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Articles 1 - 3 of 3
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Individual Thought Patterns: Women In New York's Extreme Metal Music Scene, Joan M. Jocson-Singh
Individual Thought Patterns: Women In New York's Extreme Metal Music Scene, Joan M. Jocson-Singh
Theses and Dissertations
Extreme metal music (EMM) is both an umbrella term and a sub-category of heavy metal. Although women have a small but steady presence in heavy metal, this number shrinks when applied to the EMM scene. Using ethnographic research, participant-observation and interviews, this study surveys women in New York's EMM scene to address participation, gender performativity and feminist musicology.
Speaking Of Consequences: Contemporary Music For Political Discourse, Elizabeth Adams
Speaking Of Consequences: Contemporary Music For Political Discourse, Elizabeth Adams
Dissertations, Theses, and Capstone Projects
This dissertation reads politically works by Georges Aperghis, Rick Burkhardt, Mark Enslin, and Elizabeth Hoffman. Chapter 1 argues that suspending intelligibility stimulates the audience to imagine alternative meanings and ways the music might go, in an orientation that is politically desirable. Synthesizing theorizations by Herbert Brün, Joseph Dubiel, Shoshana Felman, and Enslin, it catalogues four techniques for suspending intelligibility, and analyses Enslin’s Sonata Quijada. Chapter 2 suggests that we read politically metaphors of agency and power sharing in chamber textures, and translate those metaphors into our social and political lives. It draws on Elisabeth Le Guin’s reading of Boccherini, …
Exploring The Uses Of Cultural Funds Of Knowledge Among Ethnic Minority Immigrant College Students In Their Constructions Of Learning Identities Within A Collaborative Photovoice Project, Stacey Jennell Cooper
Exploring The Uses Of Cultural Funds Of Knowledge Among Ethnic Minority Immigrant College Students In Their Constructions Of Learning Identities Within A Collaborative Photovoice Project, Stacey Jennell Cooper
Dissertations, Theses, and Capstone Projects
Today’s college classrooms are distinguished by an increase in ethnic minority and immigrant student populations, yet there is little reflection of such diversity in the curriculum and teacher preparation and practice. Ethnic minority immigrant students bring with them into learning spaces much valuable cultural knowledge. If validated, this knowledge can become an essential resource from which these students can draw in creating their learning identities and goals.
This study explored how a group of ethnic minority immigrant community college students created potential identities in relation to learning by drawing on their culturally and historically informed funds of knowledge, including values, …