The Building Blocks of Trumpet is a comprehensive and fully modular method book specifically designed for beginner trumpeters. It is designed to be approachable and accessible, providing a reliable resource for both starting students and teachers alike. The book aims…
The Building Blocks of Trumpet is a comprehensive and fully modular method book specifically designed for beginner trumpeters. It is designed to be approachable and accessible, providing a reliable resource for both starting students and teachers alike. The book aims to tackle and answer the major questions and challenges that beginning trumpeters often encounter at the onset of their musical journey. Its content is structured in a way that naturally guides performers from the initial steps of learning their instruments and progressively leads them to mastery of foundational musical concepts. These concepts equip students with the necessary knowledge to actively participate and contribute to Western cultural communities.A key feature of this method book is its emphasis on fostering independent learning. It encourages students to delve into their private studies of music, guiding them through the process of perfecting their technique through routine exercises and understanding musical compositions through repertoire studies. Moreover, the progression presented in this book is not merely linear but also modular in design. The book is designed with plenty of material and organized in a clear and thoughtful manner. This allows students and teachers to design personalized lesson curriculums. The book's ultimate goal is to empower students to perform these exercises, etudes, and solos effectively and confidently to express their music to an audience.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
This paper presents three new arrangements of works for solo tuba and piano, originally written by Black composers before 1950. The works presented here include Méphisto masqué by Edmond Dédé, Three Arabian Dances by Amanda Aldridge, and Warbling in the…
This paper presents three new arrangements of works for solo tuba and piano, originally written by Black composers before 1950. The works presented here include Méphisto masqué by Edmond Dédé, Three Arabian Dances by Amanda Aldridge, and Warbling in the Moonlight by Alton Augustus Adams. Composer biographies, a formal analysis, and form diagrams are included for each piece, along with the new transcriptions.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
This research aims to identify ways in which student live-in Musician-in-Residence programs help meet the social needs of older adults through university partnerships. Independent Living retirement communities face a gap in music programming. Student live-in Musician-in-Residence programs like the one…
This research aims to identify ways in which student live-in Musician-in-Residence programs help meet the social needs of older adults through university partnerships. Independent Living retirement communities face a gap in music programming. Student live-in Musician-in-Residence programs like the one at Mirabella at Arizona State University (Mirabella at ASU) were used to help determine how music impacted the quality of life of retirees and how it affected their relationships with a younger generation. Only residents in Independent Living were included in the study. Prior research has shown that when an older adult relocates to senior living, it can be viewed stereotypically as a sign that they are diminishing their capacity to live independently and are preparing to live the rest of their lives detached from society. Additionally, research shows that some retirement communities are unaware of how music programs can encourage the fostering of meaningful relationships for independent retired adults. As adults are retiring earlier, they are living healthier lives and require quality programming that reflects their active lifestyle. In this research, the questions asked provided qualitative responses and residents shared anecdotal reports of their experiences. Questions were divided into two categories, 1). Residential history and prior music experience, 2). Sense of belonging and retention. The results of this study suggest that intergenerational music programs contribute to maintaining older adults' social and emotional health by providing opportunities to engage in music through observation and participation. They also show that music programs serve as conduits for fostering relationships between seemingly disparate groups, in this case, the older and younger populations.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
Saxophonists regularly transcribe works from the 19th and 20th centuries in order tobolster our repertoire from those eras. As one of the youngest concert instruments, few
substantial works exist for the instrument prior to the mid 20th century. By regularly
transcribing works…
Saxophonists regularly transcribe works from the 19th and 20th centuries in order tobolster our repertoire from those eras. As one of the youngest concert instruments, few
substantial works exist for the instrument prior to the mid 20th century. By regularly
transcribing works that are standards in other instruments’ repertoires, we have perpetuated
the historical underrepresentation of female composers from the same time period. In answer
to this, I have researched, analyzed, transcribed, and recorded four works originally for violin
and piano written by female composers born in the 19th century. This program represents
differing styles and nationalities, while being a cohesive program of works. The repertoire
consists of a set of character pieces by Ika Peyron, sonatas by Dora Pejačević and Germaine
Tailleferre, and finally a theme and variations by Teresa Milanollo to serve as a closer. Each
chapter provides insights into my transcription process and tables of the alterations made to
the original material, as well as short analyses of each piece.
i
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
Over the past fifty years, the number of new compositions written for trumpet has increased tremendously. Fueled by close collaboration between composers, performers, and organizations, audiences are yearning to hear these new works. The purpose of this doctoral project is…
Over the past fifty years, the number of new compositions written for trumpet has increased tremendously. Fueled by close collaboration between composers, performers, and organizations, audiences are yearning to hear these new works. The purpose of this doctoral project is to provide insight into how a commission for solo trumpet, All My Spirit Tingled, came to fruition and how a burgeoning soloist may best learn this challenging repertoire. The first chapter provides background on the composer, his musical vision, and the chosen soloist for this commission. The second chapter provides a detailed performance guide of All My Spirit Tingled, including references to technical studies, etudes, and solos from trumpet literature that may provide further material with which to grow as a performer of this work. The dissertation provides a professional recording of the premiere to assist the reader throughout the performance guide. This document also includes program notes for the composition, as well as composer biographical information, a list of other works by Robert Tindle featuring brass instruments, and a transcript of the composer and performer interview.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
This project is intended to fill gaps in the professional knowledge of music educators in the state of Arizona concerning the pedagogy, content, and importance of a visual education program in the scholastic marching band. It also aims to contribute…
This project is intended to fill gaps in the professional knowledge of music educators in the state of Arizona concerning the pedagogy, content, and importance of a visual education program in the scholastic marching band. It also aims to contribute to the general pool of knowledge surrounding visual education. While music educators are often expected to begin teaching marching band immediately following their graduation, many do not ever receive proper training in the visual aspect of the marching arts. The marching band is the most visible element of a holistic educational music program, and often represents the school to the community and the educator to their administrators. While significant music training is given at the collegiate level, many educators have not had further experience in the marching arts. The author uses his experience in Drum Corps International, as well as in teaching marching band to synthesize research-based practices into a handbook of immediately applicable visual pedagogical information that would be immediately useful to any music educator.
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)