Music - Masters by Research Theses
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Item At Casey’s Altar – exploring the life and music of Bobby Casey(University College Cork, 2024) Arkins, Conor Joseph; Mitchell-Ingoldsby, Mary; Ní Shíocháin, Tríona; University College CorkThis thesis explores the life and music of Bobby Casey (1926-2000), an Irish traditional fiddle player born and raised in Annagh, a small townland in rural West Clare, who is regarded as one of the finest exponents of Irish traditional fiddle playing of the twentieth century. Utilising an comprehensive multi-method approach, employing ethnographic fieldwork interviews, archival ethnography, historiography, as well as musical transcription and analysis, this thesis presents the reader with a comprehensive study of Bobby’s character, life and creative process. Furthermore, the repertory nature of this study, culminating in the form of a transcribed tune collection, not only illuminates complex elements of style present in his musical idiolect, but preserves his performance repertoire in the largest collection of his music in existence. The introductory chapter of this thesis contextualises the study within existing research in the field as well as outlining the methodologies used throughout the research process. Chapter Two examines the vernacular creative and social practices in rural West Clare during the late 19th and early 20th centuries, by providing an informed view of the tradition that existed during Bobby’s formative years. Chapter Three explores Bobby’s musical life from his childhood to his death at the age of 73 and how his interpersonal relationships informed his practice. Chapter Four explores the process of analysing elements of style in Bobby’s music through the parameters of pitch and rhythm, by exploring stylistic intricacies present in the transcriptions completed as part of this study. Chapter Five presents to the reader a collection of forty-nine detailed transcriptions of his repertoire transcribed from various commercial and archival recordings taken over a 40 year period. I submit to the reader, that this work acknowledges the significance of both the cultural context of the individual and the process and product of their creative practice. It recognises and is informed by existing research in the fields of Irish musical studies, Irish historical studies, cultural anthropology, and ethnomusicology. Furthermore, this study aims to contribute to the growing body of work in these fields by offering new historical accounts of creative and social practices, analysing elements of style in the creative process, and preserving of the music of one of the finest Irish traditional fiddle players of the twentieth century.Item "I'm gonna be free": listening to expressions of queer identity and cultural Catholicism in the music of contemporary Irish artists(University College Cork, 2024) Fleming, Laura; Marshall, Melanie L; Gale, Emily; Rollefson, J. GriffithThis project is the culmination of my research into the relationship between Irish cultural Catholicism and queer Irish identity as revealed and complicated through music. For many, queer identity and Irish identity are polarised, situated at a point of tension as a result of the homophobic teachings of the Catholic church, an institution which has historically held immense power in Ireland. I will explore this contentious relationship, drawing from personal experience as well as those of other queer Irish people to examine what it means to be a queer person in Ireland today. With this as the contextual background for my case studies, I will examine the use of religious images, language and symbols by contemporary Irish queer musicians. Finally, I will explore the impact of this for queer listeners, and the participation of these musicians in the imagining of a queer Irish utopia through music.Item Normal hero(ine)s and deviant villains: musical representation of moral archetypes in a selection of Disney films(University College Cork, 2023) Lozano Velasquez, Camilo Andrés; Gale, Emily; Rollefson, J. Griffith; Fundación para el futuro de ColombiaIn this dissertation, I examine the musical representation of hero(ine)s and villains in selected Disney animated films: The Little Mermaid (1989), Beauty and the Beast (1991), Aladdin (1992), The Lion King (1994). While existing scholarship extensively scrutinizes Disney characters, this study provides a musicological approach to elucidate how music complements and underscores insights into the representation of the characters’ particular dimensions. Specifically, this research reveals connections between well-established traits associated with character portrayals, such as morality, gender, and sexuality, and the musical-performative elements within their musical numbers. Notably, the scenes featuring love ballads and villain songs provide intriguing opportunities to identify and assess these aspects, shedding light on the depiction and perception of the hero(ine)s as normal and the villains as deviant. The analytical framework of this research centers on musical elements related to lyrical content, musical performance, and contextual considerations such as genre and style. These musical components play a pivotal role in shaping the processes of representation, supporting and advancing conventionally used musical codes of character portrayal. Throughout this dissertation, I delineate the perceived normality of the protagonists, characterized by virtues, gender conformity, and heterosexuality, in stark contrast to the deviance embodied by the villains, depicted as evil and queer-coded. This dichotomy is musically reinforced by elements that resonate with Western cultural ideals of identity and alterity. Specifically, I discern dualities pertaining to the musical representation of the natural and the artificial, the familiar and the exotic, as well as the conventional and the unconventional. This study, then, provides a comprehensive examination of the intricate relationship between music and character representation in Disney animated films. However, this research goes beyond character analysis to unveil cultural intersections between beauty, gender, and sexuality, which serve as markers of morality in popular culture, and elements related to the musical texture of the songs.Item Exploring the development and integration of music in preschool settings in Ireland(University College Cork, 2023) Ahern, Leah; Finnerty, MichelleThis research study focuses on music in early years education, with a particular interest in children’s spontaneous musicking, early years educator’s perspectives of music education, and the role of music in the early years context; particularly preschool settings. The research study highlights the benefits of music education considering the role of music in children’s lives; also revealing the ability, potential and interests that are evident in children from a young age. The study reveals a clear understanding of the inner workings of music education within the context of preschool learning; appreciating that early years educators are the cornerstone of children’s early learning and must be supported. As part of the research, creative resource packs were designed in response to surveys, interviews and observations. The research study uses a qualitative approach to data collection, using a combination of literature, surveys, interviews and observations. The findings of this study presented a need for the integration of music training within early years courses and degrees, supports for early years educators to build confidence, access to music experts to encourage the provision of music and incentives for continuing professional development. These findings support the emergent model of pedagogy recommended by the National Council for Curriculum and Assessment to offer meaningful learning experiences.Item Connecting classroom, school and community: the role of music in primary level education in Ireland(University College Cork, 2008-04) Finnerty, Michelle; Mercier, MelThis thesis explores the role of music education in primary level education in Ireland. Since the introduction of the New Revised Music Curriculum in 1999 there has been an increase in the profile of music education at primary level. Principals and teachers have become more aware of the importance of enhancing the provision of and access to music education in schools and creating equal opportunities for children to participate in music. The renewed interest in providing access to music education at primary level has also led to a number of extra-curricular developments. Arts organizations, local community groups, music teachers, and musicians have become more involved in music education programs through various extra-curricular projects and initiatives. This study focuses on the classroom as the locus of the schooling system. It focuses on fieldwork conducted in two primary level schools in Cork. By entering the environment of the classroom, the research presents an understanding of the role of music at primary level and it highlights how music is ‘unique’ in the way it makes connections between the classroom, the school community and the wider community outside of the schools. This investigation of the primary school system argues that there are two approaches to the provision of music education at primary level in Ireland: the formal curricular based teaching, implemented by the classroom teacher, and the informal, extra-curricular work, involving the classroom teacher and various members of the school community and the wider community. It reveals that there are three main agents involved in the co-ordination of music at primary level: the classroom teacher, the music curriculum co-ordinator and the music specialist. Through observations and discussions with the people at the centre of the classroom, this research provides an understanding of the ways in which music education can be provided and how connections between school and community can be strengthened.