MARCH, University of Cincinnati, 2006, Design, Architecture, Art and Planning : Architecture (Master of)

Time, sequence, composition, and the sensory experience are common elements used in the creation of both music and architecture. To support the claim that the two art forms stem from the same spirit, the incorporation and similar treatment of common temporal aspects are analyzed in both written form and are demonstrated through design. Specific focus will be placed on the ideas of: sequence and composition as they pertain to the communication of an idea, both measurable and phenomenological definitions of time, and sensory experiences as they relate to understanding. Specifically, the cannons of the Suzuki Method, Sonata Form, Fibonacci Sequence, and Serialism are articulated in the design of the music education center. Ultimately, this study will develop the notion that architecture can become more experientially enriched by studying the perspective music has on these common features.

Committee: Jay Chatterjee (Advisor) Subjects: Architecture; Music

Master of Music (MM), Bowling Green State University, 2007, Music Education/Comprehensive Music Education

The purpose of this study was to examine the efficacy of unstructured composition tasks versus structured composition tasks in first grade students' understanding of ABA form and rhythmic and timbre differences. Subjects in this study were first grade students from a rural elementary school in the midwestern United States. Subjects were randomly assigned to one of two groups. Subjects were asked to compose a song in three sections with the first and third sections being exactly alike. The structured group learned a shark poem and those subjects were asked to create their own shark composition. The structured group had two white pieces of paper with a piece of red paper in the middle to represent the B section. The unstructured group had three white pieces of paper. The unstructured group simply received instructions to compose a song in three sections with the first and third sections being exactly alike. The students had five minutes to compose their songs and then their final compositions were videotaped. Three elementary music teachers served as judges and scored the compositions. The results showed that groups (structured vs. unstructured) differed in their ability to compose a piece in ABA form that demonstrated their understanding of rhythmic and timbre differences, t(28) = -2.09, p < .05. The unstructured group more effectively utilized ABA form and demonstrated greater understanding of rhythmic and timbre differences in their compositions.

Committee: Nancy Sugden (Advisor) Subjects: Education, Music