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Download File A COMPOSING ENSEMBLE: CREATING COLLABORATIVELY WITH HIGH SCHOOL INSTRUMENTALISTS by Yan Carlos Colón León Dissertation Committee: Professor Randall Everett Allsup, Sponsor Professor Lori Custodero Approved by the Committee on the Degree of Doctor of Education Date 20 May, 2020 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University 2020 ABSTRACT A COMPOSING ENSEMBLE: CREATING COLLABORATIVELY WITH HIGH SCHOOL INSTRUMENTALISTS Yan Carlos Colón León This study was about composing collaboratively. General music classrooms are often creative, fun and spontaneous spaces in which improvisation and composition exist in different degrees. Time is a limitation in the general music classroom and rarely do students have the time to re-work their compositions. On the other hand, the large ensemble provides the students with time to evolve and refine their work. In the large ensemble however, the creative choices are usually out of the students’ hands. This study aimed to understand the experience of students and a teacher composing music together. The specific focus was to understand the creative process: (preparation, incubation, illumination, and verification) as it may exist in a large ensemble format where young composers write for and with their peers. The study took take place in a New York City after school program in the South Bronx called UpBeat NYC. UpBeat is a not-for-profit, free of charge music program for the community. The participants were high school instrumentalists who participate regularly in large ensembles such as Orchestra and Jazz Band. The ensemble met once a week for the duration of an academic year. Data collection included interviews, brainstorming sessions, field notes, and the teacher’s journal. Through a deeply reflective and reconstructive narrative, the author’s engagement with the data uncovered themes relating to culture, community, representation and colonialism. Through the author’s vulnerabilities, mistakes and process, the study not only offers a window to look at possible strategies for a composing ensemble, but it also offers a reflection about research and ethnographic positionality. ã Copyright Yan Carlos Colón León 2020 All Rights Reserved ii DEDICATION For my wife Coquito, my mom Zeida, my dad Wilfredo, my sister Carla, my brother Joseb and my nephew Sergio. iii ACKNOWLEDGMENTS Firstly, I would like to acknowledge the utmost sacrifice, perseverance and commitment of my parents. Throughout the years, their love and support has made all the difference in my life, the life of my siblings and now, in the life of my beloved nephew Sergio. Thank you for being outstanding against all odds. Gracias mami por amanecerte conmigo haciendo proyectos de la escuela. Gracias papi por sentarte a ayudarme a resolver problemas de matemática. Gracias por que siempre me estuvo claro que el camino que recorría era importante para ustedes. Thank you for making me feel loved and important. To my family in New York City, Titi Cuchi, Tio Manuel, Titi Anita, Titi Mima and Tio Moncho, thank you. You opened up your homes and cared for me. Without you none of this would’ve been possible. Tio Moncho and Tio Manuel, I am grateful to life to have been able to spend some time close to you. May you both rest in power. To my dissertation committee, thank you! Thank you, Professor Richard Jochum, for being a part of such an important moment in my life. Thank you, Dr. Nancy Streim, for giving me the honor of accepting to be a part of my committee. Thank you for believing in me and for always supporting my vision during the time I had the privilege to teach the incredible students at TCCS. Thank you for always having your door open and for being accessible. Finally, thank you for the invitation to write and publish alongside you about the work that was being done at TCCS. It was a true honor. iv Professor Lori Custodero, during my years at TC I have felt your support at every step of the way. Through you I was able to meet and work with the students of TCCS and it changed my life. Thank you for believing in me and for your guidance in the past years. In your class I reconnected with the musical aspects of my childhood and it reminded me why we do what we do. Thank you. Professor Randall Allsup, my sponsor, thank you! I am very grateful to have worked with you during these past years. Thank you for believing in me and for your support during this process. Thank you for pushing me intellectually and for supporting my voice. My time at TC transformed me, and you were a fundamental part of it. I will cherish your lessons forever. Thank you for being my friend. In a world riddled with violence, discrimination and underestimation towards women, I want to acknowledge (in addition to the ones I already have), women that have had a profound and inspiring impact in my life. I consider these women role models and I will forever be grateful to have crossed paths with them. Malika, there will never be enough words to express my gratitude to you. Thank you for what you do for all of us at the music department. Your diligence and wisdom are unparalleled. You were always there for me when I needed anything. Your kind words of advice and encouragement gave me strength and determination at difficult times. Thank you for treating me like family. I will never forget it. Katy, ever since we met, you have always been, and will always be one of my best friends. It was an honor and a pleasure to work and study alongside you and to witness your brilliance. Thank you for your generosity and your friendship. I will never cease to be inspired by you and all that you do. Thank you, my friend. v Tammy, you were one of the first people to ever talk to me at TC. The first thing you did was to offer me a job. You have no idea how much that meant and still means to me. With you I learned things that are not written in books. No mountain is high enough for you. Today, I am beyond proud to call you my friend. Audrey, I have always thought that great leaders are what they are, not because they have authority, but because they inspire those who they lead. I don’t know of a better way to describe you. For a few years I had the pleasure to work under your leadership and during this time I flourished as a professional. Your work ethic is impeccable and admirable. Thank you for guiding and supporting me. Professor Emma Rodríguez Suárez, my first experience doing research was under your guidance and mentorship. You were the first accomplice I had in this dream of mine of pursuing a doctorate. You recommended Teachers College to me; you had the vision. This achievement is yours as well. Tus lecciones me acompañaron en cada paso del camino. Gracias Emma. Marla, you are not only one of my dearest friends, you are my family. Throughout the years you have given me your unconditional support. Thank you for always believing in me and for helping me out in my most difficult times. I am forever in your debt! You are an important part of this achievement. I also want to acknowledge some of my fellow students: Ruth Aguirre, Ling López, Deejay Robinson, Pablo Rodríguez, and Martin Urbach for their unwavering commitment to social justice. Thank you for being a source of inspiration with your scholarship and activism. vi To my peers and friends in the doctoral cohort, thank you! I was incredibly lucky to have the chance to interact with such privileged minds. I continue to be inspired by your work and insight. Thank you for your feedback and support. I will be forever grateful. George, my dear friend and brother. I am grateful for the honor to take on this journey with you. From 3:00 am post-bar-walks in China, to silently sitting across from each other in the library to work on our dissertation, we have definitely been through a lot together. I am thrilled to cross the finish line alongside you. Lastly but not least, I want to acknowledge my wife Coquito. You are my primary source of inspiration. Thank you for your incredible support during this time. This has been a family effort, and without you, it wouldn’t have been possible. Thank you for all you do. I love you! Y. C. C. L. vii TABLE OF CONTENTS PRELUDE........................................................................................................................ xii The Harder They Come, the Harder They Fall ................................................... xii Chapter I – INTRODUCTION ...........................................................................................1 Overview ................................................................................................................. 1 Background ................................................................................................. 5 Theoretical Framework ................................................................................8 Problem Statement .....................................................................................12 Setting ........................................................................................................12 Research Interests ......................................................................................12 Methodology Overview .........................................................................................13 Chapter II – REVIEW OF LITERATURE ........................................................................15 Creativity in the General Music Classroom .........................................................
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