3 minute read
Music & Dance
Planning to use Equitable Teaching and Active Learning in Calculus 1
David Smith and Kyle Yapp Andrew Ross, faculty mentor
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Math education researchers have identified a set of Equitable Teaching Practices for math, and the Michigan state government has written standards regarding equitable teaching into the new mathematics teacher preparation standards. Many professional mathematics societies (MAA, AMTE, ASA, SIAM) have issued statements highlighting how Active Learning is a key component of retaining students, especially students from underserved groups, in STEM fields. We will describe the Equitable Teaching Practices and our plans to implement them in a Calculus 1 class in Fall 2021, along with new Active Learning materials that aim to make the course material more accessible to a wider variety of students.
Poster / Live Session 3 / 2:10 p.m.
Music, Identity, and Expectation: Exploring Music, Health, and Authentic Identity During a Pandemic
Olivia Barnaclo Theresa Merrill, faculty mentor
This project discusses and reflects on the experience of being a musician in a pandemic through a voice recital and a self-study. This heuristic self-study reflects on the themes of authentic self, home, and quality of life while living in relative isolation. Through self-reflection, journaling, and analysis, I uncover and discuss themes of music and memory, music and self-identity, and the emotional process of performing. These themes are informed by disability theory, feminist theory, music identity theory, and music psychology.
Oral / Live Session A / 9:30 a.m.
Ysaÿe Violin Sonata No. 2, “Obsession”
John Guzdek IV Daniel Foster, faculty mentor
Eugène Ysaÿe (1858-1931) was a Belgian violin virtuoso, composer, and conductor. He was regarded as the king of violin, or as Nathan Milstein put it, the “Tsar.” His six unaccompanied violin sonatas were dedicated to different violinists, the second to Jacques Thibaud, a distinguished French contemporary. This sonata has four movements, the first titled “Obsession; Prelude,” which is performed here today. It quotes Bach’s famous Preludio in E major throughout, and dives into virtuosic violin techniques and variations as well. This movement also quotes the Dies Irae, which is melody/poetry describing the day of judgment. It is a standard part of a Requiem Mass, associated with death.
Oral / Q&A Session B
Cultivating Composers: How Clarinet Sonata by Jennifer Higdon Demonstrates Form and Function
Casie LaMay Sandra Jackson, faculty mentor
Jennifer Higdon is one of the most influential living composers in the music world today, and has been a recipient of two Grammy Awards and a Pulitzer Prize. Her resume includes commissions from prestigious ensembles including The Philadelphia Orchestra, The Chicago Symphony and others. Clarinet Sonata, originally written for viola, was arranged by Higdon in 2011. This presentation will focus on Movement II, Declamatory, commenting on the form and specifically how it breaks rules of the typical sonata while still staying true to the sonata style. Also discussed will be the importance of Higdon’s writing, including this work for clarinet and piano.
Oral / Q&A Session C
Making Music For All: Inclusivity in the Music Classroom
Rebecca Sims Heather Shouldice, faculty mentor
Music plays an integral role in culture and development. For this reason, music education is vital for a well-rounded education, to foster a life-long love and appreciation for the arts, and quality instruction should be accessible to all. With a growing number of inclusivity issues in the field of education, this presentation will explore practices of inclusivity and how to create a safe and supportive space for all students to learn and participate in the music classroom. Topics will cover a wide range of issues including historical and cultural considerations, accommodations and modifications, gender and sexuality, and the teacher’s role in creating a positive classroom environment.
Poster / Live Session 3 / 2:20 p.m.
The Effects of Hormone Therapy on the Voice and Body: Through a Singer’s Lens
Sydney Timmer Heather Shouldice, faculty mentor
This presentation analyzes how hormone therapy, in the form of testosterone and estrogen intake, affects the voice and body of the individual taking it. To inform this presentation, scholarly articles, dissertations, and texts on teaching transgender voice students were read and analyzed. The results of this literature survey found that students taking testosterone were more likely to see physical changes in both their voice and body than those taking estrogen. This study discusses the changes that transgender and nonbinary students go through when taking hormone therapy. By looking at this topic through a singer’s lens, we are then able to understand how these changes affect transgender and nonbinary students while taking voice lessons.
