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Dig Down Music An Approach to Life-Long Musicianship Through the Facilitation of Flexible, Stratified Repertoire
Dig Down Music An Approach to Life-Long Musicianship Through the Facilitation of Flexible, Stratified Repertoire
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151957
- ISBN
- 9798383226193
- DDC
- 780
- 저자명
- Farkas, Scott.
- 서명/저자
- Dig Down Music An Approach to Life-Long Musicianship Through the Facilitation of Flexible, Stratified Repertoire
- 발행사항
- [Sl] : University of Washington, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 171 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Whiting, Bonnie.
- 학위논문주기
- Thesis (D.M.A.)--University of Washington, 2024.
- 초록/해제
- 요약I believe that everyone can and should make music for their whole lives. This dissertation explores repertoire and facilitation techniques that encourage more people to participate in active music-making. I provide some context for this position through my experience as a music teacher and arts administrator at a rural community college. I look at the established method of teaching and facilitating music by 'building up' skills and competence, then I propose a new way of thinking about musical processes by digging down into artistic understanding. I begin a search for a flexible repertoire that is quickly accessible to a diverse cross-section of participants and features layers of artistic depth that can encourage participation by communities of performers with widely stratified levels of experience.I propose a gradient with ten domains of musical accessibility: availability of scores, instructions, or recordings; instrument requirements; notation or instructions; centralized time or ensemble coordination; technique prerequisites; part responsibility or ensemble flexibility; immediacy or ease of initial interaction; opportunity for genuine variation in parts; relatability of groove, harmony, or melody; and interpretability or room for aesthetic identity. Facilitators can use this gradient to assess repertoire choices and plan their own flexible Dig Down musical processes. I demonstrate how facilitators might use it to assess pieces of music and determine how strong a fit they might be for specific communities or projects. I look at pieces through the lens of each accessibility domain and consider how each one might be more accessible in one domain but less accessible in another.Finally, I take a close look at three specific pieces of this repertoire: "Life is (___)," (2012) by Jason Treuting, "By the Time We Look for It," (2018) By Jenny Beck, and "Play Book," (2015) by Danny Clay. I analyze these pieces in-depth, looking at them through the lens of the musical accessibility gradient and my own personal experiences facilitating them. I offer anecdotes and examples of ways this kind of repertoire and facilitation might encourage people to keep participating in music for more of their lives.I believe that our communities are stronger when more people actively participate in music-making. This dissertation ultimately identifies some repertoire and facilitation techniques to strengthen that reality in our culture. Through it, I am advocating that more musicians and music teachers adopt a Dig Down approach to affect the outcome of life-long musicianship in their communities. While I focus primarily on music for percussion, this concept can be applied more universally to music-making in general.
- 일반주제명
- Music
- 일반주제명
- Music education
- 일반주제명
- Art education
- 키워드
- Accessibility
- 키워드
- Community music
- 키워드
- Musicianship
- 키워드
- Percussion
- 기타저자
- University of Washington Music
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383226193
■035 ▼a(MiAaPQ)AAI31329287
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780
■1001 ▼aFarkas, Scott.
■24510▼aDig Down Music An Approach to Life-Long Musicianship Through the Facilitation of Flexible, Stratified Repertoire
■260 ▼a[Sl]▼bUniversity of Washington▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a171 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Whiting, Bonnie.
■5021 ▼aThesis (D.M.A.)--University of Washington, 2024.
■520 ▼aI believe that everyone can and should make music for their whole lives. This dissertation explores repertoire and facilitation techniques that encourage more people to participate in active music-making. I provide some context for this position through my experience as a music teacher and arts administrator at a rural community college. I look at the established method of teaching and facilitating music by 'building up' skills and competence, then I propose a new way of thinking about musical processes by digging down into artistic understanding. I begin a search for a flexible repertoire that is quickly accessible to a diverse cross-section of participants and features layers of artistic depth that can encourage participation by communities of performers with widely stratified levels of experience.I propose a gradient with ten domains of musical accessibility: availability of scores, instructions, or recordings; instrument requirements; notation or instructions; centralized time or ensemble coordination; technique prerequisites; part responsibility or ensemble flexibility; immediacy or ease of initial interaction; opportunity for genuine variation in parts; relatability of groove, harmony, or melody; and interpretability or room for aesthetic identity. Facilitators can use this gradient to assess repertoire choices and plan their own flexible Dig Down musical processes. I demonstrate how facilitators might use it to assess pieces of music and determine how strong a fit they might be for specific communities or projects. I look at pieces through the lens of each accessibility domain and consider how each one might be more accessible in one domain but less accessible in another.Finally, I take a close look at three specific pieces of this repertoire: "Life is (___)," (2012) by Jason Treuting, "By the Time We Look for It," (2018) By Jenny Beck, and "Play Book," (2015) by Danny Clay. I analyze these pieces in-depth, looking at them through the lens of the musical accessibility gradient and my own personal experiences facilitating them. I offer anecdotes and examples of ways this kind of repertoire and facilitation might encourage people to keep participating in music for more of their lives.I believe that our communities are stronger when more people actively participate in music-making. This dissertation ultimately identifies some repertoire and facilitation techniques to strengthen that reality in our culture. Through it, I am advocating that more musicians and music teachers adopt a Dig Down approach to affect the outcome of life-long musicianship in their communities. While I focus primarily on music for percussion, this concept can be applied more universally to music-making in general.
■590 ▼aSchool code: 0250.
■650 4▼aMusic
■650 4▼aMusic education
■650 4▼aArt education
■653 ▼aAccessibility
■653 ▼aActive participation
■653 ▼aCommunity music
■653 ▼aMusicianship
■653 ▼aPercussion
■653 ▼aStratified repertoire
■690 ▼a0413
■690 ▼a0522
■690 ▼a0273
■71020▼aUniversity of Washington▼bMusic.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0250
■791 ▼aD.M.A.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162308▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
