Set Class Conceptualizations: A Pedagogical and Theoretical Framework

dc.contributor.advisorBoss, Jack
dc.contributor.authorKing, John
dc.date.accessioned2024-03-25T18:23:17Z
dc.date.issued2024-03-25
dc.description.abstractSet Class Conceptualizations has two main goals: one, facilitate a student’s learning of set classes; and two, demonstrate multiple ways in which they could benefit from doing so. The intended audience of this dissertation is music professionals and teachers. The main gist of this approach is: one, as the student studies individual set classes, they refine a “bigger picture” of how the set classes relate; two, they relate “new” set classes to ones that they are already familiar with; and three, they let their own musical interests guide them. Part I and the Appendices provides general background information and resources that can act as an aid and inspiration towards the student’s development of their own “bigger picture.” Part II, the heart of this pedagogy, provides tools and resources that are specifically tailored towards the learning of the set classes. Part III provides examples of how an increased knowledge of set classes may enhance various musical endeavors.en_US
dc.description.embargo2026-03-06
dc.identifier.urihttps://hdl.handle.net/1794/29302
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsAll Rights Reserved.
dc.subjectCompositionen_US
dc.subjectImprovisationen_US
dc.subjectMusic Cognitionen_US
dc.subjectPedagogyen_US
dc.subjectPost Tonalen_US
dc.subjectSet Classesen_US
dc.titleSet Class Conceptualizations: A Pedagogical and Theoretical Framework
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineSchool of Music and Dance
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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