Tesi: "University of Queensland. School of Music"

1

O'Loghlin, Michael. "The Viola da gamba music of the Berlin School, 1732-1772 /". [St. Lucia, Qld.], 2002. http://adt.library.uq.edu.au/public/adt-QU20021223.153129/index.html.

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2

Factora, Miriam Beltran. "A model of sequential music teaching utilising Philippine vocal materials /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19166.pdf.

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3

Carfoot, Gavin Steven. "Deleuze and music : a creative approach to the study of music /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18365.pdf.

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4

Moe, Anders Grimso. "The economics of the music industry : uncertainty in demand and implications for economic organisation and strategy /". St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18083.pdf.

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5

Denniss, Graeme Wright. "Folio of compositions and critical commentary /". [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18251.pdf.

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6

Sabin, Nigel. "A critical commentary on a folio of original compositions /". [St. Lucia, Qld.], 2000. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe20241.pdf.

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7

Lewis, Bethan. "Interrogating the aesthetic : the 'historically informed performance' contribution /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18508.pdf.

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8

Otomo, Ayako. "Art, music and the harpsichord in seventeenth- and eighteenth-century France /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18614.pdf.

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9

Ling, Rebecca. "Department heads and School leadership : a narrative study of professional life space /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17489.pdf.

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10

Stanley, Glenda. "Aspirations of Pacific Island High School Students for University Study in Southeast Queensland". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/397043.

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Abstract (sommario):

Although Australia is a nation of great opportunity, this is not always the case for many Pacific high school students from low socio economic status (low-SES) backgrounds in Logan City, Australia. Many Pacific Island young people continue to be under-represented in tertiary education and over-represented in low skilled, low paid employment (Kearney & Glen, 2017; Ravulo, 2015, 2018, 2019; Ravulo, Said, Micsko, & Purchase, 2020). This qualitative study explored the lives and experiences of Pacific high school students that shaped their (a) aspirations for university study, (b) pursuit of these aspirations, and (c) participation at university. Thirty-one students participated in six semi-structured year-level-specific focus groups referred to as talanoa circles. Of this group, eight students participated in semi-structured interviews three years later which provided rich data on their lived experiences that supported, or not, their participation at university. Van Manen’s (1990) phenomenological approach was applied to better understand the essences of participants’ lived experiences. It also examined the relationships and experiences influencing student aspirations, aligned with Bronfenbrenner’s (1995, 2005) bioecological model. The study found that while participants aspired to attend university to fulfil their parents’ migrant dream, their sense of responsibility to the collective group, more specifically their family and community, outweighed their aspirations. This greatly influenced the decisions and pathways young people pursued on completion of high school, many times at the expense of their participation at university. The learnings from this study contribute to the very limited literature on Pacific high school students’ experiences in Australia and adds to the body of knowledge available on the influences of aspiration for Pacific students. It also provides practical contributions for families, schools/universities and government to better support more positive outcomes for Pacific young people.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School Educ & Professional St
Arts, Education and Law
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11

Ledger, Alison. "The effects of group music therapy on agitation levels of people with Alzheimer's disease /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18692.pdf.

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12

Bland, Derek. "Crossing the line: A study of the experiences of students from low income backgrounds in transition from school to university". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36685/1/36685_Digitised%20Thesis.pdf.

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Abstract (sommario):

The aims of this research project were, through a qualitative enquiry, to consider the effects of the peer environment on the decisions and progress of academically successful students from low SES backgrounds in relation to higher education. Twelve students, drawn from the tertiary access and support program of an Australian university, took part in focus groups and individual interviews, providing details of their experiences in secondary school and the commencement of their university courses. The thesis examines the transition passages of such students, how they attempted to integrate with a new peer group in the university setting, and what supportive strategies had worked for them. As an aspect of this process, the thesis questions whether 'cultural suicide' -- the rejection by low SES students of their cultural heritage, whereby they make a clean break from their families and home communities -- had been a condition of academic success and persistence for these students. The social reproduction theory of Bourdieu is central to the theoretical base of the research, with particular reference to the concept of habitus.

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13

Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.

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14

Forbes, Melissa Therese. "Playing the Changes: An Expanded View of Higher Music Education through the Use of Collaborative Learning and Teaching". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/366951.

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Abstract (sommario):

In Australia, higher music education faces challenging times— university reform has ushered in an era of public accountability and budget cuts; the sector has become portfolio career-focussed and a university education must prepare students for uncertain futures. Within higher music education, collaborative learning has been identified as one way to address these types of challenges. There has recently been increased interest in the use of collaborative learning in a variety of higher music education contexts. To date, however, collaborative learning for music practice or performance in higher music education remains little used and under-researched. Situated within a practitioner inquiry framework, this study employed narrative approaches to discover participants’ experiences of collaborative learning in first year music practice courses at the University of Southern Queensland, a regional Australian university. The participants in this study were students who completed the first year music practice courses in 2014 and the teacher/researcher. Preliminary research during 2012 and a pilot study in 2013 shaped the focus and design of the study. Data were collected from students’ essays, journals and short answer questionnaires. Teacher’s data took the form of a teacher/researcher diary. Thematic analysis of students’ essays and journals established the ways in which collaborative learning built students’ individual and collective agency. Narrative analysis of the entire data set was undertaken to develop a robust picture of the value created through learning music practice collaboratively.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Queensland Conservatorium of Music
Arts, Education and Law
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15

Irving, David Ronald Marshall. "Lamentation settings by Manuel José Doyagüe (1755-1842) recently rediscovered in Manila : a contextual study and critical transcription /". [St. Lucia, Qld.], 2003. http://adt.library.uq.edu.au/public/adt-QU20040816.171235/index.html.

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16

Lynch, John James. "A study of the methods of composition and transcription developed in Bartok's First Rhapsody for violin and piano (1928) with regard to its recent transcription for viola and piano /". St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17281.pdf.

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17

Melissa, Cook. "Learn the language : understanding the needs of young people outside the school system with mental health issues /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17393.pdf.

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18

Phillips, Jacquelyn Louise. "Sentence complexity and variation in school texts /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18878.pdf.

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19

Hilton, Annette I. "Attitudes to school of extracurricular activity participants and non-participants /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19154.pdf.

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20

Bartleet, Brydie-Leigh. "Gendering the podium : the journeys of professional women conductors /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18509.pdf.

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21

Crouch, Roderick H. W. "Middle school leadership : the role of the head of middle school /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19546.pdf.

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22

Hadfield, Karen. "Mannheim and the clarinet : the Palatine Court's contribution to the development of the clarinet as an orchestral instrument /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19322.pdf.

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23

Jayasinghe, Laknath Dhinendra. "The kinesthetics of rock music performance : an examination through performativity, masculinity and Nice Cave /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19805.pdf.

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24

Straw, Millard Michael. "Missouri high school music students' perceptions of recruitment techniques utilized by college and university music departments /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9823326.

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25

Close, Kathryn. "The history and development of violin and violoncello duets /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17486.pdf.

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26

Hull, Megan. "Parent reports of current school experiences of children with Asperger syndrome or Autistic Spectrum Disorder /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17934.pdf.

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27

Crawford, Rachel Elizabeth. "Bonza schooldays : an annotated bio-bibliography of Australian school stories /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19374.pdf.

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28

Liu, Mei-Hui. "EFL student teachers in Taiwan : exploring their learning to teach in a junior high school context /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18648.pdf.

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29

Bonar, Cade McNaughton. "Toward Meaningful Music Education in the Middle School Music Classroom: An Action Research Project". Thesis, Griffith University, 2017. http://hdl.handle.net/10072/366524.

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Abstract (sommario):

Music commands a significant presence in the lives of young adolescents. Earphones ‘housed’ in the adolescent ear are near accessories to everyday life, and smartphones and other portable devices – and the streaming of content they allow access to – afford the opportunity for music to be consumed anywhere at any time. Furthermore, emerging technologies are enabling greater accessibility to music making and production. Students can learn, create and share music using digital technologies alone. Whether it is consumed or produced, music is firmly cemented in adolescent life – it affords a medium for the construction and identification of ‘self’ and the expression of emotion – and is a significant part of the adolescent ‘Being’ (Lines, 2005a). Despite the significant role of music in the lives of adolescents, school music often fails to demand the same attention. It can present a crisis of relevance for the students it proclaims to serve, with student expectations of music and musical experiences offered often existing at considerable remove (Regelski, 2005a; Lines, 2005a; Swanwick, 1999b). This problem is not new – over three decades ago, Paynter (1982) observed that, “music which, outside of school, almost continuously goes in and out of young people’s heads – which stirs their feelings and activates their bodies, becomes when presented – or as presented – inside schools, a ‘dead bore’” (p. vii). For many students, school music education is perceived as unhelpful, irrelevant, even detrimental, to their musical selves.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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30

Webb, Georgina. "Contested elements, competing voices : values added Australian school gender equity policy 1975-2004 /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18367.pdf.

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31

Woods, Annette. "The contexts and purposes of school literacy pedagogy : 'failing' in the early years /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.

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32

West, Susan, e susan west@anu edu au. "A new paradigm in music education : the Music Education Program at The Australian National University". The Australian National University. Centre for Educational Development and Academic Methods, 2007. http://thesis.anu.edu.au./public/adt-ANU20090816.132910.

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Abstract (sommario):

This thesis describes a qualitative action research process undertaken in the field over approximately eight years of the development of an alternative paradigm for music education. This new paradigm evolved from a simple, practical approach that was not, in the first instance, designed to be transformational, but which quickly showed itself to have potential for providing a different model for conceptualising musical engagement. ¶ It is argued that the standard and widely accepted approach to music education has aspects that does not encourage on-going music making. This study conceptualises that traditional Western approach in terms of a virtuosic mountain that prioritises and rewards technical achievement. The concept of the virtuosic mountain is developed in terms of three Ps: Perfection, Practice and Performance. The concept was developed by not just reviewing current literature but also by analysing that literature in light of the developing new paradigm as a means of comparing and contrasting the approaches. ¶ Called The Music Education Program, this new paradigm is based on a practical approach to the sharing of music making beyond institutional boundaries like the school gate. Children do not perform in the community but seek to engage others in making music with them without reference to age, disability or skill level. The focus is on the social outcomes that derive from music making rather than the improvement of skills, which develop as a natural part of community engagement. In this respect, the approach has roots in community enculturation processes that are no longer prominent in Western society. ¶ The new paradigm is presented with a contrasting set of three Is: Intent, Identity and Involvement, which are designed to illustrate how the community outreach of the Music Education Program provides a model for consciously reconceptualising our approach to music education through re-visiting what might be regarded as old practices in a new guise. The three Is are illustrated through a series of critical incidents that highlight the necessary change in theoretical underpinnings that the practical application of the Program demands. This includes a particular focus on the Intent behind our music making, rather than the quality in terms of technomusical outcomes; stress on the individual and group choices that develop musical Identity; and demonstration of the ways in which this paradigm may contribute to voluntary, rather than enforced, Involvement. ¶ The critical incident data is supplemented by some survey and evaluation data which supports the view that the social component of musical engagement provides an alternate focus to musical development than does an achievement paradigm. The range of data collected shows that classroom teachers can take a significant role in the encouragement of music making in the primary school without relying solely on the expertise of those with specific musical training; and that overcoming negative attitudes and experiences can transform not only the teachers relationship with music but produce a positive effect on her students. ¶ The model described here has evolved through a longitudinal process that constantly maintains the centrality of the practical operation of the program. In so doing, it moves away from theoretical constructs that often do not seem to relate directly to practitioners but, at the same time, it avoids prescriptive methodology. Theory is elucidated through practice in a way that encourages teachers to develop their own practices that are consistent with underlying principles. This model is transformative in nature, having first a transformative effect on the principal researcher and thence on those teachers engaging in professional development with the Program. ¶ Since the Music Education Program does not yet have students who have exited the school system, this study does not attempt to claim success in the long-term in terms of promoting ongoing engagement through life. Data suggest, however, that it has had an impact in encouraging teachers to reconnect with music making and enables them to share that music making with their students, thereby helping to develop more school-based musical engagement that is also affecting the broader community in the Australian Capital Territory.

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33

Waters, Jonathan Neale. "Jack Oliver Evans: His Life and His Contributions to the Ohio State University School of Music". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1409850331.

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34

Riemann, Jodie. "Strategies primary school teachers find effective for students with conduct problems & disruptive behaviour : an exploratory study /". St. Lucia, Qld, 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17729.pdf.

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35

Nonkukhetkhong, Kittiporn. "Teachers' perceptions and implementation of the learner-centred approach in teaching English as a foreign language (EFL) in Thai secondary school contexts /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19545.pdf.

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36

Man, Pauline. "The viola in early twentieth-century music : a performer's analysis of works by Rebecca Clarke, Paul Hindemith and Ernest Bloch /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19161.pdf.

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37

Waters, Richard. "Equalising the pressures : principals, consultants and ethical dilemmas /". [St. Lucia, Qld], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18190.pdf.

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38

Belmonte, Angelo. "Voices of lay principals : promoting a Catholic character and culture in schools in an era of change /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19679.pdf.

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39

Chen-Merrett, Shaohua. "Beethoven and the violoncello : the influnce of Jean-Louis Duport (1749-1819) /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19976.pdf.

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40

Stocker, Melinda Suat-Lee. "The evolution of the caprice for solo violin with reference to the caprices by Locatelli, Paganini and Reitz /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18759.pdf.

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41

Orrick, Anne M. "Factors associated with affective distress in year 11 and 12 students /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18449.pdf.

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42

Voulgaris, Virginia Caballero M. F. "El dúo de la africana : a 1997 opera production at the University of Washington School of Music /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/11333.

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43

Hartwig, Kay, e n/a. "Music in the Year 8 Classroom: An Action Research Project". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.115435.

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Abstract (sommario):

The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.

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44

Hartwig, Kay. "Music in the Year 8 Classroom: An Action Research Project". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366790.

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Abstract (sommario):

The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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45

Burke, Donita Baham. "A Music Curriculum for the Non-Music Major Teacher of the Intermediate Grades". UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/71.

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Abstract (sommario):

This study was developed for the teacher who may have limited resources in music education. The purpose of this study was to design a curriculum in music education for the intermediate grades so that a non-music major teacher could easily instruct music lessons. The characteristics of musical growth have been outlined and research has been shown to support the musical characteristics. A set of objectives has been formed as the foundation for teaching music to children of the intermediate grades. The curriculum devised has three components for the teacher to follow: songs appropriate for each season, holiday or month, listening to American composers, and creating musical instruments. The activities listed have been selected for student appeal and enrichment suggestions are given to allow the teacher the opportunity to expand the, music lesson. It is with great hope that this study will give the teacher confidence to undertake a program of music that may have been otherwise nonexistent in the classroom.

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46

Bassett, Hazel. "Living with under fives : developing an observation tool for use with parents with a mental illness and their pre-school children /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18243.pdf.

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47

Tracz, Frank Carl. "Marching band techniques in the music teacher education curriculum : a survey of high school band director needs and current university offerings and practices /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250094765.

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48

Turner, Krystle Vivienne. "The augmented rural reality: How rural high school students' decisions to pursue university study in digital media are 'augmented' by the role of life history and cultural capital". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/123240/2/Krystle%20Turner%20Thesis.pdf.

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Abstract (sommario):

Rural students are underrepresented in higher education in Australia. At the same time, the workforce is rapidly transforming with the integration of digital processes into everyday work and life. Rural students are less digitally competent than urban students. Queensland, a largely regionalised state, has a high percentage of rural students. Using cultural capital as a framework, this research identifies family, community, school and digital media as influences on rural Queensland students' decisions to pursue higher education and their perceived value of digital media. Family plays the most significant role in the decision making process, while students' community and school also influence decisions and perceptions. Students' value of digital media depended somewhat on their intended career choice. Findings provide valuable new data around student influences towards higher education and digital media and suggest avenues to improve outreach programs targeting students in rural areas.

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Archer, Peter A. "A history of the Aaron Copland School of Music at Queens College of the City University of New York". Thesis, Boston University, 2014. https://hdl.handle.net/2144/10931.

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Thesis (D.M.A.)--Boston University
The purpose of this study was to document the history of the Aaron Copland School of Music (ACSM) at Queens College. The ACSM evolved out of the Department of Music at Queens College, established by the Board of Trustees and its first president, Paul Klapper, in 1938, one year after the founding of the college. In 1980, the Department of Music officially became a School of Music and subsequently named the Aaron Copland School of Music at Queens College of the City University of New York in 1981. In an effort to present an organized chronological history of the institution, I employed historical methodology for the collection, analysis, evaluation, verification, and description of data. Archival research and interviews with former students, and past and present faculty and department heads contributed significantly to the study. Additional data built a holistic picture, helping in the analysis of the reports and views of participants. Since there is no prevwus comprehensive historical documentation of the ACSM, it was necessary to examine source items such as Queens College and Copland School of Music records, manuscripts, college bulletins, newspapers, memoirs, and concert programs. Additionally, I examined other items from several archival collections to explain how and why the School of Music originated, as well as prevailing factors that contributed to its growth. Further, the study examines the role of curricula, personnel, facilities, and activities relevant to its development. The history of the ACSM reflects the development of other music schools in higher education in that it has and continues to develop musicians and provides diverse collaborative efforts with the community. A history of the Aaron Copland School of Music is both desirable and necessary to document fully its unique qualities and successes. In addition to documenting the historical record, this study may prove useful to present and future operations of the School of Music as well as bring new insights into the historical foundations of the college and providing a basis for future research.

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Hughes, D. "Teaching singing in Sydney government schools". View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/36654.

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Thesis (Ph.D) -- University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Communication Arts, in fulfillment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

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Tesi sul tema "University of Queensland. School of Music"

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