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From the perspective of critical the...

Rigby, Lauren Riley.

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From the perspective of critical theories: Classically trained cellists who improvise.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	From the perspective of critical theories: Classically trained cellists who improvise./
Author:	Rigby, Lauren Riley.
Description:	353 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3426966
ISBN:	9781124295169

From the perspective of critical theories: Classically trained cellists who improvise.
Rigby, Lauren Riley.

From the perspective of critical theories: Classically trained cellists who improvise. - 353 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--New York University, 2010.

This study explores themes of hegemony, resistance, empowerment, ideology, and identity through data produced from interviews with five classically trained cellist-improvisers. Specifically, this study investigates the cellists' experiences through the lenses of feminist theory and critical pedagogy. Through the interview data, I have examined perspectives, assumptions, and contradictions within the cellists' conservatory experiences. Considered within and through the lens of my theoretical framework, I also explored how these issues have influenced their decisions to become improvisers, largely in non-classical settings, thus creating new identities and paradigms beyond those established by classical music ideology. In addition to exploring how the above themes connect with the cellists' experiences in music conservatories and/or university music departments, I also investigated how and why improvisation is meaningful to them, and how this kind of music making connects with issues of resistance, empowerment, and identity.

ISBN: 9781124295169Subjects--Topical Terms:

626654
Education, Sociology of.

From the perspective of critical theories: Classically trained cellists who improvise.
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100 1 $a Rigby, Lauren Riley. $3 1673256
245 1 0 $a From the perspective of critical theories: Classically trained cellists who improvise.
300 $a 353 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Adviser: Cathy Benedict.
502 $a Thesis (Ph.D.)--New York University, 2010.
520 $a This study explores themes of hegemony, resistance, empowerment, ideology, and identity through data produced from interviews with five classically trained cellist-improvisers. Specifically, this study investigates the cellists' experiences through the lenses of feminist theory and critical pedagogy. Through the interview data, I have examined perspectives, assumptions, and contradictions within the cellists' conservatory experiences. Considered within and through the lens of my theoretical framework, I also explored how these issues have influenced their decisions to become improvisers, largely in non-classical settings, thus creating new identities and paradigms beyond those established by classical music ideology. In addition to exploring how the above themes connect with the cellists' experiences in music conservatories and/or university music departments, I also investigated how and why improvisation is meaningful to them, and how this kind of music making connects with issues of resistance, empowerment, and identity.
520 $a Coming to an understanding of the fluctuating and constantly evolving nature of identity and how identity is constructed by institutional power, we can better understand and therefore interact with our students and colleagues so that we may think more critically and become empowered in the musical domain. As such, we can embrace an inclusive, rather than an elitist, perspective regarding music today and ourselves as musicians interacting, working, and evolving within a community. This study also points to possibilities for institutional change in the sense that an open space is created in which to examine the hegemonies present within conservatories and university music departments and those ways ideology within such institutions is perpetuated and sustained. It is through this understanding that action, progress, and evolution can occur on personal and institutional levels.
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790 1 0 $a Marin, Christina $e committee member
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792 $a 2010
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