductivity of blubber from pregnant females was similar to non-adult categories, while that of emaciated animals was significantly higher than all other categories. The conductivity of superficial blubber was 37% higher than that of deep blubber. Across life history categories, the conductivity of superficial blubber was similar, while that of deep blubber was significantly greater in emaciated animals. Thermal insulation varied significantly across life history categories. Sub-adults and pregnant females had the highest insulation while fetuses and emaciated animals had the lowest insulation across life history categories. The insulation of neonates and juveniles was similar to that of adult dolphins. Heat flux measurements at the deep blubber surface were significantly higher than that at the superficial surface and this difference in heat flux was significantly correlated with blubber thickness. This pattern was not observed in control materials, polystyrene foam and white pine wood. In nutritionally dependant life history categories, changes in blubber’s thermal insulation resulted from changes in blubber thickness (i.e. quantity) and not thermal conductivity (i.e. quality). Conversely, in nutritionally independent animals, blubber quantity remained stable while blubber quality varied. Differences in conductivity through the blubber depth support the characterization of deep blubber as more insulative and metabolically active layer of lipid deposition and mobilization. Finally, blubber’s composition and its ability to absorb heat suggest that it likely is a phase change material. Blubber is the hypertrophied hypodermis of cetaceans composed primarily of adipocytes and structural fibers. Because the density of lipid is less than that of seawater, blubber has the potential to contribute to positive buoyancy. The blubber of Atlantic bottlenose dolphins (Tursiops truncatus) varies both in thickness and lipid content across ontogeny and with reproductive and nutritional status. This variation in blubber’s quantity and quality may significantly influence its contribution to buoyancy. To measure blubber’s buoyant force, its density was measured volumetrically and its volume was calculated at two body sites (trunk and tailstock), across an ontogenetic series of bottlenose dolphins and in pregnant females and emaciated animals. Lipid and water content were measured to correlate compositional changes with differences in blubber’s buoyant force. The density of blubber from the trunk region (mean ± standard error = 1043.1 ± 13.18 kg/m3) was similar to that of the tailstock (mean = 1077.1 ± 24.17 kg/m3) and these were not significantly different than the density of seawater (1026 kg/m3). Density in these regions was also similar between life history categories. Blubber volume in the trunk and tailstock regions increased over two orders of magnitude between fetuses and adults. The buoyant force of trunk blubber was similar across categories (mean = –0.91 ± 8.85N) and was not significantly different from neutral buoyancy (0N). Trunk blubber of emaciated animals was twelve times more negatively buoyant than that of adults. The buoyant force of tailstock blubber was similar between life history categories (mean = –0.30 ± 1.83 N). For groups with a sufficient sample size for statistical analyses (fetus, neonate, and juvenile), mean total buoyant force of blubber was 0.61 ± 7.45 N and was not significantly different between these groups. Despite significant differences in lipid content and volume across life history categories, blubber’s contribution to buoyancy remained neutral. Because this body compartment is nearly 25% of total body mass, it may be essential for this tissue to be neutrally buoyant. Pregnancy and emaciation can significantly influence blubber’s contribution to buoyancy and may impose additional locomotor costs associated with overcoming a positive or negative vertical force. vii

Listening and thinking: A pilot study

The two purposes of this pilot study were: to classify fifth-grade students’ verbal responses as either Musical Term or Affective/Associative, and to determine if there was a significant difference between subjects’ verbal responses in written and spoken forms. Fifth-grade subjects (n = 40) completed the “Listening and Thinking” measure, consisting of six open-ended questions based on two pairs of instrumental musical examples. Half the subjects responded in written form while the other half responded in oral form. In a Two-way analysis of variance (ANOVA), a disordinal interaction was found (p = 0.01) such that there were more spoken responses referring to musical terms, and more written responses referring to affective/associative responses. The subjects provided significantly (p = 0.00 1) more musical term than affective/associative responses. There were, however, no significant differences found in the subjects’ responses by musical example, by order of musical examples, or by form of data. For affective and associative responses, written data may prove to be more useful than spoken data, and written responses to music listening appear to be as effective as spoken data. These results have implications for future investigations of cognitive and affective responses to music listening and evaluations of music listening instruction

Carl Orff: Musical humanist

Beyond the obvious knowledge and skills imparted, education respects and enables students in ways that training does not. Composer Carl Orff articulated a central theme of his approach to education also known as Orff-Schulwerk, or schooling in music through active involvement when he wrote: “Anyone who has worked with children or young people in the spirit of Schulwerk will have discovered that it has a humanizing influence which transcends its musical function.” This paper is an exploration of the Schulwerk in terms of its humanizing potential as well as a comparison of the Schulwerk to humanism as articulated by Abraham Maslow and Carl Rogers

The effect of diliberating [i.e. deliberating] dilemmas on decision-making as measured by the Iowa Gambling Task

Decision-making research using the Iowa Gambling Task (IGT) has uncovered gender differences in performance. Men’s scores on the IGT are significantly higher than women’s scores. Previous research established that reading Personal Moral dilemmas during performance of the IGT increased women’s scores equal to that of men. The proposed research looks to answer the questions; will women’s performance increase when the Personal Moral dilemmas are read prior to performing the IGT and will Non Moral dilemmas also increase performance? Gender differences are eliminated in all conditions. Women’s scores on the IGT are increased in all conditions when dilemmas are read prior to the IGT

The effect of critical thinking instruction on verbal descriptions of music

The purpose of this study was to determine the effect of critical thinking instruction on music listening skills of fifth-grade students as measured by written responses to music listening. The researcher compared instruction that included opportunities for critical thinking (Critical Thinking Instruction, CTI) with parallel instruction without critical thinking opportunities (Activity-Based Instruction, ABI). The same music teacher delivered both instructional treatments concurrently in a series of sixteen, forty-five minute classroom lessons. Two randomly-assigned, intact classes of participants (n = 41 and 40) comprised the CTI and ABI treatment groups, respectively. Three independent judges scored participants’ pretest and posttest responses using a researcher-designed instrument. Using a multivariate analysis of variance (MANOVA), the researcher found a significant test by treatment interaction. The post hoc analysis indicated that while the CTI participants scored higher on the posttest as compared with the pretest, ABI participants demonstrated no significant differences by test. Readers should note the larger than expected standard deviations when considering the positive effects of the CTI treatment . Implications include recommendations for future research and for designing music listening lessons to incorporate critical thinking skills in classroom music instruction

Scaling of post-contractile phosphocreatine recovery in white muscle of black sea bass, Centropristis striata

During somatic growth, increases in fish muscle mass occur both by hyperplasia and hypertrophy, and in some species the hypertrophic phase of growth leads to very large fiber diameters. Large fiber size leads is associated with low fiber surface area to volume (SA:V), which may (1) limit O2 flux across the sarcolemmal, (2) create potentially large intracellular diffusion distances between mitochondria, and (3) lead to diffusive constraints on aerobic metabolism. This study examined the effects of intracellular metabolite diffusion by investigating how the rate of post-contractile phosphocreatine (PCr) recovery in isolated epaxial white muscle from black sea bass (Centropristis striata) scales with body mass (and fiber size). Isolated muscle fibers from different sized fish (5.7 to 4159.4 g) were stimulated until PCr was depleted. The use of isolated fiber bundles in a high PO2 superfusion medium eliminated the confounding effects of fiber SA:V on oxygen flux across the membranes. Light microscopy and transmission electron microscopy techniques were employed to characterize fiber size and intracellular structure. White muscle fiber diameters increased significantly during growth, and became very large in adult fish (>250 µm). Mitochondrial density and cytochrome-c oxidase (COX) activity scaled negatively with increasing body mass, and had similar scaling exponents to each other. Sub-sarcolemmal mitochondrial volume per sarcolemmal membrane area significantly increased during fiber growth, indicating a shift in mitochondria towards areas of higher PO2 at the periphery of the fiber. Despite differences in fiber size, aerobic capacity, and intracellular diffusion distances between size classes, the post-contractile recovery rate of PCr was size independent. Further, a mathematical reaction-diffusion analysis indicated that the rate of PCr resynthesis was too slow to be limited by intracellular metabolite diffusion. These results suggest that in these white fibers, the rate of PCr recovery is limited by the low mitochondrial density. Additionally, the change in mitochondrial distribution with increasing fiber size suggests that low SA:V and limited O2 flux is a more important design constraint in large fibers of fish white muscle than is intracellular metabolite flux

Shape note singing: An American tradition with Kodaly applications

The article discusses the history and development of shape note singing in the U.S. Shape-note singing is recognized as one of the original style of American music. Shape-note singing derives its name from the use of shaped note-heads during 18th-19th centuries. It delivers significant remarks in both social and religious aspects. It cites that the music characteristics of the shaped notation assists music literacy

Creating meaningful music listening experiences with active music making

Of all musical activities, music listening is the most ubiquitous and essential to all other musical endeavors. In practice, however, music listening is often over-looked as a passive and prescribed activity. This article has a three-fold purpose: (1) to describe music listening as a thoughtful, creative, and purposeful activity; (2) to explore the connections among the four active musicmaking approaches in terms of music listening; and (3) to suggest ways teachers can incorporate meaningful and active music listening activities into their teaching practice. Topics in the first section include foundations of music listening as an activity and what research in related literature offers. The second section contains an exploration of links among the four active music-making pedagogies and their relationship to music listening as instruction, with an emphasis on Orff-Schulwerk and its connections to other active music-making pedagogies. Finally, the third section presents two practical applications of music listening instruction paired with active music-making tasks. Because the National Cultural Policy now links with the Australian Curriculum, implications for the Australian music and general classroom educators concludes this article

Promoting technology-based collaboration among pre-service music educators: An inter-university project

The purpose of this inter-university project was to explore pre-service teachers’ perceptions ofcollaboration and use of online technology. Twenty-two undergraduate music education majors fromtwo separate universities participated in an eleven-week collaborative project to develop, teach, andself-assess general music lesson plans via a variety of student-selected online technologies. Todetermine the participants’ perceptions, the researchers administered the quantitative TechnologyIntegration Confidence Scale and periodic qualitative questionnaires consisting of open-endedquestions. Participants showed positive quantitative gains in understanding technology operationsand concepts, planning and designing learning environments, applying technology, assessment, andunderstanding ethical and legal issues in the classroom. From the qualitative data, the researchersfound four emergent themes relating to communication and pedagogical knowledge: (1) versatilityand potential of collaborating through technology, (2) barriers and challenges to effectivecommunication, (3) importance of collaborative communication, and (4) increased personaleffectiveness through reflective growth. Participants reported that working through collaborativeassignments increased their self-confidence and reflective thinking skills, as well as helping themrecognize the value of communication in terms of curriculum and instructional effectiveness. Thesefindings highlight the importance of identifying strategies to instruct, motivate, and evaluate pre-servicemusic teachers as they develop 21st century skills and music teaching competencies. Toconclude, the co-authors discuss implications of technology-based collaborations beyond musiceducation for the teaching profession in general