자료유형  

 학위논문

Control Number  

0017162308

International Standard Book Number  

9798383226193

Dewey Decimal Classification Number  

780

Main Entry-Personal Name  

Farkas, Scott.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Washington., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

171 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

General Note  

Advisor: Whiting, Bonnie.

Dissertation Note  

Thesis (D.M.A.)--University of Washington, 2024.

Summary, Etc.  

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.

Subject Added Entry-Topical Term  

Music.

Subject Added Entry-Topical Term  

Music education.

Subject Added Entry-Topical Term  

Art education.

Index Term-Uncontrolled  

Accessibility

Index Term-Uncontrolled  

Active participation

Index Term-Uncontrolled  

Community music

Index Term-Uncontrolled  

Musicianship

Index Term-Uncontrolled  

Percussion

Index Term-Uncontrolled  

Stratified repertoire

Added Entry-Corporate Name  

University of Washington Music

Host Item Entry  

Dissertations Abstracts International. 86-01A.

Electronic Location and Access  

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Control Number  

joongbu:657619